Lab

ExEdU - Experiential Education at Universities

About the lab

This Lab focusses on the dynamics of social systems. We specifically conduct research related to concepts of T-Groups, HI Labs and similar formats.

Featured research (10)

Dinner for one (Dunkhase, 1963), a short 18 minute clip, written by the British writer Lauri Wylie, that was released in 1963 had become what is one of the very frequent statements in the clip itself: it is aired year after year-the same procedure as every year-and was mentioned in the Gunnies Book of Records in 1988, as the most repeated TV show ever. It was produced in Germany, showcasing a 90 th birthday of Miss Sophie, situated somewhere in England. Analyzing the clip provides valuable insights into the management of organizations and raises questions of how organizations are able and willing to change patterns of their behavior.
Die vorliegende Arbeit ist die Dokumentation des Konzepts eines Teaching Labs, durchgeführt im Rahmen des von der Magistratsabteilung (MA) 23 geförderten Projekts Innovative Didaktik. Die konkret bearbeitete Lehrveranstaltung Projektarbeit Maschinen- und Anlagenbau (Projektarbeit MuA) ist Teil des Bachelorstudiengangs Technisches Vertriebsmanagement (TVM) der Fachhochschule des BFI Wien und findet jeweils im fünften von insgesamt sechs Semestern statt. Das Ziel dieses Teaching Labs ist es, mit Hilfe einer innovativen Didaktik einerseits den Transfer von Inhalten zu verbessern und andererseits durch die Form der Vermittlung, eine Emanzipation der Studierenden zu ermöglichen. Da im hier beschriebenen Teaching Lab auf den emanzipatorischen Aspekt das Augenmerk gelegt wird, wird in Folge die Bezeichnung innovative emanzipatorische Didaktik verwendet. Der Entwurf des hier dokumentierten Konzepts eines Teaching Labs basiert auf Erfahrungen aus bereits durchgeführter Interventionsforschung (u.a. Schuster 2012). Interventionsforschung ist einerseits eine Forschung, die Interventionen verschiedener Art beforscht, und andererseits eine, die selbst Interventionen setzen will (vgl. Krainer/Lerchster 2012: 9). Dementsprechend werden in dieser Arbeit Erfahrungen vorangegangener Interventionsforschung kritisch reflexiv aufgegriffen und darauf aufbauend zukünftige Interventionen entworfen und argumentiert.
Examination and assessment practices in higher education are traditionally hierarchical, assigning clear vertical roles to teacher and student. This article describes a didactic intervention in the grading of university students, called the “49 points offer”‟, that allows students to participate in the determination of their own grades. By giving students some control over the assessment of their academic performance, the intervention empowers them to take responsibility for a decision usually belonging to the instructor alone. More generally, it disrupts the traditional authority structure of the classroom, reducing the formal power of the lecturer by redistributing some of his or her authority to students. This article describes the didactic intervention and briefly discusses its implications for classroom instruction and learning.
Organizations are faced with constant change and shifting boundaries due to the manifold transformations they undergo. Within these processes, an equilibrium, people are embedded in, can be disturbed, and uneasiness can be created. An obvious insight is that employees and the leadership team can either support the transformation or slow it down by defending the status quo. In this paper, it is argued that individual ego defence mechanisms can limit an organization's ability to transform. At the same time, defence is important for the individual's ability to create boundaries and to maintain stability.

Lab head

Juergen Radel
Department
  • Department of Economics
About Juergen Radel
  • Juergen Radel currently works at the Department of Economics, Hochschule für Technik und Wirtschaft Berlin. Juergen does research in Change Management, Organizational Behavior and Leadership.

Members (1)

Roland J. Schuster
  • Fachhochschule des bfi Wien