The future of teaching
The preamble to the mission statement adopted by the Senate states that the university has seen academic teaching as its central assignment ever since it was founded in 1502. Why do we need a mission statement now, after more than 500 years?
Pablo Pirnay-Dummer: This has been needed for a long time and, as far as I know, has been discussed at MLU for the past 20 years. Many universities adopted mission statements as part of the Bologna reform. Having a teaching mission statement is always beneficial – and sometimes even essential – such as when applying for certain grants. Politicians have also addressed this issue. In an institution as large as ours, a formal commitment is crucial, serving both as a guiding principle and a foundation for our actions.
Can you give an example of how the mission statement can help guide our actions?
New academics join our institution almost daily, and many initially see research and teaching as separate responsibilities. However, the teaching mission statement highlights their interconnectedness. For instance, one passage states that students should have the opportunity to “actively participate in current and on- going research processes.” Many educators are surprised when they discuss this with me, often asking, “Oh, am I allowed to do that?” Not only are they allowed – they are actively encouraged!
But other points mentioned in the document seem unsurprising at first glance. For example: “Studying requires a keen willingness to learn”.
Nowadays, students often expect teaching to be some- thing that simply happens to them – an experience meant to entertain and fully engage them. They assume that just showing up is enough and that everything else will fall into place. Some are surprised to learn how crucial their own active participation is. I don’t entirely blame them for this; it’s a structural consequence of the Bologna reform. Today, module catalogues clearly outline the specific skills students are expected to acquire after completing a course. This can lead many – though not all – to assume that learning is a passive process.
How did the mission statement come about?
After I took office, we elevated the former “Working Group on Quality in Teaching” to a Rectorate Commission on the Future of Studies and Teaching, a body representing all status groups. Within this commission, a working group developed the initial draft of the teaching mission statement. The draft was then presented to the Senate Commission for Studies and Teaching and discussed extensively with all stakeholder groups. The faculty councils were also consulted. Following these discussions, the Senate Commission finalised a proposal for the Senate. Are there any issues that were particularly intensely debated? After all, the mission statement also includes forward-looking issues such as digital transformation and sustainability. Every aspect was thoroughly debated. I hope we can quickly develop supporting measures and strategic initiatives, particularly regarding the targeted use of digital teaching, learning, and assessment methods. These innovations will not only make learning more flexible but also promote equal opportunities. After all, we must remain competitive.
What does that mean? Let’s take sustainability as another example.
Today, prospective students are increasingly inter- ested in an institution’s sustainability plans and how these issues are integrated into study programs. This generation is strongly driven by future-oriented concerns when deciding what and where to study. By embedding these topics into our teaching, we not nly address their relevance but also make them a subject of academic discourse. The mission statement was adopted… and then? We began refining it the very next day. The details are now being finalised by the Rectorate Commission in collaboration with various interest groups. While the mission statement remains abstract, each pillar we develop adds clarity and substance to our vision. I hope we can complete this process by the end of 2025, though meaningful discussions will also require ample time.
The fact that the debate isn’t over was highlighted by a round of discussions with students in October called “Your University, Your Rules”.
For a long time, we did little to actively promote student involvement in our learning culture. During our discussions, we realised that students had become less aware of how they could engage. Many were surprised to learn about the initiatives already in place to address issues that matter to them. That’s why we now plan to collaborate with the student council to organise events on key topics such as student health, exam preparation, and financial support. Our goal is to show how the university is tackling these challenges while also emphasising the freedom students have to shape their own academic journey. In other words: less school, more university! With 20 000 brilliant minds at MLU, it would be remarkable if many of them weren’t eager to help shape the university’s future.
There has also been a Teaching Day since 2022 – you have already spoken there about a great desire for innovation. What is the significance of the event?
There are outstanding examples of teaching excel- lence throughout our university, yet few outside the respective institutes or faculties are aware of them. This isn’t due to secrecy but rather a lack of communication channels or platforms to share such achievements. Teaching Day, which evolved from the Digital and Hybrid Teaching online conference in 2021, provides a space to showcase innovations across disciplines. Some topics are field-specific, while others have broader relevance – making it an inspiring and acces- sible event for all. In 2023, for example, we hosted a best-practice workshop on the innovative use of AI in teaching.
When the event is held in 2025, students and teachers will be given half a day off to attend. What is the reason behind that?
We wanted to respond to a request we received after Teaching Day 2024 – from students, but especially from teachers who couldn’t attend due to their own teaching commitments. This shows how Teaching Day is evolving. It is increasingly becoming a platform where the entire university engages in discussions on quality development. While our daily work focuses on quality assurance, Teaching Day gives us the opportunity to look ahead and shape the future