Internationalization of German Higher Education.

Among the over 1.8 million students enrolled at the 335 German institutions of higher education there is also a large number of foreign students. In the winter semester 1995/96, the number of foreign students was about 150,000; however, approximately 40% of them lived in Germany before embarking on academic studies and acquired their higher education entrance qualification in Germany. Foreign students account for a share of 8.2% of the total number of students in Germanyi). At the same time 42,600 German students were enrolled at higher education institutions abroadii). For Portugal this means: in 1995, 1,204 Portuguese students studied at German higher education institutionsiii) while 55 Germans studied in Portugal.iv

Student Loan Reforms for German Higher Education: Financing Tuition Fees

Due to the unknown future economic situation of students, private banks are unwilling to provide student loans in the absence of collateral. This market failure requires government intervention to prevent socially sub-optimal and regressive outcomes. Income contingent loans, whose repayment depends on the borrowers' future capacity to pay, can offer a possible solution to this problem. In this paper, we compare alternative income contingent loans for financing tuition fees at German universities. Several German states have introduced tuition fees at their universities since summer 2007 and publicly owned banks have started to offer student loans to cover these fees. Our empirical findings highlight the benefits of income contingent loans and demonstrate that tuition fees at German universities could increase considerably if an income contingent loan system would be implemented to provide students with the financial resources they need to pay these fees.Educational Finance; Student Financial Aid; State and Federal Aid; Government Expenditures on Education

Student Loan Reforms for German Higher Education: Financing Tuition Fees

It is generally agreed that the funding base for German universities is inadequate and perhaps the time has come for serious consideration of the imposition of non-trivial tuition charges. Against this background, this paper compares conventional and income contingent loans for financing tuition fees at German universities. With the use of unconditional age-income quantile regression approaches our analysis considers two critical aspects of the loan debate: the size of repayment burdens associated with normal mortgage-style loans, and the time structure of revenue to the government from a hypothetical income contingent loan scheme. It is found tuition fees at German universities could increase considerably with the use of an income contingent loan system based on current policy approaches used in Australia, England and New Zealand.educational finance, student financial aid, state and federal aid, government expenditures on education

From State Control to Competition: German Higher Education Transformed

Although there have been several cycles of debate and reform on higher education since World War II, the most recent proposals, some implemented and others under consideration, are by far the most far reaching and consequential of the period. Most aim at resolving the conflict between the ideal of the Humboldtian model of an elite research university, and the demand for an open, accessible, and differentiated system of higher education that takes into account the pivotal role of higher education in the modern world and in a democratic and pluralistic society. Forces and factors at work in other countries have affected the timing and dynamics of system transformation, but the unification in the early 1990s of the two German states, in which higher education had very different structures and mandates, has played a great role in the matter.Les plusieurs cycles de débats et de réforme s universitaires en Allemagne depuis 1945 se sont avérés modestes en comparaison avec les réforme s actuelles, dont certaines sont déjà en vigueur tandis que d'autre s sont à l'étude. La plupart des nouvelles réforme s envisagent de résoudre la dissonance entre, d'un e part, la vision humboldtienne de l'université d'élite où domine la recherche scientifique, et d'autr e part, une insistance accrue sur l'acceptation des exigences de la modernité, de la démocratie et du pluralisme. Les forces et les facteurs observés dans d'autre s pays industrialisés ont influencé la cadenc e et la dynamique des transformations allemandes mais en plus, la réunification des deux Allemagne s au début des années 1990 y est pour beaucoup. L'éducation post-secondaire dans les Allemagne s de l'Ouest et de l'Est fut différente en matière de structure et de mandat. L'unification s'avèr e un moteur de la réforme telle que vécue actuellement en Allemagne

Student loan reforms for German higher education: financing tuition fees

It is generally agreed that the funding base for German universities is inadequate and perhaps the time has come for serious consideration of the imposition of nontrivial tuition charges. This article compares conventional and income contingent loans (ICLs) for financing tuition fees at German universities. Two aspects are considered: the size of repayment burdens associated with mortgage-style loans, and the time structure of revenue to the government from a hypothetical ICL. We find that tuition fees could increase considerably with the use of an ICL system similar to policy approaches used in Australia, England and New Zealand

Reflections from a Fulbright: Work-Based Learning in German Higher Education

During Fall 2019, Renée Welch was one of 15 U.S. higher education administrators who participated in Fulbright’s International Education Administrators Seminar in Berlin, Germany. In order to address a shortage in Colorado’s workforce talent pipeline, Colorado’s Workforce Development Council has developed initiatives to enhance work-based learning modeled after Swiss and German systems of education. Renée participated in the program to discover how work-based learning is integrated into systems of education in Germany. While there, Renée participated in dialogue with German university administrators, visited multiple German universities, and spoke with German government officials. During this Scholar Spotlight Renée shares her experience and connects what she learned about work-based learning to UNC and Colorado and engages audience members in conversation about how these ideas can be translated to our community

The Hidden Problem: Sexual Harassment and Violence in German Higher Education

Sexual harassment and violence are taboo topics at German universities. Accordingly, there is a large gap in research on the prevalence and functioning of sexual harassment and assault in higher education as well as on social, cultural, and organizational conditions that foster and reproduce gender-based violence at universities. Previous research and our own data suggest that there is a perception among students, faculty and staff that normalizes, trivializes, and even legitimizes the problem. Based on a quantitative survey with students on the prevalence of sexual harassment and violence as well as the results of our analysis of how German universities deal with the issue, we relate this perception to the organizational structures of the higher-education system and discuss historically evolved hierarchies and androcentric structures as well as their reformulation in the wake of neoliberalization as causal for the tabooing and hiding of sexual harassment at German universities