Development of Competencies and Teaching-Learning Arrangements in Higher Education: Findings from Germany

Autor/in	Schaeper, Hildegard
Titel	Development of Competencies and Teaching-Learning Arrangements in Higher Education: Findings from Germany
Quelle	In: Studies in Higher Education, 34 (2009) 6, S.677-697 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Constructivism (Learning); Higher Education; Regression (Statistics); Foreign Countries; Teaching Methods; Employment Potential; Learning Theories; Hypothesis Testing; Educational Environment; Surveys; Graduates; Bachelors Degrees; Case Method (Teaching Technique); Colleges; Outcomes of Education; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Regression; Regressionsanalyse; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Learning theory; Lerntheorie; Hypothesenprüfung; Hypothesentest; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Survey; Umfrage; Befragung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; 'Bachelor''s degrees'; Bachelor-Studiengang; Case method; Fallmethode; College; Hochschule; Fachhochschule; Lernleistung; Schulerfolg; Deutschland
Abstract	The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in addition, the article tests the hypothesis that an activating learning environment enhances the acquisition of both disciplinary and key competencies. Data are used from a survey among higher education graduates from 2005. The results of linear regression analyses suggest that the new bachelor programmes provide better conditions for developing key competencies, and also indicate what the ingredients of a competence-oriented teaching approach might be. (Contains 6 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10