Edith Braun

Das Berliner Evaluationsinstrument für selbsteingeschätzte, studentische Kompetenzen (BEvaKomp)

Zusammenfassung. Im Rahmen des Bologna-Prozesses werden europaweit Bachelor-Studiengange eingefuhrt, deren Abschlusse berufsqualifizierend sind. Die beteiligten Lander haben sich auf einen Qualifikationsrahmen, d.h. auf eine Liste von studienfachunspezifisch formulierten Kompetenzen verstandigt, die in Lehrveranstaltungen vermittelt werden sollen. Inwieweit diese Kompetenzen tatsachlich von den Studierenden erworben werden, ist empirisch nachzuweisen. Bisherige Lehrveranstaltungsevaluationsinstrumente konnen zu diesem Zweck nur bedingt genutzt werden, denn sie messen eher den Prozess als das Ergebnis einer Veranstaltung. Deshalb haben wir ein Instrument entwickelt, das in sechs Subskalen mit insgesamt 29 Items den selbsteingeschatzten Zuwachs an Fach-, Methoden-, Prasentations-, Kommunikations-, Kooperations- sowie Personalkompetenz erhebt. In einer Stichprobe mit insgesamt 2507 Fragebogen wurde das Instrument entlang der klassischen Testtheorie uberpruft. Die Ergebnisse zeigen gute Reliabilitaten und die...

Academic Course Evaluation: Theoretical and Empirical Distinctions Between Self-Rated Gain in Competences and Satisfaction with Teaching Behavior

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs...

Zum Zusammenhang zwischen Lehr- Orientierung und Lehr-Gestaltung von Hochschuldozierenden und subjektivem Kompetenzzuwachs bei Studierenden

Verschiedene Studien sprechen dafur, dass Lehrende, die Wissenserwerb als Ergebnis eines aktiven Konstruktions- prozesses verstehen (studierendenfokussierte Lehr-Orientierung), Lernprozesse wirkungsvoller unterstutzen konnen als Lehrende, die Wissenserwerb als Ergebnis des Transports von Wissen vom Lehrenden zum Lernenden verstehen (lehrendenfokussierte Lehr-Orientierung). In der vorliegenden Studie wird in einer Stichprobe von 68 Lehrveranstaltungen (68 Lehrende, 451 Studierende) a) eine deutschsprachige Version des im angelsachsischen Raum am haufigsten verwendeten Messinstruments zur Erfassung der Lehr-Orientierung von Hochschuldo- zierenden (Approaches to Teaching Inventory) gepruft; es wird gezeigt, dass b) Dozierende in Abhangigkeit ihrer Lehr-Orientierung ihre Hochschullehre unterschiedlich gestalten; und es wird c) in einem mehrebenenanalytischen Design nachgewiesen, dass sich die Lehr-Orien- tierung des Dozierenden im subjektiven Kompetenzge- winn der Studierenden niederschlagt.

Self‐rated competences and future vocational success: a longitudinal study

Today, a major goal in higher education is the advancement of students’ vocational competences. To assess the extent to which this goal is met, both competences acquired during university studies and later vocational success need to be measured. In our study, we collected self‐ratings of competences (t1) and indicators of vocational success (t2) in 210 alumni of the Freie Universität Berlin. Using structural equation models along with this longitudinal data, we found that self‐ratings of competences accounted for a substantial proportion of the variance in different measures of vocational success five years later.

Requirements Higher Education Graduates Meet on the Labor Market

In Europe and all over the world, higher education systems face the challenge of preparing an increasing number of students for the labor market and teaching them discipline-related knowledge and competences as well as generic competences. But what requirements do higher education graduates actually meet on the labor market? To identify higher education graduates’ generic job-related activities and requirements, a literature review was conducted that considered 30 job analysis questionnaires and publications. Additionally, transcripts from employer interviews, which were conducted by a cooperating project, were analyzed. Based on these materials, 49 generic job-related activities and requirements could be identified and transformed into a questionnaire based on the assumptions of the Job Requirements Approach. After running an online survey with 10,511 higher education graduates and using reliability and confirmatory factor analyses, eight conceptual areas of job-relevant generic competences could be confirmed (“Planning and organizing of work processes,” “Promoting others,” “Leading,” “Dealing autonomously with challenging tasks,” “Information processing,” “Number processing,” “Communicating in foreign languages,” and “Physical performance”). The results demonstrate what higher education graduates are doing at work, what requirements they are facing, and which conceptual areas of job-relevant generic competences can be applied to higher education graduates in general. The results can be interesting for curriculum developers and academic quality managers, for policymakers and employers, and for the scientific community and the graduates themselves.

Job-Related Requirements and Competences of Educational Science Graduates.

Abstract All over the world, universities have to cope with the mission to promote the employability of their graduates, implying that competences should be trained which are relevant for the professional experience. In this context, it is of special interest where graduates work and what they are doing at work. In this study we focus on educational science graduates (N = 1565) and compare them to graduates of other study programmes (N = 10,224). Using data of the German DZHW graduate panel 2005 (N = 11,789), we address the questions (1) in which fields graduates of educational science work, (2) whether a theoretical-based four-dimensional internal structure of graduates’ job-related requirements and competences can be confirmed, (3) what kind of self-rated requirements educational science graduates experience at work, and (4) which self-rated levels of competences they possess, compared to other graduates. The analyses show that most graduates of educational science find an appropriate job in a clearly educational setting and that generic competences (systematic, social, and personal competences) are rated as more important than knowledge processing.