Within this lecture, self approved strategies of research will be presented and their validity and their reference to practice will be introduced. The following research strategies and their usage will be included in the lecture:- qualitative - quantitative - qualitative: interviews with experts, standardized questionnaires, focused interviews, feedback is integrated via survey-feedback and finally a feedback in written form to all participants and a verbal feedback to the head of the organization (Ph. D. Thesis; Kil 2003 and current DFG-Project "Dienstleistung Weiterbildung"; Kil 2006). - quantitative - qualitative:Analysis of documents: written standardized survey, interviews with experts Review-reports with follow-up-workshops - Case-analysis: construct-based qualitative design Critical-Incident-Technique-Interviews (Flanagan), final report provided for all interview partners.- Case-analysis: guideline-based contrasting qualitative design.Guideline-based Feedback about all publications (e.g. published papers about the results of the project) to all participants- Comparative Ex-Post-Analysis based on qualitative methods - Guideline-based telephone interviews, Feedback trough publications by request. A focus will be on the instrument JDSgeneral (Kil/Leffelsend/Metz-Göckel 2000), which measures the amount of Learning within work-related tasks. This can also be viewed as a requirement for organizational learning, especially for institutions of adult education. The currently discussed "Inventories of Learning Culture" (e.g. Batram et.al. 1993; Harteis et.al. 2004) will be presented and classified. There, as well, autonomy (Deci/Ryan 1993) is postulated as a required and important variable when it comes to learning. When compared to the other below stated criteria of work-related tasks, the "Potential of learning-motivation" of the JDSgeneral is the construct with the widest range. Friebe (2005) proved through structure models, that, when compared to aspects of learning culture, learn-conductive work-related tasks are far more relevant when it comes to acquirement of competencies. For that reason, the task and the related amount of motivation in regard to learning should be the centre of an analysis of learning-motivation and learning-culture within an organization. Method-mix and feedback shows that "demotivated" as well as "paradox-motivated" variances where not being paid enough attention to yet. When being demotivated there still are stimuli to act but these are constantly being limited by exterior factors. When it comes to paradox motivation, there are preponderate stimuli to act and follow-up expectations that cause a contrary behaviour (e.g. there should be worked in one's own responsibility but the organization traces employees that make mistakes while exploring their sole responsibility). After appraising all methodological procedures, empirically tested and valid criteria will be identified that are seen as relevant for learning (Dierkes et.al. 2001) in organizations of adult education. Organizations and methods of research:- Vocational training (N = 1): standardized interviews with executives, workplace-related questionnaire JDSgeneral, focused Interviews with executives N = 3, all groups of employees N = 47; voluntary participants of adult education N = 35 - "Volkshochschulen" (adult education centre): interviews of experts, standardized questionnaire regarding workplace and organization (JDSgeneral, N = 695), group discussion, focused interviews (N = 65), executives and researcher N = 10. - Institutions of education and culture: focused interviews using Critical Incident Technique. "Change Agents" of the organization-development process N = 9 - Institutions of further education (N = 32); guideline-based interviews via phone. Executives of Institutions of further education N= 32 - Science-Center (N = 1), Case study with contrasting interviews with employees N = 6 - E-Learning-/Blended-Learning organization (N = 1), Case study with contrasting interviews with employees N = 5 - Institution of further education "Casemanagement"(N = 1) Analysis of documents, standardized questionnaire regarding workplace and organization (JDSgeneral)- 14 Institutions of further education: standardized questionnaire for participants of adult education [OrTe], standardized questionnaire regarding workplace and organization (JDSgeneral), feedback of results Within this lecture the "Survey-Feedback-Design" with it's mix of methods (which implies the feedback of aggregated data gathered via standardized questionnaires), as a research strategy genuinely used in educational science, will be discussed and previous experiences of the author in the field of adult education will be summarised. Additional to the improvement of the validity and the development of constructs - example given here will be the proved "Potential of Learning Motivation" - this strategy provides, analogous to the action research by Lewin, transparency for the interviewee about theoretical aspects on the one hand and gives impulses for self-reflexion on the other. This is a use-inspired research method (Fischer/Waibel/Wecker 2005) that can be used in the field of further education and that will bring forward practice as well as the research discipline of adult education concerning their research-desiderata (Arnold u.a. 2000).ARNOLD, R. u.a. (2000): Forschungsmemorandum für die Erwachsenen- und Wei-terbildung im Auftrag der Sektion Erwachsenenbildung der DGfE. Frankfurt a.M.: Deutsches Institut für Erwachsenenbildung. BATRAM, D./FOSTER, J./LINDLEX, P.A./BROWN, A-K./NIXON, S. (1993): Learning Climate Questionnaire (LCQ): Background and Technical Information. Oxford: Employment Service and Newland Park Associates Limited. DECI, E.L./RYAN, R.M. (1993): Die Selbstbestimmungstheorie der Motivation und ihre Bedeutung für die Pädagogik. Zeitschrift für Pädagogik, Jg. 39, S. 223-238. DIERKES, M. et.al. (2001; Eds.), Handbook of Organizational Learning and Knowledge. Oxford & New York. FISCHER, F./WAIBEL, M./WECKER, Ch. (2005): Nutzenorientierte Grundlagenforschung im Bildungsbereich. Argumente einer internationalen Diskussion. Zeitschrift für Erziehungswissenschaft, 8. Jg., H3, S. 427-442. HARTEIS, Ch./BAUER, J./FESTNER, D./GRUBER, H. (2004): Selbstbestimmung im Arbeitsalltag. Unterrichtswissenschaft - Zeitschrift für Lernforschung, 32, H 2, S. 128-142. FRIEBE, J. (2005): Merkmale unternehmensbezogener Lernkulturen und ihr Einfluss auf die Kompetenzen der Mitarbeiter. Disseration. Universität Heidelberg. archiv.ub.uni-heidelberg.de/volltextserver/ volltexte/2005/5847/pdf/Dissertation_Judith_Friebe.pdf. (Abrufdatum 30.3.2006). KIL, M. (2006): Beobachtungen aus der Lehr- und Lernforschung zur "Qualität" in der Weiterbildung. Der pädagogische Blick - Zeitschrift für Wissenschaft und Praxis in pädagogischen Berufen, H 4, 14. Jg., S. 223-236. KIL, M. (2003): Organisationsveränderung in Weiterbildungseinrichtungen: Empirische Analysen und Ansatzpunkte für Entwicklung und Forschung. Bielefeld: W. Bertelsmann-Verlag, Reihe Theorie und Praxis. KIL, M./LEFFELSEND, S./METZ-GÖCKEL, H. (2000): Zum Einsatz einer revidierten und erweiterten Fassung des Job Diagnostic Survey im Dienstleistungs- und Verwaltungssektor, Zeitschrift für Arbeits- und Organisationspsychologie, 44, 3, 115-128. MAIER, G.W./PRANGE, Ch./v. ROSENSTIEL, L. (2001): Psychological Perspectives of Organizational Learning. In: DIERKES, M. et.al. (Eds.), Handbook of Organizational Learning and Knowledge (pp. 14-34). Oxford & New York