Learning culture at universities – An ethnographic view on teaching and learning in Germany and Sweden

Author(s):

Judith Ricken

Conference:

ECER 2008

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 07C, Teaching and Learning in Higher Education (Part 4) Curriculum and Cultures

Paper Session

Time:

2008-09-11

15:30-17:00

Room:

B2 215

Chair:

Mariana Gaio Alves

Contribution

Due to the Bologna process, European countries are in a process of changing their study systems. They aim to strengthen the graduates’ generic skills and competencies in their studies, as part of a better preparation for their future jobs. Although the general framework is applied to all countries in the EU, the study systems differ profoundly and thus, the changes initiated by the process as well. This observation leads to the hypothesis that there are different learning cultures at universities in different countries. In order to gain insight into this hypothesis, a comparative study was chosen. Sweden seemed to be a good counterpart to Germany, because both countries share the same historical roots in higher education but have developed in different directions during the last decades. In line with the main hypothesis, the following research questions were set in focus: 1. Are there different learning cultures at universities in Germany and Sweden? What makes the difference? How does learning culture interact with characteristics of national, disciplinary and academic culture? 2. Which opportunities to develop generic skills and competencies are provided by the analyzed learning cultures? The conceptual frame for the project is a learning culture concept derived from the German educational debate about learning culture (i.e. in adult education), adapted to higher education by using research results about teaching and learning in higher education and about disciplinary differences at university. The concept used here focuses on knowledge and competencies, the learning approach, the specific roles of the actors as well as the learning and working methods used in the classroom. The project takes a look at these parts of the concept both on a discourse and a practice level to get a comprehensive impression of the learning culture studied in four cases. In an ethnographical design, empirical data was collected in classroom observations, interviews with students and teachers, questionnaires for students, accompanied by a literary analysis of information material at one German and one Swedish university in undergraduate courses in Educational science and business administration. The four cases are analyzed across countries and disciplines. In September 2008, the full analysis of the empirical data will be done. Results are expected to draw conclusions about the learning culture at universities in different countries, the impact of the academic discipline, and the opportunities to develop generic skills. As it is one claim of the Bologna declaration to put a focus on competency development, hypotheses about good conditions for teaching and learning at universities shall be drawn.

Method

ethnographical design: classroom observations, interviews with students and teachers, questionnaires for students, literary analysis of information material

Expected Outcomes

In September 2008, the full analysis of the empirical data will be done. Results are expected to draw conclusions about the learning culture at universities in different countries, the impact of the academic discipline, and the opportunities to develop generic skills. As it is one claim of the Bologna declaration to put a focus on competency development, hypotheses about good conditions for teaching and learning at universities shall be drawn.

References

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Author Information

Judith Ricken

University of Dortmund

Centre for Research on Higher Education and Professional Development

Dorsten

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