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Governance structures and educational performance profiles in adult education organizations

成人教育组织的治理结构和教育绩效概况

基本信息

批准号：
316174824
负责人：
Professorin Dr. Karin Dollhausen
金额：
--
依托单位：
Deutsches Institut für Erwachsenenbildung (DIE) - Leibniz-Zentrum für Lebenslanges Lernen e.V.
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2016
资助国家：
德国
起止时间：
2015-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/316174824?language=en
关键词：
Governance structures educational performance profiles

项目摘要

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.

在教育科学中，有一个广泛的共识，即在所有教育部门，包括成人教育部门，行动者、指导和协调行动的形式，因此教育治理发生了深刻的变化，一个新的教育治理制度即将兴起。教育科学领域的学者强调，新的教育治理制度对成人教育组织内的专业教学业绩和组织业绩概况的发展产生了影响，即所有教学学习机会和为学习者提供的支助服务的总和，供各组织使用。然而，目前尚不清楚，新的教育治理制度如何触及组织层面的教育业绩，以及各组织如何对新的行为体具体的期望，协调其教育业绩作出反应。该项目旨在扩大关于成人教育组织一级新的治理制度的经验构成及其对教育业绩概况发展的影响的科学知识。该项目的目标是：1。确定成人教育组织和其他相关行为者之间新的行为者组合和协调行动的形式，2.重建行动惯例，由组织代表激活，以应对不同行动者对绩效和协调的具体期望，3.确定组织一级行动和决策的典型漏洞，这涉及在新的治理制度背景下制定组织具体的教育业绩概况。该项目采用定性研究设计，在9个成人教育机构，分别为德国公共成人教育中心（Eschshochschulen）的案例研究。实证研究采用偶发事件与教学总监和中层管理人员的组织代表。总之，45个访谈将在具体方面进行分析。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有多个行为者的领域中建立的，在发展其业绩方面面临着多种不同的、甚至是不同的挑战。因此，具体而言，在这些组织中，可以假设教学人员在管理有关发展教学业绩概况的挑战方面具有高度的反思性和能力。