Speaker introduces the topic and presents himself and his background.

Question: What is the university's approach to values? This is also reflected in the Student councils.

Chancellor and dean in the speaker's student body always endeavour to support. Dean used to do voluntary work himself.

Question: How many students does the Referent's university have in total and for how many was FSR active?

• 14,000 students in total
• 3,000 students for which the student body is responsible

A lot organised for students to get to know the FSR. Difficult during the digital time, as contact and reference is gone.

General - values

Speaker explains the definition of values. Everyone is different and meets a punk. Trying to create something in a student body.

Different values:

• Basic values (of a person or society)
• Material values (economic values)
• Faith values (related to faith)
• Personal values (focus on the individual)
• Post-material values (overriding value that stands behind material value - not really tangible)
• Ideal values (subjective value that has more value for the individual than the material value itself)

Participants should think about various questions in order to lead a discussion.

Questions:

• Which three values are important to you personally (including prioritisation)?
• Who supports you with your values?
• Why is it important to know your most important values?

Note: This is about your own values. These are brought into the student body.

Participants have 5 minutes to think about them. A discussion should then be held.

Answers:

• Three most important values in a student body: sense of duty, honesty, cohesion
  • Speaker's answer: There were three of them in his student body. You have to do a lot of things and be everywhere. Tasks shouldn't fall on so few shoulders. A lot of things fell by the wayside. It wasn't the approach to work like that.
  • Participant's answer: There are often differences of opinion in the student body due to personal convictions. You have to accept the compromise of the masses. How things are implemented varies greatly. Many different views. You have to prioritise topics and the topics that are important to you
  • Speaker's response: You try not to actively pursue your own goals if they go against those of the group.

Student body =

Referent has thought about what the values of the student body are for him during his time in the student body:

• The student body helps the students
• Friendships are formed within the student body (inside and outside)
• The student body is an "organiser"
• The student body is a team (not losing the common vision)
• The student body represents the interests of the students (e.g. at a BuFaK, vis-à-vis the Dean's Office / professorships)

Participants should think again about the following questions:

• How do you define the values of your student body?
• Which values coincide with yours and which differ (personal vs. student body)?
• What development would you like to see for your student body?

Participant's answer:

• He was in the workshop a year ago. Last year it was only about externally presented values. Back then, it wasn't an issue that they were also a group. It's good that this is also being pointed out now.
• Personal values vs. student body: Personal democratic idea vs. student body members contribute differently.
• Development desired: Common goal should take centre stage and personal values/goals should take a back seat
• Answer from participant: The difference between the legislative and executive branches plays a role. There is a difference between being at a university and being at a UAS, where there are the same people or more people. If you actively advise students, you are closer to the students than if you are just in the meeting and cast your vote.
• Speaker's response: Also thought about how it is organised when members are "only" in the meeting.
• Participant's answer: Actually, everyone who actively participates is also actively elected. Many student bodies at the university don't like the fact that the WiWi student body works very professionally.
• Participant's answer: At university, you are measured more by your reputation with other student bodies and less by the students. WiWi Schools often set the pace and show what is possible. To incentivise other student bodies.
• Answer from participants: Have the same problem that they are mainly present at events. Have also started to publicise things that have been discussed. Sees danger that different values can lead to discussion because it has never been clearly defined for the student body. Question as to whether student body values were discussed and written down.
  • Participant's answer: Always subliminally implied, but never clearly defined. Work was always orientated towards doing it for the students. Your own opinions and interests are also subliminally incorporated. The goal is clear, but not with strict structures. People who contribute should also be rewarded in some way (fun for the student body).
  • Speaker's response: Structures are different. Sometimes there is also money for it.

Tips and tricks

Misunderstandings and hurdles can arise very easily. These can be resolved through communication. Ask whether you can define rules for this.

Taking information with you is important. It is important to participate and take information with you.

Give recognition for the work.

It is good to take the initiative and ask for feedback.

Sometimes you don't know how some processes work. Therefore, utilise alumni and their knowledge. Maintain the network.

Questions for the participants:

• What tips and tricks can you share with us?
• How do you overcome your hurdles?
• How can you use an alumni network?

Participants discussed how to deal with students' representatives who do not participate. One participant had experience of approaching Student Council members and saying "You're not doing enough for the Student Council as an active member". They were usually very understanding if you communicate this openly.

Speaker's response: You can also use certificates for participants.

Answer from participants: They are asked if people are absent for a longer period of time and this is addressed openly. New people were then sought for projects when those responsible were unable to invest enough time and this was discussed.