@inproceedings{WestnerFuhrmannWaasetal., author = {Westner, Markus and Fuhrmann, Thomas and Waas, Thomas and Skelton, David}, title = {Internationalization of a Computer Science Faculty}, series = {9th Annual International Conference on Computer Science Education: Innovation and Technology (CSEIT 2018), 2018, Singapore}, booktitle = {9th Annual International Conference on Computer Science Education: Innovation and Technology (CSEIT 2018), 2018, Singapore}, doi = {10.5176/2251-2195_CSEIT18.118}, pages = {33 -- 38}, abstract = {The paper at hand describes how a regional university of applied sciences tried to internationalize its learning and teaching environment. It describes the challenges encountered, the managerial approach taken, illustrates the implemented initiatives, and how effective they turned out. The results might be relevant to faculty staff in managerial positions at regional universities all over the world that face the challenge to internationalize their teaching and learning environment for the benefit of their domestic students.}, subject = {Internationalisierung}, language = {en} } @misc{WestnerFuhrmann, author = {Westner, Markus and Fuhrmann, Thomas}, title = {Applied Learning through Industry Collaboration}, series = {Applied Learning Conference, 2020, Singapur}, journal = {Applied Learning Conference, 2020, Singapur}, abstract = {Purpose In 1969, Germany founded a new type of tertiary education institution, the so-called "Universities of Applied Sciences" (UAS). In contrast to traditional universities, UAS are supposed to educate their students based on scientific methods but with a high degree of application orientation (Wissenschaftsrat, 2010). The goal was to generate highly employable graduates. Since then the number of UAS in Germany has risen to 216 in 2018/2019 (Statistisches Bundesamt, 2019). ~45\% of all German students start their tertiary education at a UAS (Autorengruppe Bildungsberichterstattung, 2018). UAS graduates are well perceived by domestic employers, enjoy high recruiting rates and attractive salary levels. The educational model has proven so successful that its approach and underlying philosophy has been replicated under terms such as "cooperative education" or "applied learning" in a vast number of different countries and educational systems around the globe (Altbach, Reisberg, \& Rumbley, 2011). This talk critically describes the key aspects that constitute German UAS' approaches to industry-oriented applied learning. The findings are relevant for academics, policy makers, and industry representatives to generate ideas on how to improve study curricula, policies, or collaboration between academia and industry. Method The approach taken consists of a descriptive and structured account of the key aspects that constitute the study curricula of a UAS from an applied learning perspective. By building on their own experiences as teaching professors and part of a German UAS' managerial team, the research method taken resembles an action research-oriented approach. Key Findings German UAS have numerous application-oriented learning elements in their curricula. These elements are performed inside the university like lab courses but many of these learning elements are carried out in cooperation with industry. Bachelor programs span over seven semesters. Fundamentals are taught in the first two semesters and from the third semester on, more and more application-oriented lectures and labs become part of the curricula. In the fifth semester, a mandatory internship is integrated in the study program. This internship is carried out either at companies in Germany or abroad. It is the goal of the internship that the students gain first practical experience in a real work environment. The work tasks in internship should be similar to the later professional demands and should contain a project. The students themselves are responsible for finding an appropriate job and organize the administrative aspects around the internship, thus their self-organization skills are advanced. The UAS teaching staff supervises the internships from an academic perspective. This mandatory internship has numerous advantages: students experience real industry environment and they build contacts to later employers thus forming a potential pathway to future employment. Bachelor and master courses each finish with thesis work. The majority of theses is carried out in companies under university supervision. This is a second chance for the students to accomplish a company project, to gain practical experience and to get in touch with potential employers. In addition to undergraduate and postgraduate education, German UAS do a lot of applied research together with companies. This applied research can also be the basis for the work of Ph.D students. Industry representatives are also involved when designing new study programs as consultants and give advice for accreditation and reaccreditation of programs. All these activities of German universities of applied sciences lead to a high practical relevance of education programs and to a high degree of employability of UAS graduates.}, language = {en} } @misc{WestnerFuhrmann, author = {Westner, Markus and Fuhrmann, Thomas}, title = {Entwicklung eines Programms f{\"u}r internationale Gastdozierende als Good Practice Modell f{\"u}r die Hochschulinternationalisierung}, series = {Internationalisierung der Curricula in den MINT-F{\"a}chern (ICM 2018), Berlin}, journal = {Internationalisierung der Curricula in den MINT-F{\"a}chern (ICM 2018), Berlin}, abstract = {Der Freistaat Bayern finanziert seit einigen Jahren ein Hochschulprogramm zur F{\"o}rderung von internationalen Gastprofessorinnen und Gastprofessoren an seinen Hochschulen. Mit diesen Finanzmitteln f{\"o}rdert die OTH Regensburg unter anderem internationale Gastvorlesungen. In der Fakult{\"a}t Informatik und Mathematik wurde seit 2015 eine Zusammenstellung internationaler Gastvorlesungen entwickelt, die als Wahlpflichtf{\"a}cher systematisch in ein bestehendes Curriculum integriert sind. So werden den heimischen Studierenden internationale Erfahrungen erm{\"o}glicht ("internationalization at home"), die fachliche Breite des Curriculums wird erh{\"o}ht und es k{\"o}nnen auf Basis pers{\"o}nlicher Kontakte internationale Hochschulpartnerschaften neu gekn{\"u}pft und weiter entwickelt werden. Jede Vorlesung in diesem Programm besteht aus mehreren Teilen. Zum Vorlesungsbeginn werden die geplanten Inhalte und Anforderung den Studierenden in einer Videokonferenz erl{\"a}utert. Die Studierenden erhalten Unterlagen, um sich in Selbstlerneinheiten auf die Pr{\"a}senzvorlesungen des Gastes vorzubereiten. Im Pr{\"a}senzteil verbringt die/der Gastdozierende ca. 2 bis 3 Wochen in Regensburg und h{\"a}lt an der Hochschule Blockvorlesungen. So ist es m{\"o}glich, Veranstaltungen mit 5 ECTS Credits in einem "blended learning" Lehr-/Lernformat durchzuf{\"u}hren. Studierende sch{\"a}tzen das Programm sehr und {\"a}ußern sich in Evaluationen {\"a}ußerst positiv {\"u}ber die fachliche und didaktische Erweiterung des F{\"a}cherspektrums. Dieses Programm wird als "good practice" innerhalb der Hochschule angesehen und soll in anderen technischen Fakult{\"a}ten verbreitet werden, u.a. wurde ein "Prozesshandbuch" mit konkreten Beispielen und Handreichungen erstellt. Der Vortrag geht auf diese und weitere Umsetzungsaspekte sowie zugeh{\"o}rige Herausforderungen ein.}, subject = {Hochschule}, language = {de} } @article{WestnerFuhrmann, author = {Westner, Markus and Fuhrmann, Thomas}, title = {Internationale Gastdozierende virtuell und vor Ort}, series = {Die Neue Hochschule}, journal = {Die Neue Hochschule}, publisher = {hlb Hochschullehrerbund e.V.}, pages = {6}, language = {de} }