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Bachelor of the Labour Market (BALAMA) Austrian Country report in the framework of the Balama

study Authors: Ingo Prepeluh and Heidi Scheuringer, Austria 21st of November 2006

Content 1. General facts, figures and mission 1.1. Description of the system of higher education in Austria 1

1.1.1. Regulatory framework conditions of the UAS sector 1 1.1.2. Overall structure of university level higher education 2 1.1.3. Types of degree programmes 3

1.2. Characteristics of Austrian Universities of Applied Sciences 4

1.2.1. Forms of organisation 4 1.2.2. Length of study 5 1.2.3. Curriculum 5

1.2.3.1. Modularisation 6 1.2.4. Admission of students 6

1.2.4.1. Entrance procedure and student places 6 1.2.4.2. Student places per entrance date 7

1.2.5. Educational contract 7 1.2.5.1. Drawing up an educational contract 7 1.2.5.2. Rights and duties of course-providing bodies 7 1.2.5.3. Rights and duties of students 8 1.2.5.4. Terminating the contract 8

1.2.6. Tuition fees 8 1.3. Characteristics of national policy on higher education 8

1.3.1. Level of autonomy of institutions 9 1.3.2. Funding of education and research 9 1.3.3. Influence of the world of work on higher education 10

1.4. Characteristics of national quality assurance system 10

1.4.1. FH Council 10 1.4.2. Accreditation and evaluation 11 1.4.3. Evaluation procedures 11

1.5. The mission of the Austrian Association of UAS 12 1.6. Background of the students 12

1.6.1. General matriculation standards 12 1.6.2. Relevant vocational qualification 13

1.7. Research and development policy 13 2. Organisation of study programme 14 2.1. Formal descriptors of profession-oriented education at national level 14 2.2. Examples of general descriptors at institutional level 15

2.3. Tools used to define the learning process 15

3. Accountability of profession-oriented HE 16

3.1. Role of world of work in quality assurance 16

3.1.1. Role of the world of work in quality assessment 16

3.1.2. Role of world of work in quality assurance policies 16 3.1.3. Role of quality assurance in quality assessment of internships 17

3.2. Role of world of work in student assessment 17 3.3. National tracer studies 17 3.4. Ability to adapt to changes in the world of work 18 4. Process of defining ‘profession-oriented’ higher education 18 4.1. National qualification framework (using educational descriptors) 18 4.2. Professional profiles 18 4.3. (National) platforms/networks 18 5. Collaboration with the world of work 19 5.1. Cooperation with the world of work 19 5.2. Role of internships in the study programme 19

5.2.1. General policy on institutional level 19 5.2.2. Length of internships 19 5.2.3. The assessment of internships 19 5.2.4. The role of the world of work 19 5.2.5. ECTS 19 5.2.6. Quality assessment of internships 19 5.2.7. Involvement of the world of work in QA of internships 20 5.2.8. Problems/challenges regarding internships 20

6. Research 20 6.1. Characteristics of research projects 20

6.1.1. Organisation of research projects 20 6.1.2. Main sources of research initiatives 20

6.2. Focus in research activities with the world of work 20 6.3. Link between education and research 20 7. Human resource policy 21 7.1. Requirements for staff recruitment and assessment within the institutions 21 7.2. Relation of staff with the world of work 21 7.3. Organisation of teacher activities within the study programme 21 8. Study programme level 22 8.1. Study programme for Social Work 22

8.1.1. Description of education 22 8.1.2. Internships 22

8.1.2.1. Assessment of internships and the role of the world of work 22

8.1.2.2. ECTS 22 8.1.2.3. Quality assessment 22 8.1.2.4. Involvement of the world of work in QA of internships 22 8.1.2.5. Problems/challenges regarding internships 22

8.1.3. Research 23 8.1.3.1. Organisation of research projects 23 8.1.3.2. Main source of research initiatives 23 8.1.3.3. Focus of research activities with the world of work 23 8.1.3.4. Link between education and research 23

8.1.4. Policy for the study programme concerning staff exchange with the world of work 23

8.1.5. Collaboration with the world of work 23 8.1.5.1. Types of institutions which are the main partners in the world of work

23 8.1.5.2. Involvement of the world of work in the educational process 23 8.1.5.3. Procedures on the cooperation of the world of work 24

8.2. Study programme for Civil Engineering 24 8.2.1. Description of education 24 8.2.2. Internships 24

8.2.2.1. General policy, length 24 8.2.2.2. Assessment of internships and the role of the world of work 24 8.2.2.3. ECTS 24 8.2.2.4. Quality assessment 25 8.2.2.5. Involvement of world of work in QA of internships 25 8.2.2.6. Problems/challenges regarding internships 25



8.2.5. Collaboration with the world of work 26 8.2.5.1. Types of institutions which are the main partners in the world of work

26 8.2.5.2. Involvement of the world of work in the educational process 26 8.2.5.3. Procedures on the cooperation of the world of work 26

8.3. Study programmes for Business Administration 26 8.3.1. Description of education 26 8.3.2. Internships 27

8.3.2.1. General policy, length 27 8.3.2.2. Assessment of internships and the role of the world of work 27 8.3.2.3. ECTS 27 8.3.2.4. Quality assessment and involvement of the world of work 27 8.3.2.5. Problems/challenges regarding internships 27



8.3.5. Collaboration with the world of work 28

8.3.5.1. Types of institutions which are the main partners in the world of work 28 8.3.5.2. Involvement of the world of work in the educational process 28 8.3.5.3. Procedures on the cooperation of the world of work 28

Austrian Country report in the framework of the Balama study As part of the Balama project, the rectors’ conferences of eight countries have agreed to share and discuss their work in the field of profession-oriented higher education and institutions offering this type of education1. To be able to have a proper and informed debate, some preparatory work is needed in each country. This preparatory work should consist of a country report, which should be ready for use and publishing in the summer. In order to have country reports that are comparable, the participants agreed to have a common outline for the report and use the same questionnaires as far as possible. In this document, the framework and elements of this country report are provided. 1. General facts, figures and mission

1.1. Description of the system of higher education in Austria2

The Austrian post-secondary university level sector (Hochschulsektor) consists of universities (Universitäten) maintained by the state, Universities of Philosophy and Theology (Philosophisch-Theologische Hochschulen) maintained by the Roman Catholic Church, Universities of Applied Sciences – UAS (Fachhochschulen) incorporated upon the basis of private or public law and subsidised by the state (some of which are entitled to use the designation Fachhochschule), and private universities (Privatuniversitäten) operated by private organisations with state accreditation.

The non-university post-secondary sector (außeruniversitäre postsekundäre Sektor) consists of teacher-training colleges (for teachers in compulsory schools; Akademien für Lehrerbildung), midwife academies (Hebammenakademien), colleges for medical technicians (Medizinisch-Technische Akademien), military academies (Militärische Akademien), the school of international studies, programmes for training psychotherapists (Psychotherapeutische Ausbildungseinrichtungen), conservatories (Konservatorien), and two business schools (Wirtschaftsschulen).

1.1.1. Regulatory framework conditions of the UAS sector3

When the UAS Studies Act (Fachhochschul-Studiengesetz; FHStG as amended) became effective on 1 October 1993, a control mechanism which was innovative for the Austrian system of higher education was created, which provides excellent conditions for setting up and expanding the Austrian FH sector. In order to give institutions of higher education institutional autonomy over the government, the relationship between government and institutions of higher education was also remodelled.

The educational framework conditions on which the UAS Studies Act is based are characterised by the following features:

1 For Germany, the HRK only studied the Fachhochschulen. 2 Anhang zum Diplom / Diploma Supplement, 8. The Austrian higher education system, see http://www.bmbwk.gv.at/universitaeten/diplomasupplement/DasDiplomaSupplement/Anhang_zum_Diplom__Diplo7751.xml 3 Anhang zum Diplom / Diploma Supplement, 8. The Austrian higher education system, see http://www.bmbwk.gv.at/universitaeten/diplomasupplement/DasDiplomaSupplement/Anhang_zum_Diplom__Diplo7751.xml

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• Abolishment of the monopoly of the state as provider of higher education and the granting of greater autonomy to institutions to organise themselves;

• Redistribution of the rights of disposal due to the private form of organisation of the course-providing bodies and, consequently, more independence, responsibility and flexibility for education providers;

• Decentralisation of decision-making processes, i.e. the relevant decisions are made where most of the knowledge and information is pooled;

• Limitation of the tasks of the state to external quality assurance (FH Council) and financing.

Within the regulatory framework conditions, the Austrian FH sector was established and is expanding in co-operation with official top-down control and private bottom-up initiative. Education at Fachhochschulen is not based on the transformation of existing institutions but on the accreditation of new degree programmes.

1.1.2. Overall structure of university level higher education4

There are currently two different systems of academic degrees in Austria: an older system which antedates the Bologna process and a newer one influenced by it.

Under the auspices of the older system of diploma degree programmes (Diplomstudien), the first degree awarded is the diploma (Diplomgrad). An Austrian higher secondary school-leaving certificate or its equivalent is the general qualification necessary for enrolling in a programme of study leading to the diploma; completion of a diploma degree programme entitles degree holders to enrol in doctoral degree programmes. A diploma degree (Diplomgrad) is awarded by Austrian universities after a course of study consisting of 240 to 360 ECTS credits. Full degree titles are gender specific: Magister for men; Magistra for women. Degree titles also include a general description of the field of study in which they were obtained, e.g. Magister philosophiae. In the fields of engineering, the degree titles are Diplom-Ingenieur/in. Degrees awarded in medicine and dentistry are exceptions to the above. The first degrees awarded after the completion of these degree programmes consisting of 360 ECTS credits are Doctor medicinae universae and Doctor medicinae dentalis, respectively.

Graduates of Universities of Applied Sciences programmes which consist of 240 to 300 ECTS credits are awarded, analogous to university studies, a University of Applied Science diploma degree (Diplomgrad) contingent upon the particular discipline: either a Diplom-Ingenieur/in (FH) for fields of engineering or Magister/Magistra (FH) in other fields of study.

The new system of university level degrees in Austria is based on the distinction between undergraduate and graduate studies. Upon completion of an undergraduate programme (Bachelor degree programme at universities and Universities of Applied Sciences 180 ECTS credits), a Bachelor’s degree (designation: “Bachelor of/in ...”) is awarded. Upon completion of a graduate programme (Master degree programme at universities comprising 120 ECTS credits or, respectively, Master degree programme at Universities of Applied Sciences comprising 60 to 120 ECTS credits), a Master’s degree (designation: “Master of/in ...”) is awarded. In the fields of engineering, the designation of the respective Master’s degree can also be “Diplom-Ingenieur/in”.

4 Anhang zum Diplom / Diploma Supplement, 8. The Austrian higher education system, see http://www.bmbwk.gv.at/universitaeten/diplomasupplement/DasDiplomaSupplement/Anhang_zum_Diplom__Diplo7751.xml

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Recipients of a diploma degree from the old system or a Master’s degree from the new system (including the ones awarded in both cases by the Universities of Applied Sciences) are entitled to enrol in doctoral programmes (Doktoratsstudium) at universities. A doctoral degree (Doktorgrad with the designation “Doktor/in“) is awarded after the completion of a course of study consisting of 120 ECTS credits; the academic title of “Doctor of Philosophy”, abbreviated as “PhD,” is awarded after a research intensive course of study consisting of 240 ECTS credits.

In addition to the degree programmes (ordentliche Studien) described above, there are non-degree programme studies (außerordentliche Studien) consisting of programmes offered by universities (Universitätslehrgänge), the attendance of individual classes, or at Universities of Applied Sciences programmes for continuing education (Lehrgänge zur Weiterbildung).

1.1.3. Types of degree programmes5

Since the amendment to the Fachhochschule Studies Act (Fachhochschul-Studiengesetz, FHStG) of 1 May 2002 was passed, there are now three different types of degree programmes in the Austrian FH sector: FH Bachelor's degree programmes (6 semesters); FH Master's degree programmes (2-4 semesters); FH diploma degree programmes (8-10 semesters). The introduction of Bachelor's and Master's degree programmes in the Austrian Fachhochschule sector replaces and complements the one-phase concept of higher education, which is designed to cover a variety of fields on an academic basis and is rooted in the educational tradition of German-speaking countries, with a system of a tiered higher education with different qualification levels. This introduction is an important step forward towards the internationalisation of the courses offered and the integration of the entire FH sector into the European system of higher education. One-phase and tiered models co-exist in the FH sector. The course-providing bodies decide whether or not they wish to introduce the tiered system. The first FH Bachelor's degree programmes were introduced in the 2003/04 academic year; the first Master's degree programmes in the 2004/05 academic year. During the 2004/05 academic year, already a third of all FH programmes were offered in the tiered system (BA/MA system). All three types of degree programmes have the educational mandate to provide a practice-based vocational education at a higher-education level. This means they provide courses of higher education that lead to a degree qualifying the student for a profession. Bachelor's and Master's degree programmes are degree programmes that are complete in themselves and have their own goals regarding qualifications. The challenge concerning content and curriculum is to sensibly divide the traditional degree programmes into two tiers which have their own goals qualifying participants for a vocation yet are still related to each other.

5 Anhang zum Diplom / Diploma Supplement, 8. The Austrian higher education system, see http://www.bmbwk.gv.at/universitaeten/diplomasupplement/DasDiplomaSupplement/Anhang_zum_Diplom__Diplo7751.xml

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1.2. Characteristics of Austrian Universities of Applied Sciences6:

There are 18 Universities of Applied Sciences (UAS) in Austria. Most of these institutions are multi-field institutions, and there is at least one University of Applied Sciences in every province. The Universities of Applied Sciences provide degree programmes in the following fields of studies: engineering and IT, business and administration, health, life and social sciences, culture, tourism, media and design and military sciences. The total number of students at the end of the year 2005 was 25,806. The average number of students is 1,433. Measured in student numbers, the largest UAS has over 3,500 students and the smallest only 55 students. In the UAS Study Act the tasks of UAS are defined as follows (unofficial translation): UAS offer profession-oriented higher education which is based on scientific cognition (section 3 FHStG = UAS Study Act). UAS have the obligation to carry out applied research and development and to integrate this in the curricula. UAS degree programmes have a strong practical focus, as their goal is to qualify the graduates for a special profession. The curricula of the degree programmes are designed in such a way that the graduates will stand a good chance of finding a job that matches their qualifications. The institutions have a legal obligation to conduct R&D and to integrate R&D in the curricula of the study programmes. They carry out applied R&D which often has its basis in research co-operations with companies. Students are integrated in R&D projects at an early stage of their studies.

1.2.1. Forms of organisation

UAS degree programmes can be organised in various forms. The following forms of organisation are offered:

• full-time; • part-time; • full-time and part-time; • target group-specific.

In addition to degree programmes which are available only full-time, there are a number of UAS degree programmes which are offered both full-time and part-time or only part-time.

The UAS sector is open to various forms of organisation and thus it gives, in particular, working people access to a scientifically sound and practice-based education or qualification at university level. Part-time UAS degree programmes are explicitly tailored to the target group of the gainfully employed and are characterised by the fact that the

6 Based on data collection of the Association of Universities of Applied Sciences, Austria (FHK)

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schedule of the degree programme, the curricula, the teaching concept and also the entrance procedure are tailored to the needs and wants of gainfully employed persons.

The so-called "target group-specific" degree programmes are founded on a particular scientific and teaching concept and are tailored for working students of a certain target group. The study period is usually one or two semesters shorter than the regular study length.

1.2.2. Length of study

All UAS degree programmes have a clearly defined regular study length, which is regulated in the approved applications for accreditation as a UAS degree programme. Basically, the study programme must be completed in the period stipulated in the curriculum.

Depending on the type of degree programme, the following legal regulations apply:

Bachelor's degree programmes last six semesters and end with an undergraduate degree qualifying students for a profession;

Master's degree programmes are based on an acquired Bachelor's degree or an equivalent post-secondary degree and are meant to deepen, specialise or extend some of the competences and qualifications previously acquired. The study length is two to four semesters. There is a tendency to Master’s degree programmes lasting four semesters;

Diploma degree programmes last eight to ten semesters (cf. section 3 sub-section 2 no. 2 FHStG as amended).

The study period of the so-called "target group-specific" degree programmes can be one or two semesters shorter.

1.2.3. Curriculum

The curriculum of an UAS degree programme is to be designed in a way that it corresponds to professional and vocational requirements. It must be ensured that capabilities of meeting the requirements of the relevant vocational fields of activity according to the latest academic findings and the requirements of working life are imparted. When designing the curricula, it must be ensured that the workload is manageable. The yearly workload of a student must not exceed 1,500 hours (cf. section 3 sub-section 2 no 4 FHStG as amended).

Whether the curriculum is manageable is determined by the workload measured according to the European Credit Transfer System. According to the European Credit Transfer System (ECTS, 253/2000/EC, Official Gazette no. L 28 of 3 February 2000), credits are allocated to the individual courses (30 credits are given for each semester and 60 for each academic year). In this context, work placements and diploma theses are considered equivalent to courses.

Part-time degree programmes attempt, in particular, to design the schedule with special consideration for working students. The curriculum of these part-time degree programmes

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is designed in a way that the number of lessons per week has been adjusted to the workload determined manageable for working students. Lessons take place in the evening or in weekend modules.

The so-called "target group-specific" degree programmes are founded on a particular scientific and teaching concept and are tailored for working students of a certain target group. 1.2.3.1. Modularisation

The modularisation of the curricula of diploma, Bachelor's and Master's degree programmes is a requirement for obtaining accreditation from the FH Council.7 The modularisation of the curricula of degree programmes entails a fundamental change of perspectives, which extends from an input focus (Which content do I want to teach?) to an output focus (Which qualifications and/or competences should result from the teaching and learning process?).

The contents of the courses must be consistently and carefully structured in order to permit the modularisation of the curricula. Firstly, the overall qualification and the competences that are to be acquired in a degree programme have to be determined. Partial qualifications that can be acquired in the individual modules are to be derived from them, i.e. definable competences are to be taught in the modules. The partial qualification that can be acquired by completing a module is crucial for the composition of that module.

1.2.4. Admission of students

1.2.4.1. Entrance procedure and student places

A limited number of students can be admitted to each UAS degree programme. The number of students for first-time enrolment is determined by the FH Council in the administrative decision on accreditation. If the number of applicants exceeds the number of places available for first-time enrolment, an entrance procedure according to the entrance regulations is to be carried out.8 No entrance procedure will be carried out if the number of applicants is lower than the number of available places for first-time enrolment. The collection of fees or charges for the participation in the entrance procedure is not admissible. This regulation applies to Bachelor's, Master's and diploma degree programmes.9 The entrance procedures for the individual degree programmes may vary. In the entrance regulations for part-time degree programmes, preference may be given to applicants with relevant practical experience; the head of the degree programme will determine the vocational relevance on a case-by-case basis.

7 Accreditation Guidelines of the FH Council (AR 2005, version 0,1), Appendix 8 and 9, see under http://www.fhr.ac.at/fhr_inhalt_en/00_documents/AR_24062005_Vers1.0_eng.pdf 8 Accreditation Guidelines of the FH Council (AR 2005, version 0,1), see under http://www.fhr.ac.at/fhr_inhalt_en/00_documents/AR_24062005_Vers1.0_eng.pdf 9 Accreditation Guidelines of the FH Council (AR 2005, version 0,1), German Version, D. 3.

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Therefore, detailed information on the entrance procedure, application forms, deadlines, etc. is only available from the individual course-providing bodies or the administrators of the degree programmes.

1.2.4.2. Student places per entrance date

Generally, it is permitted to fill places which have become available due to student drop-out. The total number of student places for an entrance date results from the number of places for first-time enrolment multiplied by the number of classes/yeargroups. If the number of students is lower than the total number of places, the number of students that can be admitted on one particular date may be increased by the difference, provided that the resources for the degree programme enable this and there is no detrimental effect on the quality of teaching. In addition, up to 10 per cent more students than outlined in the administrative decision on accreditation can be admitted on each admission date, regardless of the subsidies of the Federal Ministry for Education, Science and Culture.

1.2.5. Educational contract

As the admission of students to a degree programme establishes a legal relationship, the course-providing bodies and the students enter into an educational contract.10 In the case of students who are minors, the educational contract has to be signed by a legal guardian.

1.2.5.1. Drawing up an educational contract

Basically, the principle of private autonomy applies to the design of an educational contract. The liberties for drawing up a contract, however, are limited in particular by the FHStG and other legal provisions such as the contract law of the General Civil Code (Allgemeines Bürgerliches Gesetzbuch, ABGB), the administrative decision on accreditation of the FH Council, and the explicit accountability of the course-providing bodies, which results from the support through public funds. It is recommended that the contract explicitly be named "educational contract". The following items should always be included:

• Name of the contracting parties (course-providing bodies and students); • Name of the degree programme; • Length of study period; • Consequences of violation of the contract; • Legal venue (name of the competent court in case of a dispute); • Financial obligations (tuition fees); • Place and time the contract is concluded.

The main part of the educational contract is the agreement on the mutual rights and obligations of the contracting parties.

1.2.5.2. Rights and duties of course-providing bodies

The course-providing bodies aim to guarantee the proper operation of study programmes, i.e. they give an educational guarantee. Conditions have to be created for the students that enable them to complete their study programmes within the scheduled study period

10 Accreditation Guidelines of the FH Council (AR 2005, version 0,1), German Version, D. 7.

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as successfully as possible. This duty (scope of the courses offered, number of examination dates, etc.) should not be defined in greater detail; instead, a reference to the study and examination regulations should be made. For study programmes to operate properly, cooperation between course-providing bodies and students is essential. Therefore, under certain circumstances, course-providing bodies have the right to exclude students from a programme. Reasons for exclusion must be indicated in the educational contract and described in detail. General phrases such as, for example, "inappropriate behaviour" are insufficient.

1.2.5.3. Rights and duties of students

The rights of students include, in particular, the interruption of the study programme in justified cases and, under certain circumstances, the repetition of a year of the programme. The duties of students include their personal presence and active contribution in class as well as observing examination and submission dates. In addition, it may be agreed that they have to obey certain house rules as well.

1.2.5.4. Terminating the contract

The educational contract is to be terminated if students drop out due to insufficient performance (e.g. negative grades for the last possible exam repeat), if they drop out for other reasons, or when they successfully complete their degree programmes. Given mutual consent, the educational contract can also be terminated at any time without giving any reason. Details can be stipulated in the individual educational contracts of the course-providing bodies.

1.2.6. Tuition fees

According to a resolution of the Austrian National Council of 23 November 2000, the course-providing bodies are entitled to collect tuition fees in the amount of EUR 363.36 per semester (section 2 sub-section 2 FHStG). At present, the course-providing bodies of the degree programmes offered in Upper Austria and Burgenland as well as the Federal Ministry of National Defence refrain from collecting tuition fees. Where tuition fees are collected, international students are to pay the same amount as domestic students. More detailed information can be obtained from the administrators of the FH degree programmes. Regulations regarding tuition fees which are valid in the university sector do not apply to the FH sector.

1.3. Characteristics of national policy on higher education

All institutions of higher education in Austria have a particular legal basis legitimised in a formal act. The legal basis of UAS is the UAS Study Act of 1993 (Fachhochschul-Studiengesetz - FHStG). The Austrian Ministry of Education, Science and Culture (Higher Education Section) is responsible for traditional universities and Universities of Applied Sciences.

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1.3.1. Level of autonomy of institutions11

Traditional universities Traditional universities have a very high level of autonomy. They do not have to justify their study programmes to official authorities. Although partially due the lean legal basis (University Study Act 2002), it is mainly the open competition with other institutions of higher education which determines their study programmes. At the moment, universities are negotiating an agreement of their accomplishments (Leistungsvereinbarungen) with the Ministry. On the basis of this agreement, traditional universities will have to justify their public funding in the future. This process, which is presently being carried out in Austria, is seen as a first step to a national QA system which is binding for all traditional universities. Universities of Applied Sciences For the Austrian UAS sector a QA system has been in effect since their establishment in 1993. There is a national accreditation authority (Fachhochschul-Council) which significantly influences the public funding of study places and makes decisions concerning accreditation. Whether or not a study programme is implemented depends on decisions of the Fachhochschul-Council. Whereas the FHStG is very lean, the Fachhochschul-Council issues accreditation directives which are very detailed and extensive.

1.3.2. Funding of education and research12

Funding of education The funding of UAS differs substantially from the funding of traditional universities (lump sum payment for total costs). For UAS, greater emphasis is placed on economic aspects by offering incentives to employees on the level where objective decisions are made in order to manage scarce resources more efficiently. Based on the development of an individual UAS and its financing plan, the government undertakes to fund an agreed number of student places. This is the financing concept for the management of student places. The key figure for financing UAS degree programmes is the cost per student place. Part of a background report drawn up for the OECD in 1990 was used to calculate these costs. It was calculated that the annual costs for one student place amount to about EUR 7,600 in a technical programme and to approximately EUR 6,400 in a business programme. To create incentives for mixed financing systems, the government funds only approximately 90 per cent of the annual standard costs for a student place (i.e. about EUR 6,900 for technical and about EUR 5,800 for business degree programmes). According to a resolution of the Austrian National Council of 23 November 2000, the course-providing bodies are entitled to collect tuition fees in the amount of EUR 363.36 per semester (cf. section 2, sub-section 2 FHStG as amended).

In addition to the funding by the federal government, some provinces and communities where UAS are located provide financial support. Funding of research

11 This chapter has its basis in an education-political appraisment of the FHK 12 Fachhochschul- Entwicklungs- und Finanzierungsplan III, 17 (FH-EF III) see under http://www.bmbwk.gv.at/medienpool/11630/fhef_III.pdf#search=%22FH%20EF%20III%22

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UAS offer their students a profession-oriented higher education which is based on scientific cognition (section 3 FHStG). UAS have the obligation to do applied research and development and to integrate them in the curricula to ensure a sound theoretical basis of the study programmes. Applied R&D is also an emphasis of the financing and development plan of the Austrian federal government.13 It is seen as an important aim for the qualitative enhancement of the UAS sector. Nevertheless, there is no constant funding for R&D by the federal government as is provided for traditional universities. So far only project-based funding through calls exists (e.g. the “FHplus” programme, a cooperation programme between the Ministry of Education and the Federal Ministry of Transport, Innovation and Technology).

1.3.3. Influence of the world of work on higher education

Only in the UAS sector must an influence of the world of work be provided on a legal basis (in the traditional university-sector, there might be a virtual exertion of influence). As already mentioned, UAS study programmes are profession-oriented. The curricula are designed in close cooperation with experts from industry or the public sector following several analyses of the needs of the job market (section 12 paragraph 2 number 9 and paragraph 3 UAS Study Act). There is a strong involvement of external experts both in teaching and in research. Career-oriented work placements are integral parts of all study programmes.

1.4. Characteristics of national quality assurance system14

The FH Council is the authority responsible for external quality assurance determined by the UAS Study Act. Quality assurance for education offered by the UAS is of utmost importance in the Austrian UAS sector. The high priority of quality assurance is a result of the modern regulatory framework conditions. In order to decentralise decision-making processes and deregulate the laws pertaining to the organisation of institutions of higher education and the courses they offer, education providers with a high degree of autonomy for self-organisation were created; they are organised under private law but are primarily publicly financed. Austria was one of the first European countries to introduce an accreditation system for the UAS sector.

1.4.1. FH Council

The FH Council is an authority that is responsible for the external quality assurance (accreditation and evaluation) in the Austrian FH sector. The FH Council consists of 16 members; half of them are required to have the relevant post-doctoral lecturing qualification (Habilitation) and the other half are required to prove that they have worked in the fields relevant for FH degree programmes for several years. The members of the FH Council are appointed by the Federal Minister for Education, Science and Culture; four members are appointed on the basis of recommendations by the Advisory Board for Economic and Social Affairs. The term of office is three years, and 13 Fachhochschul-Entwicklungs- und Finanzierungsplan III (FH-EF III), 6f. 14 Kurt Sohm, Employer involvement in quality assurance in higher education, ENQA-UNICE Workshop, Berlin, 25/26 November 2005, 2 et sqq.

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members can be re-appointed once for a consecutive term. According to a constitutional provision, the members of the FH Council are not bound by any instructions when performing their responsibilities (cf. section 7 of the UAS Studies Act (Fachhochschul-Studiengesetz, FHStG) as amended).

1.4.2. Accreditation and evaluation

The Austrian UAS sector has wholly integrated system of external quality assurance. This means that initial accreditation, evaluation and reaccreditation are inter-connected. In other words, a new UAS degree programme, first of all, needs to be accredited by the FH Council, with the accreditation granted in each case for a maximum of five years. After this period of approval a reaccreditation is required, which is then followed by an evaluation and a formal follow-up procedure. Due to the limited period of approval, particular attention must be given to filing applications for reaccreditation of each UAS degree programme on time. The reaccreditation procedure requires not only an application for reaccreditation but also the submission of an evaluation report. Each FH Council decision on the reaccreditation of an UAS degree programme is based on a previously conducted evaluation as well as the acceptance and assessment of the submitted evaluation report by the FH Council. As is the case with the initial accreditation, the reaccreditation procedure is successfully completed with the FH Council's decision to accredit the degree programme. This is by means of an administrative decision and is valid for another five years.

1.4.3. Evaluation procedures15

While initial accreditation and reaccreditation always refer to UAS degree programmes, two evaluation procedures with different focuses have been carried out in the UAS sector since 2003:

• institutional evaluations • degree programme-related evaluations

The general aim of the evaluation is to determine to what extent the UAS successfully meet their responsibility for fulfilling their educational mandate as well as for ensuring the quality of the courses offered, thereby making it possible for students to reach their educational goals. The evaluation procedures are based on the "Fitness for Purpose" quality concept. The quality of an evaluated unit (UAS or UAS degree programme) is measured by the degree to which the predefined aims, requirements and expectations have been fulfilled. Evaluation in the Austrian UAS sector is in accordance with international standards and consists of the following elements:

• Internal evaluation by the institution to be evaluated (self-evaluation);

15 Regulation of the FH Council on the Evaluation in the Austrian FH Sector, Evaluation Regulation 5/2004, EvalVO, see under www.fhr.ac.at.

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• External evaluation by a review team; • Comment by the course-providing body on the review team's evaluation report; • Acceptance and appraisal of the evaluation reports by the FH Council; • Follow-up procedure; • Publication of the evaluation results.

1.5. The mission of the Austrian Association of Universities of Applied Sciences

The tasks of the Austrian Association of Universities of Applied Sciences:

To strengthen the identity of the UAS sector • To represent the bodies governing the UAS degree programmes and the

academic sector • To cultivate the strategy of the FH sector

To represent the interests of its members • To improve the general conditions in the FH sector • To conduct marketing and public relations work • To serve as politico-educational experts in the university level sector

To offer a platform for exchange • To address topical issues • To support internal communication

1.6. Background of the students

Compared to the traditional university sector, the UAS sector admits people with a variety of educational backgrounds. In addition to the general matriculation standard (Reifeprüfung, Studienberechtigungsprüfung, Berufsreifeprüfung, etc.), the FH sector offers further options which enable graduates of the dual education system (Lehrabschlüsse) and of vocational secondary schools as well as working people to meet the admission requirements. The professional admission requirements for UAS degree programmes in Austria are stipulated in section 4 of the UAS Studies Act (FHStG) as amended. Depending on the type of degree programme, the following admission requirements apply for UAS Bachelor's degree programmes or UAS diploma degree programmes:

• general matriculation standard or • relevant vocational qualification

1.6.1. General matriculation standard

The general matriculation standard (cf. section 4 sub-section 3 FHStG as amended) is to be documented by one of the following certificates:

• Austrian school-leaving certificate; • Another type of Austrian certificate documenting the candidate's right to attend the

relevant FH degree programme. This includes a university entrance certificate and a certificate documenting a completed vocational education;

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• A foreign certificate which is equivalent to one of these Austrian certificates based on an agreement under international law, a nostrification or a decision made by the head of the domestic FH degree programme on a case-by-case basis;

• A certificate documenting the successful completion of at least three years of studies at a recognised domestic or foreign post-secondary educational institution. This must be an educational institution which offers programmes lasting at least six semesters, requires the general matriculation standard according to this federal statute for admission, and is known as a post-secondary educational institution according to the legislation of the country where it is located.

1.6.2. Relevant vocational qualification

A "relevant vocational qualification", fulfilling the admission requirements, can be one of the following:

• a completed apprenticeship; • a completed vocational secondary school; • other qualifications.

What qualifies for a relevant vocational qualification, and what type of completed apprenticeship, type of vocational secondary school or what "other qualifications" are accepted varies, depending on the technical focus of an UAS degree programme. The detailed regulations are prescribed in the applications accredited by the FH Council and are available directly from the administrators of the relevant degree programmes or from the heads of the degree programmes. In addition to these structured educational careers, there are always individual educational careers which cannot be defined in general terms but which may also be categorised as a relevant vocational qualification. Qualifications for which no regulations have been stipulated in the administrative decision granting approval will be dealt with on a case-by-case basis by the head of the degree programme or the UAS teaching board. First-year students with a relevant vocational qualification (completed apprenticeship, completed vocational secondary school, other qualification) usually have to submit certificates of additional examinations. These additional examinations may vary depending on the UAS degree programme; generally, they must cover the general subjects of the university entrance exam. Some of the required additional examinations can also be taken directly at the institution offering the UAS degree programme (cf. Accreditation Guidelines of the FH Council).

1.7. Research and development policy

The research and development policy is described in the following abstract of the Austrian National Research and Innovation Plan of the Austrian Council:

The University of Applied Sciences sector in Austria is experiencing an R&D growth phase. The Austrian Council believes this sector offers the greatest opportunities for growth compared to other areas and wishes to see Universities of Applied Sciences play a key role as institutions of high-quality technology transfer tailored to regional requirements with SMEs as their main target group. The Austrian Council believes a fundamental coordination of the roles of the Universities of Applied Sciences compared to those of the traditional universities is vital in order to optimise the use of public resources.

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2. Organisation of study programme

2.1. Formal descriptors of profession-oriented education at national level

As defined in the UAS Study Act, the sector is described as follows: UAS degree programmes offer their students profession-oriented higher education based on scientific cognition. The main targets of FH degree programmes are:

• profession-oriented higher education • provision of skills which qualify for a special profession, correspond to the

state of scientific knowledge and to the requirements of practice As outlined in the accreditation guidelines: 1. Characteristic features of a practice-oriented Bachelor’s degree programme:

a) Relevant specialised knowledge in the scientifically related disciplines and methodical-analytical knowledge aimed at promoting the ability to independently assess and discuss technical and inter-disciplinary issues;

b) Opportunities for specialisation by means of compulsory electives; c) Relevant inter-disciplinary qualifications such as the ability to solve problems and

make decisions on one’s own account and independently; the ability to filter, condense and structure knowledge and information; the ability to continue learning independently;

d) Integrated placements of approximately 6 to 15 weeks; e) Composition of at least two independent written papers as part of the course work

(Bachelor’s degree papers), which serve as proof of the ability to discuss a programme-relevant topic independently and in line with scientific methods within a specified time period

2. Characteristic features of a practice-oriented Master’s degree programme:

a) Master’s degree programmes are based on a previously acquired Bachelor’s degree and are meant to deepen and specialise (“genuine” type) or extend (“hybrid” type) some of the competences/qualifications acquired.

b) Relevant specialised knowledge in the scientifically related disciplines and methodical-analytical knowledge aimed at enhancing the ability to independently assess and discuss technical and inter-disciplinary issues.

c) These scientific and methodical basics are to be taught at a higher level of depth and complexity than in Bachelor’s degree programmes.

d) Imparting inter-disciplinary qualifications relevant to the profession and typical for higher education such as: Ability to independently increase the acquired know-how and understanding and

to apply it to new and unknown situations without guidance; Ability to use one’s acquired skills confidently, making it possible to clearly and

comprehensibly argue a case with experts and laypersons; Ability to act responsibly in the working environment in equal co-operation with

decision-makers from other fields; Improvement of the ability to independently draft, plan and implement

solutions to problems specific to the profession; Composition of a diploma thesis, which serve as proof of the ability to carry out

academic work and to continue learning in a research-based way.

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3. Characteristic features of a practice-oriented diploma degree programme:

a) Relevant specialised knowledge in scientifically related disciplines and methodical-analytical knowledge aimed at promoting the ability to independently assess and discuss technical and inter-disciplinary issues.

b) Opportunities for specialisation by means of compulsory electives. c) Relevant inter-disciplinary qualifications such as the ability to solve problems and

make decisions on one’s own account and independently; the ability to filter, condense and structure knowledge and information; the ability to continue learning independently.

d) Integrated placements of approximately 6 to 15 weeks. e) Imparting inter-disciplinary qualifications typical for higher education such as the

ability to act responsibly in the working environment in equal co-operation with decision-makers from other fields as well as improving the ability to independently draft, plan and implement solutions specific to the profession.

f) Composition of a diploma thesis, which serve as proof of the ability to carry out academic work and to continue learning in a research-based way.

2.2. Examples of general descriptors at institutional level

FH Joanneum University of Applied Sciences (Graz): Students prepare to assume responsible roles in their chosen careers. FH Joanneum helps them to acquire the necessary professional and scientific qualifications both on a theoretical and a practical level. For example, students develop and enhance their social competences, their entrepreneurial thinking, and their enthusiasm for creativity and innovation. Salzburg University of Applied Sciences (Salzburg): As a centre of knowledge, Salzburg University of Applied Sciences addresses the needs of companies and institutions with regard to well educated personnel. Not only this, it encourages the transfer of knowledge in all fields of skill, which is indispensable to competitiveness, through co-operation with national and international companies and institutions such as academic universities and Universities of Applied Sciences. Active membership in the networks of the Salzburg Chamber of Commerce and the Salzburg Chamber of Labour as well as in other national and international networks supports the networking function. The Salzburg University of Applied Sciences manages knowledge by actively engaging in research, gives a structure to existing knowledge, and provides extensive access to it.

2.3. Tools are used to define the learning process

• measuring the student workload in ECTS; • course descriptions in terms of modules, course level, subjects of lectures

and/or practical work; • description of learning outcomes in terms of competences (knowledge, attitude

and personal skills) • information on career options and/or further study possibilities

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3. Accountability of profession-oriented HE

3.1. Role of world of work in quality assurance16

3.1.1. Role of the world of work in quality assessment

The involvement of professionals in the external quality assurance system of the Austrian FH sector occurs at five main levels:

When designing new programmes, the development team must include at least two people with a professional background

When carrying out a programme, teaching staff from business and industry play an important role; e.g. the proportion of part-time lecturers totalled approximately 40 % in 2003/04.

When evaluating programmes or institutions – as a condition for the reaccreditation – a review-team has to include at least one member with management experience gained in a business or non-profit organisation (institutional evaluation) or one member with relevant practical experience (programme-related evaluation).

In the context of the decision-making body, the FH Council has to include at least eight members with a professional background (legal basis).

In the context of Applied Research and Development, which the institutions are legally expected to carry out, the FH Council requires, e.g. that an application for accreditation also provides information about existing collaboration with R&D and scientific institutions at home and abroad as well as with enterprises (Small and Medium-sized Enterprises in particular).

With the aim of striking a balance between academic values and the needs of industry, the involvement of employers in quality assurance is essential in ensuring that

the gap between academic institutions and the job market can be bridged, the pragmatic perspective of the professional experience can be brought into the academic world,

a relevant feedback mechanism can be ascertained, academic and professional requirements related to the design of a programme can be balanced,

relevant practical [tacit] knowledge can be acquired by the students, relevant inter-disciplinary skills are taken into consideration, the ‘academic world‘ is kept informed about the business world’s needs in terms of knowledge, skills and competencies.

This explanation should not be understood as an attempt to totally instrumentalise the academic world for business purposes but to keep the institutions aware of the needs of the wider society. During an on-site visit, people from business are, for example, able to address important questions such as: “If you work in the IT business, you have to have the skills to…” or “How do you make provision in your syllabus that students can acquire those skills?”

3.1.2. Role of world of work in quality assurance-policies17

The FH Council is the public authority responsible both for external quality assurance and

16 Kurt Sohm, Employer involvement in quality assurance in higher education, ENQA-UNICE Workshop, Berlin, 25/26 November 2005, 4 and 5. 17 Kurt Sohm, Employer involvement in quality assurance in higher education, ENQA-UNICE Workshop, Berlin, 25/26 November 2005, 4.

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the approval of new programmes. The members are appointed by the Federal Minister for Education, Science and Culture, with four members being appointed on recommendation of the Advisory Board for Economic and Social Affairs. They are appointed for three-year terms, and a one-time re-appointment for a second, consecutive term is possible. The members are not bound by any ministerial directives, and independence is guaranteed by law. The FH Council is comprised by 16 members, half of them coming from the university field and requiring a post-doctoral lecturing qualification, with the other half of members coming from business or industry. According to the UAS Studies Act, the design of new programmes has to be carried out on behalf of the provider by expert teams with academic and professional qualifications (at least two people with academic and two people with professional qualifications). The FH Studies Act and the accreditation guidelines provide the basis for the development of new programmes. They describe the requirements which need to be met to earn accreditation (equivalent to approval). As far as the decision on accreditation is concerned, the programmes are reviewed on the basis of their fulfilment of the educational mandate. Therefore, the review of the connection between the aimed vocational fields of activity, the qualification profile and the curriculum plays a central role in the accreditation procedure. Important questions which must be answered positively are, for example:

Does the submitted concept fulfil its educational mandate in a reliable and transparent way?

Has the [field-specific] implementation of the educational mandate been demonstrated in a logical, conclusive and valid way?

The aim of accreditation is to ensure that institutions meet their responsibility for quality and to guarantee students, sponsors, the business community and society that the programmes offered have been subjected to a quality assurance procedure prior to their approval.

3.1.3. Role of quality assurance in quality assessment of internships

Several kinds of internships and practical work placements are integral parts of every degree programme. As they are a part of the curricula, they are subject to the accreditation guidelines of the FH Council. It is the task of the institutions to provide reasonable internships which correspond to the curricula. For this purpose, the institutions cultivate close contact with companies and research centres which provide internships.

3.2. Role of world of work in student assessment

In this respect, there are representatives of the world of work as part of the academic teaching and research staff of study programmes.

3.3. National tracer studies

In Austria the AMS, a service centre for job seekers (an outsourced competence of the Ministry for Social Affairs), provides tracer studies. However, the institutions themselves also conduct studies to assess students' success in the labour market.

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3.4. Ability to adapt to changes in the world of work

All degree programmes have to be reaccredited every five years by the FH Council. Everyreaccreditation has an evaluation as its precondition. If the educational needs have changed over these five years, the programme has to be adapted through evaluation or a new programme has to be submitted. 4. Process of defining ‘profession-oriented’ higher education

4.1. National qualification framework (using educational descriptors)

The Austrian UAS sector is the only sector of higher education which is well established using descriptors for the modularisation of the programmes. Modularisation is envisaged by the accreditation guidelines. No national qualification framework has yet been established.

4.2 Professional profiles

According to the UAS Studies Act, the design of new programmes has to be carried out on behalf of the provider by expert teams with academic and professional qualifications (at least two people with academic qualifications and two representatives of the world of work). The FH Studies Act and the accreditation guidelines provide the basis for the development of new programmes. They describe the requirements which must be met to earn accreditation (equivalent to approval). In this respect, the world of work is involved in drafting professional profiles, which are the basis for the educational profiles. The educational mandate is to provide a scientifically sound and practice-oriented professional education at a tertiary level and particularly to provide graduates with the skills to solve the tasks of the respective professional field in accordance with the latest scientific developments and the requirements in professional practice. This educational mandate focuses in particular on the employability of FH students. The suitability of the acquired qualification in a particular occupation plays a central role. Hence the curricula are to be designed in such a way that the graduates will stand a reasonable chance of finding a job that matches their qualification. With reference to this educational mandate, the basic concept for an UAS degree programme describes the connection between the vocational fields of activity, the related qualification profile and the curriculum, which is a reflection of the qualification profile; these connections have to be demonstrated in the teaching concept as well. When drawing up the concepts for the degree programmes, degree programme profiles, which have been defined on the basis of the Dublin Descriptors and describe the characteristics of practice-oriented Bachelor’s, Master’s and diploma degree programmes, are to be taken into account.

4.3. (National) platforms/networks

Expert meetings are organised by the FH Council. Respective networks and platforms also exist within the Association of Universities of Applied Sciences. Within these national platforms/networks, representatives of study programmes meet to discuss common educational issues and common developments in their respective professions. These platforms/networks are independent and informal (commissions or working groups within the Association of Universities of Applied Sciences)

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5. Collaboration with the world of work18

5.1. Cooperation with the world of work

The world of work is represented in the leadership of UAS. UAS institutions have educational programmes which are carried out together with the world of work. Moreover, many institutions regularly conduct tailor-made educational programmes for individual companies or institutions. There is an exchange of staff with the world of work in that staff in industry takes up teaching assignments. Institutions educate a large number of mature students who are working part-time while studying. There is a variety of special alumni activities (e.g. joint events, attractive offers for seminars, regulars’ tables, job placements).

5.2. Role of internships in the study programme

5.2.1. General policy on institutional level

During work placements students should gain a first insight into the working world and the challenges it faces, an impression of the extent of professional responsibility and the competences required to apply theoretically acquired knowledge in a practical situation. Therefore, the work placements are scheduled in a way that students should have already received the relevant package of theoretical knowledge needed to successfully complete their internships. Internships are integrated in all study programmes. 5.2.2. Length of internships Career-oriented work placements are integral parts of all degree programmes. Work placements generally last one semester, and their minimum duration is eight weeks. Students often complete these work placements in a foreign country.

5.2.3. The assessment of internships

Supervisors/coaches are nominated to assess internships. Normally these are the respective heads of degree programme or other staff members. Within the company there is also a mentor. Both are responsible for the student; the assessment is conducted jointly.

5.2.4. The role of the world of work

The role of the world of work in supervision and assessment of internships is to guide, supervise, mentor, coach and commentate.

5.2.5. ECTS

ECTS credits have been allocated for internships. Twenty to 30 ECTS credit points are given for internships depending on the study programme.

5.2.6. Quality assessment of internships

In general the quality of internships is continuously assessed by the internal supervisor of the UAS based on an obligatory final internship presentation by each student.

18 Based on uprisings of the Association of Universities of Applied Sciences (FHK) by questionnaire.

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5.2.7. Involvement of the world of work in QA of internships During the development of a new study programme, competent representatives of the world of work are involved. Furthermore, the mentor within the organisation/institution providing the internship is responsible for the quality. This is also ensured by an obligatory contract between the UAS and the organisation/institution where the internship is done.

5.2.8. Problems/challenges regarding internships

The introduction of the Bachelor/Master system may pose a challenge in the future as the duration of the internship has been reduced as a result of the shorter study period in Bachelor degree programmes compared to the former Diploma degree programmes. Furthermore, there is no internship provided in Master degree programmes. Whether this challenge indeed arises will depend on the acceptance of an education at the Bachelor’s level on the labour market and the duration of the transition phase from the university to the world of work. 6. Research19

6.1. Characteristics of research projects

6.1.1. Organisation of research projects

The organisation of research projects depends on the R&D project type. There are different projects financed by third-party funds and public funds as well. Furthermore there are self-financed projects. Projects financed through public funds are organised according to specified guidelines. The other project types are organised in coordination with the project initiators and project partners. Most UAS institutions have special subsidiaries for the development of R&D projects. 6.1.2. Main sources of research initiatives Joint research activities with other (also traditional) universities and the world of work are predominant.

6.2. Focus in research activities with the world of work

The research projects with the world of work normally have a regional focus due to the cooperation with various technology parks throughout Austria. There are no figures available about the average number.

6.3. Link between education and research

Students participate in research projects during their education in special project courses, during their internships and in the course of writing their final thesis. Some UAS have Enterprise Development Centres on campus. These centres are managed as separate legal entities. Their research strategy is defined by a separate body of representatives from management, heads of degree programmes and R&D experts from fields identified as areas of key expertise of the educational institution. Their main focus lies in technology transfer. Entrepreneurs, students and teachers participate in project 19 Based on uprisings of the Association of Universities of Applied Sciences (FHK) by questionnaire.

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work. Through this participation new knowledge is gained and presented in various forms, such as publications, research reports, functional technical prototypes and proposals for improvement of specific practical processes. 7. Human resource policy20

7.1. Requirements for staff recruitment and assessment within the institutions

Teaching staff is recruited which has both academic competences and professional experience, normally a minimum of five years work experience, as well as teaching and research experience. For recruitment, past professional experience is rated according to predefined criteria. Within UAS, teaching performance is evaluated by the students at the end of each semester. The quality of the course content and handouts, research performance, the involvement in R&D projects, as well as the number of reports and publications, is also assessed. 7.2. Relation of staff with the world of work Only external staff is employed on a part-time basis at an UAS, as these lecturers are also active part-time in the world of work. Full-time lecturers have to commit themselves completely to their position at the UAS. All staff members have regular contact with the world of work (e.g. through internships). The university offers temporary placements to representatives of the world of work on a semester basis or by holding guest lectures.

7.3. Organisation of teacher activities within the study programme

The organisation of teacher activities depends on the type of lecture. Some courses are held by teachers spread out evenly over the semester, whereas others are blocked within several weeks. Some courses are split into topics, each topic being covered by a different lecturer depending on the individual’s expertise, but also as requested by the institution in an effort to acquire experts from industry as teachers on specific, sometimes highly specialised, topics. In project-based lectures, teachers occasionally work together in teams. In basic (frontal) lectures, teachers generally teach on an independent basis. Management (the management of the institutions and the heads of the study programmes) selects the teachers for the specific courses, defines the study programmes, makes proposals for the lecture schedule, monitors the teaching performance, and makes proposals or final approval for the further training of teachers and R&D staff.


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8. Study programme level21

8.1. Study programme for Social Work

8.1.1. Description of education

To explain what is done in the learning process, the study programmes measure the student workload in ECTS, describe courses in terms of modules, course level, subjects of lectures and/or practical work, describe learning outcomes in terms of competences (knowledge, attitude and personal skills) and give information on career options and/or further study possibilities. Descriptors are used in dealings with the government for recognition of degrees awarded and/or with the national bodies for external quality assurance for this study programme.

8.1.2. Internships

Internships take place in the 2nd semester (2 weeks), in the 3rd semester (4 weeks) and in the 4th semester (14 weeks).

8.1.2.1. Assessment of internships and the role of the world of work

A mentor of the provider of the internship has to lead and support the student. At the end of the internship, there is a special colloquy between the mentor and the student in which the internship is reflected on. The mentor also composes a written assessment. The mentor does not usually get special payment for this student support but often receives an allowance. In addition to the mentor, there is also a lecturer at the university responsible for the assessment of the internship on the basis of a student report. 8.1.2.2. ECTS ECTS credits have been allocated for the internships. 8.1.2.3. Quality assessment Before the internships begin, students get detailed information about the targets of the internship and their tasks. During and at the end of the internship, numerous colloquies for reflection and support measures take place. There are special events for the mentors to inform students about their duties during the internship and what is expected of them. They regularly receive feedback from the institution.

8.1.2.4. Involvement of the world of work in QA of internships

All mentors of the world of work must undergo training before beginning their mentorship. Advanced trainings courses are offered twice yearly. In addition, they have to give personal feedback and submit a written report.

8.1.2.5. Problems/challenges regarding internships

As the financial and personal resources of the providers of internships have been significantly reduced recently, it has become more difficult to support the students and to coach them during the internship.


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8.1.3. Research

8.1.3.1. Organisation of research projects

Research projects usually take place in the 5th and 6th semester. These projects are team-teaching projects of lecturers from the world of work and from universities. They often take place in cooperation with welfare services.

8.1.3.2. Main source of research initiatives

Joint research activities between the world of work or other universities are predominant.

8.1.3.3. Focus in research activities with the world of work

Research activities mainly have a regional focus.

8.1.3.4. Link between education and research

Students participate in research projects during their internships or while writing their final thesis. Furthermore, students participate in research projects as part of the regular study programme.

8.1.4. Policy for the study programme concerning staff exchange with the world of work

It is common that experts from the world of work are part-time lecturers at the university.

In addition, some of the lecturing staff who are regularly employed at the university work

part-time in the world of work as well.

8.1.5. Collaboration with the world of work

8.1.5.1. Types of institutions which are the main partners in the world of work

Regional, national and international institutions in the entire field of social work, e.g. NGOs, NPOs and governmental agencies, are the main partners with which UAS collaborate.

8.1.5.2. Involvement of the world of work in the educational process

The world of work does not participate in the management of the study programme but sits in national education committees or committees for the evaluation or accreditation of a programme (FH Council).

Members of the world of work are part of the development team, involved in developing the programme from the very beginning. During the development process, the competences for the specific field are defined on the basis of scientific findings in the world of work. Members of the world of work also take part in different courses, whether it is as guest lecturers or participants.

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8.1.5.3. Procedures on the cooperation of the world of work

The world of work plays an active role in the development of the curriculum. The outcomes of analyses of competences (Kompetenzanalyse) are the basis for the development of the curricula. Furthermore, there is a strong integration of lecturers from the world of work. Therefore, teaching and research are strongly determined by the world of work. For the evaluation of these procedures, there are regional coordination teams which meet approximately once per year to reflect on the topicality of teaching and research. The same procedure exists in the area of the internship. The mentors of the world of work and representatives from academic bodies also meet regularly to discuss these issues.

8.2. Study programme for Civil Engineering


To explain the learning process, the study programmes measure the student workload in ECTS, describe courses in terms of modules, course level, subjects of lectures and/or practical work, describe learning outcomes in terms of competences (knowledge, attitude and personal skills) and give information on career options and/or further study possibilities. Descriptors are used in dealings with the government for recognition of degrees awarded and/or with the national bodies for external quality assurance for this study programme.

8.2.2. Internships

8.2.2.1. General policy, length

There seems to be a great variety of policy concerning internships. Internships take place in the 4th semester for 8 weeks, accompanied by a theoretical seminar at the UAS. However, they also take place in the 5th semester for a period of 20 weeks. 8.2.2.2. Assessment of internships and the role of the world of work The lecturer is responsible for assessment. This assessment has to ensure that the world of work enables the student to gain the necessary practical experience. The performance of each student during his/her internship is assessed by the student’s world of work mentor throughout the internship and summarized using a prescribed form at the end of the internship. In many cases the institutional mentor (normally the lecturer) will visit the student and the world of work mentor at least once during the internship in order to prevent or resolve problems which might arise. A mentor of the provider of the internship has to lead and support the student. At the end of the internship, there is a special colloquy between the mentor and the student, during which the internship is reflected on. The mentor also composes a written assessment. The mentor does not usually get special payment for this student support but often receives an allowance. In addition to the mentor, there is also a lecturer at the university responsible for the assessment of the internship on the basis of a student report.

8.2.2.3. ECTS

ECTS credits have been allocated for the internships.

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8.2.2.4. Quality assessment

The quality of internships is assessed according to predefined criteria. The quality assessment of internships is conducted by evaluation of the student’s periodical reports with emphasis on work and learning contents. A final assessment is conducted after return from the internship based on the reports provided and a summarizing presentation. A positive assessment of the internship by the world of work is a precondition.

8.2.2.5. Involvement of world of work in QA of internships

The world of work is integrated in quality assurance of the internship through the supervision and assessment by the mentor. 8.2.2.6. Problems/challenges regarding internships Generally, severe problems rarely occur. For those students in the two-cycle system (Bachelor/Master) who will continue their studies with a Master programme, the internship is now placed quite early. The previous advantage from the single stage diploma programmes was that students frequently find their first employer through the internship cooperation. This advantage may no longer exist. Whereas students could easily make the transition from an internship to permanent employment, due to the late stage of the internship, there is now a time gap of more than two years.

8.2.3. Research


Research with the world of work, or consultancy work for the world of work is predominant in the research work of the study programmes. Research projects are regularly organized by subsidiaries of the UAS with a specialisation on R&D. They are organised by a responsible project manager from the institution who allocates required resources appropriately. Resources generally consist of staff and laboratory equipment. Available staff includes lecturers, research assistants, laboratory technician and students. If sufficient funding is available, investments in particular instruments and equipment may also become feasible.


Joint research activities between the world of work or other universities are predominant.

8.2.3.3. Focus of research activities with the world of work

Some research activities have a regional focus, whereas others do not. There is no clear identifiable trend.


Students participate in research projects during their internships or while writing their final thesis. Furthermore, students participate in research projects as part of the regular study programme.

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There are part-time lecturers who are employed in the world of work and can incorporate their current knowledge and experience. Full-time lecturers are mainly used for basic subjects or have to prove long-term work experience in the world of work.



The study programmes mainly collaborate with constructors, producers of construction materials and construction components, companies specialised in particular technical solutions (e.g. cathodic corrosion protection).


The world of work does not participate in the management of the study programme but sits in national education committees or committees for the evaluation or accreditation of a programme (FH Council). Members of the world of work are part of the development team, involved in developing the programme from the very beginning. During the development process, the competences for the specific field are defined on the basis of scientific findings in the world of work. Members of the world of work also take part in different courses, whether it is as guest lecturers or participants.


Major influence by the world of work is warranted through the previously mentioned involvement: curricula development, curricula accreditation and evaluation, curricula re-evaluation every five years, high number of part-time lecturers with main employment in the world of work. In addition, the periodical questioning of alumni brings valuable ideas for reshaping study content.

8.3. Study programmes for Business Administration


To explain what is done in the learning process, the study programmes measure the student workload in ECTS, describe courses in terms of modules, course level, subjects of lectures and/or practical work, describe learning outcomes in terms of competences (knowledge, attitude and personal skills) and give information on career options and/or further study possibilities. Descriptors are used in dealings with the government for recognition of degrees awarded and/or with the national bodies for external quality assurance for this study programme.

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8.3.2. Internships

8.3.2.1. General policy, length

Internships mostly take place in the 6th semester and have last two months.

8.3.2.2. Assessment of internships and the role of the world of work

An employee of the institution is generally responsible for the assessment of the internship. The company or the tutor assesses the internship. Students can only pass the 6th semester if the company certifies that the student has successfully completed the internship.

8.3.2.3. ECTS

ECTS credits have been allocated for the internships.

8.3.2.4. Quality assessment and involvement of the world of work

The quality of the internships is evaluated both by the student and by the company in the form of a questionnaire.

8.3.2.5. Problems/challenges regarding internships

Generally, there are no particular problems. Students sometimes do not understand why there should be an internship in part-time study programmes when most students already have a job while studying. A major challenge for the UAS is to acquire internships in companies which provide adequate personnel resources for the student. The quality of the service level from the mentoring employee corresponds directly to the quality of the internship in general. 8.3.3. Research


Projects are organised through internal and external contracts based on project management standards. Research is generally organised at the institutional level with only little freedom for the individual study programme. Apart from this, some lecturers write scientific papers for journals on a regular basis.


There are demand-driven and supply-oriented research initiatives at the institutional level. Joint research activities between the world of work and other universities also take place, however, they do not play a major role.

8.3.3.3. Focus in research activities with the world of work

The research activities mainly have their focus on Central Europe and CEEs.

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Part-time students generally do not participate in research projects due to a lack of time. They mainly participate in research projects only as part of their final thesis. Full-time students participate in research projects with the world of work. Students participate in some research projects during their seminars.


Generally speaking, there is only an institutional policy on the issue of staff exchanges. External staff members hold lectures and seminars and supervise final theses.



All types of institutions/companies are potential partners for our study programme. However, there is a preference for large international companies (global players). These partners not only support the study programme financially but also by providing internships and lecturers.


The world of work does not participate in the management of the study programme but sits in national education committees or committees for the evaluation or accreditation of a programme (FH Council). Members of the world of work are part of the development team, involved in developing the programme from the very beginning. During the development process, the competences for the specific field are defined on the basis of scientific findings in the world of work. Members of the world of work also take part in different courses, whether it is as guest lecturers or participants. In some institutions there is a so-called “Kuratorium”, with representatives from the world of work. This “Kuratorium” advises the study programmes, evaluates the current programmes, and gives feedback about the students, the organisational framework and recent developments of the specific field of study.


Representatives from the world of work are members of the development team which develops the study programme -- from the profile of positions for the alumni to the curriculum of the study programme. The study programmes are also influenced in part by a survey among managers on the needed qualifications of future graduates. As already stated, a large number of courses are held by managers from the world of work.

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