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Published in:
2014 | OriginalPaper | Chapter
3. Modular University
Authors : Ernst Ulrich von Weizsäcker, Irene Kehler
Published in: Ernst Ulrich von Weizsäcker
Publisher: Springer International Publishing
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Excerpt
1.
The model of a Baukasten-Gesamthochschule (BGHS) represents a complete integration of present short-cycle higher education into university education. This paper there-fore deals with only one model of a linkage between short and long-cycle studies, namely the “integrated comprehensive university model”.1 Yet short and long-cycle studies do not mean quite the same thing in a BGHS as in the definition used in some countries. They do not necessarily imply a vocational or practical orientation, since there may exist both short theoretical courses as well as longer but practically oriented courses of study.
2.
The comprehensive model of a BGHS not only facilitates access to post-secondary higher education, it also allows permeability in all directions with a minimum loss of time; simultaneously it implies a reform of methods of learning and teaching. Even though these advantages may appear fascinating at first glance, this should not make us overlook the problems related to its implementation within present structures of higher education, to external and internal factors, to differences of structure of knowledge in various disciplines, and last but not least to the uncertainties resulting from a rather imperfect knowledge of the psychology of learning
3.
The BGHS model has now reached the following stage: Since the first proposal for a Baukasten-type university was presented (1969), work was mainly concentrated on theoretical questions. Important features of the system had to be changed, so that the first publication can no longer be considered as a reference. Meanwhile, several German universities became interested in introducing at least parts of the system on an experimental and small-scale basis.