Applied Higher Education Yearbook 2019: German-Chinese Perspectives and Discourses

Contents
Editors and Contributors
About the Editors
Contributors
Translator
Universities of Applied Sciences Need Good Framework Conditions. On Current Developments in the Field of Applied Higher Education in Germany and China
1 Current Developments in Applied Higher Education in Germany
1.1 Recruitment of Young Talent
1.2 Doctoral Right for Universities of Applied Sciences
1.3 Intensification of the Integration of Vocational and Academic Education
1.4 Strengthening of Applied Research and Promotion of Breakthrough Innovations
1.5 On the Guiding Principle of the Predominantly Teaching University Professor
2 On the Contributions to the Yearbook
3 German-Chinese Symposium on Application-Oriented Higher Education
The Development of Application-Oriented Disciplines at Local Universities from the Perspective of the Strategy “Made in China 2025”
1 Introduction
2 The System of Disciplines
2.1 The Origin of Disciplines
2.2 Essential Characteristics of Disciplines
3 Disciplinary Matrix and the Disciplinary Paradigm
4 Discipline Paradigm and Types of Higher Education Institutions
4.1 Discipline Paradigm and Categories of Disciplines
4.2 Discipline Paradigm and Education
4.3 Disciplinary Paradigm and Orientation of Universities
5 The Application-Oriented Paradigm of the Discipline
6 Strategic Measures for the Construction of Application-Oriented Disciplines
6.1 Institutional Innovations That Help Overcome the Organizational System of the Research-Oriented Paradigm
6.2 Innovative Policy as an Effective Guarantee for the Implementation of the Application-Oriented Paradigm
References
An Investigation of the Teaching Paradigm from the Perspective of the Recipient Side and Against the Background of the Development of Emerging Engineering Education
1 Introduction
2 University Teaching from a Reception Perspective
3 Analysis of the Reception Dimensions of the Recipients of University Teaching
3.1 Subjectivity of the Recipients
3.2 Reception Initiative of the Recipients
3.3 Reception Differences Among the Recipients
3.4 Reception Degree of the Recipients
4 The Relationship Between the Construction of Emerging Engineering Education and University Teaching from the Perspective of the Recipient Side
4.1 Value Orientation in the Construction of Emerging Engineering Education Provides Behavior Orientation in University Teaching
4.2 Promoting the Construction of Emerging Engineering Education Through University Teaching Based on the Recipient Side
4.3 Role Changes of Teachers and Students in the Context of the Construction of Emerging Engineering Education
5 Integration and Innovation of the Student-Centred Teaching Paradigm
5.1 The General Way for the Integration and Innovation of the New Teaching Paradigm
5.2 Adaptation of the Teaching Paradigm to the Expectations and Needs of the Recipients
5.3 The Relation of Teaching Paradigm and Student Expectation Horizon
5.4 The Student-Centered Teaching Paradigm and the Satisfaction of the Individual Needs of the Receivers
5.5 Increasing the Degree of Reception Among the Receivers
6 Conclusion
References
On the Innovative Governance Structure at the Application-Oriented Universities
1 Introduction
2 Research Question: Necessity Analysis on an Innovative Design of the Governance Structure at Application-Oriented Universities
3 The Key to the Solution: Define Dimensions and Tasks for the Innovative Design of the Governance Structures at Application-Oriented Universities
4 Solution to the Problem: Value Orientation and Goal Orientation in the Innovative Design of the Governance Structures at Application-Oriented Universities
4.1 Communication and Consultation, Collegial Governance
4.2 Contractual Delegation of Authority and Multi-Level Governance Structures
4.3 Rational Division of Roles and Synergies Between Academic Powers and Administrative Powers
4.4 University Governance Based on Legal Basis and Lawful Action
References
Research on the Establishment and Adjustment of Degree Programs at German Universities of Applied Sciences
1 Introduction
2 Overview of German Universities of Applied Sciences and the Establishment of Study Programs
3 Characteristics of Study Programs at German Universities of Applied Sciences
3.1 Overall Planning of the Government and Cooperation Between Universities and Enterprises
3.2 Technical and Application Orientation of the Degree Programs
3.3 Diversification of Study Programs and Interdisciplinarity
4 Adaptation of Study Programs at German Universities of Applied Sciences
4.1 Further Development of Study Programs with Regard to the Local Economic Structure
4.2 Development Trend: Smart Technologies and Interdisciplinarity
4.3 Maintaining and Developing Classic and Proven Degree Programs
5 Implications for China
5.1 A Clear University Orientation and Clear Educational Objectives
5.2 Role of Government and Enterprises in Setting Up Degree Programs
5.3 The Structure of Degree Programs Should be in Line with the Local Economic Structure
5.4 Establishing a Standardized Accreditation System
References
On the Transformation of Universities and the “First-Class” Construction
1 Introduction
2 Two Shifts of the Academic Center of the World
2.1 Factors Promoting the Founding of the University of Berlin
2.2 Factors for the Development of Western Higher Education After the Second World War
3 Transformation, Innovation and Conviction of the Universities
3.1 The Transformation of American Higher Education
3.2 The Transformation of Chinese Higher Education Institutions
3.3 Perseverance and Innovation of British Universities
4 Follow the Trend of Transformation and Build First-Class Universities
4.1 The Transformation of Higher Education Institutions as an Inevitable Demand of Economic and Social Development
4.2 Becoming First-Class Universities with Cultivation and Self-Confidence
4.3 Transformation Towards Application Orientation and First-Class Construction
References
On the Cultural Connotation Construction of the Transformation and Development of Local Undergraduate Universities
1 Introduction
2 Relationship Between the Values of University Culture and University Transformation
3 Problems in the Construction of the University Culture and Their Cause
3.1 Causes from the Objective Perspective
3.2 Causes from the Subjective Perspective
4 Culture-Building of Local Undergraduate Universities in the Transformation Phase and Exploration of Practice
4.1 The Core Function of the Guiding Culture
4.2 Development of a Culture of Applied Disciplines
4.3 Innovative Contents of the Teaching Culture
4.4 Building the Quality Culture
4.5 Creating a New Situation Through Mass Innovation and Entrepreneurship
4.6 Campus Culture as a Brand
4.7 The Special Value of Regional Culture
5 Conclusion
References
Faculties + Shuyuan: A Chinese Model for Organizational Development of Application-Oriented Universities—Practice and Exploration of the Reform of the Shuyuan System at Zhaoqing University
1 Introduction
2 The Inherent Logic of the Shuyuan System
2.1 Reasons for the Establishment of the Shuyuan System
2.2 The Function of the Shuyuan System
2.3 Tasks of Faculties and Shuyuan
3 Organizational Features of the Shuyuan
3.1 The Guiding Principle of the Shuyuan
3.2 Organizational Orientation of Shuyuans
4 Improvement of the Shuyuan System
4.1 Bottlenecks in the Development of the Shuyuan System
4.2 Continuous Improvement of the Shuyuan System
References
The Development of the Dual System Training Model in German Higher Education and its Exemplary Significance
1 Introduction
2 The Basic Characteristics of the German Training Model “Dual System”
3 Introduction of the Dual Training Model into German Higher Education
4 Basic Characteristics of the Dual Education Model in the Field of Higher Education in Germany
4.1 The Main forms of the Dual Education Model in the Field of Higher Education in Germany
4.2 Standard Period of Study for Dual Study Programs at German Universities
5 Quality Assurance System in the German Dual Higher Education System
5.1 Establishment of a Coordination Unit
5.2 The Integration of Theory and Practice
5.3 Contractual Basis
5.4 Accreditation and Quality Assurance
6 The Course of the Dual Study Program
7 Role Model Function of the Dual Study Model in the Field of German Higher Education
7.1 Education Level
7.2 Recognition of Vocational Qualifications
7.3 Close Cooperation Between Universities and Enterprises
7.4 Accreditation System
References
Internationalization of Teaching “at Home”: A Change Management Process Using the Example of University of Göttingen
1 Introduction
2 Change Management
2.1 Internationalization of Curricula as a Change Management Process
2.2 Initiating Change
2.3 Managing Change
2.4 Case study: The course of study Intercultural German Studies Germany—China
2.5 Stabilizing Change
3 Conclusion
References
The CORE Model: In Four Steps to a University-Wide Quality Management System
1 Introduction
2 Clarification of Terms: What Does Quality, QM and QM System Mean?
3 CORE Model for University-Wide QM Systems
3.1 Phase 1: Identification of the Levels
3.2 Phase 2: Self-Assessment and Conception
4 CORE Model in Study and Teaching: Self-Assessment and Conception in Detail
4.1 Courses
4.2 Study Program
4.3 Departments or Faculties
4.4 University
5 No Quality Management Without Quality Culture
References
The New Hamburg Vocational University of Applied Sciences as an Innovative Model for Linking Vocational and Academic Education
1 Vocational Training and University Studies—Two Incompatible Worlds?
2 The Study-Integrated Training According to the “Hamburg Model”
3 The New Hamburg Vocational University of Applied Sciences (BHH)
3.1 Legal Framework
3.2 Classification of the Hamburg Vocational University of Applied Sciences as a University of Applied Sciences
3.3 Educational Offers and Curricular Framework Structures
3.4 Cooperation With Companies
3.5 Distinction from the Hamburg School of Business Administration (HSBA)
3.6 Distinction from the Hamburg University of Applied Sciences
4 Conclusion and Critical Appraisal
References
Team Academy: A Radical Entrepreneurship Education Approach has its Premiere in Germany
1 Introduction
2 The Finnish Team Academy
3 Germany’s first Team Academy
4 The Team Academy concept
4.1 Didactic and Methodological Core Elements
4.2 Learning from One’s Own Company
4.3 Learning in Structures
4.4 Team Coaching
4.5 Self-Directed Learning
5 Experiences from Eight Months
References
The HAW Newsroom: Practice- and Future-Oriented Training for Communication Professions and Journalism in the Teaching Hospital
1 Introduction
2 Principles and Didactic Concept
3 Course of Study
4 The Modules of the First Year of Study
4.1 Exemplary Newsroom Workflow, Here for the Production and Distribution of a News Item
4.2 Parallel, If Spin-Off Makes Sense
5 The Second Year of Study: Project Phase
6 Outlook
References
Development of an Interdisciplinary Module in the Degree Program Wood and Derived Timber Technology. A Contribution to Innovative and Application-Oriented Teaching at the Berufsakademie Sachsen
1 Initial Situation
2 Objective
3 Solution Approach
3.1 Methodical Didactic Concept
3.2 Task to be Developed
3.3 Teaching Format
3.4 Teaching and Learning Environment
4 Outlook
5 Conclusion
References
Teaching Guided by Science—With Scholarship of Teaching and Learning
1 Scholarship of Teaching and Learning—Origin and Development
2 The Professorship as a Profession—An Occasion for Research On (One’s Own) Teaching
3 Research and Teaching: Quality with Different Standards?
4 How Exactly Does Scholarship of Teaching and Learning Work?
5 Conclusion—Scholarship of Teaching and Learning as an Attitude
References
The Master’s Degree Program Data Science at the Hochschule Darmstadt
1 Introduction
2 General Information about Darmstadt University of Applied Sciences
3 Origin of the Degree Program
4 Description of the Degree Program
4.1 Qualification Objectives
4.2 Admission Requirements and Admission Procedure
4.3 Standard Study Program
4.4 Dual Study Program Variant
5 Organization and Committees of the Study Program
6 Resources and Infrastructure
7 First Practical Experiences
8 Outlook
8.1 Heterogeneity of Students
8.2 Expansion of Internationalization
8.3 Differentiation of the Professional Profile
8.4 Data Literacy
8.5 Data Science: Quo vadis?
References