The development of skills for employability at OWL university - Sommer School - UPV/EHU Prof. Dr. Stefan Vörtler Head ...
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Sommer School – UPV/EHU
The development of skills for
employability at OWL university
Prof. Dr. Stefan Vörtler
stefan.voertler@hs-owl.de
Head Learning Center – KOM Campus Lemgo
Domostia – San Sebastian, 14.7.2017
Prof. Dr. Stefan Vörtler 1
Employability meets Teaching
(„Humboldt-Ideal“)
Prof. Dr. Stefan Vörtler 2
Employability meets Teaching
(„Humboldt-Ideal“)
Misconcepts of students
Heterogeneity Flipped Classroom
Blended Learning Financing Education
Decoding the disciplines
SoTL
Peer Instruction
Just in time teaching
New Study-Models
Prof. Dr. Stefan Vörtler 3
1. Framework 2. Chances & Challenges 3. Visions
1. Framework 2. Chances & Challenges 3. Visions
Titel
Teaching, Learning, and the Generation
Z
Shift from teaching…
http://upload.wikimedia.org/wikipedia/de/a/a7/Vorlesung_Mittelalter.jpg
…to learning
(from wikipedia
Prof. Dr. Stefan Vörtler 6
1. Framework Needs & Wishes of the Empoyers 2. Chances & Challenges 3. Visions
Titel
Competencies
for Employment
DIHT survey - 2004
HS-OWL
Prof. Dr. Stefan Vörtler 8
Fields of employment for graduates
Titel
Production/
Technical Services
Research & Management Marketing & Finances &
Development Distribution Controlling
Employment
in the dept. …
Degree in …. Economics Law Humanities Math & Sciences Engineering
Employed university graduates in different company areas
according to field of studies in percent
DIHT Erwartungen an Hochschulabsolventen, 2004
Ergänzende Befragung IHK Dresden bei 164 Betrieben mit 21600 Beschäftigten, 2004, Seite 1
HS-OWL
Prof. Dr. Stefan Vörtler 9
Important fields of compentences
Titel
Professional
and methodological
competences
Unimportant 1, very important 5
Analytical & Learning Knowledge Research
Decision Making competence in other competencies
disciplines General
Broad professional Professional
knowledge academic
experience knowledge
DIHK Erwartungen an Hochschulabsolventen, 2004, Seite 8
HS-OWL
Prof. Dr. Stefan Vörtler 10Important fields of compentences
Titel
Social competences
and abilities
Unimportant 1, very important 5
Operational
readiness; Communication Dealing with
readiness for criticism Intercultural
Responsibility Team player, competences
action Dealing with
cooperation conflicts Leadership
DIHK Erwartungen an Hochschulabsolventen, 2004, Seite 10
HS-OWL
Prof. Dr. Stefan Vörtler 111. Framework 2. Chances & Challenges 3. Visions
Four Locations – One University
Lemgo Detmold Höxter Warburg
… and joined together as CampusOWL
U Bielefeld (23600 S, 2700 M, 256 Mio €), FH Bielefeld (9800 S, 660 M, 70 Mio €),
HfM Detmold (740 S, 300 M, 15 Mio €), HS OWL (6700 S, 700 M, 44 Mio €)
U Paderborn (19900 S, 2300 M, 203 Mio €)Seminar Building „Detmolder Schule“
DetmoldHannover
Berlin
Cologne Region Ostwestfalen-Lippe
OWL (eastern Westfalia and Lippe)
Prof. Dr. Stefan Vörtler 15 Region with 13 Universities – 55.000 Students 350.000 Capita, 100.000 in full-social insured jobs (first job market), 30% in industry >100 Patente/100.000 Capita, Average in NRW: 38 1400 Companies from Small or medium sized (KMU) up to leading world-players Export quota 48% (Zahlen: Statistisches Landesamt NRW, Daten aus 2012/13) Prof. Dr. Stefan Vörtler 16
Ostwestfalen University of Applied Sciences:
9 Faculties, ~6600 Studierenden, ~500
scientific staff of which: 60 PhD-students,
175 Professors
Lemgo (Le) E-Technik, Maschinenbau,
Medienproduktion, LifeScienceTechnol.,
techn. Informatik, Wirt.-& Produktionstech Le
Detmold (Dt) Detmolder Schule Archi-tektur Dt
und Innenarchitektur, Bau.-Ing
Höxter (Hx): Umwelt.-Ing, Landschafts- Hx
architekten & planer, angw. Informatik
Warburg (Wa), Studienort) BWL für KMU als
Wa
Duales Studium
NRW founded in 2009 4 new Polytechnics
plus 6 Studienorte bestehender eingerichtet
(Zahlen: Strat. Hochschulentwicklung, HS OWL 2016)
Prof. Dr. Stefan Vörtler 17Network Example: BMBF Spitzencluster „it‘s owl“
174 Cluster-Partner
• 24 Kernunternehmen
(Investitionen in
Industrielle
Innovationsprojekte)
Informationstechnik
80 Basisunternehmen
(Beteiligung an
Transferprojekten)
22 Engineering- und
Consulting-Unternehmen
(Multiplikatoren)
17 Hochschulen &
Kompetenzzentren
30 wirtschaftsnahe 2012: 24 Mitbewerber,
Organisationen 4 andere Cluster-Regionen:
Individualmedizin (Rhein-Neckar)
Unternehmen
Elektromobilität (Stuttgart)
Hochschulen und Carbon-Werkstoffe (München)
Forschungseinrichtungen
Wirtschaftsnahe Einrichtungen (Brancheninitiativen, Biomasse (Sachsen)
IHKs, Wirtschaftsförderungseinrichtungen u. a.)
Prof. Dr. Stefan Vörtler 18KOMPLEXITY KOMPETENCE KOMMUNICATION Prof. Dr. Stefan Vörtler 19
Titel
Bridges to student success !
Goal
(Quelle NZ-Online)
Prof. Dr. Stefan Vörtler 20Teaching
&
Main Topics
Learning
Teachers training,
School development
KOM
Continuing Education
Life Long Learning
Evaluation & Research1. Framework 2. Chances & Challenges 3. Visions
The University Environment Economic stronghold in small and medium size businesses („Mittelstand“) High density of „Hidden Champions“, but big players as well (Dr. Oetker, Bertelsmann, Miele, ) Strong regional orientation of students and the work force in general; regional education outreach but national and international reputation depending on the field Education is generally highly respected, requested and regarded; high figures in “first generation students” (average ~65% );
Recent Trends in German Higher Education More students: 51 % of an age group is studying, more than entering the vocational education system. “Universities of applies sciences (FH)” becoming more popular: since 2005 beginners increased by 60%; student share between FH and U is approaching 40:60 rather than 30:70 as in the 1990s Number of students more then doubled since 2000 in Lemgo (from ~1500 to ~3800), corresponding to the all- time-high in student numbers in Germany Growing heterogeneity: between 2010 and 2016 66% of freshman are „First Generation Students“
Studierende der ersten Generation
Studierende der ersten Generation
One Size DOES NOT Fit All
Lehrzentrierter Blick Studierendenzentrierter BlickContinuing
C i i
Learning Research
Education
Pre- and Bridging
Study methods PM course Scientific Studies
Courses
Guided
Mentoring School Education Evaluation
Studygroups
Profession guided
eMentoring
Project Weeks
„Studienpioniere“
www.hs-owl.de/komTitel
Study Methods
►Effective Learning, Better Learning
Learning Strategies, Work & Time Management
►Writing Laboratory
Better Wrinting, Efficient Communication
►Reading Efficency
Readings Strategies, Text-knowledge
►Graduation and Job Entry
Thesis Organization, C.V. Preparation,
Continous development of further topics!Titel
- Parenthesis 1 -
►You are in an rowing boat on a small lake
- with a six-pack of beer at your side (wine or lemonade is fine as well)
►In an unfortunate moment the six-pack goes overboard
and sinks immideatly…
… what happens to the water level of the lake?
►(1) Nothing – it will stay unchanged
(2) The water level falls …but WHY is it like this?
(3) The water level rises …it is a consequence of the MASS or
the VOLUME of the bottles
(bouyant force in the ship vs. gravity)1. Framework 2. Chances & Challenges 3. Visions
Demands from partners and the society High demands on expertise and experience in the respective field but as well in soft skills Graduates (university alumnis) have no longer or at least a reduce time of ajustment to a new job or new project; as a expectations to perform immediately is high Often not a replacement of all ready existing duties/ tasks – rather project like new job descriptions/ layouts Vanishing traditional life-long employment and working relations to just one employer Remains open: employee engagement; finding the right employee and keeping it within the company; leadership, (…)
Hallmarks of changing student generations Dissolving barriers between work and leisure time; Convergence of communication and media use (…) Focus on „making sense and making an impact“ in; maintaing high degrees of freedom Cooperative Communcation – „sharing economy“ Digital is dominating; knowledge is available where- ever and when-ever; excuses and allows one owns part knowledge Remaining unsolved: Leadership, decision-making, hirarchial communication etc. What are the consequences to the general study- programs and ways of working?
Changes* ■ Student Orientation: Docent as Coach, making individual „offers“ and advices ■ Outcome-Orientation, thinking about DropOut quota, accompaning the transition, stronger focus of the gouverment on these issues ■ Questioning the Effect of Teaching aside of Evaluation ■ Questioning the value for society, „Third Mission“ aside of Teaching and Research: Transfer as well ■ Competion between higher education insitutions – and systems in differnt countries - as well as private universities ■ Tendency to more specialized degrees (*… to be seen as discussion points)
Example: Thinking with-in the
Taxonomy
[Bloom (1972), Taxonomie von
Lernzielen im kognitiven Bereich]
Prof. Dr. Stefan Vörtler 34Example: Constructive Alignment
(after Biggs)
Learning Outcome
What are students able to
do AFTER visiting the course?
Testing Teaching and Learning
How are the test structured and Which teaching and learning
designed in order to JUDGE if methods will help to REACH the
the learning outcomes are reached? proposed learning outcomes?
[ ProfiLehre TUM, https://www.lehren.tum.de/themen/lehre-gestalten-didaktik/erfolgsfaktoren-guter-lehre/]
Prof. Dr. Stefan Vörtler 35Example: Work on complex tasks – like writing a thesis [ Kruse (2007): Schreib- und Forschungsprozess im Überblick;Arbeitsstelle für Hochschuldidaktik, Zürich] Prof. Dr. Stefan Vörtler 36
Taxonomy of Projects at the university
MINT- Mentoring Student Projects
(OWL MaschBau) (ReEng)
Semester- (Vor-)
Projects Praktikum Werkstudent
Labor-
praktika
INCREASING degrees of freedom (topic, content, format)
DECREASING curricular fixation (acceptance for ECTS?)
Studienarbeit/
Projektarbeit
Projects (third party) BA/MA
Projectweek with a Professor Thesis
Planspiel/ Virtual
Business Game Companies
Prof. Dr. Stefan Vörtler 37Example: Dual Studies
►How many companies offer dual studiy-
options?
Prof. Dr. Stefan Vörtler 38Example: Dual Studies
►Total number of dual study programs in all fields of studies in
all universities in Germany (up to 2013; at present: over 1200)
Prof. Dr. Stefan Vörtler 39Example: Dual Studies - Models
►From
practice to theory
►Alternation
every 3 month
Prof. Dr. Stefan Vörtler 40Example: Dual Studies - Models
►From
practice to theory
►Alternation
every 3 month
Prof. Dr. Stefan Vörtler 41Example: Dual Studies – Models (II)
►Study locations
►Franchise Study Program
- chemistry as main topic
- for trained Laboratory Technicians
- partnering with scientific publisher
Springer-Nature
Prof. Dr. Stefan Vörtler 42Example: Dual Studies – Models (II): Chemistry (B.Sc.) Prof. Dr. Stefan Vörtler 43
Anwendung: Burning Man Pavillon, Nevada 2017
Studierenden Team:
- Architektur & Innenarchitektur
- Elektrotechnik
- Life Science Technologies
- Technische Informatik
- Medienproduktion
(Kontakt Ricarda.Jakobi@hs-owl.de ; www.deserteyes.net)
Prof. Dr. Stefan Vörtler 44Anwendung: Burning Man Pavillon, Nevada 2017 (Kontakt Ricarda.Jakobi@hs-owl.de ; www.deserteyes.net) Prof. Dr. Stefan Vörtler 45
Example: Production techniques & optimization
Card-Board-Engineering
Prof. Dr. Stefan Vörtler 46Example: Smart Factory OWL
Industry 4.0 at the University
Prof. Dr. Stefan Vörtler 471. Framework 2. Chances & Challenges 3. Visions
Example: Lead Concept „Decoding the Disciplines“
Bottleneck
Expert-View
(David Pace, Joan Middendorf (Indiana U),
http://decodingthedisciplines.org)
Share, Distribute
& get better Modelling
Measurement Try &
Feedback
Motivation
Prof. Dr. Stefan Vörtler 49Example: Scholarship of Teaching and Learning (SoTL) Prof. Dr. Stefan Vörtler 50
Example: Neuropsychology, Neurodidactics
- get the brain „jumoing“
Our Brain= most important organ in metabolism,
trained to be most efficient energy wise
► No plain recepies – an no miracles, just training
► Find out what works best for you and your learning
jumpingbrain.org
A general view is::
► ‚Brain-conform‘ work is to work connected, linking : the information
using existing knowledge, pictures, emotions (…)
► the brain cannot be trained to be more efficient - it is not „trainable“ to
perform better, since many areas are “unused” sind – but it can be trained
to perform tasks more efficient
►the connections and the network is dynamic, it can grow and it can be
lost – thus using the brain helps (example: musicians)
Prof. Dr. Stefan Vörtler 51Examplel: (Radical) Change of study & teaching formats
CORE-Conzept of the (private) SRH Hochschule, Heidelberg
CORE = Competence Oriented Research and Education
Prof. Dr. Stefan Vörtler 52Example: Chances in the adressat
Generation X to Y and Z (and back…)
(Abb.: McCrindle Research, Forcast & Strategy 2012)
Prof. Dr. Stefan Vörtler 53- Parenthesis 2 -
►What do you remember of this presentation?
(1) Which color had the bridge in the beginning?
(2) How many weeks dedicated to projects are running?
(3) What happens to the water level if you are in rowing boat …… ☺
Prof. Dr. Stefan Vörtler 54Vielen Dank für Ihre Aufmerksamkeit! Thank you very much for your attention! Gracias por su atencion! Prof. Dr. Stefan Vörtler Hochschule Ostwestfalen-Lippe KOM - Institut für Kompetenzentwicklung stefan.voertler@hs-owl.de +49 (0) 5261 – 702 - 5352
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