Unterstützung des Change Managements in Hochschulen durch qualitative Evaluation seitens der Studierenden

Der systematische Einsatz qualitativer Verfahren als Ergänzung zur dominierenden Praxis quantitativer Veranstaltungsevaluationen hat ein großes Potential insbeson­dere auch zur Begleitung eines universitären Change Management Prozesses. Der vorliegende Beitrag erörtert die aktuelle quantitative Evaluationspraxis und zeigt das Potential und die Eigenschaften der qualitativen Forschung (Offenheit, kommunikativer Charakter, Prozesscharakter, Explikation, Flexibilität) für Evalu­ationszwecke auf. Wie am Beispiel eines qualitativen Evaluationsprojektes an der Universität St. Gallen dargestellt wird, führt die ergänzende Anwendung qualitativer Verfahren zu einem konstruktiven Verständnis von Lehr- und Lehrunterrichts­evaluation, das der Überbrückung der Kluft zwischen der Messung und dem Ergreifen von Maß­nahmen zuträglich ist. 25.02.2007 | Karl WILBERS & Franziska ZELLWEGER (St. Gallen

Entwicklung von Studium und Lehre in der Pandemie. Strategische Diskurse im Kontext der Digitalisierung

Längst hat die Digitalisierung von Studium und Lehre den Hochschulalltag und Hochschulstrategien durchdrungen. Die drastische Umstellung der Präsenzlehre auf Emergency Remote Teaching (Hodges, 2020) im Zuge der Corona-Pandemie konnte in der Hochschullandschaft erstaunlich rasch und weitreichend vollzogen werden. Worauf E-Learning-Spezialist:innen in jahrelangen Bemühungen mehr oder weniger erfolgreich hingearbeitet haben, war nun plötzlich möglich. Viele Dozierende haben sich mit Engagement in neue Tools eingearbeitet und ihre Hochschullehre den neuen Umständen angepasst. Die Infrastruktur wurde weiter ausgebaut. Inzwischen zeichnet sich ab, dass die Gesundheitssituation in nicht zu ferner Zukunft zumindest die teilweise Rückkehr in die Hörsäle zulassen wird. Was wird von dieser Ausnahmeerfahrung zurückbleiben? Zahlreiche empirische Studien haben das Erleben von Dozierenden und Studierenden untersucht und auf Potentiale und Herausforderungen hingewiesen. Die Steuerungsbemühungen von Leitungspersonen und strategischen Implikationen sind bislang weniger im Blick. Das hier vorgestellte Projekt soll zum Diskurs beitragen, wie die systematische Weiterentwicklung der Digitalisierungsbemühungen zukunftsweisend erfolgen kann und welche Rolle Digitalisierungsstrategien zur Weiterentwicklung von Studium und Lehre im Kontext der Pandemie spielen. (DIPF/Orig.

Student Engagement in Distance Learning in Teacher Education Programs During the Spring 2020

Wie erlebten Studierende das Distance Learning Angebot während der Gesundheitskrise in unterschiedlichen Studienformaten der Lehrpersonenbildung und wie engagiert gelang es ihnen, dieses zu nutzen? Im Rahmen einer Befragung in zwei Pädagogischen Hochschulen in der Schweiz wird gefragt nach dem Einfluss der heterogenen Voraussetzungen der Studierenden auf das Erleben des Distance Learning einerseits und dem verhaltensbezogenen, kognitiven und emotionalen Engagement andererseits. Erstaunlicherweise vermögen strukturelle Aspekte wie Alter, Geschlecht, Erwerbstätigkeit oder Kinder das heterogene Erleben kaum zu erklären. Die Kommunikation der Dozierenden, Active Learning sowie Feedback und Assessment hingegen stehen in einem deutlichen Zusammenhang mit dem Engagement. Besonders relevant scheint vor allem ein vertieftes Verständnis der emotionalen Dimension. Die Selbstwirksamkeit, lernbezogene Emotionen, Belastung und das Zugehörigkeitsgefühl sind Ansatzpunkte zum Verständnis des heterogenen Erlebens und des verhaltensbezogenen, kognitiven und emotionalen Engagements in dieser aussergewöhnlichen Studienzeit.How did students experience distance learning in different teacher education programs and how engaged did they learn in this exceptional time? Based on a survey in two Swiss Universities of Teacher Education, we focus on the influence of the heterogeneous student characteristics on the experience of distance learning as well as on the behavioural, cognitive and emotional student engagement. Surprisingly, structural aspects such as age, gender, employment and children can hardly explain the heterogeneous experience. In contrast, the communication of faculty, active learning as well as feedback and assessment are clearly related to student engagement. A deeper understanding of the emotional dimension seems particularly relevant. Self-efficacy, learning-related emotions, well-being and the sense of belonging are starting points for a deeper understanding of the heterogeneous experience of this extraordinary study period

Editorial: Zwischen Administration und Akademie - Neue Rollen in der Hochschullehre

Im sogenannten Third Space werden Rollen, also Aufgabenbereiche und Funktionen wahrgenommen, welche nicht einfach der Verwaltung zugerechnet werden können, da die häufig akademisch sozialisierten Rollenträger mit hochspezialisiertem Fachwissen auf agile Art und Weise zwischen Administration und Akademie auf universitäre Kernprozesse Einfluss nehmen. Dass diese Rollen neu sind, muss eher verneint werden, neu sind vielleicht die beträchtliche Zahl von Hochschulprofessionellen wie auch verschiedene Aufgabenfelder. In diesem Themenheft zeichnen wissenschaftliche Beiträge, Werkstattberichte und Forumsbeiträge sowohl übergreifend als auch aus der Perspektive zahlreicher Aufgabenfelder (Forschungsmanagement, Qualitätsmangement, Lehrentwicklung, E-Learning, Fakultätsmanagement, Bibliothekswesen) ein Bild hoch engagierter Arbeit mit vielen Gemeinsamkeiten. Der Third Space ist in Bewegung und bewegt. 16.12.2010 | Franziska Zellweger Moser (Zürich) & Gudrun Bachmann (Basel

Degrees of reflection in academic development: Construction and application of a tool to assess critical reflection in portfolios and projects

Academic development based on ‘reflective practice’ consists of observing, analysing and reflecting on teacher practice in order to improve students’ learning processes. Participants of the 10 ECTS programme of the Centre for Teaching and Learning in Higher Education, choose between the development of a reflective portfolio or a project on their teaching practice based on the premises of the Scholarship of Teaching and Learning (SoTL). We conducted a study to better understand the reflective processes of participants expressed in their portfolios or projects with the overall aim to improve the support to their professional development as teachers. The obtained results provided a foundation for the re-design of the programme in terms of analysing the reflective practice with the use of a reflective analysis tool. Our main research questions were: How can we assess the quality of reflection in portfolios and projects? What dimensions of reflection can be found? At what level of reflectivity do our participants operate? To answer these questions, and based on an extensive literature review, we first developed a model and two rubrics to assess the quality of reflection in written texts. Second, portfolios and projects of participants were analysed with the rubrics and semi-structured in-depth interviews were conducted with the same participants. Results show differences in the reflective processes between projects and portfolios; that the difference in teaching experience influences the quality of reflection in both text types but that also the motivation and fulfilment of entry expectations conditions the reflection level in learning processes

Das Zusammenspiel von strukturellen und lehr-lernkulturellen Veränderungen - Das Beispiel des Selbststudiums an der Universität St. Gallen

Eine leistungsfähge Institution braucht ein gutes Zusammenspiel von Strategie, Struktur und Kultur. Der Beitrag beleuchtet einen Ausschitt daraus, nämlich das Zusammenspiel von strukturellen und kulturellen Änderungen, die im Zuge der Einführung des Selbststudiums an der Universität St. Gallen initiiert wurden. Dazu werden die strukturellen sowie die kulturellen Äderungen beschrieben. Abschliessend erfolgt eine Analyse des Zusammenwirkens. Weitergehend werden handlungsrelevante Grundsätze abgeleitet. 03.03.2006 | Dieter Euler, Karl Wilbers & Franziska Zellweger-Moser (St. Gallen

How to measure transfer of training in Higher Education: the questionnaire of transfer factors

[ES] Este artículo tiene por objetivo presentar los principales resultados de una investigación acerca de los factores que influyen en la transferencia de la formación docente del profesorado universitario. Basádose en un estudio previo (Feixas y Zellweger, 2010), se diseña el Cuestionario de Factores de Transferencia Docente y se analizan e interpretan los resultados tras su aplicación en contextos de desarrollo docente del profesorado universitario. Complementariamente, se realiza un análisis de las acciones formativas de dichas universidades y se llevan a cabo tres grupos de discusión con expertos en planificación y desarrollo de estas acciones formativas. La aplicación del instrumento a 18 universidades (n=1.026) y el correspondiente análisis factorial exploratorio que nos ha permitido examinar la validez de constructo del modelo (alpha de Cronbach: .91), han dado como resultado la emergencia de ocho factores que inciden en la transferencia: factores de la formación (el diseño de la formación y aprendizaje realizado), factores del entorno (apoyo del responsable docente, predisposición al cambio, recursos del entorno, feedback del estudiante, reconocimiento institucional, cultura docente del equipo de trabajo) y factores del individuo (organización personal del trabajo). El análisis de las acciones formativas nos arroja una tendencia predominantemente técnica, prescriptiva y concebida para el desarrollo puntual de habilidades.[EN] This article aims to present the main outcomes of a research about the factors influencing the transfer potential of university teachers’ training into the daily practice. Based on a previous study (Feixas and Zellweger, 2010), a Questionnaire on Factors Conditioning Learning Transfer of Teacher’s Training has been designed and applied to participants of academic development activities of Spanish universities. Additionally, an analysis of the training activities of Spanish universities and three focus groups with experts, trainers and participants have been conducted. The application of the instrument to 18 universities (n=1.026) and the corresponding exploratory factor analysis allowed us to examine the model’s construct validity (Cronbach’s alpha: .91) and have resulted in the emergence of eight factors that affect learning transfer: factors related to the training design (training design and learning achieved), environmental factors (support of the study program’s coordinator, readiness to change, environment resources, student feedback , institutional recognition, teaching culture of the teachers’ team) and individual factor (personal organization of the work). The analysis of the training designs informs us of a trend predominantly technical and prescriptive which is conceived for the punctual development of skills.Feixas, M.; Duran, MDM.; Fernández, I.; Fernández, A.; Garcia San Pedro, MJ.; Márquez, MD.; Pineda, P.... (2013). ¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia. 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Investigation into the provision of professional development for university teaching in Australia: A discussion paper. A DEST commissioned project funded through the HEIP program. www.dest.gov.au/NR/rdonlyres/D8BDFC55-1608-4845-B172- 3C2B14E79435/935/uni_teaching.pdf.EU High Level Group (2013). Improving the quality of teaching and learning in Europe's higher education institutions. Report to the European Commission. Junio 2013. http://ec.europa.eu/education/higher-education/doc/modernisation_en.pd. Consultado el 20-7-2013.Feixas, M. & Euler, D. (2013). Academics as teachers: New approaches to teaching and learning and implications for professional development programmes. International HETL Review, Volume 2, Article 12, http://hetl.org/allcategories/academics-as-teachers-new-approaches-to-teaching-and-learning.Feixas, M. & Zellweger, F. (2010). Faculty development in context: changing learning cultures in higher education. En Ehlers, U. & Schneckenberg, D. (Eds.) Changing cultures in higher education- moving ahead to future learning. A Handbook for strategic change. Netherlands: Springer.Fernández, I.; Gisasola, J.; Garmendia, M.; Alkorta, I. & Madinabeitia, A. (2013). ¿Puede la formación tener efectos globales en la universidad? Desarrollo docente, metodologías activas y curriculum híbrido. Infancia y aprendizaje, 36 (3), 387- 400.Gibbs, G., Habeshaw, T. & Yorke, M. (2000) Institutional Learning and Teaching Strategies in English Higher Education. Higher Education. 40 (3), 351-372.GIFD - Grup Interuniversitari de Formació Docent (2011). Memoria del Proyecto: Identificación, desarrollo y evaluación de competencias docentes en la aplicación de planes de formación dirigidos a profesorado universitario (EA2010-0099). Programa estudios y análisis destinado a la mejora de la calidad de la enseñanza superior y de la actividad del profesorado universitario, Ministerio de Educación, España.Gilbert, A. & Gibbs, G. (1999). A proposal for an international collaborative research programme to identify the impact of initial training on university teachers. Research and Development in Higher Education. 21, 131-143.Guskey, T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59 (6), 45-51.Hicks, M., Smigiel, H., Wilson, G. & Luzeckyj, A. (2010). Preparing academics to teach in higher education: final report. Australian Learning and Teaching Council, Sydney, NSW.Hicks, O. (1999). Integration of central and departmental development - reflections from Australian universities. International Journal for Academic Development, 4,1, 43-51.Holton, E. F. III, Bates R. A. & Ruona, W. E. A. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11(4), 333-360.Kirkpatrick D. L. (1998). Evaluating training programs. The four levels. (2nd edition). San Francisco: Berrett-Koehler Publishers, Inc.Kreber, C. & Brook, P. 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Global maps of soil temperature

Research in global change ecology relies heavily on global climatic grids derived from estimates of air temperature in open areas at around 2 m above the ground. These climatic grids do not reflect conditions below vegetation canopies and near the ground surface, where critical ecosystem functions occur and most terrestrial species reside. Here, we provide global maps of soil temperature and bioclimatic variables at a 1-km2 resolution for 0–5 and 5–15 cm soil depth. These maps were created by calculating the difference (i.e. offset) between in situ soil temperature measurements, based on time series from over 1200 1-km2 pixels (summarized from 8519 unique temperature sensors) across all the world\u27s major terrestrial biomes, and coarse-grained air temperature estimates from ERA5-Land (an atmospheric reanalysis by the European Centre for Medium-Range Weather Forecasts). We show that mean annual soil temperature differs markedly from the corresponding gridded air temperature, by up to 10°C (mean = 3.0 ± 2.1°C), with substantial variation across biomes and seasons. Over the year, soils in cold and/or dry biomes are substantially warmer (+3.6 ± 2.3°C) than gridded air temperature, whereas soils in warm and humid environments are on average slightly cooler (−0.7 ± 2.3°C). The observed substantial and biome-specific offsets emphasize that the projected impacts of climate and climate change on near-surface biodiversity and ecosystem functioning are inaccurately assessed when air rather than soil temperature is used, especially in cold environments. The global soil-related bioclimatic variables provided here are an important step forward for any application in ecology and related disciplines. Nevertheless, we highlight the need to fill remaining geographic gaps by collecting more in situ measurements of microclimate conditions to further enhance the spatiotemporal resolution of global soil temperature products for ecological applications

Global maps of soil temperature

Research in global change ecology relies heavily on global climatic grids derived from estimates of air temperature in open areas at around 2 m above the ground. These climatic grids do not reflect conditions below vegetation canopies and near the ground surface, where critical ecosystem functions occur and most terrestrial species reside. Here, we provide global maps of soil temperature and bioclimatic variables at a 1-km² resolution for 0–5 and 5–15 cm soil depth. These maps were created by calculating the difference (i.e., offset) between in-situ soil temperature measurements, based on time series from over 1200 1-km² pixels (summarized from 8500 unique temperature sensors) across all the world’s major terrestrial biomes, and coarse-grained air temperature estimates from ERA5-Land (an atmospheric reanalysis by the European Centre for Medium-Range Weather Forecasts). We show that mean annual soil temperature differs markedly from the corresponding gridded air temperature, by up to 10°C (mean = 3.0 ± 2.1°C), with substantial variation across biomes and seasons. Over the year, soils in cold and/or dry biomes are substantially warmer (+3.6 ± 2.3°C) than gridded air temperature, whereas soils in warm and humid environments are on average slightly cooler (-0.7 ± 2.3°C). The observed substantial and biome-specific offsets emphasize that the projected impacts of climate and climate change on near-surface biodiversity and ecosystem functioning are inaccurately assessed when air rather than soil temperature is used, especially in cold environments. The global soil-related bioclimatic variables provided here are an important step forward for any application in ecology and related disciplines. Nevertheless, we highlight the need to fill remaining geographic gaps by collecting more in-situ measurements of microclimate conditions to further enhance the spatiotemporal resolution of global soil temperature products for ecological applications