Ludger Deitmer ITB, University of Bremen VETNET/ECER 2004

1. Action Research in German pilot projects - Interaction between VET practitioners and researchers for VET innovation research Ludger Deitmer ITB, University of Bremen VETNET/ECER 2004

2. My topics within this AR debate in VET: • Introduction: AR concepts differing and epistemological genesis in some scientific disciplines? • Changing requirements for AR in VET • VET pilots require AR contributions on three levels • Important conceptual activities from AR along the lifecycle of pilot projects • AR requires new tools: an example • Conclusions

3. Kirsch and Gabele (1976) define the AR approach through four principles • AR follows simultaneously practical and scientific objectives, • In AR, problem-solving research and research process are interwoven – the researcher takes part within the problem-solving process and does research about this process. • AR has various methodological basics and a ‘repository’ for rich and complex qualitative social research methodology • AR is a real-time (on-line) science has a distinctive accompaniment orientation. • AR bears on the critique of “distance oriented” research. • Criteria are not primarily validity, reliability and objectivity rather criteria like communication/dialogues, intervention, transparency and relevance/usability

4. Brief Synopsis: German situation in Action Research • pedagogical research: root for German AR approaches and broadest application in “Modellversuchs”-research (70/80th) • management research: have AR projects; basis for the development of management oriented organisational theories (implicit reflection). • industrial sociological research: AR as scientific weaknesses but AR approaches are gaining more weight (researcher as a consultant and adviser) • Strong Incentives: Increase of AR projects by state funded programmes National ministries and Laenders (BMBF/BLK) and/or by research foundations (VW, Thyssen, Umweltstiftung etc.) • Technology driven R&D programmes foster Verbundforschung (public private partnerships in R&D), provide a new co-operative, transdisciplinary research climate, especially in technology innovation (e.g. CIM/BIO-Technology, Environmental research.), learning organisations/ knowledge management research

5. Changing requirements within an old innovation support instrument: Modellversuche (MV) • MV as a traditional research strategy for implementing good practise • MV in charge of a double function: Support the pilot actors and institutions as well as analyse, describe and evaluate the innovation process out of a research perspective • What was the problem with MV? Fragmented solutions “Islands of innovation” with too little dissemination effects on neighbourhood schools in the regions. • Missing transfer into wider application field because too little co-operation between different VET institutions • MV was concentrating just on the one case and was oriented towards the content questions within a VET pilot project • The answer was the introduction of programmes by MV cluster in a programme framework (like the BLK programme) • Now new challenge for MV: more evaluation about the processes and enact the pilot project actors with relevant instruments for change

6. Change of role in the accompaniment of project networks for VET researchers • From a distance orientated VET research practise to a more practitioners oriented research practise: more active involvement of researchers in the development process • different researchers roles: moderator, facilitator, adviser/consultant or coach • dilemma: active supporting partner and researcher at the same time • innovation and evaluation above projects on programme level (meta) is necessary • studying the characteristics of a set of projects: identifying future potentials and factors for changing practise; identification of strength and weaknesses of project types; implementation of innovation measurements: VET Innovation system • Our thesis: complex size of project networks and different actors interest make continuos evaluation and monitoring necessary

7. VET Programme data BLK Programme: Neue Lernkonzepte in derdualen Berufsausbildung: • Berufsschulen in 11 Laenders • new project forms: cross laenders pilot networks “Verbundprojekte” • duration of the programme: five years • 21 pilot projects • 50 % BMBF investment: 6.5 million and 50 % Länder: 6.5 million • typical invest: 375.000 Euro for pilot project • typical project duration: three years • programme management by VET institutes (ITB & ISB) • accompanying research by 17 other VET research institutions

8. The new challenges for action research • Strengthening external effects of VET pilot projects by more co-operation • From a diversity of uncoordinated approaches of accompanying research to a more comprehensive integrative approaches • Intention of the programme: develop curricula for work based learning in learning fields which relate stronger to work and business processes; followed by a set of gaols: self directed learning skills, work based learning should support learning our of work practise • Action research implications: new research instruments for competence development

9. Multi-level concept of AR: • Mikro-Level: teaching and learning • Meso-Level: organisational context of VET innovations • Macro-Level: National Framework curriculum

10. Measures undertaken by action research (AR) in the view of the pilot actors (teachers involved)

11. Initiation, Implementation and Dissemination stages within Pilot life cycle • AR advice and analysis for the conditions and situations during developing ideas for preparing the pilot • AR as a means to analyse work processes (qualification research) • AR as an adviser to the pilot during implementation • AR and Evaluation • AR and Transfer/Dissemination

12. Which of the instituions supported the VET professionals during pilot proposal preperation?

13. By which supporters: school management, school adminstration/teachers training units or researchers have been the pilots supported most?

14. The demand for results from the pilot from outsiders. The accompanying researchers are important transfer agents in this process.

15. Consensual Approach within constructive social science • Core idea “in order to overcome social problems, the dialogue between scientific and local actors is necessary, the combination of local and scientific knowledge though dialogue and – most important – the creation of new, context-bounded knowledge as a result of the dialogue and joint action” (Fricke, 1997)

16. Core ideas of this AR approach • AR is presented as a “democratic dialogue”: • “communicative action” (Habermas) is the key to interpret situations, concepts and to develop solutions • all participants of this process are equal, meaning that all kinds of experience and knowledge are of equal right to participate in the communication process • Fricke also means that the traditional concept of “objective truth“ has to be replaced by a “consensual concept of truth”.

17. A refined approach to AR • The objectives of the project as well as the solutions or developments paths are discussed between scientists and field actors • The AR research results are transferred during or after the project into the scientific debate! • Scientific projects are one important empirical basis for the further development of scientific reflected advise practice • ITB recruits scientists and qualifies them to become consultants in change processes like e.g. QM introduction in VET colleges, assuming that good scientists are not always good consultants!

18. What distinguishes the old AR from the new AR approach? • This approach is avoiding the emphasis of joint (shared) action of all persons being taking part of a change project. • There is a distance between scientific reflective background and non-scientific (development) practice as a necessary precondition for their participation in change processes. • The Scientist tries to realise on the one hand a specific nearness and on the other hand a scientific distance to their non-scientific partners they are co-operating with. • The Scientists try to be aware of the limits of their science to find solutions for problems. Avoid to deliver “trite” answers for questions that cannot be solved at the time being. • The Scientists tries to be sensible against the danger of enticement which can arise through the involvement in business driven change processes. Getting in touch with power can be tempting.