Measures in the area of curriculum development
Introductory and orientation phase (StEOP)
The transition from school to university, "onboarding" and the first year of study including the introductory and orientation phase (StEOP) are decisive for the course of study and academic success and are therefore relevant factors for studiability and examination activity. Curriculum development measures such as the StEOP support these factors. The StEOP in the first semester, which is regulated in the Universities Act (2002), offers first-year students the opportunity to review their choice of study in addition to the subject-specific introduction. Only the successful completion of the StEOP entitles students to continue their studies. The effects of the StEOP are made transparent through internal university monitoring, discussed in study panels and measures are developed to improve studiability and increase examination activity: The content orientation, structural design and curricular anchoring of the StEOP in the individual subjects are of particular importance.
Transition from Bachelor's to Master's programmes
In addition to the introductory phase, the final phase plays an important role in the successful completion of the Bachelor's degree and admission to a Master's degree course. In this phase, the writing of the Bachelor's thesis and the transition to further studies or entry into professional life are central.
The design, structure and curricular integration of the Bachelor's thesis as well as its organizational framework are key elements for optimizing studiability. The strengthening of employability can be achieved through a variety of curricular measures, in particular through the consideration of qualification profiles that are relevant to the job market, practical integration and skills orientation. Attractive Master's programmes that enable students to deepen their subject knowledge, focus on individual specializations, practical relevance or internationalization motivate Bachelor's graduates to continue their academic careers.
Modularisation
The modularisation of studies serves to create individualised learning paths. Individual learning content is grouped into thematic and competence-oriented units. The modules are mapped in module curricula consisting of at least two courses and have a student-centered structure based on the respective learning objectives with well-coordinated forms of teaching and learning. The module topics are often interdisciplinary or international, which promotes the intra- and inter-university mobility of students.
The overarching goal is the sustainable development of a high-quality teaching and learning culture that focuses on supporting the student learning process. One example of successful modularisation is the Master's Plus modules. Lecturers were closely involved in the development of these modules and supported in their pedagogical work.
Master's Plus
With the "Master's Plus", the University of Graz opens up flexible learning paths for students and focuses on student-centeredness. In the interdisciplinary Master's modules, students develop professional skills for the professional and working world and strengthen their employability. The courses are thematically and learning outcome-oriented in terms of the future skills of the 4C model (critical thinking and problem solving, communication, cooperation, creativity and innovation) and are coordinated with each other.
Master's students from all faculties can choose between different overarching module topics and build up well-founded skills in a fixed and limited number of peer groups over the course of one year within the framework of 24 ECTS credits. This integrated enrichment of the respective degree programme, which can be individually selected in addition to the standard curriculum, is experienced by students as an attractive and meaningful addition, as the first runs have shown.
Further information on the project can be found on the intranet and in the new university teaching handbook.