Austria/Re.ViCa

Austria in a nutshell

Austria (German: Österreich), officially the Republic of Austria (German: Republik Österreich), is a landlocked country in Central Europe. It borders both Germany and the Czech Republic to the north, Slovakia and Hungary to the east, Slovenia and Italy to the south, and Switzerland and Liechtenstein to the west. The capital is the city of Vienna on the Danube River.

The origins of modern Austria date back to the ninth century, when the territory of Upper and Lower Austria became increasingly populated. The name "Ostarrichi" is first documented in an official document from 996. Since then this word has developed into the Österreich.

Austria is a parliamentary representative democracy comprising nine federal states and is one of six European countries that have declared permanent neutrality and one of the few countries that includes the concept of everlasting neutrality in its constitution. Austria has been a member of the United Nations since 1955 and joined the European Union in 1995.

Higer education in Austria

Universities

The country’s university system has been free until 2001, since then studies are subject to fees. (about 700 Euro per year) The General Act for University Education of 1966 and the University Organization Act of 1975 provide the legal framework for tertiary education, and the federal Ministry for Science and Research funds and oversees education at the university level. 23 public and 11 private universities enjoy a high degree of autonomy and offer a full spectrum of degree programs. Established in 1365, the University of Vienna is Austria’s oldest and largest university.

As a result of the reforms since the 1960s, the university system has changed from one serving the elite to one serving the masses. The increasing number of students at Austrian universities reflects the liberalization of educational policy at secondary and higher levels. Between the 1955–56 and 1991–92 academic years, the number of students enrolled in institutions of higher education increased from about 19,000 to more than 200,000. The number of students beginning university-level education after having completed the AHS program also increased and amounted to 85% in 1990, compared with 60% in the mid-1960s.

Traditionally, students were free to enroll at any (public) university and in any subject field they wished to. It is even possible to enroll in several subject fields concurrently (which is often done by gifted students to signal their abilities to the job market). Recently, restrictions in a number of fields have been introduced. Currently, the affected subjects are: Biology, Human Medicine, Dentistry, Veterinary Medicine, Pharmacology, Psychology, Journalism and Economic Sciences.

The reforms have also meant that university education ceased to be a male privilege. Between the 1960–61 and 1991–92 academic years, the number of female students enrolling in universities rose from 23 to 44%. Yet, although women account for almost half of the students at university level, only 2% of the professors at institutions of higher learning were women in 1990.

Despite the increase in the numbers of university students and the greater presence of women, universities remain primarily the domain of middle- and higher-income groups. The number of students with working-class backgrounds has doubled from 7 to 14%, and the number of these with agricultural backgrounds increased from less than 2% to more than 4% between 1960 and 1990. But children of white-collar workers, civil servants, and the self-employed accounted for more than 80% of enrollments at Austrian institutions of higher education in the early 1990s.

Increased accessibility to university-level education has a number of consequences. The dramatic expansion in the number of students led to overcrowding at many institutions. Some critics maintain that the increasing number of students diminishes the overall quality of university-level education despite increases in federal investment. One obvious problem was that more than 50% of students enrolled at the universities in the 1980s dropped out before obtaining a degree. Complex reasons account for this high drop-out rate. Some students simply enrolled to acquire student benefits, others study for the sake of personal enrichment without really intending to get a degree. Some are unable to complete their studies for financial reasons. Although a university degree provides students with a substantial amount of social status and better income opportunities, there has been an increase in “academic unemployment,” especially among degree-holders in the humanities and social sciences.

Fachhochschulen (Universities of Applied Sciences) since the 1990s During the 1990s, Austria introduced Fachhochschulen (University of Applied Sciences) in addition to the traditional universities. The training at these colleges is more tailored to practically applicable professional skills. Furthermore, students are allowed much less liberty in choosing which and how many courses they take during a given semester, which ensures that virtually all students graduate within the precscribed time (usually four years). Usually Fachhochschule graduates are required to take additional courses to transfer in order to regular universities for a doctorate.

Private Universities since 2001

Accreditation of private universities started in 2001, based on a federal law (Universitäts-Akkreditierungsgesetz). Accreditation includes the right to legally grant academic degrees. The Akkreditierungsrat (accreditation council, [1]) evaluates applicants and issues recommendations to the responsible accreditation authority, the Federal Ministry of Education, Science, and Cultural Affairs. Accreditations must be renewed regularly and can be withdrawn, e.g. in case of repeated academic misconduct. In 2003, the accreditation of International University Vienna was withdrawn. In 2006, when the accreditation of IMADEC University expired, the accreditation council rejected the request for renewal. Today (2007), 11 private universities are accredited (listed here).

The Gehrer-Schüssel reforms

The former Minister of Education, Elisabeth Gehrer, of the Schüssel government, has enacted extensive reforms to the higher education system during the last years. Effective 2003, universities have become independent juristic persons and have been given considerably more discretion by the law to act without ministerial control. However, codetermination of professors, junior teachers and students has been replaced by a more hierarchical system with a powerful management on top. The university councils, whose members are in part appointed by the government, are in charge of appointing the senior managers (Rektorat) and overseeing their activity.

Three medical universities (Vienna, Graz and Innsbruck) have been separated from their previous almae matres, and after undergoing the appropriate accreditation procedure two other private universities have now been established. Newly appointed professors are no longer government employees, and universities are supposed to compete with each other.

In spite of the potential the increased flexibility gives to universities, there are some severe problems with the reform. First, budgets have not been increased (except to account for inflation), even though it is more expensive to hire professors as private employees, because of taxes and increased social insurance contributions.

More importantly, universities are still not able to select students for admission, and they are not permitted to penalize students who abuse free access to university and free choice in studies, e.g. by registering for courses and not turning up, which is harmful to more serious students and very costly as universities are unable to plan the number of courses needed. Moderate tuition fees, which were introduced in 2001, create a small incentive for students to graduate more quickly, but they have not eliminated this problem. At present, the structural conditions of competition between universities in teaching are, therefore, still loaded with problems.

Academic degrees

In Austria, there is no institution comparable to the American college or to the American professional school. Students enroll in one (or more) field of studies, in which they are expected to graduate after four to six years. Since the 1970s, the first degree was the Magister (= Latin for Master, abbr. Mag.) in the humanities, economic and social sciences, law and natural sciences. The first degree in engineering and agriculture is the Diplom-Ingenieur (abbr. Dipl.-Ing. or DI). Recently, and in accordance with the Bologna process, many universities have begun to introduce a Bachelor degree also, which comes before the "Magister" or Master.

Medicine is left as the subject where a doctorate is the first and only degree (after at least six years). In most subject fields, students need to submit a Diplomarbeit, a research paper of an average of about 100 pages, but sometimes considerably longer. As the requirements differ strongly and are not always clear, some students spend years working on this thesis, thus (usually not deliberately) delaying graduation.

Postgraduate degrees such as LL.M.s and MBAs have been introduced since the 1990s.

However, with the Bologna process, Austria has committed to transform its system to the structure of distinguishing between Bachelor and Master degrees (of 3 years and 1–2 years respectively). In some fields, it is still not clear how this will be made compatible with the traditional requirements necessary to enter a regulated profession.

The debate on reform

Debates about educational policy in Austria frequently are the result of different perspectives related to the strengths and weaknesses of the traditional education system. Proponents of the two-track secondary system, for example, defend it as performance oriented and criticize the leveling of achievement or lowering of standards the introduction of a single compulsory middle school would involve. Conversely, opponents of the two-track system criticize its rigidity and inherent absence of equal opportunity. Consequently, such bipolar terms as performance and leveling, elite and mass education, and achievement and equal opportunity prevail in educational debates. In some respects, Austrians of different political and educational policy persuasions may expect too many different things from one university system. They expect it to provide general education, as do state university systems in the United States, and “Ivy League” performance at the same time.

This page incorporates material from Austria: Country Studies Federal Research Division. See also Country Studies.

Virtual learning initiatives in Austria

In the following table we would like to highlight the initiatives that we consider to be important virtual learning opportunities in Austria

Table 1

Nr	Name	Institution	City	Type
1.	Ferdinand Porsche FernFH	FernFH	Wien	Distance Learning University
2.	FernUniversität in Hagen	FernUniversität in Hagen	Hagen (D)	Distance learning university.
3.	Humboldt	Humboldt	Wien	Distance learning /continuing education
4.	Fernakademie für Erwachsenenbildung	Klett-Gruppe	Hamburg (D)	Distance learning university.

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