Ten guidelines for the successful implementation of the practical phases at DHBW
By Karl-Hans Brugger, Prof. Dr. Joachim Frech, Prof. Dr. Ruth Melzer-Ridinger (DHBW) Anna Frankenberg, Naïla Wagner (DHBW Heilbronn)
A consciously planning of apprenticeships
Inform and involve specialist departments at an early stage
Ensure intensive support and qualified guidance
Define achievable project goals, the apprentice can manage independently
Promote personal and professional development
Acquiring skills through responsibility and initiative
Enabling development through feedback
Supporting staying abroad
Involve and integrate apprentice
Support the Bachelor thesis and the career entry
Context
The DHBW is a state-accredited University of Applied Sciences, whose special feature the consistent interlocking of scientific studies and practice-oriented learning with the dual partners is.
By alternating the theoretical and practical phases, students acquire not only specialist and methodological knowledge but also practical experience as well as the competencies and social skills required in everyday working life. The proven guidelines and practical examples of the DHBW are intended to provide suggestions and practical orientation in order to develop suitable local solutions for the successful implementation of the practical phases.
Therefore the DHBW has developed ten guidelines for the implementation of practical phases.
The DHBW stresses to plan the apprenticeship very consciously and ahead of time. It has been suggested to develop an individual training plan for students, which is based on the framework training plan and the
Module descriptions of the respective courses offered.
Systematic planning takes into account both the professional and the interdisciplinary learning potential in the intended tasks or field of application.
The manual emphasises to inform the specialist departments at an early stage about the time and duration of the practical application, about the development status of the students and about the qualitative requirements of the practical study phases. It has been argued that the early information of the contact persons in the specialist departments is an important prerequisite for qualified support.
Realization
The manual suggest that the students are intensively supervised in the specialist departments by professionally qualified contact persons to support the development of new competencies. Parallely the specialists can demonstrate the students the importance of a continuous development their professional skills.
The DHBW emphasises that tasks and project goals are clearly communicated to the students. Students are required to complete the project independently. These projects and tasks assigned to the students contribute to personal and professional development and create value for internal and external customers. Through active cooperation, the students gain insights into business processes as well as room for initiative and creativity. Complex and responsible tasks enable the acquisition of action competence and employability.
In addition the DHBW recommends staying abroad during the practical phase. Ideally, the tasks transferred abroad complement the technical content of the practical phase in Germany. Successful periods abroad awaken students’ willingness to accept international assignments. The research has shown that students gain and enhance their intercultural experience, particularly graduates have been found to have higher valuable decision-making skills with actors from other cultural backgrounds.
A high involvement of apprenticeships is important to integrate apprentices into teams, acquire professional and methodical skills and learn about operational principles and rules for cooperation and communication.
In the final year of their studies, students benefit from help and support in writing their bachelor’s thesis and finding the first job after graduation so that they can make the best possible start to their careers.
Evaluation
Furthermore the manual stresses the evaluation of the students by giving feedback. The students have fixed contact persons/ coaches. They receive regular feedback on their professional and personal development.
