The editorial gives an overview of the topics addressed in the March 2014 issue of ZFHE and states four priorities that can be differentiated in regard to the development of study programmes: organizational design, quality management, coherent design of learning processes, and the design of transitions in and from study programmes. All contributions to this issue reflect on these approaches in one way or another and offer, through the presentation of conceptual approaches, empirical findings and practical implications, orientation and suggestions for further development but also discussion of the development of study programmes.

Weitere Artikel dieser Ausgabe finden Sie hier:

Implementing Outcome-Oriented Study Programmes at University: The Challenge of Academic Culture
Der entfesselte Workload. Freiräume in modularisierten Studiengängen
Herausforderung Curriculumentwicklung: ein konzeptioneller Ansatz zur Professionalisierung
Entwicklung neuer Studiengänge - Curricula kooperativ und kompetenzorientiert gestalten
Studiengänge gestalten - Erkenntnisse für das Arbeits- und Selbstverständnis von Hochschulen
Assessing the Quality of the Bachelor Degree Courses: An Analysis of their Effects on Students' Acquisition of Economic Content Knowledge
Die Umsetzung der Modularisierung in Bachelor- und Masterstudiengängen
Weiterentwicklung und Harmonisierung der Studiengangentwicklung an der JMU Würzburg
Praxisorientiertes Projektlernen am Beispiel der Leuphana College-Studien in der Praxis
Curricula an einer universitätsnahen Institution - ein mögliches Modell für die Universität
Übergangshandeln: der Übergang vom Bachelor zum Master aus Sicht von Studierenden

Quellen:
Erschienen in: Zeitschrift für Hochschulentwicklung ZFHE Jg.9 / Nr.2 (März 2014)

This article begins with a critical assessment of the impacts of rankings on the European and national landscapes of higher education and analyses their unintended side effects on organisational behaviour of universities. It makes an attempt to frame rankings as a form of transnational policy coordination in which they function as the dominant policy script which basically no university can escape any longer. It is also argued that rankings themselves and their outcomes have become indicators—or better: proxies—for the economic competitiveness of nations.Thus they become loaded with a symbolic value on the basis of which government decisions are taken (e.g. with respect to funding). This symbolic value is then charged with meaning which is no longer related to the actual reality of universities and what they are about. A truly postmodern shift.

Link zum Artikel:
Global University Rankings — Impacts and Unintended Side Effects

Besuchen Sie auch unsere Sonderseite zum Thema "Rankings" mit weiteren Beiträgen.

Quellen:
Kehm, B. M. (2014), Global University Rankings — Impacts and Unintended Side Effects. European Journal of Education, 49: 102–112. © 2013 John Wiley & Sons Ltd

Quality development in higher education (HE) relies on the assessment, evaluation, and optimisation of university teaching. Only a few studies have evaluated the new bachelor (BA) and master (MA) degree courses in Germany based on an objective measurement of key performance indicators, such as students' knowledge acquisition. To address this research deficit, students' content knowledge of business and economic (b&e) was assessed in a longitudinal study. Results of students in the BA/MA study model were compared to those of students in the former Diplom study model while many potential structural and personal influence factors were controlled. This paper presents in detail the findings and discusses their implications for quality assurance and performance assessment in HE.

Lesen Sie auch das Editorial und weitere Artikel dieser Ausgabe

Quellen:
Erschienen in: Zeitschrift für Hochschulentwicklung ZFHE Jg.9 / Nr.2 (März 2014)

The article presents some key developments in quality assurance (QA) on a European level over the last ten years. Particular attention is paid to discussing the impact of European QA policies (e.g. the European Standards & Guidelines) at the European and national level. This is done through a literature survey of recent policy studies, such as the Bologna Process progress reports. Taking stock, the article not only explores important issues related to QA (e.g. diversity or stakeholder participation) but also presents some likely future developments.

Lesen Sie auch das Editorial und weitere Artikel dieser Ausgabe

Quellen:
Erschienen in: Zeitschrift für Hochschulentwicklung ZFHE Jg.8 / Nr.2 (März 2013)

Mentoring programmes have been accused of inadequately addressing organisations' gendered cultures. In reaction to this, mentoring approaches started applying a dual focus, i. e. targetting both individual development and organisational change. This paper explores - through the lens of the 'bifocal approach' - whether and how two Swiss academic mentoring programmes for female advanced doctoral students and early postdoctoral scholars have adopted a a dual focus. The paper shows that the programmes have developed strategies adopting this approach to a certain extent and discusses the challenges and opportunities experienced.

Quellen:
Erschienen in: Zeitschrift für Hochschulentwicklung ZFHE Jg.9 / Nr.1 (Februar 2014)   Zum Editorial sowie weiteren Artikeln dieser Ausgabe gelangen Sie hier

The Student Mentoring Competence Network is part of the University of Freiburg's central student services. The mentoring measures accompany students throughout their studies, with the goal of lowering dropout rates, enhancing the attractiveness of studies and increasing student satisfaction, easing the burden on teachers, and helping students to develop their personalities and realize their full potential. Initial experiences speak for the effectiveness of our decentralized approach: The departments select their own mentees and develop, organize, and implement their own programs. The network provides central financial resources and personnel to advise the departments on designing and implementing the programs and to ensure that they adhere to interdisciplinary quality standards.

Quellen:
Erschienen in: Zeitschrift für Hochschulentwicklung ZFHE Jg.9 / Nr.1 (Februar 2014)   Zum Editorial sowie weiteren Artikeln dieser Ausgabe gelangen Sie hier

Within a decade a paradigm shift in the funding of German universities has taken place: autonomy, competition and performance criteria now take center stage. Steering efforts of governments shifted from regulatory interventions to financial incentive systems. Nevertheless, the German funding model is not independent from its context – on the contrary, it is determined by certain factors that are described. This article also introduces major funding instruments for federal and state governments and shows how public funding instruments in Germany try to balance three major purposes. Furthermore, it points out that these tools have a common ground and offers an overview on the three typical pillars of funding models (basic, performance-oriented and innovation-/profile-oriented). They can be combined in different ways. To conclude, the articles highlights several lessons learnt.

Quellen:
Erschienen in: Revista de Educación y Derecho / Education an Law Review, Nr. 8, April - September 2013

The exploration of the wider benefits of learning is still in its infancy. Pioneers in this field of research are, in particular, to be found in the UK – the Centre for Research on the Wider Benefits of Learning (WBL) and the Institute of Education (IOE) at the University of London being two institutions of major impact. Furthermore, this article takes the work of the OECD and its affiliated Centre for Educational Research and Innovation (CERI) into regard. Last but not least, the work of Jyri Manninen (University of Eastern Finland) is also integrated. The aim of this article is to offer a comprehensive approach to the field of wider benefits of learning and make it available for comparative European studies. Another objective, finally, is the dissemination and circulation of this approach in the EU.

Quellen:
Online-Erstveröffentlichung (Juni 2013) der englischen Übersetzung in der Sammlung: Zweitveröffentlichungen in DIE-Autorenschaft im Original erschienen: Der Pädagogische Blick – Zeitschrift für Wissenschaft und Praxis in pädagogischen Berufen. 20. Jg., H3, S. 164-175. Online abrufbar unter http://www.die-bonn.de/doks/2013-benefits-en-01.pdf.