IRF: Institutional Repository FHNW
Welcome to the publication and research database of the FHNW University of Applied Sciences and Arts Northwestern Switzerland.
The institutional repository contains publications, projects and student theses.
Further information can be found in the IRF manual (available in German).
Communities in IRF
Select a community to browse its collections.
- APS FHNW
- HABG FHNW
- HGK Basel FHNW
- HSI FHNW
- HLS FHNW
- HSM Basel FHNW
- HSA FHNW
- HTU FHNW
- HSW FHNW
- PH FHNW
Recently added
Tagungsbericht: Die Praxis der sozialwissenschaftlichen Methodenbildung. Sozialwissenschaftliche Methodenbildung in der Berufspraxis
(Freie Universität Berlin, 29.01.2024) Fletschinger, Sofia Marie; Milosevic, Loli
Die Tagung hatte - als Auftakt der Tagungsreihe Aspekte der Professionalisierung und Perspektiven der Profession - zum Ziel, einen multiperspektivischen und transdisziplinären Austausch über das Verhältnis sozialwissenschaftlicher Methodenbildung und ihrer Anschlussfähigkeit für die Berufspraxis zu eröffnen. Mit dem vorliegenden Bericht werden nicht nur die verschiedenen Beiträge dokumentiert, sondern es wird auch explizit die Herausforderung adressiert, die Relevanz der Methodenbildung für Studierende und deren spätere Berufspraxis greifbar zu machen, denn Methodenbildung wurde überwiegend als grundlegender Bestandteil zur Entwicklung professioneller Handlungskompetenz in einer komplexer werdenden Gesellschaft bewertet.
01A - Beitrag in wissenschaftlicher Zeitschrift
Collaboration on school improvement under different educational accountability systems in two countries
(Springer, 20.08.2025) Wullschleger, Andrea; Daly, Alan J.; van Halem, Nicolette; Maag Merki, Katharina; Rechsteiner, Beat
Schools must continuously improve their practices to address today’s societal challenges. To advance school improvement, educational accountability systems have been implemented in many parts of the world; they vary significantly in the levels of pressure they exert on schools. Given that school improvement is inherently a social and complex collaborative process, this paper delves deeper into how collaboration within school teams on improvement efforts varies across different accountability systems, considering social network data of school teams for the first time. Primary, key elements of accountability systems are analyzed theoretically to better understand the relationship between educational accountability systems and collaboration on school improvement. Taking an exploratory binational approach, the paper then compares a more bureaucratic and legal accountability system, operating as a high-stakes approach, in a school district in a city in California, USA, and a more professional accountability system, operating as a low-stakes approach, in a school community in a canton in the German-speaking part of Switzerland. The main focus of the comparative analyses is on key elements of the social network structure of staff members of elementary schools and central conditions of collaboration on school improvement, namely, trust relations and leadership. The findings provide initial evidence for a more positive relationship between collaboration on school improvement, social cohesion, and trust in a system that focuses on professional accountability than in a system that focuses on bureaucratic and legal accountability. There are no accountability-specific differences in the network position of leaders in this comparison, however. The findings suggest that the assumptions are worth pursuing further in future research.
01A - Beitrag in wissenschaftlicher Zeitschrift
Datengestützte Schul- und Unterrichtsentwicklung
(Aargauischer Lehrerinnen- und Lehrerverband (alv), 01.04.2022) Schmid, Philipp; Tulowitzki, Pierre
01B - Beitrag in Magazin oder Zeitung
Swiss education and international policies and social justice
(Oxford University Press, 19.08.2025) Magno, Cathryn; Mekacher, Stephanie; Noblit, George
In considering the interconnections among social justice, international policy, and Swiss education, a global policyscape of social justice can be examined through the proxy of cultural diversity. A political landscape composed of public policies at international, regional, and national levels can help us understand to what extent cultural diversity is enshrined as a value in education. Against a backdrop of increasing attention to cultural diversity through social movements and critical theory, Switzerland is positioned as a country context that is experiencing demographic diversification and evolving education policy. Social justice, as a theoretical construct and practical ideal, results from policy designed to eliminate discrimination and inequity—policy that ultimately guides the activities of ordinary citizens, including actors in the education sphere. Education systems can play an important role in addressing social injustice, especially in view of historical colonialist structures that call for liberatory, decolonial, pluriversal pedagogy to combat the persistent policies and practices that systematically oppress those who are culturally disadvantaged in Northern, Western, high-income country contexts.
Educators at all levels hold implicit beliefs, values, and ideologies that guide them toward or away from social change. Schools can be sites of resistance, possibility, and advocacy for recognizing students from diverse backgrounds who have differential access to power and opportunity. Placing cultural diversity as an object of debate and concern in policy documents at the international, regional, and local levels reveals the myriad of ways the term is understood and utilized in the realm of education, such as the Sustainable Development Goals, reports by the Organization of Economic Co-operation and Development and the European Commission, and the Swiss Lehrplan 21. An exploratory review of these documents reveals similarities among them, such as rhetorical mention of diversity, equity, and inclusion to greater or lesser extents in each document, as well as differences, such as how precise the policy guidance is regarding action that can be taken in pursuit of increased social justice. While the social justice policyscape is visible across all three levels, there is much work to do to move from policy rhetoric and discourse of tolerance to practical action and an approach of engagement with cultural diversity in the education sector internationally, regionally, and in Switzerland.
04A - Beitrag Sammelband