How the Bologna reform influenced learning outcomes: analysis of perceived qualifications and professional requirements of environmental sciences graduates

References

• Allen, J., G. Ramaekers, and R. van der Velden. 2005. “Measuring Competencies of Higher Education Graduates.” New Directions for Institutional Research 126: 49–59. doi: 10.1002/ir.147
   Google Scholar
• Benner, D. 2003. Wilhelm von Humboldts Bildungstheorie (3te Auflage) [The Educational Theory of Wilhelm von Humboldt]. 3rd ed. Weinheim: Juventa Verlag.
   Google Scholar
• BFS (Swiss Federal Statistical Office). 2008. Schlüsselkompetenzen der Schweizer Hochschulabsolvent/innen. Thematischer Sammelband mit empirischen Ergebnissen der Absolventenstudie [Key Competencies of the Swiss University Graduates. Thematic Anthology with Empirical Results of the Graduate Study]. Neuchâtel: BFS (Bundesamt für Statistik Schweiz). http://www.BFS.admin.ch/BFS/portal/de/index/infothek/erhebungen__quellen/blank/blank/bha/01.html.
   Google Scholar
• BFS (Swiss Federal Statistical Office). 2009. Von der Hochschule ins Berufsleben: Erste Ergebnisse der Hochschulabsolventenbefragung 2007 [From College to Work: First Results of the Graduate Survey 2007]. Neuchâtel: BFS (Bundesamt für Statistik Schweiz).
   Google Scholar
• BFS (Swiss Federal Statistical Office). 2013. Von der Hochschule ins Berufsleben: Erste Ergebnisse der Hochschulabsolventenbefragung 2011 [From College to Work: First Results of the Graduate Survey 2011]. Neuchâtel: BFS (Bundesamt für Statistik Schweiz).
   Google Scholar
• BFS (Swiss Federal Statistical Office). 2014. Von der Hochschule ins Berufsleben: Erste Ergebnisse der Hochschulabsolventenbefragung 2013 [From College to Work: First Results of the Graduate Survey 2013]. Neuchâtel: BFS (Bundesamt für Statistik Schweiz).
   Google Scholar
• Bortz, J. 1999. Statistik für Sozialwissenschaftler (5. Auflage) [Statistics for the Social Sciences]. 5th ed. Berlin: Springer-Verlag.
   Google Scholar
• Clark, W. C., L. van Kerkhoff, L. Lebel, and G. C. Gallopin. 2016. “Crafting Usable Knowledge for Sustainable Development.” PNAS 113 (17): 4570–78. doi: 10.1073/pnas.1601266113
   PubMed Web of Science ®Google Scholar
• Crosier, D., L. Purser, and H. Smidt. 2007. Trends V: Universities Shaping the European Higher Education Area. Brussels: EUA – European University Association.
   Google Scholar
• CRUS (Rectors’ Conference of the Swiss Universities). 2000. Die 12 Thesen der CRUS [The 12 Theses of CRUS]. Bern: Swissuniversities. Accessed July 6, 2016. https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/DE/UH/Referenzdokumente/2001_Zentrale_Dokumente__D.pdf.
   Google Scholar
• CRUS (Rectors’ Conference of the Swiss Universities). 2012. Empfehlungen der CRUS für die koordinierte Erneuerung der Lehre an den universitären Hochschulen der Schweiz im Rahmen des Bologna-Prozesses (Fassung vom 2. Februar 2012). [The Recommendations of CRUS for the Coordinated Renewal of Teaching at Universities in Switzerland Within the Framework of the Bologna Process (version of 2 February 2012)]. Bern: Swissuniversities. Accessed July 6, 2016. https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/DE/UH/Empfehlungen/Empfehlungen_CRUS_2010_2_d.f-6.pdf.
   Google Scholar
• CRUS (Rectors’ Conference of the Swiss Universities). 2014a. Bologna-Monitoring Schlussbericht 2012/14 [Bologna Monitoring Final Report 2012/14]. Bern: Swissuniversities. Accessed May 22, 2017. https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/Kammern/Kammer_UH/Referenzdokumente/Bologna_Monitoring_12-14.pdf.
   Google Scholar
• CRUS (Rectors’ Conference of the Swiss Universities). 2014b. Positionspapier zum universitären Bachelor [Position Paper on a University Bachelor’s Degree]. Bern: Swissuniversities. Accessed May 22, 2017. https://www.swissuniversities.ch/fileadmin/swissuniversities/Dokumente/Kammern/Kammer_UH/Referenzdokumente/140703_bachelor_DE.pdf.
   Google Scholar
• D-USYS (Department of Environmental Systems Science) ETH Zurich. 2015. Study Guide – Master’s Degree Programme in Environmental Sciences 2016/2017. Zurich: D-USYS ETH Zurich.
   Google Scholar
• Ellwein, T. 1997. Die deutsche Universität vom Mittelalter bis zur Gegenwart [The German University from Medieval Times to Now]. Wiesbaden: Fourier.
   Google Scholar
• ETH Zurich. 2017. Rechtssammlung Dokumente. 1. Grundlegende Erlasse und ETH-Bereich, 3.1.2 Master (MSc und MA). [ETH Collection of Legal Documents: 1. Basic Ordinances, ETH Domain, 3.1.2 Master (MSc and MA)]. Zurich: ETH Zurich. Accessed May 29, 2017. https://rechtssammlung.sp.ethz.ch/_layouts/15/start.aspx#/Dokumente/Forms/312%20Master%20MSc%20und%20MA.aspx.
   Google Scholar
• European Ministers of Education. 1999. “The Bologna Declaration. Joint Declaration of the European Ministers of Education Convened in Bologna on 19 June 1999.” Accessed July 7, 2016. http://www.magna-charta.org/resources/files/text-of-the-bologna-declaration.
   Google Scholar
• Fisch, S. 2015. Geschichte der europäischen Universität: Von Bologna nach Bologna [History of the European Universities: From Bologna to Bologna]. Munich: Verlag C.H. Beck.
   Google Scholar
• Fohrmann, O. 2016. Im Spiegel des Geldes. Bildung und Identität in Zeiten der Ökonomisierung [In the Mirror of Money. Education and Identity in Times of Economisation]. Bielefeld: Transcript Verlag.
   Google Scholar
• Frischknecht, P. M. 2000. “Environmental Science Education at the Swiss Federal Institute of Technology (ETH).” Water Sciences and Technology 41 (2): 31–36. doi: 10.2166/wst.2000.0040
   Web of Science ®Google Scholar
• Frischknecht, P. M., and D. Imboden. 1995. “Environmental Sciences Education at the Swiss Federal Institute of Technology (ETH) Zürich and at Other Swiss Universities.” Environmental Science and Pollution Research 2: 56–59. doi: 10.1007/BF02987514
   PubMed Web of Science ®Google Scholar
• Hansmann, R. 2009. “Linking the Components of a University Program to the Qualification Profile of Graduates: The Case of a Sustainability-Oriented Environmental Science Curriculum.” Journal of Research in Science Teaching 46 (5): 537–69. doi: 10.1002/tea.20286
   Web of Science ®Google Scholar
• Hansmann, R. 2010. “Sustainability Learning: An introduction to the Concept and its Motivational Aspects.” Sustainability 2: 2873–97. doi: 10.3390/su2092873
   Google Scholar
• Hansmann, R., and P. Frischknecht. 2009. Befragung 2007 zu Studium und Berufseinstieg der AbsolventInnen des Diplomstudiengangs Umweltnaturwissenschaften, ETH Zürich, des Jahres 2006. [2007 Survey of Graduates of the Diploma Programme in Environmental Science at ETH Zurich of the Year 2006 on Their University Studies and Entrance into Professional Life]. Zurich: Departement Umweltwissenschaften ETH Zürich.
   Google Scholar
• Hansmann, R., H. A. Mieg, and P. M. Frischknecht. 2010. “Qualifications for Contributing to Sustainable Development: A Survey of Environmental Sciences Graduates.” GAIA 19: 278–86. doi: 10.14512/gaia.19.4.10
   Google Scholar
• Hirsch Hadorn, G., B. Schmied, and P. M. Frischknecht. 2011. “Transdisciplinary Elements in University Education: The Case of the Environmental Science Programme at ETH Zurich.” In La Transdisciplinarité: Comment Explorer les Nouvelles Interfaces, edited by C. Debru, 73–102. Paris: Hermann Éditeurs.
   Google Scholar
• Hülsenberg, D., E. Bammel, K. Heller, E. Kuntz, and P. Nenniger. 2009. Position der Humboldt-Gesellschaft für Wissenschaft, Kunst und Bildung e.V. zur Schaffung eines Europäischen Hochschulraumes gemäss der Bologna-Vereinbarung [Position of the Humboldt Society for Science, Art and Education e.V. to the Creation of a European Higher Education Area According to the Bologna Agreement]. Mannheim: Humboldt-Gesellschaft für Wissenschaft, Kunst und Bildung e.V. http://docs.humboldt-gesellschaft.org/position_papers/PosPaper_Bologna_1st_02-2009.pdf.
   Google Scholar
• Jödicke, A., R. Hansmann, U. Brändle, D. Guhl, and P. Frischknecht. 2016. Umweltnaturwissenschaften: Vom Studium zum Beruf, Ergebnisse der Absolvent(inn)enbefragungen 2009 bis 2013 der Abschlussjahrgänge 2008 bis 2012 (Master und Doktorat) [Environmental Sciences: From Studies to Work, Results from the 2009 to 2013 Graduate Surveys of the Graduates of the Years 2008 to 2012 (Master’s and Doctorate Degrees)]. Zürich: D-USYS ETH Zurich.
   Google Scholar
• Klein, S., R. Benjamin, R. Shavelson, and R. Bolus. 2007. “The Collegiate Learning Assessment: Facts and Fantasies.” Evaluation Review 31 (5): 415–39. doi: 10.1177/0193841X07303318
   PubMed Web of Science ®Google Scholar
• Kuntz, E., D. Hülsenberg, E. Bammel, K. Heller, and P. Nenniger. 2010. Zweites Positionspapier der Humboldt-Gesellschaft zur Bologna-Vereinbarung [Second Position Paper of the Humboldt Society to the Bologna Agreement]. Mannheim: Humboldt-Gesellschaft für Wissenschaft, Kunst und Bildung e.V. http://docs.humboldt-gesellschaft.org/position_papers/PosPaper_Bologna_2nd_02-2010.pdf.
   Google Scholar
• Mieg, H. A. 2001a. “Umwelt und Profession – Ein Status-Bericht aus der Schweiz [Environment and Profession – A Status Report from Switzerland].” GAIA 10 (3): 182–89. doi: 10.14512/gaia.10.3.6
   Google Scholar
• Mieg, H. A. 2001b. The Social Psychology of Expertise: Case Studies in Research, Professional Domains, and Expert Roles. Mahwah, NJ: Erlbaum.
   Google Scholar
• Mieg, H. A. 2008. “Professionalization and Professional Identities of Environmental Experts: The Case of Switzerland.” Environmental Science 5 (1): 41–51. doi: 10.1080/15693430701859653
   Google Scholar
• Mieg, H. A. 2009. “Two Factors of Expertise? Excellence and Professionalism of Environmental Experts.” High Ability Studies 20 (1): 91–115. doi: 10.1080/13598130902860432
   Web of Science ®Google Scholar
• Mieg, H. A., R. Hansmann, and P. M. Frischknecht. 2012. “National Sustainability Outreach Assessment Based on Human and Social Capital: The Case of Environmental Sciences in Switzerland.” Sustainability 4 (1): 17–41. doi: 10.3390/su4010017
   Web of Science ®Google Scholar
• Nägeli, R. A. 2003. “Zur Erneuerung der Universitären Lehre in der Schweiz im Rahmen der Bologna-Reform – Vorgehensweise, Chancen und Risiken [On the Renewal of University Teaching in Switzerland Within the Bologna Reform: Process, Opportunities and Risks].” VSH Bulletin 2003 (1): 15–18.
   Google Scholar
• Nelson, A., and M. Sandberg. 2015. “Labour-market Orientation and Approaches to Studying – a Study of the First Bologna Students at a Swedish Regional University.” Studies in Higher Education1–22. Advance online publication February 25, 2015. doi:10.1080/03075079.2015.1007942 doi: 10.1080/03075079.2015.1070819
   Web of Science ®Google Scholar
• Nussbaum, M. 2010. Not for Profit: Why Democracy Needs the Humanities. Princeton, NJ: Princeton University Press.
   Google Scholar
• Paletschek, S. 2002. “Die Erfindung der Humboldtschen Universität – Die Konstruktion der deutschen Universitätsidee in der ersten Hälfte des 20. Jahrhunderts [The Invention of the Humboldtian University – The Construction of the German University Idea in the First Half of the 20th Century].” Historische Anthropologie 10: 183–205. doi: 10.7788/ha.2002.10.2.183
   Google Scholar
• Rothblatt, S., and B. Wittrock. 1993. The European and American University Since 1800: Historical and Sociological Essays. Cambridge: Cambridge University Press.
   Google Scholar
• Schatz, W., U. Woschnack, B. Eugster, L. Lutz, and D. Rodgers, eds. 2007. Exzellenz in der Lehre – Lehren und Lernen nach Bologna. Tagungsband zur ETH Tagung ‘Lehre und Lernen nach Bologna’ [Excellence in Education: Teaching and Learning after the Bologna Reform. Proceedings of the ETH Conference ‘Teaching and Learning after Bologna’]. Zurich: Didaktikzentrum of ETH Zurich.
   Google Scholar
• Scholz, R. W. 2011. Environmental Literacy in Science and Society: From Knowledge to Decisions. Cambridge: Cambridge University Press.
   Google Scholar
• Scholz, R. W., R. Steiner, and R. Hansmann. 2004. “The Role of Internship in Higher Education in Environmental Sciences.” Journal of Research in Science Teaching 41 (1): 24–46. doi: 10.1002/tea.10123
   Web of Science ®Google Scholar
• Schultheis, F. 2008. Humboldts Albtraum. Der Bologna-Prozess und seine Folgen [The Nightmare of Humboldt: The Bologna Process and its Consequences]. Konstanz: UVK.
   Google Scholar
• Sin, C., and G. Neave. 2016. “Employability Deconstructed: Perceptions of Bologna Stakeholders.” Studies in Higher Education 41 (8): 1447–62. doi: 10.1080/03075079.2014.977859
   Web of Science ®Google Scholar
• Sursock, A., H. Smidt, H. Davies, J. Korhonen, G. Madill, and L. Wilson. 2010. Trends 2010: A Decade of Change in European Higher Education. Brussels: EUA – European University Association.
   Google Scholar
• Swissinfo. 2017. Studieren in der Schweiz [Studying in Switzerland]. Bern: SWI swissinfo. ch. Published January 4, 2017. Accessed May 29, 2017. https://www.swissinfo.ch/ger/hintergrund-informationen_studieren-in-der-schweiz/28990088.
   Google Scholar
• UNESCO (United Nations Educational, Scientific and Cultural Organization). 2002. Education for Sustainability, from Rio to Johannesburg: Lessons Learnt from a Decade of Commitment. Paris: UNESCO.
   Google Scholar
• Walter, A., B. Dorn, E. Lindberg, and L. Dürst. 2015. “AGROfutur: Die ETH Zürich reformiert das Studium der Agrarwissenschaften [AGROfuture: ETH Zurich Reforms the Agricultural Science Study Programme].” Agrarforschung Schweiz 6: 118–21.
   Google Scholar
• Wiek, A., L. Withycombe, and C. L. Redman. 2012. “Key Competencies in Sustainability: A Reference Framework for Academic Program Development.” Sustainability Science 6 (2): 203–18. doi: 10.1007/s11625-011-0132-6
   Web of Science ®Google Scholar