Ursula Renold

Kompetenzen von Lehrpersonen — über das Auffinden von Standards und ihre Messung

Erfolg im Handeln von Lehrkraften grundet sieh nicht primar auf Wissen, sondern vor allem auf das Kompetenzprofil der Lehrerinnen und Lehrer. Der Beitrag stellt den Ansatz einer Generierung und Formulierung von komplexen Standards fur schulisches Lehrhandeln vor. Standards werden dabei nicht als Wissensbestande oder automatisierte Skills konzipiert. Vielmehr geht es um die Formulierung auch normativ bewertbarer Kompetenzprofile, die in unterschiedlichen Anforderungskontexten von Lehrkraften beherrscht werden mussen. Es besteht der Anspruch, dass diese Kompetenzen prinzipiell messbar und vergleichbar — und damit auch optimierbar sind.

Beyond employer engagement: measuring education-employment linkage in vocational education and training programmes

Abstract The effectiveness of vocational education and training (VET) depends on the quality of interactions between the actors from the education and employment systems, which ensure the correspondence of skills supply and demand. This paper develops an instrument to measure education-employment linkage (EEL) by capturing EEL in each sub-process where these actors can and should interact. Surveying VET experts from 18 countries suggests that countries with dual VET have the highest EEL, while the included Asian countries score lowest in terms of EEL. The analysis further reveals that the three most important sub-processes are employer involvement in the definition of qualification standards; employer involvement in deciding the timing of curriculum updates; and the combination of workplace training with classroom education.

Vertical educational diversity and innovation performance

This paper uses panel data of Swiss firms to analyze the impact of education-level diversity in the workforce on innovation performance, addressing endogeneity by exploiting within-firm variation as well as variation in labor supply across regions. We find that vertical educational diversity increases the extensive margin of R&D and product innovation, particularly new product innovation. However, the relationship with process innovation, R&D intensity, and product innovation intensity is insignificant or even negative. These results are in line with the idea that vertical educational diversity enhances the creative moment of the invention phase, while it might affect the commercialization phase negatively due to the dominance of coordination and communication costs relative to the gains in creativity.

Comparative advantages of school and workplace environment in skill acquisition

This paper sheds light on the questions how important competences are and which competences can best be learned at school and which competences can be acquired better in the workplace. Exploiting data from a survey among professional tertiary education and training business administration students and their employers in Switzerland, we find that competences related to strategic management, human resource management, organizational design and project management processes are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational competences, for which school and workplace are similarly suitable. Thereby, the paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship.The purpose of this paper is to shed light on the questions as to how important skills are; which skills can best be learned at school, and which skills can be acquired better in the workplace.,The authors exploit data from a survey among professional tertiary education and training business administration students and their employers in Switzerland.,The authors find that skills used in the business processes strategic management, human resource management, organizational design, and project management are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational soft skills, for which school and workplace are similarly suitable.,The paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship.,Little evidence regarding the optimal learning place exists.

Comparative Advantages of School and Workplace Environment in Competence Acquisition: Empirical Evidence From a Survey Among Professional Tertiary Education and Training Students in Switzerland

This paper sheds light on the questions how important competences are and which competences can best be learned at school and which competences can be acquired better in the workplace. Exploiting data from a survey among professional tertiary education and training business administration students and their employers in Switzerland, we find that competences related to strategic management, human resource management, organizational design and project management processes are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational competences, for which school and workplace are similarly suitable. Thereby, the paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship.

Evaluation des Rahmenlehrplans für den Bildungsgang «dipl. Betriebswirtschafter/in HF» - Erfüllt der Rahmenlehrplan HFW seine Ziele?

Die vorliegende Studie untersucht, ob der Rahmenlehrplan des Bildungsgangs «dipl. Betriebswirtschafter/in Hohere Fachschule» an den Hoheren Fachschulen fur Wirtschaft (RLP HFW) den Anforderungen der Studierenden und Arbeitgebern gerecht wird. Dabei sollen Schwachstellen identifiziert werden, die auf Verbesserungspotential im Rahmen einer Revision des RLP HFW hinweisen.

Evaluation des Rahmenlehrplans für den Bildungsgang "dipl. Betriebswirtschafter/in HF": Erfüllt der Rahmenlehrplan HFW seine Ziele? Schlussbericht vom 26. Mai 2015

Die vorliegende Studie untersucht, ob der Rahmenlehrplan des Bildungsgangs «dipl. Betriebswirtschafter/in Hohere Fachschule» an den Hoheren Fachschulen fur Wirtschaft (RLP HFW) den Anforderungen der Studierenden und Arbeitgebern gerecht wird. Dabei sollen Schwachstellen identifiziert werden, die auf Verbesserungspotential im Rahmen einer Revision des RLP HFW hinweisen.

Evaluation des Rahmenlehrplans für den Bildungsgang «dipl. Betriebswirtschafter/in HF», Bericht zur ersten Befragungswelle 2014: Erfüllt der Rahmenlehrplan HFW seine Ziele?

Die vorliegende Studie untersucht, ob der Rahmenlehrplan des Bildungsgangs «dipl. Betriebswirtschafter/in Hohere Fachschule» an den Hoheren Fachschulen fur Wirtschaft (RLP HFW) den Anforderungen der Studierenden und Arbeitgebern gerecht wird. Dabei sollen Schwachstellen identifiziert werden, die auf Verbesserungspotential im Rahmen einer Revision des RLP HFW hinweisen.

Evaluation des Rahmenlehrplans für den Bildungsgang «dipl. Betriebswirtschafter/in HF», Bericht zur ersten Befragungswelle 2014: Erfüllt der Rahmenlehrplan HFW seine Ziele?: Bericht zur ersten Befragungswelle 2014

Die vorliegende Studie untersucht, ob der Rahmenlehrplan des Bildungsgangs «dipl. Betriebswirtschafter/in Hohere Fachschule» an den Hoheren Fachschulen fur Wirtschaft (RLP HFW) den Anforderungen der Studierenden und Arbeitgebern gerecht wird. Dabei sollen Schwachstellen identifiziert werden, die auf Verbesserungspotential im Rahmen einer Revision des RLP HFW hinweisen.

Biologische Hypothesen zum vorherrschenden Lehr- und Lernverfahren in Schulen

In most schools, teachers frequently ask questions to students throughout their lecture. This style of teaching covers 65 to 80 percent of the teaching and learning time. The main feature of this teaching style is questions, which are directed by the teacher to the students at intervals varying between 30 seconds and 3 to 5 minutes. On average the number of questions per lecture amounts to 40-70. Students have to respond in front of the class. Usually they do not know the correct answer. Frequently teachers express strong negative reactions towards incorrect responses. Most students try to cope with this situation by means of avoidance behaviour and exhibit a variety of defence strategies. This teaching style therefore imposes an important transformation of the time spent in school. Lectures may become a continuous test of performance rather than time to learn - at least for some individuals. This could be viewed as an internal problem of schools explaining the inefficacy of learning success. However, data from stress research into examination related anxiety and into anticipatory stress reactions indicate, that prolonged exposure to this teaching style may have long lasting biological implications. In this article we discuss the current state of knowledge regarding the biological consequences of moderate acute psychological stress.