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Didaktische Unterstützung von Postdocs als strategisches Element der Lehrförderung
Citation Link: https://doi.org/10.15480/882.2430
Publikationstyp
Conference Presentation
Date Issued
2019-03-07
Sprache
German
Author(s)
Institut
TORE-DOI
TORE-URI
Citation
https://www.dghd19.de/wp-content/uploads/2019/02/DGHD-Programm_web_190212-1.pdf
Contribution to Conference
It is crucial for centers of teaching and learning to design support structures that are suitable for all relevant groups having a stake in these very academic activities. Also, concepts and measures should be validated by empirical evidence. On the one hand, this allows to disseminate educational knowledge effectively among faculty members. On the other hand, this might lead to a more positive picture stakeholders may draw of academic units like this when it comes to evaluation as part of organisational development it may be affected by.
Leaving the professors out of consideration, views and intentions of postdocs - besides some other types of academics with unlimited work contracts - are influencing the teaching culture at universities the most. Therefore, educational advisors should carefully consider the particular work environments and career paths associated with postdocs to be able to establish promising and succesful work relations in order to gradually change teaching and learning practices. Though, centers for teaching and learning have hardly come up with concepts proposed to support this group of academics accurately and persistently.
For this reason, firstly, major socio-cultural, professional and organisational characteristics of postdocs are introduced to sketch their academic position. Secondly, a theoretical modell with respect to teaching-related demands of postdocs will be evolved to explain why certain educational methods and well-chosen ways of communication should be concentrated on to counsel them effectively. Finally, the elaborated model will be tested exemplary with use of empirical data gathered from analyses of documentations and evaluations associated with postdoc-centered advisory processes in a school of engineering from 2012 to 2018.
Leaving the professors out of consideration, views and intentions of postdocs - besides some other types of academics with unlimited work contracts - are influencing the teaching culture at universities the most. Therefore, educational advisors should carefully consider the particular work environments and career paths associated with postdocs to be able to establish promising and succesful work relations in order to gradually change teaching and learning practices. Though, centers for teaching and learning have hardly come up with concepts proposed to support this group of academics accurately and persistently.
For this reason, firstly, major socio-cultural, professional and organisational characteristics of postdocs are introduced to sketch their academic position. Secondly, a theoretical modell with respect to teaching-related demands of postdocs will be evolved to explain why certain educational methods and well-chosen ways of communication should be concentrated on to counsel them effectively. Finally, the elaborated model will be tested exemplary with use of empirical data gathered from analyses of documentations and evaluations associated with postdoc-centered advisory processes in a school of engineering from 2012 to 2018.
Subjects
Lehrförderung
Hochschuldidaktik
Beratungsprozess
Postdocs
Organisationsentwicklung
strategisches Hochschulmanagement
DDC Class
000: Allgemeines, Wissenschaft
370: Erziehung, Schul- und Bildungswesen
More Funding Information
Bundesministerium für Bildung und Forschung (BMBF), Förderkennzeichen 01 PL 16047
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Name
Vosgerau,K.(2019)-Didakt._Unterstuetzung_von_Postdocs_als_strateg._Element_der_Lehrfoerderung.pdf
Size
19.82 MB
Format
Adobe PDF