From the idea to the study program concept
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From the idea to the finished degree program concept, several meetings of the working group must be held in the department or across departments. Depending on the area of specialization or topic in the course development, people from the core and expert teams meet on the individual dates in alternating composition.
The following scheme should help to provide an overview of the important steps during the development of the content of the degree program. This applies particularly to new accreditations, but can also be used for reaccreditations:
In a kick-off meeting, the (re-)accreditation process is discussed with the Group Head of Quality Development, Accreditation Procedures (Department II Teaching and Learning), the university management, the responsible planning unit in Department E Development Planning as well as the Communications and Marketing Unit and ITS. In the best case scenario, the planned new degree program or the planned revision has already been agreed in advance with the responsible member of the Executive Board.
It is advisable to set up a placeholder for the development of the planned degree program in the module tool now.
A working group should be formed to (further) develop the course in terms of content and organization. The working group should represent the various status groups, for example, the student council could be involved if necessary. Depending on the focus of the respective meeting, further experts can be added.
Especially in the case of interdisciplinary degree programs, it is advisable to work in smaller teams and to plan one or more strategy workshops to generate and focus ideas.
Once the working group has been set up, plans should be made to involve or at least inform your own and, if applicable, other departments in the process.
The dean's office (s) should also be informed and involved in relevant issues if they have not already been.
At the beginning, the competence profile and the cornerstones and focal points of the degree program should be defined. Initial environmental analyses for comparison with courses offered at other university locations can contribute to this and support the process.
The focal points and special features of the degree program are defined, as are the necessary foundations. This process is guided by the competence profile. The competencies to be acquired are broken down from degree program to module level.
The discussion and development process can be supported by further detailed environmental analyses, results of internal surveys and labor market research.
For the creation of the study program concept, the previous findings and decisions are formulated in a structured manner. The planned degree program is described and justified according to the form.
As the process continues, the curriculum becomes increasingly concrete. The competencies to be acquired are broken down from module to course level. The curricular structure is mapped using the module tool. In particular, possible import modules can already be selected. In addition, practical components, internships, projects, etc. can be defined.
Additional credit point analyses can also be carried out at this point to specify the curriculum. The monitoring of the course of study or surveys can also be used, for example, to justify further developments (re-accreditation).
A sample study plan and the modules in the module tool are also specified together with the study program concept. All documents are coordinated internally and, if necessary, with cooperating departments.
The determination of admission requirements and connectivity in the transition from Bachelor's to Master's can be supported by instruments within the framework of the environment analysis.
As soon as the degree program concept has been completed, it should be submitted to the President's Office for initial consultation, if necessary with a preliminary review and revision in combination with a resolution in the departmental or art college council.
For more information on the further process after completion, please take a look at the "Program development flowchart - from the program concept to the inspection".
The module handbook is created using the module tool. All modules should be adequately described using the required input fields. With the finalization of the module handbook, the acquisition of all competences described in the competence profile is covered.
It should be noted that the development of the curriculum as the basis for the module handbook begins during the creation of the degree program concept and can at best already be brought to a good working state. The further necessary development of the module handbook takes place in parallel and downstream of the first resolution on the degree program concept in the Executive Board.
The subject-specific examination regulations are designed on the basis of the preparatory work and corresponding specifications.
It should be noted that the development of the examination regulations can begin during the creation of the degree program concept. The further necessary development of the examination regulations takes place downstream of the first resolution on the degree program concept in the Executive Board.