Continuing Education’ Master’S, Aimed at Students Who Are Already Enjoying Professional Success

Master’s Programmes – Models of Success Open to international cooperation and individual educational biographies Editorial

Dear Reader,

Education and qualifications have come to play a key role in almost all areas of current policy. The “path to a knowledge-based economy” is – as hackneyed as this * phrase may now sound – an issue of essential importance: our future prosperity depends to a considerable extent on how successful we are in managing this change. Professor Horst Hippler Higher education institutions in Germany have long since recognised the challenges President of the German Rectors’ Conference (HRK) which this demands. The many developments in the past years are a clear testimony to this. In this magazine we wish to concentrate on one particular area in which pioneering efforts are underway both at universities and at universities of applied sciences in equal measure: countless Master’s degree programmes have been established that represent enormous opportunities both for students and for the HEIs themselves.

Many teachers have reconsidered how they teach their subject and have revised the way in which the degree programme curriculum is structured. In this magazine we embark on a journey around Germany tracking down the numerous ideas and innovations. On the following pages, you will find impressive examples of both consecutive Master’s, which follow on directly from the Bachelor’s degree, and of ‘continuing education’ Master’s, aimed at students who are already enjoying professional success.

We’d like to highlight three different aspects. In the first section of the magazine, we take a look at how higher education institutions have integrated continuing education Master’s programmes into their existing structures. In the second section, we focus on higher education cooperation on Master’s programmes whether this be through international partnerships or interdisciplinary collaborations. And in the third section we show how innovative Master’s programmes can help to ensure that students at different stages of their lives can find a course that meets their particular needs exactly.

Naturally, in this particular magazine we are only able to report on a fraction of the many innovative concepts, and these must therefore represent – pars pro toto – the countless examples of successful degree programmes currently available at German higher education institutions.

* lifelong learning I hope you enjoy the tour of our higher education institutions and wish you an illumi- nating and inspiring read!

Yours,

3 Contents

Tomorrow’s future today Karlsruhe students work on a 3D presentation 03 Editorial 06 “Courage, optimism and perseverance are needed” Swiss continuing education pioneer Andreas Fischer discusses continuing education, new structures at higher education

institutions and business risks Photo: LESC/KIT in cooperation with HECTOR School of Engineering & Management/KIT

Opportunities for Defining Profiles Opportunities for Bridge Building Opportunities for Individualised The Student View Educational Biographies

12 Continuing Education – an Integral Task 46 Internationality Included 70 Individualised Study 25 Dr. Helen Schultz, Graduate from Freiburg Freiburg University aims to develop a comprehensive range of The University of Flensburg sets store by its proximity to FernUniversität in Hagen has over three decades of experi- A dentist returns to university professional Master’s degree programmes Denmark – with a bi-national degree programme in Business ence in teaching and learning concepts for part-time degree and Economics programmes for professionals 33 Elvia Gaida, Student in Lüneburg 20 A Course to Suit Everyone The scholarship which also benefits the regional economy In Oldenburg they want to give everyone the taste for con- 50 The Science of Helping 74 Reinventing Histories tinuing education at university. Hopes are that the hunger for Ruhr University Bochum prepares students for humanitarian Historians at Freie Universität Berlin are fit for innovations 37 Mariann Karlstad and Detrick Brown, Students in Bremen education is great intervention in disaster relief areas Driven by a curiosity about Germany 76 The Insurance Theorist 26 The Public Private University 54 Knowledge for Change The Executive Master of Insurance offered by Munich’s Ludwig- 49 Kim Plätz, Student in Flensburg A public higher education institution and a private education The Master’s in Global Change Ecology at the University of Maximilians-Universität (LMU Munich) is a degree programme Research in the border region as a springboard to the EU provider jointly run the Berlin University for Professional Studies Bayreuth is part of the Elite Network of Bavaria for professional students with theory at its heart 53 Laura Puts, Student in Bochum 30 Incubator with Outreach 58 High-Tech Forestry 78 Leadership for Schools An average working day? Making water filters, clearing ruins, Leuphana University of Lüneburg is the only higher education The University of Applied Sciences in Eberswalde creates an In a specialist Master’s degree programme, the University of building schools institution able to use EU Structural Funds for regional benefit internationally interconnected model of success from conven- Kaiserslautern trains future head teachers so that they are able tional forestry to help shape the future transformations in the field of education 73 Thilo Rörtgen, Student in Hagen 34 Master’s Programmes for the Whole World From the parliamentary chamber back to university Bremen University of Applied Sciences is reaching out to an 60 Research in the Vineyard 80 Two Different Perspectives on Art international and global audience through its Graduate Center People from all over the world apply to degree programmes in A collaboration between Heidelberg University and the École Geisenheim. Students unravel the secrets of wine in state-of- du Louvre in Paris unites two Art History schools 38 The Career Master’s the-art laboratories 82 German higher education institutions on the way Part of the Karlsruhe Institute of Technology (KIT), the HECTOR towards individualised study pathways School focuses on management training for industry executives 64 Policing on the Net An analysis by Dr. Peter A. Zervakis, head of the HRK Project nexus Albstadt-Sigmaringen University opens up the field of online 40 The Master’s as a Competitive Edge security 84 Glossary of Terms Baden-Wuerttemberg Cooperative State University has traditionally specialised in Bachelor’s degree programmes. Now it is 86 Imprint expanding into the field of Master’s education

Learning through hands-on research

4 5 Interview At a glance

“Establishing continuing education takes courage, optimism and perseverance.”

Swiss continuing education pioneer Andreas Fischer discusses academic standards, business risks and the reasons for Switzerland’s boom in continuing education

Congratulations are in order, Mr. Fischer. The continuing ended in 1996, and funding for continuing education education programmes you’ve created in Switzerland enjoy centres in 1999. Thankfully, after all the effort that a level of popularity many higher education institutions else- went into establishing continuing education, all uni- where could only dream of. What’s your secret? versities decided to stay the course.

(Laughs.) Success didn’t come overnight, it was an How long did it take to break even? ongoing process. Keep in mind that we’ve been doing this for more than 20 years now. I suppose the Swiss Starting in 1996, programmes needed to be more or universities’ success is due to a couple of factors: for less self-supporting, and we have achieved that. Lead- one thing, they have an appealing offer; and for an- ing up to that point, we had to increase fees gradually. other, there’s a lot of demand for continuing education It wouldn’t have been possible otherwise. Photo: © Jkey | Dreamstime.com in the working world. Still, continuing education providers in Germany often find The sky’s the limit: Switzerland boasts one of Europe’s most sophisticated continuing education systems And then there’s a third factor: society’s acceptance of con- that some programmes simply aren’t in sufficient demand to tinuing education. be viable. Do you not find you have the same problem?

That is true. For continuing education to have a Of course you have to look at each programme on its chance, going back to university after years or dec- own merits. Some of our programmes are consistently The Swiss System ades in the job first needs to be viewed by society as fully booked, for instance management or psychology. something normal. We’ve no doubt benefited from the Obviously, some programmes were never intended to Switzerland’s universities are organised in a national association called SwissUni, where they share experi- fact that Switzerland promoted continuing education run more than once or twice, and some didn’t produce ence and plan joint projects. All of them offer distinctive continuing education programmes. SwissUni has for some time through a large-scale federal initiative. the necessary response and were discontinued as a also standardised continuing education degrees: graduates receive the degree of Master of Advanced Stud- That really helped to draw public attention to continu- result. ies (MAS), which is worth 60 credits, a Diploma of Advanced Studies (DAS) worth 30 credits or a Certifi- ing education. cate of Advanced Studies (CAS) worth 10 credits. Not only has the introduction of these degrees ensured Wait a minute – there are hundreds of continuing education that different institutions offer comparable programmes, but it has also secured continuing education a The initiative you mentioned was launched back in 1990, programmes offered in Switzerland. Do you mean to say that definite place in the system of university degrees. With continuing education programmes in high demand when public funding was available for the establishment of they’re all full, or do you experiment to see what the response at all Swiss universities, Switzerland is seen by other European countries as an example to follow. A study continuing education at Swiss universities. That funding has is like? found that a total of 320 continuing education Master’s programmes were run in Switzerland in 2010. long since dried up – how do you currently fund continuing Experts estimate that there are currently around 400. education? No, the cost of developing a Master’s programme is far too high for us to embark on any experiments. We Programmes are often mutually compatible. For instance, a CAS can count towards a DAS in the same We knew as early as 1990 that public funding can’t afford to float any trial balloons. In setting up subject, which in turn can count towards a MAS. However, a master’s degree gained through continuing 6 wouldn’t be available forever, so we were able to new programmes, we basically take one of two ap- education does not normally create an entitlement to admission to a doctoral programme. 7 prepare ourselves. Funding for specific programmes proaches. Sometimes we start small and then scale up, RR Interview Personal profile

A distance learning programme would be a way of extending tablish continuing education at universities: courage, activities beyond particular regions, wouldn’t it? optimism and perseverance.

I should mention that we do offer some blended The reason for some faculties’ scepticism about continuing learning, so e-learning elements and other forms of education is that they’re not convinced it makes academic media-based learning do play a role. Having said that, sense, isn’t it? pure distance learning programmes are not an option for us. There’s no tradition here of that sort of thing. It’s basically true that a university’s core competence Don’t forget that Switzerland is a small country with is in imparting academic knowledge. That’s what sets short distances, so driving to university isn’t really us apart from other types of institutions. On the other inconvenient. We’ve also consistently found that hand, people from a professional background typically students very much appreciate face-to-face courses, come to us not because they want to gain academic which take them out of their familiar surroundings knowledge, but because they want to do their jobs as and offer the opportunity to discover a new study well as possible. They already have on-the-job experi- environment. ence and are practically minded. So, as a university, we need to steer a middle course: we can’t limit ourselves to academic content, but have to incorporate Photo: © University of Bern | Communications Office How does the Centre for Continuing Education at the Uni- plenty of hands-on elements into our programmes. Photo: © University of Bern versity of Bern, where you work, coordinate its work with the We like to say that university continuing education is Library of the University of Bern various faculties – which side provides the ideas? grounded in academic teaching and research, enabling Dr. Andreas Fischer is head of the Centre for students to intelligently transfer knowledge they’ve University Continuing Education (ZUW) acquired to their professional and personal lives. at the University of Bern. He holds a PhD Suggestions for programmes tend to come from the Lecturers are faced with a pedagogic challenge in that in geography and is a member of the board meaning that we start with a CAS course and then de- faculties. Our job is to translate those ideas into prod- they find themselves speaking to people with years of directors of SwissUni. ZUW offers 26 velop it into a Master’s programme once we’re happy ucts that both make sense and have market potential. of professional experience rather than to people who Master’s programmes and a large variety that the demand is there. We use the other approach The first thing we have to decide on is the format: have just finished school. of certificate courses. There are currently whenever we’ve decided from the start that we want would the idea sustain an entire Master’s programme around 5,500 students enrolled on continu- to offer a Master’s programme. When that’s the case, or is a certificate course as far as it will go? Obviously, How do you manage to reconcile these different needs and ing education programmes at Bern. you have to start by assessing demand, which is pos- we need to identify a target audience as well, because requirements? sible only if you have good links to practitioners and suggestions from within the university are often based industry. So we’ll approach professional organisations on the supply side of things. They’ll say, “We have this It’s actually quite a complex task, which is reflected and associations and simply ask whether a programme knowledge we’d like to share.” We naturally approach in the proliferation of terms: we talk about academic we’re thinking about creating is likely to appeal to its things from a different perspective. The question we continuing education, university continuing educa- target audience. need to ask is: “Who would benefit from that knowl- tion and continuing education for academics. These edge?” three areas entail different approaches and objectives, That sounds as though there are more business aspects to be which we have to try and allow for. One thing we’re “A university’s core com- considered than meet the eye. Given that there are distin- Is the whole concept of providing continuing education ac- very clear about is that we don’t offer run-of-the-mill guished continuing education programmes offered practi- cepted enough at universities for you to be able to discuss communication courses or any other kind of course petence is in imparting cally all over Switzerland, do universities see one another as these things on equal terms? you might equally well take at an institution other competition? than a university. That’s one way we differentiate our- academic knowledge. It varies greatly. You certainly can’t take that level of selves from other education providers. At Bern, every As far as management and business courses are con- acceptance for granted. Professors often perceive sup- programme – including continuing education – has That’s what sets us apart cerned, there’s no doubt that universities compete port from continuing education centres as just another to be approved by the University Senate, which helps with each other, but apart from that, I think not. university service. They tend to think of continuing enforce academic standards. Another safeguard comes from other types of insti- One reason for this is probably that we don’t offer education in administrative terms rather than in terms from assessing student achievements. The faculties pure distance learning programmes. All universities of its academic usefulness. We’re lucky at Bern in that obviously make sure that students’ seminar papers tutions.” run a large number of face-to-face seminars, which our Centre for University Continuing Education is a and Master’s theses meet those standards. That’s how makes geographical proximity a crucial factor. Which recognised academic institution. In my experience, we keep the balance. in turn significantly reduces competition. Actually, a great deal depends on the people involved: unless it’s not at all unusual for two universities to collabo- you’ve got some strong personalities on a university’s rate, which takes the form of maintaining commu- management team and in other decision-making nication with each other and organising joint pro- bodies who really care about continuing education, 8 grammes that involve professors from both institutions you’re always going to face an uphill battle. Experi- 9 in teaching. ence has shown us that it takes three things to es- Opportunities for Defining Profiles

Building on a first degree with a postgraduate qualification is becoming increasingly common. You’re never too old to learn, as they say. Now higher education institutions are also taking pains to ensure that everyone can continue to learn – even if their first degree was a long way back and they find themselves in the middle of a successful professional career. “Academic” continuing education is the key word here. In the USA, and even closer to home in Switzerland, the concept is well-established: universities there provide Master’s degree programmes that are tailored to meet the particular needs of professional students. Now Germany is in the process of making similar programmes available. And the range on offer is just as multi-faceted as the higher education institutions are themselves: which subject combinations to offer, whether the programmes are organised as distance learning or face-to-face, and how continuing education is integrated into the overall institutional structure – each higher education institution will have their own answers to these questions. The right answers are those which best fit the culture and profile of that particular institution. University of Freiburg

Continuing Education – an Integral Task

Freiburg University is one of the pioneers in providing part-time Master’s he management offices of Freiburg Univer- tion work,” says Toni Charlotte Bünemann, sity are in the very same place where once Head of Academic Continuing Education at degree programmes for professionals. Now the range of courses on offer is to the commanders of the French occupation the FRAUW. The idea is that the FRAUW will be expanded and will extend throughout the entire university zone were located. A huge building with six provide a central point of contact and will T floors, the location is highly symbolic for the function as a type of service provider, since university: looking out from the management the continuing education programmes remain offices in a northerly direction, one can see broadly based at the faculties, both in terms the natural sciences’ campus. To the south of organisation and content. This is one of the buildings that house the humanities and guiding principles, that the specialist subject social sciences lie nestled in the old town areas remain the driving force behind the where the long tradition of the Freiburg programmes. Mostly, it works in a similar way Albert Ludwigs University began with its to the development of the degree programme founding in 1457. in Periodontology offered at the Faculty of This is where Vice-Rector Professor Heiner Medicine (see page 15): professors recog- Schanz is based. Portraits of the past rectors nised an acute need for specialist knowledge are hung along the corridor of the rector’s and decided to close this gap. Teaching is office. Connecting the traditional with the done on a separate, secondary contract to modern – the sense of bridge building is tan- ensure that the additional courses do not gible here amongst oil paintings and designer affect a lecturer’s contracted teaching load. In office furniture. This aspiration also applies the medium term, it is hoped that the degree to the degree programmes on offer. “We’ve programmes will be self-financing; they noticed that the target group for the Master’s are aimed at people in employment study- courses is changing,” says Schanz. “In spite ing part-time, and the total costs up until of all the doubting voices, many of our graduation are in the five figure range. “It’s graduates from the Bachelor’s programmes a difficult balance to strike between covering go straight into employment; this trend is costs and meeting market demand,” admits particularly pronounced in those areas of Jan Ihwe. However, the continuing education the job market that have a great demand for programmes are not intended to be profit workers, for instance information technol- centres. In any case, the income does not ogy.” A few years later, the graduates often go to a central university fund, but rather want to return to university better equipped remains with the faculties in order to finance at this time with the valuable experience teaching materials and teachers. of work. The same is true for the traditional Since the continuing education Masters degrees. “And we can’t simply leave it up to are offered as part-time degree programmes private providers of continuing education to for professionals, a common feature is the meet the needs of this target group.” inclusion of, on average, just 20 per cent face- Freiburg’s solution to this permanent shift to-face attendance with the rest of the ma- is an innovative one: a special department terial available online. “The teaching materi- for continuing education has been estab- als come directly from the teachers and we lished at the university to coordinate degree provide support with the technical realization programmes offered by the faculties. “What of didactic concepts,” says Dr. Nicole Wöhrle, is special about our model here at Freiburg is head of the e-learning service centre at the that we are very deliberately creating a com- University of Freiburg. Freiburg University has munity of professionals and not simply en- years of experience of combining a learning gaged in just supplying knowledge,” explains platform with a virtual classroom where stu- Jan Ihwe, Director of the Freiburg Academy dents can interact and communicate: in 2001 of Continuing Education (FRAUW). Seven

Photo: Baschi Bender RR Master’s degree programmes are currently Number of teaching hours specified in the employ- available from three faculties; each of them ment contract of a lecturer at a higher education Among colleagues: experienced dentists study for a is unique in Germany in the approach taken. institution. Master’s in Periodontology in their free time In addition to complete degree programmes, certificate courses are available with respect Learning, communication and interaction to individual modules. supported by electronic and digital media. This “In organisational terms, we represent includes, amongst others, online study materials, 12 the link between the academic and the videos of lectures and online interaction between 13 administrative world. We do the transla- students and lecturers . University of Freiburg

Return to university: Freiburg provides students with new stimulus after the first few years of professional experience Photo: © Peter Mesenholl

Freiburg was one of the first universities continuing education Masters over the in the whole of Germany to implement a coming years. “There are a number of other progressive Learning Management System subjects that we could imagine including,” (LMS). says Vice-Rector Heiner Schanz: “We regard This framework has a significant these programmes as an integral part of

influence on the nature and content of the our university.” He explains the deliberate Photo: © Baschi Bender degree programmes. “Our fundamental intention here to distance Freiburg from an idea is not to offer a simple continuation approach that creates “quasi-independent of the academic teaching from the first programmes onto which the university degree programmes, but rather to seek simply attaches its name.” A Brief Portrait of Continuing close cooperation within a community of To achieve this, Freiburg has announced peers,” says Academy Director Jan Ihwe. a targeted Master’s strategy which includes Education Masters at Freiburg Given that the participants are experienced both the consecutive and the continuing professionals some of whom have already education degree programmes. A founda- completed a doctorate, they can all benefit tion to support the continuation onto a Periodontology and Peri- speaking area to this degree programme, Students with profes- from the experience of others. “We’ve ob- Master’s is laid in the Bachelor’s pro- implant Treatment which is unique in structure in the whole served during the online meetings that the grammes: students on these programmes of Germany. Ratka-Krüger believes that the sional experience: teachers will often take a back seat while have the opportunity to add a fourth year The need for treatment of the periodontal blend of online and face-to-face sessions students lead the discussions themselves,” to the standard three years. During this apparatus is great: “Around 45 per cent of is ideal: fictitious patients with various “We can’t simply leave says Wöhrle. This is exactly what the phrase year they can focus on a specific subject adult patients have some form of periodon- types of problems present themselves by “a community of professionals” means and as preparation for a particular Master’s tal disease,” says Professor Petra Ratka- way of example in virtual classrooms, and it up to private educa- this is the declared aim of all the continu- degree programme. The ‘Individual Track’ Krüger, “yet in spite of this, only five per students are supplied with photos, videos ing education courses. and ‘Global Track’ programmes have cent of treatment time in dental surgeries is and further supporting information. This tional providers to meet Courses on offer at Freiburg also earned the University an award for excel- dedicated to such diseases.” Ratka-Krüger enables students to gain realistic insights the needs of this target demonstrate just how much content can be lent teaching – for two semesters students is head of the Master’s degree programme from a distance; specialist tutors are always taught online thanks to the latest techno- are allowed to take the initiative either in in Periodontology & Peri-implant Treatment, available to answer questions – these are group” logical possibilities. “We’ve gone far be- spending time abroad or taking courses which is aimed at providing solutions to experts in Periodontology who are also yond simply putting a text online and then from other subject areas in Freiburg in a meet this need: the programme is targeted trained in virtual tutoring. In the practical having the students answer multiple-choice type of ‘Studium Generale’. Credits can at dentists who have already gained sev- sessions, the dentists are required to put questions on it,” says Nicole Wöhrle. At the then be awarded for their achievements in eral years of clinical experience following their skills to the test. Complicated opera- Faculty of Medicine, teachers can upload this year if the students decide to continue graduation and who then wish to develop tions are practised on animal preparations videos of operations or entire virtual pa- with a Master’s programme. a new specialism. Although Periodontol- and procedures are then later carried out tient cases including photos or animations; The guiding principle for the Albert ogy is covered at undergraduate level, in on real patients in the dental hospital. students can then produce a proposal for Ludwigs University in Freiburg is to make most cases the syllabi do not actually leave (See “student view” on page 19) RR treatment based on this information. And every effort to offer attractive courses. enough time to go into the subject in any in Computer Science: students on the Em- In this overall concept, the continuing great depth. “Due to this discrepancy be- Key facts: bedded Microsystems degree programme education Masters play a role equal in tween clinical epidemiological importance receive a mini laboratory by post to their importance to that of the consecutive and the structurally limited possibilities of qqNumber of credits: 80 own homes. This enables them to work programmes. “The approach to studying is the individual university hospitals, there is qqStandard duration: 6 semesters largely independently of the infrastructure changing,” concludes Vice-Rector Heiner a huge need for specialisation in the field qqQualification: Master of Science of the university institute (see page 18). Schanz, “and it’s our duty to provide ideal of Periodontology,” says Petra Ratka- qqType: part-time for professionals, continuing 14 Freiburg University’s management study options for everyone.” Krüger. Consequently, we receive applica- education, 80 per cent distance learning: 20 15 supports an expansion in the range of tions from throughout the entire German- per cent face-to-face University of Freiburg

professional experience in a relevant area of specialism. “There are some cases in which even patients receiving high doses of mor- phine still experience pain. Sometimes this is psychosomatic pain – for instance, when people perceive their illness as a punish- ment,” says Bettina Couné: “In these cases, Doctors as medical technologists: in opiates are not enough, the doctor needs a Freiburg medical practitioners are spiritual and psychological approach.” The trained in cutting-edge high-tech degree programme is structured accordingly so that it covers the areas of health economics and psycho-oncology as well as ethi- © Istockphoto.com | IAlexander Raths Photo: Markus Lassmann cal and legal questions, which play a huge role particularly as regards dealing with advance directives and treatment decisions. Students take two-thirds of the modules together; a range of different specialism Physical-technical Medicine one week of face-to-face attendance; the materials and tutorials are then offered in standard duration of study is six semesters. addition, depending on the student’s prior The training provided on traditional degrees Almost all applicants are doctors working in knowledge and individual interests. “We in medicine only partly takes account of the hospitals and in many cases the employer transfer the learning of subject knowledge increasing presence of medical technical will provide some support to their employee to the e-learning components and use the devices in doctors’ surgeries and hospitals. for their studies. “The master’s thesis is writ- face-to-face sessions predominantly for “Naturally, the fundamentals of physics are ten on a work-based subject, for example training, role play, reflection and discus- also covered on a degree in medicine, but the solution to a medical technical problem. sions, which are particularly highly valued usually the link to medical applications is In this way, not only does the graduate in this degree programme,” says Bettina The guiding aim of not made to any great extent,” says Profes- profit directly, but so too does the clinical Couné. The experiences of their peers are sor Josef Guttmann, head of the Master’s department where he or she works,” ex- so important for the students that they academic continuing degree programme in Physical-Technical plains Josef Guttmann, head of the degree also maintain close contact via the virtual Medicine. This is the area in which the programme. classrooms: “They really do form a genuine education: cooperating continuing education Master’s programme group and open up to each other; this works will offer some progress: while engineers Key facts: via computer as well,” degree programme on a par with peers already have the possibility to specialise as coordinator Couné has observed. “There is a medical engineer at tens of higher educa- qqNumber of credits: 90 a great deal of exchange, even outside the instead of a teacher- tion institutions in Germany, the reverse qqStandard duration: 6 semesters face-to-face sessions.” case – where doctors can take courses in qqQualification: Master of Science pupil relationship the fundamentals of engineering to become qqType: part-time for professionals, continuing Key facts: specialists in medical technology – has not education, 80 per cent distance learning, 20 Photo: © Istockphoto.com | Eliza Snow been seen until now. An understanding of per cent face-to-face qqNumber of credits: 80-120 Working in the clean room: the wafers that form the devices and procedures does, however, have (depending on first degree) basis of the solar cells are highly sensitive wide-reaching effects on medical practice. qqStandard duration: 4-6 semesters “Doctors are constantly measuring and Palliative Care qqQualification: Master of Science interpreting various types of vital data of qqType: part-time for professionals, continuing are taught to become experts in the field their patients,” says Guttmann, “but they The key term “multi-professional access” education, 80 per cent internet-based self-study: of solar technology. Freiburg has developed don’t have much background in measure- explains Bettina Couné is the most fitting 20 per cent face-to-face to become one of the most important ment technologies.” How are the results way to describe the degree programme research centres in this area worldwide. If produced, what potential sources of error in Palliative Care, which she coordinates: you were to visit Kasemann in his office, you are there, and how large are the possible “In palliative care it really is the case that Photovoltaics would walk past laboratories with the most deviations? Answers to these questions play all members of staff need to cooperate: sophisticated measuring technology. In the an important role in an increasing number doctors, carers, social workers, psycholo- The Master’s degree programme in Pho- spectacularly exposed concrete building on of areas – in imaging methods such as gists, chaplains, pharmacists and voluntary tovoltaics is the only continuing educa- the campus of the Faculty of Engineering ultrasound and endoscopy, as well as in helpers.” This is the focus of the degree tion Master’s at the University of Freiburg experts in photovoltaics are distributed over respiration technology and anaesthetic tech- programme: the intention is that partici- conducted entirely in English. “Germany is three floors. The Fraunhofer Institute for nologies or in robotics. During the course, pants from the various professional groups a leader in the field of solar technology and Solar Energy Systems is a close neighbour students initially take several modules that will be given a more nuanced understand- the level of interest from other countries and the Master’s programme was actually deal with the fundamentals of physics and ing of the issues and that each will come is remarkably high,” says degree pro- developed in close cooperation with the engineering. Subsequently, each individual to understand the other’s perspective. At gramme coordinator Dr. Martin Kasemann. Fraunhofer. The majority of applicants are can choose two areas of specialism from a present, around two thirds of participants The degree programme benefits from the physicists; some have even done a doctoral 16 broad range of subjects. After one semes- are practising doctors; a prerequisite for enormous global demand for renewable degree. “We want to put graduates in a po- 17 ter of distance learning there is always admission is a university degree as well as energies: in four semesters, the students sition to develop existing technologies, but RR University of Freiburg The student view

also to be innovative,” explains Kasemann. experts speak of embedded systems, they The programme combines a demanding Large sections of the course take place refer to various technologies or even differ- continuing education degree programme online. The face-to-face sessions in Freiburg ent devices connected to and interacting with preparation for the state tax-advisor are then scrupulously scheduled to cover the with each other. There are plenty of exam- state exam. This exam is not taken within workload required; on some days students ples of practical application – from complex the framework of the degree programme; can have up to ten hours of seminars. One industrial machinery to chips inside washing however, on passing the exam students will of the practical seminars takes place in a machines through to components in mod- be awarded approximately 40 per cent of specially equipped measurement laboratory; ern cars. The robot used on the Master’s the total of 120 ECTS points for doing so. another seminar is held on a production line programme is also an embedded system, “On the one hand, this tight intermesh- at the Fraunhofer Institute, where solar cells in which several elements work together. ing shortens the length of study time, with freely selectable parameters are manu- Students have to programme, for example, and ensures a more in-depth understand- factured. This enables researchers to study a built-in sensor so that it will recognize a ing of the topics. On the other hand, our in precise detail the influencing variables coin as the robot rolls over the floor. They students are optimally prepared for taking and their effects. Most graduates work in in- must be able to avoid crashes using ultra- their tax advisor state exam,” says degree dustry; there have, however, been applicants sound sensors or monitor movement via programme coordinator Falk Mehlhorn. who worked in a bank and were responsible special light sensors on the drive. The robot Students are guided through ten self-study Dr Helen Schultz Dentist and graduate in Peri- for the technical evaluation of projects and demonstrates how fluid the boundaries units followed up by face-to-face sessions odontology from the continuing for estimating risk when granting credit. The between face-to-face and distance learning to complete their Master’s degree. The MBA education programme at the next intended step in developing the degree can be: students receive their own laborato- programme in “International Taxation” has University of Freiburg programme is to increase internationalisa- ry sent to their home shortly after the course a slightly different target group and is based tion: “The scientific content always comes begins and can, by themselves, learn things at the same university chair: applicants to Photo: private from us,” says Martin Kasemann, “but we which previously they were not able to learn this programme are usually already working would really like to establish more specialist without the university infrastructure. as tax advisors, often for one of the major centres in cooperation with other universi- The Master’s degree programme in international firms. “The tax advisor exam A desktop laboratory: thanks to these ties, so that not all students need to fly Intelligent Embedded Microsystems was is very demanding, but it largely excludes in- handy robots, students at Freiburg into Freiburg for the face-to-face sessions.” launched in 2007. It is aimed predomi- ternational taxation law,” says Niels Arnold, A dentist returns to university can work on practice – and not just the There are plans to locate centres in the USA, nantly at computer scientists, microsystems the degree programme coordinator. How- theory – from home the Arab countries and, above all, in Asia. technologist, mechanical engineers and ever, the current wide-ranging international While studying for our dentistry degrees we learned a bit about Freiburg University will remain responsible physicists and is the only one of its kind in crossover between companies leads to periodontology, of course, but it was treated only as a fringe sub- for the distance learning modules, just as Germany. “We also deliberately target grad- complex international scenarios, particularly ject. In fact, it’s a very important problem. Periodontitis refers to before, but students can attend the face- uates of dual degree programmes or univer- in the area of taxation law. This is what the disease of the periodontium, which is the basis of everything else. to-face sessions at a choice of locations sities of applied sciences,” says coordinator MBA programme curriculum emphasizes: Diseases of the gums or jawbone are becoming more and more throughout the world. Christoph Hermann. For some participants in addition to in-depth training in German common; without treatment, they can even lead to loss of teeth. the Master’s opens up a path to a doctoral international taxation law, participants learn In spite of this, periodontology accounts for only a small part of Key facts: degree. The feedback from the programme about the taxation systems of other sig- the traditional dental degree. That is why I opted for the Master’s has been highly satisfactory, according to nificant countries. The focus here is on the programme. I had already been working as a qualified dentist qqNumber of credits: 60-120 the people in Freiburg – “although, the fact practical application of the content taught. for several years, but I wanted to acquire the extra knowledge qqStandard duration: 4-6 semesters that they have to give the robot back after The ultimate aim is to equip graduates for to bridge this gap. So I re-enrolled at the University of Freiburg. qqQualification: Master of Science one semester doesn’t please some students management roles, in particular in multina- Seminars were mostly at weekends. Much of the teaching ma- qqType: part-time for professionals, continuing one little bit!” tional concerns and consultancy firms, as terials came by mail or was available digitally, so I could access education, 80 per cent distance learning: 20 well as in associations and organisations. them whenever I wanted. We were supervised by tutors online, per cent face-to-face Key facts: who were on hand to support us throughout the course. What Key facts: really surprised me was the group dynamic in my class. Because qqNumber of credits: 60-120 we all are dentists already with varying degrees of professional Intelligent Embedded (depending on first degree) Master of Arts Taxation experience, the seminars were completely different from those Microsystems qqStandard duration: 3-7 semesters qqNumber of credits: 120 I attended when taking my first degree. We treated one another qqQualification: Master of Science qqStandard duration: 7 semesters – and the teachers – very much as colleagues. And because each The students are sent their laboratory qqType: part-time for professionals, continuing qqQualification: Master of Arts of us had our own specialism, we were able to learn things not equipment by post to their own homes: it education, 90 per cent distance learning: 10 qqType: part-time for professionals, continuing just from the professors, but also from one another. So what will comes in a box that is lined on the inside per cent face-to-face education, 80 per cent distance learning: 20 I get from having this additional degree? Well, now I can make with foam padding. The case holds a robot per cent face-to-face periodontology the focus of my practice. The first patients have which has a chain drive that makes it look started making enquiries; it doesn’t take long for news like that to a like a caterpillar bulldozer. Instead of a Taxation MBA International Taxation get around. roof, the robot has a soldered circuit board; qqNumber of credits: 90 there are additional pieces of equipment on These two degree programmes are aimed qqStandard duration: 4 semesters all sides and a central connection for an ex- at business graduates and lawyers working qqQualification: Master of Business Administra- ternal control device. “This enables it to be in the area of taxation and tax law. The tion “International Taxation” programmed,” explains Christoph Hermann, Master of Arts in Taxation is targeted mainly qqType: part-time for professionals, continuing 18 programme coordinator of the Master’s in at graduates with a Bachelor’s degree education, 80 per cent distance learning: 20 19 Intelligent Embedded Microsystems. When and some initial professional experience. per cent face-to-face University of Oldenburg

A Course to Suit Everyone

In Oldenburg, the university is working systematically to attract people to continuing education. Applicants can start by taking just a couple of classes, which they can later use as the basis for a full Bachelor’s or Master’s degree. The course structure is tailor-made for this purpose

inute by minute the rows fill up; be- tunities to get started. If someone then fore long, there isn’t an empty seat in finds they want to study a subject in more the house. It is a Saturday morning in depth, they can even take a university Oldenburg. Outside the theatre, where degree – all in the same place. M the weekly market is under way, students The Center for Lifelong Learning is the are busy advertising a short lecture to product of decades of experience at the shoppers. For half an hour a professor will university. It was set up in 2006 by bring- speak on the subject “Do people really ing together a number of previously sepa- know how to invest money wisely?” The rate areas. The bodies that amalgamated audience is made up of interested locals, to form C3L included the Center for with or without a university education. Distributed e-Learning (CDL), the distance The event at the theatre is part of learning centre (ZEF) and the Centre for an initiative called “Uni at the Market”, Academic Continuing Education (ZWW). organised by the University of Oldenburg. On an organisational level, C3L reports Its aim is explicitly to address people’s directly to the Executive Board. fears about engaging with higher educa- Currently there are four continuing tion. “We want to make people curious education Master’s programmes and two and to interest them in learning more,” company-supported part-time Bachelor’s says Dr Michaela Zilling, one of the direc- programmes (see page 23), with further tors of the university’s Center for Lifelong programmes planned. To minimise the Learning, known in Oldenburg by the ab- burden on academic staff, C3L takes breviation C3L. The Center employs close organisational and financial responsibil- to 70 staff who, as well as engaging in ity for these courses. Subject expertise is public understanding of science provide provided by the faculties. Accreditation certificate courses for people in work and takes place in close collaboration with also company-supported part-time and/ C3L. According to Dr Michaela Zilling, the or continuing education Bachelor’s and Center’s managing director, later on in Master’s programmes. the process “around 90 per cent of as- “We brought together this broad signments that are due go through C3L”. spectrum of tasks quite deliberately, “In C3L, we deal with the organisational because at the end of the day they are side of things. We handle recruitment closely connected,” explains Zilling. The and remuneration of lecturers, proc- basic idea is that people who are curious ess registrations and issue certificates.” Not simply slogans: Oldenburg is bringing the idea of continuing about the university should feel they are Finally, academic degrees are awarded by education to life. In the picture: a video projection at the opening Photo: © University of Oldenburg in good hands. There is a range of oppor- the relevant faculty. Participants’ tuition of the Center for Lifelong Learning fees remain with C3L. “We aren’t profit orientated - we work to cover our costs,” Public Understanding of Science events provide RR an opportunity for researchers to present their work to a wider audience, who would not usu- Master’s programme for professional students 20 ally come into contact with higher education who wish to return to university education after 21 institutions and academia. several years of professional experience. University of Oldenburg At a glance

Continuing Education Master’s Programmes at Oldenburg

The Master of Distance Education & E-Learning programme is offered by the University of Maryland Open to all ages: in Oldenburg, both University College (UMUC) in collaboration with Oldenburg University. The programme, which is taught young people in work and seniors are becoming curious about academic topics in English, describes its aim as being to train the “future managers of media-supported distance education courses”. Participants can specialise in management and planning aspects, the technological foundations of distance education or pedagogical issues. The degree is awarded by UMUC.

Photo: © Uta Rauser Photo: © University of Oldenburg The MBA programme in Education and Research Management is targeted at specialists in adult and continuing education and research managers. To be admitted, applicants must have a first degree and at least two years’ professional experience. The course is spread over six semesters and covers a large number of topics, from education marketing to new technologies and management of educational institutions. Applicants can also take individual modules or combinations of modules as part of a certificate programme, leading to the says Michaela Zilling. A number of pro- we understand that someone who hasn’t awarding of a certificate of expertise. grammes have started to yield surpluses, been at university for years may not feel but the new courses, in particular depend able to commit themselves to something The Master’s programme in Innovation Management, which is spread over six semesters, trains people to on attracting larger numbers of partici- that demanding straightaway.” For this become expert in handling rapid changes in organisations and businesses. The key questions addressed pants and are part-funded from external reason, all continuing education pro- by the course are how to incorporate innovations into existing structures, how to create an innovation- resources and the Center’s own funds. grammes are completely modularised and friendly environment and how to deal with the consequences of innovation and social responsibility. The The Center for Lifelong Learning is can also be taken individually, as modular structure of the course also allows applicants to take individual components as part of a certificate housed in its own building complex, the certificate courses. In a number of programme. Lifelong Learning Campus, which has just subjects, courses are broken down into A clear division of been renovated. The co-ordinators of con- even smaller units, so that it is possible Graduates from the Master’s programme in Law and Information Systems are awarded the title of LL.M, tinuing education courses and certificate to choose just one class. “That allows which is highly sought after internationally. The course is targeted at legal professionals who want to labour: the faculties programmes, staff from the IT/media/ people to decide whether in fact they find engage in newly emerging areas of work in the field of internet law. Data protection, IT contract law and learning design department and advi- the topic as interesting as they initially intellectual property law are just some of the modules offered in the programme. Non-legal professionals provide the expertise, sors from the contact office, which is the thought. If they really like it, they still with responsibility for dealing with questions of information law in businesses and organisations have the first port of call for potential applicants, have the option of taking the whole pro- option of taking individual modules as part of a certificate programme. while the Center for have their offices along the corridors. On gramme. In such cases, they get full credit the ground floor are the seminar rooms, for classes they have already completed, Lifelong Learning deals which are used by the university during of course.” The Bachelor’s and Master’s the week and for continuing education programmes cost up to nearly 20,000 with organisational classes at the weekend. As regards tech- euro, so many participants want to see nological equipment, they are state of the in advance what they will get for their issues art. When visitors enter the foyer, they are money. “Decoupling courses from our greeted by a large screen showing which continuing education programmes has lectures are in progress and where they really proven its worth,” says Christiane are happening. In the lecture theatres Brokmann-Nooren. themselves, lecturers stand in front of a Those who opt for one of the certifi- large desk with a smart board that allows cate programmes are given the status them to control a screen, a digital projec- of guest students. This is done for two tor and electronic media at the touch of a reasons. First, it provides participants with button. Outside the seminar rooms there a legal guarantee that their results can is a lounge set up as a recreation area, be counted towards a subsequent degree. where participants can meet up during Second, it encourages a sense of belong- seminar breaks. With lavish facilities like ing. “Everyone should feel equally part of these, it is clear that continuing educa- the university”, says Brokmann-Nooren. Freedom to study anywhere: thanks to modern tion at Oldenburg is no poor relation, but C3L also organises the ‘Studium Generale’ teaching methods, students at Oldenburg are rather a key element of the university’s and the Children’s University. “These are not tied to a particular location strategy. RR “We are trying to keep the entry threshold for our courses as low as Seminars given in related subject areas each of Photo: © Istockphoto.com | Zeynep Ogan possible,” says Dr Christiane Brokmann- which covers one particular topic. A university Nooren, who is in charge of public science certificate is issued on completion of the course 22 at C3L. “Of course, we also offer full and may sometimes also be awarded for success- 23 Bachelor’s and Master’s programmes, but ful completion of individual seminars. University of Oldenburg At a glance

all ways of reaching out to members of reviewed by teaching experts, so that they the general public who maybe interested can apply the finishing touches. Read- to make them aware of the contents, ing assignments can be adapted to the programmes and quality of C3L courses.” needs of students in work, for instance, or Another focus for C3L is profession- illustrations, examples and reflective tasks Research and Development alisation programmes. Its work in this can be incorporated to aid understand- area is headed by Dr Joseph Rieforth and ing. The process is aimed at reducing the No fewer than three professors work in close cooperation with the Center for Lifelong Learning (C3L) in Dr Christiane Brokmann-Nooren. These workload for those involved and ensuring Oldenburg – an arrangement unique in Germany, as universities do not usually establish professorships courses, most of which can be taken that preparation goes as smoothly as pos- within their continuing education departments. The academic head of C3L, Professor Anke Hanft, has a part time, alongside work, allow people sible for the academic experts responsible reduced teaching load so she can devote more time to her duties at C3L. In return, C3L helps fund Profes- to study at university level for profes- for producing the materials. sor Olaf Zawicki-Richter’s professorship in “Research Transfer and Learning with New Technologies”. “My sional qualifications. One area where If the previous trend continues, it is teaching duties also include continuing education,” he says. In fact, he divides up his study, teaching and this approach has been tried is psycho- likely that C3L will play an increasingly research activities on an equal basis between the faculty and C3L. therapy training, leading right up to state important role within the university in certification. future. Interest in continuing education Research plays an important role in the structure of C3L. The focus is on approaches to teaching in All Master’s programmes – the Center is growing, and new courses are being continuing education, a topic that features on several of the Master’s programmes offered by the Center. for Lifelong Learning at the University added all the time. “We may decouple Participants in the Master of Distance Education & E-Learning programme and the MBA programme in of Oldenburg offers four such courses – more certificate courses from existing Education Management, for instance, are trained in ways to support part-time professional students (see are designed according to the concept programmes, as that is a tried-and-tested “At a glance” on page 23). Oldenburg’s research findings are helping to improve the quality of continuing Expert advice on teach- of blended learning, which combines approach and many people are inter- education seminars across Germany. Together with the professorship of education management and C3L, distance and face-to-face classroom ested,” says Michaela Zilling. This strategy Zawacki-Richter heads the joint research project “mint.online: establishing professional part-time degree ing material – “as even learning. For the distance learning ele- allows you to reach two different target courses in mathematics, information technology, natural sciences and technology (MINT)”, which is fund- ments, Oldenburg maintains a depart- groups. While there is strong demand ed by the Federal Ministry of Education and Research and is run in cooperation with renowned partners the best teachers aren’t ment at C3L dedicated solely to course for certificate courses from businesses in the field such as the Fraunhofer Society. “Our aim is to ensure that programmes are geared as much as design. “We have developed a distinct seeking work-related qualifications for possible to the learning requirements of professional people in employment,” notes Professor Olaf Zawacki- necessarily experienced learning environment that forms the basis their employees, most of the applicants to Richter. The description of the mint.online project states: “The teaching methods (and media) used in pro- for our courses,” says Axel Kleinschmidt, Bachelor’s and Master’s programmes are fessional supported part-time programmes must meet the requirements of adult learners. Professional skills in distance learning!” who heads the department. It is a system people with a thirst for knowledge, who should be taken fully into account, with appropriate quality assurance, so that courses are tied in directly to unique to Oldenburg and draws on many choose to take an additional degree on learners’ existing knowledge and build on their skill levels. The aim of this joint research project is to equip years’ experience of online teaching. “We their own initiative. Ideally, says Zilling, German higher education institutions with programmes that will position them to succeed in the continu- have designed it to reflect the course pro- an employee who is sent on a continuing ing education market.” The intention is to develop several degree and certificate programmes at participat- gramme and teaching context perfectly,” education course by their company will ing universities as an outcome of the project, with a focus on the MINT subject areas. says Kleinschmidt. The demands vary from find it so interesting that they decide to subject to subject. “Take law, for instance. use this first certificate as the springboard Olaf Zawacki-Richter feels that the professorships are changing perceptions of continuing education at the All the teaching materials are online, to a full degree – an option built into the university. “Because we have established our own academic centre here, people don’t look down on us as and the texts include links to relevant Oldenburg system from the very start. ‘that continuing education place’,” he concludes. laws and court judgments, so they can be kept continually up to date. That is very different from the requirements for other disciplines, where we can work with Acronym used to describe the subject areas ‘Mathematics, Information technology, Natural Sciences and Technology’. videos or other tools, for example.” His department is also responsible for the design of printed course materials. There is a handout for teachers summa- rising the teaching principles behind the Accreditation procedure programme, which provide the basis for guidance on creating course materials. All continuing education programmes at Oldenburg University allow for accreditation of professional skills “Even the best teachers aren’t necessarily and additional qualifications from either a previous degree or a recognised continuing education course. experienced in distance learning,” says The process is most straightforward when dealing with university degree results, but there is also an in- Axel Kleinschmidt. When preparing a genious system of across-the-board and individual accreditation procedures. Relevant courses taken with module, professors can input material into a chamber of industry and commerce, for instance, are assessed on a case-by-case basis by the academics a template that automatically adjusts the overseeing the programme and can be counted towards the assessment requirements. Qualifications earned layout. Finally, the course materials are in previous academic or professional work – whether or not they come with a certificate – are individually assessed and, if they are found to be equivalent, can be recognised.

Combines the advantages of face-to-face communication during the sessions held at the higher education institution with the flexibility and ef- 24 fectiveness of autonomous learning. Also known 25 as integrated or hybrid learning. Berlin University for Professional Studies The Public-Private University

Berlin University for Professional Studies originated as a joint project between a renowned public higher education institution and a private education provider. Together they intend to open up a new market – with a strong emphasis on service and a unique study concept

erlin University for Professional Studies are offering!” The partnership allowed originated as a joint project between a FU Berlin to tap into the education firm’s renowned public higher education institu- extensive know-how in teaching and tion and a private education provider. learning logistics, a field where very few B Together they intend to open up a new public universities have sufficient internal market – with a strong emphasis on resources. The Klett Group supervises service and a unique study concept 180,000 people a year in adult educa- On arrival, one is struck by the mag- tion, although until now most of them nificent setting: an imposing brick villa in have been in the non-academic sphere. the upmarket Berlin suburb of Dahlem, It also has considerable sales expertise. fronted by extensive grounds, with a “Our target group is completely different manicured lawn and alcoves decked out from that of a traditional university, so with white garden benches. The parquet we have to employ different methods,” floors in the villa are freshly sanded, the explains Thelen. The FU, on the other “Professional people seminar rooms furnished simply and hand, contributes its academic reputa- elegantly. “Everything is only a few years tion and experience in setting up degree expect a good service. old. It was renovated to suit our needs programmes. during the set-up phase,” says Dr Udo The result of this unusual collabora- If you have a job, you Thelen, Provost of Berlin University for tion is an institution that sees its students Professional Studies (DUW). as customers. This is evident even at a can’t afford to spend His institution is one of the most eye- formal level; when students register, for catching projects on the German continu- instance, they receive a customer number Photo: © DUW | Ausserhofer two hours waiting ing education landscape. Freie Universität rather than a matriculation number. The Berlin (FU) formed a partnership with the aim is to make service a hallmark of DUW. Tasteful surroundings: the university is housed in an old outside the student Klett Group, from Stuttgart, to establish There is a free hotline for potential appli- villa in the upmarket Berlin suburb of Dahlem DUW as an independent university. In cants, open daily until 8pm, and stamped advisory office for an 2008, the state granted it university addressed envelopes are provided with status; with just 40 permanent members the glossy university magazines to allow appointment.” of staff, it is probably the smallest higher people to request further information. The education institution in Germany. Its service team is happy to chat to people target group is graduates who have been in person; the offer includes an extensive in work for at least a year and would like tour of the campus. It is even possible to to continue their education. undertake a one-month trial study period According to Provost Udo Thelen, free of charge. “Professional people this collaboration between a renowned expect a good service,” says Provost Udo university and a private education Thelen –“nothing can work without that. provider has produced a “classic win-win If you have a job, you can’t afford to situation”. “The two partners contribute spend two hours waiting outside the stu- the experience they have built up in dent advisory office for an appointment.” 26 different areas. Alone, neither could have DUW is similar in structure to con- 27 put together the sort of programme we ventional universities, although here the RR Berlin University for Professional At a glance Studies

Dr Eva Cendon, the director of the Master’s course in education and skills management, took her last field trip to Helsinki. “We visited the Palmenia Centre for Continuing Education, one of the cut- DUW in figures A particular target group: the Berlin ting-edge institutions for lifelong learn- University for Professional Studies ing,” she says. DUW students devoted a Berlin University for Professional Studies (DUW) was established is aimed at students with professional in 2008 as a public-private partnership between Freie Universität experience. It promises prospective whole seminar, lasting two months, to the students an intensive learning trip. First, the students were given a pre- Berlin and the Klett Group. Although it has strong organisational atmosphere paratory workbook, which they used to ties to FU Berlin, which provides many of its lecturers, it is an in- formulate a research question. Literature dependent university. All courses are directed at practitioners who searches are carried out on an individual have been in work for at least a year. Seven degree programmes

Photo: © DUW Photo: © DUW basis; participants then supplement these and 21 certificate courses are now available, and approximately with interviews conducted on site. After 500 students are currently enrolled. DUW has around 40 mem- presenting their findings to the group, the bers of staff, half of whom are academics. To guarantee course students prepare a project assignment. availability, it also employs teachers on a freelance basis; these “When doing so, they pick out questions include practitioners as well as academics. Depending on the faculties are termed departments. There through to classroom teaching. related to their respective professional subject, courses cost between 650 euro a month, for Master’s are four: economics and management, “The thing that sets our study model backgrounds,” says Eva Cendon. One programmes, and 925 euro a month, for certificate programmes health, education and communication. apart is that we have removed the idea question discussed by her group, for lasting between two and eight months. For a regular two-year Degree programmes are located within of fixed entry dates at the beginning of instance, was what makes an organisa- Master’s programme, that works out at an overall cost of 15,600 these units, each of which is set up to be the semester,” says Roswitha Grassl. tion a learning organisation. “That is an euro. Many students come to DUW in their mid-20s, relatively interdisciplinary. Currently the university “Applicants can register at any time and example of what we understand by reflec- soon after finishing their first degree, but applicants include peo- offers seven Master’s programmes, from start their course three days later.” This tion in practice,” says Cendon. ple returning to university even in their late 50s. European Public Affairs to Security Man- flexibility is made possible by the variety In future, DUW wants to target its agement and Enterprise Security. There of teaching methods used and the fact courses at institutions as well as individ- are also around two dozen certificate that classes and lectures are offered on ual students. It describes itself as “a part- programmes. In total, 500 students are a regular basis, not just on a one- or ner in staff development of organisations enrolled at present, but DUW plans to two-year cycle. “That makes it easier to fit in both the profit-making and the non- expand significantly over the coming them in around people’s professional and profit sectors,” supporting them “through Independent research years, with three or four new Master’s private lives,” says Grassl. “Often course a combination of continuing education programmes envisaged within five years. participants want to attend a family gath- in-house, learning in the workplace and Although DUW specialises in continuing education, as an inde- Flexibility is para- In all programmes, the curriculum is ering or are on a business trip that can’t courses at formal education institutions.” pendent university it is also engaged in research. Considerable spread over four semesters (90 credits in be put off until another time. With our Already many students at the university importance is attached to ensuring that this research involves or mount: if you register total). Courses can be taken on a part- system, people don’t have to plan their are there with their employers’ support. benefits students in continuing education. Most current projects time basis, alongside work. Two of the entire lives around their studies.” This proportion is likely to rise further in are based at the university’s Department of Education. Research today, you can start six modules – general management and Students are expected to spend a future. topics include approaches to the teaching and study of mathemat- personal skills – are the same for all pro- total of 18 days on campus during their Financially, Berlin University for Pro- ics, study formats for distance learning and studying without a your programme in grammes. They cover issues such as deal- course. These are spread over weekend fessional Studies has still to break even. first degree. ing with change processes, intercultural seminars held on a quarterly basis. Five “In this field, you have to be prepared to three days communication and leadership skills. The days are set aside for the so-called field hang in there, as it may take a long time The university is still in the process of recruiting its academic other four modules are subject specific. trip, which is unique to DUW. Its purpose to produce a surplus,” says Provost Udo staff. There are already a few professorships, and the number is “When developing our approach to is to highlight the practical relevance of Thelen. DUW expects that it will take projected to rise to a good dozen in the medium term. “The ability teaching, we were able to draw on the the Master’s programmes. Students meet at least five years for the institution to to appoint professors is one of the cornerstones of our independ- experience of the Klett Group, so we experts in businesses or organisations and become self-supporting. Just in case, how- ence as a university,” says Provost Udo Thelen. When making didn’t have to reinvent the wheel,” says put together a seminar paper based on ever, the contracts agreed between the FU appointments, DUW applies different criteria to other higher edu- Dr Roswitha Grassl, the head of pro- the conversations they have had and the and the Klett Group spell out what should cation institutions. “In our case, student satisfaction is at least as gramme development. The company has insights they have gained. This approach, happen to any profits that may one day important as high-ranking publications when it comes to making a wealth of practical knowledge, built up which is integral to every programme, accrue: they are to be split exactly 50:50 a decision,” Thelen notes. over many years in its own continuing is described as “reflective practice” in between the two partners. education institutions, about how best DUW’s marketing material. to adapt materials for distance learning, how many days of face-to-face attendance does it makes sense to have, and what types of support are used most fre- Distance learning programmes are usually quently. DUW offers a mixture of different divided into study materials which the students formats ranging from traditional course work through independently and block attend- workbooks and self-directed learning via ance sessions at the higher education institution. 28 online units on the virtual campus (es- These attendance sessions are described as ‘face- 29 pecially for project work in groups) right to-face’ sessions. Leuphana University of Lüneburg An Incubator with Outreach

EU Structural Funds are to be used to push forward regional development in the Lüneburg area. At the centre of the various projects stands Leuphana University of Lüneburg. The contribution from Brussels benefits the students in several ways at once – for instance through scholarships, a closer involvement in research or from advice on starting up businesses

horsten Kurtz has long known the statistical through the influx of qualified workers. data inside out and back to front: the re- The university as the catalyst for regional gion around Lüneburg has a lower than av- development – this is the concept that will erage share of employees with a university be tested in Lüneburg under laboratory T degree, there are few workers in knowledge conditions. intensive service branches, and the level The constraints on the ways in which of research and development in the area is EU funds can be used are strict. For below average. “That is something we want instance, the university may not finance to change,” claims Kurtz – and changing any regular courses with money from this things is exactly his job: Kurtz is one of the source, nor may it subsidise existing degree leading members of the Innovation Incuba- programmes. The effect of the money is tor at Leuphana University of Lüneburg. much more indirect – “to keep up the meta- Over the next few years 86 million euro in phor of an incubator: the whole university funding will flow into the project, a large will be positively infected,” says University proportion of it from European Union President, Professor Sascha Spoun. Structural Funds. To guarantee success in this endeavour, What is remarkable about this is that an additional level has been created in the EU Structural Funds are actually intended institutional structure at Leuphana. Lüne- to support regional development. No other burg University was originally modelled on higher education institution in Germany the Anglo-Saxon system, with a College for is subsidised in this manner, but Lüneburg those taking a Bachelor’s degree, a Gradu- receives the money because the university ate School for the Master’s and doctoral and regional development are intercon- students, and a Professional School for nected. “This is a fabulous opportunity to continuing education programmes. The put new ideas into practice throughout the Innovation Incubator has now been added whole university,” explains Thorsten Kurtz. as an independent organisational unit – a The project is already in full swing, and it department within and of itself, but one is clear even at this stage that everyone which impacts all other areas. All projects can profit from it: the students through relating to regional aid will be controlled a greater range of courses and scholar- centrally from here; with more than 200 ships, academics through more money for employees, the Incubator has instantly research, local businesses through joint become a large independent unit. Priority projects with the university, and the region areas for the funding are digital media, health and sustainable energy. The Innovation Incubator has sev- EU Structural Funds are an instrument of EU eral interfaces with the Master’s degree funding policy to support regional economic programmes offered at the university. For development in structurally weak regions. A example, over the next few years funding subsidiary aim is to enable the modification and will enable 15 visiting professors to work Shining example: thanks to the support of EU funding, the university in Lüneburg is at the heart of regional development 30 modernisation of systems of education, training at the Graduate School. Commitment has and employment. already been secured from leading experts RR Leuphana University of The student view Lüneburg

from several countries. These professors will Incubator are also available for the Gradu- this reason knowledge from several areas is have no teaching duties, since that would ate School: a total of 30 Master’s students required: familiarity with basic legal terms conflict with the constraints on the use of and 20 doctoral students receive scholar- just as much as an understanding of techni- funding. The aim is rather that the visiting ships for between 24 and 36 months of 800 cal interdependencies and commercial con- professors create connections with local euro or 1,300 euro per month respectively. siderations. Graduates should later be able business and initiate joint projects. The Students’ research work must be related to to solve a range of highly consequential decision as to how exactly this should be regional development in accordance with problems at the interface between these done is left up to them. They may give guest the conditions set by EU funding pro- areas. “Imagine a construction company ar- lectures at their faculties, advise students gramme (see “the student view”, page 33). rives with 100 workers at a large construc- with regard to specific research projects or Here, too, the connection between regional tion site – and then imagine that there are act as second assessors for Master’s theses. development and university research, of no plans to give to these workers, although “A purely additive structure,” says Professor the very kind the Incubator is intended to they are ready to start work immediately.” Andreas Reindl, “and yet one with tremen- create, is immediately evident. Preventing such mistakes may very well be dous potential for the faculty”. The effects of the Incubator on the the kind of task graduates are later asked Reindl is an internationally recognised students can also be seen in the area of to undertake. In the event of such mistakes expert in European and US-American continuing education: “Many more than or delays they can also then immediately competition law. He is one of the first half of our positions are financed through clarify who was responsible for them. In Elvia Gaida studies academics to have been appointed to the Incubator,” says Heiko Franken, manag- the industry this is known as construction Management and Lüneburg under the auspices of the Incuba- ing director of the Professional School. design and planning and the Lüneburg Marketing at Leu- tor. He has outlined his plans quite clearly: The start-up financing for new Master’s degree programme prepares students for phana University of

Photo: © Leuphana for local business he will engage with the programmes – from project development exactly this. Sixty to seventy jobs on a large Lüneburg topic of compliance. The issues here are, for through to the creation of case studies for construction site must be coordinated. “The example, laws governing competition and use in teaching materials, including the graduates are destined for management re- Photo: © Private patents. His observations suggest that such design of e-learning components, and even sponsibilities in large companies,” says Pro- topics are not currently on the agenda of marketing – comes from the EU via the fessor Schottke – “or they may set up their many small- and medium-sized companies, Incubator. The ultimate objective is that own office and become self-employed.” but ignoring these issues could, in fact, what is offered will promote the region In this case the Innovation Incubator The scholarship which also enriches the have serious consequences. The particular in two ways at once: in the first place, the can also immediately offer further assist- regional economy challenge for me is to make my experi- degree programmes provide opportunities ance, since advice on entrepreneurship is ence at the international level useful at the for people within the region to gain further also part of the broad range of services From the very beginning I always knew I would do my Master’s regional level,” says Reindl. He intends to qualifications. These programmes are open offered. degree in Lüneburg. I study Management and Marketing, and Hands-on experience: in Lüneburg set up a preventative programme and to to local companies and their employees, And this is precisely where the added here at Lüneburg I have found exactly the specialist subject areas students are encouraged to play an offer concrete help on how to integrate the and so can therefore help to increase value for regional development arises: one that interest me: marketing, tourism, and regional development. active part issue into company structures. Round table competitiveness. In the second place, the of the central ideas is to encourage the best The last of these is the most important point of contact with the discussions, for instance, would be one continuing education programmes attract people to remain in and commit to Lüne- Innovation Incubator at the university. Every year it awards possible way of doing this. “These discus- high-quality people to Lüneburg, and this burg and the region. A further contribution scholarships to Master’s students whose final dissertation ad- sions will, of course, be open to students,” opens up the possibility that these people is made by the Professional School through dresses a topic related to regional development. This seemed just notes Reindl. It offers them an opportunity will be persuaded to stay. its range of offers from certificate courses made for me! I applied immediately and now, via the Incubator, to participate actively and at the same There are currently six continuing to company supported part-time Bachelor’s I receive financial support for my work. My topic? I am develop- time gain insights into company practices. education Master’s programmes on offer at degree programmes. Partnerships between ing a local advantage card for tourists. Many other towns and Although this involves extra effort which is the Professional School, and another five business and science are also to be found cities have something similar. If you are a visitor, the card may for not be recognised as part of their studies, are in preparation. These programmes are here. “This is exactly how the Incubator instance give you a discount on entry prices to museums or free it does promise valuable experience. Such designed with face-to-face sessions every works,” says University President Sascha travel on local transport. I want to apply this principle to Web 2.0, meetings might also provide inspiration for three to four weeks along with additional Spoun: “Its aim is to bring together various and so appeal to a younger target group. To do this I’m working a dissertation, for which Professor Reindl coursework assignments and project work. strands and to connect exciting areas.” very closely with the local tourist board. I’m now also going to could be an advisor within the framework One example is the Master’s in Building The long-term goal to which Spoun is Malaga for six months to be able to apply this experience abroad. of supervision. Law and Building Management which has aspiring is also a further enhancement of There, I am going to put together a case study on the advan- The integration of the other visiting just been launched and which is unique Lüneburg’s profile as a centre of research. tage cards that are already established. I’m sure that I’ll discover professors into the Master’s programmes in Germany. “To put it simply, this course Nowhere else in Germany is there such interesting aspects which it will be possible to adapt for the region works in a similar fashion: they offer ad- deals with commercial risk-management a gaping lack of non-university research here. This is a classic win-win situation: the local economy will ditional lectures which students are not with regard to construction projects,” institutes as in the gigantic area which lies profit from the results of my work. And for students, Lüneburg obliged to attend, but which would serve explains programme director Professor between Hamburg, Hanover, and Bremen will become an even more attractive study location. I would never to broaden the students’ horizons. Students Ralf Schottke. The programme sits at the – therefore, including the very the area have been awarded a similar scholarship anywhere else. My expe- also benefit indirectly: whenever contacts interface of engineering, law and econom- surrounding Lüneburg. The intention is to rience of Lüneburg has been so positive that I can really imagine created with the regional economy by a vis- ics and focuses on key questions of why fill this gap with a focus on pioneering settling down around here on a permanent basis. iting professor lead to permanent coopera- almost all construction projects ultimately projects from which the university would tion with the university then research tasks cost more than planned, and how this can directly benefit. For those at Leuphana, the will arise in which students can of course be controlled. The way a contract is drafted Innovation Incubator is a key driving force 32 become involved. plays as great a role in this as does the in this development. 33 Benefits from Lüneburg Innovation actual construction management itself. For Bremen University of Applied Sciences Master’s Programmes for the Whole World

Bremen University of Applied Sciences is looking to target its continuing education programmes at an international clientele. Its Graduate Center is an independent organisation – and such is its success that it has long been bursting at the seams

f you take the short flight of stone steps supporting. In terms of staffing, however, up from the street, you find yourself in an it retains close ties to the university. Most unprepossessing office building – and right of the teachers are university professors in the heart of the International Graduate who teach at the IGC on a freelance basis I Center. The building, which used to house in addition to their university teaching a company’s administrative department, is commitments. Even Goydke, the academic now buzzing with students. Little lecture director, has an additional office at the halls are crammed in over three floors; in university. “I sit on a few committees there the corridors, you catch snippets of English, and work to raise the IGC’s profile within while the coffee machine in the tiny kitchen the university.” is running flat out. Outside the window lies There is a clear division of responsibili- Bremen’s new town, with the Weser only ties within the university. While all con- a stone’s throw away. “We are reaching secutive Master’s degree programmes are our limits in terms of space,” says Ramón provided directly by the faculties, the IGC Spiecker, director of the International Grad- is in charge of most continuing education uate Center (IGC): “If we had more room, formats. All programmes, without excep- we could put on additional programmes tion, require applicants to have at least one and expand even more!” year’s practical experience. In addition, all The IGC has become a successful model participants must pay tuition fees rang- for Bremen University of Applied Sciences. ing from 8,000 to 16,000 euro for a full Nine Master’s and MBA programmes are programme. on offer, mostly on a full-time basis. The The International Graduate Center has courses are targeted intentionally at stu- extended its role over the years. It started dents from across the world, and Bremen with an MBA programme in 1998, at a time has managed to attract a truly international when it had very few rivals. “Participants clientele: 40 countries are represented came to Bremen from all over northern and at the IGC, and around half of the 200 western Germany,” says Ramón Spiecker, students are from abroad. What interests the IGC’s managing director. We were them most is the distinctive profile of literally overwhelmed with applications for Bremen’s courses. The spectrum of subjects this part-time course for professionals he ranges from aeronautical management to recalls. To build on this success, three years European studies and international tourism later the university added a continuing management – in other words, there is a education Master’s in European Studies. clear focus on economics, supplemented by “Gradually the organisational problems expertise from areas or sectors with future grew out of control,” Spiecker recalls. potential. “We needed to use university premises for The distinctive feature of the Interna- classes on Saturdays and Sundays, but of tional Graduate Center is its independence. course the university was actually closed This is even evident from its location, as the then.” How do you get into rooms if you office and seminar building is not situated need to run off some copies at short notice right on the university campus. They are

Photo: © IGC, Bremen University of Applied Sciences RR a few hundred metres apart as the crow Up and away: from the Bremen city ramparts, graduates will head out into the world flies – close, but not under the same roof. Follows on directly from the first (usually “We have been a separate business unit Bachelor’s) degree, in contrast to a continuing since 2009,” says Professor Tim Goydke, the education Master’s degree. In terms of content IGC’s academic director. His institution is and subject expertise, the course builds on the 34 financially independent, for the most part, previous degree. No professional experience is 35 and the majority of programmes are self- required. Bremen University of Applied The student view Sciences

“I want to discover more about Germany”

Mariann Karlstad (25) from Norway and Detrick Brown (31) from the USA are enrolled in the “International MBA” programme at Bremen Univer- The real German touch: students in sity of Applied Sciences front of the statue of the famous Town Musicians of Bremen Detrick Brown: Why did we choose to study in Bremen specifically? Well, both of us

Photo: © IGC, Bremen University of Applied Sciences followed very similar paths. I did my first degree, in business economics, in the USA. Then I got a job, first in the Photo: © Kilian Kirchgeßner accounts department of a or want to make participants a cup of cof- of this approach are obvious. Since it in- tor wants the IGC to strengthen its position non-profit organisation and fee? The solution was for the International volves shorter stays in Germany, most visa in the market for company supported part- then with a major computer Graduate Center to have its own premises. problems can be dealt with more easily; it time programmes. As these involve regular company. I had also spent In 2004, it moved into a former office block, also keeps down participants’ maintenance attendance in Bremen, they are aimed some time in Spain – that which was completely refurbished to make costs. The crowded curriculum ensures that primarily at applicants from Germany. A was my first experience of it suitable for university work. The money the IGC is a lively place. During the week, good example is the MBA in East Asian Europe. I just wanted to go for this initial investment came mainly from the students are in seminars nearly all Management, which is headed by Goydke, back to uni at some point, preferably abroad. the surplus yielded by the two successful day; between lectures, they can be found an expert in the Asian region. Our first Mariann Karlstad: I studied in Oslo and Seville and worked for three pioneer programmes over the years. discussing issues or working together on intake was in 2011, with participants from years in a human resources department. I wanted to improve my A laboratory for Having moved into its own premises, assignments and case studies. The building all over the German-speaking area. Around career prospects and was thinking about going abroad again to the Graduate Center continued to grow is open until 10pm, which makes for a real a third of the curriculum is given over to re- study. That’s when I came across the programme here in Bremen. innovation: what works steadily; more students enrolled and new campus atmosphere. gional studies and involves learning about It is jointly organised by seven higher education institutions from courses were added. Little by little, the full- The IGC employs a total of 16 staff, cultural differences and intensive language all over the world – Germany, Spain, France, Russia, the USA and in the Graduate Center time programmes, aimed primarily at an in- whose activities are geared towards this training. The other two thirds are devoted Malaysia. The first five core modules are the same everywhere, so ternational clientele, were established. This specific target group. It has its own inter- to traditional business economics. “There, you can take them in the country of your choice. After that you has implications for the approach is very much in keeping with the national office to sort out any problems too, of course, we choose case studies and select a university based on the specialisations they offer. university’s systematic internationalisation with immigration and help students find examples of practice from Asian countries,” Detrick Brown: We’re here for the first set of modules. I definitely university as a whole strategy. Almost all undergraduate degree accommodation in Bremen. It is Bremen’s says Professor Goydke. Each participant wanted to come back to Europe, and I really like Germany. Every- programmes in Bremen include provision boast that “hardly any other institution specialises in one of several key countries thing is so organised, the people are nice and I’m impressed by the for one – and sometimes even two – com- offers support so well tailored to the needs (China, India, Japan or Korea); the course way they take care of the environment. pulsory semesters abroad. This means that of international Master’s students”. contents are then adapted specifically to Mariann Karlstad: I wanted to come here because Germany is so there is a wide base of partner universities So what does this distinctly interna- match their chosen regional focus. important in European politics. I want to find out more about this spread throughout the world – and also tional clientele bring to the university? Bremen also intends to continue to country. And I must say I really like it. But there are a lot of things that for years large numbers of overseas Professor Tim Goydke highlights two plug such gaps in continuing education that take some getting used to. For example, the Germans are quite students have been coming to Bremen principal benefits. First, it maintains an provision across Germany. But first, the IGC direct. We had some Germans in our programme, and sometimes on exchanges. “We felt it made sense in international atmosphere at the university must find itself a bigger seminar and ad- I was really taken aback by them. They were constantly debating terms of consistency for us to develop this that filters through to other programmes. ministration building. “At the moment we things – sometimes it got really heated. We Scandinavians are a bit particular profile,” says Ramón Spiecker. Second, the IGC’s independent status al- are driving with the handbrake on. We just more reserved. Bremen has designed its full-time lows it to act as a laboratory for innovation. don’t have the space for new applicants,” Detrick Brown (laughs): I still remember the first group project. programmes to meet the needs of an inter- As a relatively small organisation, it has no admits Goydke. The aim in the medium Before we had even really started, we were caught up in discus- national clientele. The taught component of trouble introducing new initiatives. If these term is to increase the number of students sions about the agenda for our meeting! I learned a lot from that most courses has been squeezed into a sin- prove successful, they can then be rolled from 200 to 500, when the IGC is likely – I think we’ve all benefited from being part of this international gle year in Bremen, with all classes sched- out across the university. This approach has to start generating a profit. The Center is team. uled to take place consecutively. When been applied to questions of accreditation, already largely self-financing, but at that Mariann Karlstad: When the seminars here in Bremen are over, I’ll working on their dissertation, which takes double degree programmes and even some point it may even be able to transfer some go to the University of Valencia in Spain for the next part of my another six months or so, students are not aspects of administrative law. “I will give income to the university. course. This will give me a double diploma from Germany and tied to a specific location. The advantages you a simple example. We switched our Spain. What will I do with it? Initially, I’ll probably go back to Nor- administration over to contribution margin way. After that – I’m happy to wait and see. accounting. Based on our experience, the Shortened form of ‘Master of Business Adminis- Undergraduate programmes refers to courses university as a whole is now thinking of tration’. A postgraduate management degree de- leading to a first degree. These include both introducing it,” says Tim Goydke. signed to equip graduates from other disciplines 36 Bachelor’s programmes and the former Magister In future, alongside these successful with methods and approaches used in the field of 37 and Diplom programmes. full-time programmes, the academic direc- Business Administration. Karlsruhe Institute of Technology

Future Inc.: students on the programme in Product Development The Career Master’s work on a 3D projection

Karlsruhe Institute of Technology (KIT) offers complex degree programmes at the interface of Management and Engineering via a subsidiary company. The targetgroup is leading employees in global enterprises – and companies send their managers to us by the dozen

he list of partner companies is impressive: cycle has been completed. The degree pro- BASF, BMW, Bosch, Daimler, IBM, Porsche grammes, which range from Management and Siemens are all involved. In total, of Product Development, Energy Engineer- more than three dozen firms have close ing & Management to Green Mobility T ties with the HECTOR School of Engineer- Engineering, each consist of ten modules. ing and Management. For them, the seven Five of these address management Master’s degree programmes are impor- topics and are available for all degree tant instruments in executive training for programmes; the other half is reserved their management. Consequently, the aim for the content of the respective degree of the degree programmes – which are programmes. These are taught Master’s located in subject matter in the border programmes with seminars from Mon- areas between business and engineering day to Friday between 8am and 5.15pm. – is to combine the academic strengths of Exams are held every Saturday. Although the Karlsruhe Institute of Technology (KIT) the timetable is packed to the very limit, with a practice-oriented approach. this makes it possible to keep the duration As early as the 1990s – long before of each module to just two weeks. In these the merger with the Karlsruhe Research intensive phases, students have the option Centre that created KIT – Karlsruhe to stay on campus in small apartments Photo: LESC/KIT in cooperation with HECTOR School of Engineering & Management/KIT University founded a non-profit limited belonging to the university. company known as “International Depart- “We made a conscious decision to ment”. This limited company was an offer high quality Master’s degree pro- Tools for management from abroad and work either in the Ger- from business and politics are invited. The umbrella organization for three independ- grammes,” says Judith Elsner. There was man branches of their company or in their former Ministers of State Lothar Späth and ent institutions: the HECTOR School, the no desire to create an MBA programme: training: companies subsidiaries abroad. Günther Oettinger have already visited Carl Benz School of Engineering, which “Our strength in Karlsruhe is, after all, in A Master’s degree programme costs Karlsruhe, as have the former head of offers a Bachelor’s degree programme in the field of engineering, and through the send their best people around 30,000 euro, and generally the Porsche, Wendelin Wiedekind, and numer- English, the Karlsruhe School of Optics and Master of Science degrees we want to employers support their employees with ous board members of major German Photonics and the Helmholtz International make that clear to the outside world, as to take part in regard to this investment. Before the companies. Research School for Teratronics. “This well.” degree programme begins, the applicants In Karlsruhe they are convinced that structure was necessary at the time of the Most students are sent to the Master’s continuing education must also pass the HECTOR School’s this top-class programme is creating wide- founding of the new company in order for programmes at the HECTOR School by strict selection process: in addition to the spread interest. “We assume that continu- us to secure the commitment of partner their employers. For the companies this programmes at the subject-related and formal requirements ing education in Germany will develop businesses,” explains managing director provides targeted, continuing professional the process includes two interviews each in the direction that is already evident Judith Elsner. training for their managers. The average HECTOR School lasting half an hour. in America: there employees continue to The degree programmes at the HEC- age of the students is 28; in addition Many of the teachers come directly educate themselves, even into middle age TOR School, which is named after the to a first degree and required working from KIT, but the HECTOR School also and beyond, whereas here it is principally co-founder of SAP, Hans-Werner Hector, experience of at least one year, the entry intentionally involves experts from indus- comparatively young people who are are designed to take two semesters, with requirements stipulate evidence of an try. “The close contact to practitioners interested in company-supported part-time an additional four months given over to outstanding command of English. Of the is very important to us,” says managing study,” says Judith Elsner. Thanks in no the writing of the Master’s thesis. New ap- around 40 participants which in each year director Judith Elsner. This is the reason small measure to the HECTOR School, KIT 38 plicants are accepted every 18 months; al- of entry are distributed over the seven why the programme includes additional is ideally prepared for this development. 39 ways at times when a degree programme degree programmes, 30 per cent come guest lectures to which leading figures Baden-Wuerttem- berg Cooperative State University The Master’s as a Competitive Edge

Baden-Wuerttemberg Cooperative State University has traditionally offered only Bachelor’s degree programmes – with its new Master’s programmes it intends reach a new target group

he big milestone in the history of the his greatest challenge: “We sense an dual system in Baden-Württemberg was incredible dynamism. As a relatively young reached in 2009. In that year, the eight uni- institution, this is all very new to us!” versities of cooperative education merged The special feature of the dual system T to become the Baden-Wuerttemberg Co- is the inclusion of employers. In the case operative State University (DHBW) with a of the Bachelor’s degree courses, this has new joint organisational structure. Student a long tradition: students sign an employ- numbers rose to reach a current total of ment contract with one of the partner more than 27,000. This makes the DHBW companies and divide their working time one of the largest higher education institu- between academic study at university tions in Baden-Württemberg. Politicians and the work-based component within repeatedly praise the Cooperative State the company. Students can, therefore, University as an exemplary model from the directly apply a great deal of theoretical south-west of Germany. Its eight loca- knowledge, and the companies have a new tions and four branch campuses combine generation of young professionals who are Career positions: many regional and local supply with a formula academically educated and also familiar for success which is respected throughout with the standards within the company. companies hope to Germany. Some 9,000 firms throughout Germany In future, the idea is that the Master’s are involved as partners in the dual system recruit high-quality degree programmes will also contribute to of study. The close cooperation also has this success formula. “The former universi- an effect on the structural set-up of the employees through the ties of cooperative education concentrated university: on many committees there are on the Bachelor’s,” explains Professor equal numbers of representatives of the Master’s programme Ulf-Daniel Ehlers. Professor Ehlers, a university as of companies. graduate in Educational Science, is vice- “Recently many companies have been president for quality and teaching and is expressing an ever stronger desire for us to also responsible for research as part of the introduce Master’s degree programmes,” executive board the Baden-Wuerttemberg says Vice-President Ehlers: “For them such Cooperative State University. “Of course, programmes are often an essential way to having become an academic institution recruit highly-qualified employees.” The we now also have the task of developing best school-leavers, namely, often want the institution – and that means, among to have prospects which extend beyond a other things, offering Master’s degree Bachelor’s degree – and if the Cooperative programmes and cooperative research.” State University cannot offer that, then Ehlers has been in office since 2011, and the companies will fail to attract those the new orientation of the university is candidates. This competition for the best candidates has significantly influenced the decision to develop Master’s degree Combines practical training with a company programmes. with the theoretical grounding of a university Currently, the DHBW offers six further 40 education. Students undertake both components education Master’s programmes which Good prospects: for many students the Master’s programmes in parallel. provide a total of eleven opportunities Photo: DHBW / Photographer: Niels Schubert and the associated career opportunities represent an important RR reason for choosing to study at the DHBW Baden-Wuerttem- berg Cooperative State University At a glance

pants have a great interest in the theory,” says director of the degree programme Paul-Stefan Roß: “In the Bachelor’s degree, some are still too practice-oriented and constantly ask themselves how the specific content will actually be applied in their professions. On the Master’s programme A career bonus: companies can appeal they consciously want to look behind the to a new target group with the Master’s degree programmes practical aspects.” This is also reflected in the final theses, which are significantly more research-oriented at the Master’s level. Photo: © DHBW Stuttgart Photo: © DHBW Stuttgart Teaching is, for the most part, undertaken by the university’s professors but DHBW also engages experts from the professional field. “An experienced fund- raiser from a large organization can, for for professional specialisation. Additional One example is the degree programme in example, provide essential insights,” says degree programmes are planned for the Governance of Social Work. “In Germany, Paul-Stefan Roß. coming semesters. The spectrum ranges many programmes in the area of social Although demand for the Bachelor’s from traditional business programmes such management already exist. Therefore, we degree programme remains huge, it is al- as Human Resource Management, Market- did not simply want to develop another ready clear that the Master’s programmes ing or Banking and Finance to Computer degree programme in this direction,” are a “necessary and valuable addition” Photo: © DHBW Ravensburg Science or Engineering. The principle is explains academic director, Professor says Vice-President Ulf-Daniel Ehlers: “In Together at the start: students at the Cooperative State University comparable across the board: only those Paul-Stefan Roß: “Intentionally, we do not recent months we have appointed 150 prepare their prototypes for the Formula Student race applicants who already have a minimum just add business courses to the social new professors and many of our new Demands of the dual of one year of work experience will be work degree, but rather pursue more of a colleagues warmly welcome the develop- admitted; it is not possible to enrol on a political sciences concept which we have ments in the area of the Master’s.” Master’s: the academic Master’s programme immediately after the developed in the direction of governance.” It is intended that the number of Bachelor’s degree. The close cooperation The graduates should be given more than Master’s programmes will remain small combination of theory with employers, which has already proved just tools for leadership functions. They compared with the traditional areas of A Master’s Degree at DHBW its value on the Bachelor’s programmes, should also be made familiar with “the DHBW. The Bachelor’s degree is certainly and practice is also an important element. “In each concept of the design and management of the standard qualification, says Ehlers. The Baden-Wuerttemberg Cooperative State University has inten- individual case we have an in-depth dis- social / socio-economic organizations” as While up to 75 per cent of research univer- tionally created lean Master’s degree programmes. Students only cussion with the employer and the student the description of the degree programme sity Bachelor’s graduates and 50 per cent need to earn 90 credits by the time they graduate which is signifi- applicant and require a clear commitment puts it. The course focuses on “analytical, of Bachelor’s graduates from universities cantly fewer than the average of 120 credits that are expected at to the Master’s degree programme on ethical, strategic and practical competen- of applied sciences aim to take a Master’s other academic institutions. This advantage arises from the fact the part of the company,” says Ulf-Daniel cies.” degree, the percentage of those who go on that 210 credits are awarded to those with a Bachelor’s degree Ehlers. To this end, a contract is drawn up Participants in the programme come to pursue a Master’s degree programme from DHBW – which is more than the usual 180. To ensure that to regulate issues such as the possibility from all areas of social work: some are em- at the Baden-Wuerttemberg Coopera- the Master’s degree programmes are accessible to graduates other of study leave as well as the participation ployed as youth workers by local govern- tive State University is likely to remain than their own, DHBW offers a so-called ‘adapter course’ in of the company in the practical compo- ment bodies and others work in geriatric significantly lower. However, Ehlers does which applicants can make up the number of missing credits. “We nents of the degree programme. That, or general care in the voluntary sector. not want to specify a number. “We have are consciously aiming to reach prospective students from other after all, is an integral part of the whole Some are self-employed and have their discovered that many Bachelor’s graduates higher education institutions who come to us after completing a concept: theoretical knowledge is mirrored own companies. According to the DHBW, are so satisfied with and so successful in Bachelor’s elsewhere,” says Vice-President Ulf-Daniel Ehlers. in practice through a reflective task – for many are in middle management. Their aim their professions that they see no need example, by students examining how is to use the Master’s degree programme to go for a Master’s, which would require particular processes are regulated in their as an opportunity to question established considerable personal and financial com- company, or evaluating the criteria in ac- practices in their workplaces and to equip mitment,” he says. The level of interest cordance with which operating procedures themselves for greater responsibilities. depends greatly on the subject studied: are organised. The combination of theory The curriculum includes fields such as whereas in some areas there is barely any and practice within the demands of an social theory and organizational sociology, interest in a Master’s degree programme, academic education is always at the core which are dealt with from the perspective graduates in other fields are pushing of the Master’s degree programmes, which of practical application. A similar approach hard to be able to study for an advanced are completely integrated into the quality is taken in the area of empirical social re- degree. Professor Ulf-Daniel Ehlers has management processes at DHBW. search. This is seen not as an end in itself; discovered that the demand is very high The structure of the university’s Mas- rather the aim is that students are able to from companies in the financial indus- ter’s programmes includes a unique profile read studies thoroughly and commission try and information technology. For this 42 which is tailored to the particular require- complex research which goes far beyond reason, many of DHBW’s Master’s degree 43 ments of the Cooperative State University. simple surveys and tally sheets. “Partici- programmes are offered in these areas. Opportunities for Bridge Building

Higher education institutions no longer work in isolation, pursuing only their own agendas With regard to Master’s degree programmes, it is no longer unusual to see cooperation between several higher education institutions. Indeed, this is now quite common and has been for some time. There are also foreign partnerships and joint projects involving different faculties. Students are becoming graduates who think across disciplines and are internationally experienced. And at higher education institutions the true academic spirit wanders more freely than before: knowledge is interconnected, borders between subjects and frontiers between subject matters are crossed, and new ideas emerge from taking unusual perspectives. Academic education has never been so broadly interlinked as it is now through the more than 6,400 different Master’s degree programmes currently available in Germany. University of Flensburg

Internationality Included

The University of Flensburg sets store by its proximity to Denmark: the university offers a bi-national degree programme in Business and Economics in cooperation with the University of Southern Denmark – the uniqueness of which attracts interested parties from all over Germany to apply to university in the far north

ack there,” says Professor Heiner Dunckel is in any case a tradition: in the shops in the pointing out of his office window, “you can old town it is possible to pay either in euro see the cranes in the Flensburg harbour. or in Danish Krone. On the street you hear Right beyond the harbour is Denmark.” For both languages, and many Germans and B the director of studies at the International Danes commute to work in the neighbour- Institute for Management this closeness to ing country. “Unless you see this closeness,” Denmark has proved fortunate: along with Heiner Dunckel is convinced, “you won’t be his colleagues at the University of Flensburg able to understand the concept behind our he has deliberately designed the Master’s degree programme.” degree programme in Business Manage- Intensive courses in each other’s ment – and also the Bachelor’s programme language are an obligatory part of the – to be bi-national; The University of Flens- programme for the participants: the inten- burg has used its location on Germany’s tion is that students should be able to take most northerly border to create a powerful, part easily in seminars and discussions no unique selling point. matter which of the two languages is being The Flensburg model is based not on used. This is also the reason why all classes simple cooperation between a German have mixed student groups, and student and a Danish university; there are dozens residences are also mixed. Some German of examples of that sort of thing. “We students live in Denmark, some Danish stu- offer the degree programme together dents in Germany. “The borders quickly fade with the University of Southern Denmark away,” says Professor Dunckel with a smile. in Sønderborg and the two universities However, it is not only the organisa- participate on equal footing with regard tional structure which makes the model both to organisation and personnel,” says so special. The content of the curriculum is Dunckel. Our students come from both also tailored to fit the particular situation. Foto: Universität Flensburg countries, seminar papers and final theses Alongside key qualifications such as re- may be written in German, English or search methods, ethics, or leadership skills, Danish and students are awarded a dual four specialisations are offered (Entrepre- degree qualification as standard. Teaching neurship & Small Business Management, takes place in Flensburg and is undertaken Strategy & Organisation, Organisational by staff from each country. The Danish Behaviour & Human Resource Manage- teaching and administrative staff have ment, Marketing & Media Management); their offices along a corridor in the institute more than half of the degree programme, building in Flensburg. In exchange, several however, is dedicated to international, German colleagues teach at Syddansk linguistic and intercultural issues. “Inter- University in Sønderborg. It is clear that nationality and Area Studies are the topics working together has long become a matter that make our programmes special,” says of course. For the natives of Flensburg, Heiner Dunckel. openness towards the neighbouring country This all relates not just to Germany and Perfect pairing: the universities of Sønderborg and Flensburg Denmark: the programme aims to prepare offer several joint degree programmes graduates for working abroad generally, not On a dual degree programme, two participating just for working in each other’s countries. higher education institutions each award the Students can, therefore, concentrate on 46 graduate with a degree in accordance with their Latin America as well as focusing on Den- 47 respective national laws / regulations. mark. And above all: many skills and much RR University of Flensburg The student view

of the content are easily transferable and experience, tend to prefer to undertake their applicable to other regions of the world. Master’s degree programmes in Copenha- Professor Dunckel wants to enable his gen or Aarhus. students to think their way into a particular In establishing their international country and into the particular circum- degree programme, the people at Flensburg stances there. “If you want to understand were able to draw on years of experience. a country, it is not enough to know the There has been a German-Danish Econom- economic data and statistics,” says Heiner ics degree programme since 1992. Back Dunckel, and that is, one might say, the then it was based on a loose cooperation. guiding principle behind his degree pro- With the Bologna reform this became a gramme. He wants to enable his students course offered jointly by the two universi- to apply what they have learned in situ ties. This long period of previous coopera- – abroad. This concept is at the centre of tion helped overcome many of the initial the degree programme. “We are concerned conflicts involved in the reform process. with international management. Anyone For example, the Danish system requires a who wants to become an outstanding ex- second examiner for final theses, usually pert in the field of, for instance, finance and someone from the world of work. These accounting will be better off somewhere are often graduates who in the meantime else!” A look at the statistics shows that are working in business. The two examiners this approach is successful: the number of have completely equal rights when it comes applicants to the degree programme, which to awarding grades. “For a German profes- Kim Plätz is a student on the is open to 80 to 100 students per year, is sor that is, of course, difficult to imagine,” Flensburg Master’s programme continuously increasing. The graduates says Heiner Dunckel, “but in fact it actually in European Studies, which – like have no problem finding jobs. “Some time works well like this!” Or the issue of the the international Management ago, former students founded a com- practical component: in Denmark up to 10 degree programme – is based on pany in Belarus, others are now based in of a total of 120 credits in the Master’s de- close cooperation with Denmark International applic- Latin America or in Kazakhstan, and many gree programme come from a work place- graduates work in international companies, ment; this is a proportion that is achieved Photo: Kilian Kirchgeßner ability: what students not only in Germany and Denmark,” says at the expense of the academic content. Professor Dunckel. There is an echo of pride Germans and Danes have, however, found learn based on the in his voice because such reports show that a solution here, too; a solution which international thinking works universally – transformed an initial conflict into a benefit Research in the border region as a springboard to the EU example of Denmark even if you learned it simply by looking at for the students since the work placements the example of your next-door neighbour, are now made possible, without being them I did my Bachelor’s degree at the University of Duisburg-Essen where I studied Political Science. During can later be applied to Denmark. obligatory. Those who are interested in a this time I occasionally travelled abroad. I spent two semesters in Canada at the University of Winnipeg. It “At the beginning of the programme work placement must discuss it with their was there that I decided on a new focus for my studies: in my Master’s I wanted to concentrate more on any place in the world the Danish and German students still sit supervisor well in advance, and determine international politics. I made a conscious decision to apply here to Flensburg because European Studies apart in the student canteen,” say Ina a clear focus and defined learning goals. is the only degree programme in English in Germany with this particular orientation. What I like is its Jensen and Malte Böhmke who are both Afterwards, a full report on the placement is interdisciplinary nature: it deals with questions of economic policy as well as European law. The location in student representatives. “But after a couple required in order for it to be recognised. In Flensburg is a great advantage because here you find many research activities relating to border regions – a of months there is no recognizable differ- this way, the learning effect arising from the topic which is, of course, of great relevance in the EU. This is also reflected in the degree programme. Many ence between them since they have all practical experience is enhanced. lecturers who come from the University in Sønderborg, on the Danish side of the border, teach on the pro- become a team.” Heiner Dunckel still finds himself smil- gramme. This close interweaving means that the programme awards a dual degree. Most of the 45 students For their Master’s degrees Ina and ing over the unique charm of the degree who register here each year come from abroad. There are 25 nationalities represented and many of my fel- Malte made a conscious decision to apply programme, a charm which keeps revealing low students do not come from the EU but wish to study a successful example of international cooperation for places in Flensburg because the orienta- itself in everyday life – for example, when a in person. Many of them already have practical experience. The degree programme is designed to follow on tion of the degree programme appealed Danish student writes him an email which immediately after a Bachelor’s, that is “consecutively” but every year there are also participants who have to them. And indeed there has been an addresses him in casual Scandinavian style worked for a government or an organization. What do I want to do after my studies? I’d like to work for interesting development at the univer- with the uncomplicated “Kaere Heiner,” the European Union. My dream is one day to sit on the EU Commission’s scientific advisory board. That is sity: whereas in the past it was mainly “Dear Heiner”. After all, this could be of course still some way off – but here in Flensburg I’m working on it. Bachelor’s graduates from the university’s considered a fruitful topic for the seminar own degree programmes who applied for on intercultural communication. places on Master’s programmes, following straight on from their Bachelor’s, now there Key facts: are interested parties from other business faculties from all over Germany. The number qqNumber of credits: 120 of applications among Flensburg Bachelor’s qqStandard duration: 4 semesters graduates is, by contrast, on the wane: they qqQualification: Master of Science, 48 become fans of the German-Danish course Cand.merc.int. 49 very early on and, encouraged by their first qqType: consecutive, face-to-face, dual degree University of Bochum

The Science of Helping

All over the world graduates from Bochum are involved in humanitarian interventions: a Master’s degree programme prepares students here for work with victims of disasters

he flood in Vanga is devastating: after neers or doctors who are to be prepared heavy rainfall, there have, for months now, for such crisis interventions, Bochum been gigantic areas of flooding. Hun- chooses a broader approach. It is also part dreds of local people have died and some of an international network to which nine T 100,000 are fleeing the region. Cases of higher education institutions from all over cholera have been recorded and isolated Europe belong. Seven of these universi- riots in the region near the border to its ties offer the Master’s degree programme neighbouring country, a region which has jointly; if the students wish to do so, they long been a source of unrest, have been can apply to a different university in a reported. “This is the situation,” calls Lisa different country for each of the three Hilleke, “divide yourselves into groups and semesters of the programme. start planning a relief operation!” This cross-border cooperation has Vanga is, of course, a fictitious country. grown over the decades. The first intake of On this particular afternoon it is located in students started in 1994 and since 2004 the botanical gardens behind the campus the former Magister has been offered as of the Ruhr University Bochum. Hilleke a Master’s degree programme. In 2004, is lecturer on the degree programme in the European Union awarded the Master’s Humanitarian Action, and such deploy- programme the title of Erasmus Mundus ment exercises are a practical expression programme of Excellence. The participants of the curriculum. The students swarm out, come from all continents – and bring with gather information and talk to the local them not only expertise in their subjects population, played here by the teachers. but also cultural competence. “One learns “Do you need a hospital?” the students immediately on the programme how the ask. The answer is prompt: “I have no idea view of assistance differs from country to what that is, a hospital.” And while the country,” says Dr. Markus Moke who heads students stand there looking a little dumb- the degree programme in Bochum. Special founded, the local adds, “But since you religious and cultural factors must be are here… my husband is out the back in taken into account, for example, and this the garden, and he needs help with the makes every relief operation different. cows.” That, says Hilleke, is also part of the The degree programme is known as exercise: to learn how to deal with those the “NOHA Master’s” – short for ‘Network affected, to understand what needs they on Humanitarian Action’ – a name which have in everyday life and how to win their says much about how the programme trust. Lisa Hilleke herself has been involved sees itself: it is the networking idea which in many relief operations from Haiti to breathes life into the programme. “For Palestine – “and I have experienced many us, partnership is a constitutive element,” of these kinds of exchanges there myself.” This degree programme in Bochum is unique in the German-speaking world. It Joint degree programmes available at sev- focuses on humanitarian relief operations, eral European universities and funded by the from their legal backgrounds to practical European Union. The target group is not just 50 operation leadership. While other degree European students, but also participants from Intercultural competence: humanitarian helpers provide 51 programmes are aimed especially at engi- throughout the world. RR important sources of advice for local people University of Bochum The student view

research in the light of theory.” Part of the degree programme, therefore, takes the form of regular outdoor training in which, for example, students build temporary relief camps. They also take a seminar in An average working day? Making water dealing with military situations. There is filters, clearing ruins, building schools a piece of land near Bochum University where actors with very realistic-looking When I began my studies I didn’t yet know which direction I want- Preparing for an emergency: students taking part in “First Aid, Safety and weapons simulate the situation at check- ed to take professionally. At my university in Cologne I did a Bach- Security Training” in Brandenburg points. In this environment, students learn elor’s in multi-lingual communication with a particular focus on how best to behave in regions of crisis or English, French and Dutch. It was clear to me, however, that trans- conflict. lating or interpreting was not for me; I felt that I wanted to use the

Photo: © Theresa Rieps Those participating in lecturer Lisa languages in a different way. What opened my eyes was an intern- Hillecke’s seminar have it a little easier ship in Paris which I did during my degree: I spent six months with in this respect. They have to come up a doctors’ organisation and helped organise two exhibitions there – with a concept for aiding the flooded one was about the forgotten crises in the world, the other about il- country of Vanga only on the drawing legal immigrants in Europe. That experience showed me the path I says Markus Moke. The participating in- 2,000 alumni are involved in work in every board, but that in itself is tricky enough. wanted to follow. After I graduated I worked as a volunteer helper stitutions have therefore worked together corner of the world,” says Moke. “For such operations there are so-called in Haiti. That was a year after the catastrophic earthquake there. on developing the curriculum, each on an At the start of the application pro- ‘Sphere Minimum Standards in Humani- Help was still very urgently required, and I was able to get involved equal footing with no institution in charge cess, prospective students can choose tarian Response’ which are determined with two international organisations. I helped to build schools and overall. “That was possible because we between models: either they study for all internationally. These are concerned to make water filters. Using sledgehammers, we even knocked had already known each other for some three semesters at the same institution with vital questions – such as how many down damaged houses with our own hands to make it possible time,” Moke says. or they spread the semesters over three kilocalories an individual requires per day The first three higher education institu- different universities. “Those who wish to for survival, how much drinking water and tions came together at the start of the pro- study only in Bochum apply directly to the domestic water is necessary, and what Theory and practice gramme 20 years ago – Bochum among university, no matter which country they is the required minimum level of provi- them. Now, along with Bochum, universi- come from,” explains Moke. “And those sions in a disaster situation,” says Moke. closely combined: ties in the cities of Bilbao, Uppsala, Dublin, who wish to study at a different European There are innumerable significant aspects Louvain, Aix-Marseille and Groningen are university within the network after the first which must be scrupulously researched: the latest medical, legal involved. The development of the NOHA semester apply to do this via the general how many latrines must be made avail- network is, however, intended to grow secretariat’s office.” The entry requirement able in such a camp, how quickly must and logistical research further: the aim over the next few years is is a first degree: most applicants have they be made available to inhabitants, to involve a higher education institution studied geography, history, psychology what cultural peculiarities must be taken findings continually from each of the countries in the EU. This or law, but there are also often doctors, into account with regard to this? And, of is important not only for political reasons journalists and business graduates among course, the safety of both the inhabitants flow into practical work but also for reasons of content, since each the prospective students for the degree and aid workers must be guaranteed. In Laura Puts has already university brings with it its own focus of programme. Selection is based on the dealing with these issues, the proximity to worked in disaster relief in the field. She is now studying research. While the Spanish, for example, application documents and on interview research becomes clear: the overall quality Photo: © Kilian Kirchgeßner Humanitarian Action concentrate on human rights, the Irish, – often in person; candidates from abroad of and accountability in humanitarian aid. for their part, concern themselves with can, however, also be interview via an Medical, legal, cultural and even logistical the connection between humanitarian aid internet call. research findings continually flow into ap- and developmental cooperation, and the At Ruhr University Bochum the degree plied training scenarios. All this is aimed at for the owners to build something new on the land. It was then, researchers from Bochum are renowned programme is offered at the Institute for enabling students to help the inhabitants at the latest, that I realised that I wanted to approach this kind of experts in the field of international institu- International Law of Peace and Armed of Vanga as quickly as possible. And then, work in a scientific way. And that’s when I found and applied for tions and the management of interna- Conflict (IFHV). This subject area is deemed after their studies, to better assist people the Master’s in Humanitarian Action in Bochum. My interview was tional humanitarian aid. “The programme very interdisciplinary and research inten- in disaster-affected areas throughout the conducted via an internet call from Haiti – and on my last day in is designed to make it possible for the sive; numerous third-party funded projects world. Haiti I received the news that I had been accepted. In the course students to profit from these different ap- are based there, above all with regard to of the degree programme I have realised that this is exactly right proaches,” says Moke: While the first five topics such as international law, human Key facts: for me. Here in Bochum I also had the same experience as when I modules in all programmes are identical at rights, humanitarian crises and inter- was taking my Bachelor’s degree: during the seminars I realise the each of the participating higher education national organisations. “We are always qqNumber of credits: 90 path I want to take. It is clear to me now that what interests me institutions, thereafter the remaining parts addressing the question of finding the qqStandard duration: 3 semesters most is the issue of water supply in disaster areas. I want to extend of the curriculum are shaped by each of right balance between academic content qqQualification: Master of Arts in International my knowledge in this area, first of all here at university and then the participating partners to fit in with and relevance to practice that is right for Humanitarian Action afterwards, hopefully, in my professional career. their own particular research projects. us,” says Moke. “But in our field these two qqLanguage of instruction: English The students can then target and choose aspects are almost impossible to sepa- qqType: face-to-face, joint or double degree the particular focus which most appeals rate. The results of research have a direct (depending on the participating institution) 52 to them. The result is a huge network impact on practice and, naturally, we 53 which includes all the graduates. “The also have to reflect on results from field University of Bayreuth

Knowledge for Change

Global change is the subject of a Master of Science at the University of Bayreuth. Integrated into the lavishly funded Elite Network of Bavaria, the programme offers students ideal conditions

n the middle of a national park in the Ca- “Some of our graduates stay in research, naries, a group of students gather around while others go into politics and become their professor to listen to an introduction involved in negotiating international to the ecology of the islands and local agreements, and some go on to work I land use. When the lecture is over the in risk assessment for industry,” says students break into smaller groups and Beierkuhnlein. set out to work on individual research Global Change Ecology was one of projects. “Being on site makes for such a the first Master’s programmes estab- direct hands-on experience that the stu- lished at the University of Bayreuth after dents really get to grips with the subject,” the implementation of the new degree says Professor Carl Beierkuhnlein, who is structure. According to the University, the in charge of the field trip to the Canary interdisciplinary nature of the programme Islands. made it an obvious choice. The curriculum He and his students gain practical is designed to allow maximum flexibility, insights such as these on a daily basis. including, for example, an optional fast The degree programme in Global Change track to a doctoral programme. Also, the Ecology (M.Sc.) is offered by the Universi- programme appeals to students from all ty of Bayreuth and is part of the Elite Net- over the world and from diverse academic work of Bavaria, which funds programmes backgrounds. “We’ve deliberately kept aimed at high-achieving students. The our options open,” says Beierkuhnlein. selection process is rigorous, the upside “This is an extremely challenging field, being that study conditions are excellent and we want to attract excellent students thanks to strong support from the Bavar- without overly limiting the pool to choose ian government and from industry. At any from.” given time, one of the students is usually Most applicants to the Master’s abroad attending a climate change con- programme will have just completed their ference, academic symposium or summit Bachelor’s degree. Many come from the on how to deal with the consequences of natural sciences, others from disciplines environmental change. “We try to make it such as business administration, sociol- possible for our students to attend these ogy or psychology. Over the past few kinds of events,” says Carl Beierkuhnlein. years, the syllabus has been modified to Since the idea is for every student to have accommodate these different academic the opportunity to travel to at least one backgrounds. Beierkuhnlein admits that such event, the costs are covered by the they made a mistake in the beginning in programme budget. There is only one con- concentrating solely on topics in the natu- dition: those who attend have to provide ral sciences during the first few months. their fellow students with an extensive “Students with a Bachelor’s degree in account of the experience and discuss all a non-scientific subject were thrown in findings in a plenary session. at the deep end, which made things ex- High above La Palma: Global Change Ecology Photo: © Benjamin Leutner The content of the programme of- tremely difficult for them,” he recalls. The students on a summer school fered in Bayreuth is unique worldwide. It current syllabus is more balanced in that draws on various academic disciplines, RR incorporating elements from meteorology, geology, physics, chemistry, psychology, sociology and economics, among others. Allows students to begin work during the 54 Students learn to analyse the ecological Master’s degree stage on a doctoral degree, which 55 and social implications of climate change. can then be completed in a shorter time. University of Bayreuth At a glance

Master’s Programme in Global Change Ecology

While the Global Change Ecology programme centres on content Tracking climate change: field trip par- from the natural sciences, it incorporates key elements from the ticipants gaining first-hand insights humanities and social sciences. For the benefit of overseas participants, all teaching is conducted in English. The programme is divided into three modules. One of these is concerned with climate

Photo: © Professor Carl Beierkuhnlein Photo: © Manuel Steinbauer change proper, focusing on the physical and chemical mechanisms behind it, its dynamics and influencing factors. Another module deals with ecological aspects, i.e. the ramifications of climate change for living conditions and the environment. A third module is devoted mainly to social issues, from the socioeconomic factors both social and environmental aspects are This intensive exchange of ideas on pleting different research assignments, behind climate change to its implications, such as altered land use dealt with right from the outset, which the Bayreuth programme has even been for instance on the influence of transport patterns and potential refugee movements. All three modules are allows students to feel their way into the formalised: every Thursday a meeting is infrastructure on biodiversity. “There’s accompanied by lectures on methodologies applicable to several of programme. According to Carl Beierkuhn- held to give students and lecturers the this widespread notion that roads have these areas, such as modelling, time series analysis and negotia- lein, this new structure, in conjunction opportunity to thrash out any problems a detrimental impact,” says Professor tion strategies. with supplementary courses designed encountered with the programme and Beierkuhnlein. His students had the task to fill individual students’ knowledge also to compare notes. If a participant of investigating that claim, guided by gaps, ensures that all participants find it has just returned from a climate summit lecturers on how to generate hypotheses reasonably easy to get started. “While the or other conference on environmental and select appropriate methodologies. Interdisciplinary in students’ diverse academic backgrounds change, they will use the opportunity to Their findings were surprising: some continue to be a challenge for us lecturers, report on the experience. species, especially endemic ones such as the true sense: they do enrich the programme,” he says. Participants in the programme are those in the Aeonium genus (a genus of By way of illustration, he mentions that all selected through an elaborate process. succulents only found in the Canaries) psychologists, physi- participants stand to benefit from insights Applicants have to submit a letter of actually benefit from transport infrastruc- offered by psychology graduates, since motivation, which is considered by two ture in that they are able to propagate cists, business gradu- negotiation strategies for international lecturers. The top 40 applicants from all over a larger area. “That’s a typical conferences and other types of interper- over the world are invited to take part example of what makes this programme ates, geographers sonal communication play a large role in in an interview, which is conducted via so exciting,” he adds. “We get to ask new the field of global change ecology. Skype for the sake of convenience. Finally, questions, even though we’re a Master’s and biologists combine Such learning synergies are enhanced about 30 of these will receive an accept- and not a doctoral programme. In the by “the tremendous sense of camaraderie ance letter. “However, about ten people process, we’ve upset many a commonly their efforts among students,” as head of the pro- on average end up not actually being held belief.” gramme Beierkuhnlein observes: students able to take up their studies. The reason tend to form small groups in order to is very simply that they come from poor share their background knowledge with countries and don’t get a grant. That is a Field trip to the Alps: Pro- others and bring their own cultural experi- real problem,” Beierkuhnlein explains. For fessor Carl Beierkuhnlein ences to the table. One example comes as well funded as the programme may be, (left) in conversation from a seminar concerned with drought there is no provision in the budget to help in Africa, their impact on biodiversity and participants with their living expenses.

possible courses of action: “A discussion “We would like to see more flexible fund- Photo © Professor Carl Beierkuhnlein was in full flow when an African partici- ing instruments so that we could really pant stopped his fellow students in their make it easier for the best students to tracks by reminding them of the problem come to Germany.” of local corruption and warning them Those that do begin their studies in Key facts: not to dream up ivory-tower solutions,” Bayreuth enjoy excellent prospects: the Beierkuhnlein recalls. “And that wasn’t dropout rate is extraordinarily low and qqNumber of credits: 120 an unusual occurrence by any means; in the vast majority of graduates have little qqStandard duration: 4 semesters fact that kind of input is invaluable. As a difficulty in finding employment. qqQualification: Master of Science lecturer, no matter how much you stress Moreover, graduates concur that the qqLanguage of instruction: English some particular aspect, you’ll never grab programme has opened up new perspec- qqType: consecutive, face-to-face your students’ attention in the same way tives for them. The trip to the Canaries is 56 as somebody speaking from personal a case in point. It involved students work- 57 experience.” ing in groups of three for a week, com- University of Applied Sciences in Eberswalde High-Tech Forestry

Modern information technologies have found their way into forestry and are there to stay. A new degree programme combines conventional forestry methods with IT applications, transforming a subject steeped in tradition into a trend-setting international model of success

hen Professor Alfred Schultz’s students institution, it is now applied through the get ready for a trip to the woods, it’s not use of state-of-the-art technology. “For- surprising that they put on sturdy shoes estry is moving with the times – so much and heavy-duty jackets. What is remark- so, in fact, that you wouldn’t be able to W able is that they take along modern do the job now without IT skills,” explains equipment such as laptop computers as Professor Alfred Schultz. The fact that he well as satellite navigation and measuring is a mathematician reflects the interdis- instruments. “Fewer and fewer foresters ciplinary nature of the programme. While work as they would have done ten or classic sub-disciplines of forestry such as twelve years ago,” Alfred Schultz notes. soil science or botany obviously still have Fotolia.com Photo: © Tripod Heavy machinery in place of woodland serenity: “A whole range of information technolo- a role to play, there is now a great deal Eberswalde has modernised its forestry programme gies that were originally intended for of overlap with the field of IT through the military applications, such as GPS, have use of geographic information systems, opportunity to extend and apply their ranging knowledge of both forestry and IT recently found their way into forestry.” databases, computer-based data analysis knowledge. They can choose where to methods gives these graduates a competi- Schultz is a lecturer at the University and many other IT resources. spend the third and fourth semesters, tive advantage. What all this means is “Today’s foresters no of Applied Sciences in Eberswalde, which There was a time when a forester depending on whether they want to focus that the University of Applied Sciences in is located 30 km northeast of Berlin and would have been in charge of fewer than on ecology, management, geomatics or Eberswalde is at the forefront of the field longer know every tree, has 1,800 students. It styles itself as a 1000 hectares of woodland. Today’s for- another area. All content is taught in Eng- internationally, just as its predecessor, the “University for Sustainable Develop- esters manage areas many times that size. lish, which accounts for the large number Prussian Higher School of Forestry, was but work increasingly ment” and is committed to living up to This is made possible by a surprising array of overseas participants: one third each back in 1830. that claim: its curriculum is wholly geared of modern technology: stocktaking is rou- come from Germany and Poland; the re- from their desks.” towards rural areas, ranging from nature tinely carried out using satellite data, and mainder are from other parts of the world, Key facts: conservation, landscape management a variety of sensors automatically collect including Spain, the USA and a number of and organic agriculture to forestry and additional information. Forestry workers developing countries. qqNumber of credits: 120 wood science to regional development are directed to felling sites with the aid of Distinct from subjects such as qqStandard duration: 4 semesters and tourism. That such specialisation is GPS and use so-called harvesters, which ecological informatics in its emphasis on qqQualification: Master of Science a good idea is evidenced by the fact that cut down trees automatically. Even the forestry, the Master’s programme in Forest qqLanguage of instruction: English this small higher education institution in quickest route from the forest floor to the Information Technology is one of a kind qqType: consecutive, face-to-face, double degree the state of Saxony is highly successful in sawmill is given by a computer. “Today’s in Germany. It attracts large numbers of securing third-party funding for research foresters no longer know every tree, but applicants, who typically have a Bach- projects. work increasingly from their desks,” says elor’s degree in forestry or less frequently The Master’s programme in Forest Schultz, adding, “There’s no point in try- in biology, geography or other related Information Technology offered by the ing to turn back time.” subjects. University of Applied Sciences in Eber- A distinguishing feature of the pro- The fact that most of his graduates swalde harks back to the institution’s gramme is collaboration with the Warsaw find work immediately reassures Profes- tradition, which had its beginnings in University of Life Sciences. All students sor Schultz that his Master’s programme 1830: the “Higher School of Forestry” was spend their first semester at Eberswalde, fills a gap in the market. Some are hired founded in the then Kingdom of Prussia where they are taught the basics of in- by institutional or private forest owners to create a basis for sustainable manage- formation technology, database manage- and one-stop forestry service providers, ment of Prussia’s overexploited forest ment, landscape ecology and ecosystem while others find jobs with academic 58 resources. While the concept of sustain- modelling. The entire second semester is institutions, on research projects or in 59 ability continues to be at the heart of the spent in Poland and gives students the engineering companies. Their wide- RheinMain University of Ap- plied Sciences Research in the Vineyard

On a shared campus in Geisenheim, RheinMain University of Applied Sciences and the Geisenheim Research Center play a key role in defining the future of wine-growing. The programmes offered are so successful that people from all over the world apply to study in the central Rhine Valley

hen Professor Otmar Löhnertz steps out of founded as the Royal Prussian School of his office, he sees vineyards all around. The Horticulture and Viticulture. There came an Rheingau wine region extends all the way interruption in the 1970s, when new state to the hilly horizon, and Geisenheim Cam- government rules meant that teaching and W pus is located at its very heart, on the right research had to be administered separately. bank of the river Rhine. Its researchers have The upshot was that the institution was 72 hectares of land at their disposal, half divided: teaching was delegated to the Uni- of which is used to cultivate vines. “Follow versity of Applied Sciences in Wiesbaden me,” Löhnertz says, striding ahead into the (later renamed RheinMain University of rows of vines and gesturing an invitation, Applied Sciences), whereas research activi- “I’ll show you what we’re working on.” ties remained the remit of the independent Löhnertz is Dean of the Geisenheim Geisenheim Research Center. The centre campus, where RheinMain University of currently employs 13 department heads, Applied Sciences has concentrated all who are simultaneously professors at the departments primarily concerned with University of Applied Sciences, and around plants and plant processing, from land- 30 scientists, who also have lecturer scape architecture to the international wine status. So not only are the two institutions business. All of these degree programmes geographically close, they also have a large are research-oriented, which is a source number of staff in common. Benefiting of particular pride at Geisenheim. Otmar from this particular organisational structure Löhnertz likes to give visitors a tour of the and from collaboration with Justus-Liebig- campus, taking them past long rows of University Giessen, Geisenheim was able greenhouses and the horticulture students’ to launch a doctoral school, at which 60 trial fields. We have already walked a students are currently enrolled. Presently, considerable distance from the university there are five science and engineering Mas- laboratories when he stops in front of a ter’s programmes available: oenology, wine field studded with all manner of metal ap- business, beverage technology, horticultural paratus. This is where Geisenheim scientists science and the international Vinifera are setting up a new experiment. “We’re programme. Most last four semesters, going to be growing vines in an artificially comprise 120 credits (except Horticulture modified atmosphere,” he explains. Huge which lasts three semesters and carries 90 CO2 tanks will be used to increase the credits) and all are closely interlinked with amount of carbon dioxide in the air by 20 the Bachelor’s programmes. per cent, taking it to a level forecast for Photo: © Geisenheim Campus Study with a view: working outdoors is not the year 2050. The idea is to find out what unusual for students at Geisenheim consequences this will have for the plants RR and ultimately for the ripening and the A doctoral school provides a programme of taste of the grapes produced. This vineyard study and research leading to a doctoral degree. near Geisenheim will give researchers a In contrast to the traditional doctoral thesis, preview of future developments, as if they several students work together on a common had a time machine. research project within a structured framework. 60 This emphasis on research goes back to Also referred to as a Graduate School 61 1872, when what is now the campus was (‘Graduiertenkolleg’). RheinMain University of Ap- At a glance plied Sciences

Students who have completed a involving universities in Lisbon, Madrid, estates, from filtration to sulphur removal, Bachelor’s degree in viticulture and Montpellier and Udine/Turin. “In other pasteurisation and bottling. Another floor oenology, wine business, agricultural and words, we have partners in every major down are large barrels in which the wine food science or beverage technology can European wine-growing country,” explains is matured. Here, stainless steel containers directly continue onto any of the Master’s programme leader Dr. Manfred Stoll. In stand alongside fiasco bottles, and old oak programmes offered. This allows them to addition, there is close collaboration with barrels alongside glass containers which choose their own specialism. universities in Australia, California and allow students to observe the fermentation That this is about more than training South Africa. The first year is delivered at process. in the craft of wine-making is abundantly Montpellier by all partners, with all teach- This close interweaving of theory and clear when walking through the corridors ing conducted in English. Subsequently, practice, research and real-life applications of the modern research building, which the students select one of the cooperating also characterises the Master’s programme was opened as recently as 2009. Featur- institutions depending on their chosen in beverage technology. “We basically take

Foto: © Campus Geisenheim ing large glass facades that look onto the specialism. This international Master’s pro- care of anything our colleagues in wine surrounding vineyards, it houses a suite of gramme was launched in 2008 and is part don’t cover,” explains programme advisor laboratories. The corridor walls are lined of the EU’s overarching Erasmus Mundus Professor Frank Will with a grin. with large-format posters with which programme. Each year, up to 350 students Apart from hot beverages such as students present their research projects. from all over the world apply for one of 30 coffee, tea and cocoa, the programme Subjects include “cell death as a cause of places. “We receive a lot of applications also deals with fruit juice. “Germany has fermentation problems”, “the characteristic from large wine-producing countries, and the highest per capita consumption in taste of Greek wines” and “the impact of we’re currently seeing great demand from the world of juice. On average, we each

malolactic bacteria on wine flavour”. On applicants in Asia,” says Stoll. Geisenheim consume 40 litres of juice a year,” says Photo: © Campus Geisenheim With their state-of-the-art laboratories one of the building’s long corridors is the is one of the most renowned institutions Will. That explains why this strand is so a stone’s throw from the vineyard, these office of Dr. Christian von Wallbrunn; he is participating in the programme: 10 in 30 popular with students. Like all Master’s The new university building on the Geisenheim Campus future wine experts are equally well a microbiologist and graduate advisor of students opt for Geisenheim on account programmes, it imparts some scientific versed in microbiology the oenology Master’s programme. A scent of its excellent reputation in the global background knowledge: despite a natural of wine pervades the laboratories where winemaking scene. focus on the practical aspects of beverage his group is working. “We’re investigat- As early as 1996, Geisenheim offered development, the syllabus also includes ing yeasts,” he explains: his students have a joint degree programme with an Italian content from the areas of biotechnology been taking samples from the production university – and everyday life on campus and genetic engineering. The results of this of six different vineyards, at various stages has always been characterised by a mixture research can be seen on the Geisenheim A new university for Geisenheim? from ripening to spontaneous fermenta- of nationalities: there are a large number of Campus. For instance, its canteen sells tion, and are running laboratory tests to overseas students enrolled at Geisenheim, Campunade, a carbonated soft drink that In the past there has been a close collaboration between Rhein- identify the yeasts present. Hundreds of and thanks to long-standing international was developed by programme participants Main University of Applied Sciences and the Geisenheim Petri dishes are arranged on the tables, partnerships, domestic students have no – and is a success with students. Impor- Research Center; however, in accordance with a decision by the and specimens are being examined in turn. difficulty finding placements abroad. “We tantly, its creators have also shown a good Hessian Ministry of Science and Arts, this partnership is to be “The natural sciences play a key role in our have excellent connections to all places awareness of market potential: Campunade dissolved by January 2013. The Geisenheim Research Center syllabus,” says Christian von Wallbrunn. The in the world where wine is grown,” notes is available at supermarkets in and around will fuse with the Geisenheim teaching branch of RheinMain programme is taught over four semesters, Dean Otmar Löhnertz. Launching the Euro- Geisenheim. to become an independent higher education institution, the and its modules are delivered in collabora- pean Vinifera programme was therefore a Hochschule Geisenheim, a new type of university according to tion with Justus-Liebig-University Giessen, logical step, possible only because all uni- the scientific advisory board to the German Federal Government. where the students spend their first two versities involved share a common Master’s Professors and academics at the Research Center and professors semesters, focusing on molecular plant degree structure. Far from spending all of from RheinMain University of Applied Sciences located on the pathology, plant production, biometrics and their study time in lecture halls and labo- Geisenheim campus will share the local infrastructure research environmental chemistry. They then go on ratories, Vinifera students regularly work and teaching will be brought together organisationally under one to Geisenheim, where above all else the outside. “It’s not enough to know how roof, after more than 40 years of separation. connection with wine growing is made. to operate a digital projector, you need “Many of our graduates stay in research,” wellington boots as well,” says Löhnertz. says programme leader von Wallbrunn. Pruning vines when there’s a sharp frost in “If you want a degree essentially as a the air or cleaning tanks and barrels down qualification for working in a winery, then in the cellar is all in a day’s work. “If you a Bachelor’s is sufficient.” Indeed, a high study here, you’ll know exactly what you’re proportion of students start work directly doing later on” is how they like to put it at after obtaining their Bachelor’s degree. Ac- Geisenheim, and this combination of theory cording to the prospectus, potential careers and practice is something the University of for Master’s graduates include “manage- Applied Sciences very much prides itself on. ment or research roles in wine companies Two flights of stairs below the office and institutions.” of programme advisor Dr. Manfred Stoll is While the Vinifera Master’s programme a subterranean part of the campus called 62 is similar in content, it differs in that it is “Technicum”, which replicates all types of 63 the result of an international collaboration facilities found on large wine-producing HochschuleAlbstadt- SigmaringenAlbstadt- SigmaringenUniversity Policing on the Net

With a Master’s degree programme in Digital Forensics, Albstadt-Sigmaringen University has opened up the field of online security in Germany – now, based on their experience, they are building a centre of excellence with nation wide networks

he piece of evidence looked somewhat un- about both aspects: how they can find spectacular: “I was given an unlocked and evidence and how they can document this undamaged CD which had on it a copy of evidence to make it forensically ‘clean’. a hard drive,” the investigator writes in his The different threads of the degree T report. “It was my job to check the copy for programme come together in the town any indications of financial theft.” Behind of Balingen in Baden-Württemberg, a this rather dry statement hides an impor- town of 35,000 inhabitants. The journey © Johannes Gerhardus Swanepoel | Dreamstime.com tant search for clues to a particular type by train to the area takes you through the of crime, one which is causing the police pleasant rolling hills of the Swabian Alb. Clear evidence: students search computers and increasing amount of concern. There In every town along the route there are for clues to crimes are a growing number of criminals using large, factory buildings alongside the train the Internet to hack into credit card details, tracks. This is the heart of middle-class distribute child pornography or carry out Baden-Württemberg; unemployment is at a and given extensive support through online skills,” acknowledges Kovács. industrial espionage. “Unfortunately, the minimum and the prosperity of the region tutorials. “Participants come from through- This difference in levels of knowledge perpetrators are often one step ahead of can be seen in the numerous new develop- out the entire German-speaking world from among the participants represents the the investigators,” explains Steve Kovács. ments and the elegant facades in the old Kiel to Basel,” says Steve Kovács. For this greatest challenge for the universities Kovács, who is head of the Digital town. A spirit of ingenuity has shaped this reason, the programme is organised to offer involved. For this reason, the first of the Forensics degree programme, intends region – and the degree programme in distance learning with an extended week- modules on the programme cover the An inventive spirit to change this. Our students tend to be Digital Forensics is evidence that this in- end seminar held in Balingen every four to basics of Computer Science although the investigators working for public authori- novative force can still be found today. The six weeks to complement the online study. content is tailored to focus in particular characterises the ties or private security firms who want to programme is managed by the Albstadt- Half of the applicants come from the on what is most relevant to cyber security. make sure that they are equipped to tackle Sigmaringen University, in collaboration public sector; these are predominantly “For digital forensics it’s enough if you can Swabian Alb. It still can digital criminals. “You often see headlines with universities in Erlangen-Nürnberg police officers or employees of the state understand codes and commands and are about us which say: “Learn to hack at and Tübingen. Each partner institution criminal police offices or the Federal Crimi- familiar, for example, with cryptanalysis. be found today at the University,” says Steve Kovács with a grin. contributes its own particular expertise: nal Police Office. The remaining participants You don’t necessarily have to have a great Basically, this highly simplified statement the neighbouring University of Tübingen, come from industry. Almost all major talent for computer programming,” says centre of excellence for – one which even made the news ¬– is in with its renowned Faculty of Law, provides companies now have investigative depart- Kovács. A significant part of the course fact true: students learn the tricks of the content relating to the legal aspects, and ments to deal with cyber attacks ranging deals with the legal framework and ethical cyber security trade of a cyber-criminal who can gain key components of the specific IT back- from online industrial espionage through aspects: how far can you go in trying to access to protected websites and private ground come from Erlangen in Bavaria. to attempted theft of customer data. Given solve a crime? What is permissible in court data. “Obviously we need to know how Albstadt-Sigmaringen University itself has that these cases almost always involve as evidence and how do you go about pre- the other side works,” says Kovács, “since 17 professors in the field of information sensitive data, firms prefer to carry out the serving such evidence? “There is no other this is the only way that we can catch and technology and Computer Science, and the investigations themselves rather than go degree programme in the entire German- convict them!” University also has previous experience in to the authorities. Those presently working speaking area that offers this combination The process of conviction is the real providing continuing education. in the field will usually have acquired their of subjects,” explains head of the pro- substance of the degree programmes. Just “We are finding people welcoming this specialist knowledge by themselves. Our gramme Steve Kovács. Although there are as with crimes in the real world, where programme with open arms,” says Steve degree programme is intended to fill any some examples of similar programmes at traces of DNA and fingerprints are col- Kovács. His office is near the train station gaps in existing knowledge and to train the institutions in the English-speaking world, lected at the crime scene, our graduates in Balingen; the latest issues of computer next generation to take on the ever more these can at best provide only approximate assess the evidence left at a virtual crime magazines and police publications can important role of fighting digital crime. orientation for the development of the scene – following Internet attacks by crimi- be found in the reception area, there are “Many of the applicants have a first degree programme in Baden-Württemberg: “The nals there are always clues left behind on boxes full of course materials piled up in in Computer Science or Electrical Engineer- legal situation there is completely different, hard drives and servers, and these need to the corridor. ing, but not all. Almost half of our students which means that those particular degree 64 be documented for legal proceedings. This A total of 63 students across the first have taken a degree in Administrative programmes cannot support participants 65 is why students of digital forensics learn two years are supplied with study materials Studies, but don’t have any specialist IT from Germany in their everyday work. In- RR Albstadt- Sigmaringen University At a glance

Forensics at an internet crime scene Enervating precision work: checking Preserving evidence following a crime in the virtual sphere – this is the most important task in digital a hard drive can take hours or even days – yet this is how the experts reveal forensics. When investigators are examining data storage devices for signs of hacking or espionage, they well-hidden secrets must be extremely cautious. Some mistakes could mean that evidence is destroyed, for example if the investigators open the file and overwrite the date and time of the last use. They have to compile a precise report so that results of their investigations can be used as evidence in court. In the sample case given

Photo: © iStockphoto | Sami Suni below, which deals with suspected theft, the examination of the hard drive took almost two days; the individual steps with the exact time of each incident are documented in a handwritten report covering 17 pages. Concealed behind the entries, which are almost incomprehensible to non-experts, is the gradual solving of a criminal case.

vestigators there have different powers and then launch a range of additional degree authority than we have here in Germany.” programmes. There are plans for a part-time The number of applicants to Balingen Bachelor’s degree in IT security, a part-time Download BackTrack4 VMWare images from increases year on year; within the sector, Master’s degree programme in IT compli- www.backtrack-linux.org/downloads MD 5 news of the programme has spread like ance as well as numerous certificate courses. af139d2a085978618dc53cabc67b9269 wildfire. In contrast to the types of pro- The advantages of combining various grammes commonly offered at other institu- strands of expertise in one competence tions, our participants learn not only how centre are apparent: the know-how within Copy treasury* files to deal practically with a current problem, the network can be applied to the different Copy the contents of the hidden gmpg folder Criminals are always but also the technical background. Although various areas, some modules might even be and log off as root criminals continually come up with new implemented in courses in other disciplines. Verification of the integrity of the saved data based coming up with new methods and the technological possibilities “Our intention is to become, through the net- on the autopsy of the available md5 Hash sum ,Need to change rights to robert.de.rainault-files are constantly changing, our students can work, the established point of contact in the methods. Students still keep up-to-date. IT security branch,” announces Steve Kovács: Albstadt-Sigmaringen University intends “If a company is looking for an expert in the learn how to keep pace to continue to build upon the success of field or if a government ministry wants to its degree programme in Digital Forensics. provide training for its employees, we hope Verification of the hash values with them Stimulus funding is to be provided by the that they will automatically turn to us.” successful Federal Ministry of Education and Research, The issue of data security has already which is investing five million euro in the de- made its mark on the town of Balingen. velopment of an “Open Competence Center “Once a person realises all the types of for Cyber Security.” Again, the central loca- crime that are possible on the internet and End autopsy tion will be in Balingen, but the network of how quickly they can become a victim,” academic partners will be spread throughout says programme director Kovács, “they then the whole of Germany: Eberhard Karls Uni- change the way they use their computer versität Tübingen is part of the cooperation, automatically.” Many people from Balingen as are the Friedrich-Alexander-Universität have, in the meantime, attended one of the Create a cheque and cheque.sig folder, with Erlangen-Nürnberg, Darmstadt University public lectures on the subject. And even Ko- a subfolder for rich, poor, robert.de.rainault, of Applied Sciences, the Ruhr-Universität vács himself thinks twice about exactly what ,Move cheque and cheque.sig-files to the Bochum, Technische Universität Darmstadt, data he sends by email, which videos he corresponding folders→ Offenburg University of Applied Sciences and watches online and which mail attachments hex files have their own subfolder Freie Universität Berlin. In addition, there he opens. Ending up one day as a victim of Create a bash history folder ,Move the discovered are about a dozen external partners, from data theft himself and so becoming a case B:bash-history-files to this folder (including suspected the software company Microsoft, to the ac- study in digital forensics – this is really the bash_history files), corresponding hex files to the subfolder countancy firm PricewaterhouseCoopers and last thing he would want. ,Delete duplicate files (Results of search) through to the Federal Office for Informa- ... (next day) tion Security. “We have developed many of Key facts: these partnerships explicitly for the degree programme in Digital Forensics,” says Steve qqNumber of credits: 120 Kovács: “The benefits of these established qqStandard duration: 6 semesters End autopsy partnerships can now be transferred to qqQualification: Master of Science Shutdown VMWare machine 66 the new Competence Center.” Preparatory qqType: part-time, continuing education, distance 67 work will continue until 2015 when we will learning with face-to-face seminars Opportunities for Individualised

Educational Biographies

One degree is not the same as another – common sense, really. Yet, the new Master’s degree programmes offer higher education institutions an even greater opportunity than before to create a distinctive, indeed unique cur riculum. Students appreciate the value of this: they spend more time than they used to do searching for the programme that best suits their individual needs and plans. They deliberately opt for higher education institutions which offer something different from the norm, something particularly innovative, particularly promising for the future. And: students who decide to take a Master’s no longer necessarily continue on directly after finishing a Bachelor’s degree. Many people want to gain some professional experience first and then scrutinise this in the light of theory. Or they recognize that they need more know-how or skills to meet a new career challenge, and so return to university at this point. This open approach opens up hitherto unimagined possibilities – both for students and for higher education institutions. B FernUniversität in Hagen

Individualised Study

A prerequisite for offering part-time degree programmes for professionals is a didactic approach that is tailored to their particular needs. The FernUniversität – University of Hagen – has thirty years of experience in this field

rofessor Helmut Hoyer describes how his teaching as you might imagine. He is the students tend to be professionally ambi- head of the Master’s degree programme tious and from a variety of educational in “Education and media: eEducation,” backgrounds. These two characteristics which also offers a testing ground for P have influenced the comprehensive range new methods. For this reason, Basti- of courses offered to students by the Uni- aens has taken a completely different versity of Hagen over the past 40 years: didactic approach to the standard model “Our approach to education provides a for distance learning. “Students would broad opening to prospective students previously be given a course book, they from completely different educational might have one phone conversation with backgrounds,” explains Professor Hoyer, their teacher, and then they would take Rector of the FernUniversität. Hagen com- the exam,” he says. Bastiaens still uses bines its years of experience with a mod- course materials – either in paper form “As the academic and ern curriculum in the huge selection of or as a podcast – however the primary innovative Master’s degree programmes. aim is to motivate the students. In the business worlds con- Statistics show that the courses of- first semester, for example, “the students fered by the FernUniversität are filling a have to create a list of educational blogs tinue to converge, we gap: the 80,000 students have an average within the first three weeks and continue age of 29, 80 per cent are in employment to read them,” says Bastiaens. Additional must offer a suitable and 40 per cent have already completed tasks of this kind over the course of the a university degree. “The choice of degree year are designed in such a clever way model that takes these programme depends on an individual’s that they will then contribute to a piece educational history and personal goals,” of coursework. For example, after the first changes into account” Rector Helmut Hoyer continues: “this analyses, Bastiaens works together with means that one degree programme can the students to determine the criteria for serve both to broaden subject knowl- a good blog. Each student then writes a edge as well as to allow for a change of 15-page concept for his or her own blog direction professionally. Most importantly, that must then be regularly updated for our degrees can be combined with a job several weeks. Professor Bastiaens has and are offered on a part-time model.” observed that this method has twice the Personally tailored timetables and flexible learning benefit: the students keep up-to- course structures are important key pa- date with educational debates and at the Experts in complicated situations: the Master’s degree programme rameters: “We want to lower the hurdles same time, integrate this new knowledge. in Mediation is one of the flagship programmes at Hagen for potential students!” “When I read their blog entries, I gain a The various ways of achieving much better impression of their learning this goal is the subject of research by progress and whether they are following Professor Theo Bastiaens. A specialist the content of the course than I would in Instructional Technology & Media, he from a three-hour exam,” says Bastiaens. 70 is studying how students learn via new He refers to these assignments as “au- 71 media and links his research closely to thentic learning tasks”; he studies what RR FernUniversität in Hagen The student view

these can achieve and how they can be the course entry requirements are equally the topic of mediator neutrality in the applied in other academic disciplines as broad: lawyers, psychologists and econo- face-to-face seminars; the students can well as in his own. mists are all part of the target group. read about that themselves,” says Kracht. Students on the continuing education The curriculum includes the legal “The face-to-face seminars are used to Master’s programme in Mediation also framework for mediation as well as provide practical training for situations From the parliamentary chamber back work with new methods. This is a training practical knowledge about the role of in which neutrality is required. This way, to university programme for professionals who help the mediator. “The students engage with we don’t waste time on things that the resolve conflicts outside of court: “media- the work in their own way,” says Stefan participants can learn individually.” The With the best will in the world, I would never have imagined tion is playing an increasingly important Kracht: the lawyers often look to achieve entire course is built on this model, and at when I finished school that I would one day be studying law. I role in family law and in disputes between a specific result in mediation processes, the end of the programme, students must took my secondary education exams at the Realschule and then companies,” explains Dr. Stefan Kracht, whereas psychologists tend to approach then handle two cases of their own. They first completed an apprenticeship to become an electrical engineer. who directs and manages the programme. each party and fall back into the role of a look for real clients in their hometowns Following this, I decided to go back to school and take my Fach- In the public sector, too, conflicting parties moderator. “On this course, the law- and mediate a real conflict for them, with abitur. My first job was working at a mine in the Ruhrgebiet in the will often enlist the help of a mediator: yers are taught how to hold back when the support of experienced tutors from north-west of Germany. Obviously this meant being underground when an airport is to be expanded, for ex- it comes to suggesting an outcome,” Hagen if necessary. The final exam then and I quickly realised that I didn’t want to stay there. This was ample, or if a new waste disposal site or according to Kracht. The content of the involves one of these two cases, whereby motivation for studying electronic engineering on a traditional de- bypass is planned. The range of different Master’s programme is ideally suited for examiners pose questions about the gree course at Gelsenkirchen University of Applied Sciences. After applications for the profession means that blended learning: “I don’t need to explain theoretical content based on the practical graduating, I found a good job in Munich as a software developer. example. According to FernUniversität Rec- However, I had always dreamt of something else: ever since I was tor Helmut Hoyer, the future lies in this young, I had been a stenographer. At 14-years-old I was already kind of Master’s degree programme for a member of the local stenography association. I really wanted to At a glance professional students. “As the academic turn my hobby into a job and so I applied to become a parliamen- and business worlds continue to converge, tary stenographer for the Lower Saxony state parliament. One of we must offer a suitable model that takes the essential criteria was a university degree, which I already had these changes into account,” he says. at that time. I was actually given the position and then had three Modern technology has facilitated this, more years of training. Still, my thirst for knowledge had not yet Broad range allows for individuality: the Additional cooperation partners such as the Wuppertal Insti- yet the principle has remained the same: been quenched. I always said to myself that I would study law in tute for Climate, Environment and Energy or the Leuphana course materials covering the key topics another life. But then I decided that was too long to wait: in 2004 ‘infernum’ degree programme University in Lüneburg coordinate some of the specialised lie at the core, and are accompanied by – in the meantime I had moved from the state parliament in Lower modules. The students must attend seminars from each of the the key elements of learning: information Saxony to the North Rhine-Westphalia parliament – I signed up for The FernUniversität in Hagen conceived its intentionally wide- three pillars, but can choose freely from a number of subjects and communication. “The internet is a the Bachelor of Law course at the FernUniverstität in Hagen and ranging Environmental Sciences degree programme as a model within these disciplines. Students looking to gain a diploma or valuable resource for finding information was back at university studying again. I enjoyed law so much that I project: students can choose from almost 30 modules according university certificate must demonstrate evidence of environ- thanks to digitalised texts, better research decided to carry straight on to the Master’s once I had finished my to their individual interests, and put together their own person- mental knowledge, but they do not need to have completed a options and so on. When it comes to Bachelor’s course. And this is what I’m doing at the moment. alised curricula. A number of cooperation partners are involved, first degree. Applicants to the Master’s programme, in contrast, communication between the students, and an international component to the programme is also must have completed a first degree in any subject. Six hundred technology has of course made many envisaged for the future. Programme Director Professor Helmut and thirty students are currently registered on the course, and things possible,” concludes Hoyer. He Breitmeier explains that “for many applicants, this variety is the it continues to gain popularity: the number of students has believes, however, that a narrow focus on main reason to study here.” doubled in the last three years alone. the medium is too limiting when consider- ing the future of degree programmes for ‘Infernum’ is the name of this course at Hagen: a shortened ver- Hagen is currently planning an international module to run professional students. Multimedia alone sion of the official name of the programme in German, trans- alongside the already wide-ranging selection of courses. Nine is not enough to provide a well-structured lated as ‘Interdisciplinary Distance Learning for Environmental universities are developing courses under the joint motto “the degree programme. The decisive factor is Thilo Rörtgen (born in 1970) Sciences’. The programme was established in 2000, and it runs lived experience of climate change”; each of the participating that students can integrate their studies is a parliamentary stenog- in partnership with the Fraunhofer Institute for Environmental, universities will contribute information and resources relating into their everyday lives as far as possible, rapher. He is now taking a part-time law degree. Law Safety and Energy Technology (‘UMSICHT’) in Oberhausen. to its particular main research focus. Students from different which is not necessarily dependent on is a subject that has always

The programme aims to offer students a comprehensive view countries can then work together via a virtual learning plat- high-tech methods: “I can also work well Photo: © FernUniverstität in Hagen

fascinated him, he explains. of environmental sciences through different perspectives. The form. “Our approach shows how you can be innovative when whilst sitting on my patio with a pile of modules available are divided into the three main ‘pillars’: so- designing a professional degree programme, and how many paper!” cial sciences, law and economics (which includes environmen- different partners can share their knowledge in this way,” says Naturally it’s a bit stressful sometimes doing a part-time degree by tal law, sustainability management, environmental politics and the programme director Helmut Breitmeier. distance learning as well as my work as a parliamentary stenogra- related topics), and natural sciences and engineering (where a pher. My strategy is to make sure that I somehow pass all the as- specialism can be chosen such as environmental process engi- Key facts: signments I have to submit over the year – however, I don’t really neering or biotechnology, for example). Interdisciplinary sub- manage to really get my teeth into the material until about two jects are also offered, for instance technology impact research, qqNumber of credits: 60-120 (depending on previous qualifications) months before the exams. The next big step now is the Master’s environmental risks, applied systems analysis and similar topics. qqStandard duration: 4 semesters thesis, which I’m about to start in a few days’ time. I don’t want to The first pillar is offered by the FernUniversität in Hagen, and qqQualification: Master of Science switch to working in the legal field afterwards though; I enjoy my 72 the Fraunhofer Institute UMSICHT coordinates the natural sci- qqType: continuing education, distance learning work too much to do that. But after I graduate, I’d really like to 73 ences and engineering subjects. take on a management position in parliament. Freie Universität Berlin

Breaking out of the dusty archives: Public History Reinventing Histories students are revisiting history with an audio guide about the first Jewish Pogrom on Berlin’s Kurfürstendamm in 1931. Soon after it was established, the Public History degree programme quickly became the most popular Master’s course in history at Freie Universität Berlin. Applicants come from all over Germany and learn not only how to work in archives, but also how to mediate and represent the past. With this course, the Berliners illustrate how a traditional discipline can benefit from innovative methods

he study of history takes different forms: of History’), a museum of recent national the students have to create an audio tour history in Bonn. Her very first task in her along the Kurfürstendamm street in West new job confronted her with questions Berlin. Its subject is the Pogrom against that she had never considered before: “I T the Jews in 1931, two years before had to select three images that had sig- the Nazis seized power. What actually nificance for the founding of the Federal happened, and what were the reactions Republic,” she remembers. What does

to this first outbreak of violence? The ‘significant’ mean here? “A portrait of Motif: © “Displaying History” Project Group students search historical newspapers for Konrad Adenauer was the first thing that news and comments, they analyse court came to mind, but that was the wrong documents from the archive, and they approach: I was not supposed to illustrate speak to the last few surviving witnesses. the topic, but rather choose images that They also collaborate with a playwright in spoke for themselves and which gave and invited experts in public history from this period. Instead, they have continued began. Comments like this have become compiling a kind of audio guide from their visitors a context.” Her degree had taught different countries to attend. The Berlin to feed the illusion that the main profes- less and less frequent as the degree pro- findings, which aims to transport listeners Zündorf and her fellow students how to curriculum was then developed based on sion that awaits graduates besides school gramme becomes established. For a long Young historians apply back to the historical setting. work with archives and historical sources, their collective experiences. teaching is that of a university lecturer. time now, Professor Nolte has been giving In the Public History degree pro- but they had not learned how to engage Students almost charged down the The Public History degree programme the same answer to sceptical colleagues to this programme from gramme at Freie Universität Berlin, this with photographs, films or witness ac- doors of Professor Nolte and his team: in Berlin is organised largely independ- who question whether the graduates may kind of task is part of the curriculum. counts. Graduates of the Public History from the first year onwards, the number of ent of the rest of the faculty. This means be considered ‘true’ historians: “They are all over Germany – “We deliberately wanted to create an degree programme no longer encounter applications was significantly higher than that even for the research modules, the historians,” he counters, “who simply application-oriented degree programme,” such difficulties: they are thoroughly the number of places, and there are now students do not attend courses from other interact with the research topic in a differ- 130 applicants compete explains programme director, Professor prepared for working with different kinds around 130 applicants competing for the history Master’s programmes but rather ent way.” Paul Nolte. He adds, “the practical part in of sources, and versed in their application 20 places each year. “Three quarters of seminars that are designed especially for 20 places each year history as a discipline degree is primarily for historical mediation. these are from other parts of the country,” for them. A number of contemporary Key facts: related to museums, memorials and other In the German-speaking world, the says Christine Gundermann, who coordi- history scholars from the ZZF teach on the historical sites. In the past few years, Berliners were pioneers in launching the nates the degree programme, and most programme. The small group numbers are qqNumber of credits: 120 the social importance of such places has Public History degree programme in 2008. of the candidates are highly motivated. characteristic of the degree programme, qqStandard duration: 4 semesters increased significantly.” In addition to However, at Anglo-American institutions “I can tell how well they have researched and the fact that the 20 students on the qqQualification: Master of Arts the academic content, the programme practical courses have been established the course from the questions they ask. course each year attend almost all the qqType: consecutive, face-to-face therefore addresses the presentation and for much longer, even in traditional disci- The applications are targeted specifically same seminars makes a difference. “They mediation of history. The focus of the plines such as history. Indeed, Paul Nolte at this programme!” all know each other’s names and interact degree programme is on the 20th century, first encountered this type of programme Of all the history Master’s degree quite differently,” says Paul Nolte. This and Freie Universität has established a while researching at Harvard and Chapel programmes at FU Berlin, Public History is an “exciting experience” for him as a partnership with the prestigious Potsdam Hill: “I could envisage something similar is the most popular by far. The research- lecturer: “it creates a completely different Centre for Research in Contemporary working in Germany. The idea finally based Master’s programme offers three learning atmosphere!” History (ZZF). began to take shape when we spoke to times as many places, yet has fewer One criticism of the programme at “I have observed myself how this kind colleagues at the ZZF in Potsdam, espe- applicants. Professor Nolte puts this the beginning has since been put to rest of degree programme can help gradu- cially Martin Sabrow. Together we worked down to a subtle development that began by the positive experiences of students. A ates,” comments Dr. Irmgard Zündorf, out the concept for a joint degree pro- around twenty years ago: more and more newspaper made a sarcastic remark about co-director of the course at the ZZF. After gramme,” says Nolte. Before starting to historians are working in museums, in the the “narrowly focused degree that trains 74 completing her studies, she took on a plan the course, he organised a workshop media or in politics, whereas the degree students to become PowerPoint experts” 75 post at the Haus der Geschichte (‘House with his colleagues in the department, programmes have hardly changed over when the Public History programme first University of Munich

The Insurance Theorist

The degree programme was to have a distinct academic profile – this was a key point on which both Munich’s Ludwig-Maximilians-Universität (LMU Munich) and the insurance companies agreed from the outset when jointly planning the “Executive Master of Insurance”. The result is a degree programme for professional students with theory at its heart

agement follows the principles that it of the degree,” explains Andreas Richter: an insignificant sum – for their employees, developed well before the introduction “Naturally, as a university, we have to have and allow them to take time off for the of the Bachelor’s and Master’s degree the final say in these discussions, however intensive seminar periods. programmes: it offers a number of special- it never came anywhere close to becoming The degree programme lasts four ist areas within the discipline from which a point of controversy.” semesters. During this time, the students the students can choose, an approach that The course is intentionally designed must successfully complete around 500 has also been carried over to the field of for a small group. Between 14 and 18 study units. Four or five entire weeks of lifelong learning through the Executive students are accepted each year, although seminars and around a dozen weekend- Master of Insurance. there were only nine at times during the long seminars are distributed over the “The insurance industry recognised the financial crisis. Some of the students are course of the two years. In such a tightly effects of the university reforms at an early in their late-twenties and have only been packed programme, some distance from stage,” says Professor Andreas Richter. working for a few years; others are in their Munich – for example, at seminars in Bad The business economist is director of the late-forties and are already on their way up Kohlgrub – can come as a welcome relief. degree programme that LMU Munich the career ladder. Since all the seminars are has established in cooperation with the tailored to the specific demands of the in- Key facts: Berufsbildungswerk (professional train- surance industry, participants each benefit ing centre) for the Insurance Industry and from the programme equally, regardless of qqNumber of credits: 90 around a dozen of the largest companies in their first degrees. Business graduates gain qqStandard duration: 4 semesters the sector. The objective is clear: graduates insurance-related knowledge in courses on qqQualification: Executive Master of Insurance of different disciplines – from Business general business and economics, lawyers qqType: part-time for professionals, continuing Administration, Mathematics, and Law learn about law and the regulation of the education, face-to-face – are to gain in-depth knowledge of the insurance market, while mathematicians intricacies of the insurance industry. are introduced to new aspects of quantita- Photo: © Istockphoto.com | Ivelin Radkov What sets the Munich degree pro- tive methods. “We can of course exempt gramme apart is its close partnership with students with existing knowledge in a par- industry. Insurance companies supported ticular subject area from certain exams,” Mathematics combined with Law and with Business the development of the curriculum by says Professor Andreas Richter, “however, Administration: the Munich degree programme providing start-up funding. Each semester, experience has shown that the students examines the intricacies of the insurance industry experts from the field share their perspec- attend all the seminars regardless.” tives in their own seminars which enhances The strong academic orientation also the teaching by the university professors. means that the experienced insurance “It is important to us all that we offer a professionals sometimes sit more than one he location is perfectly chosen: Bad Kohl- LMU Munich, the course is a flagship Mas- degree programme that is content-driven examination on certain seminar weekends. grub is around an hour away from Munich ter’s degree programme for professional and academic,” says Andreas Richter. He This is only the case for a few of the execu- by car, and the idyllic stretch skirts around students. “We target young professionals emphasises that the programme is not tive degree programmes, “but the same the Staffelsee lake against the backdrop in the insurance sector and offer them a intended as out-of-house professional requirements apply to this programme as T of the first mountains in the Alps begin- course that is tailored to managerial posi- development for the companies involved: they do to other degree programmes of- ning to climb in the distance. Students on tions,” says Andreas Richter. Some of the “We have developed a genuine product fered at the Munich School.” The participa- the “Executive Master of Insurance” (EMI) seminars take place at LMU Munich and at our School in which a large number of tion of the insurance companies is not only programme regularly return to the small some also in remote congress hotels in Bad our fellow professors are involved.” Less for practical reasons: many of them cover town. “It is ideally situated,” says Professor Kohlgrub, for example. Students registered importance is placed on key skills on this the costs of the course - at 25,000 euro not Andreas Richter, “far enough from every- on the course are deliberately encour- programme than is the case for a number day life, but close enough for our students aged to look beyond Munich, the largest of other MBA degree programmes: to reach.” insurance city in Germany and one of the “We discussed this intensively in the Continuing education degree programmes 76 This distance from everyday life is a leading locations for the sector worldwide. working group, but decided that it in no aimed at mangers working in industry and 77 key element of the degree programme. For Munich’s renowned School of Man- way compromises the academic quality tailored to meet their specific needs. University of Kaiserslautern

Leadership for Schools

With a specialist Master’s degree programme, the University of Kaiserslautern trains students to become head teachers. The programme covers management skills and legal aspects relevant to schools. The main focus is on the ability to help shape the transformation in the field of education

he diagnosis is unmistakeable: almost all the whole spectrum of a head teacher’s federal states fear that in the coming years tasks: from changes in the learning culture they will have far reaching problems in fill- through organisational development and ing the head teacher posts which will soon school laws, to measuring the quality of T become available. “We are then work- classroom teaching and trends in school ing actively in an area which has future policy. “Our core aim is to put our gradu- relevance,” says Professor Rolf Arnold of ates in a position to be able to shape the Photo: © Bernhard Schurian | Fraunhofer FIRST the University of Kaiserslautern. School changes in the learning culture,” says Rolf Management is the title of the degree Arnold, and offers an example: “What Maintaining an overview: “Highly committed programme through which he has done must a head teacher offer to achieve the teachers who are striving to find a new perspective pioneering work throughout Germany: desired change in a school? What is the on schools come to us to study” since 2000 he has been preparing teachers most helpful way to conduct perform- for the management of educational institu- ance reviews? How do you actually lead experiences. These groups offer much more Despite the federal structure of the tions, and since 2004 School Management a team? There is also the question of than simple exchanges regarding course school system, interested parties from all has been accredited as a postgraduate involving parents, school supervisory materials. They often serve as a platform over Germany come to Kaiserslautern. “Our participants are Master’s degree programme. bodies and local authorities.” On these is- for regular meetings and discussions even Occasionally, federal states send aspiring “Our objective is to impart a modern sues, the teachers on the programme very after the completion of the degree pro- head teachers specifically to Kaiserslautern practising school teach- view of school development,” notes Rolf deliberately place theory and research at gramme. “It is not to open up new career and even cover the costs, which amount to Arnold, “and not, I’d like to emphasise, of the centre of discussions: “Our participants opportunities that many participants come just over 700 euro per semester. Recently, ers and are therefore school administration.” The background is are practising school teachers and are to us,” Rolf Arnold admits: “These are for example, a whole group was sent from the constant flow of changes that are al- therefore looking above all for theoretical highly committed teachers who are striving Mecklenburg-Western Pomerania. looking above all for ready sweeping through the school system: propositions which they can then imple- to find a new perspective on schools and As regards teaching, the University individual institutions are being given ever ment themselves,” says Arnold: “They have who want to improve something in their of Kaiserslautern relies on the participa- theoretical propositions. greater freedoms, both in terms of or- enough practice in their everyday working everyday lives.” tion of lecturers from a variety of different ganisation and educational concepts. This lives!” In terms of its objectives, the degree universities. “Our model for success is Key facts: They have enough prac- demands skills of the head teachers that Kaiserslautern has adjusted well to the programme is comparable to similar networking,” explains Professor Arnold. He go far beyond those included in traditional particular demands of teaching profes- courses offered by many teacher training estimates that only around five per cent of qqNumber of credits: 60 tice in their everyday teacher training. The degree programme sionals – “experienced graduates naturally institutes in every federal state: students the know-how imparted in the programme qqStandard duration: 4 semesters in Kaiserslautern, which is designed as a have different needs to those of students are not only given the classic continuing comes from his own university. All the rest qqQualification: Master of Arts working lives!” part-time, distance learning programme for on undergraduate degree programmes.” education, but often also specialist courses comes from professors from other higher qqType: part-time for professionals, continu- professionals, aims to prepare its students Learning from each other also plays a part: for prospective head teachers. These, education institutions who have special- ing education, blended learning with a high to meet the new demands placed on them. after all, each of them has experience of however, simply for reasons of time go less ised in, for example, management, cost proportion of distance learning The sheer number of applicants shows that working in schools, and their fellow stu- into depth: in Kaiserslautern the standard accounting or school law. “It is important what the university is offering has struck dents can benefit from this. Over the years, duration of a programme is four semesters that the academic director is someone who a chord: the university has up to 180 new the didactic concept behind the degree and the time commitment each week is has a firm grounding in the subject. But, registrations each year – some of the par- programme has kept developing and one around 15 hours. “We therefore offer the in addition to this, it makes sense to call ticipants are aspiring to a post as a head of the changes has been the increased broadest school development programme upon a wide network of colleagues. That teacher, but often serving head teachers importance placed on networking among in the German-speaking world,” says is, after all, exactly how a university should also take the Master’s degree in order to the students themselves. Many participants Professor Arnold, who is joint academic function: connecting different kinds of spe- increase their level of qualifications. in the distance learning programme set up director of the degree programme, along cialist knowledge,” as Rolf Arnold puts it. 78 The modules on the Kaiserslautern regional groups for this very purpose, and with his colleague from Dortmund, Profes- 79 distance learning degree programme cover the groups meet regularly to share their sor Hans-Günter Rolff. Heidelberg University

found that our applicants come from a just as valuable as lectures and seminars,” Two Different Perspectives on Art wide range of backgrounds,” says Michael says Michael Hesse. Part of the success Hesse, who directs the programme. “Many story of this international programme is of them come from countries ranging from the fact that the trips are tailored to his A high-profile collaboration between Heidelberg University and the École du Louvre the Baltic states to Lebanon,” he adds. small group of students and to the content Funded with support from the Franco- taught. Equally important is the presence in Paris combines two approaches to art history. Participating students have access German University at Saarbrücken, the of lecturers from both countries, who each to excellently equipped research facilities and museums, including the entire Louvre programme is the world’s first integrated bring their own viewpoints to the table. international Master’s programme in Art The programme is run jointly by Paris History. and Heidelberg. For instance, student Irrespective of their country of origin, achievements are assessed in accordance all students spend their first year in with the École du Louvre’s examination

Paris and then come to Heidelberg for the regulations during the first couple of Photo: © Hugon | Dreamstime.com remainder of the programme. The content semesters, whereas Heidelberg University’s taught over this period marries the two in- regulations apply to students’ work in the stitutions’ different approaches. While the third semester and the Master’s thesis. French portion of the programme largely Both institutions provide a tutor, and follows a hands-on approach, focusing Heidelberg is in charge of overall coordina- on imparting wide-ranging knowledge of tion. The programme leads to the award of original works of art as well as on historic a Master’s degree and separate diplomas preservation and museology, the German from the École du Louvre. syllabus centres on theoretical background Experience has shown that graduates knowledge and students’ analytical-critical have no difficulty in finding employment. abilities. In addition, students are given the French participants tend to go on to enter opportunity to choose their own special- the concours recruitment competition for isms. Participants benefit especially from the sought-after positions at state-run Photo: © Wladyslaw at de.wikipedia the international make-up of the group, institutions, whereas their German fellow which informs their discussions, and obvi- graduates are often able to build on their ously from the excellent conditions found work experience in historic preservation. at both institutions: the Parisian institu- “But what’s best about the programme,” tion is housed in the Louvre, to which the concludes Professor Hesse, “is that students have daily access, and Heidelberg thanks to its international nature, borders University’s library is unrivalled by any between countries are almost immaterial other in Germany as far as Art History is to the majority of our graduates. They’re Magnificent study locations: students on concerned. equipped to succeed anywhere.” the Art History programme enjoy year- round access to the Louvre (upper). A During semester students attend study trip has taken them to this domed mainly standard lectures and seminars Key facts:

Photo: © Eichberger church in St. Blasien (lower) offered by the respective institutions; only a few events are hosted specifically for qqNumber of credits: 120 First-hand study: Art History students on a the programme. “We recommend those qqStandard duration: 4 semesters study trip to the Verdun Altar at Klosterneuburg events that are most relevant to our qqDegree: diplôme de muséologie, diplôme de Monastery in Austria programme,” says Professor Hesse, adding second cycle, Master of Arts, that it is this particular combination of qqLanguages of instruction: German existing resources and events, rather than and French dedicated series of seminars, that makes qqType: consecutive, face-to-face, multiple the programme unique – and of course degree heir trip led them to Strasbourg museums institution, the École du Louvre in Paris. the study trips that are organised for this and to Colmar, along the Upper Rhine and As Art History programmes go, this small international group: students explore finally to the gaze at the monumental border-straddling version is among the a whole series of monuments and works domed church of St. Blaise in the Black most prestigious. This is reflected not least of art in just under a week accompanied T Forest town of St. Blasien. Such trips are in its popularity: every year sees about 30 by professors from Germany and France. known among art historians as “first- applications, with each institution accept- The trip to the Upper Rhine is a typical hand study” and it is no coincidence that ing seven or eight students. The criteria example: participants visited museums Professor Michael Hesse of Heidelberg for admission are comparatively strict. Es- in Strasbourg and Basel, talked to their University frequently chooses the Franco- sential requirements include a strong com- directors and curators about the respec- German border region as their destination. mand of both German and French as well tive exhibition concepts and then later His students are taking part in a Master’s as a degree in Art History. Applications can gazed up in awe at the neo-classical programme in Art History and Museology be submitted to either Paris or Heidelberg, domed church of St. Blaise in the town of 80 which is delivered jointly by Heidelberg where candidates are interviewed by a dis- St. Blasien. “In Art History, such study trips 81 University and the most renowned French tinguished selection panel. “We’ve always are learning events in their own right and Conclusions

German higher education institutions on the way towards individualised study pathways

Innovative Master’s degree programmes bring valuable variety to German higher education institutions. Enrichment comes not only from the new type of student which they attract, but also from a fresh perspective on traditional disciplines and subject matter. By Dr. Peter A. Zervakis

he prejudice remains: a Master’s degree, technocratic description we see people so it is said, is nothing more than the hungry for knowledge. Meeting their missing component following a Bachelor’s needs and enabling their access to the ed- degree, a component which is necessary ucation they desire is now one of the most T to reach the level of the previous German important social responsibilities for our Diplom or Magister qualifications. After higher education institutions. Moreover, reading this magazine, it should be clear taking on these responsibilities is a chal- Opportunities of tiered degree programmes: creating a multitude of paths to education and employment just how far removed from reality this idea lenge that higher education institutions © Anthonycz | Dreamstime.com is. A wide variety of very different Master’s themselves can certainly benefit from. degree programmes have been developed It is quite clear what dynamic forces at German higher education institutions, can be generated when academics man- than simply restructured versions of the the popular approval of both students are academics – who are looking for programmes which truly enrich the field of age to look beyond the narrow confines Diplom or Magister. and employers. All higher education new challenges, greater knowledge and higher education. It is also clear that stu- of their own subject areas and consider An entirely new field is opening up to institutions in Switzerland offer their own broader horizons. dents benefit from the rich abundance of neighbouring disciplines. Why not bring higher education institutions in the provi- degree programmes for new target groups Integrating this new group of students courses on offer – more than ever before, together forestry and information technol- sion of continuing education for students – measured against the total number of who already have professional experience students themselves decide which direc- ogy (page 58)? Why not combine business with a Bachelor’s degree and with at students registered, the proportion of is a key challenge for higher education tion they wish to specialise in, at what and economics with area studies (page least one year’s professional experience. students on continuing education degree institutions. At the same time, there is stage of their lives they wish to study and 46) or as an art historian engage with the Technological and scientific progress has programmes continues to increase. untapped potential in the tiered degree which higher education institution best academic traditions of a foreign country grown to such an enormous extent that In Germany, the trend is similar. programmes to create a variety of educa- meets their needs. (page 80)? Many more examples show the “half-life of knowledge” in certain Looking at the figures, we can see just tional and career pathways to equip more The greatest strength of the Master’s that it pays to be courageous and to free branches and disciplines is growing how important these educational paths graduates for an international world of degree programmes lies in this consistent oneself completely from the chains of re- ever shorter. And our higher education – which were previously characterised work through lifelong access to academic concentration on what they can offer. They strictive discipline boundaries: on the Glo- institutions are feeling the direct impact as “atypical” – have become today. On qualifications. provide a response to the recent changes bal Change Ecology degree programme of these effects: in recent years interest the Higher Education Compass website in our society: the characteristic students psychologists are accepted as readily as in continuing education Master’s degree run by the German Rectors’ Conference qqDr. Peter A. Zervakis is head of the at our higher education institutions are natural scientists and sociologists (page programmes has increased significantly. (HRK) there are more than 6,400 Master’s HRK Project nexus no longer 20-year-olds from professional 54), and the Master’s in Humanitarian Ac- Growing expectations with regard to the degree programmes listed for summer families. Many of our students are the first tion is open to medical students as well as qualifications that employees should have semester 2012. Around 12 per cent of in their families to go to university. Others to communication scientists (page 50). are fuelling the demand for continuing these are defined as continuing education decide to go straight into employment The major strengths of the Bachelor’s education at university level. programmes. after school and only later realise that and Master’s system lie both in this type A look abroad (beyond Germany) The demand for these types of there is more they want to achieve. Some of cooperation across state boundaries, reveals the extent of the potential behind professional continuing education at students have already graduated and have which has traditionally only been found this current development. Continuing higher education institutions is quite clear. successfully begun a career and now want in research, and also in approaches such education has long been established at Employers want to support further educa- to gain further qualifications to take on as these that combine different subject English-speaking universities. Even a tion for their highly qualified employees, more challenging tasks in their job. areas to provide solutions to the pressing glance over the border at our neighbours and the experience of institutions where In policy debates all these scenarios problems of today’s society. And these in- reveals a wealth of examples: over the continuing education is particularly far are described by the general term “innovations are some of the most important past few years Switzerland has created an advanced shows that the desire for further 82 dividualised educational biographies.” factors that actually do ensure that the intricate system of academic continuing qualifications in most cases comes from 83 However, if we look beyond the somewhat new degree programmes are much more education courses which has met with the employees themselves – often these Glossary of Terms

An overview of key terms

qqBlended Learning qqDouble Degree / Dual Degree qqFace-to-face Attendance qqMultiple Degree

Combines the advantages of face-to-face com- On a double or dual degree programme, two Distance learning programmes are usually divided Several higher education institutions involved in munication during the sessions held at the higher participating higher education institutions each into study materials which the students work a degree programme issue one or more a degrees education institution with the flexibility and award the graduate with a degree in accordance through independently and block attendance in accordance with their respective national effectiveness of autonomous learning. Also known with their respective national laws / regulations – sessions at the higher education institution. These laws / regulations. as integrated or hybrid learning. this differs from a Joint Degree. attendance sessions are described as ‘face-to-face’ sessions. qqPostgraduate Degree Programme qqCertificate Courses qqDual System qqFast Track A Master’s degree programme that is not p Seminars given in related subject areas each of Combines practical training with a company consecutive. These programmes are often aimed at which covers one particular topic. A university with the theoretical grounding of a university Allows students to begin work during the Master’s students with professional experience who want to certificate is issued on completion of the course education. Students undertake both components degree stage on a doctoral degree, which can then gain further university qualifications after several and may sometimes also be awarded for success- in parallel and will usually complete the training be completed in a shorter time. years in employment. ful completion of individual seminars. component by taking a chamber of industry and commerce (IHK) apprenticeship exam and finish qqGraduate School qqPublic Understanding of Science qqConsecutive Master’s Degree their university studies with a Bachelor’s degree. pDoctoral School Public Understanding of Science events provide an Follows on directly from the first (usually Bach- qqE-learning opportunity for researchers to present their work elor’s) degree, in contrast to a continuing educa- qqJoint Degree to a wider audience, who would not usually come tion Master’s degree. In terms of content and Learning, communication and interaction sup- into contact with higher education institutions and subject expertise, the course builds on the previous ported by electronic and digital media. This Several higher education institutions involved in a academia. degree. No professional experience is required. includes, amongst others, online study materials, degree programme issue a joint degree certificate videos of lectures and online interaction between to graduates qqTeaching Load qqContinuing Education Master’s Degree students and lecturers. qqMBA Programme Number of teaching hours specified in the employ- Master’s programme for professional students who qqErasmus Mundus Programme ment contract of a lecturer at a higher education wish to return to university education after several Shortened form of ‘Master of Business Admin- institution. years of professional experience. Joint degree programmes available at several istration’. A postgraduate management degree European universities and funded by the European designed to equip graduates from other disciplines qqCredits Union. The target group is not just European with methods and approaches used in the field of students, but also participants from throughout Business Administration. On Bachelor’s and Master’s degree programmes the world students receive a specific number of credits for qqMINT courses or work completed, depending on the qqEuropean Union Structural Funds workload involved. All European higher educa- Acronym used to describe the subject areas ‘Math- tion institutions follow the same system, so that EU Structural Funds are an instrument of EU fund- ematics, Information technology, Natural Sciences achievements can be compared across institutions ing policy to support regional economic develop- and Technology’. using the European Credit Transfer and Accumula- ment in structurally weak regions. A subsidiary aim tion System (ECTS). is to enable the modification and modernisation of qqModules systems of education, training and employment. qqDoctoral School (‘Doktorandenkolleg’) On both Bachelor’s and Master’s degree pro- qqExecutive Degree Programme grammes the subject matter in divided into various Programme of study and research leading to a subsections known as ‘modules’. Each module doctoral degree. In contrast to the traditional Continuing education degree programme aimed at may consist of several lectures and seminars and doctoral thesis, several students work together on mangers working in industry and tailored to meet is normally concluded with a module-specific final a common research project within a structured their specific needs. examination. 84 framework. Also referred to as a Graduate School (‘Graduiertenkolleg’). Imprint

Master’s Programmes – Models of Success Open to international cooperation and individual educational biographies

Project nexus – Concepts and good practice for studying and teaching

Published by the German Rectors’ Conference (HRK) Ahrstraße 39, 53175 Bonn, GERMANY Tel.: +49 (0) 228/ 887-0 Fax: +49 (0) 0228/ 887-110 [email protected] www.hrk-nexus.de * Editor-in-Chief Dr. Peter A. Zervakis, Head of HRK Project nexus

Author Kilian Kirchgeßner

Editorial Staff Florian Gröblinghoff, Barbara Kleinheidt, Monika Schröder, Jochen U. Schwarz

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Bonn, February 2013, First Edition

ISBN 978-3-942600-11-8

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