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The quality management system of FH Münster, 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.
The article explains how an “Academic Scorecard” may help to build a bridge between operational and strategic management. First, we will have a closer look at the problem of the “strategic gap”, before the basic concept of the Balanced Scorehand is explained. Then, the Academic Scorecard will be introduced and applied to the sphere of internationalisation. We illustrate how a scorecard can be developed and end with some recommendations.
Teaching and learning in international and thus intercultural contexts places special demands on the conception of trainings. The same holds true for online or distance learning. Taken together, both factors – training in an intercultural and online context – pose specific didactic and technical challenges. Against the background of the COVID-19 pandemic all international training programmes under the umbrella of the Higher Education Management Programme at FH Münster –University of Applied Sciences had to be held online. In the article on hand we share our experiences with online training for actors in the higher education area from developing and emerging countries and discuss its specific demands along the lines of common criteria for effective learning.
Teaching People to program is a crucial requirement for our society to deal with the complexity of 21st-century challenges. In many teaching systems, the student is required to use a particular programming language or development environment. This paper presents an intelligent tutoring system to support blended learning scenarios, where the students can choose their programming language and development environment. For that, the system provides an interface where the students request test data and submit results to unit test their algorithms. The submitted results are analyzed by a machine learning system that detects common errors and provides adaptive feedback to the student. With this system, we are focusing on teaching algorithms rather than specific programming language semantics. The technical evaluation tested with the implementation of Mean and Median algorithm shows that the system can distinguish between error cases with an error rate under 20%. A first survey, with a small group of students, shows that the system helps them detect common errors and arrive at a correct/valid solution. We are in the process of testing the system with a larger group of students for gathering statistically reliable data.
Disruption, Machine Learning, Internet of Things, Augmented Reality, Industry 4.0 and Rapid Prototyping are just a selection of the buzzwords that come up in connection with the rapid changes in the professional world and society brought about by digitalisation. As frequently occurs when buzzwords are used, their exact meaning is unknown, or remains unquestioned, but the use of them is nevertheless excessive. In this way, the buzzword ‘digital native’ assumes that an entire generation has a command of digital skills simply because they were born into this world and use digital media naturally. Which skills profiles this generation, and therefore a majority of today’s students, actually command, remains vague however, and is rarely explored systematically. The same is true of the specific formulation of necessary skills profiles in the digital world for higher education graduates. In the debate around higher education institutions, the description of the swift digital transition (with or without buzzwords) is not usually followed by a revision of existing curricula. This article describes strategic considerations for a better fit between the skills demanded of students and the challenges of the digital world.