Strengthening critical reflection on the social role of our university

In a situation of overlapping crises - climate change, political polarisation, increasing social division, etc. - universities are called upon more than ever to take a social stance. The social significance of a university involved in the Excellence Strategy is not only measured by its self-assertion in academic competition, but also by its sensitivity to central problems relevant to the future and its capacity to contribute to tackling these problems. Technically and financially optimised solutions alone are not enough. Rather, a committed, critical and reflective attitude is required in order to fulfil the socio-political responsibility of the university in research and teaching.

The University in Transition list considers the university to be the place where such an attitude is developed and articulated, which our university has stood for since its founding phase. Strategic decisions at the University should therefore combine striving for excellence with socio-political responsibility and prioritise the social relevance of teaching and research in all Schools. They must be initiated democratically and transparently and be based on a broad and open public discussion at the university. A willingness to break new ground is important, but it is even more important to find these in a discourse that is open to the university.

Recognising and strengthening the diversity of research and teaching

The focus on measurable success in the competition for excellence and third-party funding all too often obscures the diversity of a university's tasks. Other achievements that are indispensable for the lively exchange and reputation of a university - the writing of monographs, the organisation of conferences, the support of young academics, the implementation of academic education programmes for marginalised(non-traditional) students to promote educational participation, committed teaching, co-operation with practice partners - are in danger of being overlooked; their authors often remain without recognition and run the risk of hardly being noticed. The critical monitoring of university developments and orientations in the university committees, but also in the university public as a whole, is therefore central to the University in Transition list. It sees the recognition of the diversity of university tasks in research and teaching as a strength of our university, the basis for striving for excellence, the foundation of a lively culture of debate and thus also the strengthening of the university's role in society.

Optimising constructive co-operation between administration and academia

In recent years, co-operation between administration and academia has proven to be a particular, often tense challenge. The increase in formal requirements and constraints, growing fears of legal interventions and pitfalls and the growth of ever more complex science management tasks, which are increasingly distancing science from its core tasks, place a strain on scientists and administrative staff alike. Appointment processes are becoming increasingly difficult and lengthy. The UiU is particularly keen to return to a more trusting and understanding relationship between academic culture and administrative culture at this key point in university development. The aim is to avoid unnecessary delays caused by formal requirements in future in order to shape university cohesion both internally and externally. Mutual obstructions and misunderstandings must be overcome and a mutually supportive "culture of enabling" must be established.

Making the university sustainable and climate-neutral

In view of the existential ecological crises and challenges at local and global level, the University of Oldenburg assumes responsibility for sustainable development and minimised use of resources and energy. It has set itself the goal of becoming climate-neutral by 2030. University in Transition is therefore committed to ensuring that the University of Oldenburg remains a pioneer in operations, research and teaching in the field of sustainability and climate neutrality and, together with other scientific institutions and universities, is committed to a transformation towards sustainable development in line with the United Nations' Agenda 2030 goals (Sustainable Development Goals, SDGs) and achieves supra-regional visibility.

Constructively developing teacher training in Oldenburg

With its focus on teacher training, the University of Oldenburg has a lasting impact on society. University in Transition is committed to enabling future teachers to acquire a professional attitude - both professionally and research-based. Central to this is not only the methodologically and didactically sound transfer of academic knowledge, but also the critical examination of one's own pedagogical practice in historical, social, political and institutional contexts. This requires not only interdisciplinary cooperation, but also the integration of didactic, educational and subject-specific perspectives in teaching and research. Not least because of this integrative approach, teacher training in Oldenburg and its cross-faculty organisational form in the Didactic Centre enjoys a good reputation throughout Germany. In order to maintain the future development of this area, which gives the university its profile in the face of ever new challenges to teacher education, we are in favour of strengthening research related to teacher education as part of the Excellence Strategy. .

Developing internationalisation strategically and responsibly

Carl von Ossietzky University is intensifying its internationalisation efforts. More courses and degree programmes taught in English are being offered in teaching, student exchanges are developing and research and transfer are already international in many areas. However, from the perspective of a university in transition, internationalisation is not a value in itself, but requires shared content-related goals, long-term cooperation and effective support for international students. We need to continue our efforts in this area by setting strategic priorities, especially with our partner universities in Groningen and Gqeberha, which also emphasise socio-political responsibility. University in Transition is committed to further developing these partnerships in the spirit of a socio-politically reflective understanding of science and higher education for mutual inspiration and strengthening.

Profiling instead of precarisation of young academics and mid-level academic staff

For the University in Transition list, the successes of our university in the area of third-party funding, among others, would be inconceivable without the commitment of young academics. The list is in favour of a responsible concept for the promotion of young academics. In the area of junior professorships, this should be ensured through the mandatory advertising of positions with a tenure-track option and through fair, transparent and accelerated evaluation procedures. The mid-level faculty should be fundamentally upgraded and strengthened so that all academics can teach in a research-oriented manner and conduct motivated research - without having to worry about precarious employment relationships. In the case of qualification positions, the qualification objective must not take a back seat to other official duties; contract terms must be designed in the interests of fixed-term employees and their qualification and research objectives. For permanent teaching and research tasks, more permanent positions should be established at mid-level that are reasonable in terms of the scope of teaching obligations and service tasks. LfbA positions must not turn out to be a career dead end because even habilitated post holders are denied the opportunity to apply for research projects. In this sense, we advocate a joint strategy for the development of career paths at the university beyond the professorship, as well as the further development of information and counselling structures on career options beyond the university.

Promoting diversity and inequality awareness at the university

The university is called upon to respond to growing social inequalities and all forms of discrimination and marginalisation, e.g. racist or anti-Semitic, in its research and teaching. Only then can it fulfil its role as a university in civil society and be in a position to shape university interaction in a responsible and open manner. University in Transition is therefore committed to raising awareness of the reproduction of inequalities and discrimination in the university and society, supporting corresponding research and teaching programmes, creating effective structures that are sensitive to inequality and critical of discrimination and thus raising the university's profile as a protagonist in dealing with these issues at a supra-regional level. In our view, this requires the expansion of the existing counselling and contact points to include an independent central anti-discrimination office for students and employees of the university.

Social reflection on digitalisation at the university

The COVID-19 pandemic has accelerated digitalisation processes in various areas of society. These circumstances have further fuelled the public debate on the potential and risks of digitalisation, particularly in teaching. When developing a digitalisation strategy, the university should carefully examine the possibilities of digitalisation for research and teaching, but also take into account the justified concerns associated with this process - for example, with regard to further surveillance or the violation of civil rights and privacy. As an on-campus university, it is called upon to find balanced solutions for making on-campus working hours more flexible, taking into account individual living conditions and the compatibility of academic appointments and family life, without, however, calling into question the on-campus character of the university. University in Transition will play a constructive role in shaping the university's digitalisation efforts and advocates the development of critical digitalisation research.

In favour of an open and participatory culture of debate in the University Senate

In order for the University Senate to remain a central university policy body for the profiling and further expansion of the university, the negotiation of controversial positions is of particular importance. Only such open debates can, in the sense of an early warning system, draw attention to possible problems and set new priorities. The University in Transition list advocates the participation of all university status groups in important decisions and the promotion of a university climate that enables critical argumentation without having to fear personal devaluation or even marginalisation. It stands for transparency in all key decision-making processes and for the promotion of open discussions on key issues in and for a sustainable society.

Bernd Siebenhüner (Fk II), Martin Butler (Fk III), Gunilla Budde (Fk IV), Mario Dunkel (Fk III), Susanne Binas-Preisendörfer (Fk III), Thomas Alkemeyer (Fk IV), Juliana Goschler (Fk III), Petra Löffler (Fak III), Ayça Polat (Fak I) and Tilo Wesche (Fk IV) are candidates for List 2 University in Transition in the group of university lecturers.