models actuals de formació de l’enginyer a europa: eth zürichgraduates (diplom) out of which...
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Models Actuals de Formació de l’Enginyer a Europa: ETH ZürichProf. Dr. Dr.h.c. Konrad Osterwalder, Rector ETH Zürich
2Copyright ETHZürich2003
WhitherETH Zürich
and ist Alumni
Prof. K. OsterwalderRektor ETH Zürich
ValenciaJune 6, 2003
Formació del’Enginyer
a Europa
Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Topics§ Higher Education in Switzerland
§ ETH- Programmes- Students- Professors- Finances
§ Innovating Teaching- Bologna Reform- Quality - New Teaching Technologies- Networking, Internationalization
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Switzerland
§ Population: 7.1 mio. Out of which 1.2 mio foreign nationals
§ Area: 41‘300 km2
§ Languages: German (65%)French (18%)Italian (12%)Romanch (1%)
Bundesamt für Statistik 1997/98
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Educational System
Elementary School
High School
TeacherEducationDMS
Professional Training
Matura Diploma Diploma
University
ETH
Fachhochschulen
Universities of Applied Sc.
Degree
University
ETH
Doctorate
- 16
- 19
- 25
Age
- 7
Pre-School
3
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Formació del’Enginyer
a Europa
Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Swiss Higher Education
10 cantonal universities 2 federal institutions Geneva Lausanne Neuchâtel Bern Basel Zurich Lucerne St. Gallen Ticino
EPF Lausanne ETH Zurich
+ 7 Universities of Applied Sciences („Fachhochschulen“)
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Formació del’Enginyer
a Europa
Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Swiss Universities Students 2000
0
5000
10000
15000
20000
25000
Bas
el
Ber
ne
Fri
bo
urg
Gen
eva
Lau
san
ne
Lu
cern
e
Neu
chât
el
HS
G
US
I
Zü
rich
EP
FL
ETH
Z
mf
Bundesamt für Statistik 2000
4
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Expenditure on R&D
per capita in USD (OECD, 1996)
0
100
200
300
400
500
600
700
800
total government industry other
SwitzerlandUSAGermany
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
ETH Domain
l
Federal Departement of the Interior
Group for Science and Research
ETH-Council
ETH Zurich EPF Lausanne PSI WSL EMPA EAWAG
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Prof. K. OsterwalderRektor ETH Zürich
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
§ Higher Education in Switzerland
§ ETH- Programs- Students- Faculty- Finances
§ Innovating Teaching
10Copyright ETHZürich2003
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Prof. K. OsterwalderRektor ETH Zürich
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Key figures (2002)
Graduates (Diplom) out of which foreigners
PhD & postgraduate studentsout of which foreigners
Professorsout of which foreigners
Personnel (full time eq.)
Budget
95701052 (11%)
28201354 (48%)
340194 (57%)
5417
1084 Mio. SFr.
0.7 billion US$
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Formació del’Enginyer
a Europa
Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Proportion of Women as % of Total
0%
20%
40%
60%
80%
100%
Pro
fess
ors
199
1
Pro
fess
ors
200
0
Sci
enti
fic
Sta
ff 1
991
Sci
enti
fic
Sta
ff 2
000
Oth
er 1
991
Oth
er 2
000
Stu
den
ts 1
991
Stu
den
ts 2
000
mf
12Copyright ETHZürich2003
WhitherETH Zürich
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Prof. K. OsterwalderRektor ETH Zürich
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Formació del’Enginyer
a Europa
Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
§ Higher Education in Switzerland
§ ETH- Programs- Students- Faculty- Finances
§ Innovating Teaching
7
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Prof. K. OsterwalderRektor ETH Zürich
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Formació del’Enginyer
a Europa
Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Construction and Geomatics (2)Architecture; Building, Environment and Geomatics.
Engineering Sciences (5)Mechanical and Process Engineering; Information Technology and Electrical Engineering; Computer Sciences; Materials; Industrial Management and Manufacturing.
Natural Sciences and Mathematics (4)Mathematics; Physics; Chemistry; Biology.
System-Oriented Sciences (5)Earth Sciences; Environmental Sciences; Applied Biosciences; Agricultural and Food Sciences; Forest Sciences.
Humanities, Social and Political Sciences (1)Humanities, Social and Political Sciences.
Structure: 16 plus 1 Departments
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Students in the 4 domains (2000)
0
500
1000
1500
2000
2500
3000
3500
Nat
ural
Sci
ence
san
dM
ath
emat
ics
Sys
tem
-o
rien
ted
Sci
ence
s
En
gin
eeri
ng
Sci
ence
s
Co
nst
ruct
ion
Sci
ence
s
Oth
ers
DiplomaDoctoralPost-diploma
8
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Strategy
GESS
ITET
INFK
MAVT
BEPRMATL
BAUG
PHYS
ARCH
BIOLMATH
CHAB
ERDW
AGRL
UWIS
+
+
Es bedeuten:+ gemeinsame
RessourcenplanungI> Zentrum für Umwelt
Natürliche Ressourcenkursiv Arbeitstitel
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Formació del’Enginyer
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
§ Higher Education in Switzerland
§ ETH- Programmes- Students- Faculty- Finances
§ Innovating Teaching
9
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Diploma Students
0
500
1000
1500
2000
2500
1975 1980 1985 1990 1995 2000
diplomaentries
Incl. Prof. Off. of theSwiss Armed Forces, Phys. Educ. and Sports Teacher
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Doctoral Students
0
100
200
300
400
500
600
700
800
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
doctoratesentries
10
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Students (2000)
ETH Zurich
11596
9030
2262
3040
2000
4000
6000
8000
10000
12000
Tot
al
Dip
lom
a
Doc
tora
l
Pos
t-di
plom
a
MIT (1999-2000)
9972
4300
2611 2900
1610
2000
4000
6000
8000
10000
12000
Tota
l
Und
ergr
.
Mas
ter
Doc
tora
l
Oth
ers
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Nationality of students
Diploma
88%
4%8%
Swiss Swiss residents others
Doctoral / post-diploma
57%
2%
41%
Swiss Swiss residents others
11
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
§ Higher Education in Switzerland
§ ETH- Programmes- Students- Faculty- Finances
§ Innovating Teaching
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Faculty search and nominations ©OK
(top priority, presidential responsibility)
§ Shared process with strong feedback§ Search committees chaired by personal
delegates of the president§ Head hunting through global faculty
networks§ Strong engagement of target
departments§ Final verification (~90%) by the
president§ Embodiment of ETH culture
12
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Nominations – Applications ©OK
11.1.02 Bre/lü
Tenured positions Nominations 46%
N = 36 N = 31
Applications 54%
Junior faculty positions
Nominations 19%
N = 8 N = 35
Applications 81%
New Faculty 98-01:
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New Faculty 1998-2001 ©OK
Recruited from:
11.1.02 Bre/lü
*Austria 3
Benelux 4France 4UK 4
Italy 1Japan 1
Scand 2
CH48%
D14%
USA21%
other *17%
N=53
N=15
N=23
N=19
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Talent fostering ©OK
Assistant professors with TenureTrack
§ Official adoption by both ETH in 2000/2001
§ Continuous appointments
§ Implementation of a structured tenure
process
§ Periodical reporting and positioning
§ Establishment of an ETH-wide tenurecommittee
26Copyright ETHZürich2003
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
§ Higher Education in Switzerland
§ ETH- Programmes- Students- Faculty- Finances
§ Innovating Teaching
14
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Budget
Income (2000)
86%
8%
4%
2%
federal budget project fundingprivate sector fees
Expenditure (2000)
60%23%
17%
staff investmentsrunning costs
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Expenditures per Student (2001)
CHF (1 € = 1.5 CHR)
0
50'000
100'000
150'000
200'000
250'000
EPFL ETH Zürich MIT
EPFLETH ZürichMIT
15
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
§ Higher Education in Switzerland
§ ETH
§ Innovating Teaching- Goals- (Bologna) Reform- Quality - New Teaching Technologies- Networking, Internationalization
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Our main goals in teaching and learning
Highest Quality through:
§ dedicated and competent teachers
§ qualified students
§ flexible and focused curricula
§ research based and research oriented teaching
§ Co-operation with industry and alumni
§ international collaboration
§ advanced infra-structure
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The Profile of ETH Engineering Graduates
§ have solid knowledge in the basic sciences
§ have a scientific education with some research experience in their proper field
§ are able to connect to fields outside their specialization
§ continue to learn independently
§ are able to take up a leadership responsibility shortly after they have left the university
§ are fluent in English (ideally: mother-tongue + english + one)
§ find their way in foreign cultures
§ are being sought after in the international labourmarket
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Curricular Reform: Goals
§ Reorientation towards the Needs of the Modern Society (Politics, Economy, Individuals):
- International compatibility- Increase Student‘s Mobility (between disciplines and
geographically)
- Simplification and flexibilisation of the Curricula
- Transparency in performance control- Quality Enhancement
Therefore:
Institution-wide and Fundamental Curricular Reform
17
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§ Higher Education in Switzerland
§ ETH§ Innovating Teaching
- Goals- Bologna Reform- Quality - New Teaching Technologies- Networking, Internationalization
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ESIB: Bologna Process in Switzerland
ESIB condemns the way the Bologna Declaration in Switzerland is implemented. Switzerland gives a pitiful example of “bad practice” concerning:- selective access to Master studies- a narrow interpretation of the ECTS key features- the implementation of assessment years- not introducing a grant system that is fair and harmonised within even only Switzerland- the policy of tuition fees- not respecting the 80% of Swiss students that are working part-time
18
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(Bologna) - Reform ©KO
includes all aspects:
§ Curricula§ Structure: undergraduate, graduate, doctoral
levels
§ Teaching methods and technologies
§ Performance control: ECTS, Examinations, etc.
§ Student administration
§ Quality Assurance in every Step
§ è Completion 2005
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To study at ETH ZürichZahlen: Stand heute
DurationG
radu
ate
Leve
lB
ache
lor
Leve
l
Gra
duat
eS
tudi
es
Doctorat
Master
(Total 3‘000)
Bachelor
(Total 6‘000)
(Total 3‘000)
2‘200/Jahr
1‘600/ year
500/year
1‘500/yearExternalMasters
200/year
1‘000/Jahr
Ph.D.
500
ExternalBachelors
400
500/yearAustritte
changingsubjects
100
19
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NewProfiles UndergraduateCore Competences
§ Broad Education in Basic Sciences: Math, PhysicsChemistry, Computer Science, Biology
§ Solid Basic Knowledge of the Discipline
§ Methodological and Scientific Thinking
§ Including Humanities and Social Sciences
§ Scientific english (starting year 2)
§ Experience in team work, practical work
§ Optimal Preparation for Graduate Programmes at ETH and at other leading Universities worldwide
§ Concentration and advanced placement in Master Coursespossible
§ No particular preparation for entering the job market
§ Limited study time: < 5 years
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New Profiles: Graduates (Master)
§ Scientific Specialization§ First Research experience through collaboration
in a research group
§ Master thesis (~6 Months)§ fast tracks into the doctorate for the excellent
students
§ elite programs
§ joint master programs with other universities
and:introduction into management, finance, human
resource
20
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Students 1999 – 2007 (Projections)
Graduates
Undergraduates
0
2'000
4'000
6'000
8'000
10'000
12'000
14'000
1999
2000
2001
2002
2003
2004
2005
2006
2007
Bachelor Students
PhD und Postgraduate Students
Master Students
Total Studierende ETH Zürich
Diplomstudierende
Doktorierende + NDS
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§ Higher Education in Switzerland
§ ETH
§ Innovating Teaching- Bologna Reform- Quality - New Teaching Technologies- Networking, Internationalization
21
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Quality: Teachers and Teaching
§ Teaching qualification at the moment of the hiring
§ Evaluation by students, alumni, peers
§ Benchmarking (SPINE Project)
§ Center for teaching and learning
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- Teaching- Curricula- Labor market perspectives
- Research: quality, productivity, relevance- Internationalization- Academic staff: qualifications, satisfaction- Infrastructure, facilities- Administration- Hiring Process
Quality: what should be evaluated?
22
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- clear emphasis on improvement function- control function marginal
- different modules: consider combined picture- define owners: who drives the process, who gets to see the
results
- get those concerned involved
- results open to those with a vested interest
clearly define how results will be used: what are the consequences
Model ETH: Ground Rules
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§ Course evaluation by students
§ Auto-evaluation of the yearly teaching performance
§ Self-evaluation of department
§ External assessment (peers and others)
§ Assessment by alumni
Model ETH: Modules
23
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Modules (continued)Modules (continued)
§ History of a diploma student
§ Study times
§ Statistics on perspectives on the job market
§ Interviews with chief personnel officers in big companies (planned)
§ Evaluation of infrastructure and administrative services
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Course Evaluation by Students
4 - part questionnaire
§ 3 Rector’s questions
§ Department’s questions
§ Lecturer’s questions
§ open questions
24
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§Rector’s questions identical for the whole university
§Department’s questions chosen by the departmental committee for teaching and learning (1/3 students, 1/3 teaching assistants, 1/3 faculty)
§Lecturer’s questions: course dependent
§results determined neutrally, anonymously
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§Discussion of the results in class
§Results parts 3 and 4 remain with the lecturer
§Results parts 1 and 2 published in departmental internet, discussed in the committee for teaching and learning, recommendation to lecturer and department chair
§Analysis of answers to Rector’s questions in rectors office, discussion with Department Chair, if necessary action
25
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Course evaluation: experiencesCourse evaluation: experiences
§Positive reactions by students and faculty
§significant results, localization of problem spots
§actions for improvement
§further insights
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External AssessmentExternal Assessment
- One department at the time
- External committee determined by school management (peers, leaders from industry, maybe from government), 8 - 10 members
- Same committee in Lausanne and in Zürich
- one full week, meetings with all members of the department, students, visits of premises
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
External AssessmentExternal Assessment
§ three meetings with school management
§ oral debriefing behind closed doors
§ written report with recommendations
§ department gives a written opinion, proposes measures
§ management decides measures
§ lasting effect, high cost
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Assessment by AlumniAssessment by Alumni
- Questionnaire to alumni 3, 4, 5 years after they left the school
- questions about professional development, present job, position, salary
- university education in retrospective
- importance of particular fields
- fields missing from curriculum
- Importance of various aspects, contribution of ETH, (benchmarking with MIT)
- assessment of courses and lecturers
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
Assessment by Alumni (cont.)Assessment by Alumni (cont.)
§Consequences- new focussing of course offering- revision of curricula- action in case of important, but poorly taught
courses
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- Time to diploma / doctorate; theoretical versus actual values
- Dropouts- Change of subject
Analysis of study times
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
- Finding a job
- Happiness with the job found
- Area of work: does it correspond to what you have studied at ETH
Perspectives on the Job Market
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- Modules combined give a multifaceted picture of teaching, research and services at ETH
- only some of the results are truly helpful as tools for leadership
- Direct participation of everybody involved generates a positive, supporting attitude
- Initial fear and aversion disappeared
Conclusions
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- Flexibility: adjust evaluation to the particular aspect under scrutiny, to the particular situation
- Respect freedom of teaching and research
- protection of privacy- there is no universal concept of what is good
teaching
Conclusions (cont.)
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- High costs: personnel and financial
- Example: Auto-evaluation and Peer-review for the Department of Civil Engineering (22 senior faculty, 850 students):
- 54 man-months, 80’000 US$
- Danger of wear and tear
Conclusions (cont.)
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- Evaluation has to be process oriented: who looks at what, for what purpose, by which means, with the help of whom
- Who draws when which conclusions
Conclusions (cont.)
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Conclusions (cont.)Conclusions (cont.)
- used with moderation
- interpreted with modesty and caution- with the willingness to draw conclusions and
consequences
- evaluation is an invaluable and unavoidable tool to further and to assure quality
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§ Higher Education in Switzerland
§ ETH
§ Innovating Teaching- Bologna Reform- Quality
- New Teaching Technologies- Networking, Internationalization
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Who is teaching?
§ Major courses are taught by professors§ Teaching load between 4 -6 semester hours
in 2 semesters of 14 weeks each§ Exercise sessions, lab courses etc. with the
help of the doctoral students = assistants (they all get a salary of 2000€ up)
§ some auxiliary work is done by the master students
Compulsory (in part) courses in teaching technologies for assistants
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New teaching technologies
§ Funding of Innovative Teaching Projects- 2 - 4 Mio. € per Year
- 50 Projects
§ Support offered by ETH Learning Center- NET (Network for educational technologies)
- Center for didactics
- ETH tools
- Center for continuing education
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Prof. Dr.Dr.h.c.K. OsterwalderRektor, ETH Zürich
§ Higher Education in Switzerland
§ ETH
§ Innovating Teaching- Bologna Reform- Quality - New Teaching Technologies- Networking, Internationalization
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National Co-operation ©KO
University Network Zurich
Examples§ Free Access to all Courses of ETH and University
of Zurich for all Students
§ Joint Language Learning Center§ Joint Master Program in Microbiology (Starts
Autumn 2002)§ Joint Master Program in Finance (Starts Autumn
2002)§ Coordinated Bachelor and Master Program in
Chemistry§ Intensive Collaboration in Social Sciences and
Humanities
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National Co-operation ©KO
Other Examples
§ EPF Lausanne: - Telepoly, continuing Education, etc.
§ University of Basel:- Pharmaceutical Chemistry
§ Università della Svizzera Italiana:- Building Construction, Energy Policy and Economics
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International Co-operation ©KO
IDEA League
Imperial College, TU Delft, ETH Zurich, RWTH Aachen
§ A small and exclusive Network for- a close collaboration on strategic policy issues,
- the exchange of ideas and expertise,
- a shared notion of quality- joint activities (internationalisation of education,
common research interests, human resource development etc.)
- the use of collective power to attract more funding and to influence Europe’s policy in research and education
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International Co-operation ©KO
IDEA League - Activities
§ Quality Assurance: 9 common principles
§ Comparison of curricula (input)
§ Definition of quality profiles at Bachelor‘s and Master‘s level (outcome)
§ Recognition of degrees(undergraduates and graduates of the partner universities are treated as the own ones)
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International Co-operation ©KO
UNITECH International: The Partners
RWTH Aachen
UPC Barcelona
TU Delft
Chalmers, Göteborg
Imperial CollegeLondon
ParisTech /Ecole Polytechnique
Politecnico di Milano
ETH Zurich
Academic Partners
ABB (Switzerland)
DaimlerChrysler
Degussa
Gruppo Falck
F. Hoffmann-La Roche
Hilti
IBM
L’Oréal
Mapei
Philips
Corporate Partners
PSA Peugeot Citroën
Shell
Siemens
Unaxis
ZF Friedrichshafen
usw.
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UNITECH International ©KO
Complementing academic excellence
Home University educates excellent specialists:§ solid base education§ excellent engineering background§ leading edge research
UNITECH trains students to be broader generalists:§ cross cultural experience§ language skills§ interpersonal skills§ understanding of management principles
§ practical experience in industry
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OUTLOOK ©KO
ETH wants
§ to finish the curricular reform by 2005
§ to take a lead in Switzerland and in Europe§ to strengthen its student recruitment world-wide in
collaboration with IDEA League partners§ to intensify collaboration with North America and with
the far East§ To build up and to strengthen collaboration in research
and in education particularly with institutions in southern and in eastern Europe, in south America and in India
Major problems to be solved
§ Financial aspects
§ Immigration laws, recognition of degrees