Name: International Teaching and Learning Settings in the Academic Professionalisation of Adult Education
Author: Monika Staab

Front matter

Monika Staab

International Teaching and Learning Settings in the Academic Professionalisation of Adult Education

An International and Comparative Study

Introduction 1 PART |

THEORETICAL FRAMEWORK

Chapter 2 Internationalisation of Higher Education 11 2.1 Internationalisation - A Conceptual Approach 12 2.1.1 Internationality and Interculturality 13 2.1.2 Internationalisation in the Context of Higher Education 15 2.1.3 Internationalisation — Globalisation — Europeanisation 17

Part II Research Design

Chapter 4 Qualitative, International, and Comparative Study in Adult Education 4.1 International and Comparative Research in Adult Education 4.1.1 International and Comparative Perspectives ofthe Study 4.1.2 Reasons for an International and Comparative Study 4.2 Research Fields and Research Contexts 4.2.1 Research Fields 4.2.2 Research Contexts 4.3 Data Collection 4.3.1 Focus Group Interviews 4.3.2 Guided Interviews 4.4 Data Analysis 4.4.1 Data Analysis within the Framework ofthe Content-structuring Qualitative Content Analysis 4.4.2 Analysis within the Framework ofthe Three-stage International Comparative Research Model 4.5 Reflection on the Research Process

PART III INTERNATIONAL TEACHING AND LEARNING SETTINGS IN MASTER’S PROGRAMMES IN ADULT EDUCATION

Chapter 5 Provision of International Teaching and Learning Settings in Master’s Programmes in Adult Education 5.1 Forms of International Teaching and Learning Settings 5.1.1 Forms of Cross-border Teaching and Learning Settings 5.1.2 Forms of International Teaching and Learning Settings at Home 5.1.3 Interim Summary 5.2 Framework Conditions of International Teaching and Learning Settings 5.2.1 Political-strategic Framework Conditions 5.2.2 Organisational Framework Conditions 5.2.3 Framework Conditions ofthe Academic Unit 5.2.4 Cooperation ofthe Academic Unit 5.2.5 Subjective Factors of the Students 5.2.6 Interim Summary 5.3 Goals of International Teaching and Learning Settings 5.3.1 Promotion of Higher Education 5.3.2 Promotion of Social Interaction in Society

130 131

5.3.3 Promotion of Students’ Qualification in the Field of Adult Education 5.3.4 Promotion of Students’ Personal Development 5.3.5 Promotion of Students’ Foreign Language Skills 5.3.6 Interim Summary

5.4 Internationalisation of Teaching and Learning in Master’s Programmes in Adult Education

Chapter 6 Relevance of International Teaching and Learning Settings for the Development of Professionalism in Adult Education 6.1 Development of Professionalism in the Context of International Teaching and Learning Settings 6.1.1 Acquisition of Academic Knowledge 6.1.2 Acquisition of Knowledge Relevant to Pedagogical Practice 6.1.3 Development of Reflective Skills 6.1.4 Development ofa Professional Self-concept 6.1.5 Personal Development 6.1.6 Development of Foreign Language Skills 6.1.7 Interim Summary 6.2 Supporting Factors of International Teaching and Learning Settings for the Development of Professionalism in Master’s Programmes in Adult Education

Part IV Conclusion

Chapter 7 Summary and Outlook 7.1 Internationalisation of Master’s Programmes in Adult Education - between Internationalisation of Higher Education and Internationalisation of Adult Education 7.2 Professionalism Development and Experiences of Diversity in the Context of International Teaching and Learning Settings 7.3 Internationalisation of Higher Education during COVID-19

References

206 208 210 210

296 298

Acknowledgement

I would like to take this opportunity to thank a number of people who have supported me in many ways during the preparation and completion of my dissertation.

My special thanks go to Prof. Dr. Regina Egetenmeyer, who has supported me over the past years with her intensive, constructive and motivating supervision and valuable feedback. I would like to thank Prof. Dr. Silke Grafe from the University of Würzburg for taking on the second review. I would like to thank Prof. Dr. Jens Dreßler for chairing the examination committee and Dr. Lisa Breitschwerdt for preparing the minutes. I would also like to thank my colleagues and fellow doctoral students at the University of Würzburg for the fruitful exchange, the constructive feedback and their motivating words.

At the University of Florence, my special thanks go to Prof. Dr. Vanna Boffo for her valuable supervision and support as wellas for her warm hospitality during my teaching and research stay at the university. I would also like to thank Prof. Dr. Fabio Togni, who was part of the examination committee and especially supported me in gaining deeper insights into internationalisation at the University of Florence. Furthermore, I want to thank my colleagues and fellow doctoral students at the University of Florence for their great hospitality, support and helpful insights into the studies and life at the university.

At the University of Belgrade, I would like to thank my colleagues at the Department of Pedagogy and Andragogy for the many years of cooperation, the outstanding hospitality during my research stay and the support for this research project. In particular, I want to thank Prof. Dr. Aleksandra Pejatovi¢ and Prof. Dr. Katarina Popovic.

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My sincere thanks are extended to the participants ofthe focus groups and graduates of the master’s programmes for their support and openness. It was only through their participation that this research project could be realised. I would also like to thank the editorial office of Dr. Meißl for proofreading the dissertation and the editorial office of Firenze University Press for their valuable support in the publication process.

This dissertation was supported by an Erasmus+ scholarship from the University of Würzburg for a six-month study visit to the University of Florence and two one-week research and teaching visits to the University of Florence and University of Belgrade. The Overhead Programme for the promotion of young academics at the Faculty of Human Sciences at the University of Würzburg supported my participation in a conference for the presentation of the dissertation project, the final editing, and publication of this thesis. For the transcription of the interviews, I was provided with funds from the Equal Opportunities Commission of the Faculty of Human Sciences at the University of Würzburg. ‘These opportunities were very conducive and motivating for the advancement of this dissertation.

Finally, special thanks go to Boris, Kle Lowerich, my entire family and friends who have always supported and encouraged me during these intense years. They have played a big part in making it possible to complete this work.

XII

Abstract

Academic education is seen as an important place for the development of professionalism of (future) adult educators. Since adult education academia, research, and practice is closely intertwined with global and international developments, there is a need for adult education programmes to prepare their students for these interconnections. This can be examined in the context of international teaching and learning settings that integrate international, intercultural, or global perspectives into teaching and learning and are part ofthe internationalisation efforts of higher education. The focus of this international and comparative study is on how international teaching and learning settings contribute to the academic professionalisation in adult education in three master’s programmes with a focus on adult education at the University of Wurzburg (Germany), University of Belgrade (Serbia) and University of Florence (Italy).

International teaching and learning settings are examined on the structural and individual level of academic professionalisation. The aim is to explore the provision of international teaching and learning settings in the master’s programmes on the one hand, and to analyse the contribution of international teaching and learning settings to the development of students’ professionalism on the other. For this purpose, three focus group interviews with programme heads, (academic) staff, and students as well as 22 guided interviews with graduates of the three master’s programmes at the three university locations are collected and analysed in an international and comparative study design.

The study reveals similarities and differences in the forms, framework conditions, and goals of international teaching and learning settings between the three master’s programmes. Overarching contexts that guide the internationali-

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Monika Staab, International Teaching and Learning Settings in the Academic Professionalisation of Adult Education: An International and Comparative Study, © 2023 Author(s), CC BY 4.0, published by Firenze University Press, ISBN 979-12-215-0287-9, DOI 10.36253/979-12-215-0287-9 sation ofthe master’s programmes become apparent (e.g. education and higher education policy, internationalisation ofthe university, programme structure). The triangulation ofthe interview data ofthe graduates shows that the international environment, the structural arrangement, and the practical relevance of the international teaching and learning settings support the development of the graduates’ professionalism. The results underline the relevance of international teaching and learning settings for the development of professionalism in adult education and point to the requirement for a systematic and comprehensive internationalisation of adult education programmes.

XIV

Zusammenfassung

Die akademische Ausbildung wird als ein wichtiger Ort für die Professionalitätsentwicklung von (zukünftigen) Erwachsenenbildner*innen angesehen. Da Wissenschaft, Forschung und Praxis der Erwachsenenbildung eng mit globalen und internationalen Entwicklungen verflochten sind, lässt sich an Studiengänge der Erwachsenenbildung der Bedarf herantragen, ihre Studierenden auf diese Verflechtungen vorzubereiten. Dies kann im Kontext internationaler Lehr- und Lernsettings untersucht werden, die internationale, interkulturelle oder globale Perspektiven in Lehre und Lernen integrieren und Teil der Internationalisierungsbemühungen der Hochschulbildung sind. Im Fokus dieserinternationalen und vergleichenden Studie steht die Frage, wie internationale Lehr- und Lernsettings zur akademischen Professionalisierung in der Erwachsenenbildung in drei Masterstudiengängen mit Schwerpunkt Erwachsenenbildung an der Universität Würzburg (Deutschland), der Universität Belgrad (Serbien) und der Universität Florenz (Italien) beitragen.

Es werden internationale Lehr- und Lernsettings auf der strukturellen und derindividuellen Ebene akademischer Professionalisierung untersucht. Ziel ist die Eruierung der Bereitstellung von internationalen Lehr- und Lernsettings in den Masterstudiengängen einerseits, sowie die Analyse des Beitrags internationaler Lehr- und Lernsettings zur Professionalitätsentwicklung von Studierenden andererseits. Hierzu werden drei Fokusgruppeninterviews mit Studiengangsleitenden, (akademischem) Personal und Studierenden sowie 22 Leitfadeninterviews mit Absolvent*innen an den drei Hochschulstandorten erhoben und in einem internationalen und vergleichenden Studiendesign analysiert.

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Die Studie zeigt Gemeinsamkeiten und Unterschiede in den Formen, Rahmenbedingungen und Zielen internationaler Lehr- und Lernsettings zwischen den drei Masterstudiengängen auf. Es werden übergreifende Kontexte erkennbar, die die Internationalisierung der Masterstudiengänge leiten (z.B. Bildungs- und Hochschulpolitik, Internationalisierung der Universität, Programmstruktur). Die Triangulation der Interviewdaten der Absolvent*innen zeigt, dass das internationale Umfeld, das strukturelle Arrangement und der Praxisbezug der internationalen Lehr- und Lernsettings die Professionalitätsentwicklung der Absolvent*innen unterstützen. Die Ergebnisse unterstreichen die Relevanz internationaler Lehr- und Lernsettings für die Professionalitätsentwicklungin der Erwachsenenbildung und verweisen aufdie Anforderungan eine systematische und umfassende Internationalisierung von Studiengängen der Erwachsenenbildung.

XVI

Sintesi

Leducazione accademica & considerata un luogo importante per lo sviluppo della professionalitä dei (futuri) educatori degli adulti. Poiche ilmondo accademico, la ricerca e la pratica dell’educazione degli adulti sono strettamente interconnessi con gli sviluppi globali e internazionali, è necessario che i programmi di educazione degli adulti preparino i loro studenti a queste interconnessioni. Questo può essere esaminato nei contesti internazionali di insegnamento e apprendimento che integrano prospettive internazionali, interculturali o globali nell insegnamento e nell apprendimento e fanno parte dell’ impegno di internazionalizzazione dell’istruzione superiore. Questo studio internazionale e comparativo si concentra sul modo in cui i contesti internazionali di insegnamento e apprendimento contribuiscono alla professionalizzazione accademica nell educazione degli adulti in tre programmi di master incentrati sull educazione degli adulti presso l’Università di Würzburg (Germania), l’ Università di Belgrado (Serbia) e l’ Universita di Firenze (Italia).

I contesti internazionali di insegnamento e apprendimento sono esaminati a livello strutturale e individuale della professionalizzazione accademica. L’obiettivo è esplorare l’offerta di contesti internazionali di insegnamento e apprendimento nei programmi di master, da un lato, e analizzare il contributo dei contesti internazionali di insegnamento e apprendimento allo sviluppo della professionalità degli studenti, dall’altro. A tal fine, sono state raccolte e analizzate tre focus group con responsabili di programma, personale (accademico) e studenti, nonché 22 interviste guidate a laureati nelle tre sedi universitarie, secondo un disegno di studio internazionale e comparativo.

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Lo studio rivelasomiglianze e differenze nelle forme, nelle condizioni quadro e negli obiettivi dei contesti internazionali di insegnamento e apprendimento tra i tre programmi di master. I contesti generali che guidano l’internazionalizzazione dei programmi di master diventano evidenti (ad esempio, la politica dell’istruzione e dell’istruzione superiore, l’internazionalizzazione dell’universita, la struttura del programma). La triangolazione dei dati delle interviste con i laureati mostra che l’ambiente internazionale, l’assetto strutturale e la rilevanza pratica dei contesti internazionali di insegnamento e apprendimento sostengono lo sviluppo della professionalita dei laureati. I risultati sottolineano l'importanza dei contesti internazionali di insegnamento e apprendimento per lo sviluppo della professionalità nell educazione degli adulti e indicano la necessità di un’internazionalizzazione sistematica e completa dei programmi di educazione degli adulti.

XVIII

List of Figures

Figure 1 - Research questions of the study

Figure 2 - Cohesion-oriented understanding of interculturality

Figure 3 - Globalisation, internationalisation, and Europeanisation in higher education

Figure 4 - Heuristic model of the internationalisation of teaching and learning

Figure 5 - Dimensions of professionalisation in adult education

Figure 6 — Dimensions of academic professionalisation in adult education

Figure 7 - Influencing factors on the development of students’ professionalism in academic education

Figure 8 - Development of professionalism in degree programmes in adult education

Figure 9 - Heuristic model of the development of professionalism in the context of international teaching and learning settings in adult education master’s programmes

Figure 10 - Linking of the international and comparative perspectives with the research questions

Figure 11 - Research fields of the study

Figure 12 — Overview of the programme structure of the Educational Science master’s programme at the University of Würzburg

Figure 13 - Overview of the programme structure of the Andragogy master’s programme at the University of Belgrade

Figure 14 - Overview of the programme structure of the Adult Education,

Lifelong Learning and Pedagogical Sciences master’s programme at the University of Florence

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103 106

Figure 15 - Allocation ofthe survey methods to the level of academic professionalisation

Figure 16 - Content-structuring qualitative content analysis process

Figure 17 - Application of different analytical methods related to the research questions

Figure 18 - Empirical model ofthe internationalisation ofteaching and learning in adult education master’s programmes

Figure 19 - Development of professionalism in graduates in the context ofinternational teaching and learning settings in adult education master’s programmes

Figure 20 — Empirical model of the supporting factors of international teaching and learning settings for the development of professionalism in adult education master’s programmes

117 127

List of Tables

Table 1 - Structure ofthe specialisation in Adultand Continuing Education 109 Table 2 - Courses offered for the specialisation in Adult Education in the Adult Education, Lifelong Learning and Pedagogical Sciences master’s programme, 2019-20 112 Table 3 - Sample of the focus group interviews 120 Table 4 - Sample ofthe guided interviews at a glance 123

Table 5 - Detailed information on the sample of the guided interviews 125

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List of Abbreviations

COMPALL

CPIA

CTP

DAAD

DZHW

ECTS ESRALE

EUA GSiK

HRK

Comparative Studies in Adult Education and Lifelong Learning

Provincial Centres for Adult Education (Centri Provinciali per l’Istruzione degli Adulti)

Permanent Territorial Centres for Adult Education (Centri Territoriali Permanenti)

German Academic Exchange Service (Deutscher Akademischer Austauschdienst)

Centre for Higher Education and Science Research (Deutsches Zentrum für Hochschul- und Wissenschaftsforschung)

European Credit Transfer and Accumulation System

European Study and Research in Adult Learning and Education

European University Association

Global Systems and Intercultural Competence (Globale Systeme und Interkulturelle Kompetenz)

German Rectors’ Conference (Hochschulrektorenkonferenz)

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IAU INTALL

MOOC OECD UNESCO

XXIV

International Association of Universities

International and Comparative Studies for Students and Practitioners in Adult Education and Lifelong Learning

Massive Open Online Courses

Organisation for Economic Co-operation and Development

United Nations Educational, Scientific and Cultural Organization

CHAPTER 1 Introduction

Adult education regards itself as being closely intertwined with global and international developments in society, such as climate change, digitalisation, and migration (Egetenmeyer 2017, 2022; Schmidt-Lauff and Dust 2020)". This means that phenomena specific to adult education can only be understood in international contexts (Egetenmeyer 2017, 129). The COVID-19 pandemic has led to a clearer understanding of how global developments can influence various social spheres and of the impact these developments can have on adult education. For instance, global restrictions on in-person meetings necessitated a rapid, comprehensive switch to digital teaching and learning formats and digital networking strategies in adult education practice. Such developments imposed new demands and challenges on adult education providers, staff, and participants’. Consequently, in order to be able to comprehend developments and identify (future) possibilities for shaping them, adult education in academia, research, and

The present work is based on a broad understanding of education and adult education, which interprets ‘adult education’ as a generic term for the field of general adult education as well as continuing vocational education. This interpretation also encompasses the term ‘andragogy’, as used in Serbian discourse. Andragogy can be understood as the science of the education and learning of adults. It refers to adult education as an academic discipline distinct from practice (Savićević 1999; Reischmann 2008a).

The example of adult education centres in Georgia illustrates how the COVID-19 pandemic created new challenges and demands for adult education organisations. This example also shows how adult education centres found creative and pragmatic solutions to continue their activities in spite of the restrictions (Stein, Staab, and Egetenmeyer 2021).

Monika Staab, Julius-Maximilian University Wurzburg, Germany, monistaab@googlemail.com, 0009- 0006-5768-939X

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Monika Staab, International Teaching and Learning Settings in the Academic Professionalisation of Adult Education: An International and Comparative Study, © 2023 Author(s), CC BY 4.0, published by Firenze University Press, ISBN 979-12-215-0287-9, DOI 10.36253/979-12-215-0287-9 practice must be understood as being embedded in larger global and international contexts (Egetenmeyer 2017, 129). International developments can constitute «learning objects, reflection foil, framework conditions, environment to be shaped and much more» (Egetenmeyer 2022, 27)°. However, we must also take into account the historical developments of the respective national and regional contexts, based on the interconnectedness of adult education with global and international social developments (Nuissl 2010b, 128).

At the same time, there is a growing need to understand adult education in an increasingly multidimensional way, using cultural theoretical approaches detached from territorial thinking, as is the case in the concept of Transnational Adult Education (Schreiber-Barsch 2020). A transnational perspective views adult education multidimensionally and across borders, while the distinction between local, national, international (interstate), supranational (above the state level), and global (worldwide) enables a contextualisation of adult education. In this context, international comparative research approaches help researchers avoid being confined to a one-dimensional approach and to identify transnational similarities between local, national, and global contexts, which, according to Egetenmeyer and Lechner (2016, 31), can be considered to be ‘multidimensional interspaces’.

With the increasing interconnection of different social contexts, those working in adult education have to interact in a field of practice characterised by heterogeneity and diversity. The internationalisation of society (e.g. through refugee movements and migration) contributes to an increasingly diverse target group, which adult educators have to address (Egetenmeyer 2017, 130). Furthermore, international and European education policies are increasingly influencing structures and measures at national and local level (Egetenmeyer 2017, 129-30). This can result in new demands and challenges in the occupational field. This is evident, for example, in increased project structures and project funds, and an orientation towards quality management standards. In addition, an international continuing education market is emerging that creates new employment opportunities (Egetenmeyer 2017, 130-31). In other words, different developments can be identified that point to increasing internationalisation in adult education, which is reflected in the «growing interconnectedness, cooperation and mutual influence beyond national and cultural borders» (Schmidt-Lauff and Egetenmeyer 2015, 272). Alongside these developments, questions of the qualification, education, and training of (future) adult educators come to the fore: How can adult educators be prepared for this increasingly globally and internationally interconnected field? What knowledge and skills are required? How should initial and further training be designed in order to ensure that adult educators are able to deal appropriately with the increasing heterogeneity and diversity in the field?

Such questions, concerning the qualification and training of adult educators, are discussed in the discourse on professionalisation in adult education.

> Unless otherwise stated, translations are by the author.

Against the backdrop of the heterogenous occupational field in particular, which varies not only in fields of activities and tasks, but also in access to the field at regional, national, and international level (Research voor Beleid and Plato 2008; Nuissl 2010b), it has become crucial to reflect on (professional) activityin adult education. Academic education is believed to play an important role in this context. Studying adult education can lay the foundation for the development of professionalism in the field as it enables the acquisition of relevant knowledge, skills, and attitudes (Egetenmeyer and Schüßler 2012c, 2014a; Schüßler and Egetenmeyer 2018). In this context, the term ‘academic professionalisation’ is used to refer to the process of developing professionalism in academic education and academic continuing education. In addition to this individual level, it is possible to look at the structural level of academic professionalisation, which refers to the academic qualifications on offer (Egetenmeyer and Schüßler 2012c, 2014b). The global and international interconnectedness of adult education would appear to make a critical examination of educational processes in academic adult education necessary. This makes it possible for us to reflect on academic qualification offers in view of changing requirements and challenges and point out areas for further development. This, in turn, can ensure that academic education is tailored to the needs of the academic and practice field in adult education and addresses global, international, and transnational aspects of adult education.

Like adult education, the European higher education landscape is increasingly intertwined with global and international developments. The internationalisation of higher education has become a central political, economic, social, and academic issue over the past thirty years (Teichler 2018; de Wit 2019; Rumbley et al. 2022). A variety of rationales and goals as well as approaches, strategies, and programmes shape the internationalisation of higher education (J. Knight 2.008; J. Knight and de Wit 2018). In academic education, the developments are evident in a variety of international teaching and learning settings that integrate international, intercultural, or global perspectives into teaching and learning. According to Ludwig (2012), teaching and learning settings can be understood as intentionally created situations or frameworks that have a mediating intention, a didactic arrangement, and eventually enable learning. International teaching and learning settings can be divided into cross-border formats (e.g. semester abroad, seasonal school) and activities at the home university (e.g. presence of international guest lecturers and exchange students), in the sense of internationalisation at home (Beelen and Jones 2015). Numerous student and graduate surveys at national and international level (e.g. Egetenmeyer 2012; van Mol 2014; Woisch and Willige 2015; Amendola and Restaino 2017; Özısık 2017; European Commission 2019; INTALL 2021) reinforce the internationalisation efforts of higher education institutions by pointing to their positive impact on students’ personal, linguistic, academic, and career development.

With reference to empirical studies and academic contributions in the field of adult education, a positive correlation can be assumed between participation in international teaching and learning settings in adult education degree programmesandthe development ofprofessionalism amongstudents (Egetenmeyer and Lattke 2009; Egetenmeyer 2012; COMPALL 2018; Schmidt-Lauff, Semrau, and Egetenmeyer 2018; Staab et al. 2020; INTALL 2021). However, some of these studies have a more evaluative function with regard to individual international teaching and learning settings. In addition, there are few academic contributions that examine the curricular structures of degree programmes in adult education at the national level and provide information on the integration of international and transnational topics into teaching and learning (Lattke 2007; Pejatovi¢ 2010; Walber and Lobe 2018). It should be noted that the data is occasionally lacking in topicality. Other academic contributions provide an international comparative perspective on degree programmes and curricular structures, but no reference is made to international or transnational aspects in the programmes (Lattke 2012; Boffo et al. 2016; Semrau, Vieira, and Guida 2016; Kuhlen, Singh, and Tomei 2017). There is no comprehensive empirical study focusing on the variety of international teaching and learning settings in adult education programmes. There is a shortage of empirical studies on the international orientation of adult education programmes and their contribution to the development of students’ professionalism that go beyond isolated single formats. This is despite the previously highlighted need for (future) adult educators who (will) increasingly have to operate in a globally and internationally intertwined adult education field.

In view of the internationalisation of adult education and higher education, this international and comparative study is dedicated to examining the contribution of international teaching and learning settings to academic professionalisation in adult education in Europe. The study takes up the research desideratum that has been outlined and focuses on the variety of international teaching and learning settings in adult education programmes. The research fields cover a total of three master’s programmes with a focus on adult education: one at the University of Würzburg (Germany), one at the University of Belgrade (Serbia), and one at the University of Florence (Italy). These programmes have a reputation for being internationally oriented. The international teaching and learning settings in the master’s programmes are focused on both the structural level and the individual level of academic professionalisation in adult education. The provision of international teaching and learning settings in the master’s programmes is examined at the structural level, while the relevance of international teaching and learning settings in terms of the development of professionalism of students is examined at the individual level. The study addresses the following research questions along both levels of academic professionalisation presented in Fig. 1:

Academic Professionalisation Structural level Individual level

1. What forms of international 2. What framework conditions en cr and goals shape the international 4. How does E ae 8 Set teaching and learning settings in participation in ne See the three master’s programmes? international teaching universities of Wiirzburg,

Belgrade, and Florence? and learning settings support the development of professionalism of graduates in the three 3. What similarities and differences are evident between the master’s programmes?

three master’s programmes in their respective contexts and what guides the similarities and differences?

Figure 1 - Research questions of the study. Source: own representation.

The first research question focuses on the forms ofinternationalteaching and learning settings in the three selected master’s programmes in adult education. Conducting focus group interviews with persons (programme heads, [academic] staff, and students) involved in the master’s programmes makes it possible to obtain an overview of the different forms of international teaching and learning settings that are integrated in the master’s programmes. The focus group interviews also provide an opportunity to explore the framework conditions and goals of international teaching and learning settings, which are the focus of the second research question. This can provide in-depth insights into the internationalisation of the three master’s programmes. The third research question enables a comparative perspective on the forms, framework conditions, and goals of international teaching and learning settings identified in the master’s programmes. The question explores the similarities and differences between the three selected master’s programmes in adult education and the reasons for these similarities and differences. The international comparative research approach provides the opportunity to take different perspectives on the international teaching and learning settings in the master’s programmes and to identify contextual influences by comparing the research fields. This makes it possible to draw conclusions about pan-European and transnational developments (Egetenmeyer 2016b, 141-42), which are discussed and interpreted against the background of the increased internationalisation of adult education and the internationalisation of higher education. Likewise, the comparison contributes to an improved understanding of one’s own local and national contexts (Slowey 2016, 10).

The fourth research question focuses on the individual level of academic professionalisation. It examines how the international teaching and learning settings can support the development of professionalism of (former) students of the master’s programmes. In guided interviews, graduates of the three master’s programmes reflect on the totality of their international experiences during their studies. This enables an analysis of the development of professionalism in the context of different international teaching and learning settings. These results can be discussed and interpreted with reference to the discourse on professionalisation in adult education. By focusing on the structural factors ofthe development of graduates’ professionalism (Schüßler and Egetenmeyer 2018), supporting factors in the international teaching and learning settings can be identified. These factors point to the role that international teaching and learning settings can play in the development of students’ professionalism in adult education programmes.

The underlying research questions are addressed in four parts. Part I provides the theoretical framework for the research questions by reviewing relevant academic discourse and linking them to the subsequent empirical study. In order to understand how internationalisation is shaped in the master’s programmes (research questions 1 to 3), the various developments, actors, rationales, and goals of the internationalisation of higher education are outlined and different forms of international teaching and learning settings are presented (Chap. 2). An insight into the internationalisation of higher education in Germany, Serbia, and Italy enables the research-relevant contexts of the study to be mapped. The theoretical considerations are then compiled into a heuristic model for investigating the provision of international teaching and learning settings in the three selected master’s programmes in adult education.

With regard to the development of professionalism of graduates in the master’s programmes in adult education (research question 4), a theoretical examination of the discourse on professionalisation in adult education is required (Chap. 3). In this context, the focus is mainly on the German-speaking discourse on professionalisation in adult education. First, it is necessary to clarify what is meant by professionalism and (academic) professionalisation in adult education. It can be theoretically examined how the development of professionalism is evolving in the context of degree programmes in adult education. Insights into the professionalisation of adult education in Germany, Serbia, and Italy make it possible to analyse the research question in the respective contexts. A second heuristic model, which is derived from the theoretical assumptions, forms the basis for investigating the development of graduates’ professionalism in the context of international teaching and learning settings in master’s programmes.

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International Teaching and Learning Settings in the Academic Professionalisation of Adult Education

About this book

Front matter

Table of Contents

Part II Research Design

Part IV Conclusion

CHAPTER 1 Introduction

The end

International Teaching and Learning Settings in the Academic Professionalisation of Adult Education

About this book

Front matter

Table of Contents

Part II Research Design

Part IV Conclusion

CHAPTER 1 Introduction

The end

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