and Master Programmes in German Higher Education Institutions

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clearly defined, three mentioned that quality should be measured ex-ante rather than expost,two mentioned that too many special interest groups are involved in defining quality,and one mentioned that the evaluation shouldn’t be limited to individual study programmesbut should be carried out for whole subject areas. Three respondents mentioned that theprocess should be voluntary, and four respondents said that their institutions are (currently)subjected to double quality procedures—accreditation and Land study programme recognitionprocedures. One respondent mentioned that the function of accreditation should be different—morerelated to the marketing strategy of the institution (rather than as a prerequisitefor state recognition of programmes), and should increase the freedom of institutions.One respondent complained that the rather administrative/bureaucratic approach to accreditationis detrimental to innovative/experimental aspects of B/M.In light of the small number of B/M accredited so far, we asked if the institutions are or willbe seeking to accredit (additional) Bachelor and Master programmes. The large majority ofrespondents in all three sectors 68 indicated that their institutions would be seeking to accreditprogrammes through the national accrediting agencies (the Akkreditierungsrat, orfrom agencies licensed by this organisation). Only a few institutions (7 or 13% in the FHsector, 3 or 5% in the university sector, and 1 or 6% in among the TUs) indicated that theywould be seeking to accredit Bachelor and Master programmes through other agencies. Afew respondents (5 or 9% in the FH sector, 10 or 18% in the university sector, and 2 or 13%in among the TUs) indicated that their institutions would not be seeking to accredit (further)Bachelor and Master programmes, but would be taking another approach to quality assurance.The most frequently-mentioned other approach to quality assessment (6 institutions)involved internal procedures. Two respondents mentioned state degree recognition procedures,two mentioned student evaluations, and two mentioned evaluation within a networkof institutions. Single respondents mentioned other procedures: subject-area reviews,teacher evaluation, work with alumni, and evaluation based on basic quality standards of theold programmes. One respondent mentioned wishing to pursue partial accreditation in combinationwith building up a good institutional image.Table 42: Will your institution be seeking to accredit (further) B/M programmes? Responsesby sector; number and percentage givenYes, using nationalaccreditation agenciesYes, through otheragenciesFH 42 (75%) 7 (13%) 5 (9%)Uni 37 (66%) 3 (5%) 10 (18%)TU 14 (88%) 1 (6%) 2 (13%)Multiple answer possible. Source: CHEPS/CHE Survey data.No, following anotherapproach to qualityassurance8.2 FundingOur survey asked respondents to indicate whether or not additional (external) funding hadbeen received for the development of Bachelor and Master degree programmes 69 . In the68 42 or 75% in FH sector, 37 or 66% in the university sector, and 14 or 88% in the TU sector69 Multiple answer possible here, so totals do not add up to 100%.56
three main sectors, around half of the respondents indicated that no additional funding hadbeen received: 31 (or 55%) in the FH sector, 33 (or 59%) in the university sector, and 8 (or50%) in the TU sector. The most popular type of funding reported was public funding fromorganisations such as the DAAD: 16 (or 29%) of FHs, 17 (or 30%) of universities, and 10(or 63%) of TUs reported receiving this type of funding. Direct governmental funding wasreceived by some FHs and universities: 13 (or 23%) of FHs and 5 (or 9%) of universitiesand 2 (or 13%) of the TUs. Around 10% of the institutions in all three sectors reported thatprivate finance had been received 70 . A total of 10 institutions (5 in the FH sector and 5 inthe university sector) reported receiving other types of funding, such as student fees, owninstitutional funding, Länder finance, and funds from various organisations (CPC, BLK).70 6 or 11% of FHs, 5 or 9% of universities, and 2 or 13% of TUs reported receiving private funding.57
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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
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
Page 53: 7.4 Co-operation with industry 64In
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
Page 74 and 75: (and consequent changes in the high
Page 76 and 77: when the institutions had to make t
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
Page 88 and 89: 9. Wie schätzt die Hochschulleitun
Page 90 and 91: B. Motive und Ziele bei der Einfüh
Page 92 and 93: 15. Welche Rolle spielen externe Be
Page 94 and 95: 18. Inwiefern ist geplant, die Einf
Page 96 and 97: 23. Strebt die Hochschulleitung Zus
Page 98 and 99: 28. Welche der folgenden Tendenzen
Page 100 and 101: Master:Vorrangig berufsorientiertVo
Page 102 and 103: 36. Bitte beantworten Sie Frage 35
Page 104 and 105: 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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