Tertium Comparationis, Vol. 12 (2006), No. 2

International vergleichende Schulleistungsforschung –
Anfragen an Verbreitung, Grundannahmen und politische Nutzung

Editors: Christel Adick, Carolin Rotter

Contents

• Editorial
• Carola Bauschke-Urban: Wissenschaftlerinnen in transnationalen Bildungsräumen: Das Beispiel der ifu
• Solomon Arulraj David and Danny Wildemeersch: Dealing with Cross-Border Higher Education: Comparing the Chinese and the Indian Ways
• Torsten Dunkel: Der europäische Qualifikationsrahmen als Integral von Hochschulbildung und beruflicher Bildung: Das Ende des klassischen Universitätsmodells (?)
• Ute Lanzendorf: Deutsche Hochschulen als neue Transnational Player – Zwischenbilanz einer politischen Initiative zum Aufbau gebührenpflichtiger Studiengänge im Ausland
• Carolin Rotter: Der internationale Studiengang "European Culture and Economy" an der Ruhr-Universität Bochum: Ergebnisse einer empirischen Untersuchung
• Katrin Seifer: Virtuelle Mobilität im Hochschulbereich: Beispiele von Fernstudium und virtuellen Universitäten
• Sonja Steier: Internationalisierung im Hochschulwesen ausgewählter mittel- und osteuropäischer Staaten – Befunde, Trends und Probleme
• Verzeichnis der Autoren
• Berichte und Notizen
• Rezensionen

Carola Bauschke-Urban

Wissenschaftlerinnen in transnationalen Bildungsräumen: Das Beispiel der ifu

The International Women's University (ifu) constituted a multidimensional experiment in higher education, which is focused here with regard to the transnationalisation of education. This article refers to the concept of transnational educational spaces (Gogolin & Pries, 2004; Fürstenau, 2004; Lutz, 2004; Adick, 2005) and proposes a perspective on the development of inner-institutional transnational educational spaces. In reference to the discussions of transnational educational biographies as micro-level of transnational educational spaces (Gogolin & Pries, 2004; Fürstenau, 2004) and the organizational macro-level of transnationalisation of education, which has been empirically described in higher education research and within the context of neo-institutionalism, the article draws a perspective on a meso-level of transnational educational spaces as inner institutional development. Referring to the example of the International Women's University ifu, which provided an international setting for women scientists from all parts of the world, it is shown how intercultural communication and cooperation, a transnational setting of teaching and learning and a curriculum with a global approach have been developed as an inner institutional transnational educational space at ifu.

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Solomon Arulraj David and Danny Wildemeersch

Dealing with Cross-Border Higher Education: Comparing the Chinese and the Indian Ways

Cross Border Higher Education (CBHE) is one of the issues of the present knowledge era. As knowledge transmission is becoming increasingly borderless, we understand that the forces of globalisation, neo-liberal principles and the General Agreement on Trade in Services (GATS) are the three important driving factors for this development in cross-border education and higher education is the most affected area by this development.
The huge higher education potentials of China and India have greatly attracted cross-border providers and in recent years there has been remarkable growth in the CBHE of these two countries. The accession of China and India to the World Trade Organization (WTO) and the agreement on GATS allowed the free entry of for-profit cross-border educational providers both in and out.
Both of these countries have encountered several problems in dealing with the CBHE. In response, they have taken some measures in recent years to regulate and manage CBHE. However, we understand that many things are not yet clear. We also became more curious recently to know how these two countries differ and resemble one another in dealing with CBHE. In this paper we would like to understand and compare the similarities and the differences in the ways that China and India organise and manage the CBHE.

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Torsten Dunkel

Der europäische Qualifikationsrahmen als Integral von Hochschulbildung und beruflicher Bildung: Das Ende des klassischen Universitätsmodells (?)

On the way towards the European Higher Education Area 2010 the EQF proposal by the European Commission offers on the one hand opportunities for increased geographical mobility within higher education and on the other hand enhanced permeability between the HE and VET subsystems, but faces also interface incompatibilities of certifying HE and VET. The further development of the ECTS and ECVET Credit Systems from the transfer to the accumulation function as well as from the input to the outcome orientation shall increasingly promote the mobility of students, apprentices and graduates via the transfer, accumulation and recognition of learning outcomes described in acquired knowledge, skills and competence. This has consequences for the classical university model.

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Ute Lanzendorf

Deutsche Hochschulen als neue Transnational Player – Zwischenbilanz einer politischen Initiative zum Aufbau gebührenpflichtiger Studiengänge im Ausland

The article presents an interim balance of the German government's initiative to stimulate the participation of national universities in transnational education. In order to improve the visibility of German higher education on the global level, since 2001 the government financially supports the setting up of study programmes in non-EU countries. Exporting universities are expected to charge study fees at a level that allows the programmes to gradually become self-financing.
First, the article sketches the political rationale of the government programme and summarizes major programme characteristics, including the presentation of key data. Second, organisational and academic aspects of the nearly 90 study programmes which have already been set up are highlighted. Third, overall programme information is illustrated by means of the description of two major projects (The German Institute of Science and Technology in Singapore and the German University Cairo). The two case studies not only provide an insight into the implementation of the government initiative, but also into the role of transnational education for the development of higher education in the receiving countries. As a conclusion, the author argues that the programme successfully markets German higher education. Most of the projects, however, will need continued financial support to survive. From an academic point of view, some of the study programmes developed for foreign markets would deserve a re-import to Germany.

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Carolin Rotter

Der internationale Studiengang "European Culture and Economy" an der Ruhr-Universität Bochum: Ergebnisse einer empirischen Untersuchung

This article focuses on international study programs at German universities as one part of the ongoing process of internationalisation in higher education. First, the term 'international study program' will be discussed since definitions of this term and a list of significant features of an international study program do still not yet exist.
Second, some empirical data will be presented. In a case study the international study program 'European Culture and Economy' at the Ruhr-University Bochum was analysed using qualitative (interviews, analyses of relevant documents) and quantitative research methods (questionnaire) in order to get a detailed insight into this international study program. The major results will be summarized. Most of the students have an academic family background which raises questions why these students take part in international study programs and what is the added value of such an international program for their career. Following Bourdieu's theoretical concept international study programs may represent an opportunity for academic elite to distinct themselves from the mass of students.

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Katrin Seifer

Virtuelle Mobilität im Hochschulbereich: Beispiele von Fernstudium und virtuellen Universitäten

Distance Education or Distance Learning, whose characteristic is the possibility of an extensively time- and place-independent study, is looking back to a long tradition in the context of traditional distance universities. The extended use of new technological applications leads to a change in available teaching methods, also in the area of university education. Through the integration of new information and communication technologies (ICT) into the educational program of institutions offering Distance Learning, a modern variant, the DistancE-Learning, emerged. By the implementation of DistancELearning elements into the university educational program diverse forms of virtual education institutes evolved, which vary widely in quality and quantity of the implementation of virtual applications. 'Virtual Full-Universities' and 'Online Distance Universities' represent two distinct forms of this development. By using several criterions like 'group of addressee', 'offered courses of study and examinations', 'number of students’, 'degree of virtuality in teaching', 'language' and 'university fees' several of this virtual university models shall be compared. Furthermore, the article will discuss the question which contribution these two forms of virtual universities can perform in reference to a transnational university education concept.

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Sonja Steier

Internationalisierung im Hochschulwesen ausgewählter mittel- und osteuropäischer Staaten – Befunde, Trends und Probleme

This contribution discusses the internationalization of Central and Eastern European university systems following the political transformation after 1989/1990. This process of internationalization can be manifested in various ways. On the one hand, it may be reflected in courses of study, as for instance, by changing systems of granting credit, as well as by introducing newly oriented foreign language study programs. On the other hand, it may also be manifested by re-organizing the entire system at the level of international universities in the sense of diverse bi- or multilateral elitist institutions. In addition, the Bologna process, started in 1999, is discussed in view of its role as a motor of the internationalization of university systems in the regions of Central and Eastern Europe.

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