@inproceedings{Boentert2019,
  author    = {Boentert, Annika},
  title     = {Rethinking Quality Managament: Designing internal quality assurance and external accreditation as learning opportunities},
  organization    = {EAIR - European Association for Institutional Research},
  year      = {2019},
  abstract  = {The quality management system of FH M{\"u}nster, a German university of applied sciences with 15.000 students, was established ten years ago. The main goal was to systematically foster reflection on quality issues in all faculties. In 2016, the concept was transferred to the level of institutional reaccreditation: A procedure called „cumulative accreditation" was implemented, including e.g. a public symposium. On both levels, the author experienced that joint reflection on quality issues may encourage academics to change habits and improve study programmes. However, sometimes desirable changes will not happen. Instead of asking for sanctions and incentives, the article suggests another approach: the creation of learning opportunities for university members.},
  language  = {en}
}
@inproceedings{HarthPanke2019,
  author    = {Harth, Thilo and Panke, Stefanie},
  title     = {Creating Effective Physical Learning Spaces in the Digital Age - Results of a Student-Centered Design Thinking Workshop},
  series = {Association for the Advancement of Computing in Education (Hrsg.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education},
  booktitle = {Association for the Advancement of Computing in Education (Hrsg.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education},
  editor    = {Carliner, Saul},
  address   = {New Orleans, US},
  isbn      = {ISBN 978-1-939797-45-2},
  pages     = {284 -- 294},
  year      = {2019},
  abstract  = {Learn anything, anytime, anywhere is the mantra for learning in the digital age. Digital learning opportunities are increasingly challenging traditional classroom learning - but what does this mean for the conceptual design and design-in-use of campus spaces as learning locations? Does space really not matter in learning? During a two-day design thinking workshop an interdisciplinary group of 17 students produced ideas for new learning spaces and mapped out their spatial learning journeys through campus offerings and daily routines. The article describes the workshop concept and resulting insights gleaned from interviews, customer journeys, and prototyping. It offers ideas and examples for creating inviting learning spaces and cultures that focus on co-presence both with and without digital tools.},
  language  = {en}
}
@inproceedings{Boentert2019,
  author    = {Boentert, Annika},
  title     = {Systemreakkreditierung als Entwicklungsimpuls. Das Modell der FH M{\"u}nster},
  series = {Systeme im Wandel. Hochschulen auf neuen Wegen},
  booktitle = {Systeme im Wandel. Hochschulen auf neuen Wegen},
  editor    = {Mitterauer, Lukas and Pohlenz, Philipp and Harris-H{\"u}mmert, Susan},
  publisher = {Waxmann Verlag},
  address   = {M{\"u}nster},
  organization    = {Arbeitskreis Hochschulen der DeGEval},
  isbn      = {978-3-8309-4052-4},
  pages     = {65 -- 75},
  year      = {2019},
  abstract  = {Als erste deutsche Hochschule wurde die FH M{\"u}nster im Sommer 2017 systemreakkreditiert. Grundlage der Akkreditierungsentscheidung war ein Konzept, das die Hochschule im Herbst 2014 im Kontext der Experimentierklausel" des Akkreditierungsrats entwickelt hatte. Mittlerweile st{\"o}ßt dieses Konzept auf reges Interesse bei anderen systemakkreditierten Hochschulen, bietet doch das ge{\"a}nderte Akkreditierungsrecht seit Januar 2018 explizit die M{\"o}glichkeit, in Abstimmung mit dem Akkreditierungsrat und der jeweils zust{\"a}ndigen Wissenschaftsbeh{\"o}rde „alternative Akkreditierungsverfahren" zu gestalten Vor diesem Hintergrund erl{\"a}utert der Aufsatz den Kontext der Experimentierklausel, das Reakkreditierungsverfahren der FH M{\"u}nster und die Neugestaltung des Akkreditierungsrechts. Vor allem aber werden die Gr{\"u}nde, die zur Entwicklung des neuen Ansatzes f{\"u}hrten, dargestellt, bevor dann das kumulative Akkreditierungskonzept der FH M{\"u}nster skizziert wird. Die Ausarbeitung schließt mit ersten Hinweisen darauf, welche Argumente bei der Entscheidung zwischen einem alternativen - hier: kumulativen - und einem konventionellen Reakkreditierungsverfahren abzuw{\"a}gen sind.},
  language  = {de}
}