Lehrende sind Forschende: Die Lehrpraxis des "Forschenden Lernens" soziologisch betrachtet

Forschendes Lernen ist eines der zentralen hochschuldidaktischen Leitprinzipien zur Gestaltung des "shift from teaching to learning", das zunehmend von Hochschulen institutionell verankert wird. Es liegen zahlreiche empirische Untersuchungen zu Wirkungsweisen und Potenzialen des Formats für Studierende vor. Lehrende werden bislang vorrangig als Kontextfaktor betrachtet, der strukturelle Rahmenbedingungen umsetzt. Um die Ausgestaltung von Formaten Forschenden Lernens zu verstehen, scheint es sinnvoll, Lehrende in den Fokus zu rücken und das die akademische Tätigkeit prägende Spannungsfeld zwischen Forschung und Lehre zu betrachten. In ihrem Beitrag untersuchen Katharina Mojescik, Jessica Pflüger, Carla Scheytt und Martina Schmohr die vielfältige Lehrpraxis in der Umsetzung von Forschendem Lernen (auch im fachdisziplinären Vergleich) an der Ruhr-Universität Bochum (RUB) aus soziologischer Perspektive. Sie zeigen, dass sich Forschungsverständnis und -erfahrung in dem Lehrformat nicht nur widerspiegeln, sondern auch maßgeblich strategische Entscheidungen zur Lehrpraxis beeinflussen, woraus sich neue Ableitungen (auch) für die Hochschuldidaktik ergeben.Research-based learning is one of the central didactic principles of the "shift from teaching to learning", which is increasingly implemented by universities. While numerous empirical studies focus on the effects of research-based learning for students, the role of teachers in such formats has so far been neglected. Hitherto, teachers are primarily referred to as translators of structural conditions into teaching practice. In order to understand research-based learning more fully, this paper discusses how teachers and their academic identities influence their teaching practices. Based on a qualitative study, our paper examines teaching practices of research-based learning in a disciplinary comparison at one German university (Ruhr-University Bochum, RUB) from a sociological perspective. As we will show, disciplinary cultures and academic identities considerably influence teaching practices of research-based learning, which leads to implications for university didactics

Conducting Qualitative Research in Organizations Ethically: Organizationality as a Heuristic to Identify Ethical Challenges

The consideration of research ethics to protect the research participants is a central element of empirical social research. Empirical research in organizations has certain characteristics: the research field is organized hierarchically and characterized by formal membership, specific control mechanisms, positive and negative sanctions, etc. Drawing on existing literature, we use the concept of “organizationality” to argue the characteristics of organizations lead to specific ethical challenges, for example dealing with layered field accesses, power asymmetries, and potentially strong sanctions. These challenges make it difficult to ensure confidentiality and non-maleficence and protect participants from risks. We present ethical challenges that typically arise at critical stages of the qualitative research process (planning, field access, the field, data storage, publication, and data archiving). This paper offers a heuristic to identify ethical challenges in qualitative organizational research. It extends the debate on research ethics in qualitative social research to organizational contexts, thereby bringing into focus the structural dimensions of harm