Module handbook: structure, required content, upkeep

Degree programmes in Germany are modular. Under the states' study accreditation ordinances a module is a unit of study defined thematically and in time by combining intended learning outcomes and content. Outcomes and content should be sized so that they can usually be taught within at most two consecutive semesters; only in justified exceptions may a module run longer.

The module handbook collects the descriptions of all modules in a programme. It is at once a showcase for prospective students, a planning tool for students, a brief for teaching staff and an object of review in accreditation. It deserves careful upkeep accordingly.

The states' study accreditation ordinances, based on a common model ordinance, list the items a module description should contain at a minimum. Many universities add further fields, such as module coordinator, language or reading list.

Learning outcomes are the core of a module description — and often its weakest part. "The module covers the basics of contract law" describes content, not an outcome. A learning outcome states what students can do after the module: "Students can identify typical breaches of contract, determine the relevant legal consequences and apply them to a case with reasons."

Active, assessable verbs at the right level work best: name and explain for foundations, apply and analyse for intermediate level, evaluate and develop for master's level. The learning outcomes then determine the assessment: if a module promises "evaluate", it must not only test facts. This alignment of outcome, teaching method and assessment is called constructive alignment.

Each module is assigned credits according to workload; one credit stands for 25 to 30 hours. A five-credit module therefore means 125 to 150 hours. Two contact hours a week over 15 weeks makes 30 hours of contact time — the rest is preparation, follow-up, self-study and exam preparation.

Whether the calculation holds is shown by surveying students on their actual workload. If planned and actual workload differ persistently, either the module or its credits must be adjusted. Accreditation procedures check that the workload is manageable.

A module handbook is not a one-off document. Modules change, lecturers move on, assessment methods are adjusted. For each cohort it must be clear which version applies — otherwise disputes arise over examinations and recognition. Versioning with a validity date and a central, publicly accessible publication have proven their worth.

Module descriptions maintained digitally can be reused: for the website, study planning, examination management and the Diploma Supplement. And they can feed into course design, for instance when a module's learning outcomes are linked directly to the units and questions of a digital course.

In accreditation procedures, module handbooks repeatedly show the same weaknesses. Learning outcomes are written as topic lists, assessment methods do not match the promised skills, workload cannot be traced arithmetically, or different versions contradict each other. A simple checklist before each publication avoids most of this.

It helps if module coordinators briefly confirm or update their description every year and changes are recorded with a date. Students should be able to see which version applies to their cohort.