Hochschulbildung zwischen Fachwissenschaft, Praxisbezug und Persönlichkeitsentwicklung

Elsholz, Uwe

doi:10.1007/978-3-658-20309-2_2

Cited by 9 publications

(4 citation statements)

References 7 publications

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“…Central to this critique is the perception that HE has essentially been watered down to a vocational training with economic interest and utilitarian applicability through the introduction of Bachelor degrees, the further decoupling of research and teaching, lowered academic level and demand, narrower curriculums and perception change from students to pupils. A missing distance to practicality in HE at cost of theoretical reflexion and critique leads HE into an instrumental understanding of its purpose, and thereby robs it of its unique and central original character (Elsholz, 2019). Under the logic of marketisation, the prioritisation of disciplines that are perceived as economically more viable poses a direct threat to the liberal arts and humanities, which have been thinned out due to decreasing interest and support (Nussbaum, 2010).…”

Section: The Chang Ing Under S Tand Ing Of Hi G Her Educ Ati Onmentioning

confidence: 99%

What is higher education to contemporary students in Germany?

Schäfer

2023

Higher Education Quarterly

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The purpose, aim and goals of higher education itself have been discussed and researched in the context of massified and marketised higher education in Germany, with a focus mainly on higher education national policies or the view of faculty staff. By shifting the perspective instead to the students, this article asks what higher education means to them nowadays. This study is based on 95 interviews with German graduate students from three disciplines (i.e. business administration/management, medicine and musicology) and it offers a typology of what students understand as the purpose of higher education. Six types were reconstructed from the empirical material, along three main lines of higher education's purpose (i.e. occupational, personal and societal). This paper also shows how the chosen discipline becomes more salient for the student's perception of higher education purpose than their social background. This questions previous research that found strong ties between instrumentalism and social background in higher education. This paper also demonstrates that social differences do matter in their egalitarian or elitist variation of understanding within non‐instrumentalist types. Overall, this study illustrates how heterogenous contemporary higher education purpose has become, which mirrors a further general differentiation in higher education.

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Section: The Chang Ing Under S Tand Ing Of Hi G Her Educ Ati Onmentioning

confidence: 99%

What is higher education to contemporary students in Germany?

Schäfer

2023

Higher Education Quarterly

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“…Furthermore, the current qualification framework for degrees gained in Germany is now based on the acquirement of competencies and focusses on subject‐related competences; methods; social competences and self‐efficacy. The application of the framework means that the development of curricula must not focus solely on the establishment of subject‐related skills and competencies but also, in accordance with the aims of HE, need to develop students vocational and occupational skills and their personality (Elsholz, 2019).…”

Section: Measures To Improve Students' and Graduates' Employabilitymentioning

confidence: 99%

“…Still, compared to universities of applied science, courses at a university are still orientated towards the Humboldtian Ideal of the University and especially the bachelor courses are geared towards the scientific development in their chosen discipline. This partly explains the low employment uptake for graduates from bachelor courses from universities as both graduates and employers struggle to connect the content of the course to a specific occupational role (Elsholz, 2019). Bachelor graduates from a university of applied science are more successful in finding a graduate job compared to those from a university (Grotheer, 2019).…”

Section: Labour Market Outcomes—empirical Findings and Trendsmentioning

confidence: 99%

Taking stock: Employability as an outcome of higher education. Evaluating developments in the German higher education system

Behle

2021

Higher Education Quarterly

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This article uses the example of Germany to elaborate on the historical development, the current practice, and recent debates on employability. Employability as an outspoken aim of higher education was only established in recent decades due to the introduction of Polytechnics, the expansion of higher education, and the Bologna‐Process. Despite the diversity of the higher education sector (e.g., universities; universities of applied science), the assumption of equality means that degrees from any institution are of equal value according to the level of study. As in other countries, German higher education institutions have established measures to improve employability such as changes in the curricula or the establishment of career services. However, challenges remain to measure the employability and the employability outcome of HE. The article concludes that the identification of specific subject‐related and transferable skills and competences and their transferability to the labour market remains an ongoing task to increase the employability of graduates in Germany.

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“…Auf Basis einiger Auseinandersetzungen mit der Thematik der Verwertbarkeit, Praxisorientierung und Employability in der Literatur (z. B. Cendon, Mörth & Pellert, 2016;Elsholz, 2015und Kaßebaum, 2017 und einer empirischen Untersuchung einer Gruppe nicht traditionell Studierender in einem berufsbegleitenden Bachelorstudiengang im Bereich der Betriebswirtschaft 1 konnte eruiert werden: "Verwertbarkeit" als Instrument zur Förderung des Lernerfolgs nicht traditionell Studierender scheint in einem berufsbegleitenden Studium eine signifikant weniger gewichtige Rolle zu spielen, als dies bei traditionell Studierenden in einem regulären Angebot der Fall ist.…”

Section: Introductionunclassified

Hochschulweiterbildung als Forschungsfeld

Jütte¹,

Kondratjuk²

2020

Hochschulweiterbildung in Theorie Und Praxis

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Von "under-researched" zu "well-researched"? Zur Expansion eines ForschungsfeldesDie Hochschulweiterbildung kann als "praxisgetriebenes Feld" bezeichnet werden. Sie hat mit einer Reihe struktureller Wandlungsanforderungen umzugehen, die sich auf unterschiedlichen Ebenen und in unterschiedlichem Ausmaß zeigen und von den im Feld Handelnden eine anspruchsvolle Gestaltungsarbeit verlangen. Herausforderungen sind vor allem die anhaltende Reorganisation, Etablierungsprobleme, Finanzierungszwänge, Projektförmigkeit, doppelte Systembindung (Wissenschaftssystem und Weiterbildungsmarkt) sowie ein generelles Professionalisierungsdefizit.Dies vollzieht sich vor einem veränderten bildungspolitischen Hintergrund: Die Hochschulweiterbildung als Praxisfeld gewinnt insbesondere seit dem finanzstarken "Bund-Länder-Wettbewerb: Aufstieg durch Bildung: offene Hochschulen" an öffentlicher und struktureller Bedeutung in der deutschen Hochschullandschaft. Dafür steht auch die Forderung des Wissenschaftsrats (2019) nach dem "Ausbau der hochschulischen Weiterbildung".Noch vor über einem Jahrzehnt sprach Karl Weber vom "prekären Status der Forschung zur wissenschaftlichen Weiterbildung" (Weber, 2005, S. 17) und Wolfgang Jütte von "under-researched" (Jütte, 2005, S. 7). In der zweiten Kremser These zum Forschungsbedarf in der wissenschaftlichen Weiterbildung wird der Forschungsstand als defizitär bezeichnet (Jütte et al., 2005, S. 13), und im dazugehörigen Werkstattbericht werden die Forschungsaktivitäten als auf einer "schmalen empirischen Basis" und mit "relativ schwache[m] Systematisierungsgrad" (ebd., S. 7) beschrieben. Jedoch schlägt sich der in den letzten Jahren erfolgte Wandel im Feld der Hochschulweiterbildung auch in der Forschung nieder. So kommt Weber ein Jahrzehnt später bilanzierend zum Schluss: "Wissenschaftliche Weiterbildung ist nicht nur ein Handlungsfeld der Aktion, sondern inzwischen auch und vermehrt Gegenstand der wissenschaftlichen Reflexion" (Weber, 2016, S. 289).Die mittlerweile rege Forschungsaktivität ist abzulesen an: • den stetig steigenden wissenschaftlichen Veröffentlichungen, • der sich ausdifferenzierenden Publikationslandschaft: die mittlerweile im Open Access und Peer Review erscheinende "Zeitschrift Hochschule und Weiterbildung (ZHWB)", die 2018 bei wbv Media etablierte Reihe "Hochschulweiterbildung in Theorie und Praxis", das "Handbuch wissenschaftliche Weiterbildung" Literatur

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Hochschulbildung zwischen Fachwissenschaft, Praxisbezug und Persönlichkeitsentwicklung

Cited by 9 publications

References 7 publications

What is higher education to contemporary students in Germany?

What is higher education to contemporary students in Germany?

Taking stock: Employability as an outcome of higher education. Evaluating developments in the German higher education system

Hochschulweiterbildung als Forschungsfeld

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