A A R H U S U N I V E R S I T E T

1
Study culture in DenmarkAugust 2007

• Hanne Leth Andersen

2
Components of study culture

• Teaching-learning styles
• Student-teacher relationship
• Exam types
• Work load
• Living conditions

3
What do you know/believe/think about Danish
study culture?

• What is the typical study environment like in
  your country compared to that of Denmark?

4
Parameters

• Exam and grade oriented?
• Curricula ruled by university or state?
• Memorization learning?
• Reflection learning?
• Independent learning?
• Mother-tongue teaching?

5
Danish study environment

• Egalitarian and democratic ideals
• Students tend to be critical, anti-authoritarian
• Casual student-teacher relationships ways of
  addressing each other, way of dressing
• High degree of fairness in exam system
  co-examiners

6
Some characteristics of Danish Education and
Study Culture

• Punctuality
• Informality
• Up-to-date education
• Independent thinking, challenge professors ideas
• Critical and analytical approach
• Debate form and group work
• Relaxed schedule with time to reflect
• Interaction instead of reproduction
• Research oriented
• Application-based learning
• Interdisciplinarity

7
Exam types in Denmark

• Written assignments
• Written projects on a topic of the students
  choice
• Oral presentations
• Analysis
• Proficiency
• Project exams
• Portfolio exams

8
What does it take to get good grades?

• What is measured?
• What are the course goals?

9
Blooms taxonomy (1956)
6. Evaluation 5. Synthesis 4. Analysis 3.
Application 2. Comprehension 1. Knowledge
10
SOLO taxonomy (Biggs)
Structure of the Observed Learning Outcome
5
4
3
2
1
Extended abstract
Multi-structural
Pre-structural
Uni-structural
Relational
11
Helpful student qualities

• Self-motivation, self-reliance
• Few classes, learning outside class, Students
  expected to play an active role
• Initiative, dialogue
• Important to ask questions, ask for advice if
  necessary, clarify teacher expectations, offer
  feedback at mid-term evaluations - will not count
  against you in exam situation
• Negotiating skills, social intelligence
• Central role of group work/study groups

12
Seven-point scale
12
A
The excellent performance
A high level of command of all aspects of the
relevant material, with no or only a few minor
weaknesses
B
10
The very good performance
A high level of command of most aspects of the
relevant material, with only minor weaknesses
7
C
The good performance
A good command of the relevant material but also
some weaknesses
Some command of the relevant material but also
some major weaknesses
4
D
The fair performance
E
02
The sufficient performance
A performance meeting only the minimum
requirements for acceptance
00
Fx
The insufficient performance
A performance that does not meet the minimum
requirements for acceptance.
-3
F
The poor performance
A performance which is unacceptable in all
respects
13
(No Transcript)
14
Performance-based grading

• Qualifications and competences
• Clear assessment criteria
• Precise description of exam form
• Grade 12 is given when
• Same grading scale in the education system
• Absolute assessment degree of goal achievement
• Clear differentiation by jumps in the scale

15
The Bologna Process in Europe

• Progression Bachelor, Master, Ph.D.
• Clear goals of education
• Assessment criteria
• Qualifications obtained
• Exam form
• Merit and comparison with international grading
  scales (ECTS)

16
International StudiesQualifications

• An understanding of key terminology, concepts,
  theories and methodology used in international
  history, international business analysis,
  international business law, project management,
  international relations and cultural analysis
• Skills in applying key terminology, theories and
  methodology used in international history,
  international business analysis, international
  business law, project management, international
  relations and cultural analysis to concrete
  situations
• An understanding of the importance of considering
  multiple contexts
• Time management skills

17
International StudiesCompetences

• Translating and mediating between different
  disciplines
• Identifying, combining and applying relevant
  methods and perspectives to solve specific
  problems
• Working in international teams
• Understanding and reflecting on own strengths and
  weaknesses
• Designing projects to match specific requirements
• Applying, evaluating and combining different
  perspectives
• Applying dynamic and flexible approaches to
  international challenges

18
More information

• Academic regulations for the Masters degree
  programme in International Studies, AU
  http//www.iho.au.dk/en/is/frontpage
• Andersen, H.L. 2005. Eksamensformer valg med
  konsekvenser, HUM, AU http//www.hum.au.dk/cfu
• Biggs, J. 2003. Teaching for Quality Learning at
  University, OUP, Berkshire
• Bloom, B.S. 1956. Taxonomy of Educational
  Objectives, David Mc Kay Co, New York
• Ministery of Educations guide to the new grading
  scale
• http//www.ug.dk/min20baggrund.aspx?article_idu
  niv-vejlkarakterskal
• VTU, Qualification Framework