Debate on Theory vs. Practice

Collected experiences from theory classes, department-specific and university-wide statements:

• Wide range of offerings, unfortunately often too few spots in the modules (DMU).

• Positive influence on studies

• The importance of theory is not sufficiently appreciated by both students and instructors

• There has been a vacant theory professorship for a year, sluggish work in the theory commission, theory is understood in contrast to the "practical." The curriculum linguistically fuels the opposition between theory and the practical. There are no binding assessment criteria for theory classes (DDE).

• There are programs that are fundamentally based on theory. A better connection to theory is desired. The "practical relevance" can be questioned. Often, theory classes lack their theoretical aspect. Boredom, passivity. Small classes are criticized - however, smaller classes are sensible for practical application (DMU).

• "Theory as an alibi exercise"

• The quality of theory instruction depends on the instructors.
  
  Theory with "practical relevance" often only refers to "the practical," what can be made tangible. What does practice mean in the departments?
  
  

• There is theoretical practice

• Often, the definition of practice and theory is diffuse and not comprehensible: from
  craft to individual artistic "creation".

• Practical relevance: Efforts exist, but they are marginal.

• Prevailing understanding "Analysis = Theory"
  Solutions for the individual statements derived from the answers.
  
  Statement 1: "Theory instruction needs to improve."
  
  

• Principle discussions must take place: To what extent is an activity artistic, to what extent is it craft -> Create a platform for the presentation and awarding of outstanding theoretical works

• What does practice mean in the university of applied sciences? Do students want the right to a doctorate? -> Conduct discussion events to develop positions

  -> Advance university-wide course evaluation and demand bindingness.

• Create cross-departmental forums for the discussion of contemporary theory instruction (could be a task for the Teaching & Learning Commission)

  
  

  Statement 2: "The relationship between theory and practice is improvable / not well weighted"
  
  The compilation / weighting of theory and practice must be defined and implemented by the ZHdK as an institution (a relevant question for the Project Group Major_minor)
  
  Statement 3: "The relation to practice is particularly appreciated"
  
  

• Create offerings for open courses / Z-modules

• The program directors should either define the terms in the training concepts or study structures (M/M) should completely forgo the linguistic dichotomy.
  
  Statement 4: "Networking possibilities with practice outside of the ZHdK must be improved / a greater connection to the job market is demanded."
  
  

  • Departments establish positions for monitoring

  • More temporary positions for instructors and involvement of the mid-level faculty in teaching
    
    Statement 5: "Internships should be able to be credited to the curriculum."
    
    This can remain as a demand.
    
    
    
    

    Inter- / Transdisciplinarity
    
    Measures / ideas for improvement:
    
    

  • Lecture (Open Course): Various approaches to creative processes, interdisciplinary collaborations, and design strategies are discussed. The lecture is cross-university. Goal: Talk about interdisciplinary approaches, become aware of the opportunities and possibilities of interdisciplinary processes. Create a foundation on which the entire university can build. A lecture in the 2nd or 3rd semester would be ideal.

  • More interdisciplinary modules that last several weeks. For this, it would also be necessary for instructors to think interdisciplinarily. Hold an event for instructors to consider forms of interdisciplinarity.

  • Interdisciplinary modules, like Z-modules, should only be advertised thematically and no longer by disciplines.

  • Include research on interdisciplinarity: What forms of collaboration exist, what systems work? Research results should be publicly visible and inspire students.

  • Structure the Major_minor system according to thematic modules and practical skills, departments will be dissolved. There will no longer be a separation between disciplines. Students choose what interests them.

  • Open courses (glv) receive allocated time in the curricula of individual programs, there are so-called block days to attend glv. On these days, cross-university projects and modules are possible, these earn ECTS and are advertised.

  • Institutionalized support for student projects: Clear guidelines for submitting project applications. With a successful application, the awarding of ECTS, supervision by instructors, and exemption from attendance requirements should be possible. Presentation of such student projects, introduction and presentation of the possibilities of such collaboration in all study programs.
    
    
    Burden / Problems in Studies
    
    The workshop group has defined approaches and plans based on the subordinate questions.
    
    Language barriers at the ZHdK:

  • Better communication of language requirements (both in the module descriptions and for exchange students)

  • Increased offerings in English

  • Offer free German courses

  • Directly address international students on the ZHdK website

  • Ensure bilingualism of the intranet

  • Implement a buddy system in all departments: urgent questions will be clarified together (living situation in Zurich as well as questions about the ZHdK)

  • Implement language tandems together with ZHaW (analogous to UZH / ETH)
    
    Performance pressure / high workload:

  • Introduce support groups for discussions of psychological issues

  • Establish relaxation offerings in Toni-Areal / Gessnerallee (quiet or relaxation room, massage offerings, ergonomic work methods, fitness rooms)

  • Allow semester breaks

  • Loosen study time restrictions

  • Reduce attendance requirements to 60%

  • Expand offerings for psychological support, make it more visible and more accessible

  • Address workload and effort in the modules

  • Create space for individual artistic realization, experimentation, and failure