Lehren und/oder forschen? Lernprozesse in der Promotionsphase in organisationspädagogischer Perspektive
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Philipps-Universität Marburg
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Abstract
Teaching and research are core tasks at universities. They are closely related to the idea of the university as a unity of teaching and research or education through science. However, this idea itself, its attribution to Wilhelm von Humboldt and its realization in universities in Germany have already been exposed as a myth many times. In the science system, in the university, its staff and non-university research institutions, horizontal and vertical processes of differentiation along the lines of teaching and research can be identified. For the university as an institution, there are also descriptions that see it on the way to becoming an organization, with which numerous changes in teaching and research are associated. In addition to the perspective on teaching and research at the level of academic institutions, organizational pedagogical perspectives also focus on learning processes among teachers and researchers. The university is not only a place where research is carried out and students learn, but also a place where scientists learn how research and teaching relate to each other in their scientific organization and in which relationship they can be brought together. These learning processes are understood as an interaction between organizational structures and institutionalized structures of science as well as structures of thinking, perception and action. So how do those processes of differentiation or commitments to the unity of teaching and research interact in the everyday practice of scientists? How do processes of differentiation along research and teaching take place among scientists in the qualification phase, who become part of the scientific field through processes of incorporation in everyday life? How do these scientists learn to be teachers and/or researchers in their doctoral phase and how do they develop a self-image as such?
These questions will be examined from an organizational pedagogical and practice theoretical perspective based on Pierre Bourdieu's instruments. The empirical approach to the production of relations between teaching and research is carried out with a reconstructive approach based on the documentary method. Interviews with scientists in the qualification phase and doctoral supervisors as well as group discussions will be analyzed. Scientists who were employed at universities or non-university research institutions during the qualification phase will be interviewed, so that different organizational contexts will be included and contrasted in the analysis.
On the one hand, work areas at universities and non-university research institutions are reconstructed as institutionalized contexts of the structuring of relationships between research and teaching. On the other hand, self-perceptions of scientists in the qualification phase as teachers and*or researchers as well as their patterns of thinking, perception and action will be reconstructed. As an interplay of both structures, five central themes are elaborated, which clarify dimensions of learning teaching and research as ordered structures. These dimensions are: Jumping in at the deep end: teaching and research between structure and freedom; Searching for meaning in teaching and research; Research-oriented teaching, teaching-oriented research, and learning orientation in teaching and research; Arranging teaching and research as situated in science organizations and the scientific community; Enabling and limiting structures of teaching and research for 'strangers' in the field; and Production of strangeness.
The work concludes in an organizational pedagogical perspective with derivations for the design of learning processes for scientists in the qualification phase at science organizations.
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Created: 2021Issued: 2022-02-03Updated: 2022-02-03
Faculty
Fachbereich Erziehungswissenschaften
Publisher
Philipps-Universität Marburg
Language
ger
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DoctoralThesis
Keywords
organizational pedagogynon-university research institutsHochschulforschungaußeruniversitäre ForschungseinrichtungPromotionsphaseuniversityUniversitätPraxistheorietheory of practicedoctoral phaseOrganisationspädagogikHigher education research
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370
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Teichmann, Franziska: Lehren und/oder forschen? Lernprozesse in der Promotionsphase in organisationspädagogischer Perspektive. : Philipps-Universität Marburg 2022-02-03. DOI: https://doi.org/10.17192/z2022.0063.
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This item has been published with the following license: In Copyright