The Bielefeld model of studies

Degree programmes and study programme variants are divided into modules. Modules bundle study content and represent thematically and temporally delimited units. Modules in the Bielefeld studying and teaching model of studies usually comprise five or ten credit points (CP). There are modules that are an integral part of a degree programme. Regulations on such modules can be found both in the curriculum regulations (examination regulations, subject-specific regulations) and in the module descriptions.
Further information on modularisation can be found in the examination regulations portal

The guiding principle in the development of modules at Bielefeld University is the use of diverse, competency-orientated forms of assessment. Attention is paid to a sufficient proportion of self-study in order to give students room for self-initiated, active study. As a rule, an examination is used to assess the acquisition of competences, which either covers all courses of the module or - in the sense of exemplary learning - tests the acquisition of competences over the entire module on the basis of a module element.
Further information on module (partial) examinations can be found on the examination regulations portal

The Bielefeld model of studies does not limit repeatability. Instead, all examination attempts are documented in the transcript. Only in the two state exam(ination) degree programmes (Medicine and Law) is there a limit on repeatability.
Further information on the limit on repeatability can be found on the examination regulations portal

The starting point for awarding credit points is a module. Based on the definition of a module, students should be able to do what has been described as a competence objective (learning outcome) at the end of a module. The module is therefore completed when these expectations have been met. Completion of the module (module completion) certifies the acquisition of competences. Credit points are therefore awarded on a module-related basis. Students do not receive credit points for individual elements, but for completed modules.
Further information on the awarding of credit points can be found in the examination regulations portal

Module (partial) examinations and coursework can only be required if these are specified in the curriculum regulations (examination regulations, subject-specific regulations). Module examinations and coursework serve to assess the competences acquired in a module. In exceptional cases, module examinations may consist of several partial module examinations. In this case, the competences acquired in a module are assessed by the sum of the partial module examinations.
Further information on examination regulations can be found on the examination regulations portal

In the case of coursework and module (partial) examinations in a module, it is important to ensure equal treatment of all students in the module. This means that all students are subject to the same examination conditions and must provide the same evidence. If students are permanently or long-term impaired in a certain way (e.g. in the form of a recognised disability) and therefore have difficulties in completing the course, the question arises as to whether and how suitable measures can and, if necessary, must be taken to compensate for such impairments in order to restore equal treatment. The question to be asked in each individual case is what the impairment is, what its effects are, what the performance requirement is and whether there is a possibility of so-called disadvantage compensation under the aforementioned conditions. This is a complex examination.
Further information on disadvantage compensation can be found on the examination regulations portal

Recognition or credit transfer is the term used when suitable achievements have already been completed outside of the degree programme currently being studied and these are to be incorporated into the degree programme. This is possible if the credits earned elsewhere match the competences and content of teaching specified in the module descriptions.
Further information on recognition can be found on the examination regulations portal

Depending on the chosen combination of subjects, Bachelor's graduates receive either a Bachelor of Arts (B.A.) or a Bachelor of Science (B.Sc.) degree, regardless of whether they have studied a subject with or without the career goal of becoming a teacher. After this, the path to a career outside of teaching and to an Academic Master Degree Programme is generally open. (For most subject-specific master's courses, specific approval requirements must also be met. Information on this can be found in the respective subject-specific regulations or can be obtained from the subject advisors ). Students with the career goal of becoming a teacher must complete a Master of Education following their school-specific Bachelor's degree programme in order to enter the teaching profession.

At Bielefeld University, there are hardly any restrictions on the combination of subjects and a total of over 600 different possible combinations. Only in the teacher training programme are there some specifications for the choice of subjects.
The combination options can be found on the study information pages.

Modules in the Bielefeld studying and teaching model of studies generally comprise five or ten credit points (CP) in the Bachelor's programme. The uniformity of module sizes enables the exchange of modules across degree programmes or versions of degree programmes (see drop-down box on polyvalence) and permeability between the different programme types (see drop-down box on transfer options).

Modules in the Bielefeld studying and teaching model of studies are polyvalent. This means that the same module can be offered in different degree programmes or study programme variants - even across disciplines - so that students can engage in an interdisciplinary exchange. This is made possible by standardised module sizes.

Due to the uniform basic structure of the degree programmes and study programme variants and uniform module sizes, it is possible to switch to a different version of the degree programme. The structure of the bachelor courses and study programme variants with the professional goal of becoming a teacher is also based on the structure of the purely academic bachelor courses and study programme variants. At the beginning of a degree programme, the majority of modules and courses are identical for all students of a subject (subject-specific basis), both for students who are aiming for a purely academic degree and for students with the career goal of becoming a teacher.
In order to change, it must be clarified in advance in a consultation whether and which achievements can be "taken along", whether and which content must be studied and whether there may be delays in the course of study.

The individual subsidiary subjects offer students the opportunity to develop a clearly individualised profile. As a rule, this area comprises 30 credit points in the Bachelor's degree programme, and up to 20 credit points are optionally available in the Master's course. Depending on your interests, the individual subsidiary subjects can be used for a subject-related specialisation, to look beyond the boundaries of your own subject, to study a study programme or as a mobility window for a semester abroad. The organisation of this area is up to you, unless the relevant core subject faculty has made arrangements for the Structured Supplement.