CC BY
45
СТАТУС-КВО БОЛОНСКОГО ПРОЦЕССА ДЛЯ СПЕЦИАЛЬНОСТИ «ГЕОИНФОРМАТИКА» В БЕРЛИНСКОМ УНИВЕРСИТЕТЕ ПРИКЛАДНЫХ НАУК ИМ. БОЙТА
Имелин Домник
Берлинский университет прикладных наук им. Бойта, Германия, Luxemburger Str. 10, 13353 Berlin, декан факультета гражданского строительства и геоинформации, доктор технических наук, профессор, тел. +49 (0)30 4504 2593, e-mail: idomnick@beuth-hochschule.de
Ключевые слова: Болонский процесс, обучение, Берлинский университет прикладных наук им. Бойта.
STATUS QUO OF THE BOLOGNA PROCESS IN THE FIELD OF GEOINFORMATION AT BEUTH UNIVERSITY OF APPLIED SCIENCES BERLIN
Immelyn Domnick
Beuth Hochschule fur Technik, University of Applied Sciences, Department of Civil Engineering and Geoinformation (FB III), Luxemburger Str. 10, D - 13353 Berlin, Germany, Prof. Dr.; Dean of the Department; tel.: +49 (0) 30 4504 2593, e-mail: idomnick@beuth-hochschule.de
Key words: Bologna Process, teaching; Beuth University of Applied Sciences in Berlin.
After 15 years 47 nations are involved in the Bologna process, which started in 1998 in Sorbonne (Sorbonne Declaration 1998). For the establishment the general principles of higher educationin Europe and thepromotionof the European system world-wide, the following ojectiveswere drafted in the Bologna Declaration of the European Ministers of Education (1999):
• “Adoption of a system of easily readable and comparable degrees, alsothrough the implementation of the Diploma Supplement, in order topromote European citizens employability and the internationalcompetitiveness of the European higher education system.
• Adoption of a system essentially based on two main cycles,undergraduate and graduate. [...] Thesecond cycle should lead to the master and/or doctorate degree as inmany European countries.
• Establishment of a system of credits - such as in the ECTS system - asa proper means of promoting the most widespread student mobility.Credits could also be acquired in non-higher education contexts,including lifelong learning, provided they are recognised by receivingUniversities concerned.
• Promotion of mobility by overcoming obstacles to the effective exerciseof free movement [...].
• Promotion of European co-operation in quality assurance with a viewto developing comparable criteria and methodologies.
• Promotion of the necessary European dimensions in highereducation, particularly with regards to curricular development, interinstitutionalco-operation, mobility schemes and integrated programmesof study, training and research.”
Meanwhile several conferences were held (Prague 2001, Berlin 2003, Bergen 2005, London 2007, Leuven and Louvain-la-Neuve 2009, Budapest-Vienna Declaration 2010, Bucharest 2012). At the same time nearly all involved countries still have integrated long programmes. A lot of the aims mentioned above are realised in the Bologna-countries, new aims were added and specified. Fig. 1 shows the percentage of enrolled students in the two-cycle degree system (bachelor/master). For Germany only maximum half of the students are enrolled in study courses, which follows the Bologna principles. This seems to be too little, the reason is,that Eurostat used data from 2009 (see note in Fig. 1), at that time a lot of students were still involved in the longer lasting traditional German diploma system. The actual situation has changed, the diploma graduate are exceptions.
Notes: The indicator is defined as the share of students studying in the programmes belonging to the Bologna model (in %).
Eurostat data is reflecting the situation in 2009/10. Where Eurostat data was not available scores were estimated from
results of the BFUG survey.
Eurostat provides a single value for the United Kingdom.
Figure 1: Stage of implementation of the first and second cycle, 2010/11 Source: European Commission, Eurostat (2012:32)
The Beuth University of Applied Sciences in Berlin started the establishment of the Bologna process in 2005. It led to the replacement of the traditional "Diplom" degrees by bachelor's and master's degrees. Today, Beuth University of Applied Sciences offers more than 70 degree programmes in 45 fields, the majority of them in engineering fields, but also in sciences and business administration.Most engineers, who have studied in Berlin completed their studies at the Beuth University of Applied Sciences. In eight departments plus the Distance Learning Institute academic programmes with a strong practical focus are presented (Fig. 2). More than 130 partnerships with universities all over the world provide a sound basis for international projects. The exchange of students, teaching staff and researchers is a key element in academic cooperation with other countries.
Number
Total 11,215
Department I - Business Administration and Social Sciences 1,440
Department II - Mathematics, Physics & Chemistry 726
Department III - Civil Engineering and Geoinformation 1,152
Department IV - Architecture and Building Services 1,180
Department V - Life Sciences and Technology 1,350
Department VI - Computer Science and Media 1,684
Department VII - Electrical Engineering - Mechatronics - Optometry 1,282
Department VIII - Mechanical Engineering, Process and Environmental Technology 1,969
FSI (Distance Learning Institute) 429
Femalestudents 3,387
Male students 7,828
International students (from 69 countries) 1,217
Figure 2: Departments and students at Beuth University of Applied Sciences winter semester 2012/13
Source: Beuth University of Applied Sciences 2013
The department III - Civil Engineering and Geoinformation has more than 1,000 students (see Fig. 2).Since fall semester 2005/2006 the following study coursesare offered:
- Civil Engineering (Bachelor Eng.)
- Environment Engineer (Bachelor Eng.) (since fall semester 2011/12)
- Urban Infrastructure (Master Sc.)
- Construction Engineering (Master Sc.)
- Surveying (Bachelor Eng.)
- Cartography (Bachelor Eng.)
- Geoinformation (Bachelor Eng.)
- Geoinformation (Master Sc.)
- Geodesy and Cartography (Master Sc.)
Although the study courses are separated in civil engineering and geoinformation topics, there are a lot of interdisciplinary intersections in between. All disciplines benefit in the field of research as well as teaching.
In 2008 the first Bachelor students have graduated. In the first years the most of them continued their studies in one of the consecutive master programmes. Some have substituted the university. Only a very small number used the first degree for an employment in Germany itself. Over the years the situation has changed a little. Enterprises began to appreciate the Bachelor degree. More graduates decided not to go on with a master programme.
All graduates of the study courses geoinformation (bachelor and master) were ask about their whereabouts. These were since 2008 112 graduates. The statistic shows satisfying results (see Fig. 3). Around 90% per cent of the graduates are working an adequate job. The main branches are documented. The result is not referable in detail for the all other courses, because the employment differs. A cartographer or a surveyor doesn’t find such a range of jobs as a geoinformation graduate does. That doesn’t mean unemployment. Especially surveyors and geodesists are highly in demand, but in very specific jobs.
geodata-
manage-no data ment/ remote sensing
another GDI telecommunication / navi-
surveying gation
GIS logistic
n = 112
Figure 3: Whereabouts of graduated students since 2008 - 2012 of geoinformation
study courses (bachelor and master)
Only a few of the students or graduates use the exchange abroad during their study or leave the country for a job. Statistics prove that around 25% of the cartography students and 20% of the geoinformation students carry out an internship abroad. None of the surveyors do this. There doesn’texist any activities for a student exchange for one semester during the study. This has different reasons: linguistic barriers, financial situation, foreignness etc.It is also observed that students want to finish their studies very quickly and don’t allow themselves time for experiences
which don’t fit exactly to the curriculum. Or they fear the approval doesn’t fit exactly and the loose time.
A paradigm shift is observed. The branch grows and changes fast. The new techniques open new ideas. The higher education has to adapt quickly. In the Bologna process the focus should be on more mobility for students and staff. Cooperations can be very value instruments for this aim.
References
Sorbonne Declaration (1998): Online in internet:
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/SORB
ONNE_DECLARATION1.pdf.
Bologna Declaration (1999): Online in internet:
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/BOLO GNA_DECLARATION1.pdf European Communities, Eurostat (2009):The Bologna Process in Higher
Education in Europe- key indicators on social dimension and mobility -Belgium.And online in internet:
http://epp.eurostat.ec.europa.eu/cache/ITY_0FFPUB/KS-78-09-653/EN/KS-78-
09-653-EN.PDF
European Commission, Eurostat (2012):The EuropeanHigher Education Areain 2012:Bologna Process - Implementation Report - Education, Audiovisual and Culture Executive Agency(EACEA P9 Eurydice) (eds.), Brussels. And online in internet: http://epp.eurostat.ec.europa.eu/cache/ITY 0FFPUB/EC-30-12-534/EN/EC-30-12-534-EN.PDF
© I. Domnick, 2013
