Projects until 2024
Projects until 2024
Accompanying research for the Hamburg programme "Socio-spatial services for youth and family support" (SAJF) (2017-2021)
A research project of the University of Oldenburg in cooperation with the University of Halle
Funded by:
Bertelsmannstiftung
Ministry of Labour, Social Affairs, Family and Integration of the Hanseatic City of Hamburg
Duration:
06/2017 - 04/2021
Project leader:
Prof Dr Karsten Speck (C.v.O. University of Oldenburg)
Prof Dr Petra Dobner (Martin Luther University Halle-Wittenberg)
Research assistants:
Dr Sabrina Maichrowitz (C.v.O. University of Oldenburg)
Hannah Prömper, M.A. (C.v.O. University of Oldenburg)
Tina Wiesner, M.A. (Martin Luther University Halle-Wittenberg)
Nora Kreis, M.A. (Martin Luther University Halle-Wittenberg)
Project description:
Many local authorities are now taking up social space-oriented approaches when designing youth welfare services, as these promote networking and co-operation and have their origins in so-called community work. In this way, the support needs of children, young people and their parents are recognised at an early stage and - as far as possible and advisable - covered in their living environment.
For several years now, Hamburg has been trialling how different services can be set up in the social areas based on the respective conditions and has been continuously expanding them since 2009. The aim is to create more and new help and services for families with special support needs and to better integrate these families into the neighbourhood by creating a stable social environment. The linking and coordination of the individual social spaces is fundamental here. The services offered are diverse: they range from early help for young parents and services to support parenting to school-related programmes and the promotion of transitions to independent living.
The evaluation of the Hamburg programme "Sozialräumliche Angebote der Jugend- und Familienhilfe (SAJF)" will examine the extent to which the approach has proven successful and what others can learn from it. The survey will focus on the district of Hamburg-Mitte and use both quantitative and qualitative methods. The evaluation will focus on two levels: The level of the impact of the services from the users' perspective and the level of management.
The evaluation results are intended to provide suggestions for the further development of the Hamburg programme. In addition, they are seen as a contribution to the nationwide debate on the management of child and youth welfare. Other local authorities can use the findings of the study to (further) develop their own socio-spatially oriented child and youth welfare programmes.
Results:
The findings of the accompanying research are summarised in a final report. The final report can be downloaded from this link .
A practical brochure summarising the key findings and recommendations was also produced as part of the accompanying research. This can be viewed and ordered here.
Further links:
systemanalyse.politik.uni-halle.de/systemanalyse/forschungsprojekte/begleitforschung_sajf/
Research project: "Life course approach and academic success. A multi-contextual analysis of academic success and the causes and consequences of dropping out" (LAST) (2017-2020)
Funding provider:
as part of the funding priority "Student success and dropout" from the Federal Ministry of Education and Research
Duration:
04/2017 - 03/2020
Project leader:
Prof Dr Michael Feldhaus (University of Oldenburg)
Prof Dr Karsten Speck (University of Oldenburg)
Research assistants:
Tim Baalmann
Ana Brömmelhaus
Project description:
In view of the high demand for academic specialists in the wake of demographic change on the one hand and high dropout rates in individual subjects on the other, empirical analyses of the tendency to drop out and the dropout rates of students are of great importance. National and international studies point to a variety of causes for academic success, a tendency to drop out and dropout. They make it clear that cross-sectional, monocausal and cross-disciplinary analyses are not sufficient. Instead, integrative and longitudinal approaches to analyses are needed, taking into account different subject cultures. The LAST research project uses a longitudinal approach based on life course theory to determine the causes of academic success, the tendency to drop out and dropout in selected subject cultures. The special feature here is that the causal research is not only focussed on higher education, but also comprehensively includes other contexts such as family, partnerships and peer groups. The aim is to clarify the significance of different influencing factors on academic success, the tendency to drop out of university and dropout and which approaches can be effective in recognising dropouts at an early stage and reacting accordingly. To answer this research question, BA students from the STEM subjects and the humanities at two universities will be surveyed several times during their studies and after dropping out using a standardised prospective longitudinal study. The project results should serve to determine more precisely which situational conditions from the respective contexts (university, family, partnership, circles of friends) form the prerequisites for concrete prevention and intervention measures and where, for example, private life situations clearly stand in the way of this. Conclusions are to be drawn from the findings with regard to the tendency to drop out of university and dropout in order to counter the tendency to drop out at an earlier stage and in a more targeted manner.
Previous publications:
- Baalmann, T., Brömmelhaus, A., Feldhaus, M. & Speck, K. (2021): The influence of neighbouring areas of life on the tendency to drop out of university. In: M. Neugebauer, H.-D. Daniel and A. Wolter (Eds.), Academic success and dropping out (pp. 75-96). Wiesbaden: Springer.
- Feldhaus, M. & Speck, K. (2020): Family of origin, partnership and academic success, Family and Society, vol. 35, Ergon Verlag.
- Baalmann, T., & Feldhaus, M. (2020). The relationship with parents and academic success. In M. Feldhaus & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 169-203). Baden-Baden: Ergon.
- Baalmann, T., & Speck, K. (2020). The influence of initial and learning motivation on students' academic success and tendency to drop out. In M. Feldhaus & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 81-117). Baden-Baden: Ergon.
- Baalmann, T., Brömmelhaus, A., Feldhaus, M., & Speck, K. (2020). Multicontextual influences on academic success: Consolidation and supplementation of previous results. In M. Feldhaus & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 281-321). Baden-Baden: Ergon.
- Bornhorst, N., Bouhaddi, T., Feldhaus, M., Harders, J., Ritter, S., & Schlegel, M. (2020). The influence of family, partnerships and peer relationships on studying - a person-environment analysis. In M. Feldhaus, & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 145-169). Baden-Baden: Ergon.
- Brömmelhaus, A. (2020). The partnership as social capital. The influence of the partner on academic success and the tendency to drop out. In M. Feldhaus & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 229-259). Baden-Baden: Ergon.
- Brömmelhaus, A., & Preetz, R. (2020). The end of the partnership - The critical life event "separation" and its effect on academic success. In M. Feldhaus & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 259-281). Baden-Baden: Ergon.
- Feldhaus, M., & Baalmann, T. (2019). Parents' social capital and students' academic success. Quality in Science, 13(3-4), 83-87.
- Feldhaus, M., & Speck, K. (eds.) (2020). Family of origin, partnership, academic success. Baden-Baden: Ergon.
- Feldhaus, M. (2020, a). Student lifestyles and dropout tendency. In M. Feldhaus & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 57-81). Baden-Baden: Ergon.
- Feldhaus, M. (2020, b). The influence of parental educational aspirations on students' tendency to drop out. In M. Feldhaus & K. Speck (Eds.), Family of origin, partnership and academic success (pp. 203-229). Baden-Baden: Ergon.
Research project: "Scientific monitoring of the federal-state competition: Advancement through education: open university - sub-project 4: Sustainability and transfer." (2016-2020)
A joint research project of the Open University in Hagen, Carl von Ossietzky University of Oldenburg, Dortmund University of Technology and the CHE Centre for Higher Education Development
Funded by:
Federal Ministry of Education and Research
Duration:
03/2016 - 12/2020
Project leader:
Prof. Dr Eva Cendon (Open University of Hagen)
Prof. Dr Uwe Elsholz (Open University of Hagen)
Prof. Dr Ada Pellert (Open University of Hagen)
Prof. Dr Karsten Speck (University of Oldenburg)
Prof. Dr Annika Maschwitz (Bremen University of Applied Sciences)
Prof. Dr Uwe Wilkesmann (TU Dortmund University)
Dr Sigrun Nickel (CHE Centre for Higher Education Development)
Research associates:
Dr Katrin Brinkmann
Further links:
offene-hochschulen.de/start/start.html
Research project: "Qualification of volunteers. An empirical study in the state of Lower Saxony" (2015-2016)
Funded by:
Lower Saxony Ministry for Social Affairs, Health and Equal Opportunities
Klosterkammer Hannover
Lower Saxony State Chancellery
Duration:
01/2015 - 07/2016
Project leader:
Prof. Dr Karsten Speck (University of Oldenburg)
Research assistant:
Alexander Langerfeldt, M.A.
Student assistant:
Jana Burs, B.A.
Sabrina Frohn, B.A.
Project description:
The aim of the project is to clarify how the structure of existing qualification measures for volunteers in Lower Saxony is characterised, how these are assessed and what needs there are for further qualification measures for volunteers in Lower Saxony. Furthermore, recommendations for qualification programmes for volunteers in Lower Saxony will be developed.
Significance and benefits: Volunteers carry out demanding and responsible tasks in many areas of society. An important task of the research project is therefore to expand the level of knowledge about qualification programmes. In addition, the aim is to determine which quality standards and recommendations already exist for relevant stakeholders. The project is designed to be participatory in order to offer training providers, volunteer coordination and assignment centres as well as interested associations and organisations the opportunity to contribute their skills and experience to the implementation of the research project.
Objectives: The research project has three objectives: Firstly, to take stock of existing qualification programmes in Lower Saxony; secondly, to obtain re-registering students' feedback on existing qualification programmes in Lower Saxony; and thirdly, to determine the need for further qualification programmes in Lower Saxony. Based on this, quality standards and recommendations for the qualification of volunteers in Lower Saxony will be formulated together with the training providers, coordination and assignment centres and interested associations and organisations.
Transfer of the results: The re-registration of the results will take place at the end of the project in the form of a research report, a practical brochure and a symposium. This will be followed by the development and formulation of quality standards and recommendations for the qualification of volunteers in Lower Saxony together with the stakeholders involved on the basis of the results obtained.
Results:
Dear volunteer, dear volunteer, dear interested person,
We are delighted that you have accessed our project page. You can access the results of the study in the form of an online practical brochure at the following link:
www.paedagogik.uni-oldenburg.de/qualifizierung-ehrenamt-2017/html5.html
It is also possible to download the brochure directly as a PDF:
www.paedagogik.uni-oldenburg.de/qualifizierung-ehrenamt-2017-pdf/
We hope you enjoy reading it.
If you have any questions about the project, please contact us on 0441-7982851 or send an email to
Research project: "Competence course in education - co-operation - culture: further education for the development of methodological-didactic and interprofessional skills of cultural workers in all-day schools and local educational landscapes" (2014-2017)
Research project of the University of Oldenburg in cooperation with the German Children and Youth Foundation (DKJS) and the Federal Association for Cultural Education for Children and Young People (BKJ)
Funded by:
Federal Ministry of Education and Research (BMBF)
Duration:
07/2014 - 06/2017
Project leader:
Prof Dr Karsten Speck (University of Oldenburg)
Research assistants:
Kathrin Hohmaier, M. A. (since 08/2015)
Dr Oxana Ivanova-Chessex (08/2014-04/2015)
Student assistants:
Lena Cording
Uje Hashagen
former: Thao Nguyen, Birte Stockem
Project description:
The joint project involves the development, testing, evaluation and transfer of a modular, pedagogical further education programme based on educational science, which is aimed at artists and cultural professionals from all disciplines. Through this further education course, the participating arts and culture professionals are qualified over three sessions in a modularised training programme, in particular for methodological, didactic and interprofessional work with children and young people in cultural co-operation projects at all-day schools and in local educational landscapes.
The competence course is organised by the two project partners DKJS and BKJ. The University of Oldenburg provides a scientific basis for the procedure and evaluates the advanced scientific training formatively and summatively. The scientific support and evaluation by the University of Oldenburg contributes to the overarching objective of developing a theoretically sound, scientifically evaluated and sustainable further training concept for arts and culture professionals in all-day schools and local educational landscapes.
The University of Oldenburg implements this by applying a needs analysis of arts and culture professionals and educational specialists prior to curriculum development, longitudinal repeat surveys, participant observation, problem-centred interviews and group discussions with the participants. This is based on a) a subject-scientific and b) a user-theoretical approach, both of which are well suited to the characteristics of the targeted further education programme.
Further links and material:
kompetenzkurs.de/