What we mean when we talk about freedom – The KOMFOR study: an analysis of students' choices of courses in interdisciplinary parts of the curriculum

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschung

Standard

What we mean when we talk about freedom – The KOMFOR study: an analysis of students' choices of courses in interdisciplinary parts of the curriculum. / Seifert, Andreas; Strunz, Cathleen; Gunkel, Marjaana et al.
INTED2014 Proceedings : 8th International Technology, Education and Development Conference. Hrsg. / L. Gómez Chova; A. López Martínez; I. Candel Torres. Valencia: International Association of Technology, Education and Development (IATED), 2014. S. 780–787.

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschung

Harvard

Seifert, A, Strunz, C, Gunkel, M & Schütz, J 2014, What we mean when we talk about freedom – The KOMFOR study: an analysis of students' choices of courses in interdisciplinary parts of the curriculum. in L Gómez Chova, A López Martínez & I Candel Torres (Hrsg.), INTED2014 Proceedings : 8th International Technology, Education and Development Conference. International Association of Technology, Education and Development (IATED), Valencia, S. 780–787. <http://library.iated.org/view/SEIFERT2014WHA>

APA

Seifert, A., Strunz, C., Gunkel, M., & Schütz, J. (2014). What we mean when we talk about freedom – The KOMFOR study: an analysis of students' choices of courses in interdisciplinary parts of the curriculum. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Hrsg.), INTED2014 Proceedings : 8th International Technology, Education and Development Conference (S. 780–787). International Association of Technology, Education and Development (IATED). http://library.iated.org/view/SEIFERT2014WHA

Vancouver

Seifert A, Strunz C, Gunkel M, Schütz J. What we mean when we talk about freedom – The KOMFOR study: an analysis of students' choices of courses in interdisciplinary parts of the curriculum. in Gómez Chova L, López Martínez A, Candel Torres I, Hrsg., INTED2014 Proceedings : 8th International Technology, Education and Development Conference. Valencia: International Association of Technology, Education and Development (IATED). 2014. S. 780–787

Bibtex

@inbook{4f411e5039fb48fe88709d25bb643341,
title = "What we mean when we talk about freedom – The KOMFOR study: an analysis of students' choices of courses in interdisciplinary parts of the curriculum",
abstract = "There is a trend in German institutions towards re-establishing a freedom of choice that used to be an integral part of traditional German university curricula, but has been lost to a large extend during the implementation of bachelor and master programs in the Bologna process. One of the consequences of the resulting structural changes is the integration of so-called general studies programs at various German institutions. Often, general studies curricula mainly adds occupational training and subjects to students{\textquoteright} education in the disciplines. Leuphana University of Lueneburg has broadened the scope of this model with a branch of the curriculum, which is called Complementary Studies. Complementary studies must be chosen in addition to courses in the students{\textquoteright} majors and minors. Students are offered a choice of six perspectives (Art and Aesthetics, Methods and Models, Nature and Technology, Projects and Praxis, Language and Culture, Understanding and Changing). Some of the complementary studies courses aim at developing occupational skills while others also offer students an opportunity for interdisciplinary and cross-disciplinary education. The complementary studies program is one of the central elements of putting the educational model of Leuphana University into practice, namely contributing to the personality development of the students, furthering their ability to act and their sense of social responsibility. Both qualities are at the heart of university education at Leuphana.How students actually make use of this type of curriculum is a central concern for those who work in higher education development and also the key question addressed by the KOMFOR study: do students choose courses which actually complement their majors and minors (i.e. are close to their discipline) or do they rather choose divergent courses (i.e. broadening their horizon beyond their discipline)? The KOMFOR study analyses examples of students' selection behavior in different disciplines (majors) when it comes to their choice of courses in Complementary Studies according to the six different perspectives. Moreover, the study combines the comparative analysis with a qualitative analysis of contents and aims of courses on the curriculum.The first analysis addresses the following questions:- How do the different majors influence students' choice of courses or a particular perspective?- Do students rather choose courses close to their major subject or do they “risk” a true change of perspective?- Are there other factors (e.g. gender) with significantly influence on students' choices?The KOMFOR study utilizes a multi-method approach: a quantitative analysis of student data (N = 5,570) and the analysis of students' choices according to different criteria (major, minor, number of semesters at Leuphana University, gender) is combined with an analysis of courses offered since the summer term 2008. The results of this analysis will be discussed at a rating conference with students, teachers and administrative personnel.Keywords: general studies, decision process, study programme, course of studies.",
keywords = "Higher Education and Science Management, Empirical education research",
author = "Andreas Seifert and Cathleen Strunz and Marjaana Gunkel and Julia Sch{\"u}tz",
note = "Conference name: 8th International Technology, Education and Development Conference Dates: 10-12 March, 2014 Location: Valencia, Spain ",
year = "2014",
language = "English",
isbn = "978-84-616-8412-0",
pages = "780–787",
editor = "{G{\'o}mez Chova}, L. and {L{\'o}pez Mart{\'i}nez}, A. and {Candel Torres}, I.",
booktitle = "INTED2014 Proceedings",
publisher = "International Association of Technology, Education and Development (IATED)",
address = "Spain",

}

RIS

TY - CHAP

T1 - What we mean when we talk about freedom – The KOMFOR study

T2 - an analysis of students' choices of courses in interdisciplinary parts of the curriculum

AU - Seifert, Andreas

AU - Strunz, Cathleen

AU - Gunkel, Marjaana

AU - Schütz, Julia

N1 - Conference name: 8th International Technology, Education and Development Conference Dates: 10-12 March, 2014 Location: Valencia, Spain

PY - 2014

Y1 - 2014

N2 - There is a trend in German institutions towards re-establishing a freedom of choice that used to be an integral part of traditional German university curricula, but has been lost to a large extend during the implementation of bachelor and master programs in the Bologna process. One of the consequences of the resulting structural changes is the integration of so-called general studies programs at various German institutions. Often, general studies curricula mainly adds occupational training and subjects to students’ education in the disciplines. Leuphana University of Lueneburg has broadened the scope of this model with a branch of the curriculum, which is called Complementary Studies. Complementary studies must be chosen in addition to courses in the students’ majors and minors. Students are offered a choice of six perspectives (Art and Aesthetics, Methods and Models, Nature and Technology, Projects and Praxis, Language and Culture, Understanding and Changing). Some of the complementary studies courses aim at developing occupational skills while others also offer students an opportunity for interdisciplinary and cross-disciplinary education. The complementary studies program is one of the central elements of putting the educational model of Leuphana University into practice, namely contributing to the personality development of the students, furthering their ability to act and their sense of social responsibility. Both qualities are at the heart of university education at Leuphana.How students actually make use of this type of curriculum is a central concern for those who work in higher education development and also the key question addressed by the KOMFOR study: do students choose courses which actually complement their majors and minors (i.e. are close to their discipline) or do they rather choose divergent courses (i.e. broadening their horizon beyond their discipline)? The KOMFOR study analyses examples of students' selection behavior in different disciplines (majors) when it comes to their choice of courses in Complementary Studies according to the six different perspectives. Moreover, the study combines the comparative analysis with a qualitative analysis of contents and aims of courses on the curriculum.The first analysis addresses the following questions:- How do the different majors influence students' choice of courses or a particular perspective?- Do students rather choose courses close to their major subject or do they “risk” a true change of perspective?- Are there other factors (e.g. gender) with significantly influence on students' choices?The KOMFOR study utilizes a multi-method approach: a quantitative analysis of student data (N = 5,570) and the analysis of students' choices according to different criteria (major, minor, number of semesters at Leuphana University, gender) is combined with an analysis of courses offered since the summer term 2008. The results of this analysis will be discussed at a rating conference with students, teachers and administrative personnel.Keywords: general studies, decision process, study programme, course of studies.

AB - There is a trend in German institutions towards re-establishing a freedom of choice that used to be an integral part of traditional German university curricula, but has been lost to a large extend during the implementation of bachelor and master programs in the Bologna process. One of the consequences of the resulting structural changes is the integration of so-called general studies programs at various German institutions. Often, general studies curricula mainly adds occupational training and subjects to students’ education in the disciplines. Leuphana University of Lueneburg has broadened the scope of this model with a branch of the curriculum, which is called Complementary Studies. Complementary studies must be chosen in addition to courses in the students’ majors and minors. Students are offered a choice of six perspectives (Art and Aesthetics, Methods and Models, Nature and Technology, Projects and Praxis, Language and Culture, Understanding and Changing). Some of the complementary studies courses aim at developing occupational skills while others also offer students an opportunity for interdisciplinary and cross-disciplinary education. The complementary studies program is one of the central elements of putting the educational model of Leuphana University into practice, namely contributing to the personality development of the students, furthering their ability to act and their sense of social responsibility. Both qualities are at the heart of university education at Leuphana.How students actually make use of this type of curriculum is a central concern for those who work in higher education development and also the key question addressed by the KOMFOR study: do students choose courses which actually complement their majors and minors (i.e. are close to their discipline) or do they rather choose divergent courses (i.e. broadening their horizon beyond their discipline)? The KOMFOR study analyses examples of students' selection behavior in different disciplines (majors) when it comes to their choice of courses in Complementary Studies according to the six different perspectives. Moreover, the study combines the comparative analysis with a qualitative analysis of contents and aims of courses on the curriculum.The first analysis addresses the following questions:- How do the different majors influence students' choice of courses or a particular perspective?- Do students rather choose courses close to their major subject or do they “risk” a true change of perspective?- Are there other factors (e.g. gender) with significantly influence on students' choices?The KOMFOR study utilizes a multi-method approach: a quantitative analysis of student data (N = 5,570) and the analysis of students' choices according to different criteria (major, minor, number of semesters at Leuphana University, gender) is combined with an analysis of courses offered since the summer term 2008. The results of this analysis will be discussed at a rating conference with students, teachers and administrative personnel.Keywords: general studies, decision process, study programme, course of studies.

KW - Higher Education and Science Management

KW - Empirical education research

M3 - Contributions to collected editions/anthologies

SN - 978-84-616-8412-0

SP - 780

EP - 787

BT - INTED2014 Proceedings

A2 - Gómez Chova, L.

A2 - López Martínez, A.

A2 - Candel Torres, I.

PB - International Association of Technology, Education and Development (IATED)

CY - Valencia

ER -

Links

Zuletzt angesehen

Publikationen

  1. Wirkzusammenhänge innerhalb der Produktionsplanung und -steuerung
  2. Adjustable automation and manoeuvre control in automated driving
  3. An Optimization of Salt Hydrates for Thermochemical Heat Storage
  4. Europäische Klimaschutzziele sind auch ohne Atomkraft erreichbar
  5. Creep and hot working behavior of a new magnesium alloy Mg-3Sn-2Ca
  6. Discrete Lyapunov Controllers for an Actuator in Camless Engines
  7. Can the German Electricity Market Benefit from the EU Enlargement?
  8. Supervised clustering of streaming data for email batch detection
  9. Explaining Disagreement on Interest Rates in a Taylor-Rule Setting
  10. Firm wage premia, industrial relations, and rent sharing in Germany
  11. A localized boundary element method for the floating body problem
  12. Web-scale extension of RDF knowledge bases from templated websites
  13. Evidence on copula-based double-hurdle models with flexible margins
  14. Microstructure and corrosion of AZ91 with small amounts of cerium
  15. Comparing marginal effects between different models and/or samples
  16. The Influence Of Product Reuse On Production Planning and Control
  17. BUSINESS MODELS IN BANKING: A CLUSTER ANALYSIS USING ARCHIVAL DATA
  18. Dynamic control of internal force for visco-elastic contact grasps
  19. Distributable Modular Software Framework for Manufacturing Systems
  20. A welfare analysis of electricity transmission planning in Germany
  21. Das Erlernen digitaler Gesundheitskompetenz im schulischen Kontext
  22. Changeability of pre-service teachers’ beliefs about multilingualism
  23. Towards a Heuristic for Scheduling Offshore Installation Processes
  24. Introducing parametric uncertainty into a nonlinear friction model
  25. Pathways for Germany’s low-carbon energy transformation towards 2050
  26. Simulation of composite hot extrusion with high reinforcing Volumes
  27. Deep Rolling for Tailoring Residual Stresses of AA2024 Sheet Metals
  28. Predicate‐based model of problem‐solving for robotic actions planning
  29. Separating Cognitive and Content Domains in Mathematical Competence
  30. Neuere Ansätze des 'Verstehens' in der 'Historischen Bildungsforschung'
  31. Dynamic Inversion-Enhanced U-Control of Quadrotor Trajectory Tracking
  32. Microstructure, mechanical and corrosion properties of Mg-Gd-Zn alloys
  33. Make it your Break! Benefits of Person-Break Fit for Post-Break Affect
  34. Kompetenzorientiertes Fachwissen von Mathematik-Lehramtsstudierenden