Kompetenz- und karrieref?rderliches Führungsverhalten: Zum Stand der Forschung

The direct manager which has close contact with his employees is suited to challenge and support them according to their interests and abilities. This paper provides a summary of the empirical literature about the meaning and mechanism of different leadership behaviors influencing employees?? competencies and career advancement. The leader??s behaviors are divided in two ways of support. The direct contact (feedback, training measures, promotion, trust and expectations, objectives?? management, social support, role model behavior) and support by providing competence and career enhancing tasks and job design (delegation of challenging tasks, job control, person-job-fit). Thereby a particular focus is placed upon gender-specific outcomes. Based on the actual research findings, additional recommendations for the career enhancement in practice and for future research are provided.     

Warum werden Arbeiterkinder vom Studium an Universitäten abgelenkt? Eine empirische Überprüfung der „Ablenkungsthese“ von Müller und Pollak (2007) und ihrer Erweiterung durch Hillmert und Jacob (2003)

Why are the working- class children diverted from universities? In spite of the educational expansion, the decline of inequalities of educational opportunities in schools, and the institutional reforms in vocational training and university education, the access to tertiary education at university remains still remarkably unequal across social classes. In accordance with the ?diversion thesis‘ suggested by Müller and Pollak and extended by Hillmert and Jacob working class children are lead away from the direct path to university to non-academic education institutions because of both the impact of institutional structures of the educational systems on individuals‘ educational choices and the attractiveness of alternative education and training in non-academic areas. In order to investigate how does the diversion work the mechanisms of socially selective educational choices have to be analyzed from the perspective of rational action theory. For the empirical test of the theoretical approach data about school-leaves with the ?Abitur‘ (high school degree) in the East Germany federal state Saxony are employed. Subjective evaluation of the former educational performance, the expectation to be successful at university and the subjectively expected costs are the mechanisms mainly responsible that working class children more likely choose the vocational training than education at university. In particular, the subjectively expected success at university has the greatest impact on working class children‘s educational choices leading them away from the university.     

Und Immer Noch Einmal: Alfred Schütz, „Die Definition der Situation“ und die (Angeblichen) Grenzen von Rational Choice

The paper is a reply to the critique of Christian Etzrodt in two points, where he was discussing the model of frame-selection which I formulated following some suggestions of Alfred Schutz on the problem of bounded rationality: (1) The model does not exclude at all the processes of the “interactive” and symbolic constitution of social situations; (2) it does in no way rely on the “rationality” of the actors alone. It does, however, assume quite a different mechanism to the assumption of “calculativeness”, usually associated with subjected-expected-utility theory, despite it is based on certain formal assumptions of this theory. The core of the framing-concept is the “match” of typical properties of the situation (i.e. “symbols”) with socially shared mental models, which are part of the identity of the actors. Quite different to the assumptions of Etzrodt, the model thus systematically takes into account the “meaning” of social action and the strength of culture in defining a situation.     

Harald W. Lederer: Migration und Integration in Zahlen. Ein Handbuch. Forum Migration 4, im Auftrag der Beauftragten der Bundesregierung für Ausländerfragen erstellt am Europäischen Forum für Migrationsstudien (efms)

Ohne Zusammenfassung