ChapterPDF Available

Ökonomisierte ökonomische Bildung: Zur Dominanz struktureller Bedingungen wirtschaftswissenschaftlicher Studiengänge

Authors:
Lukas Bäuerle at Johannes Kepler University of Linz
Lukas Bäuerle
Download full-text PDF
Read full-text
Download citation

Abstract

Auf der empirischen Grundlage von Gruppendiskussionen mit VWL-Studierenden, die mithilfe der Dokumentarischen Methode ausgewertet wurden, unterstreicht der Beitrag die Dominanz struktureller Rahmenbedingungen (‚Bologna-Reform‘) im studentischen Erleben einer volkswirtschaftlichen Ausbildung. Wenngleich sich darin ihre Erfahrungen mit solchen von Studierenden anderer Fächer decken mögen, zeitigen die fachspezifischen ökonomischen Studieninhalte eine starke Wechselbeziehung zu ökonomisierten Studienstrukturen. In der Gesamtschau forciert der Erfahrungsraum ‚VWL-Studium‘ über beide genannten Kanäle ein ökonomisches Handlungsmodell, das sich an der Leitkategorie der Effizienz orientiert. Die Etablierung alternativer Denk- und Handlungsoptionen ist im Kontext einer solchen ökonomisierten ökonomischen Bildung daher besonderen Beharrungskräften ausgesetzt.
Content uploaded by Lukas Bäuerle
Author content
All content in this area was uploaded by Lukas Bäuerle on Nov 30, 2020
Content may be subject to copyright.
Bäuerle, L. (2020). Ökonomisierte ökonomische Bildung: Zur Dominanz struktureller Bedingungen
wirtschaftswissenschaftlicher Studiengänge. In C. Fridrich, R. Hedtke, & W. O. Ötsch (Hrsg.), Grenzen
überschreiten, Pluralismus wagen – Perspektiven sozioökonomischer Hochschullehre (S. 111–132).
Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-29642-1_7
Der Volltext ist gratis hier downloadbar:
https://link.springer.com/content/pdf/10.1007%2F978-3-658-29642-1_7.pdf
Primat der Studienstrukturen
Chapter
  • Jun 2020
Wie in Kapitel 2 ausgeführt, zielt die dokumentarische Methode auf die Rekonstruktion von typischen Orientierungen eines konkreten Erfahrungsraums ab. Diese werden auch ‚Basistypiken‘ genannt. Die im Folgenden vorgestellte Basistypik nimmt im Kreis der allgemeinen Ergebnisse der Studie eine besondere Rolle ein.
View
View
"Ohne Effizienz geht es nicht". Ergebnisse einer qualitativ-empirischen Erhebung unter Studierenden der Volkswirtschaftslehre
Book
Full-text available
  • Feb 2019
This is the first qualitative examination of student’s perception of undergraduate economics curricula in the German-speaking area. Based on the Documentary Method we conducted and analyzed group discussions at five of the most important economics departments in Germany and Austria. In doing so we reconstructed four basic orientations that can be labelled ‘typical’ for a student’s handling of an undergraduate economics study program. Contrary to a mainly theoretical discourse around the Status quo of academic economic education (monism vs. pluralism of schools, theories, methods and disciplines), our results suggest to further take into account the institutional and structural contexts of economic education (Bologna reform). Furthermore we urge for an intensified debate on the current state of methods of performance assessment and the curricular organization. The dominance of mathematical methods as well as a lack of real world orientation are topics already discussed within the literature and are being empirically backed by our results.
View
Socialization in the Academic and Professional Field: Revealing the Homo Oeconomicus Academicus
Article
Full-text available
  • Jan 2018
  • HIST SOC RES
»Habitusformation und Feldsozialisation im wirtschaftlichen und wirtschaftswissenschaftlichen Feld: Die Entschlüsselung des Homo Oeconomicus Academicus«. The paper analyses the formation of the habitus of economists in Germany. To reconstruct the economic habitus, a qualitative agency analysis will be conducted, i.e., the agency of professors and the process of professional socialization will be revealed. The project follows up on the substantial literature on the indoctrination vs. self-selection debate in economics. In short, this debate asks why economists are more self-oriented than other groups. While some authors find strong evidence for a learning effect in economic studies, other authors provide evidence that a process of self-selection takes place before entry to the economic profession. Overall, the paper aims at answering how stable a habitus can be, and what forms of habitus modification professionals face when entering new fields. The results show that the widely used distinction between indoctrination and selection is not suitable. Rather, I will demonstrate that a field theory perspective considering the process of professional field socialization as a form of field-specific accumulation of capital is needed to explain the ambiguous results.
View
What economics education is missing: the real world
Article
Full-text available
  • Aug 2019
  • Int J Soc Econ
Purpose The global financial crisis led to increasing distrust in economic research and the economics profession, in the process of which the current state of economics and economic education in particular were heavily criticized. Against this background, the purpose of this paper is to conduct a study with undergraduate students of economics in order to capture their view of economic education. Design/methodology/approach The paper is based on the documentary method, a qualitative empirical method, which combines maximum openness with regard to the collection of empirical material coupled with maximum rigor in analysis. Findings The empirical findings show that students enter economics curricula with epistemic, practical or moral/political motivations for understanding and dealing with real-world problems but end up remarkably disappointed after going through the mathematical and methods-orientated introductory courses. The findings further indicate that students develop strategies to cope with their disappointment – all of them relating to their original motivation. The theoretical contextualization of the empirical findings is based on the psychological concept of cognitive dissonance. Social implications A socially and politically responsible economic education, however, should provide students guidance in understanding current and prospective economic challenges, thereby enabling them to become informed and engaged citizens. Therefore, it is essential that the students’ criticism of the current state of economic education be taken seriously and BA programs reformed accordingly. Originality/value The originality of this paper lies in the application of a qualitative methodology and explicit focus on the student perspective on economics education. The study provides empirical evidence for a lack of real-world orientation in economics education.
View
Die ökonomische Lehrbuchwissenschaft – Zum disziplinären Selbstverständnis der Volkswirtschaftslehre
Article
Full-text available
  • Dec 2017
The extensive impact of economic science on other disciplines, society and politics is widely recognized. In order to deepen an understanding of this impact, the following paper aims at contributing to a profound comprehension of the economic discipline's character. In fostering a reflection of economic science in its current condition I also seek to strengthen the public debate around this discipline. Referring to Thomas S. Kuhn's concept of textbook sciences, the importance of textbooks in modern economics (science and education) is portrayed. With recourse to the discipline's most important textbooks, I then reflect some of the economics' key positions concerning its history, methodology and didactics and how they become mediated in the context of academic economic education.
View
Praxeologische Wissenssoziologie
Book
  • Jun 2017
Wissenssoziologie und Dokumentarische Methode Die hier ausgearbeiteten und erläuterten Kernbegriffe der Praxeologischen Wissenssoziologie sind wesentliche Grundlage der Dokumentarischen Methode. Der Band versteht sich als Beitrag zur Praxistheorie, die in Bezug zur qualitativ-empirischen Forschung gestellt wird. Die Wissenssoziologie des Klassikers Karl Mannheim wird so in Bezug zu Ethnomethodologie, Sozialphänomenologie, Kultursoziologie und Interaktions-/Identitätstheorie weiterentwickelt. Eine wichtige Grundlegung für alle, die mit der Dokumentarischen Methode arbeiten.
View
View
View
Students’ Perception of the Pluralism Debate in Economics: Evidence From a Quantitative Survey Among German Universities
Article
  • Aug 2018
Empirical research on the pluralism debate in economics is scarce. This applies in particular to international studies investigating the student perspective. The paper addresses this gap by presenting quantitative evidence from a national survey among advanced economics students at five major German universities. The results provide insights into the way in which students evaluate (a) their academic career, their expectations, and motivations in the field (self-reflection); (b) the contents, methods, and constraints of their subject (discipline reflection); and (c) the societal impact of economics as a whole (discourse reflection). The findings show a rigorous and largely unanimous self- and discipline reflection among students on the one hand and a rather limited discourse reflection on the other. Due to the perceived performance pressure in economics, students remain reluctant to join the pluralism debate, even though they share most points of criticism on the field.
View
Gouvernementalität und Erziehungswissenschaft: Wissen — Macht — Transformation
Book
  • Jan 2006
Bietet Gouvernementalität als Denkmuster eine neue Orientierung und Theorieperspektive für die Erziehungswissenschaft? In den Beiträgen des Bandes wird das Potenzial des Ansatzes von Michel Foucault systematisch diskutiert und der Beginn einer lebhaften Auseinandersetzung mit der gouvernementalitätstheoretischen Perspektive in pädagogischen Subdisziplinen dokumentiert. Es wird deutlich, dass die Denkfigur der Gouvernementalität zentrale Fragen von pädagogischem Wissen und Macht aufzuwerfen vermag, die für die wissenschaftliche Analyse ebenso von zentraler Bedeutung sind wie für das politische und pädagogische Handeln.
View