and Master Programmes in German Higher Education Institutions

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Table 39: Interest in increased cross-sectoral co-operation, by sector; number and percentagegiven.joint Bachelor joint Master FH Bachelorgraduates admittedto Uni/TU Masterno co-operationFH 12 (21%) 30 (54%) 9 (16%)* 20 (36%)Uni 9 (16%) 11 (20%) 14 (25%) 27 (48%)TU -- -- 2 (13%) 13 (81%)* From the wording of the question it was somewhat unclear whether or not FH respondents should give an answer in thiscategory, this may explain the low response rate here. Note: multiple response possible. Source: CHEPS/CHE Surveydata.7.3 Co-operation with foreign higher education institutionsManagement of between 80 and 90% of the institutions surveyed aim for co-operation withforeign higher education institutions. The most popular types of co-operation were: jointMaster degree programmes in the Fachhochschul sector, and agreements concerning themutual recognition of credits in the university and TU sectors. Joint Bachelor degree programmeswere mentioned the least often in all three sectors, but were mentioned more oftenby FHs than by universities or TUs. Private institutions mentioned joint Master degree programmes,the admission of Bachelor graduates into Master programmes, and agreementsconcerning the mutual recognition of credits 63 .Table 40: Interest in increased co-operation with foreign higher education institutions, bysector; number and percentage given.Joint Bachelor joint Master Agreements onthe mutual admissionofBachelor graduatesinto MasterprogrammesAgreements onthe mutual recognitionofcreditsno co-operationFH 16 (29%) 34 (61%) 18 (32%) 27 (48%) 7 (13%)Uni 11 (20%) 21 (38%) 17 (30%) 28 (50%) 8 (14%)TU 2 (13%) 10 (63%) 10 (63%) 15 (94%) 1 (6%)Note: multiple answer possible. Source: CHEPS/CHE Survey data.63 Joint Master degree programmes and the admission of Bachelor graduates into Master programmes wereeach mentioned one time, and agreements concerning the mutual recognition of credits were mentioned twice.52
7.4 Co-operation with industry 64Interestingly, institutions are divided in about equal parts as to whether they want to increaseco-operation with the economy in relation to B/M. According to our respondents, asomewhat greater percentage of FHs than universities aim to increase such co-operation. Itis interesting to note that in comparison with both universities and FHs, a greater percentageof TUs do not aim to increase co-operation with industry. Percentages are given in the tablebelow. Both of the respondents from private institutions which responded to our surveyindicated that their institutions strive for intensified co-operation with industry.Table 41: Does your institution strive to intensify co-operation with industry concerningBachelor and Master degree programmes? Responses by sector; number and percentagegivenno yes no answerFH 23 (41%) 30 (54%) 3 (5%)Uni 27 (48%) 25 (45%) 4 (7%)TU 10 (63%) 6 (37%) --Source: CHEPS/CHE Survey data.A range of specific types of co-operation with industry were mentioned by the respondents.The most popular response (from 16 respondents) concerned practical periods or dual studies(programmes combining working and learning). The next most popular general category(8 responses) included other arrangements for industrial involvement within the study programmes:Master theses carried out in industry, and case studies involving industrial problems.Different types of co-operation involving determining industry’s needs 65 , curriculumdevelopment, etc. were also mentioned 8 times. The involvement of working professionalsin teaching was mentioned 5 times. Different types of financial support (subsidies for students,sponsoring professorships, etc.) were mentioned 4 times. One respondent mentionedcareer days as a form of co-operation.64 The term “industry” should here be understood to refer to the private sector/companies in general.65 One respondent mentioned co-operation in terms of designing Master degrees as training for people employedby particular companies.53
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 and 22: Table 4: Titles of Master degrees,
Page 23 and 24: ever, 8% of the programmes 17 inclu
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Page 29 and 30: the process of introducing Bachelor
Page 31 and 32: Note: Not all respondents answered
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Page 35 and 36: (or 50%) in the TU sector. Some res
Page 37 and 38: 4.3.5 New forms of deliveryOur surv
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Page 41 and 42: 4.3.8 Credit point systemsOur surve
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Page 45 and 46: Table 33: Practical vs. theoretical
Page 47 and 48: 5 Expected effectsThis section repo
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Page 61 and 62: press their intention to introduce
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Page 79 and 80: 11 ReferencesAkkreditierungsrat (20
Page 81: Wissenschaftsrat (2000): Empfehlung
Page 84 and 85: 12.2 QuestionnaireFragebogen zur Ei
Page 86 and 87: 4. Welche Rolle spielt die Hochschu
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Page 94 and 95: 18. Inwiefern ist geplant, die Einf
Page 96 and 97: 23. Strebt die Hochschulleitung Zus
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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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