Handlungskompetenz im Hochschulstudium.

Autor/inn/en	Schüpbach, Heinz; Pixner, Johann; Zapf, Salome
Titel	Handlungskompetenz im Hochschulstudium.
Quelle	In: Bildung und Erziehung, 59 (2006) 2, S. 147-166Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0006-2456; 2194-3834
Schlagwörter	Empirische Untersuchung; Fragebogen; Handlungskompetenz; Zufriedenheit; Anglistik; Studium; Studienerfolg; Analyse; Student; Forschungsprojekt; Freiburg im Breisgau
Abstract	Up to now, universities in Germany admit students almost exclusively based on the final grade report of secondary education (Abitur). The predictive validity of the Abitur towards academic grades in tertiary education is reasonably high. Academic grades, however, have several shortcomings in respect of content and methodology if used as the only criteria of academic success. Recent research shows that the Abitur is failing to predict efficiently other success criteria like attrition-rates and efficient coping with crucial situations in university. This article aims at the identification and assessment of critical competencies that predict academic success beyond grades. In order to identify these competencies, the authors developed a multilevel requirement analysis similar to the one applied by Schuler et al. (1995). Adapting Flanagan's Critical Incident Technique (1954) they designed a questionnaire to quantify data on a student sample of n = 177 and a faculty sample of n = 39 at the English Department at the University of Freiburg. Factor analysis, multiple regression and latent class analysis revealed various competence factors with significant predictive validity towards new criteria of academic success. Based on these results the authors argue for broadening student admissions processes through the implementation of situational judgement tests to predict competencies necessary to cope with the course of studies. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2