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 – Professional analysis, conceptual development and pilot implementation of a part-time Bachelor’s degree programme in ‘Vocational and Organisational Education’
- PuG I – Development of part-time degree programmes in nursing and health sciences
- Continuation of the ‘Credit Transfer’ competence area
- mint.online – Establishment of part-time degree programmes in STEM subjects
- mint.online – Development of part-time degree programmes in STEM subjects
- North-West Qualifications Network within the BMBF’s ANKOM initiative
- CREDIVOC – Accreditation of Vocational Learning Outcomes
- Open University of Lower Saxony – Sub-project: Flat-rate Recognition
- CREDICARE – Quality-oriented Accreditation of Vocational Learning Outcomes in Healthcare and Nursing
- digital.present
- EduArc – Digital Educational Architectures – Open Educational Resources in Distributed Learning Infrastructures
- AIEd – Prospects for the Future of Learning
- InOS – Individualised Online Programme to Prepare Individuals with Vocational Qualifications for Higher Education
- ANHOST – Recognition Practices in Higher Education 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 the 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 of 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). Tool 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, teamwork and transformational project management. In D. Kuhn & C. Schulz (Eds.), Enabling educational progression through flexibility and the recognition of prior learning – Developmental 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 Practice (pp. 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). Designing permeable educational programmes through the recognition of professional skills in higher education 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 professional skills: 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 Sphere (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 crediting of vocational qualifications and professional skills in higher education. In B. Hemkes, K. Wilbers, M. Heister (Eds.), Permeability between vocational education and higher education (pp. 184–198). Bonn: BiBB.
Mayrberger, K., Zawacki-Richter, O. & Müskens, W. (2018). Quality development of OER: Proposal for the creation of a quality assurance tool for OER using the example of the Hamburg Open Online University. Hamburg: HOOU.
Müskens, W., Lübben, S. & Zawacki-Richter, O. (2017). Linking further education programmes and higher education degree programmes through general credit transfer recommendations. In: M. Arnold, O. Zawacki-Richter, J. Haubenreich, H. Röbken & R. Götter (eds.), Development of academic continuing education programmes in the STEM fields, pp. 88–99, Münster: Waxmann.
Müskens, W., Eilers-Schoof, A. & Nielsen-Lange, T. (2017). Drafting of a general credit transfer recommendation ‘Certified Industrial Foreman or Certified Industrial Foreman in Electrical Engineering’ in co-operation with the German Association of Industrial Foremen (Industriemeisterverband Deutschland e. V.) and Bremerhaven University of Applied Sciences. In: M. Arnold, O. Zawacki-Richter, J. Haubenreich, H. Röbken & R. Götter (eds.), Development of Academic Continuing Education Programmes in the STEM Fields, pp. 102–108, Münster: Waxmann.
Lübben, S., Müskens, W. & Kärn, M. (2017). Drawing up a general credit transfer recommendation using the example of the “Wind Energy Technology and Management” further education programme offered by ForWind. In: M. Arnold, O. Zawacki-Richter, J. Haubenreich, H. Röbken & R. Götter (eds.), Development of Academic Continuing Education Programmes in the STEM Fields, pp. 109–114, Münster: Waxmann.
Müskens, W. & Maschwitz, A. (2017). Conclusions on opening up higher education institutions to young people without a university entrance qualification within the framework of the SiA model. In K. Brinkmann, W. Müskens, J. Stöter & A. Maschwitz (2017). Study-Integrated Training for Young People without University Entrance Qualifications – Framework Conditions and Management of Studies, pp. 57–60. Gütersloh: Bertelsmann Foundation.
Müskens, W. (2017). Scalability of the SiA model. In K. Brinkmann, W. Müskens, J. Stöter & A. Maschwitz (2017). Study-integrated training for young people without university entrance qualifications – framework conditions and management of studies, pp . 50–56. Gütersloh: Bertelsmann Foundation.
Brinkmann, K., Müskens, W., Stöter, J., & Maschwitz, A. (2017). University-integrated training for young people without university entrance qualifications – framework conditions and management of studies. Gütersloh : Bertelsmann Foundation.
Müskens, W. & Maschwitz, A. (2017). University-integrated training for young people without university entrance qualifications – Introduction. In K. Brinkmann, W. Müskens, J. Stöter & A. Maschwitz (2017). University-integrated training for young people without university entrance qualifications – framework conditions and management of studies, pp. 7–12. Gütersloh: Bertelsmann Foundation.
Müskens, W. (2015). The practice of credit recognition at German higher education institutions – findings of the AnHoSt study. In: P. A. Zervakis & T. Bargel (eds.), Flexibility 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 higher education institutions. Implications of different approaches to definition and classification. 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.), Teaching Competences in Advanced Scientific Training – Concepts, Research Approaches and Applications, 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): Guidance Note: Credit Transfer, Part 1. A Theoretical Overview. Berlin.
Müskens, W. & Eilers-Schoof, A. (2014). Co-operation with non-higher-education institutions in the recognition of professional skills for higher education programmes, Series on Education and Science Management, 1 (1), Oldenburg: C3L.
Müskens, W. & Eilers-Schoof, A. (2014). Quality-assured recognition of professional skills towards academic credits and degrees, in: W. Benz, J. Kohler & K. Landfried (eds.), Handbook on Quality in Study and Teaching (46th Supplement), pp. 149–170. Stuttgart: Raabe Verlag.
Tuschner, R., Müskens, W. & Wittig, W. (Eds.) (2014). Level assessments and bilateral comparisons in the European healthcare 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 healthcare 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 healthcare 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 credit transfer recommendations: A further development of the Oldenburg credit transfer model. In: A. Hanft & K. Brinkmann (eds.), Open Universities – The Reorientation of Higher Education Institutions Towards Lifelong Learning, pp. 248–257, Münster: Waxmann.
Müskens, W. & Eilers-Schoof, A. (2013). New approaches to bridging vocational and higher education: The Oldenburg credit transfer model in practice. In: A. Hanft & K. Brinkmann (eds.), Open Universities – The Reorientation of Higher Education Institutions Towards Lifelong Learning, pp. 235–247, Münster: Waxmann.
Hanft, A. & Müskens, W. (2013). Recognition of professional skills in higher education programmes: An overview. In: A. Hanft & K. Brinkmann (eds.), Open Universities – The Reorientation of Higher Education Institutions Towards Lifelong Learning, pp. 223–234, Münster: Waxmann.
Hanft, A. & Müskens, W. (2012). Quality-assured recognition through cross-sectoral qualifications frameworks? In: K. Büchter, P. Dehnbostel & G. Hanf (eds.), The German Qualifications Framework (DQR) – A Concept for Increasing Permeability and Equal Opportunities in the Education System? Bielefeld: W. Bertelsmann Verlag.
Wittig, W., Tutschner, R. & Müskens, W. (2012). The equivalence comparison as an EQR-based method for the recognition of vocational learning outcomes. In: J. Blings & K. Ruth (eds.), Transparency and Permeability through the EQR, pp. 91–105, Bielefeld: Bertelsmann.
Hanft, A. & Müskens, W. (2012). Recognition of competences acquired outside higher education – the Oldenburg model. In: German Rectors’ Conference (eds.), Recognising Opportunities – Shaping Diversity: Concepts and Good Practice for Diversity and Accessibility, pp. 21–24, Bonn: HRK.
Müskens, W. (2012). The importance of networks in the context of credit transfer and educational mobility. In: S. Globisch, E. A. Hartmann, C. Loroff, I. Stamm-Riemer (eds.), Education for Innovation – Innovation in Education: 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 educational mobility. In: S. Globisch, E. A. Hartmann, C. Loroff, I. Stamm-Riemer (eds.), Education for Innovation – Innovation in Education: The Role of Permeable Educational Programmes in Cluster Structures, pp. 49–59. Münster: Waxmann.
Müskens, W., Zawacki-Richter, O. & Muckel, P. (2011). Development of a tool for assessing innovation-oriented practical competence. In: E. Barthel, A. Hanft & J. Hasebrook (eds.), Integrated Competence Management – A Working Report. Münster: Waxmann.
Müskens, W. (2011). Further education in Lower Saxony-based companies. Findings from the 2009 Lower Saxony Further Education Panel survey. In: A. Hanft, U. Kröcher & W. Müskens (eds.), Further Education and Skills Development during 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 Skills Development during the Financial and Economic Crisis – Demand Structure and Supply Development in Lower Saxony. Oldenburg: BIS-Verlag.
Müskens, W. & Eilers-Schoof, A. (2011). Towards an Open University – Further Development of Procedures for the General and Individual Recognition of Professional Skills in Higher Education Programmes. BWP – Vocational Education and Training in Science and Practice, (5).
Müskens, W. & Tutschner, R. (2011). Equivalence comparisons to assess the transferability of vocational learning outcomes to higher education programmes – an example from the field of design/mechanical engineering. bwp@ Special 5 – Higher Education Days on Vocational Education and Training 2011, pp. 1–16. www.bwpat.de/ht2011/ws28/mueskens_tutschner_ws28-ht2011.pdf (26 September 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 Organisations: Between Aspiration 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.), Innovation Strategies Beyond Traditional Management, pp. 340–350, Berlin: Fraunhofer Verlag.
Hanft, A. & Müskens, W. (2010). Permeability between vocational education and higher education. Berufsbildung – Journal of Practice and Theory in the Workplace and School, 125, pp. 8–9.
Hanft, A., Müskens, W. & Kröcher, U. (2010). Lower Saxony Continuing Education Panel – 2009 Survey: Comprehensive Report on the Results. www.wepan.de/export/sites/default/Dokumente/Bericht-Wepan-2009.pdf
Müskens, W. (in preparation). The method of online surveys. In: H. Schwab, W. Tute, U. Kröcher (eds.), Further Education in Organisations: Between Aspiration and Reality, pp. 22–30. Oldenburg.
Müskens, W. (2010). Recognition of professional skills in the part-time Bachelor’s degree programme in ‘Business Administration’ at the University of Oldenburg. In: Bologna Centre (ed.), ‘Study Reform According to 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 – Journal of Continuing Education Research, 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). A diversity of perspectives alone is not enough: The rocky road to scientific thinking. A critique of: Sander, W., Education and Perspective – Controversy and the Prohibition of Indoctrination as Principles of Education and Science. Reflection, Knowledge, Ethics, 20(2), 295–297.
Müskens, W., Gierke, W. & Hanft, A. (2009). The German Qualifications Framework (DQR) from the perspective of higher education institutions, taking into account the recognition of professional skills acquired through work experience. In: Dehnbostel, P., Neß, H., Overwien, B., The German Qualifications Framework (DQR) – Positions, Reflections and Options, 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 assessment of informal learning outcomes in the Oldenburg model for the recognition of professional skills in higher education programmes. In: Walkenhorst, U., Nauerth, A., Bergmann-Tyacke, I., Marzinzik, K. (Eds.), Competence Development in the Health and Social Care Sector, 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 – a tool 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.), Pathways between vocational and higher education, 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 Practices in Five Countries, pp. 82–109. Krems: Danube University.
Müskens, W., Gierke, W., Hanft, A. (2008). Not the same, yet equivalent? Compensation and level determination in the Oldenburg credit transfer model. In: Stamm-Riemer, I., Loroff, C., Minks, K.-H., Freitag, W. (eds.), The Development of Credit Transfer Models – On the Potential for Equivalence between Vocational and Higher Education, pp. 91–102. Hanover: HIS.
Hanft, A., Knust, M., Müskens, W. & Gierke, W. (2008). The benefits of credit transfer. A consideration from an organisational and economic perspective. Business Research and Practice, 4, 297–312.
Gierke, W., Hanft, A. & Müskens, W. (2008). Permeability between vocational education and higher education – A challenge for the German higher education system. In: Grotlüschen, A., Beier, P. (eds.), The Future of Lifelong Learning – Strategic Education Monitoring: The Case of Bremen, 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 of Structures, Organisation and Programme Formats, pp. 15–23. Münster: Waxmann.
Müskens, W. (2007). Recognition of professional skills in higher education programmes – initial findings from the ‘Qualifikationsverbund Nord-West’ pilot project. In: Hortsch, H. (ed.), Innovations for Permeability in Degree Programs, Dresden Contributions to Vocational Education, 24, 37–49.
Hanft, A., Müskens, W. & Gierke, W. (2007). More than just knowledge – methods and tools for assessing competences. Further education, 6, 12–15.
Müskens, W. (2007). Accreditation of Prior and Experiential Learning in Higher Education. In: Hanft, A., Pilot project on advanced scientific training – Development of models for the planning, implementation, management and evaluation of degree programmes in networked structures (MaweSt) – Final report, pp. 34–55. University of Oldenburg.
Müskens, W. (2006). General and individual recognition of professional skills in higher education programmes – the Oldenburg model. Higher Education & Further Education, 1, 23–30.