Wolfgang DeickeHumboldt-Universität zu Berlin | HU Berlin · bologna.lab
Wolfgang Deicke
MPhil in Peace Studies, University of Bradford 1994
About
32
Publications
29,550
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247
Citations
Introduction
I am a political sociologist with 20+ years experience of teaching and programme development in a range of different Higher Education establishments in the UK and Germany.
My current research interests lie, amongst other things, in the areas of curriculum development around research-based learning in Higher Education, the research-teaching nexus and the internationalisation of Higher Education.
Additional affiliations
October 2014 - present
Position
- Group Leader
Description
- Our research project on the 'development of domain-specific research competence in social sciences' investigates the effects participation in research-based learning (undergraduate inquiry projects) has on undergraduate social science students.
January 2012 - present
Position
- Co-ordinator of the bologna.lab
Description
- The bologna.lab is part of Humboldt-Universität's project 'Übergänge' (Transitions) funded by the Quality Pact for Teaching. Its overall task is to develop, implement and evaluate innovative, student-centred formats for teaching and learning.
September 2005 - December 2011
Position
- Programme Co-Ordinator Social Sciences/Tutor in Politics
Description
- Overall responsibility for the development and delivery of Ruskin's interdisciplinary BA in Sociology, Politics and Economics. Taught classes in sociology and politics, sessional contributions to the MA Public History.
Education
October 1992 - September 1994
October 1988 - January 1992
Publications
Publications (32)
Deutsch: Wissenschaftliche Schreib- und Forschungskompetenz soll durch Forschendes Lernen gefördert werden. In der Literatur wird diese Lehr-Lernform jedoch uneinheitlich definiert und häufig werden unterschiedliche curriculare Elemente darunter verstanden. Ziel des vorliegenden Beitrags ist es, konzeptionelle Unschärfen aufzuklären, indem Forschen...
Wilhelm von Humboldt and the Humboldtian ideal of the “unity of research and teaching” are frequently invoked in debates about research-based education (Healey and Jenkins 2009; Huber 2011). While the concept of the “research university” attributed to him became influential both in Germany and the United States (Boyer Commission 1998, 1; van der We...
Using the developments in East Germany after unification as an example, this chapter tackles the Centre for Contemporary Cultural Studies' claim that 'subcultural resistance' is limited to a short moment of cultural creativity at the beginning and ceases instantly when the new subculture, its music and its symbols are picked up by the media and tur...
Die systematische Weiterentwicklung der Lehre gewinnt im deutschen Hochschulraum zunehmend an Bedeutung. Dies stellt die Hochschulen vor eine vielschichtige Frage: Wie kann die Qualität von Lehre verbessert werden? Um diese Frage zu beantworten, wird in der Regel auf Lehrveranstaltungsevaluation zurückgegriffen, die jedoch wirkungslos bleibt, wenn...
This chapter examines the challenges of getting two different systems of doctoral education to interact. The development of the joint PhD agreement between Humboldt-Universität zu Berlin and King’s College London is used as an example to illustrate some of the challenges of developing a transnational PhD programme. After an outline of the recent tr...
As German universities did not begin to offer Bachelor degrees on a noticeable scale before 2007, the concept of “undergraduate research” is relatively new to German Higher Education discourse and policy. This chapter examines how the Bologna Reform process and the introduction of a two-cycle BA/MA degree system between 2000 and 2010 impacted a sys...
The Chapter offers a quick but detailed introduction to the relationship between research, students and teaching in modern German Higher Education since the 19th Century. While "undergraduate research" is still a novel concept in Germany, there is a rich tradition in "Forschendes Lernen" (research-based learning) from the 1970s onwards. The chapter...
Dieser Leitfaden soll Hochschullehrende beim Einstieg in das "Forschende Lernen" (FL) als Format der forschungsnahen Lehre unterstützen. Neben Tipps zur praktischen Umsetzung enthält der Leitfaden auch Hinweise auf andere forschungsnahe Lehr-Lernformate und eine Sammlung didaktischer Methoden, die sich in der Umsetzung unserer FL-Projekte bewährt h...
Research-based learning (RBL) is regarded as a panacea when it comes to effective instructional formats in higher education settings. It is said to improve a wide set of research-related skills and is a recommended learning experience for students. However, whether RBL in the social sciences is indeed as effective as has been postulated for other d...
One basic principle of inquiry-based learning that hitherto has received too little reflection is its potential to allow for a focus on competence goals rather than on discipline- or course-specific educational contents (e.g. disciplinary knowledge). Although a broad potential for fostering a wide array of competences is attributed to inquiry-based...
Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in...
Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in...
Dieser kurze Beitrag zum Newsletter des Instituts für Afrika und Asienwissenschaften (IAAW) bietet einen kurzen Überblick zum HU-Q Programme an der Humboldt-Universtät. Der Newsletter insgesamt widmet sich der studentischen Forschung am IAAW (und davon gibt es jede Menge!). Absolut lesenswert. //This short contribution to the IAAW's newsletter prov...
Dieser Leitfaden soll Hochschullehrende beim Einstieg in das "Forschende Lernen" (FL) als Format der forschungsnahen Lehre unterstützen. Neben Tipps zur praktischen Umsetzung enthält der Leitfaden auch Hinweise auf andere forschungsnahe Lehr-Lernformate und eine Sammlung didaktischer Methoden, die sich in der Umsetzung unserer FL-Projekte bewährt h...
The edited volume sets out to highlight the possibilities of linking research and student education in the curriculum. Our case study introduces the first Q-Kolleg at Humboldt-Universität, a project run in the Winckelmann Institute for Classical Archaeology at HU in co-operation with the Department of Classics at Nottingham University. By engaging...
Unser Beitrag zu diesem Sammelband beschäftigt sich mit dem Konstrukt der Forschungskompetenz und der Frage, welche Aspekte von Forschungskompetenz im Forschenden Lernen (theoretisch) wie gefördert werden können. // Our chapter in this volume examines the construct of 'research competence' and looks at which particular aspects of research competenc...
Seit dem Wintersemester 2012/2013 gibt es mit den Q-Tutorien eine neue Lehrveranstaltung an den Instituten der Humboldt-Universität zu Berlin. Im Mittelpunkt dieser Form der Lehre stehen die Studierenden – und in diesem Band vor allem diese, die sich im vergangenen Semester auf die Seite der Lehrenden begaben und ein solches Q-Tutorium mit viel Ein...
Kurzfassung eines Beitrags zum Workshop der Themengruppe Hochschullehre in der Deutschen Vereinigung für Politikwissenschaft (DVPW) an der Universität Duisburg-Essen am 14.09.2016. Online veröffentlicht im Blog der Themengruppe Hochschullehre: http://www.hochschullehre-politik.de/2016/10/26/was-bedeutet-forschendes-lernen/ (am 26.10.2016)
Dieser Leitfaden bietet Hochschullehrenden einen Einstieg in die Auseinandersetzung mit 'Forschendem Lernen' vom didaktischen Konzept bis hin zur konkreten Umsetzung. Im ersten Teil des Leitfadens wird das Forschende Lernen als Lehr-Lernform definiert und in seinen zentralen Eigenschaften beschrieben. Der zweite Teil des Leitfadens enthält konkrete...
This presentation provides an overview of the percieved shortcomings and problems in curriculum design in Germany after the implementation of the Bologna Reforms 1999-2009. Different models of undergraduate research/inquiry are introduced and discussed.
The Poster introduces the HU-Q programme and its four main formats for research-based learning/undergraduate inquiry.
Using a couple of fictitious cases, this presentation develops a strategy for expanding the use of classes and subjects taught in English (and/or other foreign languages) at undergraduate level.
Youth Cultures offers a comprehensive outline of youth cultural studies in the twenty-first century, with reference to a range of new research case studies. Featuring both well known and emerging scholars from the UK, the US and mainland Europe, the book addresses core theoretical and methodological developments before going on to examine key subst...
The chapter introduces different types of qualitative methods and their uses in political research. It then uses - in an abstract way - my fieldwork experiences in interviewing members of the Austrian Freedom Party 1998-2001 as a case to reflect upon the pitfalls of interviewing political activists/party members.
In an attempt to get a better handle on the (then) much-used catchphrase 'Thatcher's children', our research examined the political views, preferences and electoral choices of a cohort of pupils raised and politically socialised in Northampton under three successive conservative governments.
Projects
Projects (6)
(German // English version below:) Das HU-Q Programm ist ein Programm der Humboldt-Universität zur Schaffung von Freiräumen und Angeboten für forschungsbezogene Lehre und eigenständige studentische Forschung ab dem Bachelor-Studium. Umgesetzt wird das HU-Q Programm vor allem in drei Formaten:
- Q-Tutorien: Von Studierenden initiierte und angeleitete Forschungsprojekte, in denen Gruppen von Studierenden gemeinsam eine eigene Forschungsfrage oder ein Forschungsthema bearbeiten
- Q-Teams: Von Nachwuchsforscher*innen initiierte studentische Forschungsteams, die unter Anleitung/Betreuung der/des Nachwuchsforscherin/s einen Teilaspekt oder eine Teilfrage eines laufenden Drittmittelprojekts bearbeiten
- Q-Kollegs: Internationale studentische Forschungsteams in Kooperation mit einer oder mehreren Partnerhochschulen/einrichtungen
Das HU-Q Programm wird durch den Qualitätspakts Lehre finanziert und an der Humboldt-Universität durch das bologna.lab umgesetzt. Das Angebot umfasst neben den bislang (Stand Juli 2017) etwa 230 Lehr/Forschungsveranstaltungen auch Fortbildungsangebote zum Forschenden Lernen für Lehrende, Forscher*innen und studentische Tutor*innen.
(Englische Fassung) The HU-Q Programme is an inititive by Humboldt-Universität to (re)create spaces for research-based learning and opportunities for independent student research from the Bachelor-level onwards. It consists of three main formats:
- the Q-Tutorials: student-initiated and -led research projects, in which groups of students pursue an independently chosen research question or topic
- the Q-Teams: projects initiated by junior research staff (PhD to PostDoc) in which they supervise small teams of students in their work on a particular question or aspect of an existing (third party funded) research project
- the Q-Kolleg: international student research teams in cooperation with one of our international partner universities or research institutes.
The HU-Q programme is funded through the Quality-Pact for Teaching and run by the bologna.lab at Humboldt-Universität. Alongside the around 230 projects we facilitated to date (July 2017), the bologna.lab also offers training in reseach-based learning for teaching staff, researchers and student-tutors.
Studentische Forschung sichtbar machen, fördern und in den Hochschulcurricula verankern // To make student research visible, promote it and establish it in Higher Education curricula.
Für die Working Paper Reihe kann man ab sofort theoretische oder empirische Beiträge zum Forschenden Lernen einreichen - auch Praxisbeispiele sind willkommen! Alle eingereichten Beiträge durchlaufen einen Begutachtungsprozess. Die Working Paper Reihe erscheint als Online Publikation an der Universität Oldenburg. Einreichungen sind jederzeit möglich. Weitere Informationen: www.uni-oldenburg.de/fl-workingpaper oder fl-workingpaper@uol.de.
