From Hamburg to MIT and beyond: The German business degree opening doors for students

After months of disruptions, much of the world appears to be reopening for business – and those with a degree in Business Administration are going to be really well placed to take advantage of the fact.

From Hamburg to MIT and beyond: The German business degree opening doors for students
Pic: Getty

In partnership with Kuehne Logistics University, we look at the customisable degree that will put you at the front of the pack for an international career in business management in a post-pandemic world.

Many Business Administration degrees are designed with breadth in mind – students are given a wide overview of the business world, without drilling down into specifics. This is the KLU difference. From the very beginning, KLU designed their programs with customisability in mind.

It’s your last chance to apply for a customisable business degree at KLU: applications close July 15.

Finding a focus

As part of their Bachelor of Business Administration program, KLU offers four specializations divided into the two profile lines of human and environment, and data and systems. These specializations are international management, sustainable management, supply chain management or management information systems, and each comprise a number of electives.

Alumnus Paul Jordan, who has since spent time at both the prestigious Boston Consulting Group, and University of St Gallen, tells us: “I could design a curriculum that fits my interests. I liked selecting the specialization and the electives as I was not sure at the beginning which one would reflect my interests.”

Philipp Zimmer, another alumnus who is currently interning for the United Nations before starting his Masters at MIT, says: “Everybody’s individual interests were catered through the approach that the faculty take, and the variety of group projects.”

KLU Alumni, Paul Jordan and Philipp Zimmer (Pic: Provided)

A wide world of experience

The BSc in Business Administration also operates on two different tracks – a standard and an intensive track. Both cover the same material, while the intensive track offers more of the real-life experience for which Kuehne Logistics University is renowned for providing.

All students in the BSc of Business Administration program complete not only a semester abroad, working with another institution, but also an internship, either in Germany or abroad. Students on the intensive track complete an additional internship, giving them more unique perspectives of global business.

As Jordan tells us: “The program includes an internship. This was one of the reasons why I chose KLU. I attended Ohio State University for one semester, which was a great experience and contrast to KLU, as OSU has over 100,000 people on campus.

“As KLU is quite a small business school, the network within the community is exceptionally strong. One of our alumni was working at KPMG when I searched for my first internship. He helped me to get an internship there after my second semester, which was amazing.”

Zimmer recalls of his time on internships, and his semester abroad: “You can interact with students, staff, and faculty from around the globe while belonging to the small KLU family. I firmly believe my thinking would not have been shaped and sharpened by so many cultural encounters in any other place.”

Work with some of the world’s key business players in an internship or semester abroad, with KLU. Apply by July 15 for a guaranteed start this September. 

The KLU campus (Pic: Supplied)

High quality teaching and learning

Jordan also highlights the teaching on offer at KLU as a highlight of his time there.

“I highly enjoyed the small and focused groups. We were only about 30 students in my class, and as we divided it for the electives, I had courses with only five students. The interaction with the professors in such small groups was fantastic as I could ask, and get answers to, any questions that I had.

“Moreover, the teaching methods are a great mix of theory and practice. This was very important for me as I can imagine doing a Ph.D. at some point, but I also want to apply the knowledge learned during my internships and first job.”

Teachers at KLU are experts in their field, and alumni often cite the small classes and working relationships with teachers as standouts.

There is also an active student body at the modern KLU campus, located in Hamburg’s vibrant and trendy port area HafenCity, so Jordan was in the thick of it.

“Students can get entrepreneurial and shape the campus community,” he says. “During my semester abroad, I highly enjoyed participating in on-campus clubs and especially student consultancies. Therefore, I founded KLU’s student consultancy. With our 20 students strong team, we have conducted four projects and offered more than seven workshops to the KLU community.”

Zimmer expands on this.

“What elevates teaching at KLU beyond the levels of other institutions is the density of excellent researchers, who are continuously shaping their respective fields,” he says. “Paired with the small class settings and direct interaction with these professors, KLU facilitates a center of excellence for thinking in logistics and management.”

Kuehne Logistics University’s BSc in Business Administration is the natural choice for those students who want to build the degree that best prepares them for a career in global business.

Applications close July 15 for the program, and students who are accepted will have a guaranteed start, either in-person, or virtually, later this year. All classes are held in English.

Last few days to apply to this KLU program – applications close July 15. Are you ready to build the degree that sets you apart from the competition?

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Inquiry calls for free after-school care for 6-9 year-olds in Sweden

Children between ages 6-9 years should be allowed admittance to after-school recreation centers free of charge, according to a report submitted to Sweden’s Minister of Education Lotta Edholm (L).

Inquiry calls for free after-school care for 6-9 year-olds in Sweden

“If this reform is implemented, after-school recreation centers will be accessible to the children who may have the greatest need for the activities,” said Kerstin Andersson, who was appointed to lead a government inquiry into expanding access to after-school recreation by the former Social Democrat government. 

More than half a million primary- and middle-school-aged children spend a large part of their school days and holidays in after-school centres.

But the right to after-school care is not freely available to all children. In most municipalities, it is conditional on the parent’s occupational status of working or studying. Thus, attendance varies and is significantly lower in areas where unemployment is high and family finances weak.

In this context, the previous government formally began to inquire into expanding rights to leisure. The report was recently handed over to Sweden’s education minister, Lotta Edholm, on Monday.

Andersson proposed that after-school activities should be made available free of charge to all children between the ages of six and nine in the same way that preschool has been for children between the ages of three and five. This would mean that children whose parents are unemployed, on parental leave or long-term sick leave will no longer be excluded. 

“The biggest benefit is that after-school recreation centres will be made available to all children,” Andersson said. “Today, participation is highest in areas with very good conditions, while it is lower in sparsely populated areas and in areas with socio-economic challenges.” 

Enforcing this proposal could cause a need for about 10,200 more places in after-school centre, would cost the state just over half a billion kronor a year, and would require more adults to work in after-school centres. 

Andersson recommends recruiting staff more broadly, and not insisting that so many staff are specialised after-school activities teachers, or fritidspedagod

“The Education Act states that qualified teachers are responsible for teaching, but that other staff may participate,” Andersson said. “This is sometimes interpreted as meaning that other staff may be used, but preferably not’. We propose that recognition be given to so-called ‘other staff’, and that they should be given a clear role in the work.”

She suggested that people who have studied in the “children’s teaching and recreational programmes” at gymnasium level,  people who have studied recreational training, and social educators might be used. 

“People trained to work with children can contribute with many different skills. Right now, it might be an uncertain work situation for many who work for a few months while the employer is looking for qualified teachers”, Andersson said.