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Another TOP RANKING for Pforzheim University

According to a Germany-wide survey, business students at Pforzheim University of Applied Sciences assess the study conditions at their business school during the Corona pandemic as particularly positive. The Business School Pforzheim is one of two universities in Germany that received particularly good ratings, according to its master students.

The student survey was conducted by the CHE Center for Higher Education Development. It is based on the assessments of around 7,000 Master's students from 124 universities from 236 departments in business administration and economics as well as economics, business informatics and industrial engineering in Germany.

"The quality of teaching is our top priority, both in personal contact with students in the lecture hall and in virtual classes during the Corona pandemic," says Professor Dr. Thomas Cleff, Dean of the Business School Pforzheim. "We are pleased about the positive assessment of the students. But we also owe the fact that we have made such a great leap forward in digitization to the students, who have embraced new formats and worked with great commitment".

In the survey, the students not only rated the quality of their studies, study conditions and organization in general, but also how their university and faculty were dealing with the effects of the Corona pandemic: Almost 50 percent of all Master students surveyed gave their university top marks for the way it was dealing with the Corona pandemic, and another 33 percent gave a good rating. CHE's analysis of information management shows similarly positive results. Here, too, around 80 percent of those surveyed said their universities or departments were well to very well informed. The majority also rated contact and professional exchange, competent digital support, the variety of digital teaching formats and their technical framework conditions, the accessibility of central contact persons, and generally the possibility of continuing studies as planned as good or very good. In contrast, the didactic concept for digital teaching, the transparency of requirements and learning goals, and the opportunities for digital professional exchange among students were seen in a more differentiated light.

The survey was conducted as part of the CHE master ranking between April and August 2020.