The basic concept of the SIC programme

The fundamental idea and the need to develop students’ social and methodological skills, alongside their subject-specific skills, throughout their degree programme were by no means new in 2006. Training sessions on social skills had long been offered in individual degree programmes; in the Human Resource Management programme, for example, training in presentation, communication and group dynamics had been available since the 1980s. With the introduction of the bachelor’s degree structure and the associated principle of employability leading to professional qualifications, it became necessary for the entire Faculty of Economics and Law to systematise this provision and make it compulsory. Since then, the SIC programme has been awarded credits (‘ungraded assessment’). Pforzheim University was one of the first higher education institutions in Germany to implement such a systematic programme. The development of social skills is – and this is undisputed – a core element of any (higher education) programme.

A high level of professional competence is a necessary prerequisite, but it is not the sole determining factor for personal effectiveness in a professional environment. Behavioural training programmes, familiar from corporate human resources development, serve as a model here, as social skills can neither be ‘taught’ nor can learning objectives be assessed. This is not primarily a cognitive process of acquiring knowledge, but rather a matter of behaviour. This model was implemented in Pforzheim in the form of communication training and teamwork training. Of course, this approach also has its limitations: a person is unlikely to change their behaviour in a lasting way after just two days of training. The situation is no different within a company. Nevertheless, the aim is to lay a foundation that can and should be drawn upon during further studies (and in one’s career).

A high level of professional competence is a necessary prerequisite, but it is not the sole determining factor for personal effectiveness in a professional environment. Behavioural training programmes, familiar from corporate human resources development, serve as a model here, as social skills can neither be ‘taught’ nor can learning objectives be assessed. This is not primarily a cognitive process of acquiring knowledge, but rather a matter of behaviour. This model was implemented in Pforzheim in the form of communication training and teamwork training. Of course, this approach also has its limitations: a person is unlikely to change their behaviour in a lasting way after just two days of training. The situation is no different within a company. Nevertheless, the aim is to lay a foundation that can and should be drawn upon during further studies (and in one’s career).

For beginners, presentation training constitutes methodological training that overlaps with behavioural training once the basic presentation techniques have been mastered. It focuses on observable, quantifiable aspects of one’s demeanour, such as manner of speaking, gestures, energy and eye contact, etc. It therefore makes sense for presentation behaviour to be assessed according to the same criteria in all subsequent presentations across all seminars, and for this to be included as a component mark in the module mark. Feedback based on the ‘Assessment of Presentation Behaviour’ criteria system (available on the intranet at https://businesspf.hs-pforzheim.de/SIC) is mandatory for every lecturer in whose course presentations take place.

Behaviour-oriented training means that every participant must have the opportunity to practise and receive feedback. In a training session (‘exercises’), this is only possible in small groups of no more than 15 participants. With regard to the tutors for such behaviour-oriented training sessions, there are essentially three options: (1) numerous full-time professors conduct these training sessions as part of their teaching load, (2) experienced external trainers are engaged on a contract basis, (3) student tutors take on this task and are trained for it.

Option 1 is not realistic, although it could certainly be enriching for some lecturers to do more than simply impart subject-specific knowledge. Option 2 is expensive; however, there are some universities that have gone down this route. Option 3 seemed appropriate and realistic for our situation in Pforzheim (currently 550 first-year students in one winter semester).

Of course, this too is a compromise between the ideal and what is feasible; it is clear that the quality of the training depends on the quality of the tutors.

In addition to the components of social and methodological skills, the SIC programme pursues another objective in the first semester during the introductory weeks: the social integration of students, who are often very young these days. At the juncture between two stages of life – school or vocational training, leaving the family home, and the (partial) loss of the social circle of friends on the one hand, and studying in what is initially an unfamiliar environment with unfamiliar people and structures on the other – there arises a strong need for guidance and for new social networks.

Based on the experiences of us older students at universities and colleges, this aspect has been largely ignored. It has been left to students’ private lives and self-organisation, which has not been a problem for some, but has also led to considerable inefficiencies and a lack of effectiveness in the first semesters of study for others (cf. prolonged study periods).

The SIC programme aims to contribute to the social integration of first-year students. Their initial experiences of university life should not consist solely of large-group sessions on challenging business administration topics, but should also include the opportunity to work together in small groups to achieve initial goals and get to know one another. Student tutors are invaluable when it comes to ‘acculturation’ at university.

At the start of their studies, they provide an authentic and credible insight into what is important and offer guidance.

Seen in this light, employing student tutors as trainers is not a substandard compromise, but rather the method of choice (even if things do not always go perfectly in one case or another).

Internationalisation is a key mission of Pforzheim University. The component of intercultural competence was incorporated as early as the development of the SIC programme. The underlying principle here, too, was to move away from purely seminar-based teaching; the focus was on the idea of learning from one another in small groups. It was only natural to involve the numerous international students in the programme design, thereby shaping intercultural collaboration not merely as a topic but as a practical experience.

The basic idea was and remains sound – but putting it into practice remains difficult and prone to setbacks. If, for example, there is only one – or even no – international student in a small group, then the concept is questionable. It would be useful to be able to draw on the international experiences of German students as well.

Integration of SIC components into the degree programme

A fundamental and critical debate has arisen regarding the development of social and methodological skills. This critical debate is also reflected in considerations regarding staff development within companies. Does it make sense to offer additional seminars on communication or leadership (off-the-job training) or to implement measures integrated into professional practice (on-the-job training)? At first glance, the answer is simple: of course, integrated measures make more sense, as they are associated with a higher likelihood of transfer. Examples might include elements of in-company staff development such as coaching, peer counselling, action learning designs in projects, etc. If we look at higher education, a difference becomes clear: the majority of students do not have ‘professional practice’ experience. It is only during or after the work placement semester and in project-based seminars that such experience-based learning processes are possible (and are methodically implemented in many degree programmes). At first glance, the SIC programme appears to be a supplementary offering, as it constitutes a standalone module within the Bachelor’s curriculum. However, the core idea behind the SIC concept lies in the interweaving of elements of social competence, methodological competence and intercultural competence with the subject-specific course of study (an integrative approach). This integration is evident in several respects:

1. The business simulation combines business management content with tasks that can only be solved as a team (combining technical and interpersonal skills).
2. Similarly, in the tutorial groups for the ‘Business Management Case Study’, students are given a business management task (setting up a business and drawing up a business plan) to be worked on as a team.
3. The presentation training course bridges the gap to the subject-specific curriculum in that participants not only practise presenting business administration content, but also learn about the criteria used to assess presentations, which form the basis for assessment across all degree programmes (linking subject-specific competence and methodological competence).

In addition to this integrated development of professional, social and methodological skills, the programme design provides for elements of the SIC programme to be regularly incorporated into courses and put into practice throughout the course of study. This takes place beyond the scope of the SIC programme itself in mentoring groups within the degree programmes (social integration and support), as part of the supervision of the practical placement semester – preferably in small groups and spread over three supervision sessions. Here, students have the opportunity to discuss and reflect on their initial practical experiences in a professional setting. Furthermore, students set personal learning objectives for the practical placement in the areas of subject-specific, social, methodological and personal competences, and report on the extent to which they have been successfully achieved in mid-term reports or during supervision sessions. Overall, the concept of the SIC programme incorporates many other elements of the degree programmes, ensuring that the development of key competences runs like a common thread through the entire course of study (see Fig. 2). In addition, continuous support is provided to students throughout their degree programme, initially by student mentors as part of the SIC programme (tutors in the first and second semesters) and subsequently continued within the degree programme through various mentoring schemes. In programme-specific project seminars and the management seminar, students tackle practical issues raised by companies. The aim is to ensure that graduates, in addition to their specialist qualifications, acquire the ability to independently assimilate new material and successfully apply it to new situations in practice.

Key Competences in Teaching

A great deal has changed across the higher education sector over the last 10 years with regard to key competences. The Society for Key Competences in Teaching, Research and Practice (Gesellschaft für Schlüsselkompetenzen in Lehre, Forschung und Praxis e.V.) was founded in 2007 to promote the exchange of experience, networking and the further development of this topic at universities. One of the outcomes of the society’s work is the development of quality criteria for the acquisition of key competences at universities. Another publication describes the diversity of programmes offered at higher education institutions to promote key competences, ranging from centralised units providing supplementary programmes to integrative models within individual departments and degree programmes (Brinker & Müller, 2008). Pforzheim University supports the Society through membership and regular participation in conferences.

Increasing diversity among first-year students

Following the abolition of compulsory military service and the shortening of the grammar school curriculum, the proportion of younger first-year students (under 18) at universities has risen significantly from 3 per cent (2007) to 10 per cent (2013). At the same time, universities of applied sciences are seeing a disproportionately high intake of older students with professional experience (Bargel, 2015). With relevant professional experience, it is now also possible to undertake a degree programme without a school-leaving certificate. There are major differences in learning experiences and processes between, on the one hand, the increasingly younger first-year students and, on the other, the older students with professional experience.

Alongside the rise in the number of first-year students, the proportion of ‘educational climbers’ (first-year students with no parent holding a higher education qualification) also increased from 45 per cent to 53 per cent between 2007 and 2013. Looking at universities of applied sciences alone, the proportion of ‘educational climbers’ is as high as 66 per cent. The need for bridging courses to address gaps in school-leavers’ knowledge is just one consequence of this trend. Another aspect is the growing need for guidance and support during the initial phase of a degree programme. As a result, an increasing number of higher education institutions are placing particular emphasis on the induction phase (Bargel, 2015).

Developments in the SIC programme

The general trends of recent years have also had an impact on the further development of the SIC programme. The original programme, designed to promote social, methodological and intercultural competence, has been expanded into a comprehensive induction programme (see Fig. 3).

The current SIC team comprises the programme director, Brigitte Burkart (50 per cent post), Dr Heike Hofsäß (25 per cent post) and two student assistants. The SIC programme now begins two weeks before lectures start and involves the social, academic and organisational integration of students. In line with the increasing diversity of first-year students, a preparatory maths course is now offered on a voluntary basis to help students catch up on any gaps in their prior knowledge of mathematics as quickly as possible.

Whilst the presentation training was still a basic seminar in the early stages of the SIC programme, most (though not all) first-year students now arrive with some prior experience (of varying quality) in giving presentations.

Accordingly, the presentation training has been developed from a beginner’s course into a modular skills training programme. Based on a placement test, participants are divided into groups that are as homogeneous as possible, within which they can, together with their tutor, familiarise themselves with the requirements for presentations at the university and further develop their presentation skills. The ability to reflect and the introduction of a culture of feedback have emerged as key aspects, to which great importance is attached in the presentation training. Whilst the communication training remains a traditional behaviour-oriented programme, in which students can experience and shape communication processes through individual exercises and group games, the newly designed teamwork training takes a different approach. Students are first introduced to an idea for a basic approach to a group task. The group is then required to solve a task together within a set time, with the tutor taking on the role of a learning facilitator. His role is to observe the group process and then reflect with the group on which strategies were successful and which behaviours were less so. Specifically, participants in the teamwork training are tasked with jointly producing a music video (see Fig. 4) that must meet certain requirements. At the end of the day, the videos are screened during a joint session with all groups, and the team with the best video receives a prize. This approach creates a stimulating learning environment for the students, in which they can tackle the set task in a practical and experiential way. The use of modern media and the end result in the form of a video represent elements from the everyday lives of young people that are familiar to them, and to which each individual contributes their own prior knowledge.