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Law as a framework for digitalisation

14 October 2024

In an article for ‘DUZ’, Senior Consultants Anna Gehlke and Dr Ingeborg Lasser report on the joint responsibility of politicians and universities to create a legal framework for further digitalisation in teaching and studies and to regularly adapt it to current developments. The article is based on a case study conducted by CHE Consult for the Hochschulforum Digitalisierung.

The study was devoted to the question of which state policy frameworks promote or hinder the digitisation of teaching and learning from the perspective of five university management teams. It became clear that it is usually not the specific wording of certain regulations that poses a challenge for universities, but rather uncertainties in their practical implementation.

There are particular difficulties in interpreting data protection legislation and regulations on digital examinations.

Possible solutions are suggested:

Clear definitions and recommendations for action at state level to facilitate consistent implementation
Development of recommendations for the implementation of data protection and copyright law with the involvement of experts
Use of discretionary powers of university management to create internal rules for the recognition of digital formats
Adapting examination regulations to digital teaching methods with clear guidelines
Systematic classification of digital teaching formats and consideration of teaching obligations
Cooperation between universities, e.g. through shared IT resources and data protection officers

Overall, it is clear that close cooperation and clear regulations at state and university level are essential to fully exploit the opportunities offered by digitalisation in higher education.

Strategy for the Meißen University of Applied Sciences (FH) and training centre

11 October 2024

The Meißen University of Applied Sciences and Training Centre (HSF Meißen for short) commissioned CHE Consult to develop a strategic concept. The assignment included the independent conceptualisation, support and moderation of the project as well as the creation of concrete implementation proposals.

HSF Meißen is an institution of the Free State of Saxony and prepares students for future tasks in public administration and the judiciary. HSF Meißen is also the central training centre for civil servants in Saxony. In view of current challenges and developments, a strategy process was initiated for the future of HSF Meißen as a central training and further education centre for the administration in Saxony. CHE Consult was commissioned to draw up a strategic concept for HSF Meißen.

In the first phase of the project, the CHE Consult team carried out a comprehensive analysis. It analysed the current position of HSF Meißen in the external environment and determined an ideal skills profile for employees in the Saxon administration in 2035. Following the presentation and discussion of the interim results, the team submitted a detailed interim report.

In the second phase of the project, CHE Consult developed strategic proposals for the further development of the study and training programmes at HSF Meißen. In doing so, the team formulated future-orientated options for action that took possible restrictions into account. Finally, CHE Consult presented the results and drew up the strategic concept. It contains 15 strategic recommendations for action and provides clear suggestions for their short, medium and long-term implementation. Both the members of the Rectorate and the Strategy Council were convinced by the concept and approved it unanimously. It now provides a solid basis for the future development of the institution.

‘CHE Consult’s practical and forward-looking recommendations for action are of great value for the further strategic orientation of our university and our further education centre,’ says Prof. Dr Samia Härtling, Vice-Rector for Teaching and Research at HSF Meißen. ‘CHE Consult’s experience-based, flexible and efficient way of working has consistently proven to be effective. This has enabled us to anticipate the next steps to be taken with our partners by mutual agreement.’

To develop the strategic recommendations for action, the CHE Consult team used various methods over the course of the project. These included data analysis using the specially developed data visualisation tool DaViT and the analysis of university competitors and non-university providers of further education and training in Saxony. In addition, a competency matrix was used, which is based on 52 individual competencies and includes numerous sources. In addition, the team conducted interviews with external experts, moderated workshops with teaching staff, employees, students and graduates of HSF Meißen and regularly liaised with the strategy advisory board and the project team.

Team coaching workshop for a Rectorate Commission

30 September 2024

A university in Saxony commissioned CHE Consult to improve communication and cooperation within a rectorate committee. Jens Engelke, Principal Consultant at CHE Consult, carried out an analysis and targeted team coaching measures with the aim of optimising the dynamics within the group in the long term.

The first step was to coordinate the assignment in order to clarify the exact requirements and expectations of the university. A structured questionnaire was then developed and used as the basis for individual interviews with the eight members of the committee. These interviews were crucial in capturing the individual perspectives and challenges of the members and in identifying potential areas of conflict.

Based on the results of the interviews, CHE Consult designed a team coaching workshop that specifically addressed the identified communication and cooperation difficulties. In a feedback session at the end of the workshop, the commission members reported that several agreements had been reached that would significantly improve not only cooperation but also communication within the team in the future. The jointly developed measures also helped to identify concrete starting points for the creation of a common self-image with regard to the role of the commission in the definition of training objectives.

Study highlights universities’ pain points

25 September 2024

In August 2024, the Stifterverband and the Heinz Nixdorf Foundation published an exploratory study on innovative future models in the global education system and their transferability to German universities. The starting point of the study was the conviction that universities are also affected by social upheaval and must adapt accordingly in order to remain fit for the future. The study identified four pain points, which we also encounter time and again in our project work with universities. Accordingly, we at CHE Consult support universities in the further development of their specific strategies and measures in order to position themselves sustainably in an increasingly dynamic educational environment.

In principle, the entire cascade from the university vision to the mission statement to the strategic and operational objectives should be considered in the project work. However, we are aware that universities generally do not want to develop the entire set of strategic instruments in an innovative way, but rather focus on selected components. Accordingly, we are concentrating on the requirements that generate the greatest added value for the universities.

The pain points identified in the study are as follows:

1. Insufficient access and integration of underrepresented student groups

We know from our work for many universities that the number of applicants for certain courses and/or faculties or departments is below target. At this point, there is often a discussion about whether the existing target groups for the programmes need to be widened, whether by underrepresented international or domestic students.

In this context, for example, we analyse existing admissions procedures and develop recommendations for action to increase demand for programmes and improve equal opportunities for prospective students from different cultural and social backgrounds. We also work with universities to develop student support programmes to reduce dropout rates and ensure long-term academic success. In this context, internal and external university stakeholders are raising the issue of an appropriate digitalisation strategy to enable students with less of an initial affinity for education to make the transition to a degree programme in line with their resources.

2. Lack of dynamism in adapting learning content to changing competence requirements

A number of studies in recent years have focused on so-called ‘future skills’. These apply at different levels, in particular to the whole ‘university’ organisation, to teachers, but also to students. Although the module handbooks for programmes list the intended competence objectives for each module, in practice they are updated relatively infrequently. In the case of programme accreditation, updates in this respect are often made only as part of the preparation for the next accreditation cycle. The situation is similar for the updating of teaching/learning content. At least in programmes with a high degree of innovation, such adjustments should be made more frequently than the intervals specified in the accreditation.

In this context, we support higher education institutions in analysing competences (future skills) that are of particular relevance to programmes or modules. In this context, it is useful to consider the current skill requirements of students and future graduates in relation to labour market expectations. Finally, we support universities in developing a flexible and cost-effective approach to the integration of the necessary competences, tailored to the current and future needs of industry and society – i.e. future employers.

3. Lack of innovation in the design of learning experiences

It is well known that the ‘classic’ lecture is by no means the most appropriate form of learning. This is all the more true when complementary or alternative forms of learning are lacking or limited. Theoretical knowledge is important, but it is only the basis for being able to apply this knowledge in a practical way. The creation of direct individual learning experiences is now part of the requirement profile of programmes that are considered attractive from a student perspective. The keywords here are project modules, project studies and a practice-oriented form of blended learning. This also raises the question of the future role of lecturers. In summary, it can be assumed that the mere role of knowledge mediator is not sufficient to provide students with the so-called future skills. Some universities are therefore developing further and increasingly organising teaching activities as coaching to accompany learning, which is supported by students in higher semesters.

In this context, we evaluate existing teaching/learning methods – in consultation with the universities – and make recommendations for their further development in order to adapt the students’ learning environment to the times and to prepare them even better for future skill requirements.

4. Insufficient structural and institutional agility

In its coordination and decision-making processes, the ‘university’ organisation is characterised by the interaction of numerous committees. This has various advantages, but also the disadvantage of insufficient flexibility. For example, the question arises as to which powers can be transferred to decentralised organisational units in accordance with the principle of subsidiarity without jeopardising the primacy of the Senate and the Rectorate or the Presidential Board. Universities wishing to be more flexible and agile may find themselves in a conflict of objectives, which requires a delicate balancing act – often with external university support.

To this end, we work closely with universities to analyse institutional structures and processes in terms of their flexibility and agility, and to develop measures to accelerate decision-making processes in line with the university’s needs and to promote anticipatory responsiveness.

Do you want to work on your pain points and position your university even better for the future? Let us help you.

Facilitating a strategy retreat

23 September 2024

CHE Consult supported the University of Rostock in the planning and implementation of a ‘strategy retreat’ with the Rectorate, members of the Academic Senate and the heads of the faculties and institutions. The aim of the retreat was to jointly develop and finalise the university’s strategy.

The success of the project was based on intensive preparation. In three coordination meetings, including an in-depth discussion with all members of the rectorate, the initial situation was analysed, objectives and contents were defined and potential challenges were identified. On this basis, the CHE Consult team developed a precise agenda for the retreat and defined the methodological approach for the planned workshops.

During the on-site retreat, the CHE Consult consultants moderated the retreat kick-off, the workshops and the subsequent summary of the results in plenary. In the workshops on ‘Overarching Strategy’, ‘Research’, ‘Study and Teaching’, ‘Transfer’ and ‘Academic Support’, the participants discussed and developed key aspects of the university’s strategy. The facilitators supported them in modifying the existing strategy paper and contributing valuable new ideas.

As a result of the detailed preparation and structured facilitation, the retreat participants were able to produce a revised strategy paper, which is now nearing completion and will significantly shape the future direction of the university.

Management guidelines for Hochschule Zittau/Görlitz

23 August 2024

CHE Consult supported Hochschule Zittau/Görlitz in the development of a leadership guideline. Based on a comprehensive personnel development concept, the aim was to significantly improve the leadership style and culture at the university. The focus was on increasing employee satisfaction and identification as well as reducing staff turnover.

The project began with a kick-off meeting to clearly define the university’s expectations and requirements. Jens Engelke, Principal Consultant at CHE Consult, then facilitated an online workshop with a university working group to identify key topics and preferences for the guideline. These included trusting cooperation, respectful communication, decision making, goal achievement and the professional and personal development of university staff.

Based on these findings, the CHE Consult team developed a detailed draft of the leadership guideline together with stakeholders from the Zittau/Görlitz University of Applied Sciences. It was presented, discussed and finalised by the working group in a face-to-face workshop.

Uta Ebertz from the FH-Personal project draws a positive conclusion: ‘The collaboration with CHE Consult was very productive and led to a guideline for the HSZG that was agreed in the working group formed for this purpose. This now forms the solid basis for a sustainable anchoring of our management culture.’

Shared use of large-scale equipment

19 April 2024

In an article for “DUZ”, Dr Ingeborg Lasser, Senior Consultant at CHE Consult, examines the profile-building and sustainable use of large-scale facilities.

According to the author, research-related large-scale facilities and technology platforms make an enormous contribution to the development of a university’s profile and the implementation of its overall research strategy – provided that transparent access options and effective organisation of research and operational processes are guaranteed. They are the basis for sustained excellence in research.

For example, the organisational form of a “core facility” is suitable for ensuring the efficient and effective use of laboratories and technologies: operations are organised centrally and the core facility can be booked and used by researchers from different areas. The potential benefits can be broadly grouped into three categories: financial benefits, positive impact on the quality and quantity of research, and strengthening of diverse communities.

Does higher education law hinder the digitalisation of studying and teaching?

17 April 2024

A new study by CHE Consult examines the impact of legal regulations on the digitalisation of studying as well as teaching and provides recommendations for policy-makers and universities.

Higher education legislation, especially at state level, has a considerable influence on the organisation of university teaching, which became particularly clear during the coronavirus pandemic. Although they react to developments and create framework conditions, federal and state regulations are also perceived as limiting the scope for action in the digitalisation of studying and teaching. On behalf of the Hochschulforum Digitalisierung, CHE Consult took a close look at legal texts and regulations and examined the extent to which they hinder the design of digital and digitally-supported teaching.

The study looks at the areas of data protection, copyright law, examination law as well as the “Lehrverpflichtungs-” (LVVO) and “Kapazitätsverordnung” (KapVO). The authors categorise whether and to what extent these obstacles perceived by university management correspond to the actual legal framework. They come to the conclusion that although the laws and regulations could be improved, they do not restrict the universities’ scope of action for the digitalisation of teaching and learning. Finally, based on good practices, they identify suggestions for improvement for policymakers and formulate recommendations for action for universities.

Conference on the operation of large-scale equipment and laboratories

01 March 2024

CHE Consult is organising the face-to-face event “Sharing and efficiently operating large-scale equipment/laboratories” on 16 May 2024 at the GLS Campus Berlin: How does it work?” The event is aimed at people in science and in science-supporting areas who are involved in the planning, development and operation of high-quality research infrastructure. Further information and the possibility to register can be found here.

Guideline for external evaluation of the university administration

13 January 2024

Together with the University for Continuing Education Krems, CHE Consult has developed a guideline for the external evaluation of university administration.

In accordance with the Austrian Universities Act, the country’s universities have their own quality management system for the purposes of quality and performance assurance. External evaluation is part of this system.

The guideline for the evaluation of the university administration of the University for Continuing Education Krems was developed as part of a consultancy assignment. The evaluation procedure itself should be characterised by an innovative, goal-oriented and at the same time proven procedure with a high degree of self-control.

In order to define approaches and feasible focal points for the guideline, intensive and continuous coordination took place between Jens Engelke and Laura Wallor from CHE Consult and Dr Elisabeth Kübler-Berghammer, Head of the Quality Management and Quality Development Unit at the University for Continuing Education Krems. In addition, Jens Engelke and Laura Wallor conducted focus interviews with twelve managers from the university administration and undertook benchmark comparisons. They then drew up a draft guideline, which was finalised after a feedback loop with the Rectorate and submitted to it for approval. The guideline takes into account the university’s internal interests, fulfils the legal formal requirements and also creates demonstrable added value for the university.

“The precise clarification of the assignment was a key factor in this project for a target-oriented guideline conceptualisation. We also have extremely positive memories of the project in terms of the technical content and the cooperation with the university,” says Jens Engelke. Dr Elisabeth Kübler-Berghammer summarises the collaboration with CHE Consult as follows: “We clarified our goals and requirements with CHE Consult in several constructive discussions. CHE Consult suggested approaches that had proven successful in comparable projects internationally, but always left enough room for the framework conditions of our university.”