67 datasets found
  1. Number of students in German universities in winter semesters...

    • statista.com
    • thefarmdosupply.com
    Updated Jul 1, 2025
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    Statista (2025). Number of students in German universities in winter semesters 2002/2003-2024/25 [Dataset]. https://www.statista.com/statistics/584061/university-student-numbers-winter-semesters-germany/
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    Dataset updated
    Jul 1, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Area covered
    Germany
    Description

    In the winter semester 2024/25, around 2.87 million students were enrolled in German universities. This was a slight decrease compared to the previous year, but still around 250,000 more than ten years ago, demonstrating that higher education is becoming a more popular option for people in Germany. Students at German universities The majority of students in Germany are studying to get a bachelor’s degree, however, a significant growing number of students also go on to do a master’s degree. German universities offer students the opportunity to study a wide range of subjects - humanities as well as sciences. The most popular subjects to study among German students in recent years have been law, economics, and social sciences, followed by engineering. Although there are different institutions at which students in Germany can pursue higher education, most students opt to study at a university or university of applied sciences. These types of institutions also offer the most courses for students to choose from. Private universities As well as having state-funded universities, there are also private universities in Germany. As the name suggests, this means that they are not funded by the state, and therefore students must pay the fees for each semester themselves. This model of higher education is more similar to the one found in England or the U.S. Despite the higher tuition fees, the most popular university in Germany is currently a private one, suggesting that there are possibly some advantages to paying more for your education. It is important to note that comparatively only a very small percentage of students attend private universities. This is likely since they are more expensive, and shows the importance of keeping university affordable so that everyone can have the opportunity to pursue further education.

  2. Highest rated universities in Germany 2025

    • statista.com
    • tokrwards.com
    Updated Jan 31, 2025
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    Statista (2025). Highest rated universities in Germany 2025 [Dataset]. https://www.statista.com/statistics/1091741/best-german-universities-by-times-higher-education/
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    Dataset updated
    Jan 31, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Time period covered
    2024 - 2025
    Area covered
    Germany
    Description

    The Technical University of Munich was ranked the best University in Germany in 2025. Germany's second-highest ranked University was the LMU Munich, with Heidelberg University being ranked as the third-best University in the country.

  3. Universities in Germany in 2023/2024, by type

    • statista.com
    • thefarmdosupply.com
    Updated Jul 1, 2025
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    Statista (2025). Universities in Germany in 2023/2024, by type [Dataset]. https://www.statista.com/statistics/1183965/universities-by-type-germany/
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    Dataset updated
    Jul 1, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Area covered
    Germany
    Description

    In the winter semester of 2023/2024, the share of universities of applied sciences in Germany was over 50 percent. Standard universities accounted for around a quarter of all universities and colleges. A total of 2.87 million students were enrolled in these types of universities in the winter semester of 2023/2024.

  4. Number of Bachelor's and Master's degrees in universities in Germany...

    • thefarmdosupply.com
    • statista.com
    Updated Jun 26, 2025
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    Statista (2025). Number of Bachelor's and Master's degrees in universities in Germany 2000-2023 [Dataset]. https://www.thefarmdosupply.com/?_=%2Fstatistics%2F584454%2Fbachelor-and-master-degrees-number-universities-germany%2F%23RslIny40YoL1bbEgyeyUHEfOSI5zbSLA
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    Dataset updated
    Jun 26, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Area covered
    Germany
    Description

    ******* Bachelor's degrees were awarded at German universities. This was a decrease compared to the year before. This timeline shows the number of Bachelor's and Master's degrees completed at universities in Germany from 2000 to 2023.

  5. d

    Universities in the Federal Republic of Germany 1949-2001

    • da-ra.de
    Updated 2008
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    Peter Lundgreen; Gudrun Schwibbe (2008). Universities in the Federal Republic of Germany 1949-2001 [Dataset]. http://doi.org/10.4232/1.8202
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    Dataset updated
    2008
    Dataset provided by
    da|ra
    GESIS Data Archive
    Authors
    Peter Lundgreen; Gudrun Schwibbe
    Time period covered
    1949 - 2001
    Area covered
    West Germany
    Description

    The study ‘Vocational Schools and universities in the Federal Republic of Germany (FRG) 1949-2001’ consists of two parts: I: vocational schools; II: universities. In Gesis´s online database HISTAT the data is available in two separated data sets, one for vocational schools and one for universities. The study was published as volume VIII of the data handbook on German educational history, a collaborative research project supported by the Deutsche Forschungsgesellschaft (DFG) which documents German educational statistics of the last 200 years. The data handbook starts with a part in text form on the history of institutions and the functions of these institutions. In the text part there are also nine appendices explaining the methodological procedure. The other part of the study contains data. 535 tables based on this data are available on HISTAT. A selection of tables and numerous graphs illustrate the text part. The data handbook can be used by those who work with the data set from HISTAT and who want further information on previous decisions made on the construction of the data set. The table of contents of the hand book and the register of tables are available here as PDF files. The data tables on universities refer mainly to students of different university types as defined in the sources. Regarding the basic classification of university types we did some standardization and slightly summarized the classifications from the original source. Data tables in HISTAT (topic education): Universities by university types:1. Universities [in contrast to the classification in the sources; without technical universities]2. Technical universities [separated from universities]3. General universities 4. Theological universities [philosophical theological and church universities]5. Pedagogical universities6. Universities of Art and Music[Sum of 1 to six: “scientific universities”]7. Universities of applied science (incl. universities of applied science of administration)8. Universities of applied science of administration9. Universities of applied science without universities of applied science of administration The data available on HISTAT was originally saved as an Access data base. In few cases if there were complications with the sources, supplementary data was collected and sometimes estimated. These adjustments are included in the concerning tables of the book but not in the Access data base; it is the case for the tables of students by institutions. Special attention is necessary for analyzing the number of teacher education students at pedagogical schools between 1950 and 1966. Only from 1967 on pedagogical universities are included in the official statistics on universities. The time series from the Access data base as it is also available on HISTAT do not include students at pedagogical universities for the period before 1967. These numbers can be found separately in the book (see appendix 5).

  6. f

    Table_1_There are alternatives. Models for sustainable employment structures...

    • frontiersin.figshare.com
    docx
    Updated Mar 1, 2024
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    Mathias Kuhnt; Peter Müßig; Tilman Reitz (2024). Table_1_There are alternatives. Models for sustainable employment structures in the German system of higher education.docx [Dataset]. http://doi.org/10.3389/frma.2024.1301354.s001
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    docxAvailable download formats
    Dataset updated
    Mar 1, 2024
    Dataset provided by
    Frontiers
    Authors
    Mathias Kuhnt; Peter Müßig; Tilman Reitz
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Description

    The German system of higher education and public research is characterized by a high rate of temporary contracts with short contract durations and a nearly complete absence of structured career options. About 82% of employees not holding a full professorship have fixed-term contracts, with an average contract period of 20 months. This is facilitated by a special fixed-term employment law (Wissenschaftszeitvertragsgesetz) which universities and other public research institutions have stretched to its limits. Against the background of a survey which we conducted in 2021 and whose results once more demonstrate the shortcomings of this system, we discuss alternative options in the form of model calculations. We propose a reform of employment structures and career paths that could improve not only personal working conditions but also ensure the quality of research and teaching in German academia. By quantitative comparison with the current employment situation, our model calculation demonstrates that plannable career decisions can be enabled at an early stage without changing budgets or teaching duties. We also show that the counter argument of a “congestion” of positions is not substantiated, and that young scholars will still have the opportunity to start a career in the reformed system, while the total number of employees can be kept nearly constant.

  7. Number of students at universities Germany 2023/2024, by federal state

    • statista.com
    Updated Jan 13, 2025
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    Statista (2025). Number of students at universities Germany 2023/2024, by federal state [Dataset]. https://www.statista.com/statistics/1114719/students-number-universities-by-federal-state-germany/
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    Dataset updated
    Jan 13, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Area covered
    Germany
    Description

    In the winter semester of 2023/2024, which starts in the autumn, there were 405,492 students enrolled in Bavarian universities. North Rhine-Westphalia boasted the highest university student numbers among German federal states, with approximately 717,963 students.

  8. d

    Schools and Universities in the German Democratic Republic, 1949 – 1989

    • da-ra.de
    Updated Dec 15, 2014
    + more versions
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    Helmut Köhler; Thomas Rochow (2014). Schools and Universities in the German Democratic Republic, 1949 – 1989 [Dataset]. http://doi.org/10.4232/1.12139
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    Dataset updated
    Dec 15, 2014
    Dataset provided by
    da|ra
    GESIS Data Archive
    Authors
    Helmut Köhler; Thomas Rochow
    Time period covered
    1949 - 1989
    Area covered
    East Germany
    Description

    The Study’s contextWith the publication of this data manual on education in the former GDR, the publication series of data manuals on German Education History, funded by the DFG (German Research Foundation) since 1987, is continued. Koehler’s and Rochow’s volume to the education system of the former GDR follows up in a temporal perspective on the following data manuals of: - Müller und Zymek über die mittleren und höheren Schulen im Deutschen Reich zwischen 1800 und 1945 ( Data manual on lower and upper secondary schools of the German Empire between 1800 and 1945), (GESIS-Study-no.: ZA8240) and- Titze über das Hochschulstudium in Preußen und Deutschland von 1820 bis 1944 (Academic studies in Prussia and Germany between 1820 and 1944) (GESIS-Study-no: ZA8142).Koehler’s and Rochow’s data compilation supplements the Data Manuals on the development of schools and universities in the Federal Republic of Germany of Peter Lundgreen:- Köhler, Helmut; Lundgreen, Peter (2014), Allgemeinbildende Schulen in der Bundesrepublik Deutschland 1949 – 2010. ( Schools of general education in the Federal Republic of Germany, 1949 – 2010)(GESIS-Study-no: ZA8570);- Lundgreen, Peter; Scheunemann, Jana (2008 ), Berufliche Schulen und Hochschulen in der Bundesrepublik Deutschland 1949-2001 Teil I: Berufliche Schulen. (Vocational Schools and Universities in the Federal Republic of Germany. Part I: Vocational Schools)(GESIS-Study-no: ZA8201)- Lundgreen, Peter; Schwibbe, Gudrun (2008 ), Berufliche Schulen und Hochschulen in der Bundesrepublik Deutschland 1949-2001 Teil II: Hochschulen. (Vocational Schools and Universities in the Federal Republic of Germany. Part II: Universities) (GESIS-Study-no: ZA8202) All these studies’ data have been archived under the Study-number mentioned in the brackets and the data are free of access via GESIS-data archive in Cologne. The data can be downloaded via the Online-Database HISTAT (http://www.gesis.org/histat/) under the subject ‘Bildung’ (Education). Subject of the StudyThe whole educational system of the former GDR is described statistically. Because the public access to educational statistics in the GDR was restricted to the information given by the Statistical Yearbook of the GDR, the data compilation of Koehler and Rochow is a documentation of not yet published data, which are partly discoverable only in archives. The compilation focuses on a general government perspective. The whole educational system, from pre-school education up to advanced education in the GDR, has considered by the authors. With the founding of the two German states, GDR and FRG, the development of the educational history followed two different ways until 1990, the year of reunification. The educational system of the former GDR underwent a break with some of the central characteristics of the traditional German Educational System’s Structure. Vertical institutional differentiations as well as regional characteristics of the educational system have been dissolved in the centralized GDR-System. A consistent opening and access of educational institutions should eliminate previously existing educational privileges of the upper classes.For this purpose, a unified school system should be established, which is open for all students, regardless of their regional and social origin, offering equal access and educational opportunities from primary school to university. Koehler and Rochow enrich ther Data manual by explaining the political and social contexts of the statistical collection in a detailed preceding text part. The break with dominant features of the German educational system leads to a different composition and structure of the data manual on the GDR. The division of general education into lower and higher school types was replaced by a sequence broken down by grade levels. The development of general education in the GDR is closely linked to other parts of the educational system, such as the Pre-school field and aspects of non-formal education. Vocational education and advanced education have added the system of education in the GDR. Specialized schools and universities were linked by the authorization system and the registration rules closely with the school system. The detachment of technical schools from the field of vocational schools and their development into an educational institution oriented at university level justifies the common statistical treatment of technical schools and universities. The educational system of the GDR was geared to the needs of the GDR’s employment system and because of the planned economy system and the agreements between educational and occupational system the educational system was subject to political interference and control. The compiled statistics begin first at the state level, then the representation at the country level follows and finally the document at the district level is offered.The first part of the manuals data tables deals with information on general schools.First, ...

  9. G

    Germany DE: Higher Education Researchers: % of National Total

    • ceicdata.com
    Updated Jan 15, 2025
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    CEICdata.com (2025). Germany DE: Higher Education Researchers: % of National Total [Dataset]. https://www.ceicdata.com/en/germany/number-of-researchers-and-personnel-on-research-and-development-oecd-member-annual/de-higher-education-researchers--of-national-total
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    Dataset updated
    Jan 15, 2025
    Dataset provided by
    CEICdata.com
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    Dec 1, 2011 - Dec 1, 2022
    Area covered
    Germany
    Description

    Germany DE: Higher Education Researchers: % of National Total data was reported at 25.095 % in 2023. This records a decrease from the previous number of 25.388 % for 2022. Germany DE: Higher Education Researchers: % of National Total data is updated yearly, averaging 26.141 % from Dec 1981 (Median) to 2023, with 36 observations. The data reached an all-time high of 29.178 % in 1993 and a record low of 22.015 % in 1989. Germany DE: Higher Education Researchers: % of National Total data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Germany – Table DE.OECD.MSTI: Number of Researchers and Personnel on Research and Development: OECD Member: Annual.

    The data in this publication for Germany cover unified Germany from 1991 and western Germany only until 1990.

    Between 1991 and 2021, the data for the PNP sector were included in the Government sector. In 2016, the method for calculating R&D coefficients was revised, introducing a break in series in the Higher Education sector. In particular, coefficients are thereafter based on time-use surveys.

    From reference year 2014, the distribution of R&D personnel by occupation is requested in the government survey whereas it was previously estimated from data by qualification.

    The method for calculating public-financed R&D in the business enterprise sector was reviewed, resulting in the revision of business enterprise R&D and the national total back to 1991.

    In 1992 the methodology of the survey on resources devoted to R&D in the Government sector was changed.

    For 1997, the methodology for allocating GBARD by socio-economic objective changed. For 1997 and from 2001 to 2015, the global budget reduction was not distributed proportionally across SEO by the Federal Ministry of Education and Research. Therefore, the sum of the breakdown for those years does not add to the total. From 2016 onwards the global reduction is distributed across SEO proportionally.

  10. G

    Germany DE: Higher Education Total R&D Personnel: Full-Time Equivalent

    • ceicdata.com
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    CEICdata.com, Germany DE: Higher Education Total R&D Personnel: Full-Time Equivalent [Dataset]. https://www.ceicdata.com/en/germany/number-of-researchers-and-personnel-on-research-and-development-oecd-member-annual/de-higher-education-total-rd-personnel-fulltime-equivalent
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    Dataset provided by
    CEICdata.com
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    Dec 1, 2011 - Dec 1, 2022
    Area covered
    Germany
    Description

    Germany DE: Higher Education Total R&D Personnel: Full-Time Equivalent data was reported at 158,400.000 FTE in 2022. This records an increase from the previous number of 156,543.000 FTE for 2021. Germany DE: Higher Education Total R&D Personnel: Full-Time Equivalent data is updated yearly, averaging 104,333.500 FTE from Dec 1981 (Median) to 2022, with 36 observations. The data reached an all-time high of 158,400.000 FTE in 2022 and a record low of 58,614.000 FTE in 1981. Germany DE: Higher Education Total R&D Personnel: Full-Time Equivalent data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Germany – Table DE.OECD.MSTI: Number of Researchers and Personnel on Research and Development: OECD Member: Annual.

    The data in this publication for Germany cover unified Germany from 1991 and western Germany only until 1990.

    Between 1991 and 2021, the data for the PNP sector were included in the Government sector. In 2016, the method for calculating R&D coefficients was revised, introducing a break in series in the Higher Education sector. In particular, coefficients are thereafter based on time-use surveys.

    From reference year 2014, the distribution of R&D personnel by occupation is requested in the government survey whereas it was previously estimated from data by qualification.

    The method for calculating public-financed R&D in the business enterprise sector was reviewed, resulting in the revision of business enterprise R&D and the national total back to 1991.

    In 1992 the methodology of the survey on resources devoted to R&D in the Government sector was changed.

    For 1997, the methodology for allocating GBARD by socio-economic objective changed. For 1997 and from 2001 to 2015, the global budget reduction was not distributed proportionally across SEO by the Federal Ministry of Education and Research. Therefore, the sum of the breakdown for those years does not add to the total. From 2016 onwards the global reduction is distributed across SEO proportionally.

  11. d

    Grades at German Universities 1950 – 2010

    • da-ra.de
    Updated Nov 10, 2017
    + more versions
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    Volker Müller-Benedict; Gerd Grözinger; Thomas Gaens (2017). Grades at German Universities 1950 – 2010 [Dataset]. http://doi.org/10.4232/1.12919
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    Dataset updated
    Nov 10, 2017
    Dataset provided by
    da|ra
    GESIS Data Archive
    Authors
    Volker Müller-Benedict; Gerd Grözinger; Thomas Gaens
    Time period covered
    1950 - 2010
    Area covered
    Germany
    Description

    The goal of the DFG project ´The Grading at German Universities from the 1960s to today. Trends, differences, causes ´(MU 1625/7) was to examine whether there are systematic influences on the grade level of exam grades that are not based on the level of examiners´ performance. Such influence has been increasingly discussed in the last decade, the ´grade inflation´: the grade level is getting better and better without any performance improvement behind it. For analysis, long-term time series are necessary. That´s whyexam grades (Diplom, Magister, 1. Staatsexamen) were collected for periods as far back as possible. By 1997, grades for nine core subjects were taken from individual examination papers in the university archives of eight universities. From this annual average grades were formed and stored in time series. From 1998, these time series were continued with the data on the examination statistics of the Federal Statistical Office, which from this point onwards covered all individual university examinations electronically. The evaluation shows stable, large differences between subjects, between universities in the same subject, as well as grade inflation and cyclical courses. Data tables in HISTAT:The N for forming the average scores for calculating inferential statistics, among others confidence intervals, are recorded separately. [N less than 4 are not specified for reasons of data protection].

  12. u

    Open Access-related Infrastructures and Services at German Universities...

    • pub.uni-bielefeld.de
    Updated May 28, 2024
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    Andre Bruns; Elham Iravani; Niels Christian Taubert (2024). Open Access-related Infrastructures and Services at German Universities (OARIS) [Dataset]. https://pub.uni-bielefeld.de/record/2965623
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    Dataset updated
    May 28, 2024
    Authors
    Andre Bruns; Elham Iravani; Niels Christian Taubert
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Description

    The dataset ‘Open Access-related Infrastructures and Services at German Universities (OARIS) was compiled in the context of the BMBF-funded project ‘OAUNI - Entwicklung und Einflussfaktoren des Open-Access-Publizierens an Universitäten in Deutschland‘. The aim of the project is to analyze the uptake of Open Access (OA) at German universities and to identify the most important determinants.1 As suggested by its name, the dataset is restricted to German universities and collects information about OA-Infrastructures and services at these institutions. As the dataset is a result of a project but not an OA information resource, it is not intended to update the data. OARIS includes structural data about German universities as well as data about institutional repositories, institutional OA policies, publications funds, university presses, and journals hosted by Open Journal Systems (OJS). The data collection and data cleaning took place between May 2020 and May 2021. Table 1 provides more detailed information about the sources of data used for OARIS.

  13. Data from: COVID-19 German Student Well-being Study (C19 GSWS)

    • zenodo.org
    • data.niaid.nih.gov
    bin, csv
    Updated Jul 3, 2024
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    Eileen Heumann; Stefanie M. Helmer; Heide Busse; Jannis Trümmler; Claudia R. Pischke; Sarah Negash; Johannes Horn; Rafael Mikolajczyk; Yasemine Niephaus; Claus Wendt; Christiane Stock; Eileen Heumann; Stefanie M. Helmer; Heide Busse; Jannis Trümmler; Claudia R. Pischke; Sarah Negash; Johannes Horn; Rafael Mikolajczyk; Yasemine Niephaus; Claus Wendt; Christiane Stock (2024). COVID-19 German Student Well-being Study (C19 GSWS) [Dataset]. http://doi.org/10.5281/zenodo.12570402
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    bin, csvAvailable download formats
    Dataset updated
    Jul 3, 2024
    Dataset provided by
    Zenodohttp://zenodo.org/
    Authors
    Eileen Heumann; Stefanie M. Helmer; Heide Busse; Jannis Trümmler; Claudia R. Pischke; Sarah Negash; Johannes Horn; Rafael Mikolajczyk; Yasemine Niephaus; Claus Wendt; Christiane Stock; Eileen Heumann; Stefanie M. Helmer; Heide Busse; Jannis Trümmler; Claudia R. Pischke; Sarah Negash; Johannes Horn; Rafael Mikolajczyk; Yasemine Niephaus; Claus Wendt; Christiane Stock
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Description

    COVID-19 German Student Well-being Study (C19 GSWS)

    Following the COVID-19 International Student Well-being Study (C19 ISWS; survey phase: May 13th, 2020 to May 29th, 2020 in 27 European countries coordinated by the University of Antwerp), well-being of university students during the COVID-19 pandemic continued to be the focus of the collaborative COVID-19 German Student Well-being Study (C19 GSWS) which was conducted at five universities in Germany.

    The five German universities taking part in the study were the Charité – Universitätsmedizin Berlin (PI: Prof. Christiane Stock), the University of Bremen (PI: Dr. Heide Busse), Heinrich-Heine-University Duesseldorf (PI: Prof. Claudia Pischke), University of Siegen (PI: Prof. Claus Wendt) and Martin-Luther University Halle-Wittenberg (PI: Prof. Rafael Mikolajczyk).

    The following research questions were addressed:

    - How did university students' (physical and socioeconomic) living conditions and academic workload change during the COVID-19 pandemic?

    - How were living and study conditions associated with mental health outcomes among university students during the COVID-19 pandemic?

    - How were living conditions and academic workload associated with health behaviours (e.g., substance use) among university students during the pandemic?

    - Which attitudes towards COVID-19 vaccination and determinants of vaccination behavior were prevalent r among university students?

    To answer the research questions, an online survey among university students was conducted at all participating universities from October 27th, 2021 to November 14th, 2021. The resulting data allow for a description of living conditions, as well as well-being, during the ongoing COVID-19 pandemic in German university student populations.

    Information about C19 ISWS on Zenodo:

    https://zenodo.org/communities/c19-isws/?page=1&size=20

  14. University courses with the most students in Germany winter semester...

    • statista.com
    Updated Jul 11, 2025
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    Statista (2025). University courses with the most students in Germany winter semester 2022/2023 [Dataset]. https://www.statista.com/statistics/584078/student-numbers-by-subject-winter-semester-germany/
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    Dataset updated
    Jul 11, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Area covered
    Germany
    Description

    This statistic shows the number of students at German universities in the 20 most populated fields of study in the winter semester 2022/2023. That semester, around ******* students were enrolled to study business administration.

  15. f

    Data from: Mapping knowledge transfer of German universities – an analysis...

    • tandf.figshare.com
    docx
    Updated Jul 2, 2025
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    Hendrik Berghäuser; Tabea Krauter; Christopher Stolz; Philipp Komaromi; Benjamin Butz (2025). Mapping knowledge transfer of German universities – an analysis of 145 mission statements [Dataset]. http://doi.org/10.6084/m9.figshare.29458549.v1
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    docxAvailable download formats
    Dataset updated
    Jul 2, 2025
    Dataset provided by
    Taylor & Francis
    Authors
    Hendrik Berghäuser; Tabea Krauter; Christopher Stolz; Philipp Komaromi; Benjamin Butz
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Description

    Universities are increasingly expected to actively contribute to societal developments that go beyond teaching and research activities. This societal impact is largely based on knowledge transfer and interlinkages between universities and society. However, the patterns and scope of knowledge transfer can vary between universities, implying different transfer profiles with individual settings of transfer mechanisms, transfer partners and their geographical localisation. In this paper we analyse different forms of knowledge transfer profiles in the external communication of German universities, based on an analysis of 145 mission statements. The results show a high diversity of knowledge transfer profiles, both in the intensity and thematic focus of knowledge transfer. Some universities focus more on knowledge transfer to the economy while other universities have a stronger transfer focus on state actors. Regarding the type of higher education institutes, we further find that universities of applied sciences have a higher transfer intensity than universities. However, most universities have a profile with a low overall intensity of knowledge transfer, indicating that knowledge transfer plays a subordinate role in universities’ profiling, despite being a codified task.

  16. F

    Index of Human Capital per Person for Germany

    • fred.stlouisfed.org
    json
    Updated Jan 21, 2021
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    (2021). Index of Human Capital per Person for Germany [Dataset]. https://fred.stlouisfed.org/series/HCIYISDEA066NRUG
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    jsonAvailable download formats
    Dataset updated
    Jan 21, 2021
    License

    https://fred.stlouisfed.org/legal/#copyright-public-domainhttps://fred.stlouisfed.org/legal/#copyright-public-domain

    Area covered
    Germany
    Description

    Graph and download economic data for Index of Human Capital per Person for Germany (HCIYISDEA066NRUG) from 1950 to 2019 about Germany, capital, and indexes.

  17. Average gross starting salary for university graduates in Germany 2023

    • tokrwards.com
    • statista.com
    Updated Jul 3, 2025
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    Statista (2025). Average gross starting salary for university graduates in Germany 2023 [Dataset]. https://tokrwards.com/?_=%2Fstatistics%2F584759%2Faverage-gross-starting-salary-university-graduates-germany%2F%23D%2FIbH0PhabzN99vNwgDeng71Gw4euCn%2B
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    Dataset updated
    Jul 3, 2025
    Dataset authored and provided by
    Statistahttp://statista.com/
    Time period covered
    2022
    Area covered
    Germany
    Description

    German law graduates holding a doctorate degree can currently expect the ******* average gross starting salary in the country when they enter the job market. Other degrees with good earning prospects include medicine, computer science (also with a doctorate degree), and industrial engineering. In comparison, those who studied graphics/design, humanities and social sciences are at the ****** of the starting salary food chain. Law courses among most attended Law, economics and social sciences were the subject groups seeing the ******* student numbers in German universities, totaling over *** million in 2023/2024. Engineering and mathematics rounded up the top three. German universities offer a variety of internationally recognized degrees, the Bachelor being the most frequently taken type of final exam. Slow yearly salary increase Among selected countries in the European Union, Germany ranks ***** in terms of average annual wages. All the same, when studying the change in average annual pay specifically in Germany during the last decade, a slow, but steady increase is visible year after year, until the coronavirus (COVID-19) pandemic hit in 2020. Since then, the average wage has been decreasing and in 2023 was around the same level as in 2017.

  18. e

    NRW: Study success rate of Germans and educational nationals in North...

    • data.europa.eu
    excel xls
    + more versions
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    Ministerium für Heimat, Kommunales, Bau und Gleichstellung des Landes NRW, NRW: Study success rate of Germans and educational nationals in North Rhine-Westphalia and Germany by sex and start of studies [Dataset]. https://data.europa.eu/data/datasets/3817eab9-174d-5407-ae8f-54a1439b58df/?locale=en
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    excel xlsAvailable download formats
    Dataset authored and provided by
    Ministerium für Heimat, Kommunales, Bau und Gleichstellung des Landes NRW
    License

    Data licence Germany – Attribution – Version 2.0https://www.govdata.de/dl-de/by-2-0
    License information was derived automatically

    Area covered
    North Rhine-Westphalia, Germany
    Description

    The statistics show the success rate of Germans and educational nationals in North Rhine-Westphalia and Germany by gender and beginning of their studies. Educational nationals are foreign students at German universities who have obtained their university entrance qualification in Germany, but not from a Studienkolleg and not at a German university abroad.

  19. G

    Germany DE: Higher Education Sector: Number of Researchers: Female

    • ceicdata.com
    Updated Feb 15, 2025
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    CEICdata.com (2025). Germany DE: Higher Education Sector: Number of Researchers: Female [Dataset]. https://www.ceicdata.com/en/germany/number-of-researchers-and-personnel-on-research-and-development-oecd-member-annual/de-higher-education-sector-number-of-researchers-female
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    Dataset updated
    Feb 15, 2025
    Dataset provided by
    CEICdata.com
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Time period covered
    Dec 1, 2010 - Dec 1, 2021
    Area covered
    Germany
    Description

    Germany DE: Higher Education Sector: Number of Researchers: Female data was reported at 125,078.000 Person in 2021. This records an increase from the previous number of 120,192.000 Person for 2020. Germany DE: Higher Education Sector: Number of Researchers: Female data is updated yearly, averaging 92,958.000 Person from Dec 2003 (Median) to 2021, with 19 observations. The data reached an all-time high of 125,078.000 Person in 2021 and a record low of 44,797.000 Person in 2003. Germany DE: Higher Education Sector: Number of Researchers: Female data remains active status in CEIC and is reported by Organisation for Economic Co-operation and Development. The data is categorized under Global Database’s Germany – Table DE.OECD.MSTI: Number of Researchers and Personnel on Research and Development: OECD Member: Annual.

    The data in this publication for Germany cover unified Germany from 1991 and western Germany only until 1990.

    Between 1991 and 2021, the data for the PNP sector were included in the Government sector. In 2016, the method for calculating R&D coefficients was revised, introducing a break in series in the Higher Education sector. In particular, coefficients are thereafter based on time-use surveys.

    From reference year 2014, the distribution of R&D personnel by occupation is requested in the government survey whereas it was previously estimated from data by qualification.

    The method for calculating public-financed R&D in the business enterprise sector was reviewed, resulting in the revision of business enterprise R&D and the national total back to 1991.

    In 1992 the methodology of the survey on resources devoted to R&D in the Government sector was changed.

    For 1997, the methodology for allocating GBARD by socio-economic objective changed. For 1997 and from 2001 to 2015, the global budget reduction was not distributed proportionally across SEO by the Federal Ministry of Education and Research. Therefore, the sum of the breakdown for those years does not add to the total. From 2016 onwards the global reduction is distributed across SEO proportionally.

  20. Global health research and education at medical faculties in Germany

    • plos.figshare.com
    • datasetcatalog.nlm.nih.gov
    pdf
    Updated Jun 2, 2023
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    Léonie Karduck; Anna Lisa Behnke; Alicia Baier; Dzintars Gotham; Peter Grabitz; Nora Lennartz; Lara Speer; Peter Tinnemann; Walter Bruchhausen (2023). Global health research and education at medical faculties in Germany [Dataset]. http://doi.org/10.1371/journal.pone.0231302
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    pdfAvailable download formats
    Dataset updated
    Jun 2, 2023
    Dataset provided by
    PLOShttp://plos.org/
    Authors
    Léonie Karduck; Anna Lisa Behnke; Alicia Baier; Dzintars Gotham; Peter Grabitz; Nora Lennartz; Lara Speer; Peter Tinnemann; Walter Bruchhausen
    License

    Attribution 4.0 (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
    License information was derived automatically

    Area covered
    Germany
    Description

    BackgroundUniversities undertake the majority of publicly funded research in Germany and hence bear a responsibility to contribute to global health efforts. So far, involvement and impact of German medical faculties in global health are unknown. Our aim was to systematically asses and evaluate German medical faculties’ contribution to global health related research and education, as well as their policies and practices concerning open access publishing and equitable licensing.MethodsWe assessed the involvement in global health of all 36 publicly funded medical faculties in Germany during 2010–2014 in three areas: innovation, access and education, using the following indicators: research funding and publications focused on global health or poverty-related and neglected diseases; open access publishing and policies promoting access to medical innovations worldwide; provision of global health education. Data were gathered from public databases, university websites and questionnaires sent to individual universities for validation and triangulation.ResultsThere was a high level of variability between institutions and indicators. The proportion of research funding for poverty-related and neglected diseases research ranged between 0.0–1.1%. The top five institutions received nearly 85% of the total poverty-related and neglected diseases research funding. 20 of 36 universities had an institutional open access publishing policy, 19 had an open access publishing fund, 16 had neither. Only one university reported having used an equitable licensing policy. 22 of 36 faculties provided some global health education, but only one of them included global health in their core undergraduate medical curriculum as a compulsory course with more than just single lectures.ConclusionObtained data indicate that global health and poverty-related and neglected diseases research at German medical faculties is highly concentrated in a few institutions, open-access publishing and equitable licensing policies are mostly absent, and only little global health education exists. Universities and government should address global health strategically in both research and education at medical faculties to reflect the country’s economic and political weight and human resource potential.

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Statista (2025). Number of students in German universities in winter semesters 2002/2003-2024/25 [Dataset]. https://www.statista.com/statistics/584061/university-student-numbers-winter-semesters-germany/
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Number of students in German universities in winter semesters 2002/2003-2024/25

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6 scholarly articles cite this dataset (View in Google Scholar)
Dataset updated
Jul 1, 2025
Dataset authored and provided by
Statistahttp://statista.com/
Area covered
Germany
Description

In the winter semester 2024/25, around 2.87 million students were enrolled in German universities. This was a slight decrease compared to the previous year, but still around 250,000 more than ten years ago, demonstrating that higher education is becoming a more popular option for people in Germany. Students at German universities The majority of students in Germany are studying to get a bachelor’s degree, however, a significant growing number of students also go on to do a master’s degree. German universities offer students the opportunity to study a wide range of subjects - humanities as well as sciences. The most popular subjects to study among German students in recent years have been law, economics, and social sciences, followed by engineering. Although there are different institutions at which students in Germany can pursue higher education, most students opt to study at a university or university of applied sciences. These types of institutions also offer the most courses for students to choose from. Private universities As well as having state-funded universities, there are also private universities in Germany. As the name suggests, this means that they are not funded by the state, and therefore students must pay the fees for each semester themselves. This model of higher education is more similar to the one found in England or the U.S. Despite the higher tuition fees, the most popular university in Germany is currently a private one, suggesting that there are possibly some advantages to paying more for your education. It is important to note that comparatively only a very small percentage of students attend private universities. This is likely since they are more expensive, and shows the importance of keeping university affordable so that everyone can have the opportunity to pursue further education.

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