APSSA Brisbane 2010

1. Mr. President, Ladies and Gentlemen, Dear colleagues, Thank you very much for the invitation to this meeting, and many thanks to NFUCA for taking the initiative. It is a great honor for me to be here today. NFUCA and DSW have cooperated for many years, and I am strongly convinced that the student services field in Japan and Germany have many common goals and an astonishing similarity, as I hope you will see in my presentation. [next slide]Mr. President, Ladies and Gentlemen, Dear colleagues, Thank you very much for the invitation to this meeting, and many thanks to NFUCA for taking the initiative. It is a great honor for me to be here today. NFUCA and DSW have cooperated for many years, and I am strongly convinced that the student services field in Japan and Germany have many common goals and an astonishing similarity, as I hope you will see in my presentation. [next slide]

2. I have structured my presentation in several parts: Starting with a brief description of German policies in higher education and the student affairs and services field in Germany. Then, I will continue to the European higher education policy and the Student Affairs in Europe. The Bologna process currently under way in Europe is reflected in our cooperation with European partners, particularly within the framework of the European Council for Student Affairs. In this part, I hope to show a little bit of the diversity, but also of the strong links of student affairs on the European continent. In the conclusion, I will be coming back to the global trends in higher education, looking at challenges for student services and student affairs, and the ways in which we can actively shape the future. [next slide] I have structured my presentation in several parts: Starting with a brief description of German policies in higher education and the student affairs and services field in Germany. Then, I will continue to the European higher education policy and the Student Affairs in Europe. The Bologna process currently under way in Europe is reflected in our cooperation with European partners, particularly within the framework of the European Council for Student Affairs. In this part, I hope to show a little bit of the diversity, but also of the strong links of student affairs on the European continent. In the conclusion, I will be coming back to the global trends in higher education, looking at challenges for student services and student affairs, and the ways in which we can actively shape the future. [next slide]

3. Germany, similarly to other countries within the Bologna process, has implemented a series of reforms in the last years, with a view to promote Germany as an attractive education and research location. Efforts in international marketing have led to much more cooperation of research institutes, higher education institutions and student services Structural reforms in higher education have further increased the autonomy of universities from state regulation and control; they can now take their decisions on staff, academic profile, research focus and other issues more freely. The State has delegated a good part of public responsibility to higher education institutions (HEI) promoting competition, but has also established an initiative of Excellence to support top-level research universities. To our regret, tuition fees have been introduced in the majority of federal states, which affect the vast majority to of the student population – and negatively so if you allow a comment - this has also triggered discussion of new models for study financing. And in more general terms, student demographics of growing numbers in first-year students have influenced national subsidies to universities. [next slide] Germany, similarly to other countries within the Bologna process, has implemented a series of reforms in the last years, with a view to promote Germany as an attractive education and research location. Efforts in international marketing have led to much more cooperation of research institutes, higher education institutions and student services Structural reforms in higher education have further increased the autonomy of universities from state regulation and control; they can now take their decisions on staff, academic profile, research focus and other issues more freely. The State has delegated a good part of public responsibility to higher education institutions (HEI) promoting competition, but has also established an initiative of Excellence to support top-level research universities. To our regret, tuition fees have been introduced in the majority of federal states, which affect the vast majority to of the student population – and negatively so if you allow a comment - this has also triggered discussion of new models for study financing. And in more general terms, student demographics of growing numbers in first-year students have influenced national subsidies to universities. [next slide]

4. Germany is no exception in another characteristic for many countries in Western Europe: student numbers are stable, but the influx of international students is on the rise. We are of course very happy about this increased attractiveness of higher education, since it appears as an important factor to react to negative demographic and economic trends. We want more and better trained student s to enter and to leave university, and we want more diversity and internationalization. The situation in Eastern Europe is more grim: there, the number of students is on the decline, and often this decline cannot be covered by a rising number of international students. [next slide] Germany is no exception in another characteristic for many countries in Western Europe: student numbers are stable, but the influx of international students is on the rise. We are of course very happy about this increased attractiveness of higher education, since it appears as an important factor to react to negative demographic and economic trends. We want more and better trained student s to enter and to leave university, and we want more diversity and internationalization. The situation in Eastern Europe is more grim: there, the number of students is on the decline, and often this decline cannot be covered by a rising number of international students. [next slide]

5. As we see in this chart, Germany is doing not so badly in attracting international students, on the contrary: The table shows the percentage of all internationally mobile students, if you want you could call it a country’s share of the global higher education market. After the US and UK which can claim the advantage of English language education, Germany has become the number three host country for international students, with around 250.000 enrolled students, the largest group coming from Asia, mostly China, but also Japan and other countries. [next slide] As we see in this chart, Germany is doing not so badly in attracting international students, on the contrary: The table shows the percentage of all internationally mobile students, if you want you could call it a country’s share of the global higher education market. After the US and UK which can claim the advantage of English language education, Germany has become the number three host country for international students, with around 250.000 enrolled students, the largest group coming from Asia, mostly China, but also Japan and other countries. [next slide]

6. Germany is no exception in these global and European trends. The number of International students in Germany is now approximately 240’000 students on a total student population of almost 2 millions tudents, which is about 12% of all students. Mobility is high in Europe, so it comes as no surprise that 50% of these students are Europeans, but one third of international students come from Asia, 10% from Africa and 6 % from the Americas (4% from North America). Clearly, there is a strong link between Germany and Asia in student mobility! [next slide] Germany is no exception in these global and European trends. The number of International students in Germany is now approximately 240’000 students on a total student population of almost 2 millions tudents, which is about 12% of all students. Mobility is high in Europe, so it comes as no surprise that 50% of these students are Europeans, but one third of international students come from Asia, 10% from Africa and 6 % from the Americas (4% from North America). Clearly, there is a strong link between Germany and Asia in student mobility! [next slide]

9. Dear colleagues, Student affairs in Germany share the vision of making higher education successful, and of guaranteeing the social dimension of studies on the tertiary level. Our mission is to contribute to equal opportunities for all students, and to contribute to the study success and completion. [next slide] Dear colleagues, Student affairs in Germany share the vision of making higher education successful, and of guaranteeing the social dimension of studies on the tertiary level. Our mission is to contribute to equal opportunities for all students, and to contribute to the study success and completion. [next slide]

10. Student services in Germany are provided by institutions that we call the Studentenwerke (we use the abbreviation STW). The Studentenwerk model has a long tradition since 1919, when the first Studentenwerke were founded in a time of economic and social crisis just after the end of World War I. Students began to self-organize and establish structures of mutual support based on a concept of solidarity . The Studentenwerke developed over time into a form of non-profit institutions guided by public lay of the federal states. Their main task is the social and economic well being of students, and not a maximization of profits. Still, they work under economic rational very similar to businesses with a social task. Today, the Studentenwerke guarantee the social framework of higher education. They are independent studetn service oranisations, regulated by law. They provide their services to all students and to all higher education institutions (HEI) within one city or region. They offer economic, social, health-care and cultural support to all students in Germany, at all universities, from all countries and walks of life. And last not least, the Studentenwerke realize student participation in the structures of highere ducation in Germany, as we shall see in a minute. [next slide] Student services in Germany are provided by institutions that we call the Studentenwerke (we use the abbreviation STW). The Studentenwerk model has a long tradition since 1919, when the first Studentenwerke were founded in a time of economic and social crisis just after the end of World War I. Students began to self-organize and establish structures of mutual support based on a concept of solidarity . The Studentenwerke developed over time into a form of non-profit institutions guided by public lay of the federal states. Their main task is the social and economic well being of students, and not a maximization of profits. Still, they work under economic rational very similar to businesses with a social task. Today, the Studentenwerke guarantee the social framework of higher education.

11. The Studentenwerke are bodies of public law, which means that they must funtion as a sort of non-profit enterprise with a public social task. The state laws on higher education and Studentenwerke are thus the regulatory framework for the Studentenwerke. Studentenwerke are highly participative: the governing administrative council (Verwaltungsrat) is made up of representatives from the university faculty and administration, from students’ unions and students’ parliaments, and from the regional ministry or government. The Administrative Council decides on the general direction of the works, and nominates, consults, and supports the executive director. Most Studentenwerke have various departments such as housing, restaurants, counselling, study financing, personnel and adminsitration, etc. The Studentenwerke are bodies of public law, which means that they must funtion as a sort of non-profit enterprise with a public social task. The state laws on higher education and Studentenwerke are thus the regulatory framework for the Studentenwerke. Studentenwerke are highly participative: the governing administrative council (Verwaltungsrat) is made up of representatives from the university faculty and administration, from students’ unions and students’ parliaments, and from the regional ministry or government. The Administrative Council decides on the general direction of the works, and nominates, consults, and supports the executive director. Most Studentenwerke have various departments such as housing, restaurants, counselling, study financing, personnel and adminsitration, etc.

12. Germany has about 300 institutions of higher education scattered out over the entire territory, which gives Germany a number of about 180 cities of higher education, but only 58 Studentenwerke. We see here, that one Studentenwerk often provides services for the students that are enrolled in several universities or colleges in one city, or even to students studying in several cities. Berlin, for example, has three full universities, about a dozen Colleges and Universities of Applied sciences, and three conservatories – but only one Studentenwerk which is there for them all. The Studentenwerke support approx. 2 million students with housing, affordable and healthy food, counseling and social services as well as financial aid. [next slide] Germany has about 300 institutions of higher education scattered out over the entire territory, which gives Germany a number of about 180 cities of higher education, but only 58 Studentenwerke. We see here, that one Studentenwerk often provides services for the students that are enrolled in several universities or colleges in one city, or even to students studying in several cities. Berlin, for example, has three full universities, about a dozen Colleges and Universities of Applied sciences, and three conservatories – but only one Studentenwerk which is there for them all. The Studentenwerke support approx. 2 million students with housing, affordable and healthy food, counseling and social services as well as financial aid. [next slide]

14. Let us now look at the main activities of Studentenwerke in Germany: An important pat of course is student restauration. Students have access to affordable and healthy food in more than 700 restaurants and cafeterias, which offer more than 200-000 seated places and serve about 200 mio meals per year (all over Germany9. This makes one student eat in a STW restaurant on an average of 100 times a year. As you can see in the pictures, restaurants are often modern facilities which can easily serve up to 5000 meals a day. But they are also a place of social encounter, of making new friends, meeting colleagues, and sharing the student experience. Let us now look at the main activities of Studentenwerke in Germany: An important pat of course is student restauration. Students have access to affordable and healthy food in more than 700 restaurants and cafeterias, which offer more than 200-000 seated places and serve about 200 mio meals per year (all over Germany9. This makes one student eat in a STW restaurant on an average of 100 times a year. As you can see in the pictures, restaurants are often modern facilities which can easily serve up to 5000 meals a day. But they are also a place of social encounter, of making new friends, meeting colleagues, and sharing the student experience.

15. Student housing is another main activity, if not the most important on ein economic terms. Germany has about 220000 unites in student housing, out of which more than 180... are runby the Studentenwerke. The other 40.000 units are managed by the churches or private investors. Student housing in a Studentenwerk residence is not expensive by German standards: the average monthly rent is about 190 Euros all taxes, charges, and bills included. Most of the time, this even includes a free broadband internet access. Since Studentenwerke cannot make a profit on their services, the rent is usually just covering costs, which explains why living in a student residence can be about twice as cheap as on the free housing market. Nevertheless, many students also live in their own flats, in shared housing in or with their parents. Student housing is another main activity, if not the most important on ein economic terms. Germany has about 220000 unites in student housing, out of which more than 180... are runby the Studentenwerke. The other 40.000 units are managed by the churches or private investors. Student housing in a Studentenwerk residence is not expensive by German standards: the average monthly rent is about 190 Euros all taxes, charges, and bills included. Most of the time, this even includes a free broadband internet access. Since Studentenwerke cannot make a profit on their services, the rent is usually just covering costs, which explains why living in a student residence can be about twice as cheap as on the free housing market. Nevertheless, many students also live in their own flats, in shared housing in or with their parents.

16. A third major activity of Studentenwerke in Germany is the administration of the only federal study financing scheme so far, the BAFöG. Around 1.5 bn Euros of federal money are granted every yea to around 335000 students, that who must prove a social need for state support. Depending on your and your parents social situation, student scan receive up to a maximum of around 650 Euros per month, half of which is a grant and half of it paid as a loan. The Studentenwerke administer this money, including counseling and advice on students' eligibility. Furthermore, Studentenwerke have installed more than 6000 places in child care,in almost 200 facilities, - a rather recent activity that allows the increasing number of students with children to pursue their studies. Something that is apparently quite different from Japan. A third major activity of Studentenwerke in Germany is the administration of the only federal study financing scheme so far, the BAFöG. Around 1.5 bn Euros of federal money are granted every yea to around 335000 students, that who must prove a social need for state support. Depending on your and your parents social situation, student scan receive up to a maximum of around 650 Euros per month, half of which is a grant and half of it paid as a loan. The Studentenwerke administer this money, including counseling and advice on students' eligibility. Furthermore, Studentenwerke have installed more than 6000 places in child care,in almost 200 facilities, - a rather recent activity that allows the increasing number of students with children to pursue their studies. Something that is apparently quite different from Japan.

17. Further tasks of the Studentenwerke include psychological and social support. These counseling services become more and more important, with the restructuring of curricula and study programs increasing stress and pressure on students. In order to promote social contacts, cultural expression and diversity of students, the Studentenwerke also organize cultural activities in the fields of music, theatre, music and dance, they provide support for international students (welcome and specific integration activities) as well as job placement. Further tasks of the Studentenwerke include psychological and social support. These counseling services become more and more important, with the restructuring of curricula and study programs increasing stress and pressure on students. In order to promote social contacts, cultural expression and diversity of students, the Studentenwerke also organize cultural activities in the fields of music, theatre, music and dance, they provide support for international students (welcome and specific integration activities) as well as job placement.

18. In order to improve this situation, and since the number of international students in Germany has been rapidly and stealy rising over the last ten years, the Studentenwerke have put in place specialservies for students from abroad who are studying in German universities. Servies begin with multilingual websites, servie packages and welcome programs that are aimed to smooth the arrival and start pahse of stuies,. The continue with international tutors that are their to help students in residence halls and university class, to find their way aroundGerman society, bureaucracy and customs. Intercultural programsand peer-to-peer support structures aim to facilitate contact among and with their German colleagues, to sharpen their international awareness and skills, and tomake sure that international tudents in Germany can „feel at home“ after a certain time. In order to improve this situation, and since the number of international students in Germany has been rapidly and stealy rising over the last ten years, the Studentenwerke have put in place specialservies for students from abroad who are studying in German universities. Servies begin with multilingual websites, servie packages and welcome programs that are aimed to smooth the arrival and start pahse of stuies,. The continue with international tutors that are their to help students in residence halls and university class, to find their way aroundGerman society, bureaucracy and customs. Intercultural programsand peer-to-peer support structures aim to facilitate contact among and with their German colleagues, to sharpen their international awareness and skills, and tomake sure that international tudents in Germany can „feel at home“ after a certain time.

19. Since Germany is a country made up of 16 federal states, which have almost full autonomy in their educational policies, the Studentenwerke are free to do what they think best in their region. However, they have decided to form a voluntary national association: the Deutsches Studentenwerk, of which I have the honor to be the Secretary general. The DSW works as a national umbrella organization, it supports and promotes its member organizations with a view to represent and safeguard the social-economic interests of students. The DSW cooperates wiht institutions and organization in the higher education sector such as the conference of rectors, the structures of ministries of education, research institutions and similar. Furthermore, DSW carries out projects on behalf of the ministries for education on the federal and state level. The most important research here is the survey on the social and economic conditions of student life, a national quantitative analysis of the social conditions of students, published every three years. Since Germany is a country made up of 16 federal states, which have almost full autonomy in their educational policies, the Studentenwerke are free to do what they think best in their region. However, they have decided to form a voluntary national association: the Deutsches Studentenwerk, of which I have the honor to be the Secretary general. The DSW works as a national umbrella organization, it supports and promotes its member organizations with a view to represent and safeguard the social-economic interests of students. The DSW cooperates wiht institutions and organization in the higher education sector such as the conference of rectors, the structures of ministries of education, research institutions and similar. Furthermore, DSW carries out projects on behalf of the ministries for education on the federal and state level. The most important research here is the survey on the social and economic conditions of student life, a national quantitative analysis of the social conditions of students, published every three years.

21. This is the organizational structure of the National Association. DSW is a classic non-profit organization, made up by the voluntary association of its members: the 58 local Studentenwerke. The meet annually for a membership meeting, and elect the Board of Directors. Here too, we find the same participative aspect that we have in the Studentenwerke, with representatives from universities, STW and students. The Board nominates the Secretary General, who is in charge of the directing the activities and daily business of the association. DSW has a number of departments, including a department for international relations. There is also a Board of Trustees (Kuratorium) which unites important societal actors in higher education, in order to establish an inclusive and holistic consulting body for the association. This is the organizational structure of the National Association. DSW is a classic non-profit organization, made up by the voluntary association of its members: the 58 local Studentenwerke. The meet annually for a membership meeting, and elect the Board of Directors. Here too, we find the same participative aspect that we have in the Studentenwerke, with representatives from universities, STW and students. The Board nominates the Secretary General, who is in charge of the directing the activities and daily business of the association. DSW has a number of departments, including a department for international relations. There is also a Board of Trustees (Kuratorium) which unites important societal actors in higher education, in order to establish an inclusive and holistic consulting body for the association.

22. You can see here some of the most important actors, with which we maintain good and close relations in order to pursue our goals. The idea here is to cooperate and work together with all relevant actors. You can see here some of the most important actors, with which we maintain good and close relations in order to pursue our goals. The idea here is to cooperate and work together with all relevant actors.

23. While the Social Survey might be the most important project that we do for the federal government (it might well be the most long-term research on students' life int he world), there are also an annual poster competition of arts and design students addressing current issues in higher education, as well as a recognition of voluntary work in civil society. Furthermore, DSW has established special departments for the support of student groups with particular needs: - the Servicepoint for Intercultural Competence (SIK) supports not only the Studentenwerke by offering trainings for the staff that are in contact with international students (counsellers, wardens, facility managers etc) but also the international students themselves by giving them access to the necessary skills. The Information and Counseling Point for Students with Disabilities fights for the rights of handicapped students or students with chronic diseases. While the Social Survey might be the most important project that we do for the federal government (it might well be the most long-term research on students' life int he world), there are also an annual poster competition of arts and design students addressing current issues in higher education, as well as a recognition of voluntary work in civil society. Furthermore, DSW has established special departments for the support of student groups with particular needs: - the Servicepoint for Intercultural Competence (SIK) supports not only the Studentenwerke by offering trainings for the staff that are in contact with international students (counsellers, wardens, facility managers etc) but also the international students themselves by giving them access to the necessary skills. The Information and Counseling Point for Students with Disabilities fights for the rights of handicapped students or students with chronic diseases.

24. To further strengthen the competitiveness of Europe, the member states of the European Union aim to make Europe competitive to other regions in the world. The measures to do this are summarized by the key words „Bologna process“ and „Lisbon Strategy“. The Bologna process, named after the city of the first conference of education ministers in 1999, is an intergovernmental process of now 46 european countries, which have agreed to establish a European Higher Education Area by 2010. The Lisbon strategy, named after the European Council meeting which was held in the Portuguese capitol in 2000, aims at developing Europe into an advances knowledge society by the year 2010. An ambitious goal that we will not reach on time, but continue our efforts to achieve. To further strengthen the competitiveness of Europe, the member states of the European Union aim to make Europe competitive to other regions in the world. The measures to do this are summarized by the key words „Bologna process“ and „Lisbon Strategy“. The Bologna process, named after the city of the first conference of education ministers in 1999, is an intergovernmental process of now 46 european countries, which have agreed to establish a European Higher Education Area by 2010. The Lisbon strategy, named after the European Council meeting which was held in the Portuguese capitol in 2000, aims at developing Europe into an advances knowledge society by the year 2010. An ambitious goal that we will not reach on time, but continue our efforts to achieve.

25. Ladies and Gentlemen, You might have heard of the Bologna process already. I have therefore only summarized here the most important aspects of this international effort. The Bologna process aims to establish a European Higher Education Area (EHEA) with internationally comparable degree structure. Today, most universities have introduced a three-degree cycle consisting of Bachelor, Master and Doctoral degrees. To supprot mobility, a system for the mutual recognition of degrees and credits has been established, the European Credit Transfer System – or ECTS. The focus of higher education has been shifted from learning hours to learning outcomes. A specific diploma supplement describes these learnignoutcomes in order not only to show how many courses or how much time a student has spend in higher education, but what what contents and subjects have been studied, and which kind of skills have been obtained. To make European higher education truly comparable, quality standards a an assessment system of accredication and quality assurance is currently being established. All this is done to increase the mobility of students and statt. Meeting in Leuven in 2009, the Educational Ministers of the Bologna area have set a new target: 20% of all graduates should have international experience by the year 2020. Germany has already achieved this target, and is now aiming at 50%, other countries, such as Austria even aim at the full 100%. Combined with growing felxibility of educational paths, all this has a strong impact on the educational policies in European countries. [next slide] Ladies and Gentlemen, You might have heard of the Bologna process already. I have therefore only summarized here the most important aspects of this international effort. The Bologna process aims to establish a European Higher Education Area (EHEA) with internationally comparable degree structure. Today, most universities have introduced a three-degree cycle consisting of Bachelor, Master and Doctoral degrees. To supprot mobility, a system for the mutual recognition of degrees and credits has been established, the European Credit Transfer System – or ECTS. The focus of higher education has been shifted from learning hours to learning outcomes. A specific diploma supplement describes these learnignoutcomes in order not only to show how many courses or how much time a student has spend in higher education, but what what contents and subjects have been studied, and which kind of skills have been obtained. To make European higher education truly comparable, quality standards a an assessment system of accredication and quality assurance is currently being established. All this is done to increase the mobility of students and statt. Meeting in Leuven in 2009, the Educational Ministers of the Bologna area have set a new target: 20% of all graduates should have international experience by the year 2020. Germany has already achieved this target, and is now aiming at 50%, other countries, such as Austria even aim at the full 100%. Combined with growing felxibility of educational paths, all this has a strong impact on the educational policies in European countries. [next slide]

26. But not all is roses in the Bologna process. In order to avoid social cleavages, an add-on has been established in recent years: the Bologna process has been extended by a social dimension. The social dimension, and this is a point for which student services organizations have fought a lot, is important in opening universities to students with non-traditional entry paths and alternative qualifications. It is important to diversify the student population and to bring more immigrants‘ and workers‘ children to into higher education. Of course, it is also important for improved mobility, which can be supported by additional and portable loans and grants. And finally, we still need to work on improved recognition of achievements, outcomes and degrees, particularly those which were achieved abroad. In general, the social dimension is an important field for student services and affairs, and I will get back to this major challenge in the conclusion of of my presentation. Let us now look at the case of Germany. [next slide] But not all is roses in the Bologna process. In order to avoid social cleavages, an add-on has been established in recent years: the Bologna process has been extended by a social dimension. The social dimension, and this is a point for which student services organizations have fought a lot, is important in opening universities to students with non-traditional entry paths and alternative qualifications. It is important to diversify the student population and to bring more immigrants‘ and workers‘ children to into higher education. Of course, it is also important for improved mobility, which can be supported by additional and portable loans and grants. And finally, we still need to work on improved recognition of achievements, outcomes and degrees, particularly those which were achieved abroad. In general, the social dimension is an important field for student services and affairs, and I will get back to this major challenge in the conclusion of of my presentation. Let us now look at the case of Germany. [next slide]

27. Getting back to the international level, the Studentenwerke in Germany are quite active in cooperation with international partners. To support these activities, the Deutsches Studentenwerk has been a leading force in the foundation of the European Council for Student Affairs, which was founded in 1999. The reason was the increasing importance of the Bologna process. Today, the 19 ECStA members from 13 countries believe that cooperaiton is necessary to support the Bologna process, and that student services need a strong voice in decision making on all political levels. Therefore, they form a lobbying group to push for the social and economic interests of students on the European level. [next slide] Getting back to the international level, the Studentenwerke in Germany are quite active in cooperation with international partners. To support these activities, the Deutsches Studentenwerk has been a leading force in the foundation of the European Council for Student Affairs, which was founded in 1999. The reason was the increasing importance of the Bologna process. Today, the 19 ECStA members from 13 countries believe that cooperaiton is necessary to support the Bologna process, and that student services need a strong voice in decision making on all political levels. Therefore, they form a lobbying group to push for the social and economic interests of students on the European level. [next slide]

28. Here you can see the main tasks of the ECStA as regards student mobility, information and knowledge transfer, and the deepening cooperation with non-European similar associations such as APSSA in Asia and NASPA in North America. [next slide] Here you can see the main tasks of the ECStA as regards student mobility, information and knowledge transfer, and the deepening cooperation with non-European similar associations such as APSSA in Asia and NASPA in North America. [next slide]

31. To present an outlook of where student service sin Europe might go in the next few years, our reflection is that need to respect different approaches. We want to upheld a heterogeneous and diverse provision of services. However, we do have common values and missions such as equality, solidarity and a the determination to make a contribution for successful higher education. We also agree that student services are important partners for this success, and that global cooperation and networking are key to further inform our actions. [next slide] To present an outlook of where student service sin Europe might go in the next few years, our reflection is that need to respect different approaches. We want to upheld a heterogeneous and diverse provision of services. However, we do have common values and missions such as equality, solidarity and a the determination to make a contribution for successful higher education. We also agree that student services are important partners for this success, and that global cooperation and networking are key to further inform our actions. [next slide]

32. In my opinion, the most important global trend is continuiung internationalization. Economic globalization requires not only more mobility on the part of individuals and companies, but also worldwide competitiveness of national States. In our modern knowledge-based societies, this is reflected in growing academic competition for the brightest students, for the best teaching and research facilities, and for excellence in higher education in order to prepare our young generation for the tasks ahead. Globalization of education has thus led to global competition of higher education areas. In Europe, this is apparent in the joining of forces for a European Higher Education Area. Currently, 46 member states are active in this effort, which we call the Bologna process, since it was initiated by a Ministerial Conference in 1999 in the Italian city of Bologna. But I will come back to this point later on. [next slide]In my opinion, the most important global trend is continuiung internationalization.

33. Internationalization of higher education has been going on for quite a while – and it is not only competitive. Much more, it is also greatly shaped by cooperation, for which particularly Europe is a good example. Science has always been open to international exchange of ideas and knowledge. Towards the end of the middle ages, knowledge flowed freely among the first universities in Europe. In recent decades, globalization of economies and societies has also pushed forward the internationalization of higher education. Today, we can observe a dynamic development of growing mobility in higher education: more and more students, teachers, researchers and scientists, but also youth use this potential for future development and progress. I less than ten years we can see an increase of almost 50% (from 2 bn in 2000 to 3 bn students today), and the number is expectged to grow to 8 million internationally mobile students in the year 2020. In this process of internationalization, Europe is a very dynamic region, the European Higher Education area attracts half of all mobile students worldwide, followed by the USA, Australia, and Japan. This is largely due to a very high mobility within Europe. Many countries have now set targets to raise the percentage of graduates with international experience from around 20% to 50 or more % in the year 2020. Asia is the most important area of origin, and most of the international students from Asia go to the USA: [next slide] Internationalization of higher education has been going on for quite a while – and it is not only competitive. Much more, it is also greatly shaped by cooperation, for which particularly Europe is a good example. Science has always been open to international exchange of ideas and knowledge. Towards the end of the middle ages, knowledge flowed freely among the first universities in Europe. In recent decades, globalization of economies and societies has also pushed forward the internationalization of higher education. Today, we can observe a dynamic development of growing mobility in higher education: more and more students, teachers, researchers and scientists, but also youth use this potential for future development and progress. I less than ten years we can see an increase of almost 50% (from 2 bn in 2000 to 3 bn students today), and the number is expectged to grow to 8 million internationally mobile students in the year 2020. In this process of internationalization, Europe is a very dynamic region, the European Higher Education area attracts half of all mobile students worldwide, followed by the USA, Australia, and Japan. This is largely due to a very high mobility within Europe. Many countries have now set targets to raise the percentage of graduates with international experience from around 20% to 50 or more % in the year 2020. Asia is the most important area of origin, and most of the international students from Asia go to the USA: [next slide]

34. But German young people also go abroad! When we look at the other direction of international student mobility, Germany has a rather balanced situation. The number of German students studying abroad has almost doubled in ten years. Study programmes and internships make up the largest share, but also language courses are frequent. Most of these students are so-called „free movers“ which organize their stay, their university abroad and the whole stay there themselves. Still, the government wants to raise the target to 50%. In this process of internationalization, with students coming to Germany and going abroad for studies, the student services organizations are key players. [next slide] But German young people also go abroad! When we look at the other direction of international student mobility, Germany has a rather balanced situation. The number of German students studying abroad has almost doubled in ten years. Study programmes and internships make up the largest share, but also language courses are frequent. Most of these students are so-called „free movers“ which organize their stay, their university abroad and the whole stay there themselves. Still, the government wants to raise the target to 50%. In this process of internationalization, with students coming to Germany and going abroad for studies, the student services organizations are key players. [next slide]

35. The student services, or student affairs as they are sometimes called, make up one of the three key areas of higher education: Research Teaching And student services Successful higher education rests on these three pillars. Of research and teaching, everyone has already heard. But the most fundamental aspect, the social environment of higher education, is at times a mere Cinderella of academic discourse. Where and how students live, what they eat, and how they pay their bills, though , is the foundation for their learning and academic pursuits. The social dimension can even be seen as the basis for the other two, although successful and competitive higher education systems need a cooperative good mix of the three aspects. This “world” of higher education is structured in different ways in different parts of the world. [next slide] The student services, or student affairs as they are sometimes called, make up one of the three key areas of higher education: Research Teaching And student services Successful higher education rests on these three pillars. Of research and teaching, everyone has already heard. But the most fundamental aspect, the social environment of higher education, is at times a mere Cinderella of academic discourse. Where and how students live, what they eat, and how they pay their bills, though , is the foundation for their learning and academic pursuits. The social dimension can even be seen as the basis for the other two, although successful and competitive higher education systems need a cooperative good mix of the three aspects. This “world” of higher education is structured in different ways in different parts of the world. [next slide]

37. In the world of student affairs and services, at the risk of being simplistic, let me compare what can be seen as two models: - the way these services are organized in the USA, large parts of Asia and Latin America (but – if I understand correctly- not in Japan): In this model, we have universities with a high degree of autonomy, who set up, finance and manage their own student services, usually in the form of departments of student affairs, with deans of the university who hold responsibility for this portfolio. Services here are provided by a structure which is dependent of the university it serves, and delivers its services only to the students in this particular institution. - the way student services are organized in continental Europe differs greatly: Here we find strong, independent institutions that provide services to the students of an entire city or even region, no matter what college or university they are enrolled in. The Studentenwerke in Germany, the CROUS in France and ERSU in Italy and similar structures in other European countries are good examples to this point. And it seems to me that the Japanese university co-operatives might be somewhat closer to this institutional setup than we think. [next slide]In the world of student affairs and services, at the risk of being simplistic, let me compare what can be seen as two models: - the way these services are organized in the USA, large parts of Asia and Latin America (but – if I understand correctly- not in Japan): In this model, we have universities with a high degree of autonomy, who set up, finance and manage their own student services, usually in the form of departments of student affairs, with deans of the university who hold responsibility for this portfolio. Services here are provided by a structure which is dependent of the university it serves, and delivers its services only to the students in this particular institution. - the way student services are organized in continental Europe differs greatly: Here we find strong, independent institutions that provide services to the students of an entire city or even region, no matter what college or university they are enrolled in. The Studentenwerke in Germany, the CROUS in France and ERSU in Italy and similar structures in other European countries are good examples to this point. And it seems to me that the Japanese university co-operatives might be somewhat closer to this institutional setup than we think. [next slide]

38. If we look at these models, we should not only see the differences, but also the common points. Several key components of student affairs/services models are present in many situations and contexts across the world. a strong sense of cooperation, which is the case for example in the Japanese University-Cooperatives, which were founded just as the German Studentenwerke on student initiatives to support themselves and provide mutual aid Often, a system of public services, which is mostly the case in Europe, where student services are at least partly funded by tax money Competitive businesses and market orientation, with particular attention to the delivery of efficient price-value relations A strong sense of integration and social inclusion, not only regarding international students, but increasingly a diversity of student groups A strong commitment to education, to the “holistic” development of the entire person – we see and admire this mostly in Asia and in the anglo-saxon countries, but there is also a commitment to education in the discreet distance that Europeans take to students, since they consider them responsible adults, which are very capable of leading their own lives And finally – I think we all share this – a commitment to be strong partners in higher education, be it in a context where SAS are an integral part of the university, or where SAS are independent service providers- [next slide] If we look at these models, we should not only see the differences, but also the common points. Several key components of student affairs/services models are present in many situations and contexts across the world. a strong sense of cooperation, which is the case for example in the Japanese University-Cooperatives, which were founded just as the German Studentenwerke on student initiatives to support themselves and provide mutual aid Often, a system of public services, which is mostly the case in Europe, where student services are at least partly funded by tax money Competitive businesses and market orientation, with particular attention to the delivery of efficient price-value relations A strong sense of integration and social inclusion, not only regarding international students, but increasingly a diversity of student groups A strong commitment to education, to the “holistic” development of the entire person – we see and admire this mostly in Asia and in the anglo-saxon countries, but there is also a commitment to education in the discreet distance that Europeans take to students, since they consider them responsible adults, which are very capable of leading their own lives And finally – I think we all share this – a commitment to be strong partners in higher education, be it in a context where SAS are an integral part of the university, or where SAS are independent service providers- [next slide]

40. If we look at these two models, we can distinguish a continental European form of providing services, which is no dogma, no standard form that we want to implement everywhere, not at all! But we do believe that there are this is a good model to shape the attractiveness of a country and the higher education institutions in one region or continent, and for managing the consequences: establishing a good and quality framework for studying in Europe. We see a main task for us in the international cooperation and networking with our colleagues not only in Europe but also in Asia, North-America and other places. On the European level, we have therefore taken important steps for networking and exchange of experiences: the European Council for Student Affairs. If we look at these two models, we can distinguish a continental European form of providing services, which is no dogma, no standard form that we want to implement everywhere, not at all! But we do believe that there are this is a good model to shape the attractiveness of a country and the higher education institutions in one region or continent, and for managing the consequences: establishing a good and quality framework for studying in Europe. We see a main task for us in the international cooperation and networking with our colleagues not only in Europe but also in Asia, North-America and other places. On the European level, we have therefore taken important steps for networking and exchange of experiences: the European Council for Student Affairs.

43. I do hope that this overview has given you an interesting picture of what the situation is in Europe and what we do in Germany, and look forward to answering any questions that you might have. Please allow me to thank you very much for your attention and interest: Thank you very much! I do hope that this overview has given you an interesting picture of what the situation is in Europe and what we do in Germany, and look forward to answering any questions that you might have. Please allow me to thank you very much for your attention and interest: Thank you very much!