Science of Education in the Bologna ProcessStrategies and orientation frameworks in the reform of academic programmes

本项目主要关注博洛尼亚进程带来什么样的变化的问题。尤其是：这一改革对教育科学在其机构组织形式上产生了什么影响，并以何种方式改变了这一学科的面貌。研究的对象是德国大学的教育科学学术方案，被认为是招聘与学科有关的学者的关键因素，因此也是学科的自我复制。作为第一步，必须对正在进行的教育科学研究计划进行调查。此外，还应与社会学研究方案进行比较，以表明学术改革带来的变化对教育科学来说是一般性的还是特殊性的。第二步是分析各大学在推出新方案时所处的环境条件。这一步骤的目的是审查拥有制度化科学资本的不同捐赠(如人员编制、外部资金或该学科在大学中的地位)是否会产生不同的方式来满足改革进程的要求。这两个第一步的目的是根据不同大学的具体情况说明目前教育科学研究计划的范围，并应形成相应的类型学。第三步，也是最后一步，以质的研究方法为基础，重点对实施过程及其内外部条件进行重构。在不同的(典型的)大学环境中，应该从利益相关者的角度重建变化的过程及其潜在的战略和领导方向。该项目的目的是以其学术课程的形式重建构成教育科学机构现状的内部和外部因素，一方面，它为该学科的长期监测做出了重大贡献。另一方面，它突显了学术改革中嵌入的动力，这种动力可能导致学科权力关系的转变。尤其是，这些人可以在学术课程中记录自己，这些课程是学科自我复制的关键要素。

This project mainly focuses on the question what kind of changes result from the Bologna Process. In particular: what are the consequences of this reform for Educational Science in the shape of their institutional organization and in which way it changed the appearance of this discipline. The objects of research are the education-scientific academic programmes at German universities considered as a key element in recruiting discipline-related academics and therefore the disciplinary self-reproduction. As a first step, a survey of ongoing study programmes of Educational Science has to be implemented. In addition, a comparison with sociological study programmes should be carried out to show whether the changes resulting from the academic reform are general or specific for Educational Science. A second step is to analyze the contextual conditions at the universities which accompanied the introduction of the new programmes. The aim of this step is to examine whether different endowment with institutionalized scientific capital (such as staffing, external funding or the status of the discipline at university) generates different ways to deal with the requirements of the reform process. These two first steps are intended to give an account of the current spectrum of Educational Science study programmes according to the specifics of different university settings and should result in a corresponding typology. The third and last step is based on qualitative research methods and focuses the reconstruction of the processes of implementation and their internal and external conditions. The changing processes and their underlying strategies and leading orientations should be reconstructed from a stakeholder perspective on different (typical) university settings. The very aim of the project is to reconstruct the internal and external factors that constitute the current situation of the institutional organization in Educational Science in the shape of their academic courses., On the one hand, it thus makes a significant contribution for the long-term monitoring of the discipline. And on the other hand, it highlights the dynamics embedded in the academic reform that might be responsible for a shift in the disciplinary power relations. Not least these can document themselves in the academic courses which are key elements of disciplinary self reproduction.