An Empirical Analysis of High-Performance Computing Education in Germany
This study addresses the persistent gap between theory and practice in high-performance computing (HPC) education across German universities, alongside insufficient integration of HPC into undergraduate curricula and limited access to teaching resources. Conducting the first nationwide systematic survey of 102 institutions, the research combines syllabus analysis, course schedule reviews, and an inventory of local HPC cluster infrastructure to empirically uncover structural imbalances in HPC education and establish a statistical link between course offerings and resource accessibility. Findings reveal that while 67.6% of universities offer HPC courses, these are predominantly elective modules at the master’s level; only 23.0% explicitly support instructional use of local clusters. This scarcity of accessible infrastructure significantly hinders the development of students’ practical competencies, providing critical empirical evidence to inform HPC education reform.