Lehrexzellenz – Lehrkompetenz: Herausforderungen für Neuberufene mit Coaching begegnen

Excellence and competence are terms referring to recent developments in higher education especially concerning the quality of teaching. The discussion about teaching excellence can be interpreted as increasing stress upon universities. Teaching competence on the other side is extensively a matter of the individual lecturer. As such they are expected to focus on their educational beliefs, their teaching conceptions, and their disposable teaching methods on new mission statements that are committed to teaching excellence. This article deals with the question how the recruitment of new professors is carried out in universities of applied sciences considering the mentioned teaching excellence. The coaching program for professors that have recently been appointed at the Cologne University of Applied Sciences is presented as a forceful in-house procedure that is oriented toward the development of teaching competence.     

Brokerage and governance for business networks: a metasynthesis-based discussion

This article reviews and discusses empirical literature on the micro-mechanisms of Burt’s concept of brokerage for inter-firm business networks from a governance perspective. Using a combination of a literature review and a qualitative metasynthesis, research gaps are first identified in the literature about these micro-mechanisms and then filled with interpretations, stemming from a qualitative metasynthesis of 13 in-depth case studies on brokerage for business network environments. The paper discusses three related elements and their inter-relationship in the brokerage process: the enabling factors for brokerage in business networks; the brokerage activities, particularly the combination of “bonding”, “bridging”, exclusion, and moderation/negotiation in different network configurations; and the outcomes of brokerage for business networks. We argue that network managers should take care of these elements when using brokerage to govern business networks. For example, the positional factors of agents in the network who take over brokerage functions need to be monitored and a balance of their embeddedness in the network and independence of focal firms should be safeguarded. Moreover, activities associated with brokerage should be steered and controlled in order to generate network benefits such as a higher collaborative stance of the partaking firms or learning processes amongst them.     

Ethnische Bildungsungleichheit zu Schulbeginn

The present paper aims to explain ethnic educational inequality upon starting school, it considers as an example the children’s school readiness, and focuses on preschool attendance as a main determinant. The start of the children’s school career is mainly presumed to be influenced by the skills acquired in their preschool years. On the basis of the data of the school entrance examination of the City of Osnabrück for the years 2000 to 2005, ethnic differences at the end of their preschool time can be detected. These differences still persist when controlling for family background. However, when the duration of preschool attendance is taken into account, the ethnic effect on school readiness decreases, disappearing completely when additionally controlling for the children’s cognitive and linguistic skills. Further analyses show that preschool attendance affects school readiness both directly and indirectly (via cognitive and linguistic skills). The results emphasize the relevance of preschool attendance within the framework of preschool education.     

Internationalization of family firms: the effect of ownership and governance

Despite family firm’s dominant role in economies worldwide, there is little empirical knowledge on their internationalization. Drawing on a sample of Austrian firms, this paper investigates the impact of family influence and various governance factors on internationalization. The findings reveal an inverted U-shaped relationship between family influence and internationalization. Family firms with medium family influence are the most internationally active companies. This indicates that concerning internationalization the advantages of being a family firm are highest when the family’s ownership share and involvement in management and governance boards is not too extensive. Additionally, neither the incumbent generation, nor the level of non-family executives in the management board, nor the existence of a supervisory board has a significant influence on going international. Since advisory boards seem to foster internationalization, they might be an adjuvant means of equipping family firms with the necessary capabilities, know-how and contacts to operate internationally.     

Testing of the Function Focused Environment Assessment and the Function Focused Policy Assessment in Assisted Living

This study tested two new instruments, the Function Focused Environment Assessment (FF-EA) and the Function Focused Policy Assessment (FF-PA). The measures were developed for clinical evaluation of assisted living (AL) settings to help optimize function and physical activity among residents. In total, 106 AL settings and 242 residents were included. There was evidence of item reliability (0.92) and interrater reliability (kappa =0.40, p = .015; agreement 85%) of FF-EA and item reliability (0.89) and interrater reliability (kappa =0.48, p = .001, agreement 82%) of the FF-PA, and support for validity of both measures based on INFIT and OUTFIT statistics and hypothesis testing.     

A fractal approach to implement cooperative learning in German classrooms

The development of skills necessary to master the challenges of culturally heterogeneous classrooms is impeded seriously by linear teaching/learning procedures within the majority of educational institutions. One of the most serious obstacles is the systematic organisation of teaching according to strictly separated subject matter areas. This article describes an approach to implement cooperative learning by radically changing the organisational structure of teaching as well as the roles of teachers and students. Because this approach tries to create similar structures and processes within all organisational units from staff level to the level of cooperative teams of students, it is called a fractal model of implementation.

All students of the same grade are assigned to one of several ‘learning islands’ that comprehend those subject matter areas, which can easily be linked to each other. In our study 12th grade students will access the topic of ‘energy’ on three ‘islands’ under the perspectives of natural sciences/mathematics, linguistics, and social sciences. According to a modified version of Jigsaw learning, the students take turns as inhabitants of each of the learning islands. A team of teachers introduces the overlapping topics. Each student has to complete the assignments of one of the disciplines represented on the learning island in order to become an ‘expert’, while other students on the same learning island will become experts for the other subject matter areas. Later, back in their ‘basic teams’ they will share their different expert knowledge, teaching each other and learning from each other with increasing self‐responsibility. The teachers are available during this phase of learning as moderators of group dynamics, learning procedures, and as subject matter experts. This organizational principle is realised on all levels of the teaching/learning system, from structuring a complete grade level according to learning islands, breaking them down into expert groups, teams, and finally individual learners.

First observations and interviews with selected teachers and students show that the fractal learning model is accepted widely both by students and teachers — but there are some students and teachers who seem to b & overwhelmed by the complexity of the new situation. This difference must be taken into account if we want to promote learning in processes of social exchange.     

Organisational safety climate and occupational accidents and injuries: an epidemiology-based systematic review

It is widely accepted among practitioners and researchers that a good safety climate results in improved safety. However, there is a lack of systematic and detailed reviews summarising and evaluating the scientific evidence underpinning the relationship between safety climate and injuries and accidents in a company. The current research addresses this gap and studies the association of safety climate with accidents and injuries at work. Nine databases were searched for quantitative studies. After eligibility and quality selection, 17 peer-reviewed papers were analysed. Quality assessment was developed applying the Strengthening the Reporting of Observational Studies (STROBE) guidelines, together with 9 appraisal criteria from Berra and colleagues (2008), Downs and Black (1998) and the appraisal tool from the University of Cardiff Weightman, Mann, Sander, & Turley, (2004). An evaluation summary statement was then constructed analysing the strength of the evidence provided by each study. Although 15 of the 17 studies included in this review provided full or partial support for the association of safety culture with accidents/injuries at work, scientific evidence is still unclear on the causal relationship between these two variables. Research is needed, especially longitudinal and intervention studies, to demonstrate in detail this association, which has been widely accepted in the area of occupational health and safety.