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The Nuremberg Institute of Technology has a distinct profile and strives to maintain its leading position among its competitors. Our complete success in teaching, research, and management has shown that we are on the right path. For the next few years and decades to come, our goals will remain the same: to take on trend-setting developments and bring about lasting changes. Business and society benefit from the university's knowledge and technology, and Nuremberg Tech helps generate employment. Applied research and development involving our students are a top priority. A large number of ongoing research projects at the university and its institutes reflect this innovation potential. The Nuremberg Institute of Technology is a university of applied sciences. Hands-on teaching and research provide students with an education that combines scientific methods and artistic concepts. Additional emphasis is placed on acquiring the "soft" skills required in modern work environments. The university supports and encourages students to develop social and intercultural skills. It is essential to combine regional attachment and international orientation as components of all our degree programs in Europe of many regions. The Nuremberg Institute of Technology is integrated into our region's structures, central Franconia, which is located in northern Bavaria. Research and teaching meet the needs of the regional economy. At the same time, the university is always establishing and maintaining partnerships with universities and businesses worldwide. An active exchange of students and scientists promotes the transfer of knowledge and cultures across regional and national borders. The university can boast a long and successful history steeped in tradition, including famous figures such as Georg Simon Ohm, an exemplary researcher, and a teacher. This tradition is followed by members of the university as well as its alumni. Integrated, process-oriented organizational structures enable interdisciplinary and market-focused work. The Nuremberg Institute of Technology is involved in all activities and meets its students' needs and partners in business and society. It is characterized by its dedication to responsible economic actions aligned with ethical, social, and ecological standards. Social changes represent a challenge for innovation and an opportunity for improvement. Personal commitment and identification with the university are requirements for everyone to succeed. The university is supportive of its employees and regards open communication and a trusting work relationship as essential prerequisites. Our employees' work-life balance is of great importance to us. In 2013, the university was renamed Technische Hochschule Nürnberg Georg Simon Ohm to recognize the applied research and educational quality of our programs. We are very proud of this recognition and the history preceding and culminating in the achievement. On August 1, 1971, the university was established following the Bavarian Law for Universities of Applied Sciences passed on October 27, 1970. The university is a corporation under public law. The state of Bavaria is the bearer of the requirements. Major academic disciplines include engineering, business administration, social studies, and design. The initiative of focusing on engineering was born in one of the oldest polytechnics in Europe, the "Municipal Polytechnic Institute," founded in 1823 by Johannes Scharrer, Nuremberg's mayor and patron of the German railroad system. When the school was nationalized in 1833, the physicist Georg Simon Ohm became a staff member and was director of the institute from 1839 to 1849. After first being called an "Industrieschule" (Industrial School) and "Königlich Bayrisches Technikum" (Royal Bavarian Polytechnic), later "Höhere Technische Staatslehranstalt" (Higher Education Technical Institute), the school was renamed "Ohm-Polytechnikum Nürnberg" in 1933 to honor Ohm and to commemorate its one-hundredth anniversary. After the Municipal Building School was disbanded in 1935, the Department for Structural Building was incorporated. The business subjects available evolved from the "Höhere Wirtschaftsfachschule" (Higher Business School), founded in 1963. The social studies subjects evolved from the "Höhere Fachschule für Sozialarbeit (Higher School for Social Work) since June 1, 1963" and from the "Höhere Fachschule für Sozialpädagogik" (Higher School for Social Education) since September 1, 1968. The original institutions had been founded in 1925 and 1927, respectively. The so-called "open art room" and the "Höhere Fachschule für Grafik und Werbung der Stadt Nürnberg" (Higher School for Graphics and Advertising of the City of Nuremberg) were founded in 1910, and they were the precursors of the Faculty of Design. On August 4, 1983, the polytechnic in Nuremberg was officially renamed "Georg-Simon-Ohm-Fachhochschule Nürnberg" by decree of the Bavarian state parliament. Thus, the largest institution's legal name had been reinitiated, honoring the renowned physicist, Georg Simon Ohm, who had lectured at the original institute and had been its director from 1839 to 1849. Professor for mathematics and physics at the "Königliche Polytechnische Schule Nürnberg" (Royal Polytechnic School of Nuremberg) from 1833 to 1849, chancellor from 1839 to 1849. Georg Simon Ohm was born in Erlangen on March 16, 1789, and was the university's locksmith son. His father must have been an extraordinary person. During his spare time, he studied philosophy, and even in his later life, he took a great interest in studying mathematics with his two sons Georg Simon and Martin. View full university

The Evangelische Hochschule Nürnberg (EVHN) - University of Applied Sciences is a nationally recognised centre of university education for religious education, social education and care-oriented careers in the church, social ministries and the wider society. Education is based on the Christian concept of man. Therefore, aside from the scientific foundation of the lessons, research, further and continuing education, there are additional topics on offer – all types of spiritual, personality-building and general education. In addition to their scientific qualification and training, students are encouraged to reflect on their own person and ethical questions in one’s profession and in society. The manageable size of approximately 1,300 students and small study groups allows for a personal cooperation between lecturers and students. As a state-approved university of the Evangelical Lutheran Church in Bavaria, the EVHN cooperates with reputable practice institutions and other universities at home and abroad. In the Masters course “Social Management” (M.S.M.) staff from welfare institutions (both public and private) are offered to qualify for managerial and administration functions. The Masters course “Adult Education” (M.A.) qualifies for managerial functions in adult education/further education, for an independent employment e.g. as a lecturer, trainer or for cooperation in educational counselling and human resources development. Both Masters courses were reaccredited in 2010. View full university

Around 2500 years ago in Athens the Greek philosopher Plato created the original model of the ‘academy’ with his school of philosophy: a sheltered secluded environment close to the name-giving Akademeia grove dedicated to free thinking, unfettered by any dogmas. This description applies to Nuremberg not only in respect of the unique academy grounds, but also and more importantly, to a key aspect of our fundamental self-conception: as an academy, and especially as the first art academy to be founded in the German-speaking world in 1662, we are committed to this original historical concept of the ‘academy’ institution. We regard our academy as a ‘safe zone’ of the (im)possible, a place of free creative experimentation, in which students can develop their own personal artistic leanings during the study process. The art academy in Nuremberg provides a creative hands-on space in which apparent self-evidences can be sounded out and uncertainties turned into creative products. Within our liberal range of studies, we seek to enable a wide spectrum of forms and manifestations of contemporary artistic practice, while positioning them in the relevant social and historical-critical context. For our understanding of the academy also includes an engagement with ‘the’ history and theory of art, true to the spirit of a famous maxim, once coined by an artist of a vehemently non-academic character, around 150 years ago: “To know in order to do” (Gustave Courbet). The individual classes in particular, provide those productive frameworks within which core study missions can be realised: to inquire and challenge, explore and – especially in view of the many studios and opportunities to exhibit – to experiment, debate openly and respectfully disagree, and of (self) empowerment and (self) enabling. Thus, regardless of whether students study fine or applied art or art education (ultimately our courses share more common than divisive aspects), the academy lets them develop a personal artistic stance, while also crystallising their individual character. This process entails constant questioning of their position in relation to the present, and an appreciation of their role as part of a fundamentally internationalised field of work, the diversity of which unlocks wider horizons of creative activity for their own art practice. By nature, the academy provides creative space which must be accessible, nurtured and shaped, yet also critically examined. However, it cannot be ignored that as a result of ‘democratising the values of creativity and freedom’, artists have long ago ceased to be exceptional in character through self-realisation and an independent existence (Luc Boltanski/Ève Chiapello). ‘Creativity’ is no longer deemed a ‘unique characteristic’ of artists, the ‘creativity imperative (Andreas Reckwitz) is meanwhile also directed at neoliberal workforce mobilisation and absorption. Consequently, the academy is also a place of creative-practical debate and theoretical reflection. They not only address the once grand ‘art’ emancipation project dominated by the driving forces of the Modern artists, but also and further, the influences between this artistic potential and its social reality. If we still regard art as a fundamental social force, then we must keep on resounding, reappraising and unlocking its potentials – in critical reflection and creative practice. The question of art’s position in contemporary society is undoubtedly also an aspect and in this light an art academy must constantly review its social situatedness and remit in practical terms, according to the present circumstances. Permanent re-vision thus also always poses the question of how the ‘academy’ today or ‘today’s academy’ conceives itself and how we together aim to shape study and academy life. Posing such questions in a wide variety of media, discussing them and achieving a clearer focus is our core remit at the Academy of Fine Arts Nuremberg as safe zone of the (im)possible. Founded in 1662 by Jacob von Sandrart, the Academy of Fine Arts in Nuremberg is the oldest art college in the German-speaking world. Fine and applied arts have since formed key sectors of learning, although emphasizes have shifted in one direction or the other over the centuries. Today learning takes the form of interdisciplinary interaction, the dialogue between fine and applied disciplines. It is flanked by new degree courses and a new media technology study programme. In 1954, following temporary residence in the castle of the Teutonic Order in Ellingen, the academy moved to its own premises designed by Sep Ruf in a wooded area around Nuremberg Zoo. The transparent pavilion architecture in the east of the city – the first listed building of the post-war period in Southern Germany – has been extended several times, most recently by a new building by Hascher Jehle Architektur, completed in April 2013. In 1662 the copperplate engraver and art dealer Jacob von Sandrart, the mathematician, astronomer and engraver Georg Christoph Eimmart, the painter and architect Elias von Goedeler and city council member Joachim Nützel found a 'painting academy' in Nuremberg. It is the first art academy in the German-speaking world. In the beginning the gatherings are held at Sandrart's home. Artists and interested laymen meet, draw and discuss art. A few years later the city of Nuremberg assumes sole responsibility for the institution, which initially is privately funded. The internationally famous painter, copperplate engraver and man of letters Joachim von Sandrart is appointed at its head. In 1672 the painting academy rents a room in the 'Rose' at the corn market for its gatherings and already two years later, a larger rent-free room in the former monastery of the Discalced Friars. From 1699 to 1819 the academy is located on the premises of St. Catherine's convent, with a brief interlude from 1814 to 1817 when it is used as a Russian military hospital. The academy is then moved to the castle. Another move takes place in 1833 to the Landauer Twelve Brothers' House. The academy will remain there until moving to its new building in Flaschenhofstrasse at the end of the 19th century. In 1716 a drawing school for training in arts and crafts is founded in Nuremberg. The two imperial city institutions are closely linked from their inception. The drawing school is primarily intended to foster new talent and promote the arts & crafts and building trade in the imperial city, thus maintaining its competitive edge with high quality standards. The drawing school is already affiliated to the academy in 1718. Forty years or so later it again becomes independent and finally closes in 1843. View full university