PD Dr phil. habil. Wolfgang Müskens
PD Dr phil. habil. Wolfgang Müskens
Main areas of work/fields of interest
- Permeability between non-university and university education
- Learning outcome and competence orientation
- Open Educational Resources
- Questionnaire design and implementation of empirical surveys
Current projects
- Participate@UOL
- Prior Learning Assessment and Recognition Service (PLAR-Service)
- DigiProfs
Collaboration in completed projects
- PuG II - Development of part-time degree programmes in nursing and health sciences
- PLARnet
- ProBBP - Professions-analytical foundation, conceptual development and exemplary implementation of an extra-occupational Bachelor's degree programme 'Vocational and Occupational Educator'
- PuG I - Development of part-time degree programmes in nursing and health sciences
- Continuation of the competence area of credit transfer
- mint.online - Establishment of part-time degree programmes in STEM subjects
- mint.online - Establishment of part-time degree programmes in STEM subjects
- Qualification Network Northwest in the BMBF initiative ANKOM
- CREDIVOC - Accreditation of Vocational Learning Outcomes
- Open University Lower Saxony - Sub-project Lump Sum Accreditation
- CREDICARE - Quality-oriented Accreditation of Vocational Learning Outcomes in Helth Care and Nursing/ Quality-oriented accreditation of academic learning outcomes in the care sector
- digital.present
- EduArc - Digital Educational Architectures - Open Learning Resources in Distributed Learning Infrastructures
- AIEd - Prospects for the Future of Learning
- InOS - Individualised online study preparation programme for academic appointments
- ANHOST - Credit transfer practice in higher education study programmes
Academic appointment
- 2019: Habilitation in the subject of educational science with a focus on lifelong learning.
- Since 2001: Research assistant at the Department of Advanced Scientific Training and Education Management (we.b) at the University of Oldenburg, Oldenburg.
- 2001: Doctorate (Dr phil.), University of Koblenz-Landau.
- 1997 - 2001: Research assistant in the Department of Psychology at the University of Koblenz-Landau.
- 1996: Qualification: Diplom Psychologe, Heinrich Heine University Düsseldorf, University of Koblenz-Landau.
- 1995 - 1997: IT trainer at the Institute for Further Education and Counselling (IWB) in Landau.
Publications
Bai, J. Y. H., Zawacki-Richter, O., & Müskens, W. (2024). Re-examining the future of artificial intelligence in education in light of GDPR and ChatGPT. Turkish Online Journal of Distance Education, 25(1), 20-32. doi.org/10.17718/tojde.1248901
Lübben, S., Müskens, W. & Zawacki-Richter, O. (2023). Quality of OER: Test Theoretical Development and Validation of an Assessment Tool. In: Otto, D., Scharnberg, G., Kerres, M., Zawacki-Richter, O. (Eds.), Distributed Learning Ecosystems - Concepts, Resources, and Repositories. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-38703-7
Zawacki-Richter, O., Müskens, W., Dembski, N. & Lübben, S. (2022). Open Educational Resources (OER) in advanced scientific training. Journal for Higher Education Development, 17(1), 233-257.
Zawacki-Richter O., Müskens W., Marín V.I. (2022) Quality Assurance of Open Educational Resources. In: Zawacki-Richter O., Jung I. (eds) Handbook of Open, Distance and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_43-1
Müskens, W., Zawacki-Richter, O. & Dolch, C. (2022). Instrument for quality assurance of OER - IQOer. http://dx.doi.org/10.13140/RG.2.2.16987.03363/1
Müskens, W. (2021). Implementation of credit transfer procedures at the University of Oldenburg - The importance of transparency, teaming and transformational project management. In D. Kuhn & C. Schulz (Eds.), Enabling educational advancement through flexibilisation and competence recognition - development steps at universities (pp. 70-79). Weinheim: Beltz Juventa.
Blaschke, L. M., Müskens, W., & Zawacki-Richter, O. (2020). Openness in Context: Realising Openness with Open Educational Resources and Prior Learning Assessment and Recognition. In D. Conrad & P. Prinsloo, Open(Ing) Education - Theory and Practise (p. 198-223). https://doi. org/10.1163/9789004422988_010
Zawacki-Richter, O., Conrad, D., Bozkurt, A., Aydin, C. H., Bedenlier, S., Jung, I., Stöter, J., Veletsianos, G., Blaschke, L. M., Bond, M., Broens, A., Bruhn, E., Dolch, C., Kalz, M., Kerres, M., Kondakci, Y., Marin, V., Mayrberger, K., Müskens, W., ... Xiao, J. (2020). Elements of Open Education: An Invitation to Future Research. The International Review of Research in Open and Distributed Learning, 21(3), 319-334. https://doi.org/10.19173/irrodl.v21i3.4659
Müskens, W. (2020). The design of permeable educational programmes through the crediting of academic appointments to university degree programmes. Retrieved on 25 February 2020 from https://uol.de/fileadmin/anrechnungsprojekte/Bilder/ 03_Dateien/Durchlaessigkeit_durch_Anrechnung.pdf
Müskens, W. & Eilers-Schoof, A. (2019). The importance of internal university networking in the recognition of academic appointments using the example of the PLARnet project at the University of Oldenburg. In N. Sturm (Ed.), Contested recognition - competences acquired outside higher education in the academic space (pp. 175-199). Wiesbaden: SpringerVS.
Müskens, W., Zawacki-Richter, O. & Eilers-Schoof, A. (2019). Recognition of Prior Vocational and Informal Learning at the University of Oldenburg. Internationalisation of Higher Education - Developments in the European Higher Education Area, (1), 43-62.
Hanft, A. & Müskens, W. (2019). Recognition and Recognition of Academic Qualifications and Competences in Higher Education. In B. Hemkes, K. Wilbers, M. Heister (Eds.), Permeability between vocational education and training and higher education (S. 184-198). Bonn: BiBB.
Mayrberger, K., Zawacki-Richter, O. & Müskens, W. (2018). Quality development of OER: Proposal for the creation of a quality assurance instrument for OER using the example of the Hamburg Open Online University. Hamburg: HOOU.
Müskens, W., Lübben, S. & Zawacki-Richter, O. (2017). Interlocking further education and university degree programmes through general credit transfer recommendations. In: M. Arnold, O. Zawacki-Richter, J. Haubenreich, H. Röbken & R. Götter (Eds.), Development of scientific continuing education programmes in the MINT area, pp. 88-99, Münster: Waxmann.
Müskens, W., Eilers-Schoof, A. & Nielsen-Lange, T. (2017). Preparation of a general credit recommendation "Certified Industrial Master Electrician" in co-operation with the Industriemeisterverband Deutschland e. V. and the Bremerhaven University of Applied Sciences. In: M. Arnold, O. Zawacki-Richter, J. Haubenreich, H. Röbken & R. Götter (Eds.), Development of scientific continuing education programmes in the MINT area, pp. 102-108, Münster: Waxmann.
Lübben, S., Müskens, W. & Kärn, M. (2017). Creation of a general credit transfer recommendation using the example of the ForWind further education programme "Wind Energy Technology and Management". In: M. Arnold, O. Zawacki-Richter, J. Haubenreich, H. Röbken & R. Götter (Eds.), Development of scientific continuing education programmes in the MINT area, pp. 109-114, Münster: Waxmann.
Müskens, W. & Maschwitz, A. (2017). Conclusion on the opening of universities to young people without HZB within the framework of the SiA model. In K. Brinkmann, W. Müskens, J. Stöter & A. Maschwitz (2017). Study-integrating training for young people without a higher education entrance qualification - framework conditions and management of studies, pp. 57-60. Gütersloh: Bertelsmann Stiftung.
Müskens, W. (2017). Scalability of the SiA model. In K. Brinkmann, W. Müskens, J. Stöter & A. Maschwitz (2017). Study-integrating training for young people without a higher education entrance qualification - framework conditions and management of studies, pp. 50-56. Gütersloh: Bertelsmann Stiftung.
Brinkmann, K., Müskens, W., Stöter, J., & Maschwitz, A. (2017). Study-integrated training for young people without a higher education entrance qualification - framework conditions and management of studies. Gütersloh: Bertelsmann Foundation.
Müskens, W. & Maschwitz, A. (2017). Study-integrated training for young people without a higher education entrance qualification - Introduction. In K. Brinkmann, W. Müskens, J. Stöter & A. Maschwitz (2017). Study-integrated training for young people without a higher education entrance qualification - framework conditions and management of studies, pp. 7-12. Gütersloh: Bertelsmann Stiftung.
Müskens, W. (2015). The credit transfer practice of German universities - results of the AnHoSt study. In: P. A. Zervakis & T. Bargel (eds.), Flexibilisation and Mobility in the European Higher Education Area, pp.41-43. University of Konstanz: Hefte zur Bildungs- und Hochschulforschung, 84.
Lübben, S., Müskens, W. & Zawacki-Richter, O. (2015). Non-traditional students at German universities. Implications of different approaches to definition and categorisation. In: A. Hanft, O. Zawacki-Richter & W.B. Gierke (Eds.), The challenge of heterogeneity in the transition to higher education, pp. 29-51, Münster: Waxmann.
Müskens, W. & Lübben, S. (2015). The assessment of formally and informally acquired teaching competences in advanced scientific training. In: O. Hartung & M. Rumpf (Eds.), Lehrkompetenzen in der wissenschaftlichen Weiterbildung -Konzepte, Forschungsansätze und Anwendungen, pp. 109-131, Wiesbaden: Springer-VS.
Cendon, E., Eilers-Schoof, A., Flacke, L., Hartmann-Bischoff, M., Kohlesch, A., Müskens, W., Seger, M., Specht, J., Waldeyer, C. & Weichert, D. (2015): Handout: credit transfer, part 1. a theoretical overview. Berlin.
Müskens, W. & Eilers-Schoof, A.(2014). Co-operation with non-university educational institutions in the credit transfer of academic appointments to university degree programmes., Series of publications on education and science management, 1 (1), Oldenburg: C3L.
Müskens, W. & Eilers-Schoof, A. (2014). Qualitätsgesicherte Anrechnung beruflicher Kompetenzen auf Studienleistungen und Studienabschlüsse, In: W. Benz, J. Kohler & K. Landfried (eds.), Handbuch Qualität in Studium und Lehre (46. Ergänzungslieferung), pp. 149-170. Stuttgart: Raabe Verlag.
Tuschner, R., Müskens, W. & Wittig, W. (Eds.) (2014). Level assessments and bilateral comparisons in the European health care sector. Bonn: NA BIBB.
Wittig, W., Müskens, W. & Tutschner, R. (2014). Level assessment and bilateral comparison of nursing qualifications on the basis of learning outcomes. In: R. Tutschner, W. Müskens, W. Wittig (Eds.), Level assessments and bilateral comparisons in the European health care sector, pp. 172-198. Bonn: NA BIBB.
Müskens, W. & Eilers-Schoof, A. (2014). Methodology of level assessments and bilateral comparisons. In: R. Tutschner, W. Müskens, W. Wittig (Eds.), Level assessments and bilateral comparisons in the European health care sector, pp. 10-25. Bonn: NA BIBB.
Müskens, W., Eilers-Schoof, A. (2013). Application of the Module Level Indicator (MLI) in the context of transnational comparisons of qualifications. In: R. Tutschner & W. Wittig (Eds.), Level Assessments of Learning Outcomes in Health Care and Nursing, pp. 10-17, Bremen: ITB.
Müskens, W., Wittig, W., Tutschner, R. & Eilers-Schoof, A. (2013). Module Level Indicator. MLI User Guide - Assessment of the Level of Competence Orientation. Bremen: ITB.
Eilers-Schoof, A. & Müskens, W. (2013). From equivalence comparison to general crediting recommendation: A further development of the Oldenburg crediting model. In: A. Hanft & K. Brinkmann (Eds.), Open universities - The reorientation of universities towards lifelong learning, pp. 248-257, Münster: Waxmann.
Müskens, W. & Eilers-Schoof, A. (2013). New paths between vocational and higher education: The Oldenburg model of credit transfer in practice. In: A. Hanft & K. Brinkmann (Eds.), Open universities - The reorientation of universities towards lifelong learning, pp. 235-247, Münster: Waxmann.
Hanft, A. & Müskens, W. (2013). Crediting academic appointments for higher education study programmes: An overview. In: A. Hanft & K. Brinkmann (Eds.), Open universities - The reorientation of universities towards lifelong learning, pp. 223-234, Münster: Waxmann.
Hanft, A. & Müskens, W. (2012). Quality-assured recognition through cross-sectoral qualification frameworks? In: K. Büchter, P. Dehnbostel & G. Hanf (eds.), Der Deutsche Qualifikationsrahmen (DQR) - Ein Konzept zur Erhöhung von Durchlässigkeit und Chancengleichheit im Bildungssystem? Bielefeld: W. Bertelsmann Verlag.
Wittig, W., Tutschner, R. & Müskens, W. (2012). The equivalence comparison as an EQF-based method of recognising academic learning outcomes. In: J. Blings & K. Ruth (eds.), Transparency and permeability through the EQF, pp. 91-105, Bielefeld: Bertelsmann.
Hanft, A. & Müskens, W. (2012). Recognition of competences acquired outside the university - The Oldenburg model. In: German Rectors' Conference (ed.), Recognising Opportunities - Shaping Diversity: Concepts and good practice for diversity and permeability, pp. 21-24, Bonn: HRK.
Müskens, W. (2012). The importance of networks in the context of accreditation and permeability. In: S. Globisch, E. A. Hartmann, C. Loroff, I. Stamm-Riemer (eds.), Bildung für Innovationen - Innovationen in der Bildung: The role of permeable educational programmes in cluster structures, pp. 49-59. Münster: Waxmann.
Müskens, W. (2012). The importance of networks in the context of credit transfer and permeability. In: S. Globisch, E. A. Hartmann, C. Loroff, I. Stamm-Riemer (Eds.), Bildung für Innovationen - Innovationen in der Bildung: The role of permeable educational programmes in cluster structures, pp. 49-59. Münster: Waxmann.
Müskens, W., Zawacki-Richter, O. & Muckel, P. (2011). Development of an instrument for the assessment of innovation-orientated action competence. In: E. Barthel, A. Hanft & J. Hasebrook (Eds.), Integrated Competence Management - A working report. Münster: Waxmann.
Müskens, W. (2011). Further education in companies in Lower Saxony. Results of the 2009 Lower Saxony Continuing Education Panel Survey. In: A. Hanft, U. Kröcher & W. Müskens (eds.), Further education and qualification in the financial and economic crisis - demand structure and supply development in Lower Saxony, pp. 9-166. Oldenburg: BIS-Verlag.
Hanft, A., Kröcher, U. & Müskens, W. (eds.) (2011). Further education and qualification in the financial and economic crisis - demand structure and supply development in Lower Saxony. Oldenburg: BIS-Verlag.
Müskens, W. & Eilers-Schoof, A. (2011). On the way to an open university - further development of procedures for the general and individual crediting of vocational competences to university degree programmes. BWP - Vocational Education and Training in Science and Practice, (5).
Müskens, W. & Tutschner, R. (2011). Equivalency comparisons to check the creditability of vocational learning outcomes for university degree programmes - an example from the field of construction/mechanical engineering. bwp@ Spezial 5 - Hochschultage Berufliche Bildung 2011, pp. 1-16. www.bwpat.de/ht2011/ws28/mueskens_tutschner_ws28-ht2011.pdf (26-09-2011)
Müskens, W., Muckel, P. & Zawacki-Richter, O. (2010). IKS - Innovation-oriented Competence Survey. www.kompetenzkapital.de
Müskens, W. (2010). The online survey method. In: U. Kröcher, H. Schwab, W. Tute (eds.), Further education in companies between claim and reality - trends from Lower Saxony and Bremen, pp. 119-138. Oldenburg: BIS-Verlag.
Carduck, C., Rieser, M., Dohrn, S., Schmette, M., Muckel, P. & Müskens, W. (2010). Reality and rhetoric of innovation in organisations - findings from the IKM project. In: H. Jakobsen, B. Schallock (Eds.), Innovationsstrategien jenseits traditionellen Managements, pp. 340-350, Berlin: Fraunhofer Verlag.
Hanft, A. & Müskens, W. (2010). Permeability between vocational education and training and higher education. Berufsbildung - Zeitschrift für Praxis und Theorie in Betrieb und Schule, 125, pp. 8-9.
Hanft, A., Müskens, W. & Kröcher, U. (2010). Continuing Education Panel Lower Saxony - Survey 2009: General report of the results. www.wepan.de/export/sites/default/Dokumente/Bericht-Wepan-2009.pdf
Müskens, W. (in preparation). The online survey method. In: H. Schwab, W. Tute, U. Kröcher (eds.), Further education in companies between claim and reality, pp. 22-30. Oldenburg.
Müskens, W. (2010). Recognition of Academic Competences in the Part-time Bachelor's Degree Programme 'Business Administration' at the University of Oldenburg. In: Bologna Centre (ed.), Study Reform after Leuven - Results and Perspectives, Contributions to Higher Education Policy, 3, pp. 69-77, Bonn: HRK.
Müskens, W. & Gierke, W.B. (2009). Equivalence of vocational and higher education. Report - Zeitschrift für Weiterbildungsforschung, 32(3), pp. 46-54.
Müskens, W. (2009). The Benefit of Learning Outcomes in the Context of Accreditation of Prior Learning and Credit Transfer in Germany. IAU Horizons, 15(3), 21-22.
Müskens, W. (2009). Diversity of perspectives alone is not enough: The rocky road to scientific thinking. Critique of: Sander, W., Bildung und Perspektivität - Kontroversität und Indoktrinationsverbot als Grundsätze von Bildung und Wissenschaft. Erwägen, Wissen, Ethik, 20(2), 295-297.
Müskens, W., Gierke, W. & Hanft, A. (2009). The DQR from the perspective of higher education institutions with regard to the recognition of academic appointments. In: Dehnbostel, P., Neß, H., Overwien, B., Der Deutsche Qualifikationsrahmen (DQR) - Positionen Reflexionen und Optionen, pp. 103-129. Frankfurt: GEW.
Müskens, W., Tutschner, R. & Wittig, W. (2009). Improving permeability through equivalence checks: An example from mechanical engineering in Germany. In: Tutschner, R., Wittig, W., Rami, J. (Eds.), Accreditation of Vocational Learning Outcomes - European Approaches to Enhance Permeability between Vocational and Higher Education, Impuls, 38, pp. 10-33, Bonn: BIBB.
Müskens, W. (2009). Authentic recording of informal learning successes in the Oldenburg model of crediting academic appointments for higher education programmes. In: Walkenhorst, U., Nauerth, A., Bergmann-Tyacke, I., Marzinzik, K. (eds.), Kompetenzentwicklung im Gesundheits- und Sozialbereich, pp. 225-235. Bielefeld: UVW.
Müskens, W., Tutschner, R. & Wittig, W. (2009). Accreditation of Prior Learning in the Transition from Continuing Vocational Training to Higher Education in Germany. In: Tutschner, R., Wittig, W., Rami, J. (Eds.), Accreditation of Vocational Learning Outcomes - Perspectives for a European Transfer, pp. 75-98, Bremen: ITB.
Müskens, W. Hanft, A. (2009). Design of the international comparative study. In: Knust, M., Hanft. A. (Eds.), Continuing Higher Education and Lifelong Learning - An international comparative study on structures, organisation and provisions, pp. 15-22. Dordrecht: Springer.
Gierke, W., Müskens, W. (2009). The Module Level Indicator - an instrument for quality-assured credit transfer procedures. In: Regina Buhr, Walburga Freitag, Ernst A. Hartmann, Claudia Loroff, Karl-Heinz Minks, Kerstin Mucke, Ida Stamm-Riemer (eds.), Wege zwischen beruflicher und hochschulischer Bildung, pp. 134-136.
Müskens, W., Müskens, I., Hanft A. (2008). Application and Impact of Learning Outcomes on Institutional Cooperation, Accreditation and Assessment - A German Case. In: Cendon, E., Prager, K., Schabauer, E., Winkler, E. (2008): Implementing Competence Orientation and Learning Outcomes in Higher Education - Processes and Practises in Five Countries, pp.82-109. Krems: Danube University.
Müskens, W., Gierke, W., Hanft, A. (2008). Not equal and yet equal? Compensation and level determination in the Oldenburg model of credit transfer. In: Stamm-Riemer, I., Loroff, C., Minks, K.-H., Freitag, W. (eds.), Die Entwicklung von Anrechnungsmodellen - Zu Äquivalenzpotenzialen von beruflicher hochschulischer Bildung, pp. 91-102. Hannover: HIS.
Hanft, A., Knust, M., Müskens, W. & Gierke, W. (2008). The benefits of credit transfer. An examination from an organisational and economic perspective. Betriebliche Forschung und Praxis, 4, 297-312.
Gierke, W., Hanft, A. & Müskens, W. (2008). Permeability between vocational education and training and higher education - A challenge for the German higher education system. In: Grotlüschen, A., Beier, P. (eds.), Zukunft Lebenslangen Lernens - Strategisches Bildungsmonitoring am Beispiel Bremens, pp. 99-112. Bielefeld: Bertelsmann.
Müskens, W. & Hanft. A. (2007). Research design of the international comparative study. In: Hanft, A. Knust, M. (Eds.), Further education and lifelong learning in higher education institutions - A comparative study on structures, organisation and forms of provision, pp. 15-23. Münster: Waxmann.
Müskens, W. (2007). Recognition of academic appointments in higher education programmes - initial results of the pilot project "Qualificationsverbund Nord-West". In: Hortsch, H. (ed.), Innovations for the permeability of degree programmes, Dresdener Beiträge zur Berufspädagogik, 24, 37-49.
Hanft, A., Müskens, W. & Gierke, W. (2007). More than just knowledge - methods and instruments of competence assessment. Further Education, 6, 12-15.
Müskens, W. (2007). Accreditation of Prior and Experiential Learning in Higher Education. In: Hanft, A., Modellversuch wissenschaftliche Weiterbildung - Entwicklung von Modellen für Planung, Implementierung, Management und Evaluation von weiterbildenden Studiengängen in vernetzten Strukturen (MaweSt) - Final report, pp. 34-55. University of Oldenburg.
Müskens, W. (2006). Flat-rate and individual crediting of academic appointments to university degree programmes - the Oldenburg model. Hochschule & Weiterbildung, 1, 23-30.