Prüfungswesenevaluation

Hetue führen wir an der DHBW wieder die turnusmäßige Prüfungswesenevaluation durch. Dafür wurden insgesamt über 650 Module aus dem DHBW Curriculum evaluiert. Jeweils ging es um Klausur- und Prüfungsfragenstellungen, und um die Bewertungen von jeweils guten und weniger guten Prüfungen.

Nun sitzen die Fakultätsgruppen zusammen und diskutieren, wie die Prüfungspraxis an der DHBW sich weiterentwickeln kann. IN diesem Jahr wird dabei ein Augenmerk auf die Diskussion um Kopetenzorientierte Prüfungsverfahren gelegt. Wir haben in den letzten 18 Monaten an der Hochschule in allen Curricula wesentliche Weiterentwicklungen auf den Weg gebracht und ich finde, die Hochschule und ihre Curricula sind in einem wirklich guten Zustand beim Thema Kompetenzorientierung.

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An der DHBW planen wir, einen Award für gutes Praxisstudium zu verleihen – den  „DHBW Dualen Partner Award“. 

Um die große Bedeutung und die hohe Qualität der Praxisphasen des dualen Studiums in den Fokus zu rücken, möchte die DHBW Duale Partner für exzellente Praxisphasen und eine herausragende Verzahnung von Theorie und Praxis auszeichnen. Der Award soll „Best Practice“-Beispiele zur Gestaltung der Praxisphasen sichtbar machen.

 

Einige Eckdaten: 

Der Preis wird in den Bereichen Wirtschaft, Technik, Sozialwesen und Gesundheit in den folgenden Kategorien vergeben:

  • Unternehmen/Organisationen mit bis zu 100 Beschäftigten
  • Unternehmen/Organisationen mit bis zu 5.000 Beschäftigten
  • Unternehmen/Organisationen mit über 5.000 Beschäftigten
  • Sonderpreis für besonderes Engagement im internationalen Bereich

 

Das bedeutet folgende Vorteile für Duale Partner:

  • erhöhte öffentliche Aufmerksamkeit
  • gesteigerte Attraktivität als Arbeitgeber bzw. Dualer Partner
  • Nutzung des Awards als Recruiting Werkzeug im Employer Branding Prozess

Die Bewerbung

Voraussetzungen für die Teilnahme sind:

  • Dualer Partner der DHBW
  • Betreuung von Studierenden
  • Das zu nominierende Konzept findet aktuell in der Praxis Anwendung
  • Die Dualen Partner können sich über das Anmeldeformular auf der Website bewerben.

Dabei müssen folgende Felder ausgefüllt werden:

  • Titel des Konzeptes
  • Konzeptbeschreibung
  • Strategieüberlegungen / Ziel des Konzepts
  • Einordnung Rubrik (Technik, Wirtschaft, Sozialwesen, Gesundheit)
  • Unternehmensgröße (>500, >5.000, <5.000)

Zusätzlich ist es möglich, weitere Unterlagen per Upload hinzuzufügen.

Die Bewertungskriterien

Kompetenzen: Die Bewerbung soll zeigen, in welcher Weise die Dualen Partner die Leitlinien für die Praxisphasen umsetzen und wie sie den Kompetenzerwerb während des Studiums unterstützen und fördern. Insbesondere werden deshalb der Aufbau und die Förderung von Sachkompetenz, Methodenkompetenz, personaler Kompetenz, sozialer Kompetenz und die daraus resultierende übergreifende Handlungskompetenz während der Praxisphasen bewertet.

kompetenzen_rund

 

Die Jury

Die Jury setzt sich zusammen aus:

  • Studiengangsleitungen (alle Fachbereiche sind vertreten)
  • Studierende
  • ausgewählte Duale Partner
  • Qualitätsmanagement
  • Hochschulkommunikation
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Kick-Off: Learning and teaching Tool for fueling university relations

What is LaTFURE?

LaTFURE, Erasmus+ Program (2016-2019) is coordinated by Danube University Krems and involves 15 European and African partners.

LaTFURE aims to provide the systemic and institutional conditions for the establishment of dual studies as an integral part of South Africa and Mozambique’s higher education systems, which will serve to strengthen relations between the higher education systems and their wider economic and social environment.

By combining academic learning at HEIs with professional/practical learning that takes place in a working environment, dual studies provides a model that strengthens the practical orientation of higher education, boosts cooperation between HEIs and their wider environment, produces human capital and skills for the economy and society, fosters research cooperation.

By connecting education and industry, students will have the possibility to work and study concurrently, allowing them to (partially) fund their education.  The introduction of dual studies would thus provide a sustainable form of university funding, whilst tackling inequalities in terms of access.

The choice of tourism and extractive industries for the pilot dual study programmes aims to meet specific and identified skills gaps for the countries’  development and prosperity.

The project aims to define legislative and policy frameworks at the system level, develop strategic, governance and operational policies, structures and mechanisms at the institutional level, and establish working prototypes of dual study programmes that can be used as learning models across the system.

As a first step, at least two dual study programmes in South Africa and at least two in Mozambique will be established in the fields of extractive industries and tourism that demonstrate proof-of-concept and provide working prototypes for systemic expansion.

 

Partnership:

Full Partners

Danube University Krems (DUK)

Danube University Krems is Europe’s only state-run university for postgraduate education. It combines high quality in education, research and consulting with customer orientation and service. Customers, in this context, are students as well as their employers. Founded in 1995, the university today has more than 8,500 students, 550 staff and 18,000 alumni. DUK offers more than 300 postgraduate master programs in fields like medicine, management, education and arts, all of which have been designed for students who bring along work experience in their field of studies.


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Centre for Higher Education (CHE)

CHE – Centre for Higher Education is a private non-profit organisation founded by the Bertelsmann Stiftung and the German Rectors Conference (HRK) in 1994. The main aim of CHE is to promote reforms in German, European and global higher education. Based on international comparisons, CHE develops models for the modernisation of higher education systems and institutions in close dialogue with decision-makers from higher education and politics.

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Cooperative State University of Applied Sciences (DHBW)

DHBW is the preeminent German university when it comes to dual studies. It a public institution, and the only HEI that offers only dual studies. Founded in 2009, DHBW traces its roots back to the 40-year success story of the University of Cooperative Education (Berufsakademie Baden-Wuerttemberg). DHBW regards companies and social institutions as equal partners.

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University of Tampere (UTA) 

The University of Tampere (UTA) is a middle-sized Finnish research university known especially for its research and education on society and health.  There are some 15 500 students pursuing degrees at the UTA, of which about 500 are international degree students. In addition the UTA hosts another 500 incoming exchange students. The staff consists of about 2 200 members, of which approximately 150 have an international background.

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Joanneum University of Applied Sciences, Austria (FHJ)

FH Joanneum is one of the largest Universities of Applied Sciences in Austria. It has about 3,800 students and about 540 employees (figures from 2012/13 academic year). The main campus is located in Graz, while there are two other locations in the province of Styria, Austria. FH Joanneum offers 41 degree programs in a variety of areas including Applied Computer Sciences, Engineering, Health Studies, Building, Energy & Society, Media & Design and Management.

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Universidade Eduardo Mondlane (Eduardo Mondlane University), Mozambique (UEM)

Eduardo Mondlane University was established in 1962, being the first higher education institution in Mozambique. It is a public university with a student population of approximately 36,864 of which 92.1% are undergraduates and 7.9% are postgraduates. Apart from its 11 Faculties, it also boasts 6 Schools of Applied Science and 8 Research and Advocacy centers.

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Lurio University, Mozambique (UL)

Established in 2006, the University of Lurio is destined to turn into a major university servicing Mozambique’s three most northerly provinces: Nampula, Cabo Delgado and Niassa, situated along the south-eastern shores of Lake Malawi. The first student intake at its headquarters in Nampula occurred in 2007. A satellite is situated in the town of Pemba, provincial capital of Cabo Delgado, which opened in 2008.

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Zambeze University, Mozambique (UZ)

The Zambezi University is one of the youngest public institutions of higher education in Mozambique. It was inaugurated in March 2009 and currently has around 550 employees and 8200 students. The Zambezi University is named after the Zambezi River, which runs through the central region of Mozambique. The university has a strategic location in Mozambique and Southern Africa Region, having a strategic importance for the development of the country and the Southern Africa Region in general.

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University of the Western Cape, South Africa (UWC)

UWC is the most successful historically disadvantaged institution in South Africa. It is now rated in the top eight in the country. UWC was founded in 1959 for people classified as “Coloured” who were offered limited training for lower to middle level positions e.g. in schools, and the civil service. UWC’s key concerns with access, equity and quality in higher education arise from extensive practical engagement in helping historically marginalized graduates participate fully in the life of the nation.

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Cape Peninsula University of Technology, South Africa (CPUT)

The Cape Peninsula University of Technology (CPUT) was established on 1 January 2005, when the Cape Technikon and Peninsula Technikon merged. This merger was part of a national process that transformed the higher education landscape in South Africa. Today, CPUT is the only University of Technology in the Western Cape. It is the largest of the four universities in the region, with about 33 000 students on multiple campuses.

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University of the Witwatersrand Johannesburg, South Africa (Wits)

Wits is a premier university in southern Africa with a vision of transforming itself into a leading research-intensive university firmly embedded in the Top 100 world universities by 2022. The university has about 6500 staff members of whom about 4700 are academics. Its student body is close to 33000. It is home to one of the only four mining schools in South Africa.

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University of Limpopo, South Africa (ULP)

University of Limpopo follows the vision to become a leading African University focused on the developmental needs of its communities and epitomising academic excellence and innovativeness. The University responds actively to the development needs of its students, staff and communities, through relevant and higher quality education and training, research and community engagement, and in partnership and collaboration with its stakeholders.

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University of Cape Town, South Africa (UCT)

Founded in 1829, the University of Cape Town has a proud tradition of academic excellence and effecting social change and development through its pioneering scholarship, faculty and students. UCT‘s staff and students come from over 100 countries in Africa and the rest of the world. The university has also built links, partnerships and exchange agreements with leading African and international institutions that further enrich the academic, social and cultural diversity of UCT’s campus.

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University of Mpumalanga, South Africa (UMP)

UMP is an African University that is rooted in its home in Mpumalanga and as such, it is responsive to its immediate political, socio-economic, geographic and historic context, and its place in the world. UMP ensures that all its institutional activities contribute significantly to the realization of regional, national and international goals. The attractive geographical location in Mbombela provides significant opportunities and is a strong pull factor in attracting high quality staff and students.

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Ministry of Science, Technology, Higher Education and Vocation Training, Mozambique (MSTHE)

The Ministry of Science and Technology, Higher Education and Vocational Training (MSTHE) was created in 2015 under the presidential Decree nº 1/2015, following the General elections in October 2014. Previously, higher education had been coordinated by different Ministries, including Ministry of Education (1994-1999), Ministry of Higher Education, Science and Technology (MESCT  2000-2005); Ministry of Education and Culture (2005-2010); and Ministry of Education, with a Deputy Minister for Higher Education (2010-2015). The new MSTHE is in charge of the three subject areas: Science and Technology, Higher Education and Vocational Technical Education of Mozambique.

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Department of Higher Education and Training, South Africa (DHET)

The Department of Higher Education and Training derives its mandate from the supreme law of the Republic of South Africa, the Constitution, within the purport of Section 29, read with schedule 4, which lists education at all levels, including tertiary education as a functional area of concurrent national and provincial legislative competence.

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Associate partners:

PricewaterhouseCoopers

Energy Works

South African National Parks (ex Kruger)

Southern African Society for Cooperative Education (SASCE)

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Dear Friends and colleagues from all over the world – have a good, a blessed, a glorious year in 

w​hich we all find opportunity to meet and join hands to work for the necessary mind-shift in learning and teaching, improving education, supporting better and more inclusive educahhtion and continue our dialogue to deepen mutual understanding and connection.
And here I found a thoughtprovoking video which leaves us humble as humankind: 

http://uk.businessinsider.com/animated-timeline-earth-history-2015-11

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Year’s end… looking back ahead!

To all of you out there a merry christmas, some peaceful days, rest, joy and lots of exchange with your loved ones. And a happy new year! 
Thank you for an exciting year 2016 with its new contacts, interests, threads, opportunities and with all its starts and its ends. May we be able to follow up with each other, to weave open threads together to close networks of support, exchange and inspiration. You all have contributed in your own unique way to making this stretch of life unique exciting, challenging, rewarding and satisfying. Let’s continue in 2017 in exact the same way. Let’s spark together new ideas, let creativity and innovation be our guiding maxim when embarking on future initiatives.
And let 2017 be a year of inspiration, love and friendship for all of you, in which you find what you are looking for, deepen what you hold worth and abandon what holds you behind.

And a year of more peace for the world, and mindful leaders! 
Until we meet again, I wish you all a great start!

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US – a failed state? 

Paul Krugman today writes in the New York Times: “I don’t know how we go forward from here. Is America a failed state and society? It looks truly possible. I guess we have to pick ourselves up and try to find a way forward, but this has been a night of terrible revelations, and I don’t think it’s self-indulgent to feel quite a lot of despair.”

We are deeply shocked. USA. Sliding from a society on its way to open, modern, future oriented community under Obama now into a deep dark tunnel. What will that mean for our children, young people and students. After Brexit and now Trump we will have to think hard as educators how we can help our youth to develop their voice and make it heard. It is an appeal to all educators to make citizenship and reflective thinking one central part of education.
We are still paralyzed.  Today we can only say to those who voted for a modern society – and lost: we stand at the side of all people who are willing to support openness, tolerance and multilateralism!

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Competence development

240_f_57698650_fkwfsai71f5bgz2536i1bbuyi5hti1tnI am currently attending a meeting on educational policy development with 25 representatives of higher education (mostly Ministries) from European members states. In the meeting of the working group nr 3 on developing the future education policy recommendation here in Stockholm, we are discussing the experiences and the way forward the European member states have made in the field of Competence orientation of higher education. And we ended at the same conclusion like discussions about competence development often  end…: it is complicated!

Why is that? I was wondering why a discussion about competence orientation is so difficult to conclude something from. I believe, it is because with this topic we are right in the center of the educational concepts, and these are, as we know, very much rooted in national cultures, terminology is often not common and what is right and wrong is subject to longstanding rules, experiences and practices.

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However, our discussion proofed to be very fruitful in the end. The discussion about competence in higher education has three important moments:

Moment 1: The Why

That is the rational, the context for which we assume competence orientation is the important future development in education.

The main issue on which our argument builds here is uncertainty. Educators, policy makers all over Europe become more and more aware that we educate for an uncertain future. For jobs which we do not know yet and which have not been developed yet. The importance  of the concept of competence oriented higher education which emphasizes: Being able to act successfully in unknown future context is there fore more convincing than the current state of the art model – to convey  knowledge which can be reproduced any time. This has to do with exactly this idea of uncertainty.

Moment 2: The How

If we have accepted the why – the how becomes important. Here it is indeed really complex and it is a matter of hard and deep education science considerations… but also institutional management and strategy issues. There are a lot of models about curriculum development and a lot of different definitions of competence and competence assessment techniques available out there. An important  learning which  we could draw from the discussion in the working group: There is one particular place in an educational experience where competence orientation becomes manifest – and that is the assessment, the test, the exam. If this is designed in a traditional way and asked for mere reproduction of knowledge, then, the entire educational process is probably also designed in a way whee education is seen as  knowledge transfer to students, and not skills and attitudes development. But if the test or assessment  is designed in a way that it  focusses on performance, solving a problem, mastering a problematic situation, act in a successful way, then the learning before also has to be designed in an active way, competence oriented.     There fore: Competence orientation needs to include – or even start from – the moment of designing assessments for competence.

Moment 3: Institutions and policies 

In our discussion we are always asking for the consequences for European and  national policy making in higher education and institutional development. In the discussion it was becoming clear that teacher education is key for successful  implementation of competence orientation, that sufficient time for development and implementation and good practice sharing will be important. The implementation needs a holistic full institution strategy to get the important topic out of the corner of the individual enthusiastic responsibility into the institutional responsibility.

The meeting was very interesting and I am looking forward to the next which will take place in April 2017 in Brussels.

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