ABSTRACT
Gifted education has attracted increasing attention, particularly within universities, over the last few years (Fraser, 1995; Herrnstein & Murray, 1994; Jacoby & Glauberman, 1995; Mönks, 1996; Sternberg et al., 1995). In Germany and many other European countries, this discussion became intense as the current rate of economic innovation and, at the same time, an increase in unemployment demanded appropriate means for their remediation. Despite the occasional controversial views that are expressed regarding the causes of such conditions, insight into the urgency for achievement-based funding and support of the elite is finding ever more supporters. For many experts, the answer to this problem lies in the act of nurturing the talented—instead of “punishing” excellent achievement (Henry, 1995). In order to activate human resources, one expects substantial contributions from the most able university students. Therefore, questions must be asked regarding the efficiency level of current practices used to identify and support gifted individuals in the university sector, as well as to support innovation more generally.
