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German policy perspectives on enhancing the quality of student learning by university teaching
Article first published online: 25 APR 2006
DOI: 10.1002/he.205
Copyright © 2006 Wiley Periodicals, Inc.
Issue
1536-0741/asset/cover.gif?v=1&s=7b0ca845aa40431a15dd979f213e67e8f5e50b40 "New Directions for Higher Education")
New Directions for Higher Education
Special Issue: International Policy Perspectives on Improving Learning
Volume 2006, Issue 133, pages 53–62, Spring 2006
Additional Information
How to Cite
Webler, W.-D. (2006), German policy perspectives on enhancing the quality of student learning by university teaching. New Directions for Higher Education, 2006: 53–62. doi: 10.1002/he.205
Publication History
- Issue published online: 25 APR 2006
- Article first published online: 25 APR 2006
- Abstract
- References
- Cited By
Abstract
Traditionally, the higher education sector in Germany has been research oriented. During their studies of ten to thirteen semesters, students have had close contact with research and have been motivated by new findings they have discovered themselves. Introducing a bachelor's- and master's-style structure into the current system means in many cases losing this close contact at the bachelor's level. Only a few programs developed professionally maintain this link.