Centre for Teaching Development and Innovation (ZIEL)
#future_skills@h-brs
Future Skills an der H-BRS – Bereit für die Zukunft?
The Idea
Complex problems are often solved in interdisciplinary teams. This is why we are planning an innovative course to teach future skills, which will be anchored in all Bachelor's degree programs.
Our aim is that dealing with future-oriented topics is a common thread running through the curriculum, flanked by university-wide, transdisciplinary courses to strengthen students' personal development. Overall, the integration of teaching and learning content, modules and subject disciplines at universities promotes a holistic and interdisciplinary educational experience that helps students understand the complexity of the modern world and prepare them for the challenges of the future.
Our vision is to strengthen the connection between the individual courses on offer, to develop specialist and transdisciplinary skills hand in hand and to focus on digitalisation and sustainability. The goal: qualification profiles that lead to graduates who think in a networked way and form networks to shape the future.
We achieve this by integrating the personal development of students and the teaching of transdisciplinary skills as learning objectives into our practical and research-orientated courses.
What happens next?
The H-BRS Competency Model
Based on the Stifterverband's Future Skills Framework, we have developed our own Future Skills competency model. The model contains five different areas of competence that are of fundamental importance in all degree programmes - regardless of the respective discipline - in order to master the central transformation tasks of our society.
The future-oriented areas of competence are organised in two categories:
First, subject-specific competence and the associated expert knowledge in the areas of digitalisation and sustainability. These two fields of competence refer to subject-specific knowledge, skills and abilities related to digitalisation and sustainability. These areas of expertise can be found in all of the university's degree programmes. However, the specific learning content and learning objectives vary depending on the specialisation and the desired occupational profiles.
The second category comprises transdisciplinary competences, often referred to as key competences, which students from all fields of study require equally in order to shape the future. In principle, the aim is that at least 10% of the Bachelor's degree programmes at H-BRS teach transdisciplinary skills.
#skills_4_the_digital_age (digitale key competences)
The learning objective in the area of key digital skills is that students find their way in a digitalised world by, for example, practising techniques for collaborative digital work, becoming competent in handling data, learning to use AI productively as a supporting tool and being able to reflect on the ethical dimensions of digital possibilities.
#skills_2_transform (transformative competences)
By incorporating courses that teach transdisciplinary, transformative skills, we want to accomplish that students are able to position themselves in the sustainability dialogue and, on the basis of the scientific foundations they have learned, to develop solutions for key issues of social, ecological and economic transformation or to participate in shaping them.
They will be enabled to do so, for example, by utilizing the Sustainable Development goals to understand the transdisciplinary interplay of social, ecological, economic and technological sustainability and the connection to digital transformation.
To enable them to actively reflect on and responsibly help shape transformation processes in their personal environment, professional practice and/or society, they are also educated to discuss the key conflicts of interest in the sustainability debate from an ethical perspective and are given the opportunity to learn and practise methods and skills for shaping change processes.
#skills_4_life (traditional, non-digital key competences)
We also seek to promote the development of traditional key competences so that students can translate the (specialist) skills they have acquired during their studies into successful action. Students should, for example, expand their knowledge, skills and abilities in the areas of dialogue and conflict skills as well as self-awareness, entrepreneurship, moderation and presentation techniques and/or negotiation skills/rhetoric so that they can work successfully in the various areas of life (academic, professional, personal, social) and develop independently.
The competency model and the defined learning objectives serve as a yardstick for identifying and communicating existing courses that relate to the competency fields. On the other hand, it serves to further develop the study programmes by enabling the departments to recognise in which areas important future skills are underrepresented in the curriculum and need to be strengthened.
#digital_expert [subject-specific skills]
The specific learning objectives vary depending on the degree programme and result from the in-depth study of digitalisation topics in the respective subject context.
z.B. #Green IT. #Energy efficiency. #Simulation. #Remote processes. …
#sustainable_expert [subject-specific skills]
The specific learning objectives vary depending on the degree programme and result from the in-depth study of sustainability topics in the subject context.
z.B. #Renewable Energies. #Green IT. #Sustainable Materials. ##Energy efficiency. #Digital technology. and more …
SkillWerkstatt
Within the framework of the SkillWerkstatt, the curricula are adapted and the future skills corridors are defined as a common thread for developing future skills during the course of study. Furthermore, courses are bundled university-wide in an elective catalogue that is available to students of all degree programmes to develop their future skills.
What happens next?
Contact
Katja Kluth
Personal Advisor to the Vice President Teaching and Learning, Advisor for Programme Development and Accreditation at ZIEL
Location
Sankt Augustin
Room
E 249
Address
Grantham-Allee 20
53757, Sankt Augustin
Telephone
+49 2241 865 717
Katharina Bläser
Research associate/Quality assurance of study programmes, project coordinator #future_skills@h-brs
Location
Sankt Augustin
Room
F219
Address
Grantham-Allee 20
53757 Sankt Augustin
Telephone
+49 2241 865 9981
Antonio Wojahn
Project coordinator: Future Skills Electives, M.Ed./Magister Artium English Studies (Bonn und Oxford), Research Associate
Location
Sankt Augustin
Room
E 006
Address
Grantham-Allee 20
53757, Sankt Augustin
Contact hours
Tuesdays: 2:00 p.m. - 4:00 p.m.
Telephone
+49 2241 865 9585
Peter M. Muck
Vice President Teaching and Learning, Department of Management Sciences (Rheinbach Campus), Business Psychology, esp. Personnel Psychology, Organizational Psychology and Differential Psychology
Location
Sankt Augustin
Room
E 232
Address
Grantham-Allee 20
53757 Sankt Augustin
Telephone
+49 2241 865 603