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64 - Undergraduate Research in Austria

From Research-Led Teaching to Research-Based Learning

from Part IV.4 - Europe

Published online by Cambridge University Press:  11 August 2022

By
Günter Wageneder ,
Gudrun Salmhofer ,
Oliver Vettori ,
Elisabeth Westphal ,
Charlotte Zwiauer  and
Harald A. Mieg
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

The chapter provides an overview of the Austrian higher education system and its legal, cultural, and administrative frameworks for Austrian universities, particularly regarding research-based education. Four short case studies give insights into specific approaches showing how undergraduate research is promoted and supported. In the conclusion further national developments for the promotion of undergraduate research are discussed.

Keywords

Austriahigher education systemundergraduate researchUniversity of GrazVienna University of Economics and BusinessUniversity of ViennaUniversity of Salzburg
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 583 - 590
Publisher: Cambridge University Press
Print publication year: 2022

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References

Brew, A. (2010). Imperatives and challenges in integrating teaching and research. Higher Education Research & Development, 29(2), 139–150.CrossRefGoogle Scholar
Bundesministerium für Bildung Wissenschaft und Forschung (BMBWF) (2017). Der Gesamtösterreichische Universitätsentwicklungsplan 2019–2024 [Austrian National Development Plan for Public Universities 2019–2024]. German version: www.bmbwf.gv.at/dam/jcr:0f97bd04-a5ae-4d6c-ae64-e4441365e964/GUEP_2019-2024__Langversion.pdf English version: www.bmbwf.gv.at/dam/jcr:dd33ff38-f6c4-406f-84be-ed2a64db4d6d/GUEP_2019-2024-EN_Version_2017.pdfGoogle Scholar
Mieg, H. A. (2019). Die Entwicklung forschungsnahen Lehren und Lernens und die Internationalisierungsperspektiven durch Forschendes Lernen / Undergraduate Research. Abschlussbericht zum Projekt „High Impact Learning” [The development of research-based teaching and learning, and the internationalization prospects through research-based learning / undergraduate research. Final report of the project “High Impact Learning”]. Austrian Federal Ministry of Education, Science, and Research (BMBWF).Google Scholar
Österreichische Universitätenkonferenz (2017). Wirtschaftliche und gesellschaftliche Effekte von Universitäten [Economic and social impacts of universities]. https://uniko.ac.at/modules/download.php?key=14681_DE_O&f=1&jt=7906&cs=86DCGoogle Scholar
Statistik Austria. (2020). Bildung in Zahlen 2018/19 [Article number 20-1645-19]. Bundesanstalt Statistik Österreich. www.statistik.atGoogle Scholar
Stensaker, B. (2019). The need to re-think research-based education. https://eua.eu/resources/expert-voices/83:the-need-to-re-think-research-based-education.htmlGoogle Scholar
Weißenböck, J., Gruber, W., Freisleben-Teutscher, C. F., & Haag, J. (Eds.). (2018). Problembasiertes Lernen, Projektorientierung, forschendes Lernen & beyond [Problem-based learning, project orientation, research-based learning & beyond]. Fachhochschule St. Pölten GmbH.Google Scholar

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