The Center for Higher Education Development, together with the business association Queb eV, has examined the practical suitability of bachelor's and master's degreeCourses in computer science and found that many do not exactly prepare for the job. However, one has to ask oneself: is it really practical? usefulhow it sounds?

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Ranking is intended to show where you study particularly practical

I have already reported on the Quality employer branding association, Queb for short, and its university economization activities. Queb eV is a business association to which 44 companies such as Allianz, BASF or Deutsche Bahn belong and which sees itself as a competence network.

Together with the renowned Center for University Development (CHE), Queb eV designed a practical check for Bachelor and Master courses. Whose Objective is to find out if a degree program Methods- and social skills of the graduates and to what extent it is practical.

The ranking is intended to show pupils and students, where they can start or continue their studies in a particularly practical way. It was first raised in the year 2006 and has been integrated into the CHE-Hochschulranking since 2011. The data are updated every three years for selected courses of study.

Computer scienceCourses put to the test

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This year, the computer scienceCourses were put to the test. Because this is exactly where the difference to the traditional university ranking lies: the focus is not on the University in itself, but on the individual courses offered there.

This is important because it does happen that universities are at the top of the ranking in one course and at the bottom with the other. On the other hand, the practice
Check the interdisciplinary competencies in focus, while the technical quality of the course is left out of the ranking.

The methodology of the rankings

For the individual areas of competence (mediation of methodological competences, social competences and the practical reference), the respective requirements with regard to the criteria recorded there are defined. Points are awarded for meeting these requirements. More information about methodology here.

For some criteria, quantitative minimum numbers have been assumed (eg for the share of teaching for external practitioners). As a rule, the median was based on the overall sample; in the case of some criteria, eg the practical experience of the teachers and the proportion of teaching by practitioners from outside the universities, different standards have been set for universities and technical colleges, since both types of higher education differ considerably (partly also due to legal requirements).

How was rated

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The three subdivisions are equilibrium in the overall assessment. Therefore, the individual evaluations, which are provided with different maximum point numbers due to different number of criteria, were uniformly standardized to a value of 15 points before the calculation of the total point number.

On this basis, a maximum of 45 points can be obtained from the three sub-areas, from which a total ranking from *** to * was created. *** there were points from 30, ** from 15 to below 30 points and * under 15 points.

Fachhochschulen more practical than universities

As in other disciplines, there was a heterogeneous picture in computer science. While some studies focus on imparting competencies that are relevant to employment, they are still not very important in many higher education institutions.

In the practical orientation of the computer science study courses, in accordance with the traditional profile differences of the two types of higher education institutions university of applied sciences and university, the strongest differences between the two types of higher education appear. 42 percent of FH programs were rated ** or *** in this regard.

Methodological competence at universities of applied sciences better

Conversely, the aspects involved in the assessment do not play such an important role at universities (15 percent evaluated with ** or ***). The promotion of methodological competences is also more pronounced at Fachhochschulen, but the difference is mainly the proportion of the top three-star rating:

From a total of 320 courses, 27 study courses, which corresponds to 8,4 percent, were evaluated by *** in the sub-division of methodological skills. Of these 27, the most highly rated courses are 25.

Mediation of social skills with great deficits

The distribution of social skills shows the greatest deficits in all three areas. This applies to both university graduates and to both types of graduation. At the Fachhochschulen, only two courses (1,2 per cent) were graded with ***, only one.

So beautiful. The detailed results of the ranking can be found by the way here, Of course, it is important for a degree to be practice-oriented and for social skills to be taught. And one always has to ask oneself which interest Companys to have such rankings.

Practical - what does that mean?

Because what exactly does social mean? Expertise Exactly? That you can fit into the corporate hierarchy as well as possible? Or that one innovative ideas can develop and bring forward - which is obviously not in great demand in German companies.

And a practice-oriented course that is optimally tailored to the Job prepared would be for sure a nice theory - and in fact, especially in computer science, that should often be the Motivation be a lot of students. In practice, however, especially in technical courses, it often looks different:

Studying for life, not the job

As can be seen from the diverse discussions on the subject of the shortage of skilled workers, what has been learned has become obsolete Background apparently faster than people have finished their studies. And often know Professoren not even what to teach their students because they cannot foresee what will be in demand on the job market tomorrow, we also have that on Best of HR - Berufebilder.de® already discussed.

Isn't there a broad, also theoretical, basic knowledge and the ability to continue learning independently than practical knowledge that tomorrow will be out of date, because specialist knowledge and job profiles will develop more rapidly than some can “say”? Or in short: do you actually study for the job - or for life? How do you see it?


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