In the course of education policy discussions, the permeability between vocational and academic education is a current field of action. The topicality of the issue is demonstrated by the many projects that exist throughout Germany to support drop-outs in the transition from higher education to vocational training. Although issues relating to the recognition of previous achievements play an important role, particularly in the case of drop-outs in higher semesters, other questions arise in the context of the transition from school to higher education. If dropouts are considered in the introductory phase of studies, new questions take centre stage: What individual problems can lead to doubts about studying? What are the reasons for a possible dropout and what career prospects can and should higher education institutions address? As part of the research project, problem areas of students in the introductory phase of their studies are identified and possible solutions for the design of a counselling concept are developed. The aim is to reach and advise students who have doubts about their studies in a targeted manner. The counselling concept focuses on dealing with individual problems and challenges in the introductory phase of business and economics degree programmes at Paderborn University.

The dissertation topic is located in the field of in-company initial and continuing vocational training in Germany and focuses on vocational training personnel in inter-company vocational training centres. Against the background of changing trends in the vocational training landscape and, in particular, the changing trends in inter-company vocational training centres, an increasing complexity of the trainer's work can be observed, which is accompanied by increased demands on the inter-company trainers. In particular, a 'pedagogisation' of the trainer's work can be observed, which can be determined, among other things, by the requirement to implement modern vocational education concepts or the integration of disadvantaged young people.However, it is questionable whether a primarily technical master craftsman training programme with comparatively few qualifications in work and vocational education is sufficient to adequately meet the challenges.Accordingly, education policy-makers are increasingly calling for the pedagogical professionalisation of vocational training staff, but it is unclear to what extent such a demand for 'pedagogical-didactic professionalism' is compatible with the mostly subject-specific professional self-image of many trainers.

Against the background of this supposed tension, the research project outlined here attempts to trace the professional self-image of the respective trainers and thus supplement the discourse from the perspective of the individuals. The focus is on the individual interpretation and organisation of the trainer's work and questions such as "What makes a good trainer?" "What tasks does a trainer have?" "What role does professionalism play?" "What is the importance of pedagogical skills?"

Social media are playing an increasingly important role in everyday scientific work. Scientists have the opportunity to network via online platforms and find out about other people's projects and publications. They also use social media to collect data, disseminate research findings and discuss them with the scientific community.

But to what extent do social media play a role in the everyday work of researchers in the interdisciplinary field of VET research? This question will be investigated in this thesis using a media ethnographic approach.

Through group discussions with researchers, participant observation on social media platforms (ResearchGate, Twitter) and individual interviews, the work approaches the significance of social media for VET researchers. The aim is to identify the opportunities and challenges of social media for researchers. It also aims to develop a deeper understanding of the interactions between self-promotion and academic reputation as well as the formation of academic identity via social media.