Evoking excellence with special undergraduate programmes: a German-Dutch comparison

Lyndsay Drayer; Julia Moeller

Abstract

This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the students, and the anticipated effects (Netherlands), respectively the achieved effects (Germany). The Dutch study focuses on the Sirius Program established by the Dutch government which invited universities to submit their own plans for the promotion of student excellence. The successful applications are analysed with respect to the above mentioned criteria. The German study focuses on the ideational support means, which is a varied enrichment programme provided by several national foundations that is supported with money and guidelines by the German government. The scholarship recipients were interviewed in large online surveys ( N1 = 2379 and N2 = 1614). Both programmes are endowed with public funding and thus are shaped by political objectives. Also, both programmes are conducted by non-governmental institutions: universities in the Netherlands, and basically political, religious and social foundations in Germany. Thus, the presentation provides insights in theory and practice of gifted undergraduate education in both countries. The discussion will address the impact of political objectives and organizational structures on the reality of gifted education. Strategies for educators to accumulate scientific knowledge about gifted education, about evidence-based goals and about real life limitations will be provided. The different evaluation methods will be discussed in order to find out the best practice for research.

Original language	English
Number of pages	2
Publication status	Published - 2011
Event	14th Biennial EARLI Conference for Research on Learning and Instruction 2011: "Education for a Global Networked Society" - University of Exeter, Exeter, United Kingdom Duration: 30 Aug 2011 → 3 Sept 2011 Conference number: 14th http://www.earli.org/conferences/EARLI_Biennial_Conferences/previous_Biennial_conferences/earli_2011

Conference

Conference	14th Biennial EARLI Conference for Research on Learning and Instruction 2011
Abbreviated title	EARLI 2011
Country/Territory	United Kingdom
City	Exeter
Period	30/08/11 → 3/09/11
Internet address	http://www.earli.org/conferences/EARLI_Biennial_Conferences/previous_Biennial_conferences/earli_2011

Keywords

higher education
honours programmes
excellence

Access to Document

51.P44 Drayer EARLI abstract Evoking excellence with special undergraduate programmes[1]Licence: Unspecified

Cite this

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title = "Evoking excellence with special undergraduate programmes: a German-Dutch comparison",

abstract = "This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the students, and the anticipated effects (Netherlands), respectively the achieved effects (Germany). The Dutch study focuses on the Sirius Program established by the Dutch government which invited universities to submit their own plans for the promotion of student excellence. The successful applications are analysed with respect to the above mentioned criteria. The German study focuses on the ideational support means, which is a varied enrichment programme provided by several national foundations that is supported with money and guidelines by the German government. The scholarship recipients were interviewed in large online surveys ( N1 = 2379 and N2 = 1614). Both programmes are endowed with public funding and thus are shaped by political objectives. Also, both programmes are conducted by non-governmental institutions: universities in the Netherlands, and basically political, religious and social foundations in Germany. Thus, the presentation provides insights in theory and practice of gifted undergraduate education in both countries. The discussion will address the impact of political objectives and organizational structures on the reality of gifted education. Strategies for educators to accumulate scientific knowledge about gifted education, about evidence-based goals and about real life limitations will be provided. The different evaluation methods will be discussed in order to find out the best practice for research.",

keywords = "higher education, honours programmes, excellence",

author = "Lyndsay Drayer and Julia Moeller",

year = "2011",

language = "English",

note = "14th Biennial EARLI Conference for Research on Learning and Instruction 2011 : {"}Education for a Global Networked Society{"}, EARLI 2011 ; Conference date: 30-08-2011 Through 03-09-2011",

url = "http://www.earli.org/conferences/EARLI_Biennial_Conferences/previous_Biennial_conferences/earli_2011",

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TY - CONF

T1 - Evoking excellence with special undergraduate programmes

T2 - 14th Biennial EARLI Conference for Research on Learning and Instruction 2011

AU - Drayer, Lyndsay

AU - Moeller, Julia

N1 - Conference code: 14th

PY - 2011

Y1 - 2011

N2 - This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the students, and the anticipated effects (Netherlands), respectively the achieved effects (Germany). The Dutch study focuses on the Sirius Program established by the Dutch government which invited universities to submit their own plans for the promotion of student excellence. The successful applications are analysed with respect to the above mentioned criteria. The German study focuses on the ideational support means, which is a varied enrichment programme provided by several national foundations that is supported with money and guidelines by the German government. The scholarship recipients were interviewed in large online surveys ( N1 = 2379 and N2 = 1614). Both programmes are endowed with public funding and thus are shaped by political objectives. Also, both programmes are conducted by non-governmental institutions: universities in the Netherlands, and basically political, religious and social foundations in Germany. Thus, the presentation provides insights in theory and practice of gifted undergraduate education in both countries. The discussion will address the impact of political objectives and organizational structures on the reality of gifted education. Strategies for educators to accumulate scientific knowledge about gifted education, about evidence-based goals and about real life limitations will be provided. The different evaluation methods will be discussed in order to find out the best practice for research.

AB - This presentation compares the two main gifted education programmes for undergraduate students in the Netherlands and Germany. The programmes were evaluated and will be compared in terms of the institutions involved, the educational objectives pursued, the nature of support provided to the students, and the anticipated effects (Netherlands), respectively the achieved effects (Germany). The Dutch study focuses on the Sirius Program established by the Dutch government which invited universities to submit their own plans for the promotion of student excellence. The successful applications are analysed with respect to the above mentioned criteria. The German study focuses on the ideational support means, which is a varied enrichment programme provided by several national foundations that is supported with money and guidelines by the German government. The scholarship recipients were interviewed in large online surveys ( N1 = 2379 and N2 = 1614). Both programmes are endowed with public funding and thus are shaped by political objectives. Also, both programmes are conducted by non-governmental institutions: universities in the Netherlands, and basically political, religious and social foundations in Germany. Thus, the presentation provides insights in theory and practice of gifted undergraduate education in both countries. The discussion will address the impact of political objectives and organizational structures on the reality of gifted education. Strategies for educators to accumulate scientific knowledge about gifted education, about evidence-based goals and about real life limitations will be provided. The different evaluation methods will be discussed in order to find out the best practice for research.

KW - higher education

KW - honours programmes

KW - excellence

M3 - Abstract

Y2 - 30 August 2011 through 3 September 2011

ER -