How does a degree programme reform… actually work?

Why are degree programmes reformed or newly created?

There are various things that can trigger this. One important one comprises developments in the subject of the degree. This was the case in the Department of Materials that recently redesigned its Bachelor’s and Master’s degree programmes. Materials sciences were for a long time thought of in terms of classes of material such as metals, ceramics or polymers. As the focus today is on the function of materials, the revised Bachelor’s degree programme is geared to the structure, properties and processing of materials. As a result, the content and structure of the degree programme were no longer in line with subject’s understanding. However, it can also be that degree programmes wish to introduce more projects or internships or to promote a broader set of skills.

For example, new degree programmes are created when social and technological developments call for new qualification profiles. This frequently takes place at the borders of disciplines: ETH has been jointly offering a new external pageMaster’s degree programme in brain sciencescall_made together with the University of Zurich since the autumn of 2022. In order to understand illnesses such as depression and dementia better and develop more effective treatments, there has been a growing requirement for specialists who understand the relationships between biology, technology and clinical neurology.

What is the decisive factor? Who sets the ball rolling?

A central role is played by the Teaching Commission of each department. This is comprised of students, doctoral candidates, lecturers and directors of studies. The Commission convenes twice per semester and addresses all teaching issues. If feedback is collected there and it becomes clear that more significant changes are desirable, the Director of Studies can initiate a revision of degree programmes. Moreover, external evaluations, feedback from professional associations or from alumni can also trigger degree programme revisions. The decision to revise a degree programme is made by the Department Conference.

What is the procedure for a degree programme revision?

If the Department Conference approves the revision, the working group embarks on the reform. It first conducts a detailed analysis of the needs and objectives and collects the requirements of all parties involved, i.e. students, assistants, lecturers and the economy. The working group is managed by the Director of Studies.

As an initial step, the group draws up a qualification profile. This comprises the competencies that a graduate ought to have acquired when he or she leaves ETH. The working group presents the Teaching Commission with a general concept together with the qualification profile. The qualification profile should already have the broad support of both students and lecturers.

The working group draws up a detailed concept in dialogue with lecturers, students and frequently also with alumni from industry. This ultimately serves as the basis for new programme regulations. The programme regulations must then be approved by the Department Conference and finally adopted by the Executive Board.

If a degree programme is completely revised, such a procedure can often last several years.  One of the crucial success factors is that as far as possible all lecturers should back the changes. The group is supported from the outset by the Vice Rector Curriculum Development, the Education Legislation team and the Educational Development and Technology department (LET).

Who decides what is taught in a new or revised degree programme and how this is taught?

The curriculum is drafted by the working group. All parties involved influence the contents – lecturers, students and not least the administration (see “What are the requirements?”). Students play a significant role here: they frequently submit their ideas about an adjusted qualification profile to the Teaching Commission. As potential future employers, the group also listens to representatives from industry, often ETH alumni.

What are the requirements?

The leeway varies depending on the subject: in many degree programmes there is a clear course catalogue that has to be fulfilled. The Academic Calendar and examinations form the organisational framework, with course scheduling at the bottom end of the scale.

At the top end the teaching policy of ETH forms the foundation for curriculum development. It sets out values expected from teaching throughout ETH, which are specified in the Download“Policies regarding curriculum development and the curricula of degree programmes” (PDF, 159 KB)vertical_align_bottom.

The ETH Competence Framework describes the competencies that ETH Zurich aims to foster. And the Strategy and Development Plan defines overriding goals and core topics.

How often does it actually happen?

Degree programmes are constantly being revised at ETH and there are hardly any times when no revision is in progress. At present, the Department of Architecture is revising its Bachelor’s programme and the Bachelor’s and Master’s degree programmes are being revised for Food Science. A new degree programme called Interdisciplinary Engineering Sciences is also under development. ETH has also been financially supporting the development of teaching for over 20 years, since 2010 via the Innovedum Fund. There are CHF 2 million available in the fund each year for teaching innovation projects that also include degree programme reforms. Altogether, 35 degree programmes have been comprehensively reformed and eleven new ones created in the last ten years.