The survey covered three main subject areas: Distance Learning, course analysis (LVA) and the use of generative AI technology such as ChatGPT in university teaching.

In the area of distance learning , particular attention was paid to the challenges and opportunities arising from virtual teaching. Teachers were asked about their personal experiences of distance learning. Some of the questions are to be understood as a follow-up to the 2020 lecturer survey on this topic in order to gain a comparative perspective.

The subject area of course analysis (LVA) focussed on personal experiences with course analysis. Lecturers were asked to provide feedback on their assessments of the implementation, transparency and organisational process. Of particular importance, however, are the lecturers' assessments of whether the course analysis also provides them with valuable feedback on their courses.

The third topic area on artificial intelligence (AI) related to the use and perception of this new technology in education, in particular generative AI tools such as ChatGPT. Here, questions were asked about familiarity with this technology, its effectiveness as a teaching and learning tool, its integration into everyday teaching and any expectations regarding recommendations or regulation when using AI in education.

A comprehensive faculty survey was conducted in June 2023 to gain valuable insight and feedback regarding various aspects of academic teaching. The survey was sent to 2,737 lecturers, with a follow-up reminder sent in July 2023 to maximise participation and reach those who may have missed the initial communication.

The response was quite remarkable: a total of 946 lecturers gave feedback, which corresponds to an overall response rate of 35%. Of these, 686 responses were fully completed, which represents a rate of 25% of the total group contacted. This data provides a solid basis for analysis and allows us to draw informed conclusions about teachers' opinions and experiences.

The data collected from the survey was analysed by the Office for Quality Assurance in Teaching and will be used to improve the quality and effectiveness of teaching, to use technological tools in a more targeted way and to better understand and address the needs of teachers. As a result, targeted measures and further developments can be made in the above-mentioned areas to ensure a positive impact on the teaching and learning experience at educational institutions.

The comprehensive survey of teaching staff in summer 2023 drew a multifaceted picture of participation from various teaching contexts and disciplines. The balanced ratio of feedback from lecturers with fixed-term and permanent employment contracts was striking and pleasing. This balanced participation enables a broad perspective and ensures that the views and experiences of both long-term lecturers and those who may be new to their role or institution are taken into account.

Significant participation was recorded from young teachers in particular, with between 1 and 10 years of teaching experience. Their strong participation not only emphasises their commitment and investment in teaching practice, but also provides a fresh and potentially innovative look at current teaching methods and tools. This group may be particularly receptive to new technologies and approaches to teaching and may also be the most receptive to change and innovation in education.

On the other hand, a reluctance to participate was observed in the field of law. The low participation of this discipline could have various causes and raises questions that should be considered in future research and communication strategies. It is essential to identify whether there are specific barriers or challenges that affect the participation of law teachers to ensure that their perspectives and needs are included in future discussions and developments. In future, those responsible for the project should monitor the responses more closely before sending out a reminder so that further participation can be encouraged by providing appropriate information.

The diversity of the responses and the varying degrees of participation from the different segments of teaching staff provide valuable insights that will be incorporated into the analysis and interpretation of the survey results. They also provide pointers for the further development of communication and engagement strategies to ensure that future surveys and initiatives have even broader and more representative participation from all disciplines and career stages.

Promotion of the feedback cycle in the course:

Implementation of structured processes to discuss feedback from the course more intensively with students.

Transparency and communication of course results and measures:

Improve communication about the use and implementation of LVA results through regular updates and transparent presentation on platforms such as the website for quality assurance in teaching.

Support and training in the area of AI and ChatGPT:

Develop and offer workshops and recommendations on the effective use of ChatGPT in teaching.

Provide resources and guidelines on the use of generative AI in different subject areas and learning contexts.

Continuous evaluation and adaptation of teaching:

Regularly conduct and refine the teaching survey to capture current trends, needs and challenges.