Abstract
In the past ten years the tasks and structures of higher education have been undergoing a process of steadily more intensive change. This has affected the self-concept of higher education, which is attempting, in the tradition of the alma mater, to defend itself from the influences of the state, of innovations, of social development, and of the growth in student numbers. The search — so far not very successful — for a new and sound self-concept, a new identity, has been made more difficult by a number of obstacles. Furthermore, even now, when the Hochschulrahmengesetz (HRG)[frameworkhigher-education law], which affords the provinces and the colleges and universities a chance to redefine the basic tasks of education in the tertiary sector, has been ratified, this search is not ended.
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