Geistes-, Natur-, Sozial- und Technikwissenschaften Transcending Boundaries. STEP Project

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1 STEP Project Higher Education and Work Academics Perspectives on Responsibility in Teaching and Competence Development Gudrun Hessler, Dipl. Soz. Prof. Dr. Mechtild Oechsle Justus Heck, MA Changing Conditions and Changing Approaches to Academic Work, Berlin 4-6 June 2012

2 Outline 1. STEP Research Question and Design 2. Subjective Theories of Students and Academics 3. Academics View on Competence Development 4. Academics Responsibility for HE and Work 5. Conclusion

3 STEP Research Project STEP project titel: Higher Education and Work: University Education between Employability, Professionalization and Practice Investigates into Subjective Theories of students and academics: How experience students and academics the heterogeneous expectations of the scientific system and the world of work? Qualitative approach Interdisciplinary project: Bielefeld University: Sociology (Prof. M. Oechsle) Education (Prof. J. Keuffer) University of Paderborn: Psychology (Prof. I. Scharlau)

4 Theoretical Concept: Subjective Theories... are defined as: complex and relatively stable cognitions that imply an argumentational structure interviewees as self-reflective and (potentially) rational actors people are believed to hold their own theories about the "why" and "how" of their environment and to regulate their actions accordingly to their theories serve different functions that reach from general orientation, the explanation of past events, or the prediction of future events to action control. (see Dann 1994, Groeben et al. 1988)

5 STEP-Research Design and Sample Research methods Problem-centred Interview (Witzel 1982) / semi-structured interview Total sample STEP project Students (N=80): Social sciences & teacher training (Lehramt) Academics (N=30): Social sciences / Education Partial sample 15 University academics, Department of Sociology / Social sciences (10 full professors; 5 research assistants) Interview length about 45 min.

6 STEP Focus: Academics Dimensions of analysis: Relation between university and vocational education General principles of university education Academics self-concept and academic identity Concepts of responsibility Views of students Key competences and competence development in social sciences Labour market for social scientists Bologna reform and employability discussion Methods of analysis: Development of categories (inductively-deductively) Issue-related analysis of main dimensions Typology of subjective theories (Kelle/Kluge 2010) Single case description

7 Subjective Theories of Education and Work Analysis focused on following dimensions: Relation between university and vocational education General principles of university education Main results: We found three different Subjective Theories in each group (students and academics) See a heterogeneity within both groups Similarities between the two groups

8 Students: Subjective Theories of Education and Work Autonomy of science Decoupling of science and vocational work/ Humboldt ideal Vocational training is not in the responsiblity of university Time and freedom for personal development Double function of higher education Tension between world of study and world of work HE should be relatively autonomous but link to transition into labour market HE as vocational training Specific job-related qualifications and skills HE should be closely linked with labour market aspects Mandatory structures

9 Academics: Subjective Theories of Education and Work Autonomy of science Decoupling of science and vocational work Double function of higher education Orientation towards practice and work as second aspect of HE Linkage of science and work by thematical specialization Applied social sciences rather than academic disciplin

10 Competences that Develop During Course of Studies Critique and reflexivity seeing the big picture / sceptical distance to objects Methodological competences methodological skills and controlled inquiry Analytical skills analysis of complex phenomena and different layers Specific topic- and field-related knowledge (expert knowledge) specialization during course of studies Interest in social and political issues Critical assessment of political processes and action strategies (Steuerungsskepsis)

11 Competences Relevant for the Labour Market Scientific competences Reading, writing, rhetorical skills (general skills) Analytical skills Analysis of complex phenomena and different layers Personal competences Passion, engagement, personal development Specific topic- and field-related knowledge (expert knowledge) Specialization during course of studies The specific disciplanary knowledge can t be translated in a 1:1 mode. But students develop a specific sensitivity for different social fields. Translation process

12 Responsiblity for Translation Process ST 1: Autonomy of science Decoupling of science and work I am convinced that the value of an academic study (wissenschaftliches Studium) is to diagnose and to analyse problems, to scrutinize relations of cause and effect, finally to methodologically control the process. I think this is the value, also the practical value, of a course of studies, that finally qualifies for leading positions. That is what we can do. Who expects more should send vocational counsellors. (Christiansen) High orientation towards disciplinary knowledge and theory Low problem awareness concerning HE and work Defensive attitude towards HE and work See no responsibility

13 Responsiblity for Translation Process ST 2: Double function of higher education Orientation towards practice and work as second aspect of HE Sometimes, when students come to me, I do coaching with them. They come and ask me what should I do now or how can I go on with that, would you advice me to draw on this or on that and so on. (Ahrens) Theoretical disciplinary knowledge is main focus Problem awareness concerning HE and work The individual student matters See personal responsibility Try to meet responsibility on an individual basis

14 Responsiblity for Translation Process ST 3: Linkage of science and work by thematical specialization Applied social sciences rather than academic disciplin Sociology of developing countries, sure, there are many relevant political institutions, and many Bielefeld graduates work in these institutions. Sure. Also migration-politics, there are these offices for intercultural relations in the communities. Well, the potential for application of sociology is pretty clear to me. (Heinemann) Applied disciplinary knowledge is main focus Low/no problem awareness concerning HE and work Job market offers sufficient possibilities/ knowledge can be applied See no responsibility

15 Conclusions Majority sees no necessity for action two arguments: Autonomy of science Linkage of science and work by specialization: application of knowledge and graduates transition to work is taken for granted Minority sees responsibility in two ways: Personal commitment to students via counselling Theoretical research into professionalization of social sciences General tendencies: Little knowledge about graduate tracer studies and relevant data Gives room to speculation and anecdotal talk Tendency to downsize the problem Applied disciplinary knowledge is main focus

16 Further Questions Regarding the Academic Profession What role can the Academic Profession play for the translation and transition process of graduates into professional work? Need it be part of the profession itself or Can we leave it to the organisational level e.g. career services? What function has the curriculum development as intermediate level?

17 Thank you for your attention! Contact: Website:

18 Literature Bloch, R. (2009): Flexible Studierende? Studienreform und studentische Praxis. Leipzig: Akademische Verlagsanstalt Berthold, C. et al. (2011): Schwarzer Peter mit zwei Unbekannten. Ein empirischer Vergleich der unterschiedlichen Perspektiven von Studierenden und Lehrenden auf das Studium. Gütersloh: CHE Consult Braun, E. (2008): Das Berliner Evaluationsinstrument für selbsteingeschätzte studentische Kompetenzen BEvaKomp. Göttingen Dann, H.-D. (1994): Pädagogisches Verstehen. Subjektive Theorien und erfolgreiches Handeln von Lehrkräften. In: Reusser, K./ Reusser-Weyeneth, M. (Hrsg.): Verstehen: Psychologischer Prozess und didaktische Aufgabe. Bern: Huber, Groeben, N. / Wahl, D. Schlee, J. / Scheele, B. (1988): Das Forschungsprogramm Subjektive Theorien. Eine Einführung in die Psychologie des reflexiven Subjekts. Tübingen: Francke Kelle, U. / Kluge, S. (2010): Vom Einzelfall zum Typus. Fallvergleich und Fallkontrastierung in der qualitativen Sozialforschung. Wiesbaden: VS Keller, R. (2010): Kompetenz-Bildung: Programm und Zumutung individualisierter Bildungspraxis. In: Kurtz/ Pfadenhauer, König, E. et al (2004): Das Konstruktinterview: Grundlagen, Forschungsmethodik, Anwendung. In: Systemisch denken und handeln: Personale Systemtheorie in Erwachsenenbildung und Organisationsberatung. Weinheim: Beltz, Koepernik, C. / Wolter, A. (2010): Studium und Beruf. Arbeitspapier 210. Düsseldorf: Hans-Böckler- Stiftung Kurtz, Th. / Pfadenhauer, M. (Hrsg.) (2010): Soziologie der Kompetenz. Wiesbaden: VS

19 Literatur Leichsenring, H. et al. (2011): CHE-Quest: Ein Analysetool für das Hochschulmanagement. Gütersloh: CHE Consult Liebeskind, U. (2011): Universitäre Lehre. Deutungsmuster von ProfessorInnen im deutsch-französischen Vergleich. Konstanz: UKV Oevermann, U. (2005): Wissenschaft als Beruf. Die Professionalisierung wissenschaftlichen Handelns und die gegenwärtige Universitätsentwicklung, in: die hochschule - Journal für Wissenschaft und Bildung 14, Sonderheft: Manfred Stock/ Andreas Wernet (Hg.), Hochschule und Professionen, Wittenberg, Rehn, T. et al. (2011): Hochschulabschlüsse im Umbruch. Studium und Übergang von Absolventinnen und Absolventen reformierter und traditioneller Studiengänge des Jahrgangs Hannover: HIS Stichweh, R. (1994): Professionen und Disziplinen: Formen der Differenzierung zweier Systeme beruflichen Handelns in modernen Gesellschaften in: ders., Wissenschaft, Universität, Professionen. Frankfurt/Main: Suhrkamp, Witzel, A. (1982): Verfahren der qualitativen Sozialforschung. Überblick und Alternativen. Frankfurt/New York: Campus

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