Current: 2021

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Optimierung in der Weiterbildung

List of Contents Volume 2021 (1) (2)

Die Ausgabe sammelt ausgewählte Beiträge zum Themenschwerpunkt “Optimierung in der Weiterbildung” in Anlehnung an den DGfE-Kongress, der im März 2020 coronabedingt ausfallen musste. Unterschiedliche Facetten der Optimierungsthematik aufgreifend werden folgende Themen diskutiert: differenzielle Inklusion in der beruf-lichen Bildung, pädagogisches und methodisch-didaktisches Können von Hochschullehrenden, Professiona-lisierung in der Weiterbildung vor dem Hintergrund von Digitalisierung und Mediatisierung, Optimierung und Organisationsentwicklung im Kontext migrationsbezogener Diversität, betriebliche Weiterbildungskulturen am Beispiel des BIBB-Qualifizierungspanels, Resilienz in Programmen der Erwachsenenbildung. In der Kategorie “Vermischtes” folgen ein Beitrag zu Dimensionen und Perspektiven von Innovationen sowie eine empirische Bestandsaufnahme zum Forschungsfeld “Erwachsenenbildung/Weiterbildung und Migration”.


Abstracts:

Alisha M. B. Heinemann, Lisa Vogt

“Zur Optimierung der Anderen differenzielle Inklusion im Bildungssystem am Beispiel der beruflichen Bildung

Using the example of the pedagogical field of vocational training, which addresses adults and adolescents, we investigate the discourses that legitimize differential inclusion on the basis of capitalist market logic and examine the role played here by the attribution of change (othering) and addresses of optimization. To this end, we first
address how ‘others’ are constructed in our society, then refer to the discourse of optimization, and finally outline the concept of differential inclusion using the example of the inclusion and exclusion line ‘professional German language’. We conclude with an appeal to pedagogically responsible persons to enter into a critical-reflexive relationship with othering and optimization discourses in order to come at least a little closer to the ideal of edu-cational justice.

Kirsten Aust, Stefanie Hartz

Das pädagogische, methodisch-didaktische Können von Lehrenden an Hochschulen: Ausgangssituation und Zusammenhang von Wissen und Können mit der Könnensentwicklung

There are plenty of programmes which aim at the improvement of academic teaching. Although these are well accepted, little is known about how they work (especially when looking beyond the level of satisfaction). This paper reports on the practical proficiency of academic teachers in general and on their development related to prior theoretical knowledge and prior proficiency. To this end, a study funded by the Federal Ministry of Education and Research examined academic teachers who participate in further educational programmes on academic teaching and those who do not. The focus of the following analyses is on the practical proficiency and its development measured by videography at two measurement times in relationship to the prior knowledge (measured by a written test) and the prior proficiency. Statistical analyses show the development of the proficiency depending on the participation in furthereducational programmes and the relationship between theoretical knowledge and practical proficiency.

Lisa Breitschwerdt, Regina Egetenmeyer

Professionalisierung im Kontext von Digitalisierung und Mediatisierung.
Zu Fortbildungsformaten für das Personal in der Erwachsenenbildung/ Weiterbildung

Digitalization and mediatization influence all areas of action and professional activity in adult and continuing education. This article looks at professional development and training for the professionalization of staff in adult and continuing education with respect to successful digitalization and mediatization. The analysis of eight initial interviews and 58 expert interviews at six adult education institutions identifies the development of non-formal and informal training formats, a targeted identification of training needs, customized training modes, and changes in work and life circumstances as relevant training formats and contexts for training staff. The analysis also shows that professional development and training as a central element of profession-alization is related to corres-ponding developments in adult education organizations, umbrella organizations, and society.

Halit Öztürk, Eva Humt

Optimierung und Organisationsentwicklung in der Erwachsenen- und Weiterbildung – Erkundungen des Optimums im Kontext migrationsbezogener Diversität

In the context of migration-related diversity, diverse and sometimes contradicting expectations are directed at adult education organizations. Against this background, the article explores the potential of organizational de-velopment to optimize adult education organizations. These potentials are outlined on the basis of an As is/To be – comparison of diverging expectations which are directed at adult education organizations from political, edu-cational and scientific perspectives. The optimum to be achieved is seen as a viable middle course between diverging expectations. Finally, the potential of a difference-sensitive diversity management for adult education organizations will be explored in order to pursue this middle course in the sense of reflective organizational de-velopment.

Christian Gerhards, Ina Krause

Betriebliche Weiterbildungskulturen in Zeiten der Digitalisierung – Eine Analyse mit Daten des BIBB-Qualifizierungspanels

Continuing education is regarded as a central corporate optimization strategy for implementing innovation processes and reacting to changes in the corporate environment. Accordingly, findings show a close connection between in-company continuing education and its digitalization measures. It is plausible that companies have a corporate CET culture that is shaped by corporate action logics in the neo-institutionalist sense (cf. Scott 2013). However, there is a lack of explanations and analyses about their exact connection. Therefore, this article is dedicated to the question of how company management of innovation processes is shaped by specific continuing education cultures. To this end, the article specifically examines how forms of digitalization and logics of action in companies are connected to specific forms of continuing education. The empirical analysis is based on survey data from the 2019 wave of the BIBB Qualification Panel. The analyses show that companies train employees more intensively when they (can) follow their own normative or mimic successful companies.

Bernd Käpplinger, Caroline Dietz

Resilienz in Programmen der Erwachsenenbildung: Die fehlende (Selbst-)Optimierung?

Resilience can contemporarily and critically be discussed in the context of optimization and self-optimization. The article deals with the program analysis of training offers on resilience at adult education centers in an explorarive way. Characteristics of resilience courses are worked out on the basis of quantitative and qualitative analyzes.
Overall, there are few offers on resilience so far. Most are introductory in nature and offered in a manner that is not target group specific.

Julia Koller

Dimensionen und Perspektiven von Innovationen in der Erwachsenenbildung – ein systematic literature review.

What is innovation in adult education? This article addresses this question on the basis of a systematic literature review and a lexicometric discourse analysis of innovations in adult education. For this purpose, the article takes up approaches of modernization- and transformation theory and introduces a social-scientific reflexive concept
of innovation. On this basis, dimensions and perspectives of innovation are explored in a text corpus (n = 300 titles; 2,153,121 words), which are aggregated into a narrower and broader understanding of innovation in adult education. It can be illustrated that the concept of innovation in adult education oscillates in an extremely diverse way between social and technical innovations, specific fields of innovation, a constructive approach and the adaptation to structural change and coping with megatrends.

Gwennaëlle Mulliez

Forschung zu Weiterbildung und Migration?
Eine Bestandsaufnahme mittels eines Scoping-Reviews

The topic of migration has received increased media, political and academic attention in recent years. Migration is understood here as a cause of social change processes that increasingly also affect adult education. This article therefore explores the question of which theoretical and methodological approaches and thematic foci have been used to conduct research in the intersection of ‘continuing education and migration’ since the turn of the millennium. By means of a scoping literature review, n = 68 publications were identified that deal with this field of intersection. The analysis identifies four main themes: 1) system, politics and society, 2) organization, 3) teaching and learning, 4) reflection on the theory of science. Based on the findings, future studies can be recommended, on the one hand, to cultivate a more critical approach to seemingly self-evident terminology and, on the other hand, to pay more attention to systematic methodological triangulation in empirical research.