Dr. Volker Rein is Senior Research Associate, Department for Learning and Teaching, at the Federal Institute for Vocational Education and Training in Bonn, Germany. Dr. Dr. Johannes Wildt is a professor at the Center for Higher Education, Technical University Dortmund, Germany.

Volker Rein & Johannes Wildt: Introduction

I. Fundamental questions concerning the relationship between scientific and professional education
Michael Brater & Nicolas Schrode: On the Synthesis of practical-vocational and scientific Education in the context of Science, Profession, and Competence Development
David Guile: Professional-Scientific Education: Rethinking the Concept of Knowledge - A Cultural-historical 'Recontextualization' Perspective
Stephanie Allais: Tied up in cobwebs: A Knowledge Perspective on Qualifications Frameworks
Rico Defila & Antonietta Di Giulio: Inter- and Transdisciplinary Research - a Catalyst for a Professional-Scientific Education

II. Developments concerning the relationship between scientific and professional education
Johannes Wildt: Hochschuldidaktik as a theory of scientific and professional Education - revisited
Karin Büchter: Vocational Education and Academic Education from the Perspective of the Discipline of Vocational and Business Education in Germany
Pericles 'asher' Rospigliosi: Vocationalism in British Higher Education for a knowledge based Economy

III. Professional-Scientific Education in the context of systemic conditions (Macro perspective)
Ines Langemeyer & Andreas Martin: Quo vadis Higher Education with Academization?
Robert Wagenaar: Competence-based development of Learning Outcomes through Reference Tools: Potential and limits of cross-educational Qualifications Frameworks
Natasha A. Jankowski: Participatory Learning System Paradigm in the U.S.: Prospective Potentials, Options, and Challenges
Klaus Harney: Between Education and Profession: The Hinge Function of Professional Schools. System-theoretical and historical aspects

IV. Professional-Scientific Education in the design of qualifications (Meso-perspective)
Ursula Walkenhorst: 'Scientificness and Experience Orientation - (not) a Contradiction when Looking at the Academization of Professions in the Healthcare System'
Ulrike Buchmann: Vocational-Scientific Education in Qualification Design - Conditional Factors for Quality Assurance and Development of Qualifications Across Educational Sectors
Volker Rein: Professional-Scientific Competence Orientation in the context of polyvalent Qualification Development - Developments, Problems and Perspectives in Germany, USA and beyond
Beatrix Wildt and Johannes Wildt: Quality and Participation in Curriculum Development in the Context of Good Governance

V. Professional-Scientific Education in teaching and learning processes (Micro-perspective)
Niclas Schaper: The relation between Knowledge and Action from the Perspective of Competence and professional Research Approaches
Lorraine McIlrath: Exploring Service Learning as a Pedagogy to Engage and Prepare Students as Citizens within Europe
Johannes Wildt: Scientific and Learning Structures in Higher Education - from Research- and Project Learning to Transformative Learning
Johannes Wildt & Volker Rein: Considerations on the way towards Professional-Scientific Education


Index

Es gibt einen steigenden Bedarf an beruflich-wissenschaftlicher Bildung in Wissenschaft, Arbeitsmarkt und Gesellschaft. Dennoch verharren viele Akteure in Bezug auf die berufliche und wissenschaftliche Bildung im traditionellen Säulendenken, starke gesellschaftliche Kräfte halten an ihrer institutionellen Trennung im Bildungssystem fest. Der Band will den Diskurs über das Verhältnis und die Integration von beruflicher und wissenschaftlicher Bildung reflektieren und erweitern. In einer Reihe von Beiträgen namhafter Erziehungswissenschaftler*innen aus dem In- und Ausland werden theoretische, konzeptionelle und praktische Gestaltungsfragen für eine Qualifizierung diskutiert, die die Anschlussfähigkeit von wissenschaftlicher und beruflicher Bildung innerhalb und zwischen den Studiengängen in eine integrative Perspektive stellt.