Abstract
The guidelines for the planning of the curriculum causes the ‘Sudoku Effect’.
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Considering the characteristics of the ECTS system, it is clear why the credit point system introduced a few decades ago at American universities did not produce a Sudoku effect in the same form as its new European counterpart (however, see Rothblatt 1991: 147f. for complexity effects in American credit systems). Firstly, there are no targets for collecting mandatory credit points from several lectures; individual lectures can also be used as building blocks. Secondly, neither tasks completed at home nor seminar and exam preparation have to be calculated in credit points as part of the degree.
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Kühl, S. (2014). The Sudoku Effect: On Degree Arithmetic. In: The Sudoku Effect: Universities in the Vicious Circle of Bureaucracy. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-04087-5_3
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DOI: https://doi.org/10.1007/978-3-319-04087-5_3
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