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The influence of the Bologna reform on the intrinsic motivation of students

As part of the lecture of Prof. Dr. Dr. hc. Bruno S. Frey on "Motivation and incentive pay "was mentioned in the problem of reducing the intrinsic motivation through incentive payments as an example of the Bologna reforms. The" dot-gathering would lead "to ensure that students do not attend those lectures and courses that they really care, but those at . as little effort as the most points get other words, the homo economicus does this by fully why should we invest more time and effort in a reading that is accredited by the University with fewer points of course, solved this issue from an in-depth discussion.? the very long after the lecture continued.

A non-representative Survey of the present study revealed the following interesting results Pen learning:

Question 1: Everything seen in all that you think back through the Bologna system, the intrinsic motivation?

• 47% believe that the intrinsic motivation is decreased by it.

• 47% believe that the Bologna system had no effect on motivation.

• 6% believe that the Bologna system, the intrinsic motivation even increases.

particular interest was the fact that only scientists, Physicians and mathematicians felt had with the Bologna system, the intrinsic motivation does not change. The students of philosophy and law faculties had the opposite view, the intrinsic motivation to be destroyed by Bologna.

Economists, however, were not in agreement.

The essence of the discussions was that

first Most students quickly lose the incentive to learn additional, if there are any points. However, it will not affect those who are really interested in the topic.

second the planning of the points this is very important that Time is a scarce resource and can be lost by the incorrect planning of the distribution of points 1-2 years.

Question 2: All in all, viewed by clicking the Bologna system good or bad?

• 33% of the Bologna system are sponsoring students well.

• 66% of the Bologna system sponsoring students find difficult.

Positive aspects:

+ Increased comparability between universities

+ No problem with Erasmus (scientist)

+ division bachelor's / master

+ (theoretically) increased mobility

Negative aspects:

- (Practical) hampered mobility ECTS implementation

- Few networking, little concerted content

- broad understanding is not checked, but PowerPoint slides are memorized

- problem of the composition of major and minor subjects, so that courses and examinations partly overlap!

- No significant advantages over the earlier system, the disadvantages outweigh the moment -> poor implementation

- The vision that all universities have the same system is illusory, partly because the universities do not trust each other in terms of teaching (= ECTS points).

- study will be extended

- ECTS are sometimes arbitrary and not at all comparable between the courses

Again, there were mostly be scientists and mathematicians who were of the opinion that the Bologna-system well. Again, another opinion, the students of philosophy and law faculties, and here the students of the Medical Faculty.