19.06 What should be considered in the regulation sample for teacher training programs and study programmes with Protestant or Catholic theology/religion?
20.3 What needs to be considered in the program accreditation with regard to the peer-review procedure at the Agencies?
20.6 What are the special features of program accreditation with regard to the accreditation decision and the entry of the decision in the database?
21.1 On what legal basis is an examination concept required and reviewed as part of the accreditation process?
21.2 When is an examination concept required within the meaning of § 12(5), second sentence, item 4 of the MRVO?
21.5 How can the appropriateness of an examination concept in terms of workload be assessed with Student input?
21.6 When is an examination concept not required within the meaning of § 12(5), second sentence, item 4 of the MRVO?
22.04 In the ELIAS master data and on the cover page of the accreditation report template, only a few profile characteristics can be selected. As a higher education institution, am I limited to this selection?
22.05 My study programme meets the requirements of a specific profile characteristic, and this has been confirmed by the accreditation body. Am I required to use this profile characteristic?
22.11 In the context of dual study programmes, what does “systematic integration of the curriculum across higher education institutions and the workplace” mean?
22.12 How can the “systematic integration of the content taught at higher education institutions and in the workplace” be implemented in dual study programmes?
22.13 What is the significance of the expanded wording of the definition of “dual” in Section 12(7) of the Bavarian Study Accreditation Ordinance (BayStudAkkV) compared to the MRVO?
22.14 In the context of dual study programmes, what does “systematic organizational integration of learning environments” mean?
22.15 In the context of dual study programmes, what does “systematic contractual integration of learning environments” mean?
22.16 A study programme is designed to be practice-oriented but does not meet—or does not fully meet—the requirements of the definition of “dual” under Section 12(7) of the MRVO. May this study programme still be advertised as “dual”?
22.17 Does cooperation with companies or practical training partners—for example, as part of a dual study programme—constitute cooperation with a non-university institution within the meaning of Sections 9 and 19 of the MRVO?
22.18 A study programme is offered in both a dual and a non-dual format. Is it mandatory to offer specific modules for the dual format?
22.19 In a dual study programme, must every activity a student performs at the partner company be credited toward their degree?
ELIAS 02 How can accredited higher education institutions enter internal accreditation decisions in ELIAS?
ELIAS 04 How can accredited higher education institutions enter the fulfillment of conditions in ELIAS?
ELIAS 09 How does the application for Recognition of accreditation decisions according to the European Approach work?
ELIAS 10 How do I add further contact persons to the application - or: Why can't I view all applications from my higher education institution?
ELIAS 11 How can an accredited higher education institution ensure that there is no accreditation gap in the database in the event of a retroactive internal reaccreditation?
ELIAS 12 How can accredited higher education institutions map an internally issued deadline extension in ELIAS?
