TEMPUS Project „Introduction of ECTS at B&H Universities“

1. Planning a Central Examination Office at the University of Marburg in Accordance with the Principles of Bologna TEMPUS Project „Introduction of ECTS at B&H Universities“ Anke Brugmann Philipps-Universität Marburg

2. Contents • The Examination System at German Universities before undergoing the Bologna Process (analysis) • Goals of the project • From Decentralisation to Centralisation (planning phase starting now) Anke Brugmann Philipps-Universität Marburg

3. Anke Brugmann Philipps-Universität Marburg

4. Situation in the 1990-ies Anke Brugmann Philipps-Universität Marburg

5. Examination Offices before the Reform • Examinations are a professor‘s matter including record keeping. • small offices at the 16 faculties in support of the faculty‘s examination board (1 secretary) • intermediate exam and final exam • no module exams, no credit points, no transcripts of records, no ECTS grades, no learning agreements, no diploma supplements, fewer exams • Diversity of examination regulations within a university, though not within a subject Anke Brugmann Philipps-Universität Marburg

6. intermediate exam + final examination = 2 examinations to be administered by the examination office in a 5 years‘ curriculum 6 module examinations per semester x 10 semesters = 60 module examinations Increase of number of exams Anke Brugmann Philipps-Universität Marburg

7. Student enrolment in Marburg Anke Brugmann Philipps-Universität Marburg

8. Goals of Reforming the Organisational Structure • upgrade the job rank (management qualifications) and increase # of positions • provide a university wide documentation system for modules • decrease the administrative workload of professors • Centralise what needs to be centralised for economic reasons and leave decentralised what serves the students and the faculty. → found one central examination office (2008) leaving tasks to the faculties; shift the work load step by step Anke Brugmann Philipps-Universität Marburg

9. Qualifying and quantifying the work in the central examination office • Evaluate each job with regard to difficulty, qualifications needed etc., especially new jobs • Quantify each job in accordance with case numbers (students, degree programmes, complexity of examination regulations) • Review each job with relevance to the different work fields (professor, dean, president) addressees and find an economic solution • Decide on the software to use Anke Brugmann Philipps-Universität Marburg

10. There is nothing spectacular about our project. It is rather surprising that we started it so late. Conclusion: Don‘t wait to adjust your administrative structures! It is part of the Bologna Process. Anke Brugmann Philipps-Universität Marburg