3LoE - Three-level centres of professional excellence
The comprehensive provision of 'green' skills and qualifications is a central priority of 3LoE. With a view to the challenges of energy, climate and environmental protection, 3LoE establishes vocational training centres on Green Economy topics and implements diverse qualification measures at all levels of vocational and higher education. The thematic spectrum covers areas such as Green Economy, digitalisation and entrepreneurship.
AIRinVET - Applied and Innovation Research in Vocational Education and Training
The project's objectives include the identification and evaluation of methods and designs of applied research and innovation research for updating existing curricula in (inter-)company-based and school-based vocational education.
BA&VET - Promoting permeability through dual bachelor's programmes with integrated initial and further vocational training
In this project, BHH is in particular responsible for the curriculum development of Bachelor's degree programmes and continuing education measures and their integration within new study and continuing education offerings. In addition, BHH supports the transfer and implementation in the partner countries.
WIN4SME - Regional and International Education Partnerships for Workplace Innovation in SMEs
In the WIN4SME project, BHH supports tasks relating in particular to knowledge transfer from the area of study-integrated training and to the development of new study offerings focused on the needs of SMEs.
Background
One of BHH's constitutive tasks is research. This is carried out by the university lecturers and steered by the Executive Board.
The Hamburg Senate's official document on the founding of BHH addresses research as follows: "Research is firmly and systematically anchored at BHH. It takes place under the freedom of research guaranteed in Section 11 (2) HmbHG and encompasses in particular the research question, the principles of methodology, as well as the assessment of the research result and its dissemination. As a new type of university, BHH is given an independent research profile in which the interlinking of higher education and practice can be made particularly useful for the research area. Four functions are central to research:
1. Generating knowledge
Within its own research priorities and activities, new knowledge is generated, communicated within the scientific community and further developed within collaborative networks.
2. Synthesising knowledge
As a university anchored in the academic, business and social systems, the vocational university can integrate and synthesise knowledge. Knowledge of business and social needs, its enrichment with academic understanding, and providing the necessary expertise are central elements of a knowledge cycle that benefits cooperation partners, BHH itself, and regional innovation systems.
3. Disseminating knowledge
Current research topics and results flow directly into teaching and support research-based and research-integrated teaching. Conversely, findings obtained, for example, in Bachelor's theses can flow into innovation and transfer processes.
4. Transferring knowledge
The vocational university has the competence to channel external knowledge as well as knowledge generated in its own research projects into companies and social organisations in a practice-oriented way, thereby contributing to strengthening the problem-solving competence and innovative capacity of its dual partners.
The academic staff will work on research topics within the framework of the respective priorities. In addition, a key research focus is the investigation of the conditions, developments and performance profiles of universities or other institutions of tertiary education recognised as equivalent, with hybrid competence profiles. Within this framework, the vocational university becomes both subject and object of higher education research and development.
Where possible, the research activities of the vocational university will be organised in cooperation, or in coordination of priorities, with other universities in Hamburg.
Setting up a university administrative unit as a Science Support Centre may, in the future, professionalise research. Such a unit should take into account competencies in the areas of marketing, data management, research law (including research contract management, notification of third-party funding, tax matters in contract and third-party-funded research) and research funding, including performance-based and third-party-funded internal commissioning and allocation of funds."