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Research and development projects of the professorship for business education, especially university didactics and development

Business education is ideally suited to comprehensively examine learning and teaching at universities: On the one hand, it addresses the micro-level of teaching and learning processes with the pedagogical-didactic perspective. On the other hand, models of curriculum research help to understand and design the meso-level of higher education, e.g. study programmes and modules. Finally, concepts of organisational theory make it possible to take a differentiated look at the framework conditions of educational processes at universities. In addition to the institutional characteristics of higher education institutions, this naturally also includes the connection systems and the transitions into and out of higher education institutions.

 

Die digitale Transformation verändert Berufe in einer Geschwindigkeit, die berufsbildende Schulen – und in der Konsequenz die berufliche Lehrerbildung – vor große Herausforderungen stellt. Das Projekt ‚DiPoLe‘ betrachtet die digitale Transformation nicht als primär technologische Herausforderungen; vielmehr versteht es digitale Transformation als eine tiefgreifende ökonomisch-gesellschaftliche Veränderung, welche die Prozesse der beruflichen Bildung, die professionelle Haltung beruflicher Lehrer*innen und die Art und Weise, wie wir Lehrerbildung betreiben grundlegend in Frage stellt.

Students studying to become teachers gain their first practical teaching experience late in their studies, and they do not sufficiently reflect their own subjective ideas of "economy". In order to address these challenges, the teaching innovation will record student teaching simulations on video and post-process them using a social annotation tool.

The summer school was developed by Prof. Dr. Tobias Jenert in cooperation with Prof. Dr. Ingrid Scharlau and Prof. Dr. Carla Bohndick (University of Hamburg). The concept of an international and interdisciplinary summer school convinced the Volkswagen Foundation, so that it was possible for the participants to cover the costs. The Summer School succeeded in attracting not only around 30 doctoral students but also numerous renowned researchers who provided valuable input in the form of keynote lectures, methodological workshops, writing workshops and peer feedback sessions.

In this project, we use different methods to investigate networks of people who drive teaching innovation at universities and act as potential change agents. On the one hand, the aim is to analyse network structures in order to identify significant subgroups. On the other hand, it is possible to characterise central actors in the network in more detail and to describe characteristics of ideal-typical networkers.

 

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