Taiga Brahm

The role of trust climate in virtual teams

Purpose – Research testing a complex process model, incorporating moderating and mediating mechanisms associated with virtual team (VT) performance, remains rare. This paper aims to introduce trust climate as a crucial boundary condition for high performance in VTs. It also aims to propose a moderated‐indirect model such that the relationship between team goals and task performance is mediated by task cohesion and the relationship between team goals and task cohesion is moderated by trust.Design/methodology/approach – Hypotheses are tested using a longitudinal design with a sample of 50 teams.Findings – The proposed moderated‐indirect model is confirmed. The model explains the indirect relationship between team goal setting and performance transmitted through task cohesion, which is dependent on the level of trust climate.Research limitations/implications – Although hypotheses were tested in a longitudinal setting, common source bias might be a potential problem for some of the observed relationships. Fut...

Pädagogische Hochschulentwicklung : Von der Programmatik zur Implementierung

Anlass fur diesen Sammelband war die Beobachtung, dass zwar an den meisten Hochschulen viel in die Weiterentwicklung des Lehrens und Lernens investiert, gleichzeitig aber die nachhaltige Wirkung der Initiativen oftmals in Frage gestellt wird (Patrick & Lines, 2005; Jenert & Brahm, 2010). Beispielsweise stellte Wildt (2013) fur den deutschsprachigen Raum fest, dass hochschuldidaktische Angebote wie Seminare und Workshops an Universitaten primar den akademischen Nachwuchs und nicht die Professoren/-innen erreichen. Dabei konzentrieren sich diese Angebote weitgehend auf die individuelle Kompetenzentwicklung der Dozierenden (Euler, 2013; Urban & Meister, 2010; Ceylan et al., 2011). Daruber hinaus gibt es vereinzelte Initiativen, welche sich starker mit informellen Angeboten fur Dozierende beschaftigen (z. B. Becker et al., 2012) oder die Curriculumentwicklung der Studienprogramme bearbeiten (z. B. Wilbers & Wittmann, 2013; Gerholz et al., 2013). Damit die Weiterentwicklung des Lehrens und Lernens eine nachhaltige Wirkung entfaltet, ist es allerdings notwendig, die individuelle Kompetenzentwicklung der Lehrenden mit der Studienprogrammentwicklung und der Organisationsentwicklung zu verzahnen. Ermoglicht wird dies uber den konzeptionellen Rahmen einer ,padagogischen Hochschulentwicklung‘. Dieser Ansatz betont die Verbindung der drei Ebenen ‚Lernumgebungen‘, ‚Studienprogramme‘ und ‚Organisation Hochschule‘. Zusammen mit den beiden ubergreifenden prozessbezogenen Handlungsfeldern ‚Strategische Ziele‘ sowie ‚Change Management und Leadership‘ bildet die padagogische Hochschulentwicklung die Grundlage fur die lernbezogene Hochschulforschung und die praktische Gestaltung des Lehrens und Lernens (Euler, 2013; Brahm, 2013).

Transition from school to VET in German-speaking Switzerland

The transition from school to vocational education and training is becoming more difficult for an increasing number of adolescents. Despite the growing significance of ‘interim solutions’ (IS) shaping the pathway after compulsory education, there is hardly any research. This study aims at contributing to this research gap by investigating IS in the German-speaking part of Switzerland. The research explored three research questions: (1) How can the target group of ISs be characterised – especially regarding social and personal resilience factors? (2) Which goals regarding the adolescents’ development are pursued? (3) How are the curriculum and the learning activities designed to facilitate the adolescents’ development? Based on literature analysis, semi-structured expert interviews and case studies in five institutions in three Swiss cantons were conducted. The case analyses showed that the IS put different emphasis on the two kinds of objectives: (a) vocational choice and preparation and (b) personality development.

Pädagogische Hochschulentwicklung als Motor für die Qualitätsentwicklung von Studium und Lehre

Fragen nach der Qualitat der Lehre und des Studiums an Hochschulen werden seit geraumer Zeit und verstarkt als Folge der Bologna-Reform diskutiert. Dies hangt zum einen damit zusammen, dass im Zuge der Bologna-Reform neue Herausforderungen fur die Organisation wie auch die didaktische Gestaltung von Studienprogrammen zum Thema wurden, fur die es in den Hochschulen keine eingespielten Losungen gab (Kehm & Teichler, 2006). Zum anderen hat die Umsetzung dieser Reform zu vielfaltiger Kritik gefuhrt, die sich in weiten Teilen auf die (mangelnde) Qualitat von Lehre und Studium richtete.

Service Learning in Social Entrepreneurship Education: Why Students Want to Become Social Entrepreneurs and How to Address Their Motives

Service learning has been identified as a suitable approach to teach social entrepreneurship. However, in order to design service learning in an appropriate way, it is necessary to better understand why students want to become a social entrepreneur as opposed to a traditional entrepreneur. Thus, this study aims at identifying distinct student motives for preferring social entrepreneurship. According to our research, reasons typically mentioned by students who prefer a social entrepreneurship career over a commercial entrepreneurship career belonged to the following categories: impact, personal motives, and considering social and economic aspects. From this understanding, we derive recommendations for the design of service learning in social entrepreneurship programs. We hope that these recommendations will contribute to a student-oriented design of service learning that incorporates students’ own motives.

Orchestrating learning activities on the social and the cognitive level to foster CSCL

CSCL includes a wide range of scenarios that integrate individual and collaborative learning. Scripts have repeatedly proven useful for guiding learners to engage in specific roles and activities in CSCL environments. The effective mechanisms of scripts in stimulating cognitive and collaborative processes, however, are not yet well understood. Moreover, scripts have been shown to be somewhat inflexible to variations in needs across individual learners, specific groups, and classroom constellations. In this symposium, we present research on how scripts impact sociocognitive processes. The symposium additionally focuses on how CSCL environments can be orchestrated through flexible scripts that adapt to meet the special requirements at the classroom, small group, and individual levels.

Lehrbezogenes Faculty Development an der Universität St. Gallen – Konzeption und Reflexion

Obwohl Angebote der Hochschuldidaktik i. d. R. fur alle Lehrenden an den Hochschulen und Universitaten konzipiert sind, partizipieren haufig lediglich junge Lehrende, die sich noch in der Qualifikationsphase befinden (Doktorat oder Post-Doktorat). Bei dieser Zielgruppe der ‚Nachwuchs-Lehrenden‘ treffen die bestehenden Angebote auf grosen Zuspruch, da diese eine Zertifizierung ihrer Lehrkompetenzen fur ihre weitere akademische Laufbahn benotigen. Mit dem Beitrag wird ein neu entwickeltes Faculty Development als ganzheitlicher Ansatz zur Qualitatsentwicklung der Lehre an einer Hochschule vorgestellt und reflektiert.

Pädagogische Hochschulentwicklung – Überblick und Perspektiven

Die Gestaltung und Qualitatsentwicklung des Lehrens und Lernens ist seit geraumer Zeit ein zentrales Thema fur Hochschulen und Universitaten. Dabei wird die Dringlichkeit der Thematik durch die Neustrukturierungen der Studienangebote in Folge der Bologna-Reform und die damit verbundenen Herausforderungen verstarkt.

Apprenticeship and Vocational Education: An Institutional Analysis of Workplace Learning in the German Vocational System

Apprenticeship in the German vocational system is organised as a dual system with both workplace and school-based trainings. This dual system has a long successful history in Germany, which is visible, for instance, in a stable transition from the dual system to employment and a low youth unemployment rate. A main factor for this success is the regulative structure of the German dual system in the society. Accordingly, this chapter analyses this structure from an institutional point of view. The relevant institutions regulate the actions of people in the dual system. These institutions act on different levels, enabling workplace learning in the dual system. Examples for the institutions are the concepts of vocations and occupational competence, the principles of consensus and corporatism as well as action orientation. The institutions have different roles to play, and not all institutions have the same power. Nevertheless, as one result can be mentioned, the quality of workplace learning is assured since people involved appreciate apprenticeship as an institution.

The Development of a Theoretically Sound Concept of Quality Criteria: As in the Case of the Accreditation for Technology-Enhanced Learning EFMD-CEL

This chapter aims at providing insight into the methodological derivation of the quality criteria used in the teChnology-Enhanced Learning accreditation (CEL) of the European Foundation for Management Development (EFMD), which was designed to assess and improve technology-enhanced programs. The main question posed in this chapter is how to develop quality criteria in a methodologically sound manner. After briefly outlining how the quality dimensions and the quality perspectives form the basis of an integrated quality model, the derivation of a number of quality criteria is explained in detail. The main outcomes of the chapter are to base the development of the quality criteria on theory and support it by empirical or theoretical evidence and/or argumentative reasoning. By taking these aspects into account, the quality accreditation scheme will be useful, consistent, and comprehensible and, thus, will be a valuable instrument for institutions in an accreditation process.