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University reform without a notion of study quality? An exploration of the implied student in the Austrian Universities Act

Activity: Talk or presentation typesLecture and oral contribution

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Clemens Wieser - Lecturer

The Austrian Universities Act is currently in review and will soon be amended. One aim of the amendment is to create “reliable, plannable study programs” – which is why the amendment introduces obligations for universities as well as for students. While university rectorates gain the legal competence to enforce a compulsory curricular framework, students will be obliged to complete a minimum amount of 6 ECTS points per semesters – or are otherwise banned from their study program. Together, the obligations point to a problem: Study quality is addressed through minimum requirements for students, instead of introducing in a prospective notion of study quality, and a subsequent illustration of requirements that universities and students can consider in order to achieve study quality.

I argue that the Austrian discussion on university reform can benefit from a prospective notion of study quality, because such a notion provides an aim upon which universities and students can act. One such notion can be found in the concept of the implied student. The concept of the implied student is used in Denmark to describe study quality, and to illustrate the roles that universities and students have to consider for study quality. I will use a few minutes to highlight the benefits of using such a prospective notion of study quality for university reform.
4 Jan 2021

Event (Workshop)

TitleHigher Education Policy Webinar
Country/TerritoryUnited Kingdom
Degree of recognitionInternational event

ID: 206944941