fh campus wien uas on the way to becoming a digitized lll ... · fh campus wien uas on the way to...

FH Campus Wien UAS on the way to becoming a digitized LLL university ARTHUR METTINGER, VICE RECTOR ACADEMIC AFFAIRS

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FH Campus Wien UAS: Basics

UNICA EduLab 2019 | Arthur Mettinger – VR Academic Affairs

> Mid-1990ies start with programs in construction engineering > 2004 accredited as University of Applied Sciences („FH“) > 2019 ~7.000 students in 62 academic programmes

> „owned“ by a non-profit association (political independence)

> Governance:

Level 1: CEO+CFO (economics & infrastructure) jointly with Rector + 2 Vice Rectors (academic) Level 2: Heads of Study Programmes Level 1,5: Department Heads

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Development of Degree Programs and LLL Courses


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Building and Design

Engineering

Applied Life Sciences

Social Work

Health Sciences

Applied Nursing Science

Public Sector

Funding sources at FHCW for the fiscal year 2016/17


12 %

60 %

7 %

3 %

18 %

Third party funding

City of Vienna - Vienna Hospital

Association

Federal Chancellery and

Federal Ministry of Finance

Tuition fees and student contributions

Federal Ministry of Education, Science & Research (BMBWF)

63% of FHCW‘s funding sources stem from „classic“ standard per capita cost model FHCW does not receive any baseline funding

Financing degree programmes within health sector

Per capita standard cost model

Per capita standard cost modell

Research grants

Recent development: Per capita financing from industry

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Basic Principles of Teaching at FH Campus Wien (2014): 7 features


> Teaching as the central task of a university of applied

sciences profession-oriented, research-based education; common understanding of teachers & students; up-to-date teachers

> Student-centred teaching and learning Students and their development of competences are in the centre of university teaching; The role of teachers is expanding to that of facilitators and supporters of learning processes; Learning outcomes reflect the contents, largely determine the choice of method and form the content basis of the performance assessment

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> Active involvement of all participants in the teaching/learning process Students take responsibility for their learning and act as valued partners in the teaching/learning process; Necessity of transparency with regard to the learning outcomes to be achieved, the didactic approach, the learning effort, and the requirements for the performance assessment

> Methodological diversity and use of e-media Presenting methods and activating methods, depending on LOs; E-learning as methodical enrichment of teaching, allowing for a high degree of autonomy in terms of time and place for students and teachers

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> Research-led teaching and research-based learning Teaching and research are interrelated and benefit from each other in that knowledge generation and knowledge transfer are interconnected. Thus, current research results flow into teaching and students are encouraged and guided to independently developing research questions.

> Application- and action-oriented teaching Research-based teaching with application and practical relevance; Students practice the appropriation and discussion of, e.g., the scientific literature, current research results and standards of the respective discipline.

> Didactic competence building for teachers

In A Nutshell: Teaching & Learning @FH Campus Wien

Our academic programs are - profession-oriented rather than discipline-oriented - demand-driven, competitive, strongly quality-assured, externally accredited - multidimensional/transdisciplinary

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Our teaching is - student-centred & learning outcome oriented - as innovative as possible (content, methods, technology) - is guided by an institutional „Teaching Philosophy“

In A Nutshell: Academic Staff

Our academic staff (~ 240 full time, ~2.000 part time) is - carefully selected & trained - capable of combining academic knowledge with the demands of the professional world - institutionally supported (TSC, Handbook Methodology, …) - encouraged to be innovative through incentives („Teaching Development Points“)

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Strategy 2020 – 2025: Mission


> Focus on students Our students are the focus of our study programs. Taking into account their individual educational biographies, we impart scientifically founded professional, methodological and action competences, promote reflexive self- and social competences and enable international farsightedness as well as innovative thinking and acting. In order to support lifelong learning in the best possible way, we offer education, training and continuing education formats that are appropriate for the target group. > University teaching as a combination of science and practice Our lecturers design their teaching according to the current state of scientific disciplines as well as the future-relevant requirements of the professional fields. Competence orientation and student centering form the basis of a diverse university didactics. Teachers are supported by training and support offers.

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> Future-oriented education through research and innovation Our applied research and innovation takes place in defined research fields. It focuses on relevant research topics, establishes an important link to practice and contributes to scientific exchange. Our research results flow directly back into society and ensure that our educational offerings are up to date. > Promotion of quality, innovation and entrepreneurship We see our departments and service units as places of high-quality, sustainable action. Innovative ideas from students and employees are supported and entrepreneurship is promoted.

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> Strong partners as a success factor Together with our stakeholders from business, politics, administration and the non-profit sector, we develop future-oriented projects in teaching, research and continuing education. As a competent and reliable partner, we support decision-makers with our science-based expertise. In this way, we contribute to the development of sustainable solutions for social challenges. > Growth through cooperation and forward-looking educational

opportunities As an innovative, multidisciplinary and independent university, we are a driving force in the further development of the FH sector in Austria and a partner for national and international cooperation. Our growth is based on a high-quality expansion of our educational offer by economically and socially required academic education, training and continuing education programmes.

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> Success through diversity and social permeability The diversity of our students and staff is of central importance to the success of our university. Through social permeability, diversity management, gender mainstreaming, the advancement of women, workplace health promotion and family friendliness, we promote individual development and enable fair and barrier-free access to education and work. > The University as a meeting place Our Third Mission strategy aims to strengthen knowledge transfer into business and society. We develop and design offers for various target groups of the population and involve them in projects and events within the framework of our teaching and research activities.

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Strategy 2020 – 2025: Vision & Goals


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Strategy 2020 – 2025: Vision & Goals: Education


2. digital transformation and social change > Our graduates and employees are familiar with the opportunities and

challenges of digital transformation and social change. With this knowledge, they help to shape the development of their professional fields in an ethically responsible manner.

Strategic goals: 2.1 All study programmes deal with the developments and effects of digital, social and global transformation in their respective occupational fields and incorporate central content into the curricula. 2.2 We establish a comprehensive research field on digital, social and global transformation and promote related interdisciplinary activities. 2.3 We evaluate and prioritize the possibilities of digitization for all administrative processes of the university and implement them. To this end, we are expanding the digital competencies of our employees

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> 3. Self-directed and lifelong learning Our graduates and employees are willing and able to acquire knowledge and skills on their own responsibility. We support our graduates in their further development and that of their professional fields with our continuing education and training programmes. Strategic goals: 3.1 To promote teaching and learning independent of time and place, we increasingly use technology-supported courses. By the end of the strategy period, these courses will account for at least 15% of all full-time study programmes and at least 35% of all part-time study programmes (based on the total number of ECTS credits).

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3.2 Our teachers update or extend their repertoire of methods with regard to the promotion of independent knowledge and competence acquisition. They use digital developments in university didactics to increase the studyability of our study programmes through individualisable teaching and learning scenarios. 3.3 In cooperation between the Campus Academy and the degree programmes, we expand our continuing education portfolio to at least 50 courses per year in order to strengthen our partnerships and to provide graduates and prospective students with further training at the cutting edge of science and research.

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Implementation: Branding the LLLDIG UAS


> Strategically driven process > Change process > Reguires clear vision of leadership > Requires commitment of majority of staff > Requires understanding from students > Requires high degree of coordination:

- technological backbone - curriculum development - didactic support - recruiting and staff development processes - payment regulations - communication processes - …

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Leadership level: „Digitization Board“


> Rector + Academic Inst. Development, Internat. Office > VR Academic + Teaching Support Centre, Online Services > VR Research & Development + Project Management, Start-up Center > CFO + IT Services, Infrastructure

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Implementation: Brainstorming Session 15/11/19


> With the use of digital teaching and learning offers new target groups are reached.

> Innovations in the field of digital teaching are not purely technical innovations, but didactic, curricular and organisational-structural innovations.

> The digitization of large parts of the university world confronts university members with changed role and requirement profiles.

> Collaboration is the key to the successful digitization of university teaching.

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