{"id":2067,"date":"2024-07-01T12:39:09","date_gmt":"2024-07-01T10:39:09","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/short-version-aael\/"},"modified":"2026-04-21T10:44:38","modified_gmt":"2026-04-21T08:44:38","slug":"kurzversion-01","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/kurzversion-01\/","title":{"rendered":"Short version AAEL<\/span> 2.0"},"content":{"rendered":"\n

AAEL<\/span>\u2009\u2014\u2009Ambidextrous Agile Educational Leadership.<\/strong><\/h1>\n\n

A framework for the collaborative design of (higher) education in the post-digital age<\/strong><\/h2>\n\n

The AAEL<\/span> frame\u00adwork\u2009\u2014\u2009Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship for the col\u00adla\u00adbo\u00adra\u00adti\u00adve design of (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age (AAEL<\/span> frame\u00adwork for short)\u2009\u2014\u2009pre\u00advious\u00adly known as the Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship frame\u00adwork or AEL<\/span> frame\u00adwork 1.0\u2009\u2014\u2009has been deve\u00adlo\u00adped ite\u00adra\u00adtively and incre\u00admen\u00adtal\u00adly sin\u00adce 2020 and will be published free\u00adly and open\u00adly at the pre\u00advious, well-known URL<\/span> https:\/\/ambidextrous-agile-educational-leadership.de<\/a> until fur\u00adther noti\u00adce. The trans\u00addi\u00adsci\u00adpli\u00adna\u00adry AAEL<\/span> frame\u00adwork is to be unders\u00adtood as dyna\u00admic and is con\u00adti\u00adnuous\u00adly evol\u00adving with incre\u00adasing empi\u00adri\u00adcal foun\u00adda\u00adti\u00adon to a next ver\u00adsi\u00adon that is impro\u00adved with regard to its fit with the appli\u00adca\u00adti\u00adon con\u00adtext of (hig\u00adher) education. <\/p>\n\n

The AAEL<\/span> frame\u00adwork fol\u00adlows on from pre\u00advious rese\u00adarch work, deve\u00adlo\u00adp\u00adment pro\u00adjects and trans\u00adfer acti\u00advi\u00adties in the con\u00adtext of media didac\u00adtic pro\u00adfes\u00adsio\u00adna\u00adlism and the design of envi\u00adron\u00adments for par\u00adti\u00adci\u00adpa\u00adto\u00adry and open as well as net\u00adwork\u00aded and mobi\u00adle tea\u00adching and lear\u00adning under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adliza\u00adti\u00adon by Prof. Dr. Kers\u00adtin Mayr\u00adber\u00adger<\/a>\u2009\u2014\u2009and expli\u00adcit\u00adly extends the per\u00adspec\u00adti\u00adve to the design of (hig\u00adher) edu\u00adca\u00adti\u00adon across all levels with a view to agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty for its struc\u00adtu\u00adral and cul\u00adtu\u00adral chan\u00adge and its future in (post-)digitality.<\/p>\n\n

For bet\u00adter com\u00adpre\u00adhen\u00adsi\u00adbi\u00adli\u00adty and com\u00adpre\u00adhen\u00adsi\u00adbi\u00adli\u00adty as a who\u00adle, the AAEL<\/span> frame\u00adwork is descri\u00adbed and visua\u00adli\u00adzed here in this online chap\u00adter in its essen\u00adti\u00adal parts as an inte\u00adgra\u00adted who\u00adle. This chap\u00adter is an inde\u00adpendent\u00adly rea\u00adda\u00adble short ver\u00adsi\u00adon that descri\u00adbes and explains the key theo\u00adre\u00adti\u00adcal and action-ori\u00aden\u00adted buil\u00adding blocks and cor\u00adner\u00adsto\u00adnes of the AAEL<\/span> frame\u00adwork in a con\u00adden\u00adsed form. In this way, it pro\u00advi\u00addes both initi\u00adal and sim\u00adpli\u00adfied access to the AAEL<\/span> framework. <\/p>\n\n

It is the\u00adr\u00ade\u00adfo\u00adre not the inten\u00adti\u00adon of this chap\u00adter to repeat con\u00adtent-rela\u00adted clas\u00adsi\u00adfi\u00adca\u00adti\u00adons, reasons for sel\u00adec\u00adtion or sources con\u00adside\u00adred in detail. The\u00adse can be found in the other chap\u00adters of this AAEL<\/span> online book, to which links are pro\u00advi\u00added\u2009\u2014\u2009and which will con\u00adti\u00adnue to be updated and sup\u00adple\u00admen\u00adted. The AAEL<\/span> frame\u00adwork is the basis for an AAEL<\/span> prac\u00adti\u00adce that is con\u00adstant\u00adly being crea\u00adted, deve\u00adlo\u00adped and refi\u00adned by stake\u00adhol\u00adders. The AAEL<\/span> Prac\u00adti\u00adce Can\u00advas, which con\u00adcludes this short ver\u00adsi\u00adon, ser\u00adves as an ori\u00aden\u00adta\u00adti\u00adon and ent\u00adry aid for this process. <\/p>\n\t\t\t\t

\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t\t \t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t
  1. AAEL<\/span> cor\u00adner\u00adsto\u00adnes<\/a><\/li>
  2. AAEL<\/span> visua\u00adliza\u00adti\u00adon<\/a><\/li>
  3. AAEL<\/span> game rules<\/a><\/li>
  4. AAEL<\/span> values in Being AAEL<\/span><\/a><\/li>
  5. AAEL<\/span> prin\u00adci\u00adples in Doing AAEL<\/span><\/a><\/li>
  6. AAEL<\/span> prac\u00adti\u00adce<\/a><\/li><\/ol>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\n

    AAEL<\/span> cornerstones<\/strong><\/h3>\n\n

    One moti\u00adva\u00adti\u00adon for the Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship frame\u00adwork for the joint design of (hig\u00adher) edu\u00adca\u00adti\u00adon in post-digi\u00adta\u00adli\u00adty (AAEL<\/span>) is to offer a pos\u00adsi\u00adble way for (hig\u00adher) edu\u00adca\u00adti\u00adon to deal with ongo\u00ading social trans\u00adfor\u00adma\u00adti\u00adon pro\u00adces\u00adses and cri\u00adses as their con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons for deve\u00adlo\u00adp\u00adment at dif\u00adfe\u00adrent levels in a sove\u00adreign and crea\u00adti\u00adve way with a view to the next gene\u00adra\u00adti\u00adons and ongo\u00ading dyna\u00admics and com\u00adple\u00adxi\u00adty. At pre\u00adsent, the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and, as a con\u00adse\u00adquence, ever\u00ady\u00adday (post-)digitality are con\u00adside\u00adred to be par\u00adti\u00adcu\u00adlar\u00adly signi\u00adfi\u00adcant for edu\u00adca\u00adti\u00adon, which is why it curr\u00adent\u00adly repres\u00adents the pri\u00adma\u00adry con\u00adtex\u00adtu\u00adal refe\u00adrence for the AAEL<\/span> framework. <\/p>\n\n

    AAEL<\/span> addres\u00adses peo\u00adp\u00adle or groups of peo\u00adp\u00adle across micro, meso and macro levels as well as edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons and insti\u00adtu\u00adti\u00adons as a who\u00adle with their spe\u00adci\u00adfic struc\u00adtures and cul\u00adtures\u2009\u2014\u2009also in inter\u00adac\u00adtion with other actors from (edu\u00adca\u00adtio\u00adnal) poli\u00adcy and society.<\/p>\n\n

    The basic start\u00ading point of AAEL<\/span> is deli\u00adbera\u00adte\u00adly desi\u00adgned as a frame\u00adwork for deal\u00ading with chan\u00adge in edu\u00adca\u00adti\u00adon, which invi\u00adtes us to start imme\u00addia\u00adte\u00adly with the first steps and direct\u00adly tack\u00adle the sha\u00adping of the idea of edu\u00adca\u00adti\u00adon in the future tog\u00ade\u00adther. Each and every one of us helps to shape this future in our own envi\u00adron\u00adment and in dif\u00adfe\u00adrent roles\u2009\u2014\u2009through cou\u00adra\u00adge\u00adous and con\u00adfi\u00addent action or by wai\u00adting and seeing. <\/p>\n\n

    Peo\u00adp\u00adle who take on Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship pri\u00adma\u00adri\u00adly stand for a role in a respec\u00adti\u00adve con\u00adtext of action with a cor\u00adre\u00adspon\u00adding atti\u00adtu\u00adde and shared values. Orga\u00adniza\u00adti\u00adons that struc\u00adtu\u00adral\u00adly enable Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship crea\u00adte a com\u00admon, value- and prac\u00adti\u00adce-based trans\u00adfor\u00adma\u00adti\u00adve lear\u00adning and deve\u00adlo\u00adp\u00adment space. For both, a con\u00adfi\u00addent hand\u00adling of forms of orga\u00adniza\u00adtio\u00adnal and per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty is fun\u00adda\u00admen\u00adtal in order to be able to act tog\u00ade\u00adther appro\u00adpria\u00adte\u00adly and accor\u00adding to the situa\u00adti\u00adon in edu\u00adca\u00adtio\u00adnal con\u00adtexts bet\u00adween par\u00adal\u00adlel sys\u00adtems such as hier\u00adar\u00adchies and net\u00adworks and the cha\u00adrac\u00adte\u00adristic com\u00adple\u00adxi\u00adty of diver\u00adse opti\u00adons for decis\u00adi\u00adon-making and action. An actu\u00adal ambi\u00addex\u00adtrous cul\u00adtu\u00adre in edu\u00adca\u00adti\u00adon can develop. <\/p>\n\n

    The AAEL<\/span> frame\u00adwork opens up the space for the respec\u00adti\u00adve cul\u00adtu\u00adral, struc\u00adtu\u00adral and per\u00adso\u00adnal start\u00ading con\u00addi\u00adti\u00adons of each edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon to deve\u00adlop and fol\u00adlow its own path of AAEL<\/span> prac\u00adti\u00adce within the AAEL<\/span> prin\u00adci\u00adples and cor\u00adner\u00adsto\u00adnes of the AAEL<\/span> frame\u00adwork\u2009\u2014\u2009bey\u00adond rea\u00addy-made ans\u00adwers and solu\u00adti\u00adons that fit ever\u00adyo\u00adne equally.<\/p>\n\n

    This also includes open\u00adly and app\u00adre\u00adcia\u00adtively pro\u00adble\u00adma\u00adtiz\u00ading what is opti\u00admal about the exis\u00adting sys\u00adtem and its prac\u00adti\u00adces, as well as anti\u00adci\u00adpa\u00adting whe\u00adre the next steps for impro\u00adve\u00adment are neces\u00adsa\u00adry or even emer\u00adging. To this end, AAEL<\/span> reli\u00ades on a fun\u00adda\u00admen\u00adtal, con\u00adti\u00adnuous \u201ctwo-loop\u201d move\u00adment, which basi\u00adcal\u00adly amounts to a con\u00adti\u00adnuous joint lear\u00adning pro\u00adcess. After exami\u00adna\u00adti\u00adon and reflec\u00adtion, new things are natu\u00adral\u00adly dis\u00adcard\u00aded or sui\u00adta\u00adb\u00adly inte\u00adgra\u00adted along the way, and the out\u00adda\u00adted is just as con\u00adfi\u00addent\u00adly aban\u00addo\u00adned or the fami\u00adli\u00adar opti\u00admi\u00adzed. Such a mode is alre\u00ada\u00addy inter\u00adna\u00adli\u00adzed as a mat\u00adter of cour\u00adse in rese\u00adarch and learning. <\/p>\n\n

    For AAEL<\/span> prac\u00adti\u00adce as a point of refe\u00adrence, both being and doing are empha\u00adsi\u00adzed as bor\u00adro\u00adwings from the con\u00adtext of agi\u00adli\u00adty. AAEL-Being, which addres\u00adses both peo\u00adp\u00adle and orga\u00adniza\u00adti\u00adons in order to high\u00adlight the neces\u00adsa\u00adry inter\u00adplay bet\u00adween atti\u00adtu\u00adde, mind\u00adset and values for reflec\u00adtion and under\u00adstan\u00adding. And AAEL-Doing, which empha\u00adsi\u00adzes prin\u00adci\u00adples, methods and prac\u00adti\u00adces for imple\u00admen\u00adta\u00adti\u00adon. AAEL<\/span> requi\u00adres con\u00adstant inter\u00adac\u00adtion so that being and doing deve\u00adlop together. <\/p>\n\n

    The AAEL<\/span> frame\u00adwork is thus an offer for edu\u00adca\u00adti\u00adon to open up an over\u00adar\u00adching lear\u00adning space of par\u00adti\u00adci\u00adpa\u00adti\u00adon and self-orga\u00adniza\u00adti\u00adon for peo\u00adp\u00adle and orga\u00adniza\u00adti\u00adons ali\u00adke. It con\u00adtri\u00adbu\u00adtes to making edu\u00adca\u00adti\u00adon more agi\u00adle tog\u00ade\u00adther in order to be able to act respon\u00adsi\u00adbly, pur\u00adpo\u00adseful\u00adly and con\u00adti\u00adnuous\u00adly both indi\u00advi\u00addu\u00adal\u00adly and coll\u00adec\u00adtively along a shared visi\u00adon or a meaningful goal under uncer\u00adtain con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons in the post-digi\u00adtal era. <\/p>\n\n

    The AAEL<\/span> frame\u00adwork offers stake\u00adhol\u00adders in the field of education\/education sec\u00adtor a pos\u00adsi\u00adble, holi\u00adstic approach to being able and wil\u00adling to deal more con\u00adfi\u00addent\u00adly with the exis\u00adting uncer\u00adtain\u00adties in this con\u00adstant social chan\u00adge\u2009\u2014\u2009and to work tog\u00ade\u00adther to have a sus\u00adtainable impact and remain healt\u00adhy them\u00adsel\u00adves. Embra\u00adcing the AAEL<\/span> frame\u00adwork as a who\u00adle tog\u00ade\u00adther some\u00adti\u00admes requi\u00adres cou\u00adra\u00adge. Howe\u00adver, shared AAEL<\/span> prac\u00adti\u00adces and an AAEL<\/span> prac\u00adti\u00adce in deal\u00ading with con\u00adstant chan\u00adge could con\u00adtri\u00adbu\u00adte to a shared pro\u00adfes\u00adsio\u00adnal com\u00adpo\u00adsure and resi\u00adli\u00adence in times of con\u00adstant change. <\/p>\n\n

    The AAEL<\/span> is about taking joint respon\u00adsi\u00adbi\u00adli\u00adty for edu\u00adca\u00adti\u00adon as the basis and goal of demo\u00adcra\u00adtic coexis\u00adtence and par\u00adti\u00adci\u00adpa\u00adto\u00adry coexis\u00adtence and hel\u00adping to shape edu\u00adca\u00adti\u00adon step by step by assum\u00ading lea\u00adder\u00adship in one\u2019s own area of acti\u00advi\u00adty in order to enable and streng\u00adthen sus\u00adtainable, resi\u00adli\u00adent and inno\u00adva\u00adti\u00adve (hig\u00adher) edu\u00adca\u00adti\u00adon for all stake\u00adhol\u00adders in the long term. And we do this con\u00adti\u00adnuous\u00adly and with stay\u00ading power, par\u00adal\u00adlel to any tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adments and even dis\u00adrup\u00adti\u00adons, social cri\u00adses or the\u00adma\u00adtic trends. Struc\u00adtu\u00adral and per\u00adso\u00adnal aspects are addres\u00adsed in equal mea\u00adsu\u00adre and cul\u00adtu\u00adral deve\u00adlo\u00adp\u00adments and con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons are included. <\/p>\n\n

    Both open\u00adness to adapt\u00ada\u00adti\u00adon and a self-deter\u00admi\u00adned abili\u00adty to inno\u00adva\u00adte, and the\u00adr\u00ade\u00adfo\u00adre a wil\u00adling\u00adness to help shape chan\u00adge indi\u00advi\u00addu\u00adal\u00adly and coll\u00adec\u00adtively, play a role in AAEL<\/span>. The\u00adse are spe\u00adci\u00adfi\u00adcal\u00adly under\u00adpin\u00adned here by the adapt\u00ada\u00adti\u00adon and inte\u00adgra\u00adti\u00adon of the con\u00adcepts of ambi\u00addex\u00adteri\u00adty and agi\u00adli\u00adty for edu\u00adca\u00adti\u00adon in order to be able to act and shape tog\u00ade\u00adther as fle\u00adxi\u00adbly, pur\u00adpo\u00adseful\u00adly and proac\u00adtively as pos\u00adsi\u00adble under con\u00adtra\u00addic\u00adto\u00adry and some\u00adti\u00admes limi\u00adting con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons in order to not sim\u00adply let future edu\u00adca\u00adti\u00adon hap\u00adpen, but to take respon\u00adsi\u00adbi\u00adli\u00adty for it. <\/p>\n\n

    The frame\u00adwork takes into account the fact that the con\u00addi\u00adti\u00adons for edu\u00adca\u00adti\u00adon chan\u00adge con\u00adstant\u00adly over time, that situa\u00adtions are com\u00adplex and that edu\u00adca\u00adti\u00adon hap\u00adpens ever\u00ady\u00adwhe\u00adre at its own pace\u2009\u2014\u2009and the\u00adr\u00ade\u00adfo\u00adre, rea\u00adli\u00adsti\u00adcal\u00adly spea\u00adking, each start\u00ading point is an indi\u00advi\u00addu\u00adal case with its own par\u00adti\u00adcu\u00adla\u00adri\u00adties and pos\u00adsi\u00adbi\u00adli\u00adties, which must find its own start\u00ading point. For this reason, AAEL<\/span> does not have a stan\u00addar\u00addi\u00adzed set of rules or list-like ins\u00adtruc\u00adtions that could be appli\u00aded equal\u00adly to ever\u00adyo\u00adne or an AAEL<\/span> com\u00adpe\u00adten\u00adcy test with levels from the out\u00adset. Ins\u00adtead, the frame\u00adwork takes up the idea from the con\u00adtext of agi\u00adli\u00adty of trans\u00adla\u00adting the con\u00adcep\u00adtu\u00adal buil\u00adding blocks and cor\u00adner\u00adsto\u00adnes into values and prin\u00adci\u00adples as well as action stra\u00adte\u00adgies and prac\u00adti\u00adces. The\u00adse descri\u00adbe boun\u00adda\u00adries and yet are fle\u00adxi\u00adble enough to allow decis\u00adi\u00adons to be made and action to be taken both joint\u00adly and indi\u00advi\u00addu\u00adal\u00adly. From time to time, they will have to be ren\u00adego\u00adtia\u00adted as know\u00adledge and expe\u00adri\u00adence are gained. <\/p>\n\n

    This prac\u00adti\u00adce is what is meant when AAEL<\/span> refers to taking respon\u00adsi\u00adbi\u00adli\u00adty for the sus\u00adtainable design and deve\u00adlo\u00adp\u00adment of edu\u00adca\u00adti\u00adon as a who\u00adle, both coll\u00adec\u00adtively and indi\u00advi\u00addu\u00adal\u00adly, in the respec\u00adti\u00adve are\u00adas of action in edu\u00adca\u00adti\u00adon in today\u2019s com\u00adplex envi\u00adron\u00adment of con\u00adstant chan\u00adge and social cri\u00adses. Such spe\u00adci\u00adfic ambi\u00addex\u00adtrous agi\u00adle lea\u00adder\u00adship with a cor\u00adre\u00adspon\u00adding atti\u00adtu\u00adde and mind\u00adset for ever\u00ady\u00adday action in the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon encou\u00adra\u00adges us to reco\u00adgni\u00adze and accept an ever\u00ady\u00adday space of pos\u00adsi\u00adbi\u00adli\u00adty in the both\/and of opti\u00adons for action, and to endu\u00adre and balan\u00adce the\u00adse con\u00adtra\u00addic\u00adtions in order to be bet\u00adter able to iden\u00adti\u00adfy con\u00adnec\u00adtions bet\u00adween pre\u00advious dua\u00adli\u00adties, make inte\u00adgra\u00adti\u00adons and bridge sup\u00adpo\u00adsed oppo\u00adsi\u00adtes in order to be able to act con\u00adfi\u00addent\u00adly in the in-between. <\/p>\n\n

    AAEL<\/span> visualization<\/strong><\/h3>\n\n

    The fol\u00adlo\u00adwing visua\u00adliza\u00adti\u00adon depicts the key points in the cur\u00adrent ver\u00adsi\u00adon AAEL<\/span> 2.0 and con\u00adtex\u00adtua\u00adli\u00adzes their mea\u00adning for AAEL<\/span> in the neces\u00adsa\u00adry brevity.<\/p>\n\n

    \"The<\/figure><\/div>\n\n

    Figu\u00adre: Visua\u00adliza\u00adti\u00adon of the frame\u00adwork AAEL<\/span>\u2009\u2014\u2009Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship for the joint design of (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00adtal era<\/em><\/p>\n\n

    The visua\u00adliza\u00adti\u00adon is desi\u00adgned in the style of a con\u00ads\u00adtruc\u00adtion kit, i.e. a squa\u00adre box con\u00adtai\u00adning colou\u00adred indi\u00advi\u00addu\u00adal buil\u00adding blocks that tog\u00ade\u00adther com\u00adple\u00adte the space. Buil\u00adding blocks with cor\u00adners and edges and in dif\u00adfe\u00adrent shapes were cho\u00adsen, which can be put tog\u00ade\u00adther to form a who\u00adle. The cho\u00adsen colors and shapes indi\u00adca\u00adte direct con\u00adnec\u00adtions or a uni\u00adque posi\u00adti\u00adon. They are taken up in the AAEL<\/span> canvas. <\/p>\n\n

    In the visua\u00adliza\u00adti\u00adon, the respec\u00adti\u00adve buil\u00adding blocks stand for the the\u00adma\u00adtic cor\u00adner\u00adsto\u00adnes that tog\u00ade\u00adther model and fill the AAEL<\/span> frame\u00adwork. View\u00aded from the out\u00adside in, the\u00adse buil\u00adding blocks can be cate\u00adgo\u00adri\u00adzed as follows: <\/p>\n\n

    In this visua\u00adliza\u00adti\u00adon, post-digi\u00adta\u00adli\u00adty <\/strong>is curr\u00adent\u00adly the pri\u00adma\u00adry chall\u00adenge and framing refe\u00adrence field for edu\u00adca\u00adti\u00adon and is the base of the enti\u00adre gra\u00adphic, which lies behind the other buil\u00adding blocks like a foil. Here, post-digi\u00adta\u00adli\u00adty stands for the digi\u00adtal and the cur\u00adrent cul\u00adtu\u00adral sta\u00adte of digi\u00adtal chan\u00adge as the much-dis\u00adcus\u00adsed con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon for (hig\u00adher) edu\u00adca\u00adti\u00adon in the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon, which is to be unders\u00adtood more in tech\u00adno\u00adlo\u00adgi\u00adcal terms. Becau\u00adse post-digi\u00adta\u00adli\u00adty is curr\u00adent\u00adly being repea\u00adted\u00adly dis\u00adcus\u00adsed as a cen\u00adtral con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon and social chall\u00adenge for (hig\u00adher) edu\u00adca\u00adti\u00adon and at the same time is pro\u00adfound\u00adly sha\u00adping social chan\u00adge, it forms the cen\u00adtral con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon for the AAEL<\/span> framework. <\/p>\n\n

    The epony\u00admous cor\u00adner\u00adsto\u00adnes of the AAEL<\/span> frame\u00adwork are Ambi\u00addex\u00adtrous, Agi\u00adle, Edu\u00adca\u00adtio\u00adnal <\/strong>and Lea\u00adder\u00adship. <\/strong>They are visua\u00adli\u00adzed by four dif\u00adfer\u00adent\u00adly colo\u00adred rec\u00adtan\u00adgles that form a frame around the inner com\u00adpon\u00adents. They com\u00adbi\u00adne a tar\u00adge\u00adted explo\u00adra\u00adti\u00adon of the new in the form of opti\u00admi\u00adzing the tried and tes\u00adted and test\u00ading, deve\u00adlo\u00adping and dis\u00adco\u00adve\u00adring the new (ambi\u00addex\u00adteri\u00adty) in the form of an inte\u00adgra\u00adting and balan\u00adcing per\u00adspec\u00adti\u00adve on fun\u00adda\u00admen\u00adtal chan\u00adge within as well as a gra\u00addu\u00adal wil\u00adling\u00adness to adapt to com\u00adplex, dyna\u00admic con\u00adtexts (agi\u00adli\u00adty), as appli\u00ades to edu\u00adca\u00adti\u00adon in the con\u00adtext of digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and post-digi\u00adta\u00adli\u00adty. The afo\u00adre\u00admen\u00adtio\u00adned per\u00adspec\u00adti\u00adves can be appli\u00aded to a varie\u00adty of con\u00adtexts. Here, the focus is sole\u00adly on the (hig\u00adher) education\/education sec\u00adtor (edu\u00adca\u00adti\u00adon) with its spe\u00adcial fea\u00adtures and is broad\u00adly descri\u00adbed as edu\u00adca\u00adtio\u00adnal in order to illus\u00adtra\u00adte that, bey\u00adond tea\u00adching and lear\u00adning, edu\u00adca\u00adti\u00adon must be con\u00adside\u00adred in at least a broa\u00adder struc\u00adtu\u00adral, per\u00adso\u00adnal, cul\u00adtu\u00adral and poli\u00adti\u00adcal con\u00adtext in order to be sus\u00adtainable and suc\u00adcessful. The fourth rec\u00adtang\u00adle, which aims to struc\u00adtu\u00adral\u00adly enable the assump\u00adti\u00adon of (per\u00adso\u00adnal) respon\u00adsi\u00adbi\u00adli\u00adty and lea\u00adder\u00adship, addres\u00adses the sub\u00adject or the peo\u00adp\u00adle in their respec\u00adti\u00adve are\u00adas of action and roles within orga\u00adniza\u00adtio\u00adnal struc\u00adtures and insti\u00adtu\u00adtio\u00adnal con\u00addi\u00adti\u00adons of edu\u00adca\u00adti\u00adon (lea\u00adder\u00adship) in an under\u00adstan\u00adding of pro\u00adfes\u00adsio\u00adna\u00adlism that spans the struc\u00adtu\u00adral levels. The\u00adse four cor\u00adner\u00adsto\u00adnes are inter\u00adlin\u00adked in a trans\u00addi\u00adsci\u00adpli\u00adna\u00adry manner. <\/p>\n\n

    The inter\u00adplay bet\u00adween peo\u00adp\u00adle<\/strong> and orga\u00adniza\u00adti\u00adon<\/strong> on the one hand and an AAEL<\/span> Doing and Being<\/strong> on the other is repre\u00adsen\u00adted in this buil\u00adding block as four tri\u00adan\u00adgles of equal value and colour. Tog\u00ade\u00adther they form a rhom\u00adbus and form the cen\u00adter of the buil\u00adding set as a squa\u00adre within the cor\u00adner blocks. Doing and Being in the AAEL<\/span> ensu\u00adre the neces\u00adsa\u00adry inter\u00adac\u00adtion bet\u00adween peo\u00adp\u00adle and the orga\u00adniza\u00adti\u00adon, as well as against the back\u00adground of the cor\u00adner\u00adsto\u00adnes and con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons men\u00adtio\u00adned, bet\u00adween a reflec\u00adti\u00adve, per\u00adso\u00adnal atti\u00adtu\u00adde and a deve\u00adlo\u00adp\u00adment- and growth-ori\u00aden\u00adted mind\u00adset (Being) as well as sui\u00adta\u00adble orga\u00adniza\u00adtio\u00adnal frame\u00adwork con\u00addi\u00adti\u00adons for the acqui\u00adsi\u00adti\u00adon and appli\u00adca\u00adti\u00adon of metho\u00addo\u00adlo\u00adgies and goal-ori\u00aden\u00adted prac\u00adti\u00adces (Doing) in order to bet\u00adter achie\u00adve a coor\u00addi\u00adna\u00adted goal in impro\u00adve\u00adment or some\u00adthing com\u00adple\u00adte\u00adly new through con\u00adti\u00adnuous lear\u00adning tog\u00ade\u00adther\u2009\u2014\u2009and thus make a meaningful con\u00adtri\u00adbu\u00adti\u00adon to an over\u00adar\u00adching mis\u00adsi\u00adon and visi\u00adon. Becau\u00adse Doing and Being as well as their addres\u00adsing of peo\u00adp\u00adle and orga\u00adniza\u00adti\u00adons (inclu\u00adding the deve\u00adlo\u00adp\u00adment of cul\u00adtu\u00adre over time) can\u00adnot be con\u00adcep\u00adtual\u00adly dif\u00adfe\u00adren\u00adtia\u00adted, but deve\u00adlop through action, they are essen\u00adti\u00adal anchors for AAEL<\/span> prac\u00adti\u00adce. In this respect, an AAEL-Being and an AAEL-Doing in this frame\u00adwork each stand for spe\u00adci\u00adfic prac\u00adti\u00adce in the doing and being of a per\u00adson and edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon with its histo\u00adry and future as a place for education. <\/p>\n\n

    In the midd\u00adle of the visua\u00adliza\u00adti\u00adon are spe\u00adci\u00adfic AAEL<\/span> valuesand <\/strong>prin\u00adci\u00adples <\/strong>in the form of two tri\u00adan\u00adgles of the same color that com\u00adple\u00adment each other to form a dia\u00admond, becau\u00adse they both have in com\u00admon that they must be spe\u00adci\u00adfi\u00adcal\u00adly nego\u00adtia\u00adted in order to be shared. Values and prin\u00adci\u00adples both ari\u00adse from the con\u00adtext and the cor\u00adner\u00adsto\u00adnes of AAEL<\/span>. Ins\u00adtead of a fixed set of rules, they are situa\u00adtio\u00adnal and con\u00adtext-depen\u00addent gui\u00adde\u00adlines for Being AAEL<\/span> and for Doing AAEL<\/span> for all actors. They are the\u00adr\u00ade\u00adfo\u00adre pla\u00adced as the core within the rhom\u00adbus and in turn form the frame\u00adwork for the final, cen\u00adtral buil\u00adding block. <\/p>\n\n

    In the visua\u00adliza\u00adti\u00adon, the cul\u00adtu\u00adre<\/strong> is loca\u00adted in the midd\u00adle of a squa\u00adre and thus forms the cen\u00adter. Over time, an ambi\u00addex\u00adtrous, agi\u00adle cul\u00adtu\u00adre can emer\u00adgen\u00adtly (fur\u00adther) deve\u00adlop within the pre\u00advious\u00adly named buil\u00adding blocks, which is clas\u00adsi\u00adfied here as a joint\u00adly nego\u00adtia\u00adble, sus\u00adtainable and dyna\u00admic basis for a long-term cul\u00adtu\u00adral chan\u00adge in (hig\u00adher) education. <\/p>\n\n

    AAEL<\/span> game rules<\/strong><\/h3>\n\n

    For the AAEL<\/span> frame\u00adwork, the image of a con\u00ads\u00adtruc\u00adtion kit is used and the fol\u00adlo\u00adwing expl\u00adana\u00adti\u00adons can be read accor\u00addin\u00adgly as a kind of rules of the game1<\/a><\/sup> for a poten\u00adti\u00adal\u00adly suc\u00adcessful inter\u00adac\u00adtion of and in deal\u00ading with the indi\u00advi\u00addu\u00adal buil\u00adding blocks and their rela\u00adti\u00adonship to each other.<\/p>\n\n

    One of the rules of the game is that, despi\u00adte fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty, each buil\u00adding block ser\u00adves a spe\u00adci\u00adfic pur\u00adpo\u00adse and has its value in the struc\u00adtu\u00adre of the AAEL<\/span> con\u00ads\u00adtruct so that AAEL<\/span> can deve\u00adlop coher\u00adent\u00adly as a who\u00adle. The first rule of the game is the\u00adr\u00ade\u00adfo\u00adre not to com\u00adple\u00adte\u00adly igno\u00adre any of the buil\u00adding blocks and to con\u00adscious\u00adly enga\u00adge with all per\u00adspec\u00adti\u00adves\u2009\u2014\u2009each with a dif\u00adfe\u00adrent weight\u00ading\u2009\u2014\u2009in a sys\u00adte\u00admic way. <\/p>\n\n

    Accep\u00adting the AAEL<\/span> core only par\u00adti\u00adal\u00adly or omit\u00adting buil\u00adding blocks com\u00adple\u00adte\u00adly (\u201ccher\u00adry\u00adpi\u00adcking\u201d) could lead to not addres\u00adsing and deal\u00ading with all the ques\u00adti\u00adons and topics addres\u00adsed in AAEL<\/span>. In case of doubt, deli\u00adbe\u00adra\u00adte omis\u00adsi\u00adon is more likely to con\u00adtri\u00adbu\u00adte to the fail\u00adure of AAEL<\/span>. This is becau\u00adse the AAEL<\/span> frame\u00adwork is not a reci\u00adpe or a step-by-step gui\u00adde that is one way or the right solu\u00adti\u00adon for ever\u00adyo\u00adne and can be work\u00aded through accor\u00adding to a plan. Rather, the AAEL<\/span> frame\u00adwork offers buil\u00adding blocks that, in a joint, dyna\u00admic inter\u00adplay of actors in the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon with a view to the next, future deve\u00adlo\u00adp\u00adment steps, result in a sui\u00adta\u00adble, coher\u00adent who\u00adle. It is important to enga\u00adge in joint inter\u00adac\u00adtion and that ever\u00adyo\u00adne has and is given the oppor\u00adtu\u00adni\u00adty to help build all the elements.<\/p>\n\n

    If a com\u00admon under\u00adstan\u00adding for AAEL<\/span> is cle\u00adar\u00adly not pos\u00adsi\u00adble, it is bet\u00adter to choo\u00adse and pur\u00adsue a dif\u00adfe\u00adrent start\u00ading point for fur\u00adther deve\u00adlo\u00adp\u00adment. In this respect, a jus\u00adti\u00adfied or deli\u00adbe\u00adra\u00adte omis\u00adsi\u00adon or avo\u00adid\u00adance of buil\u00adding blocks can alre\u00ada\u00addy be a first deve\u00adlo\u00adp\u00adment step for an indi\u00advi\u00addu\u00adal, alter\u00adna\u00adti\u00adve way of deal\u00ading with chan\u00adge and trans\u00adfor\u00adma\u00adti\u00adon for the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal organization. <\/p>\n\n

    AAEL<\/span> values in Being AAEL<\/span><\/strong> <\/h3>\n\n

    AAEL<\/span> is pri\u00adma\u00adri\u00adly to be unders\u00adtood as a frame\u00adwork based on values and prin\u00adci\u00adples in order to be able to make decis\u00adi\u00adons and act inde\u00adpendent\u00adly in com\u00adplex situa\u00adtions, such as tho\u00adse that are com\u00admon\u00adplace in the (hig\u00adher) education\/education sec\u00adtor, both indi\u00advi\u00addu\u00adal\u00adly and coll\u00adec\u00adtively, in order to coun\u00adter\u00adact arbi\u00adtrar\u00adi\u00adne\u00adss. This basic idea of a frame\u00adwork for action across spe\u00adci\u00adfic values (as part of AAEL<\/span> Being) and prin\u00adci\u00adples (as part of AAEL<\/span> Doing) was adapt\u00aded from the con\u00adtext of agi\u00adli\u00adty for the field of (hig\u00adher) edu\u00adca\u00adti\u00adon with the AAEL<\/span> frame\u00adwork2<\/a><\/sup>. <\/p>\n\n

    Naming values within the AAEL<\/span> frame\u00adwork is dou\u00adble-edged becau\u00adse they only make sen\u00adse as a basis for the joint pro\u00adcess if they are accept\u00aded and shared by all stake\u00adhol\u00adders. At the same time, accep\u00adtance of values can\u00adnot and should not be impo\u00adsed, as this crea\u00adtes pseu\u00addo-situa\u00adtions and resis\u00adtance. The task the\u00adr\u00ade\u00adfo\u00adre remains to under\u00adstand values from the out\u00adset as the result of under\u00adstan\u00adding and nego\u00adtia\u00adti\u00adon. With a view to agi\u00adli\u00adty, it is assu\u00admed here that a con\u00adsen\u00adsus on the com\u00admon value basis can alre\u00ada\u00addy enable sus\u00adtainable and meaningful col\u00adla\u00adbo\u00adra\u00adti\u00adon. A con\u00adsen\u00adsus as a demo\u00adcra\u00adtic form of co-deter\u00admi\u00adna\u00adti\u00adon works dif\u00adfer\u00adent\u00adly to a con\u00adsen\u00adsus with joint decis\u00adi\u00adons if the\u00adre are no jus\u00adti\u00adfied serious objec\u00adtions in addi\u00adti\u00adon to agree\u00adment with reser\u00adva\u00adtions. AAEL<\/span> values in their respec\u00adti\u00adve form are the\u00adr\u00ade\u00adfo\u00adre once again the sub\u00adject of nego\u00adtia\u00adti\u00adons in the respec\u00adti\u00adve fields of education\/education sec\u00adtor in order to crea\u00adte a com\u00admon basis until they are ren\u00adego\u00adtia\u00adted. The AAEL<\/span> frame\u00adwork thus stands for a basic demo\u00adcra\u00adtic con\u00advic\u00adtion. It is about mutu\u00adal faci\u00adli\u00adta\u00adti\u00adon of actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon, rea\u00addi\u00adness for self-orga\u00adniza\u00adti\u00adon and assump\u00adti\u00adon of respon\u00adsi\u00adbi\u00adli\u00adty in a trus\u00adting frame\u00adwork3<\/a><\/sup>. <\/p>\n\n

    The fol\u00adlo\u00adwing AAEL<\/span> prin\u00adci\u00adples are essen\u00adti\u00adal, value-based gui\u00adde\u00adlines that struc\u00adtu\u00adre actions and decis\u00adi\u00adons, pro\u00admo\u00adte situa\u00adtio\u00adnal fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty and can be appli\u00aded across and bet\u00adween disci\u00adpli\u00adnes. They are part of a per\u00adso\u00adnal and orga\u00adniza\u00adtio\u00adnal Doing AAEL<\/span>. In various situa\u00adtions, the\u00adse prin\u00adci\u00adples pro\u00advi\u00adde ori\u00aden\u00adta\u00adti\u00adon and a basis for coor\u00addi\u00adna\u00adted and coher\u00adent per\u00adso\u00adnal and coll\u00adec\u00adti\u00adve action, in the sen\u00adse of future-ori\u00aden\u00adted lea\u00adder\u00adship in the field of education\/education sec\u00adtor within the frame\u00adwork of agi\u00adli\u00adty and ambidexterity. <\/p>\n\n

    AAEL<\/span> principles at a glance<\/strong><\/h5>\n\n

    In sum\u00adma\u00adry, this curr\u00adent\u00adly results in the fol\u00adlo\u00adwing prin\u00adci\u00adples of action along cen\u00adtral buil\u00adding blocks for ver\u00adsi\u00adon 2.0 of the AAEL<\/span> framework:<\/p>\n\n

      \n
    1. Value-based action for sus\u00adtainable hig\u00adher education<\/li>\n\n\n\n
    2. Post-digi\u00adta\u00adli\u00adty as a mat\u00adter of course<\/li>\n\n\n\n
    3. Bridging the dua\u00adli\u00adty of explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon and pro\u00admo\u00adting an ambi\u00addex\u00adtrous culture<\/li>\n\n\n\n
    4. Sove\u00adreign agi\u00adli\u00adty in the edu\u00adca\u00adti\u00adon sector<\/li>\n\n\n\n
    5. Social respon\u00adsi\u00adbi\u00adli\u00adty and edu\u00adca\u00adtio\u00adnal mission<\/li>\n\n\n\n
    6. Inte\u00adgra\u00adted lea\u00adder\u00adship in the field of education\/education sector<\/li>\n<\/ol>\n\n

      For an AAEL<\/span> with a view to the spe\u00adci\u00adfic area of edu\u00adca\u00adti\u00adon, the\u00adse prin\u00adci\u00adples sum\u00adma\u00adri\u00adze both clear and adap\u00adta\u00adble prin\u00adci\u00adples for joint sove\u00adreign and goal-ori\u00aden\u00adted action along agi\u00adle prac\u00adti\u00adces and ambi\u00addex\u00adtrous practice.<\/p>\n\n

      The AAEL<\/span> prin\u00adci\u00adples are brief\u00adly descri\u00adbed below along AAEL<\/span> buil\u00adding blocks. This is fol\u00adlo\u00adwed by a sec\u00adtion with sug\u00adges\u00adti\u00adons for imple\u00admen\u00adting AAEL<\/span> in edu\u00adca\u00adtio\u00adnal prac\u00adti\u00adce against the back\u00adground of the values and sub\u00adse\u00adquent principles. <\/p>\n\n

      First principle of action: Value-based action for sustainable higher education<\/em>.<\/strong><\/strong><\/h5>\n\n

      The first prin\u00adci\u00adple of action in the AAEL<\/span> frame\u00adwork is based on the values descri\u00adbed in the pre\u00advious sections.<\/p>\n\n

      Descrip\u00adti\u00adon<\/strong>: The prin\u00adci\u00adple of value-based action within AAEL<\/span> aims to enable a cul\u00adtu\u00adre in hig\u00adher edu\u00adca\u00adti\u00adon that is sup\u00adport\u00aded by shared values and prin\u00adci\u00adples. This crea\u00adtes a trus\u00adting, respectful and inno\u00adva\u00adti\u00adve envi\u00adron\u00adment that pro\u00admo\u00adtes par\u00adti\u00adci\u00adpa\u00adto\u00adry lear\u00adning and self-orga\u00adniza\u00adti\u00adon. By empha\u00adsi\u00adzing respon\u00adsi\u00adbi\u00adli\u00adty, trust, cou\u00adra\u00adge, open\u00adness, respect, diver\u00adsi\u00adty, feed\u00adback, enga\u00adge\u00adment, focus and com\u00admu\u00adni\u00adca\u00adti\u00adon, sus\u00adtainable and future-pro\u00adof edu\u00adca\u00adti\u00adon is made pos\u00adsi\u00adble in a col\u00adla\u00adbo\u00adra\u00adti\u00adve way. <\/p>\n\n

      Second principle of action: Post-digitality as a matter of course<\/em><\/strong><\/h5>\n\n

      AAEL<\/span> natu\u00adral\u00adly takes place in the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon, which is now con\u00adside\u00adred a signi\u00adfi\u00adcant exter\u00adnal dri\u00adver for the field of education\/education sec\u00adtor along\u00adside other social deve\u00adlo\u00adp\u00adments and cri\u00adses. The AAEL<\/span> frame\u00adwork is alre\u00ada\u00addy ori\u00aden\u00adted towards a post-digi\u00adtal per\u00adspec\u00adti\u00adve on edu\u00adca\u00adti\u00adon that goes bey\u00adond this, in which digi\u00adta\u00adli\u00adty is part of ever\u00ady\u00adday life. <\/p>\n\n

      Descrip\u00adti\u00adon<\/strong>: The action prin\u00adci\u00adple of self-evi\u00addent post-digi\u00adta\u00adli\u00adty aims to shape hig\u00adher edu\u00adca\u00adti\u00adon in such a way that it takes place con\u00adfi\u00addent\u00adly in both the ana\u00adlog and the digi\u00adtal. The AAEL<\/span> frame\u00adwork assu\u00admes an omni\u00adpre\u00adsent media\u00adli\u00adty and a pro\u00adfound\u00adly media\u00adti\u00adzed socie\u00adty in which digi\u00adta\u00adli\u00adty is inte\u00adgra\u00adted as a cul\u00adtu\u00adral con\u00addi\u00adti\u00adon of action for inter\u00adac\u00adtion and com\u00admu\u00adni\u00adca\u00adti\u00adon in the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon. The post-digi\u00adtal per\u00adspec\u00adti\u00adve on edu\u00adca\u00adti\u00adon reco\u00adgni\u00adzes the ever\u00ady\u00adday per\u00adva\u00adsi\u00adve\u00adness of digi\u00adta\u00adli\u00adty and stri\u00adves to crea\u00adte a fle\u00adxi\u00adble, resi\u00adli\u00adent and sus\u00adtainable edu\u00adca\u00adtio\u00adnal land\u00adscape that meets the chal\u00adlenges and needs of a demo\u00adcra\u00adtic society. <\/p>\n\n

      Third principle of action: Bridging the duality of exploration and exploitation and promoting an ambidextrous culture<\/em><\/strong><\/em><\/strong><\/h5>\n\n

      For AAEL<\/span> in hig\u00adher edu\u00adca\u00adti\u00adon, orga\u00adniza\u00adtio\u00adnal, con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty and per\u00adso\u00adnal, indi\u00advi\u00addu\u00adal ambi\u00addex\u00adteri\u00adty are cru\u00adcial ele\u00adments, as they are com\u00adpa\u00adti\u00adble with exis\u00adting prac\u00adti\u00adces and pra\u00adxis. This means that edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons such as Insti\u00adtu\u00adti\u00adons of Hig\u00adher Edu\u00adca\u00adti\u00adon crea\u00adte and co-crea\u00adte an envi\u00adron\u00adment with peo\u00adp\u00adle in which risk-taking and crea\u00adti\u00advi\u00adty (explo\u00adra\u00adti\u00adon) and effi\u00adci\u00aden\u00adcy and opti\u00admiza\u00adti\u00adon of exis\u00adting pro\u00adces\u00adses (explo\u00adita\u00adti\u00adon) are equal\u00adly valued and encou\u00adra\u00adged. Bridging the gap bet\u00adween the\u00adse dua\u00adli\u00adties in the sen\u00adse of a \u201cboth-and\u201d deter\u00admi\u00adnes the ever\u00ady\u00adday life of AAEL<\/span> in order to be able to deci\u00adde and act with confidence. <\/p>\n\n

      The exis\u00adtence and hand\u00adling of roles and struc\u00adtures are cen\u00adtral ele\u00adments here. In this way, actors can make clear and trans\u00adpa\u00adrent decis\u00adi\u00adons in the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon in some\u00adti\u00admes par\u00adal\u00adlel, con\u00adtra\u00addic\u00adto\u00adry orga\u00adniza\u00adtio\u00adnal models and take action and respon\u00adsi\u00adbi\u00adli\u00adty in the form of lea\u00adder\u00adship for their respec\u00adti\u00adve are\u00adas of acti\u00advi\u00adty. AAEL<\/span> requi\u00adres a wil\u00adling\u00adness on the part of both the orga\u00adniza\u00adti\u00adon and the peo\u00adp\u00adle to cul\u00adti\u00adva\u00adte a con\u00adfi\u00addent hand\u00adling of the com\u00adplex simul\u00adtan\u00adei\u00adty and equi\u00adva\u00adlence of the new and the exis\u00adting and the abili\u00adty to con\u00adstant\u00adly chan\u00adge and let go. <\/p>\n\n

      Enab\u00adling and pro\u00admo\u00adting an ambi\u00addex\u00adtrous cul\u00adtu\u00adre that sup\u00adports both explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon in equal mea\u00adsu\u00adre and sup\u00adports the abili\u00adty to act in the in-bet\u00adween is fun\u00adda\u00admen\u00adtal to AAEL<\/span>. Pro\u00advi\u00adding the frame\u00adwork con\u00addi\u00adti\u00adons to pro\u00admo\u00adte the emer\u00adgence of an ambi\u00addex\u00adtrous cul\u00adtu\u00adre is chal\u00adlen\u00adging and com\u00adplex. The AAEL<\/span> assu\u00admes that a fle\u00adxi\u00adble, agi\u00adle orga\u00adniza\u00adtio\u00adnal struc\u00adtu\u00adre that pro\u00admo\u00adtes open\u00adness to new ide\u00adas and indi\u00advi\u00addu\u00adal initia\u00adti\u00adves through self-orga\u00adniza\u00adti\u00adon as well as sys\u00adte\u00adma\u00adtic effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adzed rou\u00adti\u00adnes pro\u00advi\u00addes fer\u00adti\u00adle ground for this. <\/p>\n\n

      Descrip\u00adti\u00adon<\/strong>: The prin\u00adci\u00adple of bridging dua\u00adli\u00adty aims to crea\u00adte a cul\u00adtu\u00adre in edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons and in the field of education\/education sec\u00adtor in gene\u00adral, inclu\u00adding hig\u00adher edu\u00adca\u00adti\u00adon, that values and pro\u00admo\u00adtes both risk-taking and crea\u00adti\u00advi\u00adty as well as effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adzed rou\u00adti\u00adnes. An ambi\u00addex\u00adtrous cul\u00adtu\u00adre makes it pos\u00adsi\u00adble to navi\u00adga\u00adte fle\u00adxi\u00adbly and con\u00adfi\u00addent\u00adly bet\u00adween new approa\u00adches and exis\u00adting pro\u00adces\u00adses and to adapt to chan\u00adging con\u00addi\u00adti\u00adons. This cul\u00adtu\u00adre sup\u00adports indi\u00advi\u00addu\u00adal initia\u00adti\u00adves and self-orga\u00adniza\u00adti\u00adon as well as sys\u00adte\u00adma\u00adtic effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adzed rou\u00adti\u00adnes in order to sus\u00adtain\u00adab\u00adly pro\u00admo\u00adte both per\u00adso\u00adnal and insti\u00adtu\u00adtio\u00adnal deve\u00adlo\u00adp\u00adment. By inte\u00adgra\u00adting con\u00adtex\u00adtu\u00adal and indi\u00advi\u00addu\u00adal ambi\u00addex\u00adteri\u00adty, both the proac\u00adti\u00adve design of (hig\u00adher) edu\u00adca\u00adti\u00adon is enab\u00adled and the situa\u00adtio\u00adnal adap\u00adta\u00adbi\u00adli\u00adty, deve\u00adlo\u00adp\u00admen\u00adtal capa\u00adci\u00adty and inno\u00adva\u00adti\u00adve capa\u00adci\u00adty of edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons and edu\u00adca\u00adti\u00adon more broad\u00adly are streng\u00adthe\u00adned in a fast-paced, com\u00adplex and uncer\u00adtain world. <\/p>\n\n

      Fourth principle of action: Sovereign agility in the education sector<\/em><\/strong><\/h5>\n\n

      Agi\u00adli\u00adty plays a cen\u00adtral role in modern hig\u00adher edu\u00adca\u00adti\u00adon, as it enables us to respond quick\u00adly and effec\u00adtively to the dyna\u00admic and com\u00adplex chal\u00adlenges of today\u2019s edu\u00adca\u00adtio\u00adnal land\u00adscape and, abo\u00adve all, to take proac\u00adti\u00adve, step-by-step action.<\/p>\n\n

      By imple\u00admen\u00adting agi\u00adle prin\u00adci\u00adples and prac\u00adti\u00adces, Insti\u00adtu\u00adti\u00adons of Hig\u00adher Edu\u00adca\u00adti\u00adon can increase their fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty to meet both short-term demands and long-term stra\u00adte\u00adgic goals. Agi\u00adli\u00adty fos\u00adters a cul\u00adtu\u00adre of con\u00adti\u00adnuous lear\u00adning and impro\u00adve\u00adment, which is cru\u00adcial to meet the ever-chan\u00adging needs of stu\u00addents, tea\u00adchers and society. <\/p>\n\n

      For AAEL<\/span> in hig\u00adher edu\u00adca\u00adti\u00adon, both \u201cDoing Agi\u00adle\u201d and \u201cBeing Agi\u00adle\u201d are cru\u00adcial ele\u00adments, as they enable the holi\u00adstic inte\u00adgra\u00adti\u00adon of agi\u00adle prin\u00adci\u00adples and values into ever\u00ady\u00adday edu\u00adca\u00adti\u00adon. \u201cDoing Agi\u00adle\u201d refers to the appli\u00adca\u00adti\u00adon of agi\u00adle methods and prac\u00adti\u00adces aimed at opti\u00admi\u00adzing pro\u00adces\u00adses and respon\u00adding fle\u00adxi\u00adbly to chan\u00adge. \u201cBeing Agi\u00adle\u201d, on the other hand, empha\u00adsi\u00adzes the inner atti\u00adtu\u00adde and cul\u00adtu\u00adral values that pro\u00admo\u00adte an agi\u00adle mind\u00adset and adaptability. <\/p>\n\n

      The inter\u00adplay bet\u00adween \u201cDoing Agi\u00adle\u201d and \u201cBeing Agi\u00adle\u201d requi\u00adres a fle\u00adxi\u00adble, agi\u00adle orga\u00adniza\u00adtio\u00adnal struc\u00adtu\u00adre as well as a cul\u00adtu\u00adre of con\u00adti\u00adnuous lear\u00adning and adap\u00adta\u00adbi\u00adli\u00adty. By cul\u00adti\u00advat\u00ading agi\u00adle col\u00adla\u00adbo\u00adra\u00adti\u00adon, Insti\u00adtu\u00adti\u00adons of Hig\u00adher Edu\u00adca\u00adti\u00adon can con\u00adfi\u00addent\u00adly mana\u00adge the com\u00adple\u00adxi\u00adty and dyna\u00admics of the edu\u00adca\u00adti\u00adon sec\u00adtor and crea\u00adte sus\u00adtainable, future-pro\u00adof education. <\/p>\n\n

      Descrip\u00adti\u00adon<\/strong>: The prin\u00adci\u00adple of sove\u00adreign agi\u00adli\u00adty aims to shape (hig\u00adher) edu\u00adca\u00adti\u00adon in such a way that (hig\u00adher) edu\u00adca\u00adti\u00adon can con\u00adfi\u00addent\u00adly meet exter\u00adnal and inter\u00adnal deve\u00adlo\u00adp\u00adment requi\u00adre\u00adments and chan\u00adge and thus mana\u00adge com\u00adple\u00adxi\u00adty in an agi\u00adle man\u00adner with appro\u00adpria\u00adte qua\u00adli\u00adty. This appli\u00ades both in the mode of explo\u00adita\u00adti\u00adon (opti\u00admiza\u00adti\u00adon and effi\u00adci\u00aden\u00adcy of exis\u00adting pro\u00adces\u00adses) and in the mode of explo\u00adra\u00adti\u00adon (new things and inno\u00adva\u00adtions). An agi\u00adle edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon is cha\u00adrac\u00adte\u00adri\u00adzed by fle\u00adxi\u00adbi\u00adli\u00adty, adap\u00adta\u00adbi\u00adli\u00adty and a con\u00adti\u00adnuous wil\u00adling\u00adness to learn and impro\u00adve. Agi\u00adli\u00adty makes it pos\u00adsi\u00adble to react quick\u00adly and effec\u00adtively to new chal\u00adlenges while main\u00adtai\u00adning sta\u00adble and effi\u00adci\u00adent pro\u00adces\u00adses. Agi\u00adle col\u00adla\u00adbo\u00adra\u00adti\u00adon builds on the values of cou\u00adra\u00adge, open\u00adness, respect, com\u00admu\u00adni\u00adca\u00adti\u00adon and con\u00adti\u00adnuous feed\u00adback, which are incor\u00adpo\u00adra\u00adted into an indi\u00advi\u00addu\u00adal\u00adly adopted AAEL<\/span>. <\/p>\n\n

      Fifth principle of action: Social responsibility and educational mission<\/em><\/strong><\/em><\/strong><\/h5>\n\n

      The AAEL<\/span> frame\u00adwork addres\u00adses edu\u00adca\u00adti\u00adon in a com\u00adpre\u00adhen\u00adsi\u00adve man\u00adner and hig\u00adher edu\u00adca\u00adti\u00adon in par\u00adti\u00adcu\u00adlar. AAEL<\/span> pri\u00adma\u00adri\u00adly refers to the design and faci\u00adli\u00adta\u00adti\u00adon of lear\u00adning, skills acqui\u00adsi\u00adti\u00adon and edu\u00adca\u00adti\u00adon in a pro\u00adfes\u00adsio\u00adnal and per\u00adso\u00adnal sen\u00adse. In most cases, for\u00admal lear\u00adning (with for\u00admal qua\u00adli\u00adfi\u00adca\u00adti\u00adons) is addres\u00adsed with a view to hig\u00adher edu\u00adca\u00adti\u00adon, but edu\u00adca\u00adti\u00adon bey\u00adond school with a view to lifel\u00adong lear\u00adning of (young) adults is dif\u00adfi\u00adcult to sepa\u00adra\u00adte from self-orga\u00adni\u00adzed, infor\u00admal or inci\u00adden\u00adtal lear\u00adning. In this respect, the aim is to enable diver\u00adse forms of lear\u00adning, skills acqui\u00adsi\u00adti\u00adon and oppor\u00adtu\u00adni\u00adties for edu\u00adca\u00adti\u00adon by desig\u00adning framing struc\u00adtu\u00adral, spa\u00adti\u00adal, legal, social or com\u00admu\u00adni\u00adca\u00adti\u00adve envi\u00adron\u00adments. The\u00adr\u00ade\u00adfo\u00adre, edu\u00adca\u00adti\u00adon here addres\u00adses both the obvious micro level of tea\u00adching design and deve\u00adlo\u00adp\u00adment as well as the design of insti\u00adtu\u00adtio\u00adnal and orga\u00adniza\u00adtio\u00adnal frame\u00adwork con\u00addi\u00adti\u00adons for various forms of edu\u00adca\u00adti\u00adon in the form of cour\u00adses, pro\u00adgram\u00admes or degree pro\u00adgram\u00admes as well as expe\u00adri\u00admen\u00adtal spaces at the meso level of the orga\u00adniza\u00adti\u00adon. The\u00adse are lin\u00adked to for\u00admal, struc\u00adtu\u00adral and own orga\u00adniza\u00adtio\u00adnal chan\u00adges at the level of the edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon or insti\u00adtu\u00adti\u00adon its\u00adelf in its social con\u00adtext. Par\u00adti\u00adcu\u00adlar\u00adly with regard to social chal\u00adlenges and modern deve\u00adlo\u00adp\u00adments, poli\u00adti\u00adcal design opti\u00adons at the macro level and the glo\u00adbal supra level are also rele\u00advant for AAEL<\/span> with regard to open\u00adness, tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adment and sus\u00adtaina\u00adbi\u00adli\u00adty. This means that (hig\u00adher) edu\u00adca\u00adti\u00adon at AAEL<\/span> is not limi\u00adt\u00aded to the design and faci\u00adli\u00adta\u00adti\u00adon of lear\u00adning and edu\u00adca\u00adtio\u00adnal oppor\u00adtu\u00adni\u00adties, but is seen as the over\u00adar\u00adching design of edu\u00adca\u00adti\u00adon in the broa\u00adder con\u00adtext of at least deve\u00adlo\u00adp\u00adment, rese\u00adarch and sus\u00adtaina\u00adbi\u00adli\u00adty as well as poli\u00adtics and business. <\/p>\n\n

      Descrip\u00adti\u00adon<\/strong>: The prin\u00adci\u00adple of action of social respon\u00adsi\u00adbi\u00adli\u00adty and the edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adon aims to shape hig\u00adher edu\u00adca\u00adti\u00adon in such a way that it pro\u00admo\u00adtes per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment and the assump\u00adti\u00adon of social respon\u00adsi\u00adbi\u00adli\u00adty as well as enab\u00adling basic edu\u00adca\u00adtio\u00adnal tasks such as liter\u00adacy, qua\u00adli\u00adfi\u00adca\u00adti\u00adon, know\u00adledge acqui\u00adsi\u00adti\u00adon and crea\u00adti\u00adon. Edu\u00adca\u00adti\u00adon is soci\u00adal\u00adly rele\u00advant and con\u00adtri\u00adbu\u00adtes to the deve\u00adlo\u00adp\u00adment of a cri\u00adti\u00adcal, value-based and demo\u00adcra\u00adtic socie\u00adty. A stra\u00adte\u00adgic ori\u00aden\u00adta\u00adti\u00adon and the crea\u00adti\u00adon of mea\u00adning through a com\u00admon visi\u00adon for hig\u00adher edu\u00adca\u00adti\u00adon streng\u00adthens the under\u00adstan\u00adding of the edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adon and ser\u00adves as a gui\u00adde for joint action. <\/p>\n\n

      Sixth principle for action: Integrated leadership in the field of education\/education sector<\/em><\/strong><\/em><\/h5>\n\n

      In the con\u00adtext of AAEL<\/span>, lea\u00adder\u00adship com\u00adbi\u00adnes the prin\u00adci\u00adples of agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty in order to meet the chal\u00adlenges of a con\u00adstant\u00adly chan\u00adging edu\u00adca\u00adtio\u00adnal land\u00adscape. This par\u00adti\u00adcu\u00adlar per\u00adspec\u00adti\u00adve on lea\u00adder\u00adship empha\u00adsi\u00adzes the need to be both fle\u00adxi\u00adble and adap\u00adta\u00adble (agi\u00adle lea\u00adder\u00adship) and to be able to take an over\u00adar\u00adching per\u00adspec\u00adti\u00adve and have deve\u00adlo\u00adped the abili\u00adty to simul\u00adta\u00adneous\u00adly opti\u00admi\u00adze exis\u00adting pro\u00adces\u00adses as well as proac\u00adtively and crea\u00adtively explo\u00adre new paths (ambi\u00addex\u00adtrous leadership). <\/p>\n\n

      A cen\u00adtral fea\u00adture of lea\u00adder\u00adship in the AAEL<\/span> is the bridging of the gap bet\u00adween tra\u00addi\u00adtio\u00adnal hier\u00adar\u00adchy and dis\u00adtri\u00adbu\u00adted lea\u00adder\u00adship. This means that lea\u00adder\u00adship does not only hap\u00adpen at the top of the orga\u00adniza\u00adti\u00adon, but that this role can be prac\u00adti\u00adced at all levels and in all are\u00adas of the uni\u00adver\u00adsi\u00adty in a spe\u00adci\u00adfic way and is made pos\u00adsi\u00adble by con\u00addu\u00adci\u00adve pro\u00adfes\u00adsio\u00adnal, struc\u00adtu\u00adral and cul\u00adtu\u00adral frame\u00adwork conditions. <\/p>\n\n

      Lea\u00adder\u00adship as it is unders\u00adtood in the AAEL<\/span> frame\u00adwork sup\u00adports and pro\u00admo\u00adtes the per\u00adso\u00adnal respon\u00adsi\u00adbi\u00adli\u00adty and self-orga\u00adniza\u00adti\u00adon of all actors in (hig\u00adher) edu\u00adca\u00adti\u00adon for their area of action, for which they take a lead. Over time, this enables a cul\u00adtu\u00adre of con\u00adti\u00adnuous deve\u00adlo\u00adp\u00adment and joint com\u00admit\u00adment to a shared idea and visi\u00adon of future edu\u00adca\u00adti\u00adon, for the next gene\u00adra\u00adti\u00adons\u2009\u2014\u2009and a shared, sus\u00adtainable and good life. <\/p>\n\n

      Descrip\u00adti\u00adon:<\/strong> The prin\u00adci\u00adple of inte\u00adgra\u00adted lea\u00adder\u00adship aims to shape lea\u00adder\u00adship in hig\u00adher edu\u00adca\u00adti\u00adon in such a way that it inte\u00adgra\u00adtes both the fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty of agi\u00adle lea\u00adder\u00adship and the simul\u00adta\u00adneous opti\u00admiza\u00adti\u00adon and inno\u00adva\u00adti\u00adon of ambi\u00addex\u00adtrous lea\u00adder\u00adship. This requi\u00adres an over\u00adar\u00adching lea\u00adder\u00adship cul\u00adtu\u00adre that equal\u00adly pro\u00admo\u00adtes the per\u00adso\u00adnal respon\u00adsi\u00adbi\u00adli\u00adty and self-orga\u00adniza\u00adti\u00adon of all stake\u00adhol\u00adders and enables a bridge to be built bet\u00adween lea\u00adder\u00adship in tra\u00addi\u00adtio\u00adnal and modern orga\u00adniza\u00adtio\u00adnal struc\u00adtures. Peo\u00adp\u00adle who assu\u00adme lea\u00adder\u00adship in the sen\u00adse of the AAEL<\/span> frame\u00adwork act with a coa\u00adching atti\u00adtu\u00adde, among other things, in order to sup\u00adport and inspi\u00adre peo\u00adp\u00adle, groups or teams and encou\u00adra\u00adge them to take respon\u00adsi\u00adbi\u00adli\u00adty. Such a lea\u00adder\u00adship cul\u00adtu\u00adre con\u00adtri\u00adbu\u00adtes to con\u00adti\u00adnuous deve\u00adlo\u00adp\u00adment and com\u00admu\u00adni\u00adty enga\u00adge\u00adment and streng\u00adthens the abili\u00adty of hig\u00adher edu\u00adca\u00adti\u00adon to meet the com\u00adplex and dyna\u00admic demands of modern society. <\/p>\n\n

      The AAEL<\/span> prin\u00adci\u00adples lis\u00adted here now repre\u00adsent a cen\u00adtral area for the imple\u00admen\u00adta\u00adti\u00adon of AAEL<\/span> in the form of AAEL<\/span> prac\u00adti\u00adce, which fol\u00adlows on from and builds on the AAEL<\/span> framework.<\/p>\n\n

      AAEL<\/span> practice<\/strong><\/h3>\n\n

      AAEL<\/span> is a spe\u00adci\u00adfic under\u00adstan\u00adding and prac\u00adti\u00adce of lea\u00adder\u00adship in the edu\u00adca\u00adti\u00adon sec\u00adtor in the con\u00adtext of agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty in order to remain agi\u00adle and capa\u00adble of acting with con\u00adfi\u00addence under dyna\u00admic and some\u00adti\u00admes cri\u00adsis-rid\u00adden conditions.<\/p>\n\n

      Accor\u00addin\u00adgly, an AAEL<\/span> ser\u00adves to iden\u00adti\u00adfy spe\u00adci\u00adfic chal\u00adlenges and pro\u00adblems for edu\u00adca\u00adti\u00adon or one\u2019s own edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon and to tack\u00adle them tog\u00ade\u00adther in an agi\u00adle man\u00adner in order to deve\u00adlop a kind of chan\u00adge rou\u00adti\u00adne that is joint\u00adly sup\u00adport\u00aded and beco\u00admes part of ever\u00ady\u00adday life\u2009\u2014\u2009and thus con\u00adtri\u00adbu\u00adtes to satis\u00adfac\u00adto\u00adry and healt\u00adhy coope\u00adra\u00adti\u00adon for ever\u00adyo\u00adne invol\u00adved. And this appli\u00ades to ever\u00ady\u00adday chal\u00adlenges such as demo\u00adgra\u00adphic chan\u00adges or sys\u00adtem-chan\u00adging tech\u00adno\u00adlo\u00adgies as well as to cri\u00adses such as the out\u00adbreak of a pan\u00adde\u00admic or the onset of war. <\/p>\n\n

      AAEL<\/span> practice as an accompaniment to constant change<\/strong><\/h5>\n\n

      In the spi\u00adrit of ambi\u00addex\u00adteri\u00adty and both\/and, the imple\u00admen\u00adta\u00adti\u00adon of AAEL<\/span> in edu\u00adca\u00adti\u00adon also con\u00adsists of a com\u00adbi\u00adna\u00adti\u00adon of plan\u00adnable steps and the wil\u00adling\u00adness to react to emer\u00adgent chan\u00adges. The prac\u00adti\u00adce of AAEL<\/span> is the\u00adr\u00ade\u00adfo\u00adre an ongo\u00ading pro\u00adcess of adapt\u00ada\u00adti\u00adon and inno\u00adva\u00adti\u00adon in ulti\u00adm\u00adate\u00adly all are\u00adas and thus a con\u00adstant wave move\u00adment. And in view of the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon and social trans\u00adfor\u00adma\u00adti\u00adon pro\u00adces\u00adses such as digi\u00adta\u00adliza\u00adti\u00adon, it is also rea\u00adli\u00adsti\u00adcal\u00adly a never-ending pro\u00adcess in which it is important to keep moving for\u00adward together. <\/p>\n\n

      In order to cap\u00adtu\u00adre and struc\u00adtu\u00adre this move\u00adment or par\u00adal\u00adlel move\u00adments across all are\u00adas, the basic logic of the two-loop model of chan\u00adge is fol\u00adlo\u00adwed here. In this approach, chan\u00adge can\u00adnot be plan\u00adned throug\u00adhout and thri\u00adves on emer\u00adgence and inte\u00adrim revo\u00adlu\u00adtio\u00adna\u00adry decis\u00adi\u00adons as well as inno\u00adva\u00adtions. What makes this approach sui\u00adta\u00adble for AAEL<\/span> is that it takes a con\u00ads\u00adtruc\u00adti\u00adve and app\u00adre\u00adcia\u00adti\u00adve view of the qua\u00adli\u00adties of both the exis\u00adting sys\u00adtem and the emer\u00adging sys\u00adtem in the sen\u00adse of a both\/and approach. The estab\u00adlished struc\u00adtures and pro\u00adces\u00adses ope\u00adra\u00adte in the exis\u00adting sys\u00adtem. It com\u00adpri\u00adses the tra\u00addi\u00adtio\u00adnal methods and approa\u00adches that curr\u00adent\u00adly pre\u00advail. The emer\u00adging sys\u00adtem stands for new, inno\u00adva\u00adti\u00adve approa\u00adches and practices. <\/p>\n\n

      Accor\u00addin\u00adgly, the Two-Loop Model of Chan\u00adge descri\u00adbes a pro\u00adcess of chan\u00adge or trans\u00adfor\u00adma\u00adti\u00adon as a dyna\u00admic inter\u00adac\u00adtion bet\u00adween the\u00adse two sys\u00adtems as two con\u00adti\u00adnuous cur\u00adved move\u00adments which, strict\u00adly spea\u00adking, do not clo\u00adse in on them\u00adsel\u00adves but are con\u00adti\u00adnuous\u00adly forming. In short, the pha\u00adses in such a pro\u00adcess invol\u00adve reco\u00adgni\u00adzing the limits of the exis\u00adting sys\u00adtem and ana\u00adly\u00adzing and iden\u00adti\u00adfy\u00ading are\u00adas<\/strong>in which the cur\u00adrent sys\u00adtem is no lon\u00adger effec\u00adti\u00adve, out\u00adda\u00adted or inap\u00adpro\u00adpria\u00adte. This is fol\u00adlo\u00adwed by the lear\u00adning explo\u00adra\u00adti\u00adon of new pos\u00adsi\u00adbi\u00adli\u00adties through expe\u00adri\u00admen\u00adta\u00adti\u00adon, test\u00ading and review. This can result in opti\u00admiza\u00adti\u00adons, breakth\u00adroughs and revo\u00adlu\u00adtio\u00adna\u00adry chan\u00adges that take the sys\u00adtem into a new pha\u00adse. At the end of a pro\u00adcess loop, suc\u00adcessful new approa\u00adches are inte\u00adgra\u00adted into the exis\u00adting sys\u00adtem and sca\u00adled up. <\/p>\n\n

      This makes it clear that ever\u00ady\u00adthing that was once new and could be inte\u00adgra\u00adted as sui\u00adta\u00adble can at some point beco\u00adme part of the cur\u00adrent sys\u00adtem and thus also beco\u00adme the pre\u00advious sys\u00adtem when some\u00adthing new emer\u00adges, which is exami\u00adned and (par\u00adti\u00adal\u00adly) inte\u00adgra\u00adted or dis\u00adcard\u00aded with a view to impro\u00adving the pre\u00advious sys\u00adtem. It is also clear that this model ent\u00adails a cer\u00adtain dyna\u00admic which, in com\u00adbi\u00adna\u00adti\u00adon with agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty, requi\u00adres and sup\u00adports a spe\u00adci\u00adfic lea\u00adder\u00adship prac\u00adti\u00adce for what makes edu\u00adca\u00adti\u00adon special. <\/p>\n\n

      The imple\u00admen\u00adta\u00adti\u00adon of AAEL<\/span> for the design of (hig\u00adher) edu\u00adca\u00adti\u00adon as a com\u00adplex sys\u00adtem in the post-digi\u00adtal era must be fle\u00adxi\u00adble and adap\u00adti\u00adve. While some chan\u00adges can be plan\u00adned and struc\u00adtu\u00adred, others can occur unex\u00adpec\u00adted\u00adly and requi\u00adre spon\u00adta\u00adneous, inno\u00adva\u00adti\u00adve solu\u00adti\u00adons. By app\u00adly\u00ading the two-loop model, it beco\u00admes clear that chan\u00adge is not a small-sca\u00adle, plan\u00adnable indi\u00advi\u00addu\u00adal pro\u00adject with an end point, but an ongo\u00ading pro\u00adcess and that an edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon is con\u00adstant\u00adly lear\u00adning, adap\u00adting and allo\u00adwing for both evo\u00adlu\u00adtio\u00adna\u00adry and revo\u00adlu\u00adtio\u00adna\u00adry changes. <\/p>\n\n

      AAEL<\/span> actors<\/strong><\/h5>\n\n

      With AAEL<\/span>, the ques\u00adti\u00adon is not so much who can be respon\u00adsi\u00adble for chan\u00adge or trans\u00adfor\u00adma\u00adti\u00adon in the are\u00adas of the orga\u00adniza\u00adti\u00adon. The short ans\u00adwer is: ever\u00adyo\u00adne par\u00adti\u00adci\u00adpa\u00adtes. And they do so with a rea\u00adli\u00adstic view of their roles, which can be for\u00admed and reas\u00adsi\u00adgned again and again in line with pro\u00adjec\u00adted chan\u00adge pro\u00adjects. The clas\u00adsic func\u00adtions and attri\u00adbu\u00adti\u00adons as stu\u00addents, pre\u00adsi\u00addents, deans, pro\u00adfes\u00adsors, tea\u00adchers, admi\u00adnis\u00adtra\u00adtors, mana\u00adgers, sup\u00adport\u00aders, etc. are not of cen\u00adtral importance here. <\/p>\n\n

      With the decis\u00adi\u00adon to imple\u00adment AAEL<\/span> in the edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon, each per\u00adson is joint\u00adly respon\u00adsi\u00adble and thus also respon\u00adsi\u00adble for a suc\u00adcessful AAEL<\/span>. The values and prin\u00adci\u00adples on which AAEL<\/span> is based should be empha\u00adsi\u00adzed once again. <\/p>\n\n

      Rea\u00adli\u00adsti\u00adcal\u00adly, con\u00adtent and func\u00adtion-ori\u00aden\u00adted com\u00adbi\u00adna\u00adti\u00adons of roles in an ambi\u00addex\u00adtrous logic will also come into play here in an agi\u00adle way.<\/p>\n\n

      The imple\u00admen\u00adta\u00adti\u00adon of AAEL<\/span> in an Insti\u00adtu\u00adti\u00adons of Hig\u00adher Edu\u00adca\u00adti\u00adon requi\u00adres an approach in which dif\u00adfe\u00adrent peo\u00adp\u00adle can and should par\u00adti\u00adci\u00adpa\u00adte more actively at dif\u00adfe\u00adrent stages.<\/p>\n\n

      Areas of an AAEL<\/span> practice<\/strong><\/h5>\n\n

      For a pos\u00adsi\u00adble start with AAEL<\/span> in edu\u00adca\u00adti\u00adon or in your own edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon, it is first rele\u00advant to look at why a start makes sen\u00adse, whe\u00adre and on the basis of which chal\u00adlenges and pro\u00adblems\u2009\u2014\u2009and what the next stages of the joint jour\u00adney could be. At a mini\u00admum, the fol\u00adlo\u00adwing rele\u00advant are\u00adas should be addres\u00adsed in AAEL<\/span> practice: <\/p>\n\n

      Com\u00admu\u00adni\u00adca\u00adti\u00adon and trans\u00adpa\u00adren\u00adcy<\/strong>, becau\u00adse AAEL<\/span> is a joint task that, in accordance with the values and prin\u00adci\u00adples set out, is essen\u00adti\u00adal\u00adly based on trust and respon\u00adsi\u00adbi\u00adli\u00adty, which can be deve\u00adlo\u00adped and streng\u00adthe\u00adned in con\u00adjunc\u00adtion with com\u00admu\u00adni\u00adca\u00adti\u00adon and trans\u00adpa\u00adren\u00adcy\u2009\u2014\u2009or can be squan\u00adde\u00adred if com\u00admu\u00adni\u00adca\u00adti\u00adon and trans\u00adpa\u00adren\u00adcy are lacking.<\/p>\n\n

      Mea\u00adning and visi\u00adon<\/strong>, becau\u00adse adop\u00adting the AAEL<\/span> frame\u00adwork for your own orga\u00adniza\u00adti\u00adon is a long-term, shared pro\u00adcess. In addi\u00adti\u00adon to joint\u00adly nego\u00adtia\u00adted values and prin\u00adci\u00adples, this also requi\u00adres an over\u00adar\u00adching, per\u00adso\u00adnal AAEL<\/span> visi\u00adon as a meaningful north star that moti\u00adva\u00adtes peo\u00adp\u00adle to get invol\u00adved and embark on a shared per\u00adso\u00adnal and orga\u00adniza\u00adtio\u00adnal lear\u00adning pro\u00adcess\u2009\u2014\u2009with all its ups and downs. <\/p>\n\n

      Pro\u00adblem ana\u00adly\u00adsis and goal<\/strong>, becau\u00adse an agi\u00adle approach and an equal\u00adly ali\u00adgned per\u00adspec\u00adti\u00adve in the as-well-as do not ent\u00adail arbi\u00adtrar\u00adi\u00adne\u00adss and aim\u00adless fle\u00adxi\u00adbi\u00adli\u00adty. Rather, it requi\u00adres a clear exami\u00adna\u00adti\u00adon and ana\u00adly\u00adsis of upco\u00adming pro\u00adblems and chal\u00adlenges or fore\u00adseeable requi\u00adre\u00adments of the exis\u00adting sys\u00adtem with its prac\u00adti\u00adces, which can be work\u00aded towards in small steps, agi\u00adle\u00adly and more or less open\u00adly depen\u00adding on the cla\u00adri\u00adty of the goal and its natu\u00adre. Agi\u00adli\u00adty ser\u00adves\u2009\u2014\u2009within the next steps into uncer\u00adtain\u00adty\u2009\u2014\u2009to pro\u00advi\u00adde secu\u00adri\u00adty in the struc\u00adtu\u00adre of coope\u00adra\u00adti\u00adon in order to learn quick\u00adly. And to quick\u00adly adapt objec\u00adti\u00adves and pro\u00adces\u00adses when a need is iden\u00adti\u00adfied, thus mini\u00admi\u00adzing the was\u00adte of resources. <\/p>\n\n

      Intro\u00adduc\u00adtion and deve\u00adlo\u00adp\u00adment of the AAEL<\/span> prin\u00adci\u00adples<\/strong>, becau\u00adse the AAEL<\/span> prin\u00adci\u00adples, which are ali\u00adgned with the essen\u00adti\u00adal buil\u00adding blocks of AAEL<\/span>, enable joint coope\u00adra\u00adti\u00adon in line with the idea of AAEL<\/span>. For iden\u00adti\u00adfied pro\u00adblem are\u00adas and fields of action that are to be chan\u00adged, it is neces\u00adsa\u00adry to look at the ext\u00adent to which the AAEL<\/span> prin\u00adci\u00adples can be appro\u00adpria\u00adte\u00adly imple\u00admen\u00adted here. Through the cen\u00adtral ali\u00adgnment of goal-ori\u00aden\u00adted chan\u00adge pro\u00adces\u00adses with the\u00adse prin\u00adci\u00adples, all buil\u00adding blocks of AAEL<\/span> are addres\u00adsed equal\u00adly (see rules of the game). <\/p>\n\n

      Chan\u00adge and con\u00adti\u00adnuous impro\u00adve\u00adment<\/strong>, becau\u00adse the imple\u00admen\u00adta\u00adti\u00adon of an AAEL<\/span> always invol\u00adves sup\u00adport\u00ading a long-term, ongo\u00ading chan\u00adge pro\u00adcess. This takes place in the sen\u00adse of con\u00adti\u00adnuous impro\u00adve\u00adment, some\u00adti\u00admes as a dis\u00adrup\u00adti\u00adve trans\u00adfor\u00adma\u00adti\u00adon, some\u00adti\u00admes as an evo\u00adlu\u00adtio\u00adna\u00adry, gra\u00addu\u00adal tran\u00adsi\u00adti\u00adon, depen\u00adding on exter\u00adnal or inter\u00adnal requi\u00adre\u00adments. And to reco\u00adgni\u00adze to what ext\u00adent which explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon needs to be balan\u00adced. Such an over\u00adar\u00adching, ite\u00adra\u00adti\u00adve pro\u00adcess of chan\u00adge can also be seen as a per\u00adso\u00adnal, orga\u00adniza\u00adtio\u00adnal and stra\u00adte\u00adgic lear\u00adning pro\u00adcess. Regard\u00adless of the mode, the aim is to con\u00adti\u00adnuous\u00adly impro\u00adve edu\u00adca\u00adti\u00adon with a view to joint\u00adly deve\u00adlo\u00adped (mile\u00adstone) goals, tar\u00adget are\u00adas or over\u00adar\u00adching objec\u00adti\u00adves such as a shared North Star that crea\u00adtes meaning. <\/p>\n\n

      Pro\u00adcess reflec\u00adtion and per\u00adspec\u00adti\u00adves<\/strong>, becau\u00adse the AAEL<\/span> is also about retro\u00ads\u00adpec\u00adtively loo\u00adking at the respec\u00adti\u00adve pro\u00adcess stage and joint\u00adly deci\u00adding on the next chan\u00adges in coope\u00adra\u00adti\u00adon for grea\u00adter satis\u00adfac\u00adtion and health for ever\u00adyo\u00adne. So that all stake\u00adhol\u00adders in the AAEL<\/span> can con\u00adti\u00adnue to deve\u00adlop and want to take respon\u00adsi\u00adbi\u00adli\u00adty. This also includes taking a cri\u00adti\u00adcal and reflec\u00adti\u00adve approach to the com\u00admon tar\u00adget per\u00adspec\u00adti\u00adve based on the expe\u00adri\u00adence gai\u00adned and know\u00adledge acqui\u00adred about them\u00adsel\u00adves, the orga\u00adniza\u00adti\u00adon and the shared cul\u00adtu\u00adre, as well as (re-)adjusting tar\u00adget perspectives. <\/p>\n\n

      AAEL<\/span> practice canvas for the joint design of (higher) education in the post-digital age<\/strong><\/h5>\n\n

      The fol\u00adlo\u00adwing draft of a model can\u00advas visua\u00adli\u00adzes at a glan\u00adce the are\u00adas to be con\u00adside\u00adred along the buil\u00adding blocks and prin\u00adci\u00adples for a joint imple\u00admen\u00adta\u00adti\u00adon of AAEL<\/span> in one\u2019s own (hig\u00adher) edu\u00adca\u00adti\u00adon practice.<\/p>\n\n

      \"Figure:
      Figu\u00adre: Visua\u00adliza\u00adti\u00adon of the AAEL<\/span> prac\u00adti\u00adce can\u00advas for the AAEL<\/span> framework<\/em><\/figcaption><\/figure>\n\n

      <\/p>\n\n

      AAEL<\/span> methods and practices: Much is already there!<\/strong><\/h5>\n\n

      The are\u00adas lis\u00adted in the can\u00advas are fur\u00adther pro\u00advi\u00added with spe\u00adci\u00adfic gui\u00adding ques\u00adti\u00adons that encou\u00adra\u00adge reflec\u00adtion on needs and approa\u00adches in the respec\u00adti\u00adve are\u00adas. Exem\u00adpla\u00adry AAEL<\/span> acti\u00advi\u00adties and methods for pro\u00admo\u00adting AAEL<\/span> should also be added to the are\u00adas and their pos\u00adsi\u00adble inter\u00adplay for joint empower\u00adment should be descri\u00adbed in more detail. In the spi\u00adrit of a dwarf on the should\u00aders of giants, it is also pos\u00adsi\u00adble here to look at and draw on many methods and prac\u00adti\u00adces from the con\u00adtexts of con\u00adsul\u00adting, (peer) coa\u00adching, (agi\u00adle) orga\u00adniza\u00adtio\u00adnal deve\u00adlo\u00adp\u00adment and stra\u00adtegy deve\u00adlo\u00adp\u00adment that are alre\u00ada\u00addy available for inclu\u00adsi\u00adon, to re-eva\u00adlua\u00adte and con\u00adtex\u00adtua\u00adli\u00adze it or to (fur\u00adther) deve\u00adlop it for AAEL<\/span> so that the AAEL<\/span> frame\u00adwork is coher\u00adent4<\/a><\/sup>.<\/p>\n\n

      The AAEL<\/span> prac\u00adti\u00adce can\u00advas is also to be seen in the con\u00adtext of the rules of the game, within which AAEL<\/span> can be joint\u00adly imple\u00admen\u00adted in its own sen\u00adse and in accordance with the respec\u00adti\u00adve (hig\u00adher) edu\u00adca\u00adti\u00adon organization.<\/p>\n\n

      Last update on 01.07.2024(chan\u00adge\u00adlog<\/a>)<\/em><\/p>\n\n

      Vorherige Seite: AAEL-Bot<\/a><\/div><\/strong><\/strong> 
      N\u00e4chste Seite: Imprint<\/a><\/div><\/strong> <\/pre>\n\n
      <\/p>\n
      1. Based on the crea\u00adti\u00adon form of the Scrum Gui\u00adde(https:\/\/scrumguides.org\/index.html)<\/a>, the con\u00adcept of a kind of \u2018rules of the game\u2019 is used for the AAEL<\/span> frame\u00adwork in addi\u00adti\u00adon to its ver\u00adsi\u00adon-based fur\u00adther deve\u00adlo\u00adp\u00adment in order to set limits to any adapt\u00ada\u00adti\u00adon [\u21a9<\/a>]<\/span><\/li>
      2. Based on the Agi\u00adle Mani\u00adfesto(https:\/\/agilemanifesto.org)<\/a>, the idea of a fun\u00adda\u00admen\u00adtal ori\u00aden\u00adta\u00adti\u00adon towards values and prin\u00adci\u00adples for coope\u00adra\u00adti\u00adon in edu\u00adca\u00adti\u00adon and AAEL<\/span> is adapt\u00aded here [\u21a9<\/a>]<\/span><\/li>
      3. see pre\u00advious work on the dif\u00adfe\u00adren\u00adtia\u00adti\u00adon of par\u00adti\u00adci\u00adpa\u00adto\u00adry design of lear\u00adning envi\u00adron\u00adments at: https:\/\/partizipative-mediendidaktik.de.)<\/a>)\u2009\u2014\u2009and taking into account power-poli\u00adti\u00adcal constellations. \n\n
        For this reason, trust and respon\u00adsi\u00adbi\u00adli\u00adty are regard\u00aded and empha\u00adsi\u00adzed as cen\u00adtral values in the AAEL<\/span> framework.<\/p>\n\n
        Trust<\/strong>, becau\u00adse this is the basis for suc\u00adcessful coope\u00adra\u00adti\u00adon and mutu\u00adal sup\u00adport and streng\u00adthens rela\u00adti\u00adonships and (psy\u00adcho\u00adlo\u00adgi\u00adcal) secu\u00adri\u00adty. Trust in each other and in the for\u00admal, struc\u00adtu\u00adral, legal and social frame\u00adwork is a pre\u00adre\u00adqui\u00adsi\u00adte and con\u00adse\u00adquence of all other values. Becau\u00adse trust can\u00adnot be impo\u00adsed, it is acqui\u00adred through respon\u00adsi\u00adble coope\u00adra\u00adti\u00adon, streng\u00adthe\u00adned and can also be lost again. <\/p>\n\n
        Respon\u00adsi\u00adbi\u00adli\u00adty<\/strong>, becau\u00adse the abili\u00adty and wil\u00adling\u00adness to take on and hand over respon\u00adsi\u00adbi\u00adli\u00adty is fun\u00adda\u00admen\u00adtal for par\u00adti\u00adci\u00adpa\u00adto\u00adry (lear\u00adning) pro\u00adces\u00adses at all levels, col\u00adla\u00adbo\u00adra\u00adti\u00adve working con\u00adtexts and for func\u00adtio\u00adning self-orga\u00adniza\u00adti\u00adon in groups, teams and orga\u00adniza\u00adti\u00adons. Respon\u00adsi\u00adbi\u00adli\u00adty also means a long-term com\u00admit\u00adment to sus\u00adtainable edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses and the wil\u00adling\u00adness to cri\u00adti\u00adcal\u00adly reflect on the effects of one\u2019s own actions in edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age. <\/p>\n\n
        Equal\u00adly rele\u00advant values as the basis for an AAEL<\/span> and its prin\u00adci\u00adples as future-ori\u00aden\u00adted lea\u00adder\u00adship in the field of education\/education sec\u00adtor within the refe\u00adrence frame\u00adwork of agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty are the following:<\/p>\n\n
        Cou\u00adra\u00adge<\/strong>, becau\u00adse AAEL<\/span> invi\u00adtes peo\u00adp\u00adle to take risks in their actions with a view to an uncer\u00adtain future and to proac\u00adtively tack\u00adle chan\u00adge despi\u00adte uncer\u00adtain\u00adties. Cou\u00adra\u00adge also includes the wil\u00adling\u00adness to see rapid test\u00ading and mista\u00adkes as lear\u00adning oppor\u00adtu\u00adni\u00adties and to crea\u00adte an envi\u00adron\u00adment in which inno\u00adva\u00adti\u00adve ide\u00adas can be tes\u00adted and risks taken. AAEL<\/span> sup\u00adports the wil\u00adling\u00adness to inno\u00adva\u00adte and to over\u00adco\u00adme uncer\u00adtain\u00adties in com\u00adplex situations. <\/p>\n\n
        Open\u00adness<\/strong>, becau\u00adse AAEL<\/span> thri\u00adves on the wil\u00adling\u00adness to be trans\u00adpa\u00adrent and the free exch\u00adan\u00adge of mate\u00adri\u00adals, infor\u00adma\u00adti\u00adon and ide\u00adas in the broa\u00adder sen\u00adse of Open Edu\u00adca\u00adtio\u00adnal Prac\u00adti\u00adce (OEP<\/span>). Open\u00adness also means con\u00adti\u00adnuous\u00adly inte\u00adgra\u00adting new fin\u00addings and tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adments and con\u00adstant\u00adly deve\u00adlo\u00adping both per\u00adso\u00adnal\u00adly and in (hig\u00adher) edu\u00adca\u00adti\u00adon and thus reac\u00adting fle\u00adxi\u00adbly to new chal\u00adlenges and opportunities. <\/p>\n\n
        Respect<\/strong>, becau\u00adse AAEL<\/span> is about reco\u00adgni\u00adzing and valuing the con\u00adtri\u00adbu\u00adti\u00adons and per\u00adspec\u00adti\u00adves of ever\u00adyo\u00adne invol\u00adved in the col\u00adla\u00adbo\u00adra\u00adti\u00adon\u2009\u2014\u2009and giving feed\u00adback with respect for the indi\u00advi\u00addu\u00adal. In this respect, respect means pro\u00admo\u00adting the diver\u00adsi\u00adty and inclu\u00adsi\u00adon of all tho\u00adse invol\u00adved and ensu\u00adring that all voices are heard and valued. <\/p>\n\n
        Diver\u00adsi\u00adty<\/strong>, becau\u00adse AAEL<\/span> con\u00adscious\u00adly seeks oppor\u00adtu\u00adni\u00adties in the in-bet\u00adween and the frame\u00adwork, with a view to diver\u00adsi\u00adty in edu\u00adca\u00adti\u00adon in the post-digi\u00adtal era, allows for the inte\u00adgra\u00adti\u00adon of diclu\u00adsi\u00adve and inclu\u00adsi\u00adve per\u00adspec\u00adti\u00adves and back\u00adgrounds in order to crea\u00adte a sui\u00adta\u00adble, sus\u00adtainable edu\u00adca\u00adti\u00adon for all. Diver\u00adsi\u00adty is the\u00adr\u00ade\u00adfo\u00adre a con\u00adti\u00adnuous pro\u00adcess that must be actively cul\u00adti\u00adva\u00adted and pro\u00admo\u00adted in order to crea\u00adte an inclu\u00adsi\u00adve environment. <\/p>\n\n
        Feed\u00adback<\/strong>, becau\u00adse con\u00ads\u00adtruc\u00adti\u00adve feed\u00adback moti\u00adva\u00adtes rapid lear\u00adning with a view to achie\u00adving the goal and pro\u00admo\u00adtes per\u00adso\u00adnal growth within the orga\u00adniza\u00adti\u00adon. Feed\u00adback is important in both a for\u00adma\u00adti\u00adve and sum\u00adma\u00adti\u00adve sen\u00adse in order to pro\u00admo\u00adte con\u00adti\u00adnuous lear\u00adning and the achie\u00adve\u00adment of goals. <\/p>\n\n
        Enga\u00adge\u00adment<\/strong> (also in the sen\u00adse of com\u00admit\u00adment) becau\u00adse the AAEL<\/span> frame\u00adwork reli\u00ades pri\u00adma\u00adri\u00adly on AAEL<\/span> doing from the (self-)commitment to achie\u00adve com\u00admon goals in order to con\u00adti\u00adnuous\u00adly impro\u00adve edu\u00adca\u00adti\u00adon through rapid feed\u00adback. Com\u00admit\u00adment also requi\u00adres a balan\u00adce bet\u00adween indi\u00advi\u00addu\u00adal respon\u00adsi\u00adbi\u00adli\u00adty and coll\u00adec\u00adti\u00adve obli\u00adga\u00adti\u00adon to achie\u00adve com\u00admon goals. <\/p>\n\n
        Focus<\/strong>, becau\u00adse con\u00adcen\u00adtra\u00adti\u00adon on the next task is important in the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon. In this respect, focus means set\u00adting clear goals and inte\u00adrim goals and pur\u00adsuing them con\u00adsis\u00adt\u00adent\u00adly, as well as remai\u00adning moti\u00adva\u00adted, effi\u00adci\u00adent and effec\u00adti\u00adve when taking the next steps. <\/p>\n\n
        Com\u00admu\u00adni\u00adca\u00adti\u00adon<\/strong>, becau\u00adse it is essen\u00adti\u00adal, espe\u00adci\u00adal\u00adly in the post-digi\u00adtal age in all its forms of ver\u00adbal, non-ver\u00adbal and digi\u00adtal com\u00admu\u00adni\u00adca\u00adti\u00adon, for the coor\u00addi\u00adna\u00adti\u00adon and con\u00adstant exch\u00adan\u00adge bet\u00adween peo\u00adp\u00adle, within teams and orga\u00adniza\u00adti\u00adons in order to con\u00adti\u00adnuous\u00adly impro\u00adve edu\u00adca\u00adti\u00adon together.<\/p>\n\n
        This value basis for the joint sha\u00adping of (hig\u00adher) edu\u00adca\u00adti\u00adon can dif\u00adfe\u00adren\u00adtia\u00adte or deve\u00adlop fur\u00adther over time. They con\u00adtri\u00adbu\u00adte signi\u00adfi\u00adcant\u00adly to a per\u00adso\u00adnal and orga\u00adniza\u00adtio\u00adnal \u2018Being AAEL<\/span>\u2019. For the pre\u00adsent ver\u00adsi\u00adon of the AAEL<\/span> frame\u00adwork, the\u00adse values now also repre\u00adsent a point of refe\u00adrence for sub\u00adse\u00adquent prin\u00adci\u00adples in the indi\u00advi\u00addu\u00adal and coll\u00adec\u00adti\u00adve sha\u00adping of future (hig\u00adher) edu\u00adca\u00adti\u00adon as Doing AAEL<\/span>. <\/p>\n\n
        AAEL<\/span> principles in Doing AAEL<\/span><\/strong> <\/h3>\n\n
        The AAEL<\/span> frame\u00adwork is neither a detail\u00aded set of rules nor a step-by-step gui\u00adde, but rather sets out cen\u00adtral prin\u00adci\u00adples along the con\u00adcep\u00adtu\u00adal cor\u00adner\u00adsto\u00adnes. Tog\u00ade\u00adther, the shared values and prin\u00adci\u00adples of the AAEL<\/span> frame\u00adwork are inten\u00added to crea\u00adte a basis for the coope\u00adra\u00adti\u00adve, inno\u00adva\u00adti\u00adve and sus\u00adtainable design of (hig\u00adher) edu\u00adca\u00adti\u00adon. They are aimed at the imple\u00admen\u00adta\u00adti\u00adon of an AAEL<\/span> in prac\u00adti\u00adce and are to be unders\u00adtood as gui\u00adding and gui\u00adding com\u00admon beha\u00advi\u00ador ((Based on the crea\u00adti\u00adon form of the Agi\u00adle Mani\u00adfesto(https:\/\/agilemanifesto.org\/iso\/de\/principles.html)<\/a>, cen\u00adtral prin\u00adci\u00adples are descri\u00adbed for the AAEL<\/span> frame\u00adwork [\u21a9<\/a>]<\/span><\/p><\/li>
      4. The cor\u00adre\u00adspon\u00adding in-depth chap\u00adter on AAEL<\/span> prac\u00adti\u00adce, inclu\u00adding recom\u00admen\u00adda\u00adti\u00adons for deal\u00ading with the AAEL<\/span> prac\u00adti\u00adce can\u00advas, will be included in a future ver\u00adsi\u00adon of this (A)AEL<\/span> online book. [\u21a9<\/a>]<\/span><\/li><\/ol>","protected":false},"excerpt":{"rendered":"
        AAEL<\/span>\u2009\u2014\u2009Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship. A frame\u00adwork for the col\u00adla\u00adbo\u00adra\u00adti\u00adve design of (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age The AAEL<\/span> frame\u00adwork\u2009\u2014\u2009Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship for the col\u00adla\u00adbo\u00adra\u00adti\u00adve design of (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00ad\u00adtal age (AAEL<\/span> frame\u00adwork for short)\u2009\u2014\u2009pre\u00advious\u00adly known as the Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship frame\u00adwork or AEL<\/span> frame\u00adwork 1.0\u2009\u2014\u2009has been deve\u00adlo\u00adped ite\u00adra\u00adtively and incre\u00admen\u00adtal\u00adly since [\u2026]<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":0,"menu_order":90,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_uag_custom_page_level_css":"","wp_typography_post_enhancements_disabled":false,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-2067","page","type-page","status-publish","hentry"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false},"uagb_author_info":{"display_name":"Kerstin Mayrberger","author_link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/author\/kerstin-mayrberger\/"},"uagb_comment_info":0,"uagb_excerpt":"AAEL\u2009\u2014\u2009Ambidextrous Agile Educational Leadership. A framework for the collaborative design of (higher) education in the post-digital age The AAEL frame\u00adwork\u2009\u2014\u2009Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship for the col\u00adla\u00adbo\u00adra\u00adti\u00adve design of (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age (AAEL frame\u00adwork for short)\u2009\u2014\u2009pre\u00advious\u00adly known as the Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship frame\u00adwork or AEL frame\u00adwork 1.0\u2009\u2014\u2009has been deve\u00adlo\u00adped ite\u00adra\u00adtively and incre\u00admen\u00adtal\u00adly sin\u00adce…","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2067","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/comments?post=2067"}],"version-history":[{"count":3,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2067\/revisions"}],"predecessor-version":[{"id":2878,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2067\/revisions\/2878"}],"wp:attachment":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/media?parent=2067"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}