Grundlagen des internationalen Wissenschaftssystems

Wirtschafts- und Sozialwissenschaften

Version 7.0 vom 31.05.2021

22M0936

Foundations of the International Higher Education System

Hochschul- und Wissenschaftsmanagement (MBA)

4

The module "Grundlagen des internatinoalen Wissenschaftssystems" provides an overview and introduction into higher education and research systems, the types of institutions, the actors and stakeholders and their various roles and interests. Higher education and science have to be analysed in their context, including historical developments and the broader national education and science systems; including primary, secondary and vocational education as well as various research institutions (e.g. Max Planck, Helmholz and other institutes in Germany) and industrial research providers. This wider context has an impact on the way higher education and research institutes are functioning and organised within the „knowledge sector“.

Within these systems and institutions, various actors perform their own functions from the perspective of their own (individual) expectations. In addition, there are several external stakeholders that try to influence knowledge institutions or are affected by them, such as industry, political parties, parents of students, quality assurance agencies, etc. This module tries to analyse the dynamics between all these actors, which create the day-to-day reality in which participants of the module have to operate.

In addition, education and research systems differ from country to country, though European policies try to set common objectives and structures for higher education and research. At the same time, many governments try to stimulate diversity within their higher education and science systems, in order to meet the needs and capacities of students, employers, industry and society at large. This module explores the direct and indirect consequences for higher education and research institutions.

1. Die deutsche Geschichte der Hochschulen und die Entwicklung und Ausdifferenzierung der Wissenschaften unter Berücksichtigung der gesellschaftlich-historischen, ökonomischen, kulturellen und politischen Rahmenbedingungen (auf Deutch)
1.1. Entstehung und Entwicklung der europäischen Universitätsidee im Ausgang des Mittelalters
1.2. Der Einfluss der Reformation auf die Hochschulentwicklung in Deutschland und die Revolution im Wissenschaftsverständnis durch die Entstehung der modernen Naturwissenschaften
1.3. Die Universitäts- und Bildungsidee Wilhelm von Humboldts
1.4. Der Struktur- und Funktionswandel von Wissenschaft und Bildung: Kontext der Industrialisierung
1.5. Die Geschichte der deutschen Universität seit dem Nationalsozialismus
1.6. Schlussfolgerungen aus den historischen Hintergründen für die heutige Hochschullandschaft

2. Structures, actors, relationships and objectives in higher education and science systems
2.1. Institutions and actors in German higher education
2.2. Stakeholder analysis in the German higher education and science sector
2.3. Examples of education and research systems: an international comparison

3. Diversity and profiling in higher education and science
3.1. Diversity and profiling: concepts and policy objectives
3.2. Measuring diversity: University rankings and their impact on national and institutional policies
3.3. Diversity in higher education and science systems: simulation exercise (Lego game)

4. International and supranational developments in the higher education and science systems
4.1. Developments and environmental change and their impact on higher education (institutions)
4.2. Understanding the German higher education system in view of international developments like the Bologna process, Europe 2020 and the Modernization of Higher Education.

Wissensverbreiterung
The students who successfully completed this module:

• are knowledgable about the history of German higher education and science and how that resonates in the contemporary higher education and science system.
• have a better overview of the various actors and stakeholders and their roles and perspectives in the (German) higher education and science system.
• have a better understanding of diversity and profiling in higher education and the working of university rankings.
• know how to contextualise German (higher) education and science within the framework of international systems and the European developments towards modernisation of higher education and science (e.g. through the Bologna and Europe 2020 processes).
Wissensvertiefung
The students who successfully completed this module:

• know how to discuss and apply basic concepts, structures and policy discussion in the German and international higher education and science systems, contexts and (historical) developments.
• are able to critically assess the roles of various higher education and science stakeholders on issues like diversity and profiling, modernisation and ranking of higher education and science organisations and systems.
Können - instrumentale Kompetenz
The students who successfully completed this module:

• can apply a critical stakeholder analysis to their own higher education and science organisation.
• can critically assess and discuss the system characteristics of a higher education and science system.
• can translate international higher education and science agendas to their own organisation, e.g. the implications of the European Modernisation Agenda.
Können - kommunikative Kompetenz
The students who successfully completed this module:

• have experienced and learned to critically discuss stakeholder relationships and their consequences.
• have experienced to develop a fictional higher education and science system within a group simulation exercise, to experiment with different roles and fundtions of various types of higher education and science institutions and programmes.
Können - systemische Kompetenz
The students who successfully completed this module:

• are prepared for the academic and policy discussions on complex higher education and science policy discussions in a historical and international system perspective.

The concept of this course is based upon a mixture of seminars, group discussions, a simulation exercise (Lego game) and project order for the students. If possible external experts should be involved.

None

Vossensteyn, Hans

• Wortmann, Rolf
• Vossensteyn, Hans

5

• Beacher T., Kogan, M. (1992). Process and Structure in Higher Education, second edition, London/New York: Routledge. Chapter 1 Introduction (pp. 1-5), Chapter 4 The working of the whole system (pp. 50-66).
• Reichert, S. (2009). Institutional Differentiation in European higher education, Tensions and challenges for policy makers, EUA, Brussels: European University Association, pp. 1-20.
• Education systems: eacea.ec.europa.eu/education/eurydice/index_en.php (look into the Eurypedia database (using topics or countries)
• Science systems: erawatch.jrc.ec.europa.eu
• Higher education in the USA: en.wikipedia.org/wiki/Education_in_the_United_States
• OECD (2008), Tertiary Education for the Knowledge Society, OECD Thematic Review of Tertiary Education: Synthesis Report, Paris: OECD.
• European Commission (2011), Supporting growth and jobs – an agenda for the modernisation of Europe's higher education systems, Brussels: European Commission COM (2011) 567/2.
• CHEPS (2010), The European Classification of Higher Education Institutions, Enschede/Brussels: CHEPS/European Commission. (Read Part 1 pp. 1-45)
  
  Weitere Literatur und weiterführende Hinweise sind zusammengefasst in einem Reader, den alle Studierenden vor Beginn der ersten Selbstlernphase erhalten.

• Mündliche Prüfung
• Hausarbeit

1 Semester

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Deutsch und Englisch