Research
We explore how adult education can be made inclusive, digital and effective.
Services
Digital tools, specialist portals and data – for teachers, researchers, students and interested parties.
Institute
We offer research, transfer and infrastructure for lifelong learning.
The form of social integration of space and time determines the understanding of learning, personality and subjectification. In modernity, organizations form individuals through systematic observation. For this purpose, semiotic techniques of dynamization of persons—calculation, measurement, visualization, rechaotisation—are developed and used pedagogically. Their digitization leads to the autonomization of presentational control and management practices, which operate without organizations as …
The opening up of higher education and the development of higher education insti-tutions as institutionalized and organized settings for lifelong learning has been focused in educational policy and scientific discourse for more than ten years. Consequently, research at the interface between further education and higher education research at international, European and national levels has been intensified in order to disclose framework conditions, forms and challenges regarding current and expec…
At first sight, Ortfried Schäffter’s thesis looks trivial: a »pedagogical« organisation is an organisation that concentrates on focussing the interplay of all its energies on the success of its specific – namely, pedagogical – work. Examined more carefully, however, this means that a pedagogical organisation is one that furthers learning. Its success cannot be measured in terms of numbers of charges taken care of, duration of care, or hours spent in caregiving or counselling, nor i…
This article is devoted to workplace learning. Rather than formulating normative claims regarding educational processes, the aim is to empirically examine the conditions under which workplace learning takes place. The focus is on the process of needs assessment as part of program planning. Firstly, this process and the stakeholders involved are described for different types of programs. Secondly, an explorative analysis based on the contextual analysis shows how demand decisions are justified. …
Scientific adult learning discussions refer to the concept of “region” mainly in policy contexts. Against this background, the author develops an approach to investigate regions from an organizational point of view. In a qualitative interview study using grounded theory within the framework of action-centered geography, he shows that adult education organizations and professionals construct regions in pedagogical practice. These practices need to be analyzed as a complex interplay between marke…
The planning of teaching and learning is a key task for teachers of adult and continuing education. This recurrent challenge demands situational decisions regarding objectives, contents, media and activities of teaching and learning, taking into consideration both the learner as well as organisational and spatial factors. However, empirical research indicates that these complex and interdependent decisions are often tackled insufficiently. Digital planning tools can be used to reduce the comple…
This article explains what paths adults can opt for in order to acquire a reflexive understanding of time while not being content with a purely goal-oriented, “maximising” improvement in time management. Ms. Hribernik adopts Holzkamp’s approach to first of all describe what such “learning to understand time“ needs to involve before then identifying learning possibilities from an Austrian perspective – possibilities which she sees above all in books, but also in lecture events and the activities…
Representative surveys on participation in continuing education are the basis for analyses of lifelong learning as well as a description of the continuing education sector within the educational system. The information which is made available should be sufficiently differentiated in order to be able to distinguish different types of learning activities. One of the most important distinctions is the one between general and continuing vocational education. This article examines how and with what …
Construction of reflexive acting in work related learning adult education in the context of the company With the arising of post industrial work relations employment contracts, learning and further education develop to an important factor of success in companies. In an increasingly customer orientated and globalized economy, a reflective work action has become possible and necessary both in view of subject related developments and work environments and structures. This double reflexibility …
