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This doctoral thesis contributes to the vibrant discourse on boundary-crossing collaboration in the German teacher education system. It offers theoretical advancements, programmatic guidelines, and empirical findings which advocate for a transdisciplinary perspective. In order to do so, the framing paper critically links persistent challenges and current reform processes in the teacher education system with theoretical foundations and conceptual positions of transdisciplinarity. Against this backdrop, four articles provide further insights on: a) how to expand the prevalent systematic of innovation and transfer approaches (top-down, bottom-up, cooperative) by a transdisciplinary perspective, b) outlining guiding principles for the realization of transdisciplinary collaboration in the context of a boundary-crossing research and development project, c) providing empirical findings on effect relationships between transdisciplinary dimensions of integration characteristics, and d) identifying empirical types of actors based on specific assessment patterns towards these characteristics.
Keywords
Boundary-Crossing Collaboration; Innovation and Transfer Strategies; Integration; Teacher Education; Theory-Practice Interrelation; Transdisciplinarity
Der Kern dieser Arbeit richtet sich auf die Frage, ob und in welcher Form Bildungsungerechtigkeiten an niedersächsischen Hochschulen während der Corona-Pandemie bestehen oder auch verstärkt wurden. Die Forschungsfrage lautet: "Welche Herausforderungen erlebten niedersächsische Studierende durch die Corona-bedingten Umstellungen des Hochschulalltags?" Um dieser Frage nachzugehen, wurden Hypothesen zur Frage der bestehenden sozialen Ungerechtigkeit zwischen Studierenden, der Auswirkung auf die finanzielle Situation und der Teilhabe an digitaler Lehre aufgestellt. Um diesem Schwerpunkt gerecht zu werden, wurde zunächst anhand bekannter empirischer Berichte wie dem KMK Bildungsbericht, der Sozialerhebung des Studentenwerks und dem Hochschulreport des Stifterverbands der Vor-Corona-Zustand erörtert. Zur Betrachtung der Situation der niedersächsischen Studierenden wurde von August bis September 2020 eine quantitative Umfrage unter Studierenden aus Niedersachsen (N=2317) mit folgendem Titel durchgeführt: "Digitale Lehre unter Corona-Bedingungen in Niedersachsen". Im Laufe der Arbeit und der Auswertung der Umfrage konnten Tendenzen und auch belastbare Erkenntnisse für die positive Beantwortung der Annahmen erörtert werden. Diese Ergebnisse legen dar, dass der Handlungsbedarf in diesem Feld deutlich größer als vor der Pandemie ist. Die bestehenden Hilfen haben Studierende bisher nicht in ausreichendem Maße erreicht und die Abbrechendenquote könnte steigen. Die Grundlage für eine gerechtere Gesellschaft liegt im Vorhandensein von Bildungsgerechtigkeit und dem Zugang zu Hochschulbildung. Die Corona-Pandemie stellt Studieninteressierte und Studierende hier vor zusätzliche Herausforderungen.
This dissertation investigates interpersonal competence development in project-based sustainability courses. Visions of a sustainable, safe, and just future cannot be reached by one individual alone. Thus, future change agents need to be able to collaborate and engage with stakeholders, to approach the manifold crises, challenges, problems, and conflicts we are facing together, and to promote and push forward sustainability transitions and transformations. Therefore, this research investigates three project-based sustainability graduate courses by comparing and contrasting teaching and learning outcomes, processes, and environments. A comparative case study approach using a Grounded Theory-inspired research design which triangulates several qualitative methods and perspectives is applied to allow for generalizable insights. Thereby, this dissertation provides empirically-informed insights which are further discussed in relation to selected teaching and learning theories. This leads, first, to a discussion of practical implications within (and beyond) sustainability higher education; and second, provides a theoretical foundation for interpersonal competence development in project-based learning settings – so that educating future change agents can gain momentum.
Findings of this research show that embracing conflicts when they occur (i.e. before they provoke cascading effects in the form of further conflicts down-the-road) is an effective strategy to help further develop interpersonal competence. This requires a conflict-embracing attitude. Attitude, in general, seems to be key in interpersonal competence and competence development overall. Self-reflection, if not explicitly required by outside influences (such as instructors), arises naturally from a self-reflective attitude, and is shown to provide the basis for developing interpersonal competence. This research introduces the term ‘Refl-Action’ which stresses the importance of pairing ‘learning by doing’ (as is often the focus in project-based learning settings) with conscious moments of ‘reflecting about the doing’.
More specifically, the research presented here identified four learning processes for interpersonal competence development: receiving input, experiencing, reflecting, and experimenting. Based on the empirical data, when the four processes are purposefully combined, following a meaningful sequence attitudes, knowledge, and skills in collaborative teamwork and impactful stakeholder engagement, are fostered (two facets of interpersonal competence). Each of the four learning processes is set in motion through various interactions students engage in during project-based sustainability courses: student-student (labeled ‘peer’), student-instructor (labeled ‘deliberate’), student-stakeholder (labeled ‘professional’), and student-mentor (labeled ‘supportive’) interactions. When these interactions are made explicit subjects of inquiry – i.e. the (inter-)action is linked with (self-)reflection – different learning processes complement one another: Interpersonal competence facets (collaborative teamwork and impactful stakeholder engagement) and domains (attitudes, knowledge, skills) are fostered. While, overall, interactions, processes, and conflicts have been identified as supportive for interpersonal competence development, trust has emerged as another variable inviting further investigation.
The findings of this thesis can be useful not only to support more conscious course design and facilitation, but should also be taken into consideration in other project-based (sustainability) settings. Both, sustainability novices and experts are regularly required to engage in teams and with stakeholders. Applying a conflict-embracing and self-reflective attitude allows to actively deal with differences encountered where diverse people interact, and to move forward on sustainability problems and visions in collaboration.
This dissertation, entitled “How to Embed Sustainability in the Core of Higher Education Institutions: Drivers of, Barriers to, & Patterns behind the Implementation Processes of Sustainability Curricula – Insights from a Quantitative Meta-Study with Data from around the Globe,” addresses the question of how sustainability curricula1 can be implemented and established in higher education institutions2. This research question is based on the assumption that sustainable development requires new ways of thinking and acting in the world. Accordingly, universities – as hubs for knowledge generation, innovation, and education – provide a central leverage point for sustainably developing society at large. Therefore, the institutionalization of sustainability curricula is not only socially demanded, but also stipulated in numerous political statements from the international community (e.g., those of the UN and UNESCO) and operationalized via Sustainable Development Goal No. 4: “Quality Education”. Previous findings on how such implementation can be successful and what factors support or inhibit the process have come primarily through case studies of individual higher education institutions. These studies provide important insights but have been largely descriptive rather than analytical and leave open questions about the generalizability of their findings – for example, the extent to which other universities can be guided by the experiences of the respective higher education institutions. The present dissertation addresses this research gap. Through a meta-study (i.e., an analytical comparison of existing case studies), generalizable findings on the implementation processes of sustainability curricula are explored. In the first step, a case universe was collected in order to provide a database for deeper analyses. In two further analysis steps that built on the case universe from Step 1, certain factors that promote or inhibit the implementation of sustainability curricula (Step 2) and specific implementation patterns (Step 3) were examined. The following paragraphs provide greater details and an overview of the respective findings. In the first step, a database of peer-reviewed English-language case studies from around the globe that report on such processes was created. A total of 230 case studies were identified, 133 of which focus on the implementation processes of sustainability curricula.3 A bibliometric analysis of the 230 case studies revealed that this field of research is growing, although the discourse is primarily dominated by authors from North America, Europe, Oceania, and Asia, with South America and Africa being underrepresented. In addition, a citation analysis demonstrated that some universities incorporate findings from other countries whereas other universities act in isolation. This observation leaves open the question of the extent to which universities learn from one another in order to advance the implementation of sustainability curricula. In the second step of the analysis, the qualitative data of the collected case studies (sample of 133 case studies) were compared using the case survey method, which is a specific type of a meta-1 Sustainability curricula include courses, programs, and certificates from all fields of study that deal in some form with sustainability topics. For a more-detailed discussion of what education for sustainable development (ESD) entails, see Section Error! Reference source not found..
2 Higher education institutions (HEIs) include universities, universities of applied sciences, and other institutions that offer at least a bachelor’s degree.
3 A detailed explanation of the case sample and subsamples can be found in Section Error! Reference source not found..
analysis. The focus of the comparison lay on the drivers of and barriers to the processes of sustainability curriculum implementation at higher education institutions. Driving- and inhibiting factors have been thoroughly examined theoretically in the discourse on education for sustainable development (ESD), especially those pertaining to higher education institutions. However, no large body of data has yet been created to empirically test these hypotheses. The present meta-study found that the following factors lead to the deep-rooted and comprehensive establishment of sustainability curricula: strong leadership support; the establishment of sustainability curricula in the areas of education, research, campus operations, and outreach activities; formal participation of internal (including students) and external stakeholders; and engagement by sustainability champions (change agents), who are often the first to implement sustainability curricula and can face strong resistance. Other enabling factors include strategic planning, coordination, communication, having a vision, external political influence, the presence of a window of opportunity (e.g., an environmental disaster, a change in presidency), and the availability of interdisciplinary meeting spaces. On the other hand, the strongest cited barriers to the implantation of sustainability curricula were found to be the lack of interdisciplinary meeting spaces, the lack of a vision, the lack of incentives, the lack of resources, an overly full curriculum, and an unsupportive / overly bureaucratic organizational structure. The third step of the analysis also built on data from the 133 case studies and explored whether certain types or patterns of implementation processes occur. Through the analysis, six implementation patterns were identified that share similar driving- and inhibiting factors. The respective interplay between factors leads to various degrees of sustainability curriculum implementation in terms of how deeply rooted and comprehensive this implementation is. As discussed in greater detail below, in descending order of the level of achieved deep-rooted change, these patterns are (1) a collaborative paradigm shift, (2) bottom-up institutional change, (3) top-down institutional change, (4) the presence of many barriers that hinder institutional change, (5) externally driven initiatives, and (6) initiatives that are scattered due to a lack of coordination. Across all patterns, two phases could be identified: First, the impetus to implement ESD may be initiated not only by internal actors, but also by external ones. This initiation can take hold from the “bottom-up” (i.e., by students or faculty), from the “top-down” (i.e., at the presidential level), or in both directions simultaneously. The following key factors appear to be important in driving the initial implementation forward: a culture of open communication between all stakeholders in which feedback and reflection are welcome and even actively solicited, the development of a shared understanding and vision that further create a sense of ownership and long-term success, a high level of collaboration among all stakeholders, and existing initiatives that lead to knowledge sharing and other resources. In this regard, informal collaboration and cooperation can partially compensate for a lack of presidential-level support and/or a formal communication structure. Furthermore, developing a strategy with individual steps and shared responsibility leads to more-successful implementation of ESD at higher education institutions. The presented findings add a complementary empirical perspective to the discourse on the establishment of ESD at higher education institutions. First, the case studies that specifically address the implementation processes of sustainability curricula are reviewed and analyzed here for the first time as part of a research landscape. This research landscape reveals where research on such implementation processes has been or is being conducted. On this basis, both researchers and funders can reflect on the status quo and plan further research- or funding endeavors. Second, this dissertation offers the opportunity to compare a multitude of individual case studies and thus to develop new and generalizable insights into the implementation of sustainability curricula. The empirical analysis uses 133 case studies to identify key factors that promote or inhibit the implementation of sustainability curricula and to add a complementary perspective to the discourse, which has thus far been dominated by theoretical considerations and individual case studies. The analysis thereby offers a new perspective on generalizable influencing factors that appear to be important across different contexts. Thus far, specific patterns of implementation processes have been infrequently studied, and with few datasets. This dissertation analyzes the complex interplay between over 100 variables and provides one of the first research attempts at better understanding the processes that lead to the deep-rooted and comprehensive implementation of sustainability curricula. Internal and external practitioners of higher education institutions can find examples and evidence that can be useful in planning the next steps of their sustainability curriculum implementation. In the future, higher education institutions will play an even greater role in the journey toward sustainable development. This dissertation offers generalizable empirical findings on how universities can succeed in recognizing their own responsibility to that end and in realizing this transformation through the implementation of ESD.
Die Forderung nach sprachbildendem Fachunterricht ist aktueller denn je. Deshalb stellt sich die Frage, welche Kompetenzen (Fach-) Lehrkräfte benötigen, um dies leisten zu können und wie sie diese in ihrer Aus- und Weiterbildung erwerben können (Baumann, 2017; Köker, 2018). Zwar gibt es Empfehlungen für die Lehrkräftebildung, jedoch ist die Ausbildungslandschaft im Bereich Deutsch als Zweitsprache (DaZ) deutschlandweit und universitätsabhängig sehr heterogen (Gantefort & Michalak, 2017). Um Aussagen über benötigte Kompetenzen treffen zu können, müssen diese messbar gemacht werden. Wissensfacetten im Bereich DaZ können mit einem Paper-Pencil-Test erfasst werden. Um Handlungsfacetten erfassen zu können, wird eine Testumgebung benötigt, die der Komplexität von Unterricht möglichst gerecht wird, weshalb sich Paper-Pencil-Tests dafür nicht eignen (Blömeke, König et al., 2015). Dem Kompetenz-als-Kontinuum-Modell (Blömeke, Gustafsson & Shavelson, 2015) folgend, widmet sich diese Arbeit der Entwicklung eines videobasierten Testinstruments mit einem mündlichen Antwortformat, um so performanznah DaZ-Kompetenz zu erfassen. Folgende Forschungsfragen werden in dieser Dissertation untersucht:
1.) Inwieweit können eine ausreichende psychometrische Qualität und eine dimensionale Struktur des Testinstruments festgestellt werden?
2.) Inwieweit kann performanznahe DaZ-Kompetenz bei (angehenden) Lehrkräften festgestellt werden?
3.) Wie hängen individuelle und akademische Hintergrunddaten der Proband*innen, DaZ-bezogene Lerngelegenheiten, Überzeugungen zu sprachlich-kultureller Heterogenität in Schule und Unterricht oder Persönlichkeitsmerkmale mit performanznaher DaZ-Kompetenz zusammen?
Das Rahmenpapier bettet die vier Artikel in den übergeordneten theoretischen Kontext ein, diskutiert die Ergebnisse und leitet abschließend Empfehlungen für weitere Forschung und für die Lehrkräftebildung ab.
This thesis deals with sustainability in African Higher Education Institutions (HEIs) and the influence of language in achieving sustainable development. Several authors highlighted the existing imbalance of sustainability research in higher education, with most publications focusing on the so-called Global North. Little is known about sustainability in the so-called Global South, and in African educational institutions in particular. The first article of this thesis investigated existing sustainability activities in African HEIs. Rather than focusing on the shortcomings, the paper took a positive stance, opposing the predominant language of deficits in research on Africa. In the Delphi study conducted, 32 experts from 29 HEIs in 16 African countries described the sustainability activities they are engaging in. Experts provided information about their experiences in their respective HEI, while language and culture emerged as areas in need of further research. The second article therefore focused on the relationship between language and education for sustainable development in African educational institutions, and systematically reviewed scholarly literature regarding this connection. Authors of the reviewed 33 papers approached this connection mainly on a theoretical and philosophical level, focusing on education and Africa as a whole rather than specified forms of education in specific countries. The third article examined the views of Tanzanian higher education students and graduates regarding language and sustainability. Participants explained how they integrate sustainability and the Sustainable Development Goals (SDGs) into their research and how they approach translations in the process. In the ensuing interviews, participants estimated that only a fraction of people outside of academia are aware of sustainability and the
SDGs, rendering the achievement of target 4.7 unlikely. This thesis therefore contributes to a better understanding of the current challenges in implementing sustainability and the SDGs in African educational institutions. It highlights the need to integrate (local) African languages in order for sustainability activities as well as the SDGs to be successful, and to keep the pledge to leave no one behind.
Das Promotionsprojekt, das in das Forschungsprojekt Nawi-In (Naturwissenschaftlichen Unterricht inklusiv gestalten – Kompetenzentwicklung von Lehramtsstudierenden für und mit der Praxis) Förderkennzeichen 01NV1731, Laufzeit 30.04.2018-30.09.2021) eingebettet ist, fokussiert die Entwicklung von Analysekompetenzen Masterstudierender der Sekundarstufe I mit naturwissenschaftlichem Fach, inklusiven naturwissenschaftlichen Unterricht zu identifizieren und zu analysieren. Hierfür analysierten die Masterstudierenden (N=5) sowohl eigenen videografierten als auch fremden inklusiven naturwissenschaftlichen Unterricht im Rahmen eines dreisemestrigen Projektseminars. Die Begleitforschung, die im ersten und zweiten Semester des Projektseminars stattfand, untersuchte die Entwicklung der Merkmalsausprägungen der Selbstwirksamkeit, Einstellungen und des selbsteingeschätzten fachdidaktischen Wissens (PCK) in Bezug zu inU.
Der Kern der Forschung ist die Entwicklung eines Modells, um die video-stimulierten Reflexionen zum eigenen (pre und post) und fremden inklusiven naturwissenschaftlichen Unterricht (pre, re und post), die audiografiert und transkribiert wurden, auszuwerten und so eine Entwicklung der Analysekompetenzen über die verschiedenen Erhebungszeitpunkte hinweg feststellen und abbilden zu können.
Das Analytical Competency Model (ACM) ist ein Kategoriensystem, das aus verschiedenen Forschungen zu Professionalisierung, Expertiseforschung über Lehrpersonen und professioneller Unterrichtswahrnehmung besteht. Validiert wurde das ACM durch das Erstellen eines Expert*innenratings.
Die Ergebnisse zeigen eine deutliche Entwicklung der Analysekompetenzen in der Studierendenstichprobe. Es wurden über den Erhebungszeitraum hinweg mehr Momente als inU identifiziert und die identifizierten Momente in übergeordnete Konzepte zu inU eingeordnet.