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Impact of the Bologna Process and German Higher Education Reforms on Professorial Work and Role Definition at the University of Potsdam: a Case Study

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W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2013 Impact of the Bologna Process and German higher education reforms on professorial work and role definition at the University of Potsdam: A case study Christen Cullum Hairston William & Mary - School of Education Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Education Policy Commons, Higher Education Commons, and the Higher Education Administration Commons Recommended Citation Hairston, Christen Cullum, "Impact of the Bologna Process and German higher education reforms on professorial work and role definition at the University of Potsdam: A case study" (2013). Dissertations, Theses, and Masters Projects. Paper 1550154082. https://dx.doi.org/doi:10.25774/w4-zn7k-x436 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Running head: THE GERMAN PROFESSORATE IMPACT OF THE BOLOGNA PROCESS AND GERMAN HIGHER EDUCATION REFORMS ON PROFESSORIAL WORK AND ROLE DEFINITION AT THE UNIVERSITY OF POTSDAM: A CASE STUDY A Dissertation Presented to The Faculty of the School of Education The College of William & Mary in Virginia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Christen Cullum Hairston April 3, 2013 i IMPACT OF THE BOLOGNA PROCESS AND GERMAN HIGHER EDUCATION REFORMS ON PROFESSORIAL WORK AND ROLE DEFINITION AT THE UNIVERSITY OF POTSDAM: A CASE STUDY By Christen Cullum Hairston Approved April 3, 2013 by f. Dorothy E. Finnegan, Ph.D. Chairperson of Doctoral Committee Pamela Eddy, Ph.D. Michael Nugent, Ph.D. iii DEDICATION This dissertation is dedicated first and foremost to my husband, Steve Hairston, who has been my rock throughout my entire doctoral program and dissertation process. You have supported me, cooked for me, and loved me every step of the way. I feel like this entire adventure would have never been possible (or as much fun) without you. You are the love of my life. To my dissertation chair, Dot Finnegan, you have shifted my paradigm. No better way to describe it. You have pushed me, challenged me, and supported me for five years now. The woman that sat before you in August 2008 is definitely not the same woman that stands before you today. Thank you for knowing before I did what I could become. You have taken so much time with me not only throughout the dissertation phase but through our many courses together. Thank you for being an intellectual role model and a dear friend. To my committee member, Pamela Eddy, thank you for being an excellent professor and mentor. You have taught me that one can be incredibly productive, passionate about their work, and still keep a high sense of compassion for each person you encounter. I’m amazed by how you do so much. Thank you for being a great support to me throughout my doctoral program and for teaching me so much. I’m now in the DC policy world because of you. To my committee member, Michael Nugent, thank you for serving as a German expert on my committee. It has been a pleasure getting to know you and I appreciate the contribution that you bring to my dissertation experience. To my parents for bringing me into this world and telling me I could do anything I put my mind to. To my mom, I thank you for your support. To my dad in heaven, you would have gotten a kick out of knowing your daughter was getting her doctorate. All I’ve ever wanted is to make you both proud. To Jobila Williams Sy, my dissertation buddy. You have been such a blessing to me throughout our doctoral program and our dissertations. Even though we were many miles away, our weekly check-ins, g-chats, text messages, all kept us both accountable with our eyes on the prize. I feel so overjoyed that we’re able to defend our dissertations in the same week and share this special time together. To my fellow doctoral students and Aroma buddies—Neal Holly, Jeremy Martin, Jodi Fisler, Holly Alexander Agati, Lisa Heuvel, Sandy Tumage, and again Jobila Williams Sy. We all supported one another and I appreciate you always. To Pamela Havice and Tony Cawthon at Clemson University. Thank you for encouraging me to pursue my doc. Best decision I’ve ever made. iii iv TABLE OF CONTENTS DEDICATION.......................................................................................................................iii ABSTRACT ...................................................................................................................... v CHAPTER 1: INTRODUCTION..........................................................................................2 CHAPTER 2: REVIEW OF THE LITERATURE.............................................................16 CHAPTER 3: METHODOLOGY.......................................................................................41 CHAPTER 4: THE HERITAGE OF THE UNIVERSITY OF POTSDAM.................... 57 CHAPTER 5: IMPACT OF SHIFTS IN GERMAN HIGHER EDUCATION ON PROFESSORIAL WORK AT UNI POTSDAM.................................................................73 CHAPTER 6: THE BOLOGNA PROCESS AT UNI POTSDAM: IMPACT ON PROFESSORIAL WORK...........................................!..................................................... 114 CHAPTER 7: DISCUSSION ............................................................................................ 149 APPENDIX A: INVITATION TO PROFESSORS IN GERMAN..................................174 APPENDIX B: INITIAL SURVEY TO PROFESSORS IN GERMAN.........................175 APPENDIX C: INTERVIEW PROTOCOL FOR INSTITUTIONAL LEADERS 177 APPENDIX D: INTERVIEW PROTOCOL FOR PROFESSORS AND JP S ............... 179 APPENDIX E: EXCERPT FROM CODING CHARTS................................................. 181 APPENDIX F: FULL LIST OF CODES.......................................................................... 182 APPENDIX G: RESEARCHER AS AN INSTRUMENT STATEMENT.....................189 APPENDIX H: INFORMED CONSENT IN ENGLISH.................................................191 APPENDIX I: INFORMED CONSENT IN GERMAN.................................................. 193 REFERENCES.....................................................................................................................195 VITA....................................................................................................................................208 iv V IMPACT OF THE BOLOGNA PROCESS AND GERMAN HIGHER EDUCATION REFORMS ON PROFESSORIAL WORK AND ROLE DEFINITION AT THE UNIVERSITY OF POTSDAM: A CASE STUDY ABSTRACT The Bologna Process and German higher education reforms over the past decade have created significant waves of change at German universities. This case study focuses on the enduring impact of both the Bologna Process and German higher education reforms on how professors experience their work and define their roles during the winter term 2011-12 at the University of Potsdam. Through an in-depth analysis of 25 professors4 interviews, this study provides a detailed account of structural changes, transformations in both teaching and learning, and the increased role that competition plays in academic prestige, W classification, and research funding with an emphasis on both the natural scientist and social scientist experience. The purpose of this study is to provide greater insight to institutional leaders as well as policy makers into the ways in which the intended reforms have equated to reality for professorial work and role definition. Key words: German higher education, professor, faculty work, Bologna Process, Germany, competition CHRISTEN CULLUM HAIRSTON EDUCATIONAL POLICY, PLANNING AND LEADERSHIP IN HIGHER EDUCATION THE COLLEGE OF WILLIAM AND MARY IN VIRGINIA v Running head: THE GERMAN PROFESSORATE IMPACT OF THE BOLOGNA PROCESS AND GERMAN HIGHER EDUCATION REFORMS ON PROFESSORIAL WORK AND ROLE DEFINITION AT THE UNIVERSITY OF POTSDAM: A CASE STUDY Running head: THE GERMAN PROFESSORATE Chapter 1 Introduction The German higher education system has been transformed over the past 12 years as a result of two major efforts: the Bologna Agreement (1999) and German-specific higher education reforms. The Bologna Process stemming from the Bologna Agreement was an initiative of the European Commission initiated and signed on by a group of European Ministers of Education. It sought to improve transferability of degrees for students across Europe and beyond, support the goals of a united European Higher Education Area (EHEA), restructure all European degrees to the Bachelor’s / Master’s / PhD model, and address social issues like gender inequality and an increasingly diverse society (Bologna Agreement, 1999; Pritchard, 2010; Witte, van der Wende, & Huisman, 2007). With Germany as an original signatory of the Bologna Agreement and an invested member of the process, the impact on Germany can be seen from the policy’s inception. The German higher education reforms outside of the Bologna Process are often linked with Bologna but remain significant in their own right. Over the past 12 years, Germany shifted to the new degree system and created of a German qualification framework, sought to improve internationalization of higher education, introduced tuition fees in some states1, increased competition in professorial work, increased competition between institutions,
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