Raimund Hudak

Head of Research & Labs of Duale Hochschule Baden Württemberg (DHBW), Germany, (raimund.hudak@heilbronn.dhbw.de)

Raimund Hudak has a ten year experience as senior lecturer and researcher at leading academic institutions. Raimund has been involved in various research programs in Germany and abroad. He acts as the Project Manager of the DHBW in several European wide research programs. Raimund holds an M.B.A. in Business and Int. Marketing from the Institute for Technology and Commerce Reutlingen, Germany. As CEO of Synesis’ European practice, Raimund has years of international executive experience in various industry segments. Before he was Director of Business Development and Strategic Marketing at TEMIC Semiconductor, where he designed and implemented strategic business plans and managed vital partnerships and new venture start-ups. Raimund spent several years in Japan and other Asian countries. As Marketing and Sales Director at various high-tech companies, including Trumpf and Fairchild-Convac, he directed new market strategies, international partnership networks, customer service and total quality communications processes.


Pranešimas aukštojo mokslo sesijojeAtvirojo nuotolinio mokymosi kreditų pripažinimo ir perkeliamumo galimybės

Digital technologies offer myriad access to learning. As new technologies and traditional education paradigms have collided, credentialing paradigms have also needed review. Traditionally, academic credentials and professional certifications were awarded as students emerged from education and vocational/technical programs. By 2015, global higher education institutions were considering validation of knowledge from online learning coursework in one single common, broad-based credentialing platform, and signed the Groningen Declaration to help forward this agenda.

Accreditation for online learning or Massive Open Online Coursework provides challenges for universities to accept and acknowledge learning as credited coursework; awarding credit for different types of educational coursework disrupts higher education’s traditional, formal educational processes for financial and educational accountability.

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