Being connected to the “real world” of business and professional life traditionally has much more been within the expertise of universities of applied sciences in comparison to that of generic universities. The conventional academic concept of the latter is primarily based on traditional lectures and seminars. In contrast, it is the distinctive axiom of our business school to utilize a project-based, inductive instead of deductive approach aimed at solving problems: Selected problems, taken from everyday business life, are systematically analyzed and solved with the focus to yield practice-related and implementable solutions. Students learn to study individually, ask the right technical and methodical questions while working together with fellow students (also acting as tutors) and academic staff in order to strive for the optimal solution. Here, thorough technical academic input is necessary and needs to be conveyed to the extent that is sufficiently relevant for solving the problem at hand. In summary, taught theory must be related to practice and the distinctive realities of the business world whenever possible.
The significance of integrated student-faculty interaction
We aim to promote our students’ capacities and also activate them by providing the methods and tools needed to organize formal and informal learning. We aim to let students discover their talents and individual strengths and attempt to help them convert their weaknesses. Our peer-group learning style with its cohort-specific learning and teaching is central to our university life. This reciprocal learning process is shaped by both students and faculty and requires a highly engaged academic team. Furthermore, it requires professors and the supporting academic staff to interact with students, counsel them and to be generally available at all times. Instead of solely examining students at fixed intervals, the acquired knowledge is constantly fostered and encouraged to be applied in an individual and process-oriented way.
A different way of studying
In order to not solely focus on vocational qualification, students participate in projects that focus on currently unsolved social problems. We pick up this perspective in our interdisciplinary projects: Issues such as demographic challenges, loss of trust in politics and economics, university quality management (e.g. the balanced score card method for assessing the implementation of desired strategic goals), developing public relations initiatives to improve and extend study courses are explored.
Internationality
Being open for students from all nations made us aware of how different the cultural backgrounds of students can be: For example, we have noticed what appear to be significant differences in the acculturation of our Turkish and German students, such as how they acquire and employ language skills, or the valuation of passive, reproductive learning in contrast to problem-solving and creative learning. Self-oriented research and observation into the pedagogical and social experience of our unique institution is one of the most exciting ways in which studying at SRH-Berlin is different.
Internships and the connection to the corporate world
Participating in internships is a vital part of studies at SRH-Berlin. Relationships with national and international companies are carefully established and nurtured. The internship report, written by the student, is part of the required academic achievements. It is essential to the continued existence of our university to connect graduates to the job market who are competent in team skills, project work and management, in the use of various media, experienced through participation in university quality management and capable of inter-cultural learning. As a consequence, acquired internship experiences contribute to the high hiring rate of approximately 80% of our alumni with the companies involved.
Conclusion
A different way of studying - intensifying individual coaching and enhancing the effectiveness of teaching methods - leads to academic success by clear orientation of the student towards predefined goals and close supervision to reach these objectives.