Through the study-integrated training programme, Berufliche Hochschule Hamburg (BHH) is participating in an innovative concept that interlinks dual vocational training with academic study and contributes to their equivalence. Apprentices and students benefit from the best of three worlds: high-quality practical skills at the training company, broad knowledge of the entire occupational field at the vocational school, and academic competencies at the university. Each of the learning locations makes its own indispensable and equally valuable contribution, so that a holistic educational offering arises through close and continuous coordination and cooperation.

Graduates are equipped to address demanding business problems on the basis of vocational and academic competencies, applying scientific methods. As socially responsible individuals, graduates possess both the ability to use integrative thinking to solve complex practical problems in a structured way and to communicate their results, as well as the social and cultural competence to orient themselves and shape their environment.

The competencies acquired enable them, following our innovative educational concept, to take on demanding specialist and leadership roles in various organisations in business and society, as well as to pursue further high-quality vocational and/or academic qualification pathways.

The didactic approach of the study-integrated training programme is designed to interlink company-based, vocational and academic teaching and learning. Each learning location pursues a holistic approach to training and orients itself towards these areas of teaching and learning, while retaining its particular strengths and didactic approaches.

BHH designs the curriculum in line with the study-integrated training (siA) approach and takes particular care to coordinate the study content and complementary competence-acquisition objectives of students across the three learning locations: university, vocational school and company. In doing so, BHH coordinates the elements of the educational programmes with its partners in such a way that the content and teaching-learning activities can be transferred mutually between the locations.

One of BHH's guiding didactic objectives is to foster vocational and academic competencies. This is enabled through practice-based and project-based learning, oriented towards vocational and academic action processes. The didactic and methodological approaches to teaching and learning at BHH are designed so that the core competencies of critical thinking, creativity, communication and collaboration for the world of work of tomorrow are directly fostered. Overall, competence orientation is a constituent part of our academic self-understanding and is reflected in the processes of teaching, learning and assessment.

For the continuous further development of teaching, BHH's lecturers engage with the results of evaluations and feedback and view them as potential for quality assurance and improvement. In doing so, the stakeholders at the three learning locations BHH, vocational school and company address pedagogical questions relating to university and vocational didactics within recurring exchange and networking formats. The aim is to translate the findings into needs-based and target-group-appropriate further development of curricular teaching and learning processes.

BHH creates supportive learning conditions and transparent assessment procedures for all study-integrated trainees, regardless of ethnic or social origin, gender, sexual identity or disability. BHH responds to the diverse perspectives, experiences and talents of the study-integrated trainees with openness and appreciation, and fosters self-directed learning and the development of individual potential.

The diverse circumstances of the learners are incorporated into the design and further development of teaching, and they actively and responsibly contribute to the further shaping of BHH.

The educational journey across learning locations, institutional cultures and actions opens up different perspectives on and approaches to topics and content. On an institutional, content-related and personal level, this calls for critical exchange and weighing of considerations, which enriches and diversifies the range of possible outcomes, solutions and approaches.

The competence to make well-founded and reflective, considered and balanced decisions is therefore explicitly placed in focus - not only on a subject-specific or content-related level, but also on an individual level.

In this context, critical reflective competence comprises individually different priorities and thereby supports personal development.

In this context, multilayered means that coaching and advisory services relate both to educational dimensions and to the personal dimensions associated with them.

The services are wide-ranging, with different priorities, across the entire course of the educational programmes, and include targeted advisory and coaching offers. The phases before, during and after an educational programme are taken into account.

As elemental components, the support services are linked to the curriculum and enable students to make individual decisions. The focus here is in particular on an educational pathway coaching - usually in the first three semesters of the programme.