Christoph Bohne, Friedhelm Eicker and Gesine Haseloff
The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational…
Abstract
Purpose
The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET).
Design/methodology/approach
VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach.
Findings
The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed.
Practical implications
This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning.
Originality/value
The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.
Details
Keywords
Ralph Dreher and Gesine Haseloff
This chapter discusses the connection between authentic leadership and meta competence, examining whether authentic leadership can be developed or promoted in educational…
Abstract
This chapter discusses the connection between authentic leadership and meta competence, examining whether authentic leadership can be developed or promoted in educational processes. The authors propose the concept of shaping orientation: problem-based learning without a fixed solution but with the generation of a solution-finding approach through the process of holistic action. They posit that training in authentic leadership can be embedded in curricula if learning is problem-based. This proposition poses important research and pedagogical questions for research. Is there evidence that problem-based learning generates the leadership qualities and attitudes that the authors claim? If so, how can this relationship be reliably tested over time?
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Susanne Sandberg, Igor Laine, Gesine Haseloff, Andreea I. Bujac and John E. Reilly
This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to…
Abstract
This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.