and Master Programmes in German Higher Education Institutions

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The differences between sectors at the Master level correspond with those at the Bachelorlevel: Universities prefer to offer 3 year Bachelor and 2 year Master degrees, while a higherpercentage of FHs decides for 4 year Bachelor and a shorter Master degree: 56% of FHMaster programmes are 1 ½ years or less, while only 22% of university programmes are.Table 6: Nominal length of time to complete Master programmes, by sector; in number andpercent
ever, 8% of the programmes 17 include compulsary internships. More international Bachelorprogrammes are university programmes: 191 university Bachelor programmes (or 62% ofall university Bachelor programmes) are listed as being international, compared with just 60FH Bachelor programmes (or 42% of all FH Bachelor programmes). At the Master level thedifferences between the sectors are not so great: there are 64 international university programmes(37% of all university Master programmes), compared with 45 international FHprogrammes (42% of all FH Master programmes).3.2 EnrolmentWhile data on the number and type of Bachelor and Master degrees, has been available forsome time (HRK Hochschulkompass, Jahn 1998, 2000, 2001), data on student enrolment inB/M became available only very recently. Winter semester 1999/2000 is the first semesterfor which the Statistisches Bundesamt collected data on student enrolment in the new degrees,in winter semester 2000/20001, data on B/M graduates was added. The data gives afirst impression of the quantitative significance of the B/M from the perspective of students.3.2.1 Enrolment in B/M versus traditional programmesOverall Enrolment. Table 8 shows the overall distribution of enrolment between the differenttypes of higher education institutions. The university sector accounts for about twothirds of students (64%), if Gesamthochschulen 18 , Schools of Education (PädagogischeHochschulen) and Theological Schools (Theologische Hochschulen) are included, even for74% of students 19 .Table 8: Total student enrolment by type of higher education institution, number and percentageof total higher education enrolmenttotal enrolmentpercentageUniversities 1.154.054 (1.091.178) 64% (63%)Gesamthochschulen 139.390 (135.561) 8% (8%)Pädagogische HS 15.029 (14.951) 1% (1%)Theologische HS 2.517 (2187)
Page 1: SURVEYThe Introduction of Bachelor-
Page 4 and 5: 4.3 Programme development: strategi
Page 8 and 9: The major research instrument used
Page 10 and 11: 1.2 OutlineThe second chapter of th
Page 12 and 13: quiring that new B/M be submitted f
Page 14 and 15: • Bachelor programmes should conc
Page 16 and 17: constitutes a step back compared to
Page 19 and 20: 3 Major facts concerning the introd
Page 21: Table 4: Titles of Master degrees,
Page 25 and 26: Other 11 4 0Note: Classification fo
Page 27 and 28: 4 The implementation processThis se
Page 29 and 30: the process of introducing Bachelor
Page 31 and 32: Note: Not all respondents answered
Page 33 and 34: Finally, our survey asked responden
Page 35 and 36: (or 50%) in the TU sector. Some res
Page 37 and 38: 4.3.5 New forms of deliveryOur surv
Page 39 and 40: According to our survey, universiti
Page 41 and 42: 4.3.8 Credit point systemsOur surve
Page 43 and 44: Table 30: B/M that received officia
Page 45 and 46: Table 33: Practical vs. theoretical
Page 47 and 48: 5 Expected effectsThis section repo
Page 49 and 50: 6 Co-ordination of demand and suppl
Page 51 and 52: Ernesto Estrada Araque 51que el pen
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Page 59 and 60: 9 Major results and discussion9.1 Q
Page 61 and 62: press their intention to introduce
Page 63 and 64: papers by umbrella organisations. A
Page 65 and 66: council (2001) indirectly favours d
Page 67 and 68: Aim (“Ausrichtung”) of Bachelor
Page 69 and 70: Institutions are polarised with reg
Page 71: In the discussion about the B/M str
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(and consequent changes in the high
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when the institutions had to make t
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11 ReferencesAkkreditierungsrat (20
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Wissenschaftsrat (2000): Empfehlung
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12.2 QuestionnaireFragebogen zur Ei
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4. Welche Rolle spielt die Hochschu
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9. Wie schätzt die Hochschulleitun
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B. Motive und Ziele bei der Einfüh
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15. Welche Rolle spielen externe Be
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18. Inwiefern ist geplant, die Einf
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23. Strebt die Hochschulleitung Zus
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28. Welche der folgenden Tendenzen
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Master:Vorrangig berufsorientiertVo
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36. Bitte beantworten Sie Frage 35
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41. Gibt es für die Einführung vo
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Fachhochschule Lippe F 27Fachhochsc
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Bauhaus-Universität Weimar U 87Bay
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