Governance structures and educational performance profiles in adult education organizations

教育科学界的广泛共识是，在所有教育部门，包括成人教育部门，行为者、指导形式和行动协调都发生了深刻变化，一种新的教育治理制度即将兴起。教育科学学者强调了新的教育治理制度对成人教育组织内专业教学业绩的影响，以及对制定组织业绩概况的影响，即为该组织实施的所有教学学习机会和对学习者的支助服务的总和。然而，新的教育治理制度如何触及教育绩效的组织层面，以及各组织如何对新的特定行动者对其教育绩效协调的期望作出反应，仍不清楚。该项目旨在扩大关于成人教育组织一级新治理制度的经验构成及其对制定教育成绩概况的影响的科学知识。该项目的目标是：1.确定新的行为者星座和协调成人教育组织与其他相关行为者之间行动的形式；2.重建由组织代表启动的行动惯例，以便对不同行为者对业绩和协调的具体期望作出反应；3.在组织一级确定行动和决策的典型余地，这与在新的治理制度范围内发展特定于组织的教育业绩档案有关。该项目采用质的研究设计，分别在德国公立成人教育中心(Volkhochschulen)的9个成人教育组织中进行案例研究。实证研究以教育型主管和组织中层管理人员代表为研究对象。总而言之，45个访谈将在特定方面进行分析。之所以选择公共教育中心作为研究领域，是基于这样一个事实，即这些组织主要是在一个由多个行为者组成的领域，在发展其业绩情况方面面临许多不同的、甚至是不同的挑战。因此，具体地说，在这些组织中，可以假定教学人员在处理与制定教学绩效档案有关的挑战方面具有高度的自反性和能力。

In educational science there is a broad consensus that in all sectors of education, including the sector of adult education, the actors, forms of steering and coordination of action, thus educational governance has changed profoundly and that a new regime of educational governance is about to rise. Scholars in educational science underpin the influence of a new educational governance regime on professional pedagogical performance within adult education organizations and on the development of organizational performance profiles, i.e. the sum of all pedagogical learning opportunities and support services for learners, implemented for use by the organizations. However, it is still unclear, how the new educational governance regime touches the organizational level of educational performance and how the organizations react on new actor-specific expectations regarding the coordination of their educational performance. The project aims at widening the scientific knowledge on the empirical constitution of the new governance regime at the level of adult education organizations and its consequences regarding the development of educational performance profiles. The objectives of the project are: 1. identifying new actor constellations and forms of coordinating action between adult education organizations and other relevant actors, 2. reconstruction of conventions of action, activated by organizational representatives in order to react to different actor specific expectations regarding performance and coordination, 3. identifying typical leeways of action and decision at organizational level, this with regard to the development of organization specific educational performance profiles within the context of the new governance regime. The project applies a qualitative research design, with case studies in 9 adult education organizations, respectively German public adult education centers (Volkshochschulen). The empirical research applies episodical with pedagogical directors and representatives of the middle management of the organizations. In sum, 45 interviews will be analyzed under specific aspects. The selection of public education centres as field of research is based on the fact that the organizations are principally established in a field of multiple actors and a plurality of different, even divergent challenges concerning the development of their performance profile. So specifically in these organizations there can be assumed a high reflexivity towards and competence of the pedagogic personnel in managing challenges regarding the development of pedagogical performance profiles.