Bürgerschaftliches Engagement und zivilgesellschaftlicher Transfer an Hochschulen: Formen und Formate

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<p>Brgerschaftliches Engagement und zivilgesellschaftlicher Transer an Hochschulen: Formen und Formate</p> <p>Brgerschaftliches Engagement und zivilgesellschaftlicher Transfer an Hochschulen: Formen und FormateThomas Sporer Universitt Augsburg</p> <p>im Rahmen des Projekts Potenzialfrderung fr brgerschaftliches Engagement und gesellschaftliche Verantwortung an Hochschulen</p> <p>Impulsreferat beim 2. Vernetzungstreffens bayerischer Hochschulen (25.9.2014, Illertissen) </p> <p>Vielfalt der BegriffeThird MissionPublic EngagementService LearningCommunity OutreachSocial Entrepreneurship EducationCivic EducationVoluntary ServiceCampus-Community PartnershipsUniversity Social ResponsibiltyResponsible Science and InnovationScholarship of EngagementThird MissionThird Mission activity is a vitally important component of any universitys role, whether it is pictured as a third mission or as integral to the core missions of education/teaching/learning and research/scholarship. (...) It is not new, but narrower notions of research excellence have overshadowed it, and academics have in many instances drawn themselves into something of a caste apart.</p> <p>What is important is that the university commits itself to engagement with and service to society. This implies not that it will make a few gestures towards the communities outside its campus, but that it will go about its business of education, learning, research, critique and debate in such a way as to promote engagement and linkage with society, and put its intellectual and other assets to work.</p> <p>Citation: Green Paper. Fostering and Measuring Third Mission in Higher Education Institutions. Report of the Project European Indicators and Ranking Methodology for University Third Mission (E3M). http://www.e3mproject.eu/docs/Green%20paper-p.pdf</p> <p>Public EngagementPublic engagement describes the myriad of ways in which the activity and benefits of higher education and research can be shared with the public. Engagement is by definition a two-way process, involving interaction and listening, with the goal of generating mutual benefit.Citation: Website of the National Co-Ordinating Centre for Public Engagement.http://www.publicengagement.ac.uk/explore-it/what-public-engagement</p> <p>Public engagement can best be understood not as a particular set of activities, but as an approach to the core purposes of teaching, research and social responsibility. To embed public engagement means to make it an explicit part of the identity and values of a university. This does not mean all universities will articulate this in the same way, but clarity of purpose will enable universities to identify what sorts of PE activities they want to prioritise and to support them effectively.Citation: Manners, P. (2011). Introduction. In D. Burns &amp; H. Squires: Embedding public engagement in higher education: Final report of the national action research programme. National Co-Ordination Centre for Publick Engagement.Scholarship of Engagementa term that captures scholarship in the areas of teaching, research, and/or service. It engages faculty in academically relevant work that simul-taneously meets campus mission and goals as well as community needs. In essence, it is a scholarly agenda that integrates community issues.Citation: Website of the National Review Board for the Scholarship of Engagement. http://www.scholarshipofengagement.org/about/FAQs.html</p> <p>scholarship of engagement means connecting the rich resources of the university to our most pressing social, civic, and ethical problems, to our children, to our schools, to our teachers, and to our cities (...) but, at a deeper level (...) the scholarship of engagement also means creating a special climate in which the academic and civic cultures communicate more continuously and more creatively with each other.Citation: Boyer, E. (1996). The Scholarship of Engagement. Journal of Public Outreach. 1(1): 11-20.</p> <p>Campus-Community PartnershipsThe emergence of servicelearning in higher education and the renewed emphasis on community involvement presents colleges and universities with opportunities to develop campuscommunity partnerships for the common good. These partnerships can leverage both campus and community resources to address critical issues in local communities.Citation: Bringle, R., &amp; Hatcher, J. (2002). Campus-community partnerships: The terms of engagement. Journal of Social Issues, 58 (3), 503-516.</p> <p>On the outside, campus-community partnerships appear simply to involve multiple members with a common goal. But each member enters the partnership with individual interests that are specific and more important to itself than to others.Citation: Cox, D. (2000). Developing a framework for understanding university community partnerships. A Journal of Policy Development and Research, 5 (1), 9-25.</p> <p>Service Learninga form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and developmentCitation: Jacoby, B. (1996). Service-learning in today's higher education. In B. Jacoby &amp; associates (Eds.), Service-learning in higher education: Concepts and practices (pp. 3-25). San Francisco, CA: Jossey-Bass.</p> <p>course-based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibilityCitation: Bringle, R. G. &amp; Hatcher, J. A. (1995). A service-learning curriculum for faculty. Michigan Journal of Community Service. (2): 112Heuristischer RahmenDimensionen der Frderung gesellschaftlichen Engagementszeitliche Struktur (Tag, Woche, Semester, Studienabschnitt)Disziplinre Anschlussfhigkeit (fachlich vs. berfachlich)Anbindung an die Curricular (additiv vs. integrativ)Verortung der Angebote (dezentral vs. zentral)</p> <p>4 Ein Jahr</p> <p>3 Ein Semester</p> <p>2 Eine Woche</p> <p>~ 500 Std.</p> <p>~100 Std.</p> <p>~ 40 Std.</p> <p>~ 8 Std.</p> <p>1 Ein Tag</p> <p>Aufwand frStudierende:Heuristischer RahmenDimensionen der Frderung gesellschaftlichen Engagementszeitliche Struktur (Tag, Woche, Semester, Studienabschnitt)Disziplinre Anschlussfhigkeit (fachlich vs. berfachlich)Anbindung an die Curricula (additiv vs. integrativ)Verortung der Angebote (dezentral vs. zentral)</p> <p>Typ A: additiv-dezentraler Ansatz: Studentische InitiativenTyp B: additiv-zentraler Ansatz ZusatzqualifikationenTyp C: integrativ-dezentraler Ansatz LehrveranstaltungenTyp D: integrativ-zentraler Ansatz StudienangeboteadditivintegrativdezentralzentralTyp ATyp CTyp BTyp DAdditiv-dezentraler AnsatzAnsatzpunkt:Bestandsaufnahme studentischer Initiativen durchfhren,Sichtbarkeit der Engagementmglichkeiten erhhen undSupportstrukturen fr aktiv-engagierte und Engagement-bereite Studierende ins Leben rufen.</p> <p>Vorteil: Schnell ein breites Angebot an Engagementmglichkeiten erffnen und die Hrden zum Engagement fr Studierende abbauen</p> <p>Nachteil: Lernen und Kompetenzerwerb im Kontext des Engagements bleiben implizit und erhalten keine formale Anerkennung</p> <p>Beispiele fr gute Praxis:Social Day Universitt AugsburgCampus for Change e.V. Mnchner HochschulenMarkt der Engagementmglichkeiten Agentur Tatendrang</p> <p>Additiv-zentraler AnsatzAnsatzpunkt:Zusatzqualifikationen mit Engagement-Bezug anbieten, inmglichst groer Breite fr Studierende aller Studiengngebewerben und ggfs. zustzlich in Nebenfach- oder Wahl-pflichtbereiche einbetten</p> <p>Vorteil: Schnell ein breites Angebot an Engagement-Mglichkeiten schaffen, ohne erst curriculare Verankerung klren zu mssen</p> <p>Nachteil: Angebot erreicht vergleichsweise geringe Zahl an Studierenden, die berwiegend bereits eine Engagement-Bereitschaft haben</p> <p>Beispiele fr gute Praxis:Do it!-Programm Agentur MehrwertIntegrationsmentoren Hochschule Neu-UlmAmberger Modell Technische Hochschule Amberg-WeidenIntegrativ-dezentraler AnsatzAnsatzpunkt:Lehrende in den Fakultten fr die Idee von Service-Learning gewinnen, die Lehrenden bei der Durchfhrungder Veranstaltungen untersttzen und die Angebote inbestehende Module von Studiengngen integrieren.</p> <p>Vorteil: Grere Zahl von Studierenden engagiert sich im Kontext der Lehrveranstaltungen fr das Gemeinwohl</p> <p>Nachteil: durch Fluktuationen des Lehrpersonals - insbesondere an Universitten - ist immer wieder neue berzeugungsarbeit zu leisten</p> <p>Beispiel fr gute Praxis:MIXstudio Hochschule RosenheimFritz Felsenstein-Projekt Hochschule AugsburgWiSo-Bildungspaten Universitt Erlangen-NrnbergIntegrativ-zentraler AnsatzAnsatzpunkt:Eigenstndige Module mit Bezug zu gesellschaftlichemEngagement konzipieren, in Kern- oder Nebenfachbereicheverschiedener Studiengnge integrieren und mit eigenenbzw. ausgewhlten Veranstaltungen bespielen.</p> <p>Vorteil: Langfristige Verankerung von gesellschaftlichem Engagement in Studiengngen mit kohrenter Modulgestaltung</p> <p>Nachteil: hoher Aufwand zur Implementierung in mglichst vielen oft sehr heterogen gestalteten - Studiengngen einer Hochschule</p> <p>Beispiel fr gute Praxis:Coburger Weg Hochschule CoburgEduCulture Katholische Universitt Eichsttt-IngolstadtBegleitstudium Problemlsekompetenz Universitt AugsburgVielen Dank fr Ihre Aufmerksamkeit!Thomas SporerNetzwerkkoordinator fr den Sddeutschen Raum</p> <p>Mail:thomas.sporer@phil.uni-augsburg.de</p> <p>www.netzwerk-bdv.de</p> <p>www.campus-vor-ort.de</p>