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20 Jahre Hochschul- und Kreisbibliothek Bonn-Rhein-Sieg: Eine ungewöhnliche Erfolgsgeschichte
(2018)
Als am 28. September 1998 Oberkreisdirektor Frithjof Kühn (der spätere Landrat) und Kreisdirektorin Monika Lohr für den Rhein-Sieg-Kreis sowie Gründungsrektor Prof. Dr. Hubert Severin und Kanzler Hans Stender für die Fachhochschule Rhein-Sieg (heute Hochschule Bonn-Rhein-Sieg) einen Kooperationsvertrag unterschrieben, taten sie etwas sehr Ungewöhnliches: Die wissenschaftliche Bibliothek der Fachhochschule und die öffentliche Bibliothek des Rhein-Sieg-Kreises sollten organisatorisch und räumlich zusammengelegt werden.
Innovative Technologien, veränderte Anbieterstrukturen, stets neue Leistungsangebote und wandelnde Kundenanforderungen prägen und verändern von Beginn an das Erscheinungsbild des TK-Marktes. Unter Berücksichtigung einer Betrachtung im Zeitablauf lässt sich der Markt in drei aufeinanderfolgende Phasen einteilen: 1. Marktöffnung, 2. Konsolidierung und Optimierung, 3. Automatisierung. Die Phasen sind selbstverständlich nicht Überschneidungsfrei, geben jedoch einen Hinweis auf die strukturellen Veränderungen des Marktes.
The main objective of this chapter is to give insights into how H-BRS as a German University of Applied Sciences supports small and medium-sized enterprises (SMEs) in exploring African markets. The university achieves this objective by engaging its Bachelor and Master level students in applied market research. Students engage in this research as part of their final thesis writing. This chapter lays out a process for successful marketing research projects for German SMEs in nine steps.
The most prominent education reform in Europe started in Bologna, Italy, in 1999, when the European Ministers responsible for higher education met to set the foundation for the European Higher Education Area (EHEA). The following process to reform and unify higher education and its systems in Europe is therefore known as the Bologna Process.
Internships and professional experience are becoming more and more important requisites for students and graduates and are almost taken for granted by many HR officials. In opposition to this, many newly created Bachelor and Master programmes make it difficult for students to integrate internships into their studies without having to add another semester and thereby "losing" valuable time. This becomes all the more relevant with private universities or universities generally that charge considerable tuition fees.
From September 2016 to February 2017, I did an internship at the University of Cape Coast, Ghana (UCC) as part of my studies in Business Administration at Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany (H-BRS). At H-BRS, an internship of five or six months (or, alternatively, one exchange semester) is an obligatory part of the curriculum so students get hands-on experience even before they enter the job market. My internship was also part of the intercontinental partnership between UCC and H-BRS, which has resulted in many different projects.
Conclusion
(2018)
There is a paradigm shift from traditional content-based education and training to competencybased and practice-oriented training. This shift has occurred because practice-oriented teaching has been found to produce a training outcome that is industry focused, generating the relevant occupational standards. Competency-based training program often comprises of modules broken into segments called learning outcomes. These learning outcomes are based on criteria set by industry and assessment is designed to ensure students become competent in their respective areas of specialization.
Das Peren-Theorem
(2018)