Institution

Technische Universität Graz (Graz University of Technology) is located in the centre of the economic region of Graz which makes the university the focal point of teaching and research in the field of technology in Southern Austria. The core competences of the university are teaching and research in the fields of engineering sciences and technical sciences. TU Graz’s current main areas of research and additional competencies are clustered into 7 Fields of Excellence (FoE).

Graz University of Technology is constantly working on the implementation of the goals of the Bologna Process, one special focus being curriculum development. New curricula are being developed on the basis of already existing templates focusing on evaluation of the status quo, quality assurance, and implementation of innovations. In 2004, the university was awarded the ECTS-Label for the correct use of ECTS and thus participated in the Pilot Project ELITE’LLL-Elaborating Life Long Learning Concepts.

Involved

Assoc. Prof. DI Dr. Eugen Brenner is a former member of the Curricula Commission and of the Senate; he was responsible for the generation of template curricula, template qualification profiles and course descriptions. He is also the Dean of Studies for the study programme Telematics; as such, he is responsible for one of the biggest study programs (150 students per year) of Graz University of Technology. 

Bologna and NQF

Graz University of Technology is already advanced in regard to implementation of Bologna goals (ECTS Label-Holder since 2004, being one of only 11 universities in Europe at that time): All but one study programmes have been changed into the bachelor – master cycle, ECTS is being used for all study programmes; template curricula have been developed, the concept of life-long learning is being supported, ways to make this concept reality are being discussed, etc. As there is not yet an ongoing discussion about a NQF, Graz University of Technology proposed a (necessarily incomplete) “contribution to a discussion about a NQF” for internal use.

Role and Expectations

As examples in completed programs such as Elite’LLL have shown every discussion within a group is fruitful to develop ideas and the process of transformation from teacher-centred to student-centred thinking. We plan to improve our model course descriptions including the fragment phrases to help teachers in writing these and at the same time raising their awareness of the process.