The cooperation of pedagogical and administrational staff in Adult Education – a systematic analyses of the administrational perspective
Abstract The perspective of administrational staff in educational organizations is barely in focus in adult education research. This paper reacts on this desideratum of research and tries to answer the following question: How does the administrational staff of Adult education organizations perceive...
| Main Authors: | , |
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| Format: | Article |
| Language: | deu |
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SpringerOpen
2017-03-01
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| Series: | Zeitschrift für Weiterbildungsforschung - Report |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1007/s40955-017-0083-3 |
| Summary: | Abstract The perspective of administrational staff in educational organizations is barely in focus in adult education research. This paper reacts on this desideratum of research and tries to answer the following question: How does the administrational staff of Adult education organizations perceive the collaboration with the pedagogical staff? This question is answered within a qualitative research design. Therefore, the existing data of a qualitative study concerning cultures of teaching in adult education was reanalyzed. In this study, group discussions were conducted with the pedagogical and the administrational staff. According to the research question of this paper the group discussion of administrational staff was reanalyzed in order to reconstruct the collective perspectives of collaboration inside the organizations. The results show two different patterns of perception. They differ in the evaluation of the structural conditions of the organizational communication, the experience of the information sharing process and the experience of hierarchy. Finally these patterns will be discussed in context of theoretical considerations on professionalization in organizations. |
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| ISSN: | 2364-0014 2364-0022 |