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Thomas Prescher

Bio: Thomas Prescher is an academic researcher from Kaiserslautern University of Technology. The author has contributed to research in topics: Lifelong learning & Higher education. The author has an hindex of 2, co-authored 7 publications receiving 19 citations.

Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors propose to add new elements related to the biography of learners and their emotional management skills rather than to the learning methodology, in order to develop a new model of learning for lifelong learning.
Abstract: Demand is growing worldwide for access to high quality, diverse, and up-to-date higher education. In Germany, the universities of Rhineland Palatinate have developed an initiative to create a model of exchange to potentiate students' competencies according to Bologna reform and to use university resources in an optimal way. In addition to the b-learning methodologies of this experience, this article suggests to add new elements related to the biography of learners and their emotional management skills rather than to the learning methodology, in order to develop a new model of learning for lifelong learning, the ‘i-learn.’ The article moves from the narrative of the previous experiences through an analysis of the context, trends and gaps, to the proposed approach with its strategy and impacts. It is not yet a complete model; it is a sharing of an ongoing experience, which seeks to develop a new approach.

12 citations

Book ChapterDOI
01 Jan 2014
TL;DR: Klemisch et al. as mentioned in this paper konzipiert Nachhaltigkeit fur KMU als Lernprozess, der individuelles Lernen with organisationalem Lernens als Raum der Transformation fur eine nach-altige Organisation verbindet, werden dazu die Ergebnisse einer Projektantragsskizze der TU Kaiserslautern bei der VolkswagenStiftung im Feld „Schlusselthemen fur W
Abstract: Nachhaltigkeit ist eine zentrale gesellschaftliche Herausforderung und ist weiterhin Anlass und Gegenstand organisationaler Lernprozesse, gerade in Kleinen und Mittelstandischen Unternehmen (KMU) Fur das Gelingen dieser Lernprozesse spielt die Ubersetzungsleistung von Fuhrungskraften zwischen individuellen und organisationalen Lernprozessen eine entscheidende Rolle Dieser Beitrag konzipiert Nachhaltigkeit fur KMU als Lernprozess, der individuelles Lernen mit organisationalem Lernen als Raum der Transformation fur eine nachhaltige Organisation verbindet (vgl Klemisch et al 2008, S 106ff) Es werden dazu die Ergebnisse einer Projektantragsskizze der TU Kaiserslautern bei der VolkswagenStiftung im Feld „Schlusselthemen fur Wissenschaft und Gesellschaft“ aufgegriffen und die zentrale Frage formuliert, welche Bedeutung eine Subjekt- und Organisationsperspektive fur ein organisationales Nachhaltigkeitslernen einnehmen kann?

2 citations

Book ChapterDOI
01 Jan 2012
TL;DR: Schusler et al. as discussed by the authors folgt der Logik selbstgesteuerter Aneignung durch selbstreferentiell operierende, autopoietisch geschlossene kognitiv-emotionale Systemiken, deren Erfolge nicht erzeugt, sondern lediglich ermoglicht werden konnen.
Abstract: Lernen ist aus konstruktivistischer Sicht stets ein durch Differenz und Vielfalt gekennzeichneter Weg, der sich nicht in erster Linie an externen Standards orientiert, sondern immer dann begangen wird, wenn Individuen das aufgreifen und sich aneignen, was ihnen fur ihre Lebenspraxis bedeutsam erscheint. Dieses Lern- bzw. Aneignungsverstandnis konzentriert sich auf den Prozess, in dem Erwachsene ihre Kompetenzen entwickeln und Selbstreflexivitat erwerben. Nach dieser Vorstellung entwickeln sich Kompetenzen durch subjektive Aneignung in lebensweltlichen Erfahrungskontexten. Dieser Prozess folgt der Logik selbstgesteuerter Aneignung durch selbstreferentiell operierende, autopoietisch geschlossene kognitiv-emotionale Systemiken, deren Erfolge nicht erzeugt, sondern lediglich ermoglicht werden konnen (vgl. Schusler/Arnold 2003).

1 citations

Book ChapterDOI
01 Jan 2016
TL;DR: In this article,Lair and Lechler describe a scenario in which, if unsere Umwelt tot ist, sterben wir auch, wir ahmen unsere umwelt nach.
Abstract: „Wir ahmen unsere Umwelt nach. Wenn unsere Umwelt tot ist, sterben wir auch.“ (Lair & Lechler, 1985, 202).

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01 Mar 2011
TL;DR: In this article, the authors present an analysis on Google with the search phrases download Donnelly, Roisin PDF eBooks in order for you personally to only get PDF formatted books to download which are safer and virus-free.
Abstract: In case you might be looking to know how to have Blended Learning in Higher Education eBooks, you should go thorough analysis on common search engines like google with the search phrases download Donnelly, Roisin PDF eBooks in order for you personally to only get PDF formatted books to download which are safer and virus-free you'll find an array of web sites catering to your requirements. Most of these sites have a huge collection of PDF eBooks which you are able to use to your benefit.

141 citations

Journal ArticleDOI
TL;DR: In this article, the authors report the development and validation of the Graduate Skills and Attributes Scale which was initially administered to a random sample of 272 third-year-level and postgraduate-level, distance-learning higher education students.
Abstract: This study reports the development and validation of the Graduate Skills and Attributes Scale which was initially administered to a random sample of 272 third-year-level and postgraduate-level, distance-learning higher education students. The data were analysed using exploratory factor analysis. In a second study, the scale was administered to a stratified proportional random sample of 1102 early-career, undergraduate open distance-learning higher education students in the economic and management sciences field. The data were analysed using confirmatory factor and Rasch analyses. The structural validity and reliability of the scale were confirmed by the results. Educators and learning and development practitioners may be able to use the findings in their teaching, learning and assessment design.

60 citations

Journal ArticleDOI
TL;DR: This paper found that lifelong learning capacities and problem solving, decision-making and interactive skills contributed the most to explaining the participants' career confidence, career curiosity and career control, and these capacities were shown to explain graduates' active engagement in career management strategies deemed important for their sustained employability.
Abstract: Orientation: Employers have come to recognise graduates’ employability capacities and their ability to adapt to new work demands as important human capital resources for sustaining a competitive business advantage. Research purpose: The study sought (1) to ascertain whether a significant relationship exists between a set of graduate employability capacities and a set of career adaptability capacities and (2) to identify the variables that contributed the most to this relationship. Motivation for the study: Global competitive markets and technological advances are increasingly driving the demand for graduate knowledge and skills in a wide variety of jobs. Contemporary career theory further emphasises career adaptability across the lifespan as a critical skill for career management agency. Despite the apparent importance attached to employees’ employability and career adaptability, there seems to be a general lack of research investigating the association between these constructs. Research approach, design and method: A cross-sectional, quantitative research design approach was followed. Descriptive statistics, Pearson product-moment correlations and canonical correlation analysis were performed to achieve the objective of the study. The participants ( N = 196) were employed in professional positions in the human resource field and were predominantly early career black people and women. Main findings: The results indicated positive multivariate relationships between the variables and showed that lifelong learning capacities and problem solving, decision-making and interactive skills contributed the most to explaining the participants’ career confidence, career curiosity and career control. Practical/managerial implications: The study suggests that developing professional graduates’ employability capacities may strengthen their career adaptability. These capacities were shown to explain graduates’ active engagement in career management strategies deemed important for their sustained employability in the contemporary career environment. Contributions: The results of the study offered empirical evidence in support of theoretical views on the self-regulatory capacities underpinning individuals’ career adaptability and how these are influenced by their employability capacities.

43 citations

Journal Article
TL;DR: This paper found that lifelong learning capacities and problem solving, decision-making and interactive skills contributed the most to explaining the participants' career confidence, career curiosity and career control, and these capacities were shown to explain graduates' active engagement in career management strategies deemed important for their sustained employability.
Abstract: Orientation: Employers have come to recognise graduates' employability capacities and their ability to adapt to new work demands as important human capital resources for sustaining a competitive business advantage. Research purpose: The study sought (1) to ascertain whether a significant relationship exists between a set of graduate employability capacities and a set of career adaptability capacities and (2) to identify the variables that contributed the most to this relationship. Motivation for the study: Global competitive markets and technological advances are increasingly driving the demand for graduate knowledge and skills in a wide variety of jobs. Contemporary career theory further emphasises career adaptability across the lifespan as a critical skill for career management agency. Despite the apparent importance attached to employees' employability and career adaptability, there seems to be a general lack of research investigating the association between these constructs. Research approach, design and method: A cross-sectional, quantitative research design approach was followed. Descriptive statistics, Pearson product-moment correlations and canonical correlation analysis were performed to achieve the objective of the study. The participants (N = 196) were employed in professional positions in the human resource field and were predominantly early career black people and women. Main findings: The results indicated positive multivariate relationships between the variables and showed that lifelong learning capacities and problem solving, decision-making and interactive skills contributed the most to explaining the participants' career confidence, career curiosity and career control. Practical/managerial implications: The study suggests that developing professional graduates' employability capacities may strengthen their career adaptability. These capacities were shown to explain graduates' active engagement in career management strategies deemed important for their sustained employability in the contemporary career environment. Contributions: The results of the study offered empirical evidence in support of theoretical views on the self-regulatory capacities underpinning individuals' career adaptability and how these are influenced by their employability capacities.

36 citations

Journal ArticleDOI
TL;DR: In this paper, the mediating role of global/moral citizenship and lifelong learning attributes in the relation between students' scholarship attributes and their academic self-directedness in a higher-education open distance learning (ODL) environment was examined.
Abstract: The objective of this study is to add to the extant literature on graduate attributes by examining the mediating role of global/moral citizenship and lifelong learning attributes in the relation between students' scholarship attributes and their academic self-directedness in a higher-education open distance learning (ODL) environment. The Graduate Skills and Attributes Scale and Adult Learner Self-directedness Scale were administered to a stratified proportional random sample of N = 1102 undergraduate ODL students in the economic and management sciences field. Data analyses consisted of an analysis of correlations and two simple mediational models. The results revealed significant direct and indirect effects between the variables. The academic self-directedness of the participants was positively influenced by their scholarship, global/moral citizenship and lifelong learning attributes. The influence of scholarship attributes on academic self-directedness is significantly mediated through global/moral citi...

16 citations