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The Unleashed Vocational School. Best Practice In The Context Of Education Policy And The Demographic Shift in Germany
- 1. Unleashed
- 2. The Unleashed Vocational School Best Practice in the Context of Education Policy and the Democraphic Shift in Germany Ulrich Wirth, Euro-Schulen Trier, Germany IFHRO 2010 – XVI Congress of International Federation of Health Records Organizations Milano, 16 novembre 2010
- 4. Who we are.
- 6. How we break down the concept.
- 8. Hey, scientific, distinguished, and international – as a simple school working in the secondary sector?!
- 9. Hey, scientific, distinguished, and international – as a simple school working in the secondary sector?! Yes, we can!
- 11. Our customers benefit from a (worldwide) * network of strong partners! Professional organization Customer relationship management Alumni Research network Personal network * maybe after IFHRO 2010 :-)
- 12. Distinguished and international and networked: on-the-spot support in Gabon Scientific: many publications in different journals
- 13. Distinguished and international and networked: on-the-spot support in Gabon Scientific: many publications in different journals
- 14. Distinguished and international and networked: on-the-spot support in Gabon Scientific: many publications in different journals
- 15. Distinguished and international and networked: on-the-spot support in Gabon Scientific: many publications in different journals
- 16. Distinguished and international and networked: on-the-spot support in Gabon Scientific: many publications in different journals
- 17. Distinguished and international and networked: on-the-spot support in Gabon Scientific: many publications in different journals
- 18. Be different !
- 19. How we define added value.
- 23. Ignoring added value is far from being a petty offense!
- 24. My credo.
- 25. The sole economic vision is a tunnel vision!
- 26. Mr. CEO, tear down this wall!
- 29. Oh, did I forget something?
- 30. Q: Do schools know what their customers want? A: They could, but it‘s much effort! Q: Do we know what they want? A: Yes, because we asked them …
Hinweis der Redaktion
- Good afternoon, ladies and gentlemen, thank you for stopping by. My name is Ulrich Wirth, I’m the head of an advanced vocational school for health information professionals in Germany. <klick!>
- My presentation deals with the so-called &quot;unleashed university&quot;, a well-known but also controversial concept in higher education in Germany. What I want to show is how we break down the concept of &quot;unleashed university&quot; into an &quot;unleashed vocational school&quot;. <klick!>
- So, I‘m going to talk about who we are, about how we put our vision into practice, and about how we define added value for our customers. I won‘t give you a summary at the end but something else. <klick!>
- As Germany‘s oldest town and the birthplace of Karl Marx, my hometown Trier is well-known in and outside of Germany. Because I can‘t claim the same about my school, I begin with a few remarks about us. <klick!>
- Euro-Schulen Trier is located in the so-called Greater Region. This term is used to describe the area of Saarland, Lorraine, Luxembourg, Rhineland-Palatinate, and the French-speaking and the German-speaking Community of Belgium. Our state-approved vocational education started 10 years ago. Our target audience is heterogeneous, we educate freshmen in the age of 18 as well as nurses who are in their forties, because our classes are also a vocational rehabilitation. This makes my job interesting, but sometimes, this is close to a challenge. <klick!>
- So, let‘s lose a few words about how we put our vision into practice. <klick!>
- I do believe that a vocational school , once it gets unleashed, can be scientific and distinguished, competitive and profitable and international - much like a university, <klick!> However, and in contrast to a university, a vocational school does not have to stand alone; we need a network of strong partners if we want to have success. <klick!>
- I would like to answer this question with „yes, of course it‘s possible“. However on a lower level than a university – but on a certain level, and the next slides will point up this. <klick!>
- I would like to answer this question with „yes, of course it‘s possible“. However on a lower level than a university – but on a certain level, and the next slides will point up this. <klick!>
- We are scientific because we publish in journals and we let our pupils participate in research via case studies. We are distinguished as well, because we plough-back profits by supporting for example commissions with manpower and money to improve the profession of HIM in Germany. What else? We observe our pupils during their internship, everywhere in Germany. But the most important point for me is that we try to provide made-to-measure solutions instead of ready-made solutions for both: for our pupils as well as for our business partners. We are also a bit international because we enable mobility, for example through internships in foreign countries and so on. <klick!>
- <klick!> Apt partners can be found in the professional organization. O ur customers benefit for example from my volunteering in the German professional organization of health information workers, because they participate in the organization‘s knowledge. <klick!> We enhanced our customer relationship management by being present everywhere: mostly at the antechambers of employers. We stay in touch with selected stakeholders in hospitals, the pharmaceutical industry, in the social security administration, German Armed Forces and so on. <klick!> The alumni of today are the lecturers of tomorrow, so the support we give them as pupils they will pay back as employees. <klick!> We also participate in scientific networks and we benefit from the personal networks of our teachers as well as our pupils. <klick!>
- A good example of how we work shows what happened in 2008 when a pupil made her internship at <klick!> the Albert-Schweitzer-Hospital in Lambaréné, Gabon. We observed her in Lambaréné where she built an archive for the medical research unit. Much effort one could say. Maybe, but our pupil got employed on a permanent basis afterwards. And our network grew and we had a dozen publications in different journals and newspapers. Our ranking at Google raised. So, in the long term, also our new pupils benefit from that because employers find them through us. <klick!>
- A good example of how we work shows what happened in 2008 when a pupil made her internship at <klick!> the Albert-Schweitzer-Hospital in Lambaréné, Gabon. We observed her in Lambaréné where she built an archive for the medical research unit. Much effort one could say. Maybe, but our pupil got employed on a permanent basis afterwards. And our network grew and we had a dozen publications in different journals and newspapers. Our ranking at Google raised. So, in the long term, also our new pupils benefit from that because employers find them through us. <klick!>
- A good example of how we work shows what happened in 2008 when a pupil made her internship at <klick!> the Albert-Schweitzer-Hospital in Lambaréné, Gabon. We observed her in Lambaréné where she built an archive for the medical research unit. Much effort one could say. Maybe, but our pupil got employed on a permanent basis afterwards. And our network grew and we had a dozen publications in different journals and newspapers. Our ranking at Google raised. So, in the long term, also our new pupils benefit from that because employers find them through us. <klick!>
- A good example of how we work shows what happened in 2008 when a pupil made her internship at <klick!> the Albert-Schweitzer-Hospital in Lambaréné, Gabon. We observed her in Lambaréné where she built an archive for the medical research unit. Much effort one could say. Maybe, but our pupil got employed on a permanent basis afterwards. And our network grew and we had a dozen publications in different journals and newspapers. Our ranking at Google raised. So, in the long term, also our new pupils benefit from that because employers find them through us. <klick!>
- A good example of how we work shows what happened in 2008 when a pupil made her internship at <klick!> the Albert-Schweitzer-Hospital in Lambaréné, Gabon. We observed her in Lambaréné where she built an archive for the medical research unit. Much effort one could say. Maybe, but our pupil got employed on a permanent basis afterwards. And our network grew and we had a dozen publications in different journals and newspapers. Our ranking at Google raised. So, in the long term, also our new pupils benefit from that because employers find them through us. <klick!>
- A good example of how we work shows what happened in 2008 when a pupil made her internship at <klick!> the Albert-Schweitzer-Hospital in Lambaréné, Gabon. We observed her in Lambaréné where she built an archive for the medical research unit. Much effort one could say. Maybe, but our pupil got employed on a permanent basis afterwards. And our network grew and we had a dozen publications in different journals and newspapers. Our ranking at Google raised. So, in the long term, also our new pupils benefit from that because employers find them through us. <klick!>
- It‘s obvious that we will only survive if we are different from our competitors. We need to develop a profile to become distinguished. However, this is a process which is not rounded off yet. <klick!>
- The difference is something I would like to call „added value“. So let‘s find out what measures are to be taken to generate added value. <klick!>
- Our pupils are handpicked. Although our gain is directly proportional to the class size, I prefer a class of 20 pupils rather than a class with 24 pupils where 4 trouble makers are within. As for support, we have the principle of the open door, that means the pupils have a directly contact to the head, we organize internships worldwide, we care for both pupils and employers and actively match them. The third point is very important, we let our pupils participate in something I‘d like to call „vocational reality“ due to study trips or by letting them join a congress. Finally, we motivate our pupils with competitions, workshops and team building measures. We offer additional courses and even support them in finding a flat. <klick!> But all that should be mandatory if you call yourself „customer-orientated“ like we do. <klick!>
- Our pupils are handpicked. Although our gain is directly proportional to the class size, I prefer a class of 20 pupils rather than a class with 24 pupils where 4 trouble makers are within. As for support, we have the principle of the open door, that means the pupils have a directly contact to the head, we organize internships worldwide, we care for both pupils and employers and actively match them. The third point is very important, we let our pupils participate in something I‘d like to call „vocational reality“ due to study trips or by letting them join a congress. Finally, we motivate our pupils with competitions, workshops and team building measures. We offer additional courses and even support them in finding a flat. <klick!> But all that should be mandatory if you call yourself „customer-orientated“ like we do. <klick!>
- Added value starts when everyone of my colleagues treats our customers as what they are: customers. We provide access to the personally best possible training by not ignoring the personality of our customers. We have to develop and safeguard our customer‘s employability. We don‘t sell certificates but a perspective! It should be possible to enhance our pupils in being proactive and self dependent as for their plan for life: projects and internships are apt for this. <klick!>
- When we talk about added value, what I have in mind are unique selling points. This means giving an add-on is business relevant and definitly not a petty offense. If it‘s not us who will give add-on‘s, our competitors will gladly give them. <klick!>
- Okay, amongst documentalists, it‘s mandatory to avoid redundancy, so allow me to end with an appeal instead of a summary. <klick!>
- Those of you who run a school know that it is always a balancing act between nice to have and need to have. We have to realise profit, but some measures to gain added value are cost-intensive. My boss always gets a fold in her forehead when I tell her about what I have in mind for the next class. But I do believe – and this is my credo as somebody who holds a master‘s degree in arts and humanities and not in business administration - that focussing solely upon economics is a one-way-road that leads to arbitrariness and this is the opposite of being distinguished. So in the long term we could loose our unique selling points. <kick!>
- So if I take my job as a head seriously and I do!, I have to barter the fees we take as a private school for every pupils employability. That‘s why I want to end with this appeal. <klick> Thank you for your attention. <klick!>
- <klick!> Main problem for a simple vocational school is that they normally just have a vague knowledge of what their customers want. <klick!> Due to two surveys we did, the state of research and sources in the field of medical documentation in Germany isn‘t that bad, so we have knowdlege of both: the market and the customers. <klick!>
- The magic word is upward mobility, but what does that mean? In a condensed form, we can state that our customers are interested in an academic upgrade, to build a bachelor degree in health information management on the first degree as a health information professional… and they prefer extra-occupational studies… … and they want these extra-occupational studies to be affordable and recognised, that means primarily state-approved. Take this as a quick outlook on our challenges of the future. <klick!>