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Michael Benz - Das Hochschulsystem in Guatemala aus strategischer Perspektive

Das Hochschulsystem in Lateinamerika, insbesondere Guatemala aus strategischer Perspektive.
Der Deutsche Akademische Austausch Dient (DAAD) bietet Studierenden aus Deutschland ein Austauschprogramm an einer Universität in Guatemala an. Im Gegenzug können
Studierende

aus

Guatemala

das

Hochschulsystem

in

Deutschland kennen lernen. Nach dem Stand im Jahre 2012 gibt es 18 Plätze für Deutsche in Guatemala und 85 Plätze für
Guatemalteken in Deutschland.1
In Hinsicht auf die Unterschiedlichkeit von Hochschulen im
Ausland stellt sich hierbei die zentrale Frage:
Wie sind Hochschulen in Guatemala aufgestellt?
Abbildung 1: Guatemala

Im Rahmen einer Semesterfallstudie an der Universität des
Saarlandes wird in diesem Artikel die strategische Perspektive betrachtet. Insbesondere wird auf die Stakeholder, die Positionierung und die Stimmigkeit eingegangen um die Ziele des
Hochschulsystems und das allgemeine Grundgerüst darzustellen.
Wer sind die Stakeholder eines Hochschulsystems?
Stakeholder sind Personen oder Gruppen für die der Verlauf und das Ergebnis des Handelns von Bedeutung sind.2 Abgeleitet aus einer
Studierende / angehende Studierende

breiten Literaturrecherche über Stakeholder von Unternehmen

lässt

sich

folgende

Darstellung für Stakeholder von Universitäten

Unternehmen /
Sponsoren

in Guatemala ableiten:
Auffällig

hierbei

ist,

dass

nicht

Stakeholder von Universitäten

jeder

Stakeholder den gleichen Einfluss verüben

Staat / Land /
Bund

andere
Hochschulen / ausländische Studierende

Hochschulleiter /
Dekan

kann. Folglich müssen die einzelnen Gruppen auf ihre Effektivität geprüft werden.

Professoren / wissenschaftliche Mitarbeiter /
Forschende

Abbildung 2: Stakeholder einer Universität (eigene Darstellung)
1

Deutscher Akademischer Austausch Dienst, in https://www.daad.de/laenderinformationen/guatemala/de/, abgerufen am 25.05.2014
2
Sonja Eilmann, Frank Behrend, Raimo Hübner, Erwin Weitlander: Interessengruppen/Interessierte Parteien.
In: Michael Gessler (Hrsg.): Kompetenzbasiertes Projektmanagement. 4. Auflage. 1, Deutsche Gesellschaft für
Projektmanagement, Nürnberg 2011, S. 71.

2

Michael Benz - Das Hochschulsystem in Guatemala aus strategischer Perspektive

Einer der mit Sicherheit größte Stakeholder für Universitäten ist der jeweilige Staat in dem die Universität ihren Sitz hat. Die Ausgaben für Bildung in Guatemala betrugen im Jahr 2006 nur 2,6% des BIP.3 Im internationalen OECD-Vergleich liegt Deutschland mit aktuell 4,6% sogar unter dem Durchschnitt.4 Diese Zahl Guatemalas ist zurückzuführen auf die hohe
Armutsrate von über 53%.5 Die Einkommensverteilung fällt dabei sehr unterschiedlich aus.
Durch die Kosten, die für ein Studium anfallen oder der wegbleibende Verdienst, der entsteht, ist es für den Großteil der Bevölkerung unmöglich eine Hochschule zu besuchen.
Dazukommend sind die Haupteinnahmequellen der Bevölkerung traditionelle Agrarprodukte.
Jeder wird hierbei gebraucht um die Familie zu ernähren. Folglich ist die Nachfrage deutlich geringer als in Ländern wie Deutschland. Das staatliche Interesse, eine weitgefächerte akademische Ausbildungsmöglichkeit zu bieten, bleibt demnach eher begrenzt. Belegend ist hierbei die geringe Anzahl staatliche Universitäten von einer staatlichen Universität. Dieser
Punkt ist mit Sicherheit verbesserbar. Außerdem gibt es neun private Universitäten.6
Um die Sichtweise anderer Hochschulen mit ausländischem Sitz zu betrachten steht beispielsweise die staatliche Universität „Universidad de San Carlos de Guatemala“. Diese hat nach eigenen Angaben über 100 Kooperationensabkommen mit ausländischen
Hochschulen. An dieser Zahl wird deutlich, dass diese Stakeholder Interesse an der
Universität in Guatemala hat. Die Absichten können hierbei von Forschungsmethoden bis
Austauschprogramme für Studierende reichen. Die „Anhalt University of Applied Sciences“ mit Sitz in Deutschland hat einen Kooperationsvertrag mit der „Universidad Rafael Landivar
(URL) in Guatemala-City“ geschlossen. Der Leitspruch hierbei war: „Gesellschaftlich aktiv sein und sich sozial engagieren!“ Ab diesem Zeitpunkt konnten Studierende beiderseitige
Austauschprogramme wahrnehmen.7
Letztendlich bleibt Punkt der Unternehmen als Stakeholder von Universitäten offen. Nach längerer Recherche scheint das Interesse von Unternehmen an Hochschulen in Guatemala eher gering zu bleiben. Dies mag am geringen Anteil akademisch ausgebildeter Personen liegen, die letztendlich benötigt werden. Ein interessanterer Blickwinkel auf das
Hochschulsystem ist das duale Ausbildungssystem, das auch in Deutschland immer wieder
3

Wikipedia.org, in http://de.wikipedia.org/wiki/Guatemala#Staatshaushalt, abgerufen am 28.05.2014
Wikipedia.org, in http://de.wikipedia.org/wiki/Deutschland#Bildung, abgerufen am 28.05.2014
5
Auswärtiges Amt, in http://www.auswaertigesamt.de/DE/Aussenpolitik/Laender/Laenderinfos/Guatemala/Wirtschaft_node.html, abgerufen am 29.05.2014
6
MediaWiki, in http://www.virtualcampuses.eu/index.php/Guatemala#Higher_education, abgerufen am
24.05.2014
7
Hochschule Anhalt, in http://www.hs-anhalt.de/aktuelles/news/detail/article/hochschule-anhalt-schliesstkooperationsvertrag-mit-universitaet-in-guatemala.html, abgerufen am 28.05.2014
4

3

Michael Benz - Das Hochschulsystem in Guatemala aus strategischer Perspektive

auf Kritik stößt. Die “Deutsch-Guatemaltekische Industrie- und Handelskammer“ hat im Jahr
1997 nach Rücksprache mit Unternehmen in Guatemala die Form der dualen
Berufsausbildung gestartet. Ähnlich wie in Deutschland gehören hierzu ein theoretischer Teil, der in Schulen gelehrt wird und ein praktischer Teil, der in den jeweiligen Unternehmen praktiziert wird.8 Deutlich wird hierbei, dass Unternehmen mehr und mehr Einfluss auf das
Hochschulsystem üben und sich nach Wunsch ihr Personal zurechtrücken.
Die Positionierung und Stimmigkeit der Hochschulen.
Im Rahmen dieser Untersuchung wurde ein Kurzinterview mit einem Schüler aus Guatemala, der 2012 ein Auslandssemester in Deutschland absolviert hat, durchgeführt. Nach seiner
Angabe ist die einzige staatliche Universität in Guatemala (“Universidad de San Carlos de
Guatemala”) vollkommen von der Regierung unabhängig. Es ist lediglich in Artikel 84 der
„Constitution of the Republic of Guatemala“ festgelegt, dass maximal fünf Prozent des
Jahresbudgets der Universität zustehen. Nach der Bewertung des Studierenden ist dieses
Budget vollkommen unzureichend. Die Ausbildungsbedingungen sind sehr schlecht im
Gegensatz zu anderen Ländern. Dieses Argument führt letztendlich dazu, dass die Universität nicht genügend Studierende aufnehmen kann. Der Aufnahmetest hierzu besitzt ein sehr hohes
Niveau.9
In Bezug auf die grundlegenden Wettbewerbsstrategien von Michael E. Porter können
Hochschulen in Guatemala in strategischer Ausrichtung in einen Teilmarkt eingegliedert werden. In der heutigen Zeit besteht in einem Land, das von Armut geprägt ist, kaum eine
Chance den Gesamtmarkt abzudecken. Die Kunden des Hochschulsystems sind hierbei nur wenige Personen der Gesellschaft. Weniger als 10% der Schüler aus Guatemala schaffen es auf eine Universität. Optimaler weise sollte jedoch der Gesamtmarkt abgedeckt werden, sodass Chancengleichheit besteht und jeder eine Universität besuchen kann. In einem Land mit einer der höchsten Mordraten ist dieses Thema nicht das Einfachste.10 Das
Bildungssystem unterhalb des universitären Abschlusses zielt in Guatemala auf die

8

Deutsch-Guatemaltekische Industrie- und Handelskammer, in http://guatemala.ahk.de/dualeberufsausbildung/, abgerufen am 29.05.2014
9
Kurzinterview mit Carlos Merida (Student in Guatemela), durchgeführt am 29.05.2014
10
Auswärtiges Amt, in http://www.auswaertiges-amt.de/DE/Laenderinformationen/00SiHi/GuatemalaSicherheit.html, abgerufen am 30.05.2014

4

Michael Benz - Das Hochschulsystem in Guatemala aus strategischer Perspektive

Gesamtbevölkerung ab.11 Unter Beachtung, dass die finanziellen Mittel des Landes beschränkt sind, ergibt sich hierbei die Einordnung in eine Konzentration nach Porter.
Um das Hochschulsystem in die Strategietypen nach Henry Mintzberg einzuordnen kann folgende Betrachtung vorgenommen werden. Mit Sicherheit ist es ein jedes Landes Interesse die intendierte Strategie als Verbesserung der Bildung im ganzen Lande zu sehen.
Letztendlich ist das Streben nach mehr Wohlstand das Interesse der Bevölkerung. Jedoch ist der Anteil der unrealisierten Strategie in Guatemala enorm hoch. Daraus ergibt sich die realisierte Strategie aus den geringen Mitteln, die dem Land selber zur Verfügung stehen.
Schlussfolgernd liegt die Hoffnung auf der Hilfe von außen.

11

Upside down world, in http://upsidedownworld.org/main/news-briefs-archives-68/4157-the-teachingprofession-in-guatemala-at-the-crossroads-students-fight-against-neoliberal-policies, abgerufen am 29.05.2014

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