ZLL > Consultation > Study Programme Development and Study Programme Surveys

Study Programme Development and Study Programme Surveys

There are various occasions and impulses for the development of study programmes, such as adaptation to societal and research-related developments, changes in the discipline or professional field and the associated required competences, changes in the teaching or student body, as well as the consideration of survey results.

At the Centre for Teaching and Learning (ZLL), we support you with content-related and conceptual coordination within study programmes. As we also incorporate results from our Student Life Cycle surveys, we enable you to develop your study programme with a holistic approach - one that considers not only pedagogical issues but also the needs of all stakeholders, including structural and social aspects, as well as higher education policies.

Consulting Services

Study Programme Development

Study programme development starts with the (learning) objectives of the programme, which are reviewed regularly. The modules of a study programme contribute to these objectives and are interlinked: in terms of content, methodology, and workload.

A pedagogical perspective is essential for the development or redesign of a study programme and its modules. We offer advice and support in (re)formulating objectives, shaping change processes, and developing curricula.

Student survey results can also serve as a foundation for this development. On request, we can present the survey results to the Study Programme Committee (Studiengangsausschuss - SGA) or other bodies and advise on next steps. Competence frameworks and common concepts across modules serve to create a coherent thread across the programme.

Data Collection via the Student Life Cycle

Since winter semester 2022/23, at ZLL we have been conducting structured surveys of our student body on behalf of the University Board of TU Hamburg, based on the Student Life Cycle model. Student feedback is collected regularly and systematically throughout their studies in a panel survey format: at the beginning, in the middle (in planning), and at the end of their studies (through a graduate survey or a dropout survey).

The collected data is tailored to each programme and school and systematically made available to the relevant stakeholders. You are invited to take part in the design process and share your ideas. By concentrating on specific topics, we can effectively address current and programme-related questions. Please don’t hesitate to get in touch if you are interested or have particular information needs.

Links and Literature

Didaktische Studiengangentwicklung: Rahmenkonzepte und Praxisbeispiel

Peter Salden, Kathrin Fischer und Miriam Barnat. In: Pädagogische Hochschulentwicklung. Von der Programmatik zur Implementierung. Hgg. Taiga Brahm, Tobias Jenert und Dieter Euler. Wiesbaden 2016, S. 133-149.

Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung

Taiga Brahm und Tobias Jenert. In: Zeitschrift für Hochschulentwicklung. Jahrgang 8. Ausgabe 1. (01/2013). Gr

Schub erzeugen: MINT-Studiengänge zukunftsorientiert weiterentwickeln

Schriften zur Didaktik in den Ingenieurwissenschaften Nr. 6, Zentrum für Lehre und Lernen (ZLL), Marisa Hammer & Nicole Podleschny (Hrsg). Technische Universität Hamburg (2019).

Further information

Didaktische Studiengangentwicklung: Rahmenkonzepte und Praxisbeispiel
Herausforderungen der Kompetenzorientierung in der Studienprogrammentwicklung
Schub erzeugen: MINT-Studiengänge zukunftsorientiert weiterentwickeln