Doctoral Dissertations

Seminar for PhD Students

The Seminar „Continuing Education and Lifelong Learning at Universities“ allows PhD students to regularly meet and academically exchange on their dissertation and research projects in those thematic fields. It takes place each semester at the FernUniversität in Hagen and is supplemented by online meetings in Adobe Connect. In addition to guest lectures, the meetings are dedicated to presenting and discussing the students‘ projects.

Current Dissertations

See the list below for more information about the ongoing dissertations projects at the Chair of University Continuing Education & Teaching and Learning.

  • Benjamin Klages (external supervision)

    The research project focusses an empirical reconstructions of cooperative acts of teaching at higher education institutions (HEI). It approaches the theses, that cooperation in terms of an intentional interplay is a practice of empirical relevance that can be circumstantiated as increasingly prevalent practice at HEIs in the context of higher education reform efforts.

  • Anita Mörth (external supervision)

    The focus is a systematic view on Interconnecting Theory and Practice and thus exploring in how far it serves as a key concept of continuing higher education. It also addresses the various relationships such as the relation between practice and science, understandings of theory and practice, as well as the diverse action orientations.

  • Dorothée Schulte (Supervision: Prof. Eva Cendon)

    Higher education institutions like other educational institutions are on the cusp of major disruption created in part by globalisation, digitalisation and recently the Covid-19 pandemic. Never before has the education sector being challenged the way it has been in the last few months. As response to disruptive changes and uncertainties of futures, reinforced by Covid-19, there is the need to actively re-think future developments in higher education. Responding to the need to address the changing world of the 21st century, this dissertation project focuses specifically on the future of teaching and learning in higher education. It is conceptualised as a Futures Studies research project and is aimed at visionary paths that provide a re-thinking on teaching and learning in higher education. This will be achieved by bringing together perspectives from international higher education experts from different fields to obtain well-founded assessments that chart viable future paths for teaching and learning in higher education. The aim is to promote the discussions on future-oriented goal setting and strategy developing for teaching and learning in higher education. Moreover, it aims to provide new insights for the methodological discussion on Futures Studies approaches in the research field of teaching and learning in higher education.

  • Elise Glaß (Supervision Prof. Dr. Eva Cendon)

    The project exlores the impact the study program on the (further) professionalization of pedagogically active persons and strives to elaborate the concept of professionalization and its forms of knowledge in educational science. Theoretically, the project will draw on a competence-based approach to professionalism and on didactic approaches to meaning and forms of reflection in studies.

    Specifically, the project will examine how students of educational science tackling pedagogical tasks assess the role of their studies for the (further) development of their pedagogical professionalism and which learning and reflection processes evolve during their studies in the confrontation between theory or science and practice.

    Methodologically, the project is settled in the framework of Grounded Theory. After a quantitative pre-survey for sample generation and topic delimitation, the focus of the study will be on guided interviews with Bachelor's students of educational science who already take on or have taken on pedagogical tasks professionally and who would like to work in pedagogy in the future. The interviews will be analysed according to the coding paradigm of Grounded Theory and, depending on the significance of the material, will be supplemented by a preceding content-analytical sample-related evaluation (type of university or professional context of the interviewees) or by typing (types of learning and reflection).