Adomßent Recent Higher Education for SD Germany … · Bolonga_zone.png. Adomßent (INFU) – Higher Education for SD in German y 12.09.2011 4 Type of institution Number HEIs in

Recent Developments in the Field of Higher Educatio n for Sustainable Development in Germany

Summer School: »Implementation of Sustainability in to Research andTeaching of Higher Education Institutions in Centra l and Eastern Europe«

Lüneburg, 12. September 2011Dr. habil. Maik Adomßent

12.09.2011 1Adomßent (INFU) – Higher Education for SD in Germany

Overview

Bologna Process – what‘s behind it?

Effects on German higher education: some facts and figures

Important institutions andorganisations

What is accreditation?

German HESD in practice


The Bologna Process (launched in 1999) …

… aims at creating a European Higher Education Area by 2010

… primarily focuses on the introduction of a two-cycle study system consisting of bachelor and master's degrees with comparable qualifications across Europe, the introduction and enhancement of quality assurance and an increase in mobility.

… is a voluntary process which is driven first and foremost by the dialogue between the 46 Bologna Member States and the organizations involved, the so-called stakeholders (universities, students and other groups).

Sources: http://www.bmbf.de/en/3336.phphttp://en.wikipedia.org/wiki/File:Bolonga_zone.png


In Germany, the Bologna Process …

… has contributed to deep-reaching changes of the German institutions of higher education:

“In Germany, we have taken advantage of the biggest higher education reform for decades to improve the quality of study courses, to enhance employability and to reduce the length of studies.”

(BMBF 2010)

Sources: http://www.bmbf.de/en/3336.phphttp://en.wikipedia.org/wiki/File:Bolonga_zone.png


Type of institution Number

HEIs in total 394

Universities 104

Universities of Education 6

Universities of Theology 14

Colleges of Art 51

Universities of Applied Sciences / Polytechnics 189

Civil Service Universities of Applied Science 30

Source: Statistisches Bundesamt Deutschland; www.destatis.de)

Number and types of Higher Education Institutions (Winte r 2008/09)


Organizational Guidelines of German Universities

ca. two-thirds of all German HEIs published organisational guidelines (65 of 110

universities; 123 of 208 polytechnics/univs. of applied science).

25% of universities dedicate themselves to sustainable and environmentally sound

practices (28% of polytechnics/univs. of applied science)

Other findings – leading to a more or less identical profiles:

Commitment to interdisciplinarity: 82% (67% of polytechnics/univs. of applied science

Commitment to internationality: 85% (67% of polytechnics/univs. of applied science)

Hardly any information to be found

efficient use of financial funds (8%)

Dealing with ‚non-traditional‘ students, e.g. migrants (univs.: 0%; politechnics: 8%)

Meyer-Guckel/Mägdefessel 2010


http

://w

ww

.qro

ssro

ads.

eu/a

dmin

/file

s/as

sets

/cm

s/fo

to_1

2103

2142

4.gi

f


Development of Bachelor- and Master study courses

Win

ter

Term

199

9/20

00 –

Win

ter

Term

201

0/20

11


Development of Bachelor- and Master study courses

Win

ter

Term

199

9/20

00 –

Win

ter

Term

201

0/20

11


Study courses in different university types and final d egrees

Wintersemester 2010/2011

Win

ter

Term

201

0/20

11


Passed exams in different university types and final deg rees in 2009

Mean ageBachelor: 25,5Master: 27,9


Students‘ intended types of Bachelor/Master examinatio n


Students total and intended types of Bachelor/Master exa mination


Source: Federal Statistical Office, Higher Education at a Glance, 2010

12.09.2011 14Adomßent (INFU) – Higher Education for SD in GermanySource: Accreditation Council

(http://www.akkreditierungsrat.de/fileadmin/Seiteninhalte/Akkreditierungssytem/Organigramm/accreditation_system_in_germany.pdf


Important Players in German Higher Education / 1

(Jahresberichte seit 1998)

… is the voluntary association of state and state-recogniseduniversities and other higher education institutions in Germany. … currently has 258 member institutions at which more than 96 per cent of all students in Germany are registered. … addresses all topics relating to the responsibilities of higher education institutions: Research, teaching, studies, advanced continuing education and training, knowledge and technology transfer, international cooperation, and self-administration issues.

� www.hrk.de � Higher Education Compass:

http://www.hochschulkompass.de/en/home.html




Higher Education Information System (HIS)enables German institutions of higher education, their administrations, and higher education policy-makers to work and function more effectively.

focus areas include:o software development for higher education

administrationso higher education research through empirical

studies and other forms of expertiseo higher education development in terms of

higher education organisation, construction, and building.

� www.his.de/english/organization




The German Council of Science and Humanities (Wisse nschaftsrat)

… provides advice to the German federal government and the state (Länder) governments on the structure and development of higher education and research.

… issues recommendations and prepares reports relevant, primarily, to two fields of science policy:o scientific institutions (universities, universities of applied sciences and

non-university research institutions), especially their structure and performance, development and financing,

o general issues regarding the system of science and higher education, selected structural aspects of research and teaching, and the strategic planning, appraisal and governance of specific fields and disciplines.

� www.wissenschaftsrat.de/1/about/




… sees itself as a think tank for higher education.

… undertakes research on higher education and develop political scenarios,

… aims at the realisation and testing of new organisational as well as steering and controlling models of higher education practice.

� www.che-concept.de/cms/?getObject=302&getLang=en

Centre for Higher Education

… sees itself as a think tank for higher education.

… undertakes research on higher education and develop political scenarios,

… aims at the realisation and testing of new organisational as well as steering and controlling models of higher education practice.

� www.che-concept.de/cms/?getObject=302&getLang=en


Consequences offinancial crisis andrecession for highereducation expendituresin Europe

Future of Higher Education in Europe?


blue: Study Courses (>350)red: Research Institutions (≈200)

www.leitfaden-nachhaltigkeit.de/index_en.html

The Guide "Study and Research

on Sustainability"


… a consortium of researchers and lecturers from German higher education institutions (HEIs) working towards establishing sustainability in all aspects of the university.

… encourages HEIs to shape their heterogeneous fields of activity in accordance with the overall concept of sustainable development.

… pursues its goals via practice-oriented approaches and increased dialogue on higher education policy with the parties responsible on both federal and state level.

… offers an opportunity to expand the discussion on current issues and to generate new ideas by arranging workshops etc. The Working Group holds regular meetings.

National Working Group on Higher Education –part of German UN Decade on ESD

Online: www.bne-portal.de


National Working Group on Higher Education –

National Working Group on Higher Education

… published a memorandum “Universities and Sustainability“, aimed at critical self-inspection of HEIs.


Two Conferences on a national level – as follow-ups of the declaration

April 2010: Universities for Sustainable Development (Bremen, 50 universities participating)

December 2010: Universities for Sustainable Development – Good Practice in Teaching (Berlin; 40 universities participating)

On the agenda for 2011:

6 October 2011: Students‘ Conference: Universities in Sustainable Development - Striking new Paths for Learning by Engagement (Hildesheim)

2 December 2011 in Essen: Universities for Sustainable Development using the example of the ‚Ruhrgebiet‘ [former coal mining and steel producing region]: A regional Dialogue with Economy and Society".


„Involving representatives of all those who might have a vested interest in a particular systematic review

helps to ensure that it is a relevant and useful piece of research.“

EPPI Centre / IoEEvidence for Policy and Practice Information and Co-ordinating Centre

http://eppi.ioe.ac.uk/cms/Default.aspx?tabid=169


Project schedule

explorative expert interviews

Pilot reportConsultation phase I: Workshops

Consultation phase II: online survey

BNE IndikatorenESD indicators

Education reports

Theoretical Framework

approved indicator set

founded indicator set

revised indicator set

substantiated indicator set


Transfer

… is the transmittance of objectives, content, programmes, knowledge … from a developmental context to personally and structurally differing contexts of practical implementation

Nickolaus et al. (2006) distinguish the following (ideal) phases

1. Identification of transfer-worthy results2. Processing of results and their further dissemination3. Perception of results within the reception field4. Situatedness/Embeddedness in reception field5. Implementation in reception field6. Anchorage in regulations and formalities


During project: � overlap of subject matters and concerns in different phases of transfer

Project schedule

explorative expert interviews

Pilot reportConsultation phase I: Workshops

Consultation phase II: online survey

BNE IndikatorenESD indicators

Education reports

Theoretical Framework

approved indicator set

founded indicator set

revised indicator set

substantiated indicator set

Identification of transfer-worthy results, their processing & preparation for further dissemination

Perception and embedding in reception field

Implementation & anchoring


„Evidence can be gained from sources much wider than empirical in their nature and in their means of gathering

data ... (It) can take shape in a number of different languages:

numerical (generally quantitative data),

verbal or visual (generally qualitative data)“

Andrews (2007)


available Data/information are already available and do not need to be especially collected

feasible Data/information that will be generable in the future

desirable Data/information can be obtained withinincreased time and (much) higher effort

Konsortium Bildungsberichterstattung (2005: 3)


Konsortium Bildungsberichterstattung (2005: 3)

available Data/information are already available and do not need to be especially collected

feasible Data/information that will be generable in the future

desirable Data/information can be obtained within increased time and (much) higher effort

ESD-related data are predominantly feasible or desirable


Different levels of ESD-related goals and activitie s

ESD Indicator set Comment

Module "Elaborated goals for realisation of the sustainability vision" (F1)

←←←←

Educational Indicator sets

• approved indicators • country-specifically available

Module "Facilitation of cultural techniques as a prerequisite for sustainable development" (F2)

←←←← • approved indicators • country-specifically available

Module "Facilitation of specific competencies for sustainable development" (F3)

←←←←

International project

• indicators to be developed • internationally negotiated

and specifically adapted country-wise

Module "(educational) institution to put sustainable development into practice" (F5)

←←←←

• indicators to be developed • internationally negotiated

and specifically adapted country-wise

Module "Measures for realising concrete goals of sustainable development" (F4)

←←←← Sustainability Indicator sets

• more or less approved indicators

• country-specifically available


Thank youfor your attention!



Changing the whole organisation most difficult challenge; changing process reaches further than both afore-mentioned levels and encompasses:

• realising inter- und transdisciplinary research;• establishing communication and participation structures;• designing sustainability management system.

Indicator tools� Criteria set for different aspects of reporting (based on GRI)

(Albrecht 2006)� Sustainability Tracking, Assessment & Rating System STARS 1.0

(by AASHE Association for the Advancement of Sustainability in Higher Education)AISHE 2.0 (in preparation)

Hochschule und Nachhaltigkeit Integrating sustainability in higher education inst itutions / 2


Documents

Adomßent Recent Higher Education for SD Germany … · Bolonga_zone.png. Adomßent (INFU) – Higher Education for SD in German y 12.09.2011 4 Type of institution Number HEIs in