Initiative 53,000: "strong levers" and active support for active studying

21.12.2022

In order to increase the number of degree programmes in which students take a certain number of exams , several initiatives have been taken at our Faculty this year. The StudiesServiceCenter, the directors of studies and the Vice-Dean for Teaching identify “strong levers” during the introductory and orientation period and with regard to the final theses. An additional challenge is dealing with the ever-growing group of students who are in gainful employment – and also with ministerial wishes concerning a shortening of the duration of teacher education programmes.

Whether our students take more or fewer exams has an impact on several levels: On the one hand, a significant portion of university funding, and thus Faculty funding, depends on the indicator of exam activity. "And secondly – and this is actually much more important in the long run – examin activity represents the simplest measure of study progress and, thus, of how successfully we accompany our students through their studies," says Franz Kerschbaum, Vice-Dean for Teaching.

With this in mind, the University currently focuses on accompanying students even better and supporting them in various areas. At the Faculty of Earth Sciences, Geography and Astronomy, numerous initiatives have already been taken since last year. "It begins with informed choices when selecting a degree programme – see the online self-assessment –, inclusive and supportive teaching and learning formats, and finally flexible examinations that meet different needs," says Kerschbaum.

  • The number of degree programmes in which students take a certain number of exams has direct impact on the funding of the University of Vienna. The performance agreement between the federal government and the University of Vienna stipulates 53,000 degree programmes in which students take a certain number of exams in the academic year of 2022/23 (from 1 Oct. 2022 to 30 Sept. 2023) for the University of Vienna to receive full funding. In order to be considered a degree programme in which students take a certain number of exams, 16 ECTS credits must be achieved in this discipline per academic year. This can be difficult in the case of students enrolled on two degree programmes, such as astronomy and physics, since these degree programmes are counted individually: Students who obtain 15 ECTS credits in each of their two study programmes are nevertheless considered inactive in both studies.


The online self-assessment for the degree programme in Astronomy, which was introduced last year, is already showing first effects, reports Manfred Dorninger, the responsible director of studies at SPL 28, Earth Sciences, Meteorology-Geophysics and Astronomy: "Since then, the number of first-year students in astronomy has dropped considerably, and this has also made the STEOP, in which we cooperate closely with the degree programme in Physics, easier to manage in organisational terms." Due to declining student numbers, it will now be even more difficult to increase the number of degree programmes in which students take a certain number of exams in the SPL 28, "But in the long run, we have to get there – we do not need more students, but we need students who have very consciously chosen their degree programme because of the OSA," says Dorninger.

10 STEOP mentors who are working intensively

Apart from that, the SPL 28 focuses primarily on intensive support in the introductory and orientation period (STEOP), "In the SPL 28, we now have 10 STEOP mentors who are working intensively – making sure that people cooperate in study groups and establish networks, and also to ensure that student life comes back," describes Dorninger. The first module examination in Meteorology also showed that the proportion of exams passed has risen sharply. Despite all efforts, however, the figure of around 700 degree programmes in which students take a certain number of exams in the SPL 28 specified in the target agreements will be difficult to achieve, "Even with higher student numbers, our maximum in terms of student numbers in the last decade was 604," says Dorninger.

Second lever at the last stage of studies

In addition to the STEOP, Daniel Görgl, the Head of the StudiesServiceCenter Geosciences, Geography and Astronomy, considers the second "strong lever" at the other end of a student career – the phase of writing the bachelor's paper or masters’ thesis: “If students take a little longer writing their thesis and do not complete any other exams, they are quickly considered exam-inactive,” Görgl explains.

In particular the directorate of studies 29 – Geography  is addressing this issue, "We have the problem that some of our students take far too long for their bachelor's paper – up to three semesters," explains SPL Robert Peticzka. Therefore, a teaching assistant has been hired at the SPL 29 to provide special support in this area – by offering writing mentoring, a Moodle course to bundle all the information and a lot of communication about the processes and events offered by the Center for Teaching and Learning, among others.

The aim is also to strengthen personal interaction. "Some students are very much integrated, while others are not readily reachable for us, especially since the pandemic. In this respect, we want to offer more services, for example, with an evening for students writing their bachelor’s paper on 13 December and kick-off events," says Peticzka. Nevertheless, also in geography, the required 1,500 degree programmes in which students take a certain number of exams stipulated for the academic year of 2022/23 poses a major challenge.

Masters’ thesis as a key issue

In the future, both the SPL and the SSC would also like to focus on the masters’ theses. "Although fewer students are involved here, it is a particularly important area in which many drop out of the statistics," explains Görgl from the SSC. At the SPL 28 – especially in the degree programmes in Meteorology and Geophysics – many students are also already recruited during their studies and then find it particularly difficult to complete their masters’ thesis besides their employment. Students often consider the masters’ thesis in isolation from their masters’ programme. The combination of the masters' programme and the masters' thesis should be more visible and students should be gradually introduced to the masters' thesis through appropriate courses.  

  • The University of Vienna has increased its focus on the masters’ thesis in general: In a new project, the University is working towards increased standardisation and better supervision of the masters’ thesis process in the different degree programmes and highlighting best practice examples, such as via u:theses, the repository for academic theses of the University of Vienna.

In the teacher education programme with the subject combination Geography and Economic Education, many masters’ students are also already working as teachers and often have a hard time completing their masters' thesis besides their employment. "Many of these students have full teaching responsibilities in schools, which means they teach 24 hours a week, and that does not include preparation and follow-up for classes," explains Christiane Hintermann, the responsible deputy director of studies.

Vice-Dean Kerschbaum would, therefore, like to focus more on the ever-growing group of students working part-time in the future. Particularly in the area of teacher education programmes, it seems important to ensure that students are not overburdened.

Not at the expense of the education or our youth

In the last few weeks, announcements by the Federal Minister demanding that the duration of the degree programme in Teacher Education should be shortened have caused a lot of unrest in an area that is already heavily burdened due to the pandemic, Kerschbaum says, "The teacher education programme is supposed to become faster and cheaper, but of course with the same quality and, if possible, as a part-time programme – those already working in the field are right to ask how this should be possible. We will have to be very careful in the near future that these efforts do not lower the quality of the education of our graduates* and, ultimately, are at the expense of the education of our youth," emphasises the Vice-Dean for teaching.

New curricula bring improvements

Both directors of studies hope that the new curricula – in Earth Sciences, Geography and Meteorology, and in the future also in Astronomy – will improve the process. The new curricula are also considered positive by the student representatives. "In meteorology, however, there were a few problems at the beginning regarding the new order of the modules in the curriculum and the required previous knowledge. In this context, we therefore appeal to the teachers to integrate a knowledge check at the beginning of the courses – this would allow them to immediately determine whether there are any gaps in knowledge that still need to be bridged," says David Schuhbauer from the students’ representatives in Meteorology and Geophysics.

Feedback from lecturers

From the point of view of the students’ representatives in Geography, more feedback would generally be very helpful, "More active feedback from the lecturers – especially on the final papers, but also otherwise – would help students a lot to increase their exam activity," says Hannah Kötterl from the students’ representatives in Geography.

In any case, the SSC tries to support the process as best as possible together with the lecturers. "We make sure that the exam dates are distributed optimally, that all information, requirements, literature, etc. are entered in the online course directory," says SSC director Görgl. The SPLs also receives the exam dates promptly so that they can quickly consult with the teachers if any problems become apparent. "Beyond that, however, we are always happy to receive ideas and suggestions for increasing the number of degree programmes in which students take a certain number of exams – and, of course, hints about areas that are problematic," says Görgl.

Work with lecturers and students alike

Also the students' representatives are asking for feedback from students, as well as from lecturers. "As students’ representatives, it is very important to us to work together with lecturers and students alike in order to jointly drive further improvements in the area of teaching," says Flora Ingegneri from the students’ representatives earth sciences. In the last two semesters, feedback from both students and teachers has been collected by the students’ representatives in Earth Sciences in order to communicate the needs and desires of both. A plenary session is planned for the summer semester for anyone who wants to share ideas on teaching. "We also warmly invite all teachers again to contact us if they have problems or suggestions and would like to give us feedback," also emphasises Lukas Eder from the students’ representatives in Earth Sciences.

Lecture Hall with students at UNIVIE. Photo: derknopfdruecker.com

University-wide and also at our faculty, a focus is currently being placed on increasing exam activity. Already in the last academic year and also this year several initiatives have been taken. Photo: derknopfdruecker.com

Students at UNINVIE. Photo: Barbara Mair

In order to be considered a degree programme in which students take a certain number of exams, 16 ECTS credits must be achieved in this discipline per academic year. This can be difficult in the case of students enrolled on two degree programmes, such as in the teacher education programme in "Geography and economic education”, since these degree programmes are counted individually: Students who obtain 15 ECTS credits in each of their two subjects in the combined teacher education programme are nevertheless considered inactive in both studies. Photo: Barbara Mair

Picture: Lecture at the physics department. Photo: Barbara Mair.

Due to the online self-assessment in astronomy, the number of new students has dropped considerably and thus also the percentage of the drop-out rate. This also makes the STEOP, in which SPL 28 cooperates closely with the degree programme in Physics, easier to manage in organizational terms. Picture: Lecture at the physics department. Photo: Barbara Mair.

Students at Univie. Foto: Barbara Mair

SPL 28 focuses primarily on intensive support in the introductory and orientation period (STEOP): Ten STEOP mentors* are currently "working intensively" making sure that people cooperate in study groups and establish networks, and also to ensure that student life comes back. Photo: Barbara Mair

Manfred Dorninger. Foto: Univie

Despite all efforts, however, the figure of around 700 degree programmes in which students take a certain number of exams in the SPL 28 specified in the target agreements will be difficult to achieve, "Even with higher student numbers, our maximum in terms of student numbers in the last decade was 604," says Dorninger. Photo: Univie

Robert Peticzka. Foto: Roman Schett

The Study Programme Management 29 - Geography is focusing primarily on Bachelor's theses: "We have the problem that some of our students take far too long for their bachelor's paper - up to three semesters," explains SPL Robert Peticzka. Therefore, a teaching assistant has been hired at the SPL 29 to provide special support in this area – by offering writing mentoring, a Moodle course to bundle all the information and a lot of communication about the processes and events offered by the Center for Teaching and Learning, among others. Photo: Roman Schett

Flyer Bachelorevening

Through events and meetings such as the evening for bachelor writers on December 13 or kick-off events, the geography department aims to strengthen personal contact with students.

Franz Kerschbaum. Foto: Martin Jordan

In the area of teacher education, one will have to be very careful in the near future that the efforts to shorten the teacher education programme "do not lower the quality of the education of our graduates* and, ultimately, are at the expense of the education of our youth," emphasises the Vice-Dean for teaching. Photo: Martin Jordan

Students' Represenative Geography

From the point of view of the students’ representatives in Geography, more feedback from the lecturers would generally be very helpful. Foto: STV Geography

STV Erdwissenschaften

The Students' Representatives are happy to be the contact point for students in case of problems, but they would also like to serve as contact point for the lecturers: "As students' representative, it is a great concern for us to work together with lecturers and students alike in order to jointly promote further improvements in the field of teaching", says Flora Ingegneri from the STV Earth Sciences.

Flyer Barbarafest

In addition, however, all STVs are also very committed to strengthening community ties - whether at the Barbarafest, the Geostammtisch or the Advent punch at the observatory.