Professor Dr. Volker Linneweber, President of Saarland University, is “University Manager of the Year 2016”
Professor Dr. Volker Linneweber, President of Saarland University, is “University Manager of the Year 2016”. The award, presented by the weekly newspaper DIE ZEIT and the CHE Centre for Higher Education, aims to pay tribute to managers of German higher education institutions who have shaped the development of their organisation with outstanding leadership and initiated innovative change processes. The award ceremony will take place during the ZEIT conference entitled “Hochschule & Bildung. Die vermessene Hochschule” in Berlin on 22 November 2016
Wanted: University Manager of the Year 2016 – six university managers nominated for the award
The CHE Centre for Higher Education and the weekly newspaper DIE ZEIT present the “University Manager of the Year” award again this year. A jury has nominated six university managers for the award, all of whom have shaped the development of their higher education institution with outstanding leadership and initiated innovative change processes. The title will be awarded on 21 November.
What professors expect from first-year students: logical reasoning, independent learning and personal commitment
What skills should a student possess to study law, medicine or electrical engineering? This was the question the CHE Centre for Higher Education asked professors in Germany. In addition to skills necessary for almost all subjects, there are also explicit subject-specific profiles concerning the expected capabilities.
More than 18,000 degree programmes in Germany – good reasons for such diversity
Overstretched, overspecialised and lacking transparency for prospective students: this is how some education experts have evaluated the range of degree programmes offered in Germany. However, an analysis conducted by the CHE Centre for Higher Education has come to a different result. There has only been a slight increase in undergraduate degree programmes that first-year students can choose from, and there are good reasons for the increasing diversity of these majors.
Sharp drop in number of student loans
The number of student loan agreements signed in 2015 has fallen by almost ten per cent compared to the previous year. What is more, students rarely use the maximum volume of credit available. In its Student Loan Test 2016, the CHE Centre for Higher Education analysed 39 different students loans and highlighted the criteria students need to watch out for when opting for a loan.
Winter semester 2016/17: highest proportion of degree programmes with a numerus clausus in Hamburg and Bremen
In many subjects, Abitur certificate holders must get past the numerus clausus (NC) before being able to start university. In the upcoming winter semester 2016/17, there are once again major differences in numerus clausus restrictions between the various federal states of Germany. This is the finding of an evaluation conducted by the CHE Centre for Higher Education, which also reports for the first time the proportion of degree programmes with a numerus clausus in Germany’s most popular university cities.
U-Multirank: Agreement with Chinese universities
U-Multirank is further expanding the breadth of universities in its web tool (www.umultirank.org) by partnering with the Chinese Higher Education Evaluation Center (HEEC) of the Ministry of Education. Last week the U-Multirank consortium, represented by project leader, Professor Frank Ziegele and the HEEC’s director general, Professor Wu Yan signed an agreement to launch a pilot project to bring Chinese universities into U-Multirank. The agreement was signed at Xiamen University – a proud U-Multirank participant since 2014.
National Programme to Improve the Quality of Teacher Training: future issues rarely addressed
All projects within the National Programme to Improve the Quality of Teacher Training, supported by the Federation and the federal states, have now been launched. A systematic overview of these projects is now available for the first time in a special publication issued by Monitor Lehrerbildung. The result: in spite of covering a wide range of topics, key issues concerning the future, such as digitisation and strategic recruitment, are underrepresented.
Third Mission: few universities of applied sciences have a clear focus
In the face of the growing competition for external funding, top personnel and students, it is becoming increasingly important for Germany’s higher education institutions to shape their own individual profile. An analysis by the CHE Centre for Higher Education reveals for the first time the extent to which universities of applied sciences have created distinct profiles in the areas of research and Third Mission.
CHE University Ranking 2016: up-to-date orientation for prospective students
Students assess their study conditions in the latest CHE University Ranking, which is published today in the ZEIT Study Guide 2016/17. One third of all subjects are reassessed each year. The subjects reassessed this year were Architecture, Civil and Environmental Engineering, Applied Science, Electrical Engineering and Information Engineering, Mechanical Engineering, Material Engineering/Materials Science, Bioengineering, Chemical Engineering, Process Engineering, Mechatronics, Chemistry, Biology, Psychology, German Language and Literature, English/North American Studies, Education Science and Romance Studies
(How) Can I get a place at university? – Overview of admission procedures and opportunities
Prospective students’ chances of obtaining a place on a programme in medicine, psychology or business administration differ depending on their qualifications or Abitur grade. In addition, higher education institutions’ admission procedures for prospective students are often difficult to understand. A publication by the CHE Centre for Higher Education provides answers to the most important questions regarding numerus clausus (NC) or restricted entry, waiting times and selection procedures.
New academic support team for joint Federal and Länder initiative “Open Universities” gets to work
CHE belongs to a consortium that has been commissioned by the Federal Ministry of Education and Research (BMBF) to support higher education projects in the whole of Germany in their endeavours to create more permeability between vocational education and higher education. The FernUniversität in Hagen has primary responsibility for the project. Other partners include the Carl von Ossietzky University of Oldenburg and TU Dortmund University. The new academic support team, initially engaged until summer 2019, commenced work with an introductory workshop.
U-Multirank releases third global university rankings: US research dominance hides diverse strengths in global higher education
Today U-Multirank, the largest global university ranking, has published its latest release of data online (www.umultirank.org), revealing that, while American universities continue to dominate research performance, the picture is far more diverse when it comes to teaching and other strengths.
The third annual edition of U-Multirank is the largest since its launch in 2014 featuring over 1,300 universities, from more than 90 countries, with more than 3,250 faculties and 10,700 study programmes. It includes over 27,000 performance scores at an institutional level alone and another 66,000 in 13 subject areas, many of which are included for the first time.
One in five students use the entire range of digital media
The use of digital media varies considerably from subject to subject. Computer science students in particular make full use of the wide range of technical possibilities available. On the whole, the majority of students are rather conservative in their use of digital media. This is the conclusion reached by a study conducted by the CHE Centre for Higher Education within the German Forum for Higher Education in the Digital Age (Hochschulforum Digitalisierung)
New record: 50,000 students without Abitur
Never before in Germany have so many people entered higher education without academic eligibility for entry to a university or university of applied sciences. This figure almost doubled between 2010 and 2014. These are the findings of calculations conducted by the CHE Centre for Higher Education. The demand for entering higher education without Abitur has been increasing steadily for years. While in 1997 only 8,500 or so people were studying in Germany despite having no academic higher education entrance qualification, by 2014 there were some 49,800.
Only one in ten degree programmes can also be studied part-time
Those seeking an alternative to full-time study programmes in Germany are faced with a limited choice. At present, 10.6 per cent of all degree programme can be studied part-time. Most of the 170,000 or so part-time students are drawn towards private higher education institutions.
Understanding and shaping change processes in the context of digitisation
The sustained incorporation of digital educational offerings into the real world of higher education institutions can only be achieved by applying major change processes. In a new publication by the German Forum for Higher Education in the Digital Age (Hochschulforum Digitalisierung), an investigation is made into the organisational requirements and options for introducing digital learning into teaching and study. The publications also provides information about how to specifically shape appropriate change processes with success.
New publication reveals how teacher training is coordinated within German universities
Since 2000, HEIs have increasingly created dedicated coordination centres for teacher training. The fifth publication by Monitor Lehrerbildung, released today, provides an up-to-date overview of the resources and competencies these central structures have, as well as presenting real-life examples and possible developments.
An overview: Distribution of digital learning scenarios in higher education
The spectrum of digitisation activities in higher education ranges from recordings of lectures on the internet to educational software and virtual reality offerings. A publication by the German Forum for Higher Education in the Digital Age (Hochschulforum Digitalisierung) provides an overview of the distribution and potential of digitised learning scenarios.