BA German and then?

Global Journal of Business and Social Science Review, 1(2), 499-509., 2015

Objective -An ongoing tracer study project -January 2014 to October 2015aims to provide more comprehensive data on the professional development of BA German graduates from UPM. Methodology/Technique -The group of 2008 graduates has been chosen to provide initial data via indepth interviews, questionnaires and social media groups, which allowed the conclusion that studying BA German at UPM combined with a business-related minor subject is a proven formula for a successful and quick entry into the Malaysian job market. Findings -Many have changed their career paths in order to gain higher incomes, face greater challenges and enjoy better career opportunities. Some graduates became language teachers (Mandarin, English, Bahasa Malaysia and German) at primary and residential schools, colleges and universities. Furthermore, several opted for Master's degrees. Novelty -The comprehensive study on the "Future Direction of the Language Education in Malaysia" (2010) concluded that graduates of language majors from Malaysian universities do not have any problem in securing employment either in the public or the private sector. A survey related to the professional development of former Bachelor of Arts in Foreign Languages (German)-students confirmed that the majority of graduates from University Putra Malaysia found employment in the corporate or education sector shortly after finishing their studies.

Since its introduction in 2001, 164 Malaysian undergraduates have completed the BA German programme at Universiti Putra Malaysia(UPM), a combination of German language instruction, philological subjects and market-oriented courses. A survey into the professional development of BA German students since their graduation revealed that the majority of graduates had no problems in finding employment in the corporate or education sector shortly after finishing their studies. Many have changed their career paths several times since securing their first employment in order to gain higher incomes, face greater challenges and enjoy better career opportunities. Some graduates became teachers of German or other languages (Malay language, English, and Mandarin) as well as for science subjects at primary and residential schools, colleges and universities. Furthermore, several opted for Master's degrees and PhD's. A tracer study project aimed to provide comprehensive data on the professional and personal development of BA German graduates from UPM. The 2009, 2010 and 2011 graduates were chosen to provide data via in-depth interviews, questionnaires and social media groups, which allowed the conclusion that studying BA German at UPM combined with a business-related minor subject is a proven formula for a successful and quick entry into the Malaysian job market.

Graduates of bachelor and master programmes. 4 The implementation process 4.1 Actors and decision making 4.1.1 Overall progress 4.1.2 Decision making 4.1.3 Key agents and role of management 4.1.4 Activities at the faculty/departmental level 4.2 Driving factors and motives 4.3 Programme development: strategic choices 4.3.1 Comprehensive versus selective introduction 4.3.2 Replacement versus parallel structures (28) 4.3.3 Enrolment in B/M versus existing degrees 4.3.4 Degree of innovation (29) 4.3.5 New forms of delivery 4.3.6 Programmes for foreign students 4.3.7 Language 4.3.8 Credit point systems 4.3.9 "Vordiplom" 4.3.10 Aim of Bachelor degrees 4.3.11 Consecutive vs. independent degrees 4.3.12 Entry Requirements for Master studies 4.3.13 Theoretical versus applied orientation 4.3.14 Interdisciplinary vs. subject-specific orientation 4.3.15 Fees 5 Expected effects 5.1 Scope of programme supply 5.2 Quality 6 Coordination of demand and supply 6.1 Target Groups 6.2 Use of market research 7 Cooperation in the context of the introduction of B/M 7.1 Cooperation with German institutions of the same type 7.2 Cooperation with other types of German higher education institutions 7.3 Cooperation with foreign higher education institutions 7.4 Cooperation with industry 8 Crucial conditions 8.1 Accreditation 8.2 Funding 9 Major results and discussion 9.

2003

Higher Education Quarterly

This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

This paper aims to give an overview on how German is taught as a foreign language to students enrolled in the Bachelor of Business Engineering, a double-degree programme offered in Universiti Malaysia Pahang. The double-degree students have the opportunity to complete their first two years of study in Malaysia and their last two years in Germany. Taking the TestDaF examination is compulsory for double-degree students. Hence, the German Language curriculum has been meticulously planned to ensure the students would be competent in the language. As such, the settings of the language class are discussed thoroughly in this paper. Additionally, it also discusses the challenges faced in teaching German as foreign language. This paper ends with some suggestions for improvement. Keywords: German as a Foreign Language, Common European Framework of Reference for Languages, Curriculum Design, Double-Degree Programme, Business Engineering

2017

At times when Ukraine strives to integrate into the European Union, the relevance of research and implementation of the best European practices is especially high, therefore the given article suggests the comparative overview of study programs in Economics and Business Education from the German universities with the intention of using the best practices in the transformation of study programs in Vocational Education and Economics at Ukrainian universities. Theresearch has been conducted on the basis of the study programs of two German and two Ukrainian universities. After the analysis the recommendations of the usage of the German experience in organizing the Bachelor programs in Economics and Business Education have been outlined. They foremost concern such areas of study as Economics and Humanitarian Sciences. Regarding perspectives of the employment of bachelor graduates in Ukraine, it is recommended to strengthen the fundamental knowledge in economics by means of the increase of...

Danube, 2014

Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.

2010

BACKGROUND Can a single course in Business German give students the marketable skills they will need for careers in the global marketplace? Although few of us would answer with a resounding-yes,‖ most German departments have extremely restricted course offerings for students interested in the practical applications of foreign language study. 38 Exceptions are universities such as Georgia Tech, which specialize in language instruction for professional purposes, and large universities such as the University of Rhode Island or the University of Texas at Austin, which are capable of offering separate language tracks for students interested in business and technology. The vast majority of colleges and universities, on the other hand, are unable to offer more than a single course on professional German for a host of reasons: limited faculty members, limited student enrollments in advanced language courses, faculty reluctance to teach new courses in outside fields and unwillingness to sacrifice traditional literary programs, fear of-watering down‖ a liberal arts curriculum, lack of administrative and financial support, and, 38 A special survey by Valters Nollendorfs in Monatshefte (1991) listing the Business German programs and courses in the USA and Canada identified 97 departments with a total 134 courses in Business German. Although somewhat out of date, this survey reveals that most programs, especially those of smaller universities and colleges, offer only a single course in business or commercial German, while larger programs generally offer two semesters of Business German in preparation for an internship abroad or for the Prüfung Wirtschaftsdeutsch International. A similar survey by Annette Koeppel, Christiane Keck, and Sabine Schroeder in 1988 revealed essentially the same conclusion:-[The courses] range from a single course on the fourth semester college German level to, more frequently, a single course on the fifth or sixth semester level‖ (Keck, Introduction 4).

Journal of Vocational Education & Training, 2015

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