Panel: The Impact of the Bologna Process: Framework or Straitjacket?

Transcription

1 Panel: The Impact of the Bologna Process: Framework or Straitjacket? Jürgen Becker Vice-Rector for Education Karlsruhe Institute of Technology KIT, Germany EWME 2008, Budapest, May 29 th 2008

2 History 1825 Founded as a polytechnical school, modeled after the Ecole Polytechnique in Paris 1885 Renamed Technical College 1902 The name Fridericiana was added in commemoration of its patron Grand Duke Friedrich von Baden 1967 Renamed Universität Karlsruhe (TH) 2006 The Foundation of the Karlsruhe Institute of Technology - KIT Main hall of the Universität Karlsruhe (TH) 1

3 Pillars of Science in Germany System of science institutions in Germany Institutions DFG Universities HGF MPG WGL FhG # Institutions Funding in % (Federal:State) 58:42 0:100 90:10 50:50 50:50 30% - 90:10 2

4 The Route to KIT University University ,000 4,000 18,500 18, mio mio 3 KIT Research Research Research Center Center Education Programs Programs Executives21 21 Large Large Institutes Institutes 4,000 Institutes 4,000 Employees Employees Departments Departments 10 km Institutes Institutes 15 min Employees Employees Students Students Services Budget 310 mio Budget Budget mio Budget

5 The KIT-Triangle Research & Development Higher Education Innovation to form a novel Quality of Cooperation, and to overcome the Separation between Federal Research Facilities and State Universities 4 Prof. Horst Hippler

6 Institutional Strategy Promotion of Scientists Exc. Retired Scientists Time Space Money Experience New Field Groups (Shared) Research Groups Shared Professorships Young Investigator s Network Young Investigator s Groups Feasibility Studies Karlsruhe House of Young Scientists - KHYS House of Competence - HoC Students PhD PostDoc Jun.Prof. Age Prof. Retired Scientists 5

7 HoC House of Competence House of Competence (HoC) Target Groups Structure Students Staff Scientists External KIT-Board HoC Executive Committee Goals: Coordination, Supervision & Execution of interdisciplinary and professional Qualification 7 born members + 2 Representatives from natural- & engineering Sciences Research and Teaching in Competence Diagnosis, Competence Aquirement and Competence Development Key Qualifications for Bachelor and Master Study Programs well as for the Ph.D. and Postdoc Promotion Scientific Projects Scientific Divisions 6

8 Research-driven Teaching at KIT Teaching at KIT has additional future Dimensions Teaching needs Integration of Research and Applications -> Systematic & early active Research Project Integration Teaching needs Team/Project-driven Didactic & Supervision -> New Professorships will improve the Instructor/Student Ratios -> Elite Study Programs for highly performing Students Teaching needs individual Supervision & Key Qualifications -> HoC & KHYS are Elements at KIT for Students & Ph.D. Students 7

9 Research Areas Fields of Competences (1) Competence Areas Earth and Environment Competence Fields Matter and Materials Elementary and Astroparticles Nanoscience Microtechnology Optics and Photonics Applied and New Materials Atmosphere and Climate Research Disaster Management and Risk Reduction Environmental Engineering and Sustainable Urban Development Impact on Society Conservation of Cultural Heritage, Forming of Identity and Integration in Europe Business and Economics Interaction of Science and Technology with Society Applied Life Sciences ehealth and Assisted Living Biotechnology Toxicology and Food Science Medical Engineering Cell biology Information, Communication and Organisation Cognition and Information Engineering Communication Technology Algorithm, Software and System Engineering Organisation and Service Engineering High Performance and Grid Computing, Simulation Systems and Processes Embedded Systems Systems Engineering Mobile Systems and Mobility Engineering Process Engineering Product Life Cycle Engineering 8

10 Karlsruhe School of Optics & Photonics KSOP International Department Karlsruhe School of Optics & Photonics University Departments Physics Partner Institutions Research Center Karlsruhe (FZK) 9 Chemistry and Biosciences Electrical Engineering and Information Technology Mechanical Engineering Research Center Informatics (FZI) Center for Solar Energy and Water research (ZSW)

11 Structure of KSOP Master & Ph.D. Education International National Karlsruhe Appropriate Diplom / Master Degree B.Sc. (Physics, Chemistry, Electrical Engineering, Mechanical Engineering, Computer Science, Biology) Master Course Optics & Photonics (2 Years) - Education - Recruiting - Selection Ph.D. Program Dr. rer. nat. /Dr.-Ing. (3 years) KSOP 10

12 Young Scientists Karlsruhe House of Young Scientists (KHYS) Communication- and Interaction Platform for Young Scientists Goals: Support and Grants for Young Scientists, e.g. for International Internships Quality Improvement and Optimization of Ph.D. Research and Education KIT as attractive Research Institution for Young Scientists Target Groups: Late Master Students, all Ph.D. Students, and early Postdocs 11

13 Elements of KSOP Ph.D. Program Technical Modules Management Modules Ph.D. Student Scientific Modules 5 two-week Modules with a Minimum of one two-week Module in each Category 12

14 Management Modules for KSOP Ph.D. Students International Project Management Project Management and Scheduling Human Resources Management Innovation Management Information and Process Engineering Teamwork and Creativity Generation Multiproject Management in a Global Environment Development Management Leadership and Conflict Management Management Training Two-week Modules to be taught within the executive MSc Programs at the Hector School of Engineering and Management 13

15 KIT Bologna Summary & Outlook Experiences Gained and Future Challenges - Defining international comparable ECTS Points for each Course and Grading - Developing research-driven consecutive BA/MA, e.g. same Quality as our previous Diploma Programs -> GOAL: Master Degree! - Reducing (significantly) the drop-out Rates and Study Times in the new BA/MA Programs: PROBLEM: Less Flexibility! - Defining BA Degrees, which are in-line the Bologna Philosophy, and can fulfill useful national/international Mobility Constraints - Int l. & professional accepted Accreditation Systems for new Programs (ABET...) - Consideration of heterogenous and time-variant Industry Expectations 14

16 KIT Bologna Summary & Outlook Some first Answers to the Panel Questions: The Goals of the Bologna Recommendations were not completely thought out - Bologna will probably (most likely?) cause more Heterogeneity (national and international!) than before - the name of the Degree Institutions, will become much more important than before - in academic and especially industrial Eyes The Consequences for the mid/long Term Industry Development are open - we have to work hard not to have (global) Disadvantages here - in USA some Institutions, e.g. the MIT, are running new consecutive Master Programs without Bachelor Degrees inbetween (comparable to the consecutive German Diploma Programs before!) - Political Decisions are not always tracking down all possible Consequences - a serious Problem in our complex and heterogenous academic University World - Different Nations will implement different Interpretations of the Bologna Process - Summary: No common Bologna Program/Degree Landscape foreseen -> NOT nationally, NOT in Europe and of course NOT worldwide! 15

17 The Future 16