Martin Luther University Halle-Wittenberg

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Teaching in Higher Education between Organization and Interaction: Formats, Subjects, Governance

Organisation: Roland Bloch, Ulrike Deppe & Hannes König

Ort: ZSB/Online Vortragsraum MLUconf


Montag, 19.04.2021, 18:15 – 20:00 Uhr
PD Dr. Thomas Wenzl (Leibniz Universität Hannover):
Zwischen Interaktions- und Öffentlichkeitsanspruch: Überlegungen zu einem elementaren Spannungsfeld universitärer Lehre

Montag, 17.05.2021, 18:15 – 20:00 Uhr
Prof. Dr. Jan Nespor (Ohio State University):
Network pedagogies and the modularization of knowledge in American higher education

Montag, 14.06.2021, 18:15 – 20:00 Uhr
Dr. Nicole Balzer & Prof. Dr. Johannes Bellmann (Westfälische Wilhelms-Universität Münster):
‚Kritik üben‘: Zu Übersetzungen einer diskursiven Anrufung in erziehungswissenschaftlichen Lehrveranstaltungen

Montag, 28.06.2021, 18:15 – 20:00 Uhr
Prof. Dr. Stefan Kühl (Universität Bielefeld):
Vorteile und Nachteile der Kommunikation unter Abwesenden

Montag, 12.07.2021, 18:15 – 20:00 Uhr
Dr. Roland Bloch & Alexander Mitterle (Martin-Luther-Universität Halle-Wittenberg):
Wie wird die Hochschule zum Akteur in der Lehre? Zu den Möglichkeiten und Grenzen der Organisation der Hochschullehre

Teaching in higher education as a practice is expected – with different emphasis depending on the study program – to impart academic knowledge, job-related competences, as well as habitual dispositions. With regard to the organization of teaching, universities have to provide the necessary infrastructure and to ensure a regular course of study. Recently, universities are also being expected to assume responsibility for the quality of teaching. However, since the freedom of research and teaching is constitutionally granted, there are limits to the formal organization of teaching; interfering directly into teaching is not possible. This is also related to teaching as a peculiar practice. With reference to the works of Niklas Luhmann, one can say that the successful enactment of teaching can not be programmed, i.e. whether teaching does achieve the desired outcomes can not be controlled for. Empirically, we see that the involved actors perceive, shape, and make sense of teaching from their specific viewpoints. Against this backdrop, the lecture series aims to explore teaching in higher education as an interactive practice with its own ordering in its mutual relations with organizational aspirations to shape it.

Different disciplinary, theoretical, and content-related perspectives will be discussed along the formats, subject-specificity, and governance of teaching. What are commonalities and differences between multiple teaching formats that are mostly offered in the particular context of academic disciplines and their study programs? Which participatory roles are envisaged in teaching? How is subject-specificity in teaching rendered visible and constituted in practice? Which formal structures frame teaching, and how have these changed with regard to internal governance reforms, the rapid growth of higher education participation, and lately digitalization as a consequence of suspended classroom teaching due to the pandemic? How are organizational strategies for teaching conceived of and enforced across the organization?