Teaching as applied leadership : a review of pedagogical leads and feedbacks experienced in many courses from 1969 to 2000
- This paper is dealing with teaching and leadership. As a contribution to the current discussion of the position and the role of professors at universities in Europe, a phenomenological-humanistic approach will be outlined (as part one). This approach has been applied to the feedback data by 3302 students from Germany and other countries evaluating their lectures of one professor from 1969 to 2000. The survey data were collected by the technique named "Semantic Differential" developed by Osgood and elaborated by Hofstätter. Interestingly, a remarkable pattern constituted by students´ attributions to their learning processes with the author has emerged from the late sixties to the actual millennium. Part two of this paper reflects statements of colleagues and students from all parts of Germany and abroad, too. In addition, a frame-work of socalled pedagogical leads as an underlying principle will be outlined. And the parts three and four offer typical examples of this approach to teaching. Part three presents a record of an old butThis paper is dealing with teaching and leadership. As a contribution to the current discussion of the position and the role of professors at universities in Europe, a phenomenological-humanistic approach will be outlined (as part one). This approach has been applied to the feedback data by 3302 students from Germany and other countries evaluating their lectures of one professor from 1969 to 2000. The survey data were collected by the technique named "Semantic Differential" developed by Osgood and elaborated by Hofstätter. Interestingly, a remarkable pattern constituted by students´ attributions to their learning processes with the author has emerged from the late sixties to the actual millennium. Part two of this paper reflects statements of colleagues and students from all parts of Germany and abroad, too. In addition, a frame-work of socalled pedagogical leads as an underlying principle will be outlined. And the parts three and four offer typical examples of this approach to teaching. Part three presents a record of an old but still actual excursion in synectics titled "How our students of 1974 saw our world of 2000" elaborated by students of engineering and economics enrolled 1974. Finally, the part four comes with an actual example of our examinations for students of engineering enrolled in the compulsory / optional subject "Personality and creativity training".…
