Chair of Business Education, especially teaching and learning processes (560A) 

Chair History

• since May 2021 | Prof. Dr. Tobias Kärner, Professor of Business Education at the Institute for Education, Work and Society
• 2019–2020 | Prof. Dr. Kristina Kögler, Professor of Business Education at the Institute for Education, Work and Society
• 1995–2016 | Prof. Dr. Diethelm Jungkunz, Professor of Business Education at the Institute for Vocational and Business Education
• 1987–1995 | Prof. Dr. Bernhard Bonz, Founder of the chair and professor of vocational education at the Institute for Vocational and Business Education

Chair Philosophy

The subject area of business education, in particular teaching and learning processes (560A) deals with aspects of teaching and learning in vocational education contexts. In this context, business education teaching-learning research generally refers to teaching and learning in vocational schools and companies in the vocational field of "business and administration", taking into account the instructional micro-level as well as institutional, organizational and educational policy framework conditions (Achtenhagen, 2009).

In this context, teaching and learning processes encompass, among other things, the mental and physical performances or processes for acquiring knowledge as well as action, problem-solving, and social skills, and they "can be understood as pedagogical efforts to help individuals seek and find their place and identity in a society that is capable of change in both a normative and technical sense and is therefore capable of shaping itself" (Sembill, 1999, p. 152).

Entirely in the spirit of the Humboldtian ideal of education as well as a constructivist understanding of teaching-learning, researching, further developed as self-organized learning (Sembill, 1992, 1995), students as well as doctoral students are given opportunities to "participate genuinely and influentially in determining the purposes, content, and forms of realization of their engagement" (Heid, 1992, p. 106) and they will be assisted in developing the competence "not only to solve problems but also to critically evaluate, define for themselves, and rationally justify them" (Heid, 2001, p. 519).

Regarding the scientific paradigmatic location, teaching-learning process research is understood as basic research (cf. Sembill, 1981), which is based on different approaches of empirical-analytical (Beck, 2010) as well as critical-emancipatory educational science (Lempert, 1971).

Work and Research Focus

Specific areas of work and research in the Department of Business Education, especially Teaching and Learning Processes (560A) are as follows:

• Psychosocial aspects of vocational teaching and learning processes
• Power, autonomy and participation in the educational context
• Stress, resilience and health promotion in learning and work contexts
• Technology-supported learning process diagnostics
• Multimodal analysis and evaluation of learning and working environments

More information about the research can be found on the pages of the respective team members as well as on the pages of the Institute for Education, Work and Society