Completed projects

Department of Vocational, Business, and Technical Education (BWT)

Here you will find a large number of past and completed projects. For further information on the respective projects, please contact the relevant contact persons or the secretariat.

2021 - 2025

Funded by: Federal Ministry of Education and Research

in Association: Fraunhofer Institute for Industrial Engineering (IAO, Dr. Bues), University of Stuttgart (Institute for Industrial Engineering and Technology Management), Daimler AG, Siemens AG (as part of the ARENA2036 research campus).

Project Duration: 10/2018 - 09/2023

Short Description:
The Agile Innovation Hub joint project researches and designs collaboration between stakeholders and projects at the ARENA2036 research campus. To this end, it first identifies the specific requirements arising from the interdisciplinary, transinstitutional, and collaborative nature of ARENA2036.
It is an interface project that generates novel tools for innovation and knowledge management, thereby supporting and optimizing the way future innovation networks collaborate. The result is a physical, virtual, and methodological meeting place for innovation, where stakeholders can move quickly, flexibly, and in a self-organized manner, both individually and cooperatively.
The LeWi subproject is designed to use empirical methods to explore specific challenges of effective and sustainable learning process-oriented knowledge management in Arena 2036. Solutions for functional knowledge management are offered, implemented, and evaluated on this evidence-based foundation.

Project Website: https://www.arena2036.de/de/agiler-innovationshub

contact person:
Prof. Dr. Kristina Kögler

Funded by: Ministry of Science, Research, and the Arts of Baden-Württemberg

In association:

Short Description:

The worldlab project:
The worldlab project is a collaborative project between the Global Ethic Foundation and the Baden-Württemberg Ministry of Culture, Youth, and Sport for students with and without refugee experience in vocational and general education schools. The project's goals include promoting democratic competence, intercultural competence, and inclusion. The project begins with encounter workshops in which refugee and non-refugee students are guided to reflect on their values and negotiate common values for a student project. The participants then work together in mixed tandems on a practical project, which they plan over several weeks and then carry out together. At the end of each school year, the best practical projects are selected and awarded prizes.

The accompanying evaluation:
The accompanying evaluation examines the effects of the worldlab project at the levels of participating students and teachers, the school, and society. The evaluation observes the implementation processes of the project (ongoing evaluation) and investigates its effects and sustainability (ex-post evaluation). The study design combines quantitative and qualitative research methods. From the perspective of a formative evaluation, findings from the evaluation are used to improve the project, tested with participating students, and also evaluated.

The results of empirical research are incorporated into teacher training. Dealing with diversity is considered one of the most important challenges for current and future teachers. The research project is gathering empirical findings on the conditions for successful school-initiated encounters between students from different cultural backgrounds.

In addition, the results of the research project will be presented to the public and the scientific community.

Contacts: Prof. Dr. Kristina Kögler, Apl. Prof. Dr. Martin Kenner, Larissa Schleher, Benjamin David Ehring

Funded by: 
Stiftung Innovation in der Hochschullehre

Short Description:
The digit@L project focuses on digital teaching and learning at the University of Stuttgart. With its three packages — Boost, Skills, and Support — the project is designed to run over three years and is funded by the Foundation for Innovation in Higher Education.

Within digit@L SKILLS, flexible and individually usable digital resources are being developed and made available in OER-based repositories. The AI self-learning course aims to provide students with asynchronous learning resources that enable a well-founded understanding of artificial intelligence. The modular course structure offers both foundational and advanced content that can be worked through flexibly and independently.

AI Self-Learning-Course: https://www.student.uni-stuttgart.de/en/digital-services/skillup/ai-and-you/

Contacts:
Prof. Dr. Kristina Kögler, Kim Méliani

 
 

Funded by: Ministry of Science, Research, and the Arts of Baden-Württemberg

In association:
Professional School of Education Stuttgart-Ludwigsburg, specifically:

Project Duration: 04/2021 – 12/2024

Short Description:
Within the framework of the Professional School of Education Stuttgart-Ludwigsburg (PSE), the collaborative project digital macht schule aims to establish a PSE partner school network in order to promote theory-practice exchange and digitalisation-related competences among both practising and prospective teachers in the context of digitalisation in education.

With the involvement of selected reference schools, a network is being created to develop practical application fields and to connect the different phases of teacher training. Exchange is fostered at multiple levels — both between schools and between schools and higher education institutions.

The project builds on the already established project MakedEd_digital.

Contacts: Prof. Dr. Kristina Kögler, Laura Schmidberger

Funded by: Telekom Foundation

Short Description:
The project aims to gain insights into how interest in technology, related vocational orientations, and domain-specific self-concepts develop over the course of schooling.

In parallel, an evaluation will examine the extent to which relevant school programmes — such as the "Junior Engineer Academy" — have a positive influence on these developments, and whether, in addition to the competences specifically promoted within the respective projects, the development of broader technical competences is also supported.

To meet the evaluation objectives, both subject-specific competences and interests, self-concepts, and vocational orientations will be assessed.

Test Results:
As a participant, you can view your own test results here as soon as they are available.

Contact: Kathrin Pape, Michael Weber

Funded by: Ministry of Culture, Youth, and Sport

In association: University of Stuttgart: Department of Political Theory and Empirical Democracy Research (André Bächtiger); University of Stuttgart: Department of Pedagogy (Christine Sälzer); University of Stuttgart: Department of Sociology with a Focus on Social Science Research Methods (Susanne Vogl)

Project Duration: April 2023 – March 2025

Short Description:
As part of the Youth Study, which has been published regularly since 2011, more than 2,000 young people at general secondary schools are surveyed by class and course at intervals of two to three years. The sample is based on the pupil numbers recorded by the Baden-Württemberg State Statistical Office at general secondary schools and approximately reflects the distribution of students across the various school types in grades 9 and 10. The range of topics covered spans school, leisure, civic engagement, values, and the future, as well as friendship, money, media, political education, vocational interests, and career choice.

Contact: Prof. Dr. Kristina Kögler

Funded by: Ministry of Science, Research, and the Arts of Baden-Württemberg / University of Stuttgart

In association: Department of Teaching and Learning with Intelligent Systems, University of Stuttgart (Prof. Dr. Maria Wirzberger)

Project Duration: 10/2020 – 12/2023

Short Description:
Cognitive and affective processes are fundamental components of individual learning and its outcomes. Their interplay in perception and learning situations — and in particular the significance of affective experience for the learning process — has been discussed and researched since the 1980s. Nevertheless, the resulting body of evidence on the interactions between affective and cognitive appraisals in teaching and learning processes remains highly heterogeneous and, with regard to (quasi-)experimental process-analytical approaches in real learning situations, rather limited. This is due in no small part to the varying methodological approaches used to operationalise these constructs. There is little systematic knowledge about the relationships between cognitive and affective constructs depending on the measurement method used; instead, a multitude of partly contradictory findings have emerged from different methodological approaches.

Within a quasi-experimental framework, the project provides a systematic insight into the cognitive and affective dimensions of individual learning processes. The target constructs are assessed using a range of measurement methods — including experience sampling and neuroscientific procedures within a digital game environment. The central research objectives of the study are: (1) the systematic examination of measurement-methodological divergences among multimodal indicators for cognitive and affective variables; (2) the analysis of interactions between cognitive and affective processes depending on their operationalisation; and (3) — extending beyond the previously dominant focus on artificial laboratory contexts — the investigation of cognitive-affective relationships in social learning situations within vocational and technical education and training.

Contact: Prof. Dr. Kristina Kögler

Funded by: Foundation for Innovation in Higher Education

In association: University of Stuttgart: Department of Pedagogy (Christine Sälzer); University of Mannheim: Chair of Business Education – Learning, Design & Technology (Dirk Ifenthaler)

Project Duration: August 2021 – July 2024

Short Description:
With "PePP", all universities in Baden-Württemberg are jointly pursuing the goal of systematically unlocking the previously untapped potential of electronic assessments for both learners and educators, while making existing experience more widely available. Electronic assessments gained in relevance during the COVID-19 pandemic, and the focus is now on translating successful approaches into sustainable solutions.

The sub-project QQL3 addresses questions around the use of learning analytics applications to improve performance feedback for learners, by analysing and applying individual digital performance and process data using psychometric models. Correspondingly individualised feedback for students can in turn be integrated into the teaching and learning process, thereby promoting constructive alignment.

Project website: www.hnd-bw.de/projekte/pepp-2/

Contacts: Prof. Dr. Kristina Kögler, Andreas Just, Kim Méliani

Funded by: Ministry of Science, Research, and the Arts of Baden-Württemberg – Fund for Successful Studying in Baden-Württemberg (FESt-BW)

Project Duration: 04/2019 – 12/2021

Short Description:
The project aims at the implementation and validation of a computer-based low-stakes placement test for measuring subject-specific academic aptitude in the field of business and economics. The test is designed to be administered after enrolment in order to review university admissions decisions and to enable the early identification of support needs along with individualised feedback.

Following completion of the test, students receive personalised feedback highlighting domain-specific strengths and weaknesses, and pointing them towards appropriate support offerings such as university bridging courses and online tutorials.

Project team: Prof. Dr. Kristina Kögler, Laura Schmidberger, Dr. Brigitte Schönberger

Funded by: Institute of Education / Department of Vocational, Business, and Technical Education, University of Stuttgart (internal funds)

Project Duration: 2023 – 2024

Short Description:
The engagement with environmentally relevant topics in vocational education and training (VET) is not new and follows broader societal discourses. While increasing environmental pollution provided the impetus for debate around 30 years ago, it is now global climate change that poses a central challenge to VET. Companies across all business areas are called upon to make far-reaching changes in pursuit of sustainable economic practices. The success of these efforts requires a workforce that is not only professionally equipped to manage significant change processes, but also understands and supports them as meaningful and necessary. At the same time, trainees themselves can be expected to benefit from active involvement in these processes. The general educational mandate of vocational schools — to encourage learners towards a sustainable way of life — is also directly addressed.

To capture the underlying individual-level capacity, this project focuses on the construct of "environmental awareness", which is multidimensional in nature and well established in the research literature. Building on this construct, the project aims to describe how trainees in different vocational fields perceive and evaluate sustainability-oriented measures and learning processes in both the company and the vocational school. In particular, the simultaneous and analogous examination of both learning venues at the meso and micro levels is expected to yield insights into the educational potential of the dual system. The study is structured around the following segments:

  • Description of trainees' environmental awareness: dimensional analysis and examination of cognitive, affective, and behavioural dimensions; comparison with other groups outside the dual system; explanation of observed patterns; validation of the measurement instrument.
  • Perception, description, and evaluation of environmentally related activities and measures in training contexts: differentiated by vocational field, organisation (company/vocational school), organisational level (meso/micro), and degree of participation in learning processes (passive/active).

Between February and July 2023, 644 students across 45 vocational school classes were surveyed using a fully standardised digital instrument.

Contacts: Apl. Prof. Dr. Martin Kenner, Janik Weyell

Funded by: Ministry of Culture, Youth, and Sport Baden-Württemberg

Short Description:
This project provides scientific accompanying research for the AVdual pilot scheme at vocational schools in Baden-Württemberg. The aim is to generate structured findings on the effectiveness of the pilot scheme.

The new measures — Ausbildungsvorbereitung (AV, pre-vocational training preparation) and Ausbildungsvorbereitung dual (AVdual, dual pre-vocational training preparation) — are intended to replace the previous pre-vocational education programmes VAB, BEJ, and BFPE.

The longitudinal study consists of two modules. The first module uses an experimental-control group design to examine how selected competences develop over time, and additionally observes the effects in relation to the quality of implementation.

The second module focuses on the transition into fully qualifying vocational training, tracking the pathways of young people who enter the measure. It also records instances of early exit from the transitional programme and explicitly investigates their causes.

Contacts: Prof. Dr. Kristina Kögler, Didem Atik

Funded by: Ministry of Culture, Youth, and Sports/Center for Student Quality and Teacher Training Baden-Württemberg (ZSL)

Project Duration: 2025 

Short Description:
The Cooperative Career Orientation for New Immigrants (KooBO-Z) is a project designed to promote career orientation for students in VKL or VABO classes aged 10 to 20. The aim is to support young people in their career orientation and give them practical insights into various occupational fields. Under the guidance of an educational institution, participants work weekly on practical projects that bring different occupational fields to life. In addition, students receive an introduction to the German education and training system. The accompanying study examines the effects of the projects on young people's career choice skills and the development of their professional interests, as well as the quality of implementation of the measures.

Contacts:
Prof. Dr. Kristina Kögler, Maren Fellermeier

2019 - 2021

Sponsor: Federal Ministry of Education and Research / Stifterverband

In association with: University of Mannheim (Prof. Dr. Dirk Ifenthaler)

Term: 10/2020 – 12/2021

Brief description: The project aims to design and implement a series of four modular open online courses (in the sense of MOOCs – Massive Open Online Courses) in German on the topic of artificial intelligence (AI) in vocational education and training (micro degree) in response to emerging qualification requirements in the education and training of educational professionals and related gaps in German-language continuing education offerings. The course covers basic and applied skills in the field of “AI in education” at an academic level, taking into account both the instrumental (AI as a tool) and content-related (AI as a subject of learning) perspectives. Furthermore, process data is incorporated into course development and implementation in the sense of a learning analytics design.

Upon completion of the course, learners will be able to...

  • understand the basic functional principles of AI applications in the context of vocational education and training.
  • Assessing the areas of application, possibilities, and limitations of AI technologies in education. 
  • Applying AI-driven educational technologies, e.g., from the field of learning analytics, to address specific issues. 
  • Formulating requirements for AI systems for the vocational education sector.

Further information about the project: https://ki-campus.org/

Project participants:
Prof. Dr. Kristina Kögler

Sponsor:  Federal Ministry of Education and Research

Term: 01/2016 - 06/2019

Brief description:
The measures taken to achieve the overarching goals of the “Teacher Training PLUS” project are subject to a formative and summative overall evaluation. The formative evaluation will focus on (1) the functionality of the Professional School of Education (PSE), particularly the quality of cooperation between the participating institutions, and (2) the coordination of course content, with subject didactics forming the central interface. To this end, longitudinal surveys of PSE stakeholders, lecturers, and students in subject didactics will be conducted. Based on this, the project will be accompanied by feedback on areas for optimization and statements on qualitative changes in teacher training through the introduction of the PSE. The objectives of the summative evaluation are to examine (1) the professional knowledge of bachelor's degree students studying to become teachers (subject: mathematics) and (2) the initial selectivity of the university locations (University of Stuttgart vs. PH Ludwigsburg) and subjects (teaching B.Sc. vs. mathematics B.Sc.). Methodologically, a longitudinal test of teacher training students is planned. Tests of cognitive abilities, subject knowledge, subject-specific didactic and pedagogical knowledge, as well as questionnaires on career choice motives and general information will be used. The expected outcomes are (1) insights into the development of professional knowledge and possible explanatory models, and (2) statements on the existence of admission selectivity between institutions and different degree programs.

Project website: https://www.pse-stuttgart-ludwigsburg.de/projekte/lehrerbildung_plus/

Project participants:
Florina Stefanica, Kerstin Norwig

Brief description:

The sudden switch to exclusively digital teaching and learning formats due to contact restrictions aimed at containing the COVID-19 pandemic poses new and significant challenges for both teachers and learners. In order to obtain as comprehensive a picture as possible of how successful digital teaching was in the 2020 summer semester and to be able to provide teachers and students with the best possible support now and in the future, the Institute of Education is conducting an empirical evaluation in close cooperation with the QE department.

To this purpose, both students and teachers are being surveyed about their experiences with online teaching to date. The aim is to identify their experiences and needs so that the winter semester starting in November 2020 can be prepared in a way that best reflects the actual circumstances. In addition, experience for future digital teaching offerings can also be derived from the current situation.

Within this framework, students are surveyed three times throughout the semester about the entry requirements for the digital semester, their experiences with digital teaching, and their academic success. At two points during the semester, teachers are asked to give their assessments of the teaching process and the outcomes of the summer semester.

Further information can be found on the Corona Project website.

Project participants:

  • of the Institute of Education:
    Prof. Dr. Kristina Kögler, Prof. Dr. Christine Sälzer, Stefan Behrendt und Dr. Florina Ștefănică

  • the Quality Development Unit:
    Marlene Scherfer und Sümeyye Atlihan

Sponsor: Vector Foundation

Laufzeit: 01/2018 - 06/2019

Brief description:
The project examines developments in areas such as motivational conditions, motivation, and interests in regular mathematics lessons and in the „Mkid – Mathe kann ich doch!“ program. 

A key objective of the project is to use a summative and formative approach to examine whether the expected effects of the Mkid program are actually being achieved and to provide information that can be used to optimize the measures.

Project participants:
Kathrin Pape, Michael Weber

Sponsor: Ministry of Science, Research, and the Arts (MWK) Baden-Württemberg

Term: 03/2016 - 02/2020

Brief description:
As part of the research initiative “Teacher Training at Vocational Schools” funded by the Federal Ministry of Education and Research in Baden-Württemberg, the subproject “Inclusion Competence of Teachers (InKom)” is collecting inclusion-related subject knowledge and practical knowledge from prospective technology and economics teachers.

The objectives of this subproject are:

  • The development and testing of paper- and video-based test instruments for assessing inclusion-related subject knowledge and practical skills,
  • the empirical testing of the theoretically assumed model for inclusion competence, and
  • the description of the relevant knowledge levels of prospective technology and economics educators.

Project participants: Dipl.-Gwl. Cordula Petsch

Contact person: Dr. rer. pol. Martin Kenner

Sponsor: Bundesministerium für Bildung und Forschung

Term: 10/2016 bis 09/2020

brief description:
The QuaLIKiSS – Teacher Training project focuses on optimizing study conditions in the field of teacher training, specifically in the area of vocational education for this subproject. The focus is on the question of how teaching can be designed in a practice-oriented manner. The following measures have been planned to implement evidence-based findings from research into university practice:

  • Reduction of group sizes in seminars by setting up additional event options
  • Expansion of the theory-practice connection through additional events on vocational education and training didactics
  • Establishment of practice-oriented content in selected seminars, e.g., diagnostics and evaluation of vocational education and training
  • Development of a module for implementing the theory-practice relationship in relation to applied statistics in educational sciences

Project participants:
Prof. Dr. Kristina Kögler, Andreas Just, Stefan Behrendt

Sponsor: Federal Ministry of Education and Research

In association: University of Stuttgart (Institute for Design Engineering and Technical Design, Institute for Machine Elements, Institute for Economics and Law).

Term: 10/2015 bis 09/2020

Brief description:
The QuaLIKiSS project deals with the application of psychometric models, in particular from probabilistic test theories, for the evidence-based optimization of courses and exams and for the individualization of feedback on academic performance to students and teachers. The domains of vocational education, design engineering, and economics are considered as examples.
The main focus in terms of content and methodology is on exam and course design using IRT and performance feedback using CDM.

Project participants:
Prof. Dr. Kristina Kögler, Stefan Behrendt, Andreas Just

financier: BW Foundation

Brief description:

The proposed research project ties in with two larger projects, “AVdual and BFPE School Model Trials” and “Transitions from the Transition System to Vocational Training, Secondary Schools, and Renewed Transition System Measures (ÜBAS).” While the “AVdual and BFPE school model trials” project examined how young people's performance develops in different forms of the transition system, the follow-up project (ÜBAS) focused on the (vocational) retention of young people. The further follow-up project (StÜBAS) will examine the stability of these transitions.

Term: 03/2019 - 05/2019

project participants: 
Dr. Svitlana Mokhonko, B.A. Kim Méliani

financier: BW Foundation

Brief description:

The aim is to investigate which predictors are significant for the transition to fully qualifying training, secondary school, or another form of education offered by the transition system.

The study will examine the extent to which performance data (basic skills, professional skills, social and personal skills, behavioral grades), social and cultural capital, and training market conditions are relevant to the explanation. In addition, the study will examine the extent to which the explanatory model for transition success generated in the preliminary IBIS study can be replicated and whether the transition rates have changed in view of the additional measures (AVdual, BFPE) in the transition system.

Term: 01/2017 - 02/2019

project participants:Dr. Svitlana Mokhonko, B.A. Kim Méliani

Sponsor: Federal Ministry of Education and Research

In association with: University of Tübingen (Prof. Kelava)

Term: 04/2017 - 03/2020

Brief description:
The high dropout rate in mathematics and natural sciences during the B.Sc. phase of university studies is a well-known phenomenon. However, findings on ways to mitigate this problem are rather modest. The research project “Dropouts in Mathematics” addresses the following questions:

  • What is the relative significance of individual predictors of dropping out of college in the interplay of multiple causes?
  • How can dropping out of college be modeled as a process (taking into account the interdependencies of the predictors)?
  • How can the probability of dropping out of college be reduced during normal operations?

Contact person: Dr. rer. pol. Martin Kenner

2014 - 2018

Sponsor: The Vector Foundation

Funding line: Developing interests and skills in science and technology education

Term: 06/2015 - 12/2018

Brief description:
The project aims to gain fundamental insights into lesson planning and its effects on the development of interests and skills for teaching practice and the didactic training of science and technology teachers. To this end, a longitudinal study will analyze the following:

  • What interests and prior knowledge do students bring to science and technology classes?
  • how competence, motivation, and interest develop depending on these prerequisites and the structure of the lessons;
  • whether a core competency in science and technology can be identified across all locations;
  • whether specific methodological arrangements are having the expected effects;
  • the extent to which teaching experiences in science and technology are significant for further educational decisions.

The analyses described will make it possible to clarify:

  • To what extent, despite the relatively large differences in the curricula of the individual classes, is a core competency being developed, which would be a prerequisite for conducting central examinations, as is customary in upper secondary school?
  • whether the practical relevance achieved in science and technology lessons is suitable for avoiding the negative trends in motivation and interest that are encountered in science lessons, particularly in physics lessons.
  • which teaching methods have a positive effect on the development of motivation, interest, and competence.

By providing answers to these questions and supplementary documentation of particularly successful examples, it will be possible to improve both teaching in schools and the subject-specific training of science and technology teachers.

Project participants:
Kathrin Pape (M. Sc.), Michael Weber (B. A.)

Sponsor: BIBB

Term: 12/2014 - 12/2018

Brief description:

The project “Measuring the technical skills of skilled workers in the field of automation technology/mechatronics and electrical engineering,” which is being carried out by the Federal Institute for Vocational Education and Training (Competence Development Division) and the University of Stuttgart (Department of Vocational, Business, and Technical Education), focuses on identifying factors that promote or hinder the development of professional skills after initial vocational training. We are interested in the role of professional experience on the one hand and the influence of continuing education on dealing with technical problems on the other. To this end, the technical skills of prospective electrical engineers were assessed at the beginning and end of their continuing education. Initial analyses show that professional experience operationalized over the duration of employment has no predictive power, but that operationalization based on qualitative characteristics of the activities can explain a substantial proportion of skills development. The analyses are expected to be completed by December 2018.

project participants:
Prof. Dr. phil. Reinhold Nickolaus, Dipl.-Gwl- Annette Gönnenwein (ehem.), Dipl.-Gwl. Alexander Nitzschke

collaborative partner:

Das Projekt wird in Kooperation mit dem Bundesinstitut für Berufsbildung (BIBB), Arbeitsbereich "Kompetenzentwicklung", durchgeführt.

Dr. Agnes Dietzen
Dipl.-Psych. Stefanie Velten

sponsor: DFG

Term: 03/2014 - 10/2016

Brief description:
The project “Competence modeling and competence development in carpentry training (technical level)” follows on from the project on competency modeling in basic construction technology and focuses (1) on the question of the structural differentiation of professional competence during the course of training and (2) on the identification of relevant predictors for the level of professional competence at the end of training. The main survey covered almost 450 trainees from two federal states; longitudinal data covering the entire training period is available for a quarter of the group (N= 118) from the basic level project.

The key findings are as follows: The assumed sub-dimensions of professional knowledge (technological knowledge, technical mathematics, technical drawing) can be confirmed on the basis of specially developed paper-and-pencil tests. Contrary to expectations, the latent modeling of the relationship between the general factor of professional knowledge and professional problem-solving skills documents a coincidence of the two constructs. The assumed separation of the knowledge subdimensions into an action-related and a non-action-related knowledge component can also only be confirmed for technical mathematics.

The specified explanatory models in the cross-section document a relatively high explanatory power of motivational characteristics and curricular priorities when cognitive prerequisites are excluded. In the longitudinal section, taking into account cognitive prerequisites, vocational competence at the end of the basic level proves to be the strongest predictor, as expected, but is weaker than in occupations in which occupation-specific curricula are already implemented at the basic level.

Project participants: 
Kerstin Norwig, Cordula Petsch

sponsor: Baden-Württemberg Foundation

Term: 01/2013 - 12/2015

Brief description: As part of this study, professional competence tests are being developed for the occupations of painter/varnisher and plant mechanic, which should be sufficiently sensitive to assess competence development in the first year of training or in the transition system. In addition, retrospective data on social background, basic skills, and motivation are being collected in order to generate initial explanatory models. The selected occupational segments ensure that occupational groups are covered in which a particularly large number of cognitively weaker young people end up. With its focus on the development of instruments for recording performance development in the vocational sector, the proposed study serves to prepare a Baden-Württemberg panel.

Project participants:
Didem Atik (Dipl.-Ing. (FH), M.Sc.)

Cooperation partners:  Prof. Dr. Ulrich Trautwein (Universität Tübingen)

Sponsor: Bundesministerium für Bildung und Forschung (BMBF)

Funding line: Kompetenzmodellierung und Kompetenzerfassung im Hochschulsektor (KoKoHs)

Term: 03/2012- 04/2015 (Subproject C to 02/2015)

Brief description:
 The project focuses on contributions to competence modeling on the one hand and studies on competence development and its relevant development conditions in relation to mathematics and its applications in key subject areas of engineering degree programs in electrical engineering, mechanical engineering, and civil engineering on the other. Two research approaches, one quantitative, IRT-based, and one primarily qualitative, process-analytical, are being pursued in parallel and intertwined in various ways in three subprojects in order to leverage the respective strengths of the approaches while compensating for their inherent limitations.
 
In subprojects A and B, two phases of study will be examined for the two engineering disciplines of electrical engineering and mechanical engineering with regard to the development of engineering skills: Phase I: Basic phase (the first 2-3 semesters), Phase II: Advanced bachelor's and master's phase (3rd-10th semesters). In Phase I, competence modeling should refer, on the one hand, to the university-related metacognitive, volitional, and motivational competence challenges that are new to first-year students and, on the other hand, to the connections and tensions between the competences developed in the mathematical and engineering training strands. Competence modeling for Phase II refers, for example, to advanced courses such as project or laboratory learning, in which sub-competences must be used in an integrative manner, particularly for solving engineering problems.

In subproject C, IRT-based modeling is used to assess subject-specific competence in selected subjects in the basic studies of mechanical engineering and civil engineering courses. In mechanical engineering, this applies to the subjects of advanced mathematics, technical mechanics, materials science, and design engineering. Civil engineering courses are included insofar as the tests in advanced mathematics and technical mechanics are developed across domains. Both universities and universities of applied sciences are included. At the same time, mathematical and physical-technical entry-level competencies are assessed longitudinally and supplemented by further tests on possible predictors, e.g., intelligence, quality of education, and dynamic problem-solving skills, so that initial explanatory models for competency development are possible. Competency modeling with regard to competency structures and competency dimensions round off the scope of the subproject.

Project participants:
Stefan Behrendt, B.Eng. M.Sc., Dipl.-Gwl. Dipl.-Ing. (FH) Elmar Dammann, Dipl.-Ing. Florina Stefanica, M.Sc.

Links:

 

Partners:

Subproject A:

Leuphana University of Lüneburg

  • Prof. Dr. Reinhard Hochmuth, Institute for Mathematics and its Didactics

University of Paderborn

  • Prof. Dr. Rolf Biehler, Faculty of Electrical Engineering, Computer Science, and Mathematics, Department of Mathematics
  • Prof. Dr. Niclas Schaper, Institute for Human Sciences, Chair of Work and Organizational Psychology

Subproject B:

Dortmund University of Technology

  • Prof. Dr. Dr. h. c. Johannes Wildt, Center for General University Didactics
  • Prof. Dr.-Ing. A. Erman Tekkaya, Institute for Metal Forming and Lightweight Construction

Ruhr University Bochum

  • Prof. Dr. Bettina Rösken-Winter, Faculty of Mathematics, Chair of Mathematics Education
  • Prof. Dr.-Ing. Marcus Petermann, Faculty of Mechanical Engineering, Chair of Solid Materials Process Engineering

Subproject C:

IPN – Leibniz Institute for Science and Mathematics Education

  • Prof. Dr. Aiso Heinze,  Department of Mathematics Education

University of Stuttgart

  • Prof. Dr. Reinhold Nickolaus, Institute for Educational Science and Psychology, Department of Vocational, Business, and Technical Education

 

Cooperation partners:   

University of Stuttgart

  • Prof. TeknD Timo Weidl, Faculty of Mathematics and Physics, Institute for Analysis, Dynamics, and Modeling, Chair of Analysis and Mathematical Physics
  • Apl. Prof. Dr. Markus Stroppel, Faculty of Mathematics and Physics, Department of Mathematics
  • PD Dr.-Ing. Bernd Markert, Faculty of Civil and Environmental Engineering, Institute of Mechanics (Civil Engineering)
  • Dr.-Ing. Michael Seidenfuß, Institute for Materials Testing, Materials Science, and Strength of Materials
  • Prof. Dr.-Ing. Hansgeorg Binz, Institute for Design Engineering and Technical Design
  • Prof. Dr.-Ing. Bernd Bertsche, Institute for Machine Elements

Esslingen University of Applied Sciences 

  • Prof. Dr.-Ing. Dipl.-Ing. Walter Theodor Czarnetzki, Faculty of Mechanical Engineering

Funding body: BMBF

Term: 03/2012- 02/2015

Brief description:
The main objective of the research and development project focuses on two key aspects: investigating the conditions and processes involved in entering vocational training, taking into account regional context conditions and the effectiveness of the transition system measures. In particular, the aim is to examine the complex interactions between market forces (regional context), institutional conditions, and selection criteria on the one hand, and individual resources, including social background and young people's career decision-making processes, on the other. The goal is to generate complex explanatory models and identify areas where action is needed in terms of education policy and pedagogy.

A longitudinal study with four waves of data collection is planned for the most quantitatively significant measures of the transition system. The initial survey will record the cognitive, motivational, and volitional resources as well as the career orientations and career entry strategies of the young people. In addition to individual competence development, the second survey will focus in particular on recording institutional support contexts. The success of training entry will be assessed via telephone follow-up surveys. In addition to traditional methods, IRT-based test models, multilevel and structural equation analyses, among others, are planned for the statistical evaluation.

Project participants:
Anne Windaus, Sabine Gauch

consortium partners: Prof. Dr. Susan Seeber, Georg-August-Universität Göttingen, Department of Business Administration, Chair of Business Education and Human Resource Development

Cooperation partners:

  • Prof. Dr. Dr. h.c. Ortwin Renn, Universität Stuttgart, Institute for Social Sciences, Department of Sociology of Technology and Environment (SOWI V)
  • Prof. Dr. Dr. h.c. Rainer Lehmann, Humboldt University of Berlin, Institute of Education, Department of Empirical Educational Research and Methodology

Downloads:

Sponsor: Leibniz Association

Term: 01/2012 - 2/2014

Brief description:
The core objective of the proposed project is to investigate the development of mathematical and scientific skills in initial vocational training in relation to the corresponding skills acquired at school. The project will focus on dual vocational training occupations in which systematically work-related mathematical and scientific learning processes are initiated in the context of the workplace and vocational school. First, the extent to which students acquire a compatible basic education with the skills required in the educational standards (secondary school leaving certificate) for mathematics and science will be examined. Building on this, the development of job-related mathematical and scientific skills of the study participants will be analyzed. This will enable conclusions to be drawn about the predictive power of mathematical and scientific skills acquired at school for training success (in the form of professional skills and certificates/final grades). It will also be possible to analyze the construct similarity of school and vocational measures for mathematical and scientific skills.

Project participants:
Didem Atik

Cooperation partners:

  • Prof. Dr. Olaf Köller, Managing Director of the Leibniz Institute for Science and Mathematics Education (IPN)
  • Prof. Dr. Ute Harms, Director of the Department of Biology Education, Leibniz Institute for Science and Mathematics Education (IPN)
  • Prof. Dr. Aiso Heinze, Director of the Department of Mathematics Education, Leibniz Institute for Science and Mathematics Education (IPN)
  • Prof. Dr. Knut Neumann, Deputy Head of the Department of Physics Education, Leibniz Institute for Science and Mathematics Education (IPN)
  • Prof. Dr. Ilka Parchmann, Director of the Department of Chemistry Education, Leibniz Institute for Science and Mathematics Education (IPN)
  • Prof. Dr. Esther Winther, Paderborn University, Faculty of Business Administration, Chair of Business Education

Sponsor: MWK

Term: 04/2012 - 03/2014

Brief description:
The research project builds on the results of the evaluation of the project “Girls Research - Insights into Science and Technology.” This showed that the “Girls Research” program was particularly appealing to girls with above-average interest and self-concepts. With a measurement point three years after funding, it is now being examined whether there are any effects on this group.

  • on the choice of subjects and
  • on career decisions in favor of scientific and technical professions.

This longitudinal study thus examines the sustainability of the support program.

The constructs of interest and subject-specific self-concept are included in the explanatory model as predictors of educational and career decisions.

The control group is surveyed using the paper-and-pencil method, while the experimental group is surveyed online.

Project participants:
Sabine Gauch, M.A.

Sponsor: BMBF

Term: 12/2011 - 11/2014

Funding line: research initiative ASCOT (Technology-based Assessment of Skills and Competencies in VET)

Brief description:
With the electronics technician for automation technology, the KOKO EA project network is focusing on a very demanding job profile that, like no other in the industrial-technical field, highlights the complex requirements of vocational training.
In addition to analytical skills, for example in fault diagnosis, trainees must also be able to adapt control systems and manufacturing processes and reprogram relevant elements accordingly. They therefore need both analytical and constructive skills. The project therefore aims to use new technologies to develop measuring instruments that assess the trainees' practical skills in this profession, taking into account both the analytical and constructive levels. This is achieved using simulation models that are pioneering in Europe. The development of the test instruments can build on existing studies for electronics technicians in energy and building technology and mechatronics technicians. The aim is to make them usable not only for measuring competence levels, but also in the context of examinations and further training.

Project participants:
Felix Walker, Matthias Hedrich, Leo van Waveren, Nico Link

Sponsor: BMBF

Term:  12/2011 - 11/2014

Funding line: research initiative ASCOT (technology-based assessment of skills and competencies in vocational education and training)

Brief description:
As in many other commercial and technical fields, the profession of automotive mechatronics technician is characterized by the use of new technologies and very dynamic developments. This has resulted in some significant changes to qualification requirements, which in turn necessitate ongoing adjustments to parts of the training program. The KOKO Kfz project has set itself the goal of developing a comprehensive competency model for the training occupation of automotive mechatronics technician and further developing computer-based instruments for recording professional competencies in the individual areas of competence (fault analysis, repair/maintenance/standard service). These systems, some of which have already been tested, allow real-life situations to be simulated effectively. They also allow errors to be deliberately incorporated, the diagnosis of which—for example, in engine management—can be used to highlight and practice practical skills. Preliminary studies show that this makes it possible to measure skills in the same way as when using real vehicles.

Project participants:
Stephan Abele, Thomas Schmidt

Sponsor: MWK

Term:  01.10.2011 – 30.09.2014

Brief description:

The restructuring of teacher training for secondary schools in Baden-Württemberg brought about major changes in subject-specific teaching training. Subject-specific teaching training is to be implemented in cooperation between universities, teacher training colleges, and study seminars. Content coordination processes between teachers from these different institutional contexts are to be initiated and a common basis created, which is to be secured within the framework of the project through interdisciplinary and subject-specific exchange forums and subsequent workshops during the lecture period, as well as through summer schools/compact events during the lecture-free period. A series of events, in which experts present the results of relevant research on the one hand and teachers themselves contribute their conceptual ideas and discuss them in a panel of experts on the other, will create a framework that seems suitable for making better use of the available orientation potential from theory and practice, gain new insights, reflect on their validity and applicability in different contexts, and significantly increase the coherence of the courses offered.
In addition, a model Master of Secondary Education program is to be established. Following the bachelor's program in physics, students can qualify for higher teaching positions with mathematics as a second subject within the framework of the model program. Close cooperation between the University of Stuttgart, the Ludwigsburg University of Education, and the teacher training seminars in Stuttgart and Esslingen will ensure a high quality of education.
The two measures described above will be evaluated in detail.

Project participants: Svitlana Mokhonko, Florina Stefanica

Cooperation partners:

  • Ludwigsburg University of Education
  • Schwäbisch Gmünd University of Education
  • State Seminar for Didactics and Teacher Training (Gymnasiums) Stuttgart
  • State Seminar for Didactics and Teacher Training (Gymnasiums) Esslingen

Contact person: Cordula Petsch, Kerstin Norwig

Completed projects prior to 2014

sponsor: DFG

Term: 01/2012 - 12/2013

Brief description:
The study focused on (1) the development of reliable and valid instruments (paper-pencil tests) for assessing professional competence in construction engineering training, (2) the theoretical and empirical structural modeling of the construct under consideration, (3) the regression analysis-based level modeling of selected competence dimensions, and (4) the generation of an explanatory model for predicting professional competence at the end of basic training. The sample for the main survey comprised a total of 16 classes from the one-year vocational school with N=273 trainees in the professions of carpenter, tiler, and plasterer.

The four-dimensional structure of professional competence, which was adopted based on the old subject structures, was also confirmed empirically: a distinction is made between the dimensions of technical drawing, technical calculation, technical theory, and professional problem-solving skills, with high latent correlations between the individual dimensions as expected. As already indicated in earlier studies in the field of construction engineering, the skills of trainees at the end of the basic level of construction engineering are relatively low in almost all dimensions, with a clear division between the comparatively higher-performing carpenters and the lower-performing tilers and plasterers. Almost two-thirds of the latter occupational group do not even reach the lowest level of competence in vocational problem solving, thus failing to meet the curriculum objectives. In line with expectations, the explanatory model identifies prior vocational knowledge, basic cognitive ability, and mathematical skills assessed at the beginning of the school year as relevant predictors of vocational competence.

contact person:
Kerstin Norwig, Cordula Petsch

sponsor: BIBB

Term: 01/2010 - 12/2012

Brief description:

In dual training, the various learning locations give rise to a complex set of conditions for the development of trainees' professional skills.

The research project focuses on the question of which conditions at the workplace have an influence on the professional competence of trainees. In a longitudinal study, quality characteristics of in-company training for the two occupations of mechatronics engineer and IT specialist will be correlated with the results of tests of professional competence. To this end, survey instruments for input and process qualities of workplace training as well as test procedures based on item response theory (IRT) for professional competence among mechatronics engineers and IT specialists are being developed in order to examine the influence of training quality on the development of professional competence at three points in time during the course of training

The project thus contributes to the discussion on quality in vocational education and training. In addition, findings on the modeling and diagnosis of vocational skills for the two training occupations are generated.

Data is collected at three measurement points in the project: from the start to the middle of the training program, and from the start of the second year of training to the end of the training program. Professional competence is measured using written tests of specialist knowledge and PC-based simulation procedures. The quality of in-company training is determined by means of written surveys of the trainees.

Further information about the project can be found on the website of the Federal Institute for Vocational Education and Training. 

contact person:

Prof. Dr. phil. Reinhold Nickolaus, Dipl.-Gwl- Annette Gönnenwein, Dipl.-Gwl. Andreas Lazar, Dipl.-Gwl. Alexander Nitzschke

Cooperation partners:

The project is being carried out in cooperation with the Federal Institute for Vocational Education and Training (BIBB), Competence Development Division.

  • Dr. Agnes Dietzen
  • Dipl.-Psych. Annalisa Schnitzler
  • Dipl.-Psych. Tanja Tschöpe
  • Dipl.-Psych. Stefanie Velten

sponsor: Ministry of Science, Research, and the Arts of Baden-Württemberg in cooperation with the Federal Employment Agency, Regional Directorate Baden-Württemberg

Term: 05/2008 - 12/2011

Brief description:
In 2008, the Baden-Württemberg Ministry of Science, Research, and the Arts launched a special program called “Girls in Research – Insights into Science and Technology” with the aim of promoting girls' interest in science and technology and developing career and study orientations through a variety of support programs. To this end, support measures such as schoolgirl laboratories, themed holiday camps, and gender-sensitive counseling were offered by eight universities in Baden-Württemberg.

This special program was scientifically monitored and evaluated by the University of Stuttgart, Department of BWT.

Data was collected at several measurement points in the experimental and control groups. Before and after the measures, the subjective attribution of competence in chemistry, physics, and technology, as well as interests and career orientations related to science and technology, were recorded. Expectations of the university programs and participants' evaluations of the programs were also recorded, as was their perception of key quality aspects of the measures. A follow-up survey was conducted three months after the measures were completed. The data was evaluated using variance, regression, and factor analysis, which made it possible to estimate the effects of the program and the influence of the various factors.

contact person:
Svitlana Mokhonko, M.A., Anne Windaus, M.A.

sponsor:  Baden-Württemberg Foundation (formerly Baden-Württemberg State Foundation)

Term: 01/2007 - 12/2009

Brief description: The situation in the school-based part of dual vocational training in the skilled trades is characterized by considerable heterogeneity, varying levels of quality in company support structures, significant differences and problems in terms of learner motivation, and a not insignificant proportion of trainees who fall far short of the targets in terms of their performance development. The project “Supporting weaker trainees in the skilled trades” aimed to clarify the extent to which different support approaches are suitable for helping to alleviate the problem. Longitudinal experimental control group comparisons were used to examine the effects of different educational interventions on the development of skills and motivation. The following three support approaches were evaluated: (1) The promotion of reading skills through reciprocal teaching, (2) the promotion of subject-specific problem-solving skills using computer-simulated electrical engineering systems, and (3) the promotion of professional (structural engineering) expertise through job-related strategy training (BEST). The connecting and central element of these three subprojects was the promotion of metacognitive and cognitive learning strategies.

More detailed information on the funding approaches, the respective state of research, the research design of the three sub-studies, and the key findings can be found in the final report available here.

contact person:
Cordula Petsch, Kerstin Norwig

Brief description:
The profession of industrial mechanic is one of the most popular apprenticeships in Germany. After completing their training, industrial mechanics are confronted with tasks in their everyday working lives that are more or less problematic and sometimes change rapidly. These require individual decision-making skills that enable flexible decisions.
The research project aims to examine the development of trainees' skills up to the intermediate examination, with a focus on analyzing the development of technical skills. To this end, it is necessary to develop a set of tools for assessing technical skills in the field of metal technology (industrial mechanics). In addition to developing the tool for assessing technical competence, an explanatory model for the development of competence among industrial mechanics up to the intermediate examination is to be developed. To this end, in addition to professional competence, motivational characteristics, basic skills (reading/mathematics) and basic cognitive abilities (IQ) will be assessed, as well as the quality of school and company training as perceived at several points in time.

contact person:
Annette Gönnenwein, Dipl.-Gwl.

sponsor: Baden-Württemberg Foundation (Phase I) and Robert Bosch Foundation (Phase II)

Term: 01/2010 - 12/2010 (Phase I) sowie 01/2011 - 07/2012 (Phase II)

Brief description:

The BEST job-related strategy training program aims to support lower-performing trainees in basic construction engineering. The training focuses on the combined promotion of metacognitive (general) and cognitive (construction engineering) problem-solving strategies, as well as the development of construction engineering, technical-mathematical, and technical-presentation skills. The strategy training was developed in its basic form as part of the project “Supporting weaker trainees in the skilled trades” (see project description under “Completed projects”) and was positively evaluated in a small sample. The aim of this study was to make the BEST strategy training suitable for wider application and to review its effectiveness once again. Extensive learning materials were designed for the training to be carried out in half-classes, enabling implementation in lessons that is as standardized as possible while at the same time allowing for individual support for both stronger and weaker trainees thanks to the wide range of differentiation options.

A total of 16 school classes with a total of 332 trainees in the skilled trades of plastering, tiling, and bricklaying (experimental and control groups) as well as carpentry (reference group) took part in the study. The pre-post test comparisons carried out using self-developed technical problem-solving tests show a significant treatment effect of medium strength (part. η²= .073; p≤ .01) when controlling for mathematical abilities, IQ, and native language (migration background), which proves the effectiveness of the training. Differentiated by performance groups (measured by the initial test of technical knowledge), advantages of the experimental group over the control group can be documented for all three performance targets. Further distinctions based on basic cognitive abilities show that both the cognitively weakest and the cognitively strongest groups benefit from the support, which overall speaks for the individualization performance of the support approach.

Final report

contact person:
Cordula Petsch, Kerstin Norwig

Brief description:

The BMBF-funded research project focuses on evaluating the BLK pilot program “Transfer 21” (2004-2008), whose main objective was to anchor and expand ESD in the regular school practice of all types of schools. In cooperation with the University of Wuppertal, the effects of the pilot program on school administrators, teachers, and students are being examined and correlated through multi-level analytical evaluations. The main research questions are (1) under what conditions the transfer in the pilot program is successful insofar as teachers and schools respond positively to the transfer activities and, where appropriate, integrate them permanently into their activities, (2) what effects the teaching activities implemented through the program have on students' knowledge, perceptions, and assessments of sustainability-related issues, and how students perceive the teaching activities on sustainability topics, and (3) what is the relationship between the perceptions of learners and teachers, and what correlations can be demonstrated between the levels of effect ?

Final report 

Contact person:
Annette Gönnenwein, Cordula Petsch

Brief description:
Feasibility study on the international comparability of professional competencies.

Training program for electronics technicians for energy and building technology:
As part of the study, a preliminary test was conducted with 110 trainees at 5 schools in 6 classes.

Skills tests in the carpentry apprenticeship
Another study group consisted of students in the carpentry apprenticeship.

Contact person:

Prof. Dr. phil. Reinhold Nickolaus

LEONARDO DA VINCI is the European Union's program for vocational education and training. It supports transnational cooperation between stakeholders in this field by promoting stays abroad for vocational learning and developing innovative teaching and learning materials or additional qualifications in European partnerships.

This project has been funded with support from the European Commission.
This website reflects the views only of the author, and Commission cannot be held responsible for any use which may be made of the information contained therein.

Leonardo da Vinci programme project DEVELOPMENT OF SYSTEMS FOR VOCATIONAL TEACHER QUALIFICATION IMPROVEMENT LT/06/B/F/PP-171009 (PROPETO)

brief description:
PROPETO aims to optimize the training of teachers in the vocational education sector by drawing on the findings and experiences of various European countries. Organizations and institutes from Finland, Italy, Lithuania, Romania, and Germany are participating in the research project.

The first step in the project is to analyze the specific situations in each country and identify country-specific problems. Against the backdrop of these problems, country-specific optimization approaches are first formulated. Subsequently, a comparison of the different training options and problems is carried out. The aim here is, on the one hand, to respect the different circumstances and, on the other hand, to develop internationally viable optimization approaches. Based on the findings obtained in this process, selected national training managers receive centralized training.

Publications:

Presentation and papers 1st partners' meeting (27. - 30.06.2007) in Kaunas:

Presentation and paper 2nd partners' meeting (24. - 25.01.2008) in Stuttgart:

Presentation 3rd partners' meeting (14. - 17.06.2008) in Bologna:

Presentation 4th partners' meeting (01. - 04.10.2008) in Hämeenlinna:

Presentations 5th partners' meeting (07. - 10.12.2008) in Pitesti:

Final conference (18. - 20.02.2009) in Kaunas:

Tutors' Training (04. - 07.11.2008) in Stuttgart:

Development of the Methodology

Political Recommendations

Contact person:
Stephan Abele

brief description:
Previous forms of performance assessment have been limited to grades, which allow for a comparative assessment of performance but do not indicate which requirements the candidate was able to meet and which they were not. In order for students to develop further and compensate for deficits, it is crucial to know where learning efforts need to be intensified.

Newer developments in competency diagnostics provide the necessary conditions for this purpose. Based on item response theory, it is possible to design and evaluate tests in such a way that statements can be made about the competency levels achieved, which in turn are described by qualitative characteristics. These qualitative characteristics also describe the requirements that can be met or that characterize the various tasks.

Expected results:
On this basis, it is possible to obtain targeted information about which specific requirements can be met and which cannot. This gives students the opportunity to close individual gaps in their knowledge, while teachers receive precise information about which areas of the course require more intensive treatment and which requirements can be met by which groups of students.

Contact person:
Alexander Nitzschke

Brief description:
The project focused on the question of whether performance in simulated occupational situations allows for a reliable assessment of subject-specific performance. This validity test was to be carried out for the vocational training program for automotive mechatronics technicians, which is planned to be included in a VET-LSA. The focus on this question was based on the fact that, for reasons of practicability, confrontation with real tasks is not an option for large-scale assessment, assessment of performance in the workplace by supervisors/trainers is not possible due to a lack of objectivity and comparability, and paper-and-pencil tests alone are probably not suitable for reliably assessing performance. The task and objective of the study should be viewed against the backdrop of scientific and educational policy expectations for large-scale assessment.

Final report: Final report of the preliminary study on the validity of simulation tasks within the framework of a VET-LSA

Contact person:
Stephan Abele

Objectives and research hypotheses:

Using the example of the vocational training program for automotive mechatronics technicians, the project pursues three sets of objectives, which are listed and differentiated below:

  1. New and further development of assessment tools: Professional skills relating to simple and easily routinized areas of activity are currently often assessed using paper-and-pencil tests. Since it is questionable to what extent written competence assessment in such areas of activity produces valid results, a new test format is being developed. This test format includes film sequences (video vignettes) on subject-specific procedures and tasks that require the assessment of the procedures and results shown, as well as the continuation of interrupted actions. Furthermore, a test of willingness to work hard that is suitable for the vocational training sector is being developed on the basis of existing personality and motivation tests. Specialist knowledge tests already used in previous projects and computer-simulated work samples for diagnosing error diagnosis competence are also being modified and expanded.
  2. Examination of the structure of professional competence: Previous projects using the example of fault diagnosis in electrical and electronic systems have shown that specialist knowledge and skills, i.e., the ability to apply this specialist knowledge, represent empirically distinguishable facets of competence. The current project is investigating whether this two-dimensional structure also applies to other areas of activity. It is expected that the highly application-oriented competencies diagnosed using the video-based test format in the area of “standard service” and standard service knowledge represent distinguishable facets of competence. Based on the previous project, different areas should also be distinguishable within the specialist knowledge: At the end of the training, depending on the modeling type, five or six specialist knowledge dimensions are anticipated, which are structured along the following technological subject areas: standard service, engine, engine management, and starting/power/lighting system (electrical and electronic systems), power transmission, and chassis.
  3. Development of professional competence structure: The third objective addresses the question of whether the structure of specialist knowledge changes during training. It assumes a differentiation of specialist knowledge, which is empirically reflected in an increase in distinguishable dimensions of knowledge. It is expected that by the end of the second year of training, a three-dimensional (standard service, engine management, starting/power/lighting system) and, as already mentioned, a five- or six-dimensional knowledge structure will be evident by the end of the training. From a developmental perspective, a decrease in interindividual differences is also assumed with regard to standard service, as routine actions are likely to become established in this area of activity due to the relatively low complexity of requirements and numerous opportunities for practical training. However, this decrease in performance heterogeneity can only be diagnosed with the video-based test, but not with the relevant written technical knowledge test. For this reason, the correlations between standard service knowledge and the standard service competencies recorded on the basis of the film sequences should be higher at the end of the second year of training than at the end of the training. In addition, standard service competencies should be less associated with error diagnosis skills as practice progresses. On the other hand, the hypothesis is that willingness to make an effort is a consistently good predictor of standard service competencies and, at the end of training, even the best predictor.

Study design:

  1. The instruments are developed using existing test materials, curricular analyses, and expert surveys. Before these tests are used in the context of further objectives, they undergo multi-stage pilot testing and optimization using smaller samples (n≈100).
  2. Two cross-sectional surveys will be conducted at the end of the second (n≈200) and third (n=250) years of training to assess the structure of professional competence.
  3. The question of differentiation in specialist knowledge is clarified using a longitudinal design. To this end, the cross-sectional survey at the end of the second year of training is supplemented by a survey at the beginning of the second year of training. The decrease in interindividual performance differences in the area of standard service is examined using both cross-sectional surveys. The other questions related to the third set of objectives are investigated on the basis of all three samples.

Contact person:  Prof. Dr. Reinhold Nickolaus, Dipl.-Gwl. Stephan Abele, Dipl.-Gwl. Michaela Knoll, Dipl.-Gwl. Thomas Schmidt

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