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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
12.09.2011 2Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 3Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 4Adomßent (INFU) – Higher Education for SD in Germany
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)
12.09.2011 5Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 6Adomßent (INFU) – Higher Education for SD in Germany
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12.09.2011 7Adomßent (INFU) – Higher Education for SD in Germany
Development of Bachelor- and Master study courses
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12.09.2011 8Adomßent (INFU) – Higher Education for SD in Germany
Development of Bachelor- and Master study courses
Win
ter
Term
199
9/20
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12.09.2011 9Adomßent (INFU) – Higher Education for SD in Germany
Study courses in different university types and final d egrees
Wintersemester 2010/2011
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12.09.2011 10Adomßent (INFU) – Higher Education for SD in Germany
Passed exams in different university types and final deg rees in 2009
Mean ageBachelor: 25,5Master: 27,9
12.09.2011 11Adomßent (INFU) – Higher Education for SD in Germany
Students‘ intended types of Bachelor/Master examinatio n
12.09.2011 12Adomßent (INFU) – Higher Education for SD in Germany
Students total and intended types of Bachelor/Master exa mination
12.09.2011 13Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 15Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 16Adomßent (INFU) – Higher Education for SD in Germany
Important Players in German Higher Education / 2
(Jahresberichte seit 1998)
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
12.09.2011 17Adomßent (INFU) – Higher Education for SD in Germany
Important Players in German Higher Education / 3
(Jahresberichte seit 1998)
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/
12.09.2011 18Adomßent (INFU) – Higher Education for SD in Germany
Important Players in German Higher Education / 4
(Jahresberichte seit 1998)
… 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
12.09.2011 19Adomßent (INFU) – Higher Education for SD in Germany
Consequences offinancial crisis andrecession for highereducation expendituresin Europe
Future of Higher Education in Europe?
12.09.2011 20Adomßent (INFU) – Higher Education for SD in Germany
blue: Study Courses (>350)red: Research Institutions (≈200)
www.leitfaden-nachhaltigkeit.de/index_en.html
The Guide "Study and Research
on Sustainability"
12.09.2011 21Adomßent (INFU) – Higher Education for SD in Germany
… 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
12.09.2011 22Adomßent (INFU) – Higher Education for SD in Germany
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.
12.09.2011 23Adomßent (INFU) – Higher Education for SD in Germany
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".
12.09.2011 24Adomßent (INFU) – Higher Education for SD in Germany
„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
12.09.2011 25Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 26Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 27Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 28Adomßent (INFU) – Higher Education for SD in Germany
„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)
12.09.2011 29Adomßent (INFU) – Higher Education for SD in Germany
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)
12.09.2011 30Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 31Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 32Adomßent (INFU) – Higher Education for SD in Germany
Thank youfor your attention!
12.09.2011 33Adomßent (INFU) – Higher Education for SD in Germany
12.09.2011 34Adomßent (INFU) – Higher Education for SD in Germany
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
12.09.2011 35Adomßent (INFU) – Higher Education for SD in Germany
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