Title: Successful Studying
Description: Foundations, strategies and reflections for self-directed, sustainable and effective academic study
Position: 1
Author: Christian Huber
Date: 2026-09-15 notime: true language: en
section: study
pid: academiclearning
Info: This section covers central topics of study commencement, study organisation, motivation as well as learning and self-management. What is the difference between school or vocational training and studying at a higher education institution? How do teaching staff support students? What must I do beyond the lectures in the lecture hall for successful studies? Ziel: Recognition of key challenges in student everyday life, development of individual strategies for study organisation as well as expansion of competencies in the areas of motivation, time management, learning techniques and reflection. Summary:

• Studying means taking personal responsibility, active participation and conscious engagement with digital tools. The foundation is teaching-learning relationships based on equality, respect and openness.
• Higher education study differs from school or further education. A degree programme integrates research, reflection, personal development and trains the ability for lifelong learning.
• Central elements are freedom, responsibility and personal growth. University is not merely a place for knowledge transmission, but a platform for exchange, societal participation and critical thinking.
• Teaching staff are learning facilitators. Trust, respect and open communication characterise successful teaching-learning relationships and promote motivation and self-confidence.
• Learning emerges from a balance between support and challenge. Resilience, independence and reflection develop when both dimensions work together.
• Diversity is strength. Inclusive language, mindfulness and respectful interaction create safe spaces and promote collaboration in diverse groups.
• Digital support is helpful, but does not replace critical thinking. Study time serves to develop judgement, self-reflection, creativity and discourse skills.
• Presence and personal exchange create resonance spaces that deepen knowledge, strengthen sense of belonging and build networks.
• Shared responsibility, respect, reliability, empathy, punctuality and community spirit characterise communication culture.
• Study success depends on time and energy management. A degree programme means 750 hours of work per semester (regardless of whether full-time or part-time). The vast majority of time must be invested in independent study.
• Motivation, stress management and work-study-life balance are keys to resilience. The higher education institution offers support services that can help in situations of unusual strain.
• Effective learning requires active processing of teaching content, regular repetition, multimodal approaches, practical application, error culture, social learning and reflection.
• Notes and annotations make thinking visible, structure content and facilitate exam preparation. Furthermore, this is an important way to acquire skills in the long term.
• Artificial intelligence can provide support, but does not replace independent research. Transparency, critical examination and supplementation through own analysis are absolutely necessary.

1 Fundamental Understanding of Academic Study ^ top 

Much changes when you begin studying at university. Unlike school and vocational training, an academic learning environment requires different approaches. A degree programme is a place for in-depth subject specialisation, but also for personal development and active participation in society.

Learning at a higher education institution is fundamentally different from the classical school system. You carry significant personal responsibility for your own skill acquisition. Moreover, it is about critical thinking and reflection, where "critical" here means reflecting on all findings from multiple perspectives and not, as the term is commonly used, finding faults or expressing negativity. Multi-perspective engagement with a topic, a question or a problem draws on different academic disciplines, various approaches and professional experiences. From this, a broader understanding can emerge, connections become visible and, ultimately, new creative solutions can be developed.

University is not merely a place for knowledge acquisition and your skills development. University is always also a social space where very different experiences, other perspectives and diverse identities meet. Learning always occurs within this social context. This is important, but not always easy. These differences demand respect, openness, reliability, critical ability and discrimination-sensitive communication from everyone. Only with this foundation can constructive collaboration succeed. Successful learning at a higher education institution is therefore not solely a matter of content or methods, but is fundamentally based on trusting and respectful dialogue between teaching staff and students.

1.1 From School to University ^ top 

Time and again, studying at a university is compared with school. I hear terms like "class", "lessons", "timetable" or "breaks" and "holidays". This is understandable from my perspective, as you have primarily been shaped by the school education system so far. Many processes at a university also feel familiar with the school system: attendance times, examinations and submissions right through to the layout of lecture halls.

However, this first impression is deceptive, as university is not an extension of school. Studying at university has a different educational mandate, involves different expectations and demands a different self-understanding on the part of students. School learning is usually still characterised by knowledge acquisition, performance assessment and covering the prescribed material. University demands independent engagement with complex content. Research-based learning, project-oriented application and transfer into previously unknown areas, as well as critical reflection and the development of an academic mindset, are at the centre of study.

This also means that learning at university does not occur due to detailed instruction and oversight from teaching staff. Active and self-directed learning is required in a degree programme. This means you take a very active role in your studies.

• say goodbye to the idea that everything in university study is "prescribed".

• develop your own goals instead of merely fulfilling examination requirements.

• do not regard the university as a service provider, but as a learning environment that is shaped together.

• check regularly: What expectations do you bring? And what are you willing to contribute yourself?

1.2 From Employment to Academic Study ^ top 

Studying at a higher education institution differs from vocational training or further education. In courses or professional development programmes, current specialist knowledge and skills for immediate use in employment are usually conveyed. In a degree programme, the focus is on comprehensive skills acquisition, which includes academic work as well as personal development. A degree programme is an academic education, and as at universities, academic work and research are central. This does not merely mean writing essays and seminar papers according to academic formal requirements. It concerns a fundamental attitude: asking questions, systematically investigating problems and questioning and reflecting on results. This does not remain confined to academic study. It also enables you to manage new, unexpected challenges in the workplace.

At the same time, a degree programme is about the personal development of analytical and communicative skills or the ability to independently and competently uphold positions. In your studies, you have the opportunity to try this out repeatedly and develop further. Mistakes are an important part of the learning and improvement process. These overarching competencies, often called key competencies, are not confined to a single profession, but enable diverse career opportunities and societal roles.

A further characteristic of academic study is self-directed learning. The responsibility for knowledge and skills acquisition lies with you. For this, you need strategies for understanding complex content as well as continuous and in-depth engagement with teaching and learning materials. You will be required to independently familiarise yourself with new content repeatedly. The goal is to prepare you for lifelong learning and the constantly emerging challenges—not only in a professional context. This is a central objective of the European higher education context.

This also includes the competence to engage with complex texts and regulations. It is not about memorising individual paragraphs, but about understanding structures, recognising connections and responding flexibly to change based on that understanding. Frameworks and requirements develop constantly. Artificial intelligence is a tool that claims to simplify these complexities for us and make connections visible. However, increasingly important is the ability to critically examine and question results. For this reason, you should continually develop your skills so that you can contextualise complex texts and requirements and check results based on that understanding.

A particular format in your studies is the seminar. It is characterised by independent research and shared discussion. You learn through deepening engagement with a usually self-chosen topic, through presentations by your peers and through interaction with teaching staff. The seminar is therefore structured differently from a lecture and does not primarily rely on knowledge transmission by teaching staff. A common hybrid format is the integrated teaching unit (ILV). Here there is a mix of input from teaching staff and independent deepening, exercises, but also student presentations as well as regular knowledge and skills assessment during the semester. Content prepared individually in advance is discussed and applied collectively. In seminars and ILVs, therefore, not only knowledge and skills are conveyed, but cooperation, reflection and independent thinking are continuously practised. This is intended to prepare you for the various professional situations in which teamwork and shared discussion are crucial.

• not everything is prescribed: set out on your own journey to discover knowledge and develop new understanding.

• the presented knowledge is merely a starting point: your initiative and questions deepen learning success.

• professional practice alone is insufficient: in your studies, you learn to reflect critically and research independently.

• learning does not end with the examination: practise in your studies to continually develop and remain open to new ideas.

1.3 Preparation for Starting Your Studies ^ top 

Before beginning your degree programme, no mandatory reading list, prescribed learning material or subject-specific prior knowledge is required or expected. Entry to university is designed so that it is possible with different levels of prior knowledge. You bring different skills and professional, school or voluntary experience than other students. This diversity is anticipated at the start of studies and is taken into account in the initial teaching units.

At the same time, there are some fundamental skills that are indispensable in academic study:

• English language skills (minimum level B2) are essential in academic study. Even in predominantly German-language degree programmes, many specialist articles and some teaching content are in English. English is used as a matter of course in academic work and for international exchange. You should close any gaps in your knowledge before starting your degree programme and improve your level. You can achieve this in many ways: for example, through English-language news and films, but also through English learning resources on digital learning platforms and apps or through personal contact in conversation courses and language cafés.

• Mathematical competencies in basic arithmetic and equation manipulation are assumed in academic study. Complex calculations are naturally discussed and practised together in teaching units. For this, you need the foundations such as working with fractions, powers and roots. You must be able to manipulate terms and calculate linear and quadratic equations as well as understand linear, quadratic and exponential functions. Confident handling of units and powers as well as, of course, percentage and proportion calculations are required at the start of studies.

• Self-directed learning takes on a large and important role in academic study. In teaching units you receive input, which you then must deepen and apply in exercises. Here too it is necessary for you to prepare for this before starting your degree programme.

• Operational readiness means that you have reliable technical equipment and can confidently operate basic software applications such as email and office tools. You need a laptop or tablet on which subject-specific software, e.g. for Computer Aided Architectural Design (CAAD), Geographical Information Systems (GIS) or Life Cycle Analysis (LCA), can be installed. Particularly with tablets, it is important to ensure that these can use not only the simplified or online cloud-based office software tools. Of course, communication tools such as Microsoft Teams and the necessary technical requirements for professional work are essential. Learning platforms and many other tools are available online in your studies, but require good and secure internet connection.

1.4 University as a Platform ^ top 

Knowledge can now be obtained 24/7, and you no longer need exclusively the lecture hall or libraries for it. At the same time, despite the use of learning resources outside higher education institutions and the use of Artificial Intelligence (AI), foundational knowledge remains important for critical reflection and creative problem-solving. However, the university understands itself not merely as a place for subject-based knowledge transmission, but as a space for social and personal development. I like to describe this as a platform on which new perspectives can be developed together, current societal and subject-specific challenges can be reflected upon and, on this basis, sustainable solutions can be developed.

It is not about asserting your own ideas as the best solution. It is about open exchange, experimental exploration, diverse perspectives and a culture of discourse. By discourse culture, I mean a respectful and open conversation culture in which different viewpoints are heard, reflected upon and constructively developed further. Often it is not about the supposedly "correct" answer. University provides the opportunity to try things out and test your ideas without major consequences. And this happens in dialogue, in engagement with different perspectives and in shared further thinking.

• use projects and teaching units to test your own perspectives.

• actively seek opportunities to connect teaching content with practical questions.

• document your own development steps, open questions and new insights.

• regard university as a living place where ideas, questions and experiences can be exchanged in both directions between teaching staff and students (resonance space).

1.5 Teaching Staff Facilitate Learning Processes ^ top 

Not only does the role of students change with academic study. Teaching staff at universities are impulse providers, coaches and discussion partners. Do not see them as authority figures or control instances, but as supporters in your individual learning process. I like to describe this changed attitude as teaching and learning on equal terms. At the same time, this challenges you in a new and perhaps unfamiliar way: you must take responsibility for your own learning process and skills acquisition yourself. This means both active participation in teaching and learning units as well as seeking feedback and asking questions. In addition, you must engage constructively with uncertainty. Do not see it as a disruption, but as a starting point for deeper reflection and your own learning. The integration of uncertainty is an important educational objective in higher education institutions so that you can master the diverse, usually unforeseeable and unplanned challenges in professional and societal contexts.

Dialogue and interaction play an essential role in the higher education context. Teaching staff bring expertise and structural orientation. As a student, you bring curiosity and your own questions. When these two perspectives come together productively, learning occurs. For this to succeed, a trusting and appreciative relationship between teaching staff and students is necessary. You are invited to openly name your own uncertainties and ask your questions. You will not be judged negatively for doing so.

• actively seek conversation with teaching staff; not only when it comes to performance assessments and grading.

• use feedback not only to improve grades, but for your own personal development.

• prepare for teaching units not only in terms of content, but also with questions and discussion contributions.

• accept uncertainty as part of every learning process and not as a shortcoming in teaching or a sign of your own failure.

1.6 Support and Challenge ^ top 

Support and challenge are not a contradiction, but an important prerequisite for successful academic study. Individual advice, mentoring and support require a willingness to actively participate and prepare. Learning means engaging with content and taking responsibility for your own skills acquisition. This is not comfortable; it is always demanding and challenging. Although the effort relates not only to study time, but especially to the depth and complexity of engagement and actually doing things yourself rather than "just" listening.

• set clear, verifiable learning goals at the start of your studies and each semester.

• document your learning processes regularly, for example in a learning journal.

• deal with setbacks constructively and analyse what did not work.

• take responsibility for your progress, even when external structures are lacking.

1.7 Together on Equal Terms ^ top 

Higher education institutions bring together people from different age groups, cultural backgrounds, professional experience, identities and life realities. This diversity is an essential prerequisite for shared learning with diverse perspectives, from which innovations can emerge. The resulting heterogeneity enables different viewpoints.

The foundation for this is an inclusive, discrimination-critical and discrimination-free study and learning culture—a safer space. The university provides this regardless of gender, social background, sexual orientation, disability, religion, nationality, language, mental health or other personal circumstances. This makes equal access to education, recognition and participation possible. This togetherness is based on democratic values and mutual respect. This does not mean conflict avoidance, but respectful engagement with differences and diversity. It is about listening, a willingness to accept other perspectives and tolerating ambiguity.

Awareness ^ top 

Awareness means attention to exclusion, boundary violations and discrimination. Concretely, this means, among other things:

• Use diversity-sensitive language, respectful forms of address, avoid stereotypes and acknowledge individual self-designations.
• Recognise and name discrimination. This also concerns subtle forms such as microaggressions, intrusive questions or unintended exclusions.
• Awareness thrives on not looking away, but creating spaces in which everyone feels seen and safe.
• No one is free from assumptions. However, what matters is the willingness to learn and reconsider your own behaviour.

These are not supplementary topics, but important key competencies, as they concern not only academic study, but also professional engagement with diversity in the workplace and societal contexts. In your studies, the skills needed for this can be practised, developed and experienced.

1.8 Presence & Exchange ^ top 

Studying does not mean only independent learning. Exchange with other students, but also with teaching staff, is a decisive quality during your time at university. Working together means that you can ask questions and also see that others have questions and different perspectives. Thus deeper understanding and new perspectives can emerge, which are difficult to achieve alone.

The extent to which this represents a mandatory requirement set by the university is also discussed controversially among my colleagues. To be honest, I am not a supporter of mandatory attendance, as I have repeatedly experienced that simply "sitting in the lecture" does not directly lead to learning success. The freedom of self-directed study and the necessary prerequisite for independent learning means for me that this should not be made a compulsory obligation. However, this does not mean that presence is not important. Quite the opposite: personal exchange, collaboration and feedback, structure and motivation promote deeper understanding, reduce procrastination and can increase fairness and reliability in team contributions.

When there is no attendance requirement, you are yourself responsible, and it requires your own conscious decision. But that is exactly what studying means! ^ top 

Presence in academic study therefore means more than mere physical attendance. I have already written about the importance of trying out and developing significant social skills as part of academic study, which are essential skills for societal life and professional practice.

• use meetings before and after teaching units, in conversations in the café and on campus.

• seek direct exchange with fellow students for discussions, questions and the shared search for answers.

• speak to teaching staff independently of classes.

• actively try out laboratories, workshops and creative spaces.

• strengthen your sense of belonging and motivation through your presence.

• expand your teamwork and discourse skills.

2. Five Characteristics of Your Degree Programme ^ top 

Studying usually differs from one university to another. Especially if you already have experience with university study elsewhere, some things may be unfamiliar to you. For this reason, I have summarised the 5 most important characteristics of your studies here:

1. Study = Academic Research Even though you study at a university of applied sciences here, much emphasis is placed on academic work and research. Scholarly articles and papers from specialist journals are part of your everyday study life, and every statement or claim must be backed up with correct citation methods.

2. Ask Questions In our institution, the paths to teaching staff are short and our doors are open to you. We consciously operate as a presence-based university so that you can reach us easily. Use these opportunities for personal discussion and ask questions. This way you can master problems early on and find solutions more easily. This dialogue is an important part of learning.

3. Ask for Feedback Before It Counts Usually, there is an opportunity to ask questions during teaching units or whilst working on seminar papers, presentations or project assignments. We do not answer questions via email, but you can book an office hour, as personal dialogue is important to us. Come to us as soon as possible if you have problems with your studies. Here too: the earlier you seek conversation, the easier we can support you. When examinations and performance assessments are unsuccessful, unfortunately it is too late by then.

4. Work Independently & Take Responsibility Studying means self-organisation. You will work through much content independently, and the independent study component in academic study is by far the largest part of your time. Deliberately, not all structures and information are always completely provided, as this is an important part of your deeper learning. Studying also means continuously developing the competencies so that you can independently acquire your own knowledge throughout life and reach appropriate results even with incomplete information.

5. Learn Through Application Exercises, project assignments and practical application are important components of your studies. Through this we complement the academic rigour, and you learn to deepen your knowledge and skills and apply them in concrete situations.

3. Netiquette in Academic Study ^ top 

Respectful, reliable and professional interaction is the foundation for successful learning in the lecture hall, in the digital space and in written communication. This is not about perfect etiquette. It is about your willingness to take responsibility for your behaviour and to take this into account in emails, during lectures or in a conversation.

3.1 Email Communication—Clear, Friendly, Professional ^ top 

Emails are often the first point of contact. They help shape the tone of collaboration.

• Formulate a precise subject line with your degree programme abbreviation. This way emails can be assigned more quickly.

• Choose a respectful form of address. If you are unsure: "Dear Study Programme Management Team" is always appropriate.

• Write factually, politely and solution-oriented. Please avoid demanding or emotionally charged formulations.

• End your message with a written greeting. Abbreviations like "Cheers" or "Best" come across as careless. Take time even for a brief email question or feedback.

• Add a signature with your name, degree programme with year of entry and study format (full-time or part-time) as well as your student identification number. This facilitates processing and demonstrates professionalism.

3.2 Digital Teaching Formats—Visible, Respectful, Focused ^ top 

Relationships develop in the virtual space too—through presence, respect and consideration.

• Test your technology, internet and login in advance. This way you can start punctually and focused.

• Use headphones or a headset. This prevents feedback and disruption for everyone.

• Switch your camera on. This is an expression of respect and presence.

• Mute your microphone when you are not speaking. Background noise disrupts the entire group.

• Do not record secretly. Audio and video recordings are generally impermissible and legally punishable.

3.3 Face-to-Face Events—Prepared, Focused, Mindful ^ top 

The lecture hall is a shared learning space. Being mindful means not disturbing others.

• Be punctual. Arriving late is disrespectful, disruptive and interrupts the flow.

• Speak with neighbours only during group work. Background conversations disrupt others' concentration and make teaching staff uncertain.

• Use your mobile phone or laptop only for learning. There is plenty of time for private or professional communication during breaks between teaching units.

• Please do not eat or drink in the lecture hall. The spaces are designed for focused work, and you would not want to work at a dirty desk either.

• Leave your space clean. Please take rubbish, paper or coffee cups with you. That is what you would expect too.

3.4 Applications and Documents—Structured, Complete, Proactive ^ top 

Good enquiries help everyone: you, the recipients and the process.

• Inform yourself first: FAQs, guides and Moodle forums answer many questions beforehand.

• For applications, contact Study Management first. The programme director is only the first point of contact in exceptional cases.

• Submit your documents digitally, completely and legibly. Ideally as a PDF with all necessary attachments.

• For care responsibilities (e.g. unwell child): You can notify us of absence here too.

3.5 Completing Examinations—Fairly, Transparently, in Accordance with Regulations ^ top 

Examinations should show what you can do—not how well you can get around the rules.

• Do not share or publish examination tasks. This violates copyright and can have criminal consequences.

• Grade negotiation is not possible. Assessments are not contestable, but you can always request insight into your results and feedback from teaching staff.

3.6 Dealing with Conflict—Respectfully, Calmly, Solution-Oriented ^ top 

Misunderstandings, frustration or annoyance also arise during academic study—this is normal. What matters is how you deal with it.

• No offensive posts or rumours. Personal rights apply in WhatsApp groups and social media too.

• Bullying, discrimination or disparagement will not be tolerated. The university stands for a discrimination-free space. This applies both offline and online.

• Criticism is welcome—but please keep it factual and respectful. Whoever expresses criticism takes responsibility. Whoever accepts criticism shows strength.

• No complaining about teaching staff, content or teaching methods. Constructive criticism and ideas for development are important and should be expressed: but please do so directly, honestly and on equal terms. Seek dialogue with teaching staff, not roundabout routes through group chats or corridor gossip.