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Editorial: Development of study programmes

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

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Erschienen in: Zeitschrift für Hochschulentwicklung ZFHE Jg.9 / Nr.2 (März 2014)
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Eingestellt: 17.04.14 | Besuche: 2839

8. Fachkonferenz zur internationalen Mobilität deutscher Studierender

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Mentoring in Circumstance

Mentoring approaches have been developed and adapted to a great extent in the last decade. One can find a great deal of theoretical discussions, but there is a lack of practical knowledge transfer and reflections for higher education. Based on BUELLS Models of Mentoring, we will present and analyse three different practical cases of mentoring and tutoring, successfully implemented in different highly frequented study programs. Against this backdrop, this paper will discuss generalizable aspects, which have the potential to map particular needs and circumstances of initial study phases to dedicated functions of mentoring programs. Conclusively, we see a peer-approach combined with the friendship model as a common fruitful principle. Furthermore, to adjust distinct mentoring programs to the requirements of highly frequented study programs, it seems recommendable to focus on three domains of support: gain of competencies, organisation and socialisation.

Lesen Sie auch das Editorial und weitere Artikel dieser Ausgabe

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Erschienen in: Zeitschrift für Hochschulentwicklung ZFHE Jg.9 / Nr.1 (Februar 2014)
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AQU Catalunya report on assessment and recognition of new study programmes in the EHEA

AQU Catalunya has published the results of the survey »How new study programmes are assessed and recognised in the European Higher Education Area«. The report was published on 21 May 2007. AQU Catalunya carried out an analysis of assessment mechanisms being implemented in Europe to assure the quality of university programmes. The questionnaire was send to full and candidates members of ENQA. AQU Catalunya received 27 answers, that represent 20 countries.

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Quality Procedures in the European Higher Education Area and Beyond - Second ENQA Survey

The present publication is the result of an ENQA survey on quality procedures of quality assurance agencies across Europe and beyond. This report updates the findings of the first ENQA survey on Quality Procedures in European Higher Education, undertaken by the Danish Evaluation Institute (EVA) in 2002, and considers the main developments that have taken place since then.

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Eingestellt: 04.09.08 | Erstellt: 26.04.07 | Besuche: 3210
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Eurostudent III – Current situation, results and future prospects

Eurostudent III is a transnational survey with high policy relevance. Its three main goals can be summarised as follows: to deliver comparable key data and basic information in order to describe and map the socio-economic living conditions of students in Europe; to identify obstacles to an inclusive and effective European Higher Education Area (EHEA) via international comparisons; to provide a structured and standardised monitoring system with which the effects of structural changes can be identified for specific groups of students. This presentation gives an overview of the data collected and indicators constructed in the context of the survey. Moreover, the organisational structure of the Eurostudent network is presented.

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22nd SGIB Meeting, Hannover, 26-27 April 2007
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Education Staff and Students under Neoliberal Pressure: a British-German Comparison

This paper aims to compare the way in which neo-liberal trends are impacting upon the attitudes and values of staff and students in the United Kingdom and Germany. The research is based upon qualitative and quantitative data from a dozen university institutions in each country, where individual interviews were conducted with staff, and questionnaires were completed both by them and by their students. In both countries many current trends are not deeply accepted or internalised by staff. There are startling differences in student satisfaction, with the British students expressing much more positive attitudes than the Germans. However, the German staff care profoundly about teaching and about their human relationship with their students (though the students themselves are often unaware of this). The British academics feel much more hard-worked, underpaid and downwardly mobile in social terms than their German counterparts. Though in many respects the same kind of re-structuring is taking place in each system, there is only partial convergence in attitudes and values between the German and British respondents in this study.

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It is concluded that the supposed effects of academic capitalism may have been over-estimated and are mitigated by specific historical traditions, and by the varieties of capitalism that pertain in each system. (Beitrag aus: Beiträge zur Hochschulforschung, Heft 4, 27. Jahrgang, 2005)
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