and Master Programmes in German Higher Education Institutions

In the discussion about the B/M structure, it is the Bachelor rather than the Master degreethat is mostly disputed. What is not yet clear is the function and status of Bachelor degree,especially with regard to the question whether it should and can be labour-market qualifying(“berufsqualifizierend”) and to what kind of professional activity it qualifies. Allowing forearly market entry is not the only possible function of the Bachelor degree – enhancing (international)student mobility, providing a better structured curriculum, allowing students tochange subject areas without dropping out of programmes, and supporting interdisciplinaryqualifications are equally relevant aims. Therefore, one can argue that it makes sense tokeep the Bachelor even if the majority of students continues their studies to the Masterlevel. However, the acceptance of Bachelor graduates on the labour market will in practicebe an importance success factor for the new system.One of the reasons for introducing the B/M structure is the fact that German degrees are notwell known internationally – it has been argued that German graduates might therefore bedisadvantaged on the international labour market and that it is not attractive for internationalstudents to acquire a German degree. Theoretically, this problem could also havebeen solved by re-labeling the German “Diplom” or “Magister” to a “Master” or, alternatively,by simply adding a translation to the degree. This solution has been ruled out by §19of the HRG, which makes the system of two cycles obligatory. Therefore, the Master degreewill not take root in Germany unless the Bachelor is established as part of the higher educationsystem.On the demand side, the future of B/M depends on their popularity with students. First ofall, the new degrees have to be known. Secondly, students have to have confidence in theirquality. As these degrees are purposefully planned and often include innovative elementslike integrated internships, study periods abroad, more options for interdisciplinary courses,and new forms of teaching and learning, their quality is relatively easy to communicate.More problematic are the labour market perspectives for Bachelor graduates. Students needclear signals from employers, or the risk of the new degree is handed on to them.As far as the institutions are concerned, the introduction of B/M is a means for them to positionthemselves in (international) markets, to demonstrate their ability to innovation, tosharpen and communicate their profile, to trigger study reform, to prove responsiveness tochanging demands from students and the labour market, to enhance co-operation with internationalpartners, and to attract able students into new (interdisciplinary) areas of research.It will depend on the incentives coming from other parts of the system, such as finance andorganisation structure, whether competitive behaviour pays off and innovation is rewarded.The success of B/M will therefore also hinge upon the progress of other aspects of highereducation reform.To conclude, the future of the B/M will depend on the attitude of employers – and the stateas employer has a leading role to play here - , students, and the incentives and competitivepressures in the higher education system that make it attractive for institutions to introducethem.71