Envisioning the Future
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If the current higher education model is transferred to a postmodern future, which structures will gain in importance? If one takes the changed framework conditions in an educational society and the pressure affecting academic qualification processes as a basis, new demands on higher education institutions for a modern, further developed higher education model arise from this. The following aspects are the outcome of a thought experiment and display the development corridor in which higher education institutions are currently situated. The university of the future will have to position itself to these key points.
| Dimension | Current higher education model | Future higher education model (postmodern) |
| from... (possible development path)... to | from... (possible development path)... to | from... (possible development path)... to |
| Degrees | The aim is to achieve a clearly defined comprehensive study degree, with the degree designations being awarded by the higher education institution on a statutory, sovereign basis. | The programme consists of small study units, which can also come from different (higher education) institutions. There will be more short courses, certification courses, refresher courses. This results in patchwork studies that can then be combined into larger final degrees or certificates, such as a final degree, and certified by a higher education institution. |
| Recognition of prior learning (RPL), knowledge & experience | Recognition is possible, but there is little actual recognition practice. | A lot of RPL recognition practice, higher education institutions develop professional processes for competence measurement and the recognition of previous performance and experience. |
| Certification | Teaching/ transfer (tutoring, courses), examinations and certification are linked within the framework of an institution. | Teaching/transfer (tutoring, courses), examinations and certification (final examination) are decoupled and can be offered by various institutions. |
| Study pathways/timing | The course of studies is clearly defined by study and examination regulations and is mostly predetermined. Studies are structured according to time units (ECTS). Clear differentiation between part-time and full-time structure. | The course of studies is flexible and determined by a wide range of electives. Studies are structured on the basis of content criteria. More flexible, individual time structure, more extra occupational and lifelong models. |
| Curriculum | Clearly defined qualification goals are set in the degree course, which apply equally to all students and from which the contents and methods of the modules are derived during the course of study. Professional profiles are used as a normative paradigm for course material. | The study content is increasingly oriented towards long-term employability and individual educational goals, interests and needs. The focus is on more fundamental action competences and the capacity to deal with comprehensive skills. |
| Methods and contents are oriented towards faculties and disciplines in a canonic way. | The curriculum is oriented towards central issues of an area of practice. The problem orientation calls for a more interdisciplinary focus. | |
| Little digital import of curricula | Strong digital cooperation and digital import and export between academic institutions | |
| Science and research structure/institution structure | Higher education institutions are structured in disciplinary units, the faculties; they are decisive in terms of content and structure of studies. | Higher education institutions are strongly organised by interdisciplinary and transdisciplinary cooperation forms. Studies are strongly organised on the basis of comprehensive issues as well as interdisciplinary and transdisciplinary work units. |
| Learning model | Learning principally follows the idea of a knowledge divide which needs to be compensated for. Teaching is expert-oriented. Teachers organise knowledge transfer. | Learning follows the idea of students and teachers forming a learning community (renaissance of the Universitas ideal) |
| Exam-oriented learning: Learning is oriented towards examinations. Study follows the idea that it is about overcoming the obstacle of certification. Many exams for a detailed module structure. | The learning experience is central, feeding on one's own interests and self-developed issues. Examinations take place on a larger scale on overarching topics and competences. The focus is on overarching competences from larger contexts. | |
| Examinations | Many exams are module-oriented and often designed to reproduce knowledge. | Examinations are competence-oriented, multimodal, take place at larger intervals and units, and cover larger areas. |
| Organisational framework | Institutional Structure: A higher education institution acts as study place and provider | Institutional diversity: Several academic institutions are involved. Students organise study frameworks and flexible study processes adapted to their needs |