Survey design and results

People who rated the inclusion of digital teaching in the quality objectives as important gave the following reasons for this:

• Flexibility for students
• Mixed forms also enrich the teaching programme, hybridity
• Digital teaching needs a framework that shows possibilities and limits

People who rated the inclusion of digital teaching in the quality objectives as neutral or unimportant gave the following reasons:

• Digitality not unimportant, but should not be a quality objective in its own right
• University life means presence and should be situated in physical space
• "Living/learning/working/researching in a world of digitality" instead of the buzzword digital teaching
• Risk of exclusion of certain groups

People who rated the inclusion of data handling in the quality objectives as important gave the following reasons for this:

• Lack of clarity of the term, is associated with data protection
• Essential in all areas

People who rated the inclusion of data handling in the quality objectives as neutral or unimportant gave the following reasons:

• more important at the school
• not a separatequality objective

People who rated the inclusion of dealing with artificial intelligence in the quality objectives as important gave the following reasons for this:

• Increasing relevance of AI
• Communication of ethical considerations in dealing with AI

People who rated the inclusion of dealing with artificial intelligence in the quality objectives as neutral or unimportant gave the following reasons:

• Rather sub-item of digital teaching or handling of data
• Not more important than topics such as inclusion or democracy

People who rated the inclusion of sustainability in teaching and learning in the quality objectives as important gave the following reasons for this:

• High relevance
• Cross-cutting topic, should be included in all subjects
• Also sustainable organisation of teaching

People who rated the inclusion of sustainability in teaching and learning in the quality objectives as neutral or unimportant gave the following reasons:

• Unclear conceptualisation
• Better separate point "Future competences"

People who rated the inclusion of excellence in teaching and learning in the quality objectives as important gave the following reasons for this:

• Important, but concretisation of the term necessary
• Teaching conditions must be right for this

People who rated the inclusion of excellence in teaching and learning in the quality objectives as neutral or unimportant gave the following reasons:

• Rather emphasise equivalence to research and transfer
• Inequality of opportunity due to focus on elites

People who rated the inclusion of respect for values in the quality objectives as important gave the following reasons for this:

• University as a social space (with a role model function and direction for society)
• Protection of certain values as a necessity in the context of certain social developments
  • externally: Emphasising the importance of science, commitment to democracy and the rule of law
  • internally: Conveying/ exemplifying democratic values

People who rated the inclusion of respect for values in the quality objectives as neutral or unimportant gave the following reasons:

• A matter of course, therefore not a quality objective
• How to implement in subjects such as maths

People who rated the inclusion of a culture of free discourse and debate in the quality objectives asimportant gave the following reasons for this:

• Respecting fundamental values (tolerance, respect, etc.)
• Protection of free discourse and debate culture in view of cancel culture/political correctness
• Also promote more in the natural sciences

People who rated the inclusion of a culture of free discourse and debate in the quality objectives as neutral or unimportant gave the following reasons:

• Already a deeply rooted part of university structures
• Needs a willingness to engage in discourse, i.e. openness and a willingness to listen

People who rated the inclusion of internationality, multilingualism and interculturality in the quality objectives as important gave the following reasons for this:

• There is still a great need here
• Encounters as an important means of social cohesion
• Strengthening the attractiveness for international students
• Communicating intercultural values

People who rated the inclusion of internationality, multilingualism and interculturality in the quality objectives as neutral or unimportant gave the following reasons:

• Not an objective to be prioritised, already included in other areas

People who rated the inclusion of empowerment for social participation in the quality objectives as important gave the following reasons for this:

• Task of the university to enable students to
• Learning about and encouraging active participation (participation of students in organisational/decision-making processes)

People who rated the inclusion of empowerment for social participation in the quality objectives as neutral or unimportant gave the following reasons:

• Unclear conceptualisation
• Not an objective to be prioritised, already included in other areas