Computergestütztes Curriculumsmonitoring an Hochschulen

This article examines the question of whether computer-based curriculum monitoring can be established at colleges and universities by using frame-analytical procedures and formalized documents from the training context. The first part explains how the aspects of ‚quality management‘, ‚curriculum development‘, ‚teaching development‘, ‚training framework‘ and ‚training framing‘ are related from a frame-analytical perspective. The second part of the article uses the educational and social science curriculum of the Lucerne University of Education as an example to illustrate the contribution that such an educational science frame analysis would make to computer-based curriculum monitoring.