1. Entwicklungs-
konzept für die
PH-OÖ
Auf Basis der Lehrausbildung Neu
W.Greller 14. Dez. 2011

2. Herausforderungen
• Umsetzung der LBN Massnahmen
- “Produkt”-Entwicklung
- Change Management – (koordinierte Umsetzung parallel zum Betrieb)
• Organisationsentwicklung und Positionierung
- Profilbildung und Sichtbarmachung
- Abstimmung mit tertiärer Bildungslandschaft
- Internationalisierung
- Strategie/Vision und Einbettung
Frage nach Resourcen und Handlungsspielraum!

3. Entwicklungsansprüche
Akademisierung
Ausbildungsstätte Lernende Organisation
Alle Lernen
Kollektives Wissen
Umorganisierung Forschungsgeleitete Lehre
Wissensvermittlung Kompetenzentwicklung
Substantieller Kulturwandel!

4. Kulturwandel
Akademisches Personal
Strategiepunkt
Personal
Entwicklung
Mainstream Vorreiter
Tradition Innovation
Horizont ca. 7-10 Jahre
Roger: Diffusion Model (1962)

5. Strategischer Wandel
Positionierung Benchmarking
Strategische Richtung Implementierung
Change Management
- Systemische Trägheit
- Mehrbelastung

6. Benchmarking
Wo sind wir? Erwünschte Wo wollen wir hin?
Kompetenzfelder
Kompetenz- Kompetenz-
Gap-Analyse
Erhebung Entwicklung
Schwerpunkte
Organisations- Organisations-
Profil Profil

7. Standbeine
der Akademisierung
Vernetzung Lehre
Innovation Professionalisierung
Forschung
Kontextualisierung

8. Standbeine
der Akademisierung
Diskurs Lehre
Erkenntnisse Kompetenzen
Forschung
Relevanz

9. Konkretisierung
Innovation
• Interne Aktivität aufgreifen (Vorreiter)
• Bewusstseinsbildung/Fragestellungen
• Trendforschung
• Good Practice / Showcases
• Empirische Experimente

10. Konkretisierung
Vernetzung
• Partnerschaften (Universitäten) mit
konkreter Forschungskompetenz
(fachlich, methodisch)
• Zugang zu Forschungscommunity
• Kooperation (z.B. Tandems)
• Internationalität (Projekte)

11. Konkretisierung
Kontextualisierung
• Anwendung (z.B. Master/PhD
Betreuung)
• Transfer auf differenzierte Kontexte
• Kontrastierung
• Wissenschaftsgeschichte, Evolution

12. Strategieplan
Vernetzung, Innovation, Kontextualisierung
Strategieentwicklung
Infrastruktur
Curriculum Einbettung
Personalentwicklung Transparenz u
Good Practice
Anreizmodelle Experiment
Karrieremodell Anerkennung Evidenz
Recruitment Badges (Portfolio)
Freistellung Zertificate, etc.
Funktionserwerb, etc.

13. Wirkungskraft
Wasserfallmodell
Institution
Lehrende
Lehrkandidat/inn/en
Schüler/innen

14. Gesamtheitlich
• Personal-Selektion, • Einbettung in Curricula
• Karrierepfade • Qualitätssicherung
• Weiterbildung • Förderung etc.
Management
Mitarbeiter/innen
• Identifikation mit Studierende • Modellierung v
Institution u ihren Lehr-/Lernprozessen,
Zielen • Mehrwert Definition

15. Personalentwicklung
• Jobprofile / Ausschreibungsprofile
• Karrierepfade (PDP, individuelle akad. Ziele)
• Anerkennung (z.B. Sabbatical oder reduzierte
Lehrtätigkeit)
• Weiterbildungsangebote (z.B. Förderprogramme,
quant/qual Methodiken, Publikation, etc.)
• Gastdozenturen
• Dozentenmobilität (Austauschprogramme)

16. Personalentwicklung
persönlich
erwünscht
Idealbereich

17. Appraisal
Instrument zur Feststellung der Mitarbeiter-Entwicklung
• 360 Review (Rückblick)
• Selbsteinschätzung/Fremdeinschätzung
• Bedarfserhebung
• Ziele (persönliche)
• Kompetenzplan (PDP)
• Abstimmung mit Organisationszielen/Jobprofil

18. Kompetenzprofil
Competence To do research
Be able to: Used in Current Evidence Personal
2008 level goal level
Acquire research
To recruit potential commissioning bodies yes UHI project €200000, previous 7-8
6-7
EU projects
Formulate a research plan based on a view on societal n/a 6-7
6
needs
Coordinate research n/a 5
Carry out Research
Perform a literature research to provide an overview of n/a Academic and managerial 6
the state-of-the-art. 5-6 perspective of SoA, applied
research
Select research methodologies and techniques n/a 5 Intuitive selection 7-8
Set up an experiment n/a 5 5
Select statistical methodologies, -techniques and -tools n/a Basic user surveys, data 6
2-3
analysis
Develop and implement data collection instruments n/a Questionnaires, interviews, 6
5
tools
Publicize results
Report results in international scientific journals and n/a Applied research papers, case 6
5
conferences studies
Report results in professional journals and communities yes Journal papers, consultancy 7
6
reports
Exchange knowledge with national and international yes Editorial boards, programme 8
colleague researchers and experts 7 committees, project boards,
steering groups, reviews
Supervise PHD students n/a Needs knowledge on 6
5
regulations

19. knowledge skills
EQF competence
LEVEL
1 Basic general knowledge Basic skills required to carry out simple tasks Work or study under direct supervision in a structured context
2 Basic factual knowledge of a field of Basic cognitive and practical skills required to use relevant Work or study under supervision with some autonomy
work or study information in order to carry out tasks and to solve
routine problems using simple rules and tools
3 Knowledge of facts, principles, A range of cognitive and practical skills required to Take responsibility for completion of tasks in work or study adapt own
processes and general concepts, in a accomplish tasks and solve problems by selecting and behaviour to circumstances in solving problems.
field of work or study applying basic methods, tools, materials and information
4 Factual and theoretical knowledge in A range of cognitive and practical skills required to Exercise self-management within the guidelines of work or study
broad contexts within a field of work generate solutions to specific problems in a field of work contexts that are usually predictable but are subject to change.
or study or study Supervise the routine work of others, taking some responsibility for
the evaluation and improvement of work or study activities
Grad der
5 Comprehensive, specialised, factual A comprehensive range of cognitive and practical skills Exercise management and supervision in contexts where there is
and theoretical knowledge within a required to develop creative solutions to abstract unpredictable change. Review and develop performance of self and
field of work or study and an problems others
Eigenständigkeit
awareness of the boundaries of that
knowledge
6 Advanced knowledge of a field of Advanced skills, demonstrating mastery and innovation, Manage complex technical or professional activities or projects, taking
work or study involving a critical required to solve complex and unpredictable problems in responsibility for decision-making in unpredictable work or study
understanding of theories and a specialised field of work or study contexts. Take responsibility for managing professional development
principles of individuals and groups
7 Highly specialised knowledge some of Specialised problem-solving skills required in research Manage and transform work or study contexts that are complex,
witch is at the forefront of knowledge and/or innovation in order to develop new knowledge unpredictable and require new strategic approaches. Take
in a field, as the basis for original and procedures and to integrate knowledge from different responsibility for contributing to professional knowledge and practice
thinking and/or research critical fields and/or for reviewing the strategic performance of teams
awareness of knowledge issues in a
field and at the interface between
different fields
8 Knowledge at the most advanced The most advanced and specialised skills and Demonstrate substantial authority, innovation, autonomy, scholarity
frontier of a field of work or study techniques, including synthesis and evaluation, and professional integrity and sustained commitment to the
and at the interface between fields required to solve critical problems in research and/or development of new ideas or processes at the forefront of work or
innovation and to extend and redefine existing study contexts including research.
knowledge or professional practice
http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm

20. Evidenz
• Kompetenzprofile
• Reflexion Institution
• Transparenz
• Präsentation Portfolios
• Soziale Verstärkung
• Dokumentation
Individuell
• Akkreditierung

21. Funktionalität
Planen (PDP, Karriere, Kompetenzen)
Dokumentieren(formal/informal learning, z.B. work-based
learning/Turnus)
Reflektieren (Lernfortschritt, Lerntagebücher)
Presentieren (Fertigkeiten, Schwerpunkte, z.B. ICT)
Evidenzieren (Produkte, Leistungen, Preise)
 Anerkennung (z.B. Anrechnung, Berufslizenz, z.B. Zahnärzte)

22. Personalised support
Reflective = Evidence = Certification =
Learning PFs Presentation PFs Assessment PFs
Blogosphere, Logbooks, Written works, assignments, Skills, competences, learning
Progressfiles, PDP projects, pieces of code, etc. achievements, LIP, UCAS profiles
Audience = self (others) Audience = others (employers) Audience = other learning providers +
CMS – file management employers
Characteristics = personal, system
open, mostly narrative Characteristics = secure, authoritative
Characteristics = personal,
self-selected, mostly products CMS, Student Record System
Social space
Institutions sharing
Audience = friends,
community
Characteristics = social
currency
AGGREGATOR
Students sharing
Various services:
Data services: storage, authn, authz, security, encryption, digital signature, etc.
Personal services: alumni, Skype, IM, address book, calendar, friends reunited, etc.

23. Horizont
Strategieplan Bedarfserhebung
2012-2013
Planung
Baseline
Massnahmendesign
Kommittees
2013-2014
Einbettung
Partner
Instrumentalisierung Werkzeuge
Anreize
Support
Evaluierung (intern/extern)
t 2014
2015-…
Durchführung
Operationalisierung (Betreuung)
Skalierung

24. Indikatoren
• Anzahl Lehrkräfte mit höherem akad. Abschluss
(Master, PhD, Habil)
• Anzahl Studierende mit akad. Abschluss (LBN Master, ab 2018)
• Anzahl Master Studiengänge im Angebot (“Master of
Advanced Studies”, Joint-Degree Module, betreute PhDs)
• Anzahl Publikationen/Impact Indicators
• Anzahl Forschungsprojekte (Drittmittelvolumen)
• Anzahl der Expertisen-Anforderung (Journal
Reviews, Conference Committees, Consultancies, etc.)
• Attraktivität des Studienplatzes (qualitativ)

25. Fragen
?