{"id":2113,"date":"2025-01-26T16:30:11","date_gmt":"2025-01-26T15:30:11","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/?page_id=2113"},"modified":"2025-01-26T16:37:08","modified_gmt":"2025-01-26T15:37:08","slug":"agilitaet-1-0","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/agilitaet-1-0\/","title":{"rendered":"Agility 1.0"},"content":{"rendered":"\n<p><\/p>\n\n<p class=\"has-ast-global-color-4-background-color has-background\">Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 until fur\u00adther notice.&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cThe agi\u00adle uni\u00adver\u00adsi\u00adty will beco\u00adme unavo\u00adida\u00adble as the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of socie\u00adty pro\u00adgres\u00adses.\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp;<\/p>\n\n\n\n<p>(Dirk Bae\u00adcker, 2017, S. 26)<sup><a href=\"#footnote_1_2113\" id=\"identifier_1_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Baecker, D. (2017). Agilit\u00e4t in der Hochschule. Die Hochschule: Journal fu\u0308r Wissenschaft und Bildung, 26(1), 19\u201328.\">1<\/a><\/sup>  <br><\/p>\n<\/blockquote>\n\n<p>If the path is rocky and has many obs\u00adta\u00adcles and bends that you can\u2019t see, then I&nbsp;move for\u00adwards con\u00adscious\u00adly and pur\u00adpo\u00adseful\u00adly, step by step. When it is dark and not ever\u00ady\u00adthing is bright\u00adly lit and cle\u00adar\u00adly visi\u00adble, I&nbsp;move for\u00adwards with heigh\u00adten\u00aded sen\u00adses, also fee\u00adling, hea\u00adring or even smel\u00adling, in order to increase my per\u00adcep\u00adti\u00adon of my imme\u00addia\u00adte sur\u00adroun\u00addings through sti\u00admu\u00adli, impul\u00adses or gene\u00adral reso\u00adnan\u00adce and to be able to react more quickly.&nbsp;<\/p>\n\n<p>Some\u00adthing simi\u00adlar is also meant when it is repea\u00adted\u00adly sta\u00adted in this book that I&nbsp;see <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> as an invi\u00adta\u00adti\u00adon and an oppor\u00adtu\u00adni\u00adty, along\u00adside other opti\u00adons, to get star\u00adted today and cou\u00adra\u00adge\u00adous\u00adly and direct\u00adly begin, step by step, to deve\u00adlop and sus\u00adtain\u00adab\u00adly shape our own edu\u00adca\u00adtio\u00adnal sec\u00adtor with a&nbsp;firm focus on the future of edu\u00adca\u00adti\u00adon with its lear\u00adners in all its diver\u00adse facets and&nbsp;needs.&nbsp;<\/p>\n\n<p>This means start\u00ading now and taking action wit\u00adhout kno\u00adwing what the right solu\u00adti\u00adon for ever\u00adyo\u00adne and the sup\u00adpo\u00adsed mas\u00adter plan for every edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adon looks like, wit\u00adhout kno\u00adwing how the frame\u00adwork con\u00addi\u00adti\u00adons and offers for lifel\u00adong lear\u00adning will deve\u00adlop in the coming years under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adliza\u00adti\u00adon and digi\u00adta\u00adli\u00adty or what traces the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon will lea\u00adve behind in struc\u00adtures and responsibilities.&nbsp;<\/p>\n\n<p>The\u00adse see\u00admingly abs\u00adtract and com\u00adplex chal\u00adlenges for the design of edu\u00adca\u00adti\u00adon at all levels in the cour\u00adse of dyna\u00admic social chan\u00adges can be expe\u00adri\u00aden\u00adced and emo\u00adtio\u00adnal\u00adly gras\u00adped very con\u00adcre\u00adte\u00adly using the exam\u00adp\u00adle of the cur\u00adrent pan\u00adde\u00admic, when the big ques\u00adti\u00adon, at least in schools and uni\u00adver\u00adsi\u00adties, is how things should con\u00adti\u00adnue after the sum\u00admer break with online tea\u00adching or tea\u00adching, in pre\u00adsence, hybrid or in alter\u00adna\u00adting models or mixed or blen\u00added lear\u00adning vari\u00adants that are still to be deve\u00adlo\u00adped, or when com\u00adpa\u00adnies and aut\u00adho\u00adri\u00adties ask them\u00adsel\u00adves which forms of work bet\u00adween online and pre\u00adsence, from home and on site in the office should \u2013 or can \u2013 con\u00adti\u00adnue. After all, we don\u2019t curr\u00adent\u00adly know how the gene\u00adral con\u00addi\u00adti\u00adons will chan\u00adge in the coming weeks and months. How will the pan\u00adde\u00admic deve\u00adlop? How will the cli\u00adma\u00adte deve\u00adlop? How will forms of employ\u00adment and labour mar\u00adkets deve\u00adlop? How will the poli\u00adti\u00adcal cli\u00adma\u00adte in the world deve\u00adlop? And what will this do to us and our ever\u00ady\u00adday lives? What will the so-cal\u00adled \u201cnew nor\u00admal\u201d look&nbsp;like?&nbsp;<\/p>\n\n<p>It is curr\u00adent\u00adly unclear which paths will pro\u00adve to be the most sen\u00adsi\u00adble in this unma\u00adna\u00adgeable envi\u00adron\u00adment, which paths will be taken and which will be avo\u00adided and whe\u00adther the solu\u00adti\u00adons deve\u00adlo\u00adped could have been plan\u00adned or seen in this way today. At the same time, it is alre\u00ada\u00addy obvious today that stan\u00adding still and even per\u00adsis\u00adting in non-move\u00adment until the alre\u00ada\u00addy known solu\u00adti\u00adons and move\u00adment pat\u00adterns could take effect again will not help us to make pro\u00adgress in&nbsp;time.&nbsp;<\/p>\n\n<p>My assump\u00adti\u00adon is that an exami\u00adna\u00adti\u00adon of the importance of agi\u00adli\u00adty and the role of agi\u00adle values, methods and basic ide\u00adas for the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor at all levels and bet\u00adween indi\u00advi\u00addu\u00adals and orga\u00adniza\u00adti\u00adons could be very con\u00adcre\u00adte and effec\u00adti\u00adve in the short term in sol\u00adving com\u00adplex chal\u00adlenges that are now the order of the day and alre\u00ada\u00addy need to be sol\u00adved&nbsp;today.&nbsp;<\/p>\n\n<p>Based on this assump\u00adti\u00adon, speed is an important ele\u00adment when test\u00ading solu\u00adti\u00adons and I&nbsp;have the\u00adr\u00ade\u00adfo\u00adre deci\u00added to publish my thoughts so far, kno\u00adwing that this is only a&nbsp;first ite\u00adra\u00adti\u00adon of fur\u00adther ones to fol\u00adlow \u2013 and also kno\u00adwing that <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> <br>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship can be deepe\u00adned much bet\u00adter by a&nbsp;cross-func\u00adtion\u00adal team. Even though it is so easy to wri\u00adte here in the ori\u00adgi\u00adnal agi\u00adle sen\u00adse, prompt\u00adly and trans\u00adpar\u00adent\u00adly pro\u00advi\u00adding a&nbsp;pos\u00adsi\u00adble, first (only impli\u00adcit\u00adly com\u00admis\u00adsio\u00adned) pro\u00adduct of the<br><em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> approach in the form of an <span class=\"caps\">MVP<\/span> for feed\u00adback from stake\u00adhol\u00adders, it is an unu\u00adsu\u00adal prac\u00adti\u00adce in the aca\u00adde\u00admic field. And yes, this ambi\u00adva\u00adlence is some\u00adti\u00admes more and some\u00adti\u00admes less easy to deal with. And yet this chan\u00adge in prac\u00adti\u00adce can also be a&nbsp;pos\u00adsi\u00adble respon\u00adse to the so-cal\u00adled <span class=\"caps\">VUCA<\/span> world from a&nbsp;sci\u00adence of today that is now also more focu\u00adsed on transfer.&nbsp;<\/p>\n\n<p>In addi\u00adti\u00adon to <span class=\"caps\">VUCA<\/span> as a&nbsp;con\u00adtext, the fol\u00adlo\u00adwing chap\u00adter will also look at the role of agi\u00adli\u00adty and the importance of <em>being agi\u00adle<\/em> in the form of values and prin\u00adci\u00adples and <em>doing agi\u00adle<\/em> in the form of prac\u00adti\u00adces and methods in equal mea\u00adsu\u00adre. At the same time, it will cri\u00adti\u00adcal\u00adly scru\u00adti\u00adni\u00adse when agi\u00adli\u00adty makes sen\u00adse and when it does not. Last but not least, we will dis\u00adcuss why solu\u00adti\u00adons to com\u00adplex pro\u00adblems, such as tho\u00adse we are incre\u00adasing\u00adly encoun\u00adtering in the edu\u00adca\u00adti\u00adon sec\u00adtor, are more likely to be found in dialec\u00adti\u00adcal rather than dual models.&nbsp;<\/p>\n<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_103a97793f772f718913b7b28bb20f5eb14897cb\" data-episode=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/agilitaet\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/podlove\/file\/10\/s\/webplayer\/c\/website\/Agilitaet.mp3\" type=\"audio\/mpeg\">\n<\/audio><\/div>\n\n<p>Licence<sup><a href=\"#footnote_2_2113\" id=\"identifier_2_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Licence: https:\/\/de.freepik.com\/psd\/mockup&quot;>Mockup PSD by Vectorium - de.freepik.com; book-cover by Kerstin Mayrberger, Lizenz CC BY 4.0\">2<\/a><\/sup><\/p>\n\n<p><em>[Note: If the media file is not dis\u00adplay\u00aded cor\u00adrect\u00adly in your brow\u00adser, all pod\u00adcast chap\u00adters of the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 can also be lis\u00adten\u00aded to direct\u00adly <a href=\"https:\/\/podcasts.apple.com\/us\/podcast\/agile-educational-leadership\/id1561170923\">here<\/a>.(ger\u00adman version)]<\/em><\/p>\n\n<p><\/p>\n\n<ul class=\"wp-block-list\">\n<li><a href=\"#herausforderung-agilit%C3%A4t\" data-type=\"internal\" data-id=\"#herausforderung-agilit\u00e4t\">Agi\u00adli\u00adty as both a&nbsp;demand and a&nbsp;chall\u00adenge<\/a> <\/li>\n\n\n\n<li><a href=\"#komplexit%C3%A4t\" data-type=\"internal\" data-id=\"#komplexit\u00e4t\">Agi\u00adli\u00adty as the ans\u00adwer to com\u00adple\u00adxi\u00adty<\/a> <\/li>\n\n\n\n<li><a href=\"#agilit%C3%A4t-bildungsbereich\" data-type=\"internal\" data-id=\"#agilit\u00e4t-bildungsbereich\">Agi\u00adli\u00adty in the edu\u00adca\u00adti\u00adon sector<\/a><\/li>\n<\/ul>\n\n<h3 class=\"wp-block-heading\" id=\"herausforderung-agilit\u00e4t\"><strong>Agility as both a&nbsp;demand and a&nbsp;challenge<\/strong><\/h3>\n\n<p>This chap\u00adter is entit\u00adled Agi\u00adli\u00adty. And in the mean\u00adti\u00adme, I&nbsp;have asked mys\u00adelf whe\u00adther I&nbsp;should lea\u00adve it at that. Becau\u00adse the term \u201cagi\u00adle\u201d curr\u00adent\u00adly seems to be per\u00adcei\u00adved and used in very dif\u00adfe\u00adrent ways, some\u00adwhe\u00adre bet\u00adween very reac\u00adti\u00adve action and very proac\u00adti\u00adve activities.&nbsp;<\/p>\n\n<p>On the one hand, \u201cagi\u00adle\u201d as a&nbsp;syn\u00adonym can be taken to mean that the\u00adre is no need to pre\u00adsent a&nbsp;fixed plan or struc\u00adtu\u00adre and that one can mere\u00adly rely on a&nbsp;reac\u00adti\u00adve \u201con-sight\u201d approach, some\u00adti\u00admes even jus\u00adti\u00adfy\u00ading a \u201clais\u00adsez-fai\u00adre\u201d approach to pro\u00adcess pro\u00adgres\u00adsi\u00adon and manage\u00adment, cou\u00adpled with the pro\u00admi\u00adse of sal\u00adva\u00adti\u00adon that \u201cwith agi\u00adle\u201d ever\u00ady\u00adthing will be bet\u00adter than with the tried-and-tes\u00adted mile\u00adstone plan, becau\u00adse one is now more fle\u00adxi\u00adble and open to any impul\u00adses. And on the other hand, \u201cagi\u00adle\u201d as a&nbsp;dazz\u00adling term for mira\u00adcles of chan\u00adge in orga\u00adniza\u00adti\u00adons and pro\u00adject manage\u00adment pro\u00adces\u00adses seems to be met with just as much frus\u00adtra\u00adti\u00adon or dis\u00adil\u00adlu\u00adsionment, and is some\u00adti\u00admes even feared, when after a&nbsp;eupho\u00adric, com\u00adpre\u00adhen\u00adsi\u00adve roll-out of Scrum, for exam\u00adp\u00adle, for the agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon of the orga\u00adniza\u00adti\u00adon, hel\u00adp\u00adless\u00adness sets in \u2013 or, meta\u00adpho\u00adri\u00adcal\u00adly spea\u00adking, after the dazz\u00adling \u201cchan\u00adge par\u00adty\u201d, no one is left to help clean up so that a&nbsp;sui\u00adta\u00adble ever\u00ady\u00adday life can return.&nbsp;<\/p>\n\n<p><strong>Mea\u00adning and role of agi\u00adli\u00adty<\/strong><br>On clo\u00adser inspec\u00adtion, the term agi\u00adle or agi\u00adli\u00adty is not a&nbsp;cur\u00adrent hype and cer\u00adtain\u00adly not new, but rather it and the many ide\u00adas and con\u00advic\u00adtions that go with it are alre\u00ada\u00addy deca\u00addes old and per\u00adhaps that is why a&nbsp;refe\u00adrence to agi\u00adli\u00adty is alre\u00ada\u00addy out\u00adda\u00adted \u2013 per\u00adhaps that is why it is no lon\u00adger up to date? Or is this one of tho\u00adse cases whe\u00adre a&nbsp;pro\u00adduct or topic was too far ahead of its time to be wide\u00adly accept\u00aded? In the case of agi\u00adli\u00adty, it would be the rem\u00adoval from its ori\u00adgi\u00adnal con\u00adtext of ori\u00adgin in infor\u00adma\u00adti\u00adon tech\u00adno\u00adlo\u00adgy and the more pro\u00adduct-rela\u00adted soft\u00adware deve\u00adlo\u00adp\u00adment to a&nbsp;com\u00adple\u00admen\u00adta\u00adry per\u00adspec\u00adti\u00adve on the ite\u00adra\u00adti\u00adve deve\u00adlo\u00adp\u00adment of ser\u00advice offe\u00adrings in other deve\u00adlo\u00adp\u00adment are\u00adas. In addi\u00adti\u00adon to pro\u00adduct-rela\u00adted pro\u00adces\u00adses, this also includes social deve\u00adlo\u00adp\u00adment pro\u00adces\u00adses in orga\u00adniza\u00adti\u00adons and inter\u00adac\u00adtion struc\u00adtures\u2009\u2014\u2009as is also the case with agi\u00adli\u00adty in an edu\u00adca\u00adtio\u00adnal context.&nbsp;<\/p>\n\n<p>To ans\u00adwer the ques\u00adti\u00adon of what agi\u00adli\u00adty means (see Rahn 2018 for a&nbsp;more detail\u00aded dis\u00adcus\u00adsion of the term agi\u00adli\u00adty)<sup><a href=\"#footnote_3_2113\" id=\"identifier_3_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Rahn, M. (2018). Fundamentals of agility. In M. Rahn (ed.). Agiles Projektmanagement. Springer Gabler: Wiesbaden, 5\u201319. https:\/\/doi.org\/10.1007\/978-3-658-23022-7_2\">3<\/a><\/sup>, today, in addi\u00adti\u00adon to refer\u00adring to the direct mea\u00adning or syn\u00adonyms such as skilful, agi\u00adle or nim\u00adble in the con\u00adtext of New Work and agi\u00adle per\u00adspec\u00adti\u00adves on orga\u00adni\u00adsa\u00adti\u00adons and cor\u00adre\u00adspon\u00adding lea\u00adder\u00adship, refe\u00adrence is usual\u00adly made to its ori\u00adgin in the con\u00adtext of soft\u00adware deve\u00adlo\u00adp\u00adment or, more pre\u00adcis\u00ade\u00adly, in fin\u00adding a&nbsp;new form of value-dri\u00adven pro\u00adject manage\u00adment for a&nbsp;bet\u00adter soft\u00adware pro\u00adduct from the cus\u00adto\u00admer\u2019s point of view. The deve\u00adlo\u00adp\u00adment of agi\u00adle soft\u00adware deve\u00adlo\u00adp\u00adment methods, espe\u00adci\u00adal\u00adly in the 1990s, was clo\u00adse\u00adly lin\u00adked in its begin\u00adnings to a&nbsp;cor\u00adre\u00adspon\u00adding agi\u00adle move\u00adment, becau\u00adse it was com\u00adple\u00adte\u00adly dif\u00adfe\u00adrent from what had been cus\u00adto\u00adma\u00adry until then (see Glo\u00adger, 2016, p. 19ff. for more details on the histo\u00adry of agi\u00adle soft\u00adware deve\u00adlo\u00adp\u00adment in clo\u00adse con\u00adnec\u00adtion with the emer\u00adgence of the Scrum frame\u00adwork, among others)((Gloger, B. (2016). <em>Scrum \u2013 Pro\u00adduk\u00adte zuver\u00adl\u00e4s\u00adsig und schnell ent\u00adwi\u00adckeln.<\/em> Carl Han\u00adser: M\u00fcnchen.)).&nbsp;<\/p>\n\n<p><strong>The Agi\u00adle Mani\u00adfesto<\/strong><br>Even though the\u00adre were dif\u00adfe\u00adrent acti\u00advi\u00adties at the time (see for exam\u00adp\u00adle on <em>clean agi\u00adle<\/em> Mar\u00adtin, 2019)<sup><a href=\"#footnote_4_2113\" id=\"identifier_4_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Martin, R. C. (2019). Clean Agile: Back to Basics. London: Pearson Education.\">4<\/a><\/sup>, the most con\u00adcise was the one that resul\u00adted in the Agi\u00adle Mani\u00adfesto in 2001. It defi\u00adnes four cen\u00adtral values for joint action, on which 12 prin\u00adci\u00adples are based. The mani\u00adfesto with its first signa\u00adto\u00adries is docu\u00admen\u00adted in many lan\u00adguages and is still a&nbsp;cen\u00adtral refe\u00adrence today<sup><a href=\"#footnote_5_2113\" id=\"identifier_5_2113\" class=\"footnote-link footnote-identifier-link\" title=\"see https:\/\/agilemanifesto.org\/\">5<\/a><\/sup>. <\/p>\n\n<p>In order to bet\u00adter under\u00adstand the basic idea of the cur\u00adrent dis\u00adcus\u00adsion about agi\u00adli\u00adty and what has deve\u00adlo\u00adped up to now and is curr\u00adent\u00adly being deve\u00adlo\u00adped fur\u00adther, it seems useful to quo\u00adte the Agi\u00adle Mani\u00adfesto at this&nbsp;point:&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cWe are unco\u00adve\u00adring bet\u00adter ways of deve\u00adlo\u00adping<br>soft\u00adware by doing it and hel\u00adping others do it.<br>Through this work we have come to&nbsp;value:<\/p>\n\n\n\n<p><strong>Indi\u00advi\u00addu\u00adals and inter\u00adac\u00adtions<\/strong> over pro\u00adces\u00adses and tools<br><strong>Working soft\u00adware<\/strong> over com\u00adpre\u00adhen\u00adsi\u00adve docu\u00admen\u00adta\u00adti\u00adon<br><strong>Cus\u00adto\u00admer col\u00adla\u00adbo\u00adra\u00adti\u00adon<\/strong> over con\u00adtract nego\u00adtia\u00adti\u00adon<br><strong> Respon\u00adding to chan\u00adge<\/strong> over fol\u00adlo\u00adwing a&nbsp;plan<\/p>\n\n\n\n<p>That is, while the\u00adre is value in the items on<br>the right, we value the items on the left more.\u201c<sup><a href=\"#footnote_6_2113\" id=\"identifier_6_2113\" class=\"footnote-link footnote-identifier-link\" title=\"see https:\/\/agilemanifesto.org\">6<\/a><\/sup><\/p>\n<\/blockquote>\n\n<p>In the pre\u00adsen\u00adta\u00adti\u00adon of the pairs of values in the midd\u00adle sec\u00adtion of the mani\u00adfesto, it is easy to see that agi\u00adle and tra\u00addi\u00adtio\u00adnal values are pla\u00adced in rela\u00adti\u00adon to each other and, despi\u00adte the empha\u00adsis on the left-hand side, the right-hand side is con\u00adside\u00adred less, but still with dif\u00adfe\u00adrent weight\u00ading in the sen\u00adse of a&nbsp;both\/and, and not com\u00adple\u00adte\u00adly rejec\u00adted. This is a&nbsp;fun\u00adda\u00admen\u00adtal approach, par\u00adti\u00adcu\u00adlar\u00adly in the con\u00adtext of con\u00adside\u00adring how agi\u00adli\u00adty and exis\u00adting struc\u00adtures can come tog\u00ade\u00adther, for exam\u00adp\u00adle in the form of orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty. For such a&nbsp;chan\u00adge in per\u00adspec\u00adti\u00adve and the asso\u00adcia\u00adted shift in inner values, it is fun\u00adda\u00admen\u00adtal to beco\u00adme awa\u00adre of the new, which is what the agi\u00adle mani\u00adfesto wan\u00adted to express over 20 years ago with the core values, when indi\u00advi\u00addu\u00adals and inter\u00adac\u00adtions are prio\u00adri\u00adti\u00adzed over line\u00adar for\u00adma\u00adliza\u00adti\u00adon for the qua\u00adli\u00adty of results. The\u00adre is a&nbsp;shift in focus from for\u00admal hier\u00adar\u00adchies, sta\u00adble struc\u00adtures, func\u00adtion\u00adal respon\u00adsi\u00adbi\u00adli\u00adties and high-per\u00adfor\u00admance pro\u00adces\u00adses to a&nbsp;more peo\u00adp\u00adle-ori\u00aden\u00adta\u00adted and value-based cul\u00adtu\u00adre that aims to com\u00adbi\u00adne the inte\u00adrests of employees and the respec\u00adti\u00adve stake\u00adhol\u00adders with a&nbsp;view to the com\u00adpany\u2019s pro\u00adduct or offe\u00adring and their inte\u00adrests. With Fre\u00adde\u00adric Laloux (2015)<sup><a href=\"#footnote_7_2113\" id=\"identifier_7_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Laloux, F. (2015).  Reinventing Organizations: Ein Leitfaden zur Gestaltung sinnstiftender Formen der Zusammenarbeit. M\u00fcnchen: Vahlen.\">7<\/a><\/sup> with regard to the orga\u00adniza\u00adtio\u00adnal level, agi\u00adli\u00adty can also tend to be clas\u00adsi\u00adfied for a&nbsp;deve\u00adlo\u00adp\u00adment from a&nbsp;con\u00adfor\u00admist to a&nbsp;per\u00adfor\u00admance-ori\u00aden\u00adted form of orga\u00adniza\u00adti\u00adon to a&nbsp;post\u00admo\u00addern, plu\u00adra\u00adli\u00adstic orga\u00adniza\u00adti\u00adon. Ins\u00adtead of just sta\u00adbi\u00adli\u00adty and a&nbsp;focus on per\u00adfor\u00admance, net\u00adworks and empower\u00adment and the\u00adr\u00ade\u00adfo\u00adre peo\u00adp\u00adle and their coope\u00adra\u00adti\u00adon within the orga\u00adniza\u00adti\u00adon are beco\u00adming more important. Agi\u00adli\u00adty is no less about good per\u00adfor\u00admance or a&nbsp;good pro\u00adduct for the respec\u00adti\u00adve tar\u00adget group \u2013 but the path is fun\u00adda\u00admen\u00adtal\u00adly different.&nbsp;<\/p>\n\n<p>The core idea of agi\u00adli\u00adty is still value-based today \u2013 and does not pri\u00adma\u00adri\u00adly focus on spe\u00adci\u00adfic methods or tools; it the\u00adr\u00ade\u00adfo\u00adre also has a&nbsp;lot to do with how peo\u00adp\u00adle want to deve\u00adlop, posi\u00adti\u00adon them\u00adsel\u00adves or inter\u00adact with each other while crea\u00adting a&nbsp;pro\u00adduct or a (ser\u00advice) offe\u00adring, howe\u00adver con\u00adtex\u00adtua\u00adli\u00adzed, for a&nbsp;spe\u00adci\u00adfic tar\u00adget group. Accor\u00addin\u00adgly, in addi\u00adti\u00adon to its direct trans\u00adla\u00adti\u00adon, the term agi\u00adli\u00adty is also asso\u00adcia\u00adted with attri\u00adbu\u00adtes such as proac\u00adti\u00adve, proac\u00adti\u00adve, small-step and flexible.&nbsp;<\/p>\n\n<p><strong>Exam\u00adp\u00adle Scrum<\/strong> <br>Agi\u00adle approa\u00adches and con\u00adside\u00adra\u00adti\u00adons always work with a&nbsp;goal-sup\u00adport\u00ading struc\u00adtu\u00adre that frames the joint work pro\u00adgress, such as the Scrum frame\u00adwork (Schwa\u00adber &amp;&nbsp;Sut\u00adher\u00adland, 2020<sup><a href=\"#footnote_8_2113\" id=\"identifier_8_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Schwaber, K.,\u202f&amp;\u202fSutherland, J.\u202f(2020).Der\u202fScrum\u202fGuide. Der g\u00fcltige Leitfaden f\u00fcr\u202fScrum; Die Spielregeln . Abgerufen am 14 Januar 2021, von https:\/\/www.scrumguides.org\/docs\/scrumguide\/v2020\/2020-Scrum-Guide-German.pdf.; siehe den jeweils aktuellen Scrumguide unter https:\/\/scrumguides.org\/scrum-guide.html\">8<\/a><\/sup> ). Wie eine m\u00f6g\u00adli\u00adche rah\u00admen\u00adde Struk\u00adtur f\u00fcr Agi\u00adli\u00adt\u00e4t in der Zusam\u00admen\u00adar\u00adbeit aus\u00adse\u00adhen kann, l\u00e4sst sich gut in Grund\u00adz\u00fc\u00adgen ent\u00adlang des Scrum Rah\u00admen\u00adwerks illus\u00adtrie\u00adren (sie\u00adhe dazu eine exem\u00adpla\u00adri\u00adsche Visua\u00adli\u00adsie\u00adrung<sup><a href=\"#footnote_9_2113\" id=\"identifier_9_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.scrum.org\/resources\/scrum-framework-poster\">9<\/a><\/sup>): Ein Scr\u00adum\u00adteam besteht aus nicht mehr als 11 Per\u00adso\u00adnen und beinhal\u00adtet drei zen\u00adtra\u00adle Rol\u00adlen: ein Scrum\u00admas\u00adter bzw. eine Srum\u00adma\u00ades\u00adtra, eine bzw. einen Pro\u00adduct Owner_in sowie ein Ent\u00adwick\u00adlungs\u00adteam. Das Ent\u00adwick\u00adlungs\u00adteam ist mit Blick auf die zu bew\u00e4l\u00adti\u00adgen\u00adde Auf\u00adga\u00adben\u00adstel\u00adlung bewusst in sei\u00adnen Kom\u00adpe\u00adten\u00adzen cross\u00adfunk\u00adtio\u00adnal zusam\u00admen\u00adge\u00adsetzt und unter\u00adst\u00fctzt sich gegen\u00adsei\u00adtig beim Erwerb zus\u00e4tz\u00adlich not\u00adwen\u00addi\u00adger Kom\u00adpe\u00adten\u00adzen. Idea\u00adler\u00adwei\u00adse sind die Team\u00admit\u00adglie\u00adder auf der Kom\u00adpe\u00adtenz\u00adebe\u00adne Spezialist_innen in einem Bereich und brin\u00adgen \u00dcber\u00adblicks\u00adwis\u00adsen in ver\u00adwand\u00adten Berei\u00adchen mit, ver\u00adf\u00fc\u00adgen bzw. ent\u00adwi\u00adckeln ein soge\u00adnann\u00adtes T\u2011s\u00adhaped-Pro\u00adfil als gene\u00adra\u00adli\u00adsie\u00adren\u00adde Spezialist_innen. Es liegt also ein star\u00adker Per\u00adso\u00adnen\u00adfo\u00adkus vor, der neben der Kom\u00adpe\u00adtenz\u00adbe\u00adtrach\u00adtung auch eine gute, diver\u00adsi\u00adt\u00e4ts\u00adsen\u00adsi\u00adble Zusam\u00admen\u00adar\u00adbeit in den Vor\u00adder\u00adgrund stellt, die durch den Scrum\u00admas\u00adter bzw. die Scrum\u00adma\u00ades\u00adtra beglei\u00adtet wird. Im Fokus steht das gemein\u00adsa\u00adme Pro\u00addukt, des\u00adsen Anfor\u00adde\u00adrun\u00adgen \u00fcber den bzw. die Pro\u00adduct Owner_in im Kon\u00adtakt mit den Stakeholder_innen oder der Ziel\u00adgrup\u00adpe erfasst und f\u00fcr das Ent\u00adwick\u00adlungs\u00adteam auf\u00adbe\u00adrei\u00adtet werden.&nbsp;<\/p>\n\n<p>Put sim\u00adply \u2013 and this is whe\u00adre the Scrum pro\u00adcess beg\u00adins \u2013 this role coll\u00adects and prio\u00adri\u00adti\u00adses all requi\u00adre\u00adments in a&nbsp;pro\u00adduct back\u00adlog so that they can be pro\u00adces\u00adsed in the so-cal\u00adled sprints. Indi\u00advi\u00addu\u00adal team sprints can last from one week to a&nbsp;maxi\u00admum of four weeks. At the begin\u00adning of a&nbsp;sprint, the deve\u00adlo\u00adp\u00adment team draws the tasks from the com\u00adpre\u00adhen\u00adsi\u00adve pro\u00adduct back\u00adlog in a&nbsp;team event, the sprint plan\u00adning, which com\u00adbi\u00adne a&nbsp;self-cho\u00adsen sprint goal and crea\u00adte added pro\u00adduct value for the cus\u00adto\u00admer. The\u00adse are trans\u00adfer\u00adred to a&nbsp;sprint back\u00adlog. Throug\u00adhout the enti\u00adre sprint, the deve\u00adlo\u00adp\u00adment team con\u00adcen\u00adtra\u00adtes on this sprint back\u00adlog and works undis\u00adtur\u00adbed on the tasks agreed for this mana\u00adgeable peri\u00adod of time accor\u00adding to the com\u00adpe\u00adten\u00adces available in the team. This team col\u00adla\u00adbo\u00adra\u00adti\u00adon on indi\u00advi\u00addu\u00adal tasks always requi\u00adres regu\u00adlar coor\u00addi\u00adna\u00adti\u00adon with each other with a&nbsp;view to the result or pro\u00adduct. To this end, the Scrum team open\u00adly and trus\u00adtingly exch\u00adan\u00adges infor\u00adma\u00adti\u00adon, ide\u00adal\u00adly for a&nbsp;maxi\u00admum of 15 minu\u00adtes every day in ano\u00adther team event, the Dai\u00adly Scrum, about what has been work\u00aded on sin\u00adce the last mee\u00adting, whe\u00adre hurd\u00adles have ari\u00adsen or ques\u00adti\u00adons remain unans\u00adwe\u00adred and what is next on the agen\u00adda. This mee\u00adting makes it pos\u00adsi\u00adble for the enti\u00adre team to have an over\u00adview of the joint pro\u00adduct at all times and for each per\u00adson to be able to assess their own con\u00adtri\u00adbu\u00adti\u00adon to the who\u00adle. Pos\u00adsi\u00adble hurd\u00adles can be iden\u00adti\u00adfied at an ear\u00adly stage and cle\u00adared out of the way by the Scrum mas\u00adter or Scrum maes\u00adtra so that the deve\u00adlo\u00adp\u00adment team can con\u00adcen\u00adtra\u00adte on deve\u00adlo\u00adping the pro\u00adduct tog\u00ade\u00adther. At the end of a&nbsp;sprint, an incre\u00adment of the plan\u00adned pro\u00adduct has been crea\u00adted. Ide\u00adal\u00adly, the aim is for a&nbsp;releasable pro\u00adduct to have been crea\u00adted at the end of each sprint \u2013 not yet with the full ran\u00adge of func\u00adtions, of cour\u00adse, but alre\u00ada\u00addy usable in parts by the cus\u00adto\u00admer. This incre\u00adment is cri\u00adti\u00adcal\u00adly exami\u00adned in a&nbsp;next team event at the end of each sprint, in the sprint review, tog\u00ade\u00adther with the pro\u00adduct owner and ide\u00adal\u00adly with the invol\u00advement of sui\u00adta\u00adble stake\u00adhol\u00adders for this deve\u00adlo\u00adp\u00adment&nbsp;step.&nbsp;<\/p>\n\n<p>In this way, an imper\u00adfect result is bold\u00adly made available for feed\u00adback at an ear\u00adly stage in the pro\u00adcess and this is deve\u00adlo\u00adped tog\u00ade\u00adther in a&nbsp;tar\u00adge\u00adted man\u00adner over the cour\u00adse of many sprints direct\u00adly with the respec\u00adti\u00adve empi\u00adri\u00adcal feed\u00adback. After the sprint review, which focu\u00adses on the resul\u00adting pro\u00adduct, the team also takes time for a&nbsp;sprint retro\u00ads\u00adpec\u00adti\u00adve. In this event, which the Scrum team orga\u00adni\u00adzes for its\u00adelf and which is accom\u00adpa\u00adnied by a&nbsp;mode\u00adra\u00adtor from the Scrum mas\u00adter or Srum\u00adma\u00ades\u00adtra, the\u00adre is open com\u00admu\u00adni\u00adca\u00adti\u00adon about the form of joint col\u00adla\u00adbo\u00adra\u00adti\u00adon and the strengths and weak\u00adne\u00ads\u00adses of the last sprint are cla\u00adri\u00adfied at eye level. Abo\u00adve all, the team stri\u00adves to deve\u00adlop as a&nbsp;team and rea\u00adches solu\u00adti\u00adon-ori\u00aden\u00adta\u00adted agree\u00adments for col\u00adla\u00adbo\u00adra\u00adti\u00adon. This con\u00adscious focus on joint action and joint impro\u00adve\u00adment is a&nbsp;strength in the con\u00adtext of agi\u00adli\u00adty. This is why the empha\u00adsis on values and the resul\u00adting prin\u00adci\u00adples is so cen\u00adtral to the imple\u00admen\u00adta\u00adti\u00adon of the method \u2013 wit\u00adhout this com\u00admon under\u00adstan\u00adding, the\u00adse forms of col\u00adla\u00adbo\u00adra\u00adti\u00adon based on self-orga\u00adni\u00adsa\u00adti\u00adon and trust in role-based teams would hard\u00adly be satis\u00adfac\u00adto\u00adry for ever\u00adyo\u00adne invol\u00adved and ulti\u00adm\u00adate\u00adly suc\u00adcessful for the result.&nbsp;<\/p>\n\n<p><em><strong>Agi\u00adle work and agi\u00adle pro\u00adzes\u00adses<\/strong><\/em><strong> <\/strong><br>The imple\u00admen\u00adta\u00adti\u00adon of Scrum in an orga\u00adni\u00adsa\u00adti\u00adon with dif\u00adfe\u00adrent roles ins\u00adtead of the usu\u00adal func\u00adtions and respon\u00adsi\u00adbi\u00adli\u00adties basi\u00adcal\u00adly always fol\u00adlows the same prin\u00adci\u00adples and is initi\u00adal\u00adly a&nbsp;chal\u00adlen\u00adging under\u00adta\u00adking that should be well estab\u00adlished tog\u00ade\u00adther with the stake\u00adhol\u00adders in an orga\u00adni\u00adsa\u00adti\u00adon (for more details, see Glo\u00adger 20216)<sup><a href=\"#footnote_10_2113\" id=\"identifier_10_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Gloger, B. (2016). Scrum \u2013 Produkte zuverl\u00e4ssig und schnell entwickeln. Carl Hanser: M\u00fcnchen.\">10<\/a><\/sup>. <\/p>\n\n<p>By focu\u00adsing on frame\u00adworks, roles and prin\u00adci\u00adples ins\u00adtead of hier\u00adar\u00adchies and respon\u00adsi\u00adbi\u00adli\u00adties, a&nbsp;har\u00admo\u00adni\u00adzed frame\u00adwork for action and decis\u00adi\u00adon-making is crea\u00adted for gra\u00addu\u00adal deve\u00adlo\u00adp\u00adment based on empi\u00adri\u00adcal feed\u00adback with the real area of appli\u00adca\u00adti\u00adon or real users in order to design proac\u00adtively and to be able to react quick\u00adly through regu\u00adlar feedback.<\/p>\n\n<p>Agi\u00adle working is the\u00adr\u00ade\u00adfo\u00adre more fle\u00adxi\u00adble when it comes to orga\u00adni\u00adzing the steps towards the desi\u00adred result, but less fle\u00adxi\u00adble when it comes to the agreed frame\u00adwork, prin\u00adci\u00adples and roles for col\u00adla\u00adbo\u00adra\u00adti\u00adon. This leads to the almost para\u00addo\u00adxi\u00adcal-sound\u00ading con\u00adclu\u00adsi\u00adon that a&nbsp;con\u00adscious\u00adly agi\u00adle approach in a&nbsp;dyna\u00admic envi\u00adron\u00adment pro\u00advi\u00addes secu\u00adri\u00adty \u2013 both in terms of the qua\u00adli\u00adty of the end result and its fit with the wis\u00adhes of the cus\u00adto\u00admers or tar\u00adget groups, as well as the secu\u00adri\u00adty of having the struc\u00adtu\u00adred, col\u00adla\u00adbo\u00adra\u00adti\u00adve free\u00addom to deve\u00adlop new solu\u00adti\u00adons for a&nbsp;requi\u00adre\u00adment for which the\u00adre is no rou\u00adti\u00adne or pro\u00adven prac\u00adti\u00adce&nbsp;yet.&nbsp;<\/p>\n\n<p>Every agi\u00adle pro\u00adcess is always a&nbsp;per\u00adma\u00adnent pro\u00adcess of chan\u00adge or a&nbsp;con\u00adfron\u00adta\u00adti\u00adon with uncer\u00adtain\u00adty that can be expe\u00adri\u00aden\u00adced by the actors invol\u00adved. It is pre\u00adcis\u00ade\u00adly at this level that the cor\u00adre\u00adspon\u00adding con\u00adside\u00adra\u00adti\u00adons of chan\u00adged working methods, frame\u00adwork con\u00addi\u00adti\u00adons, orga\u00adniza\u00adtio\u00adnal forms and spe\u00adci\u00adfic lea\u00adder\u00adship con\u00adside\u00adra\u00adti\u00adons come into play, which are dis\u00adcus\u00adsed in more detail in the fol\u00adlo\u00adwing chapters.&nbsp;<\/p>\n\n<p id=\"agile-werte-methoden\"><strong>Bet\u00adween agi\u00adle values and methods<\/strong> <br>At first glan\u00adce, working agi\u00adle seems rela\u00adtively easy. For many, it starts with the prac\u00adti\u00adcal rea\u00adli\u00adsa\u00adti\u00adon that agi\u00adle working methods open up an alter\u00adna\u00adti\u00adve, for exam\u00adp\u00adle, ins\u00adtead of pro\u00addu\u00adcing long task lists or <span class=\"caps\">GANTT<\/span> dia\u00adgrams in pro\u00adjects, wri\u00adting down the tasks on post-its and pushing them across a&nbsp;phy\u00adsi\u00adcal or vir\u00adtu\u00adal Kan\u00adban board. But is that alre\u00ada\u00addy agi\u00adle working? Is agi\u00adle working the same as agi\u00adli\u00adty? And how do agi\u00adle prin\u00adci\u00adples rela\u00adte to&nbsp;this?&nbsp;<\/p>\n\n<p><em><strong>The signi\u00adfi\u00adcan\u00adce of agi\u00adle values<\/strong> <\/em> <br>Even the agi\u00adle mani\u00adfesto speaks neither of methods nor of tools. If you take a&nbsp;clo\u00adser look at Scrum, it is a&nbsp;frame\u00adwork with values, prin\u00adci\u00adples and prac\u00adti\u00adces and not a&nbsp;set of ins\u00adtruc\u00adtions inclu\u00adding agi\u00adle tools. Prac\u00adti\u00adce shows that it seems easier and some\u00adti\u00admes more con\u00adve\u00adni\u00adent to sim\u00adply app\u00adly tools and methods than to grasp and live the under\u00adly\u00ading idea and values. For this reason, the ques\u00adti\u00adon of values is some\u00adti\u00admes unde\u00adre\u00adsti\u00adma\u00adted and the focus is prag\u00adma\u00adti\u00adcal\u00adly pla\u00adced on the use of tools and their opti\u00admi\u00adsa\u00adti\u00adon. And this fre\u00adquent prac\u00adti\u00adce alre\u00ada\u00addy shows that in such cases, agi\u00adli\u00adty can\u00adnot be ful\u00adly gras\u00adped or remains at the tech\u00adni\u00adcal level and is not sup\u00adport\u00aded by deeper con\u00advic\u00adtions, and thus the\u00adre is also a&nbsp;risk that well-inten\u00adtio\u00adned methods can dege\u00adne\u00adra\u00adte into an end in them\u00adsel\u00adves and lead to frus\u00adtra\u00adti\u00adon rather than inno\u00adva\u00adti\u00adon (for a&nbsp;cor\u00adre\u00adspon\u00adding per\u00adspec\u00adti\u00adve from prac\u00adti\u00adce, see for exam\u00adp\u00adle Leo\u00adpold, 2019<sup><a href=\"#footnote_11_2113\" id=\"identifier_11_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Leopold, K. (2019). Agilit\u00e4t neu Denken \u2013 Warum agile Teams nichts mit Business-Agilit\u00e4t zu tun haben. https:\/\/leanpub.com\/b\/agiltaetneudenkenbundle\">11<\/a><\/sup>). Even if per\u00adso\u00adnal values can\u00adnot be chan\u00adged over\u00adnight becau\u00adse they have grown in a&nbsp;per\u00adson over a&nbsp;long peri\u00adod of time and cer\u00adtain\u00adly can\u00adnot be impo\u00adsed, the gra\u00addu\u00adal under\u00adstan\u00adding of and work on a&nbsp;com\u00admon value base in agi\u00adle teams or bet\u00adween the play\u00aders in a&nbsp;unit is cen\u00adtral to the suc\u00adcess of agi\u00adli\u00adty in an orga\u00adni\u00adsa\u00adti\u00adon and, abo\u00adve all, to the peo\u00adp\u00adle invol\u00adved and their satis\u00adfac\u00adtion. Only then does it beco\u00adme clear why cer\u00adtain agi\u00adle prin\u00adci\u00adples make sen\u00adse and are worth using as a&nbsp;relia\u00adble gui\u00adde\u00adline for regu\u00adla\u00adted col\u00adla\u00adbo\u00adra\u00adti\u00adon in coor\u00addi\u00adna\u00adti\u00adon with the&nbsp;team.&nbsp;<\/p>\n\n<p><em><strong>Acting on con\u00adcre\u00adte values<\/strong><\/em> <br>The Scrum frame\u00adwork alre\u00ada\u00addy spe\u00adci\u00adfies five core values for agi\u00adle col\u00adla\u00adbo\u00adra\u00adti\u00adon: <em>Com\u00admit\u00adment<\/em>, <em>ope\u00adness<\/em>, <em>cou\u00adra\u00adge<\/em>, <em>focus<\/em> and <em>respect<\/em><sup><a href=\"#footnote_12_2113\" id=\"identifier_12_2113\" class=\"footnote-link footnote-identifier-link\" title=\"siehe https:\/\/scrumguides.org\/scrum-guide.html#scrum-values\">12<\/a><\/sup>. This list can be expli\u00adcit\u00adly expan\u00added to include other very basic values such as <em>com\u00admu\u00adni\u00adca\u00adti\u00adon<\/em>, <em>trust<\/em>, <em>trans\u00adpa\u00adren\u00adcy <\/em>and <em>app\u00adre\u00adcia\u00adti\u00adon <\/em>as well as a&nbsp;fun\u00adda\u00admen\u00adtal wil\u00adling\u00adness to <em>help <\/em>and <em>share <\/em>or to <em>com\u00admu\u00adni\u00adca\u00adte <\/em>and give <em>feed\u00adback <\/em>on an equal foo\u00adting for <em>coll\u00adec\u00adti\u00adve owner\u00adship<\/em>. Addi\u00adtio\u00adnal values such as <em>sim\u00adpli\u00adci\u00adty <\/em>or <em>lear\u00adning<\/em>, <em>diver\u00adsi\u00adty<\/em>, <em>humour <\/em>and <em>humi\u00adli\u00adty<\/em> (see Diehl, 2021)<sup><a href=\"#footnote_13_2113\" id=\"identifier_13_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Diehl, A. (2021). Agile Werte \u2013 Das Herz agiler Teams und Organisationen. Accessed 15.07.2021, from https:\/\/digitaleneuordnung.de\/blog\/agile-werte\">13<\/a><\/sup>. <\/p>\n\n<p>The exem\u00adpla\u00adry pre\u00adsen\u00adta\u00adti\u00adon of the Scrum pro\u00adcess has alre\u00ada\u00addy indi\u00adca\u00adted why the\u00adse values are so cen\u00adtral to agi\u00adli\u00adty in a&nbsp;team and in an orga\u00adniza\u00adti\u00adon. The values can come into play at dif\u00adfe\u00adrent points and be rela\u00adted to a&nbsp;spe\u00adci\u00adfic pro\u00adduct or to the orga\u00adniza\u00adtio\u00adnal per\u00adspec\u00adti\u00adve. Wiech\u00admann and Para\u00addiek (2020) illus\u00adtra\u00adte that self-orga\u00adniza\u00adti\u00adon and col\u00adla\u00adbo\u00adra\u00adti\u00adon can bene\u00adfit from living agi\u00adle values and that expe\u00adri\u00aden\u00adcing them can even be prac\u00adti\u00adced<sup><a href=\"#footnote_14_2113\" id=\"identifier_14_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Wiechmann, R. &amp; Paradiek, L. (2020). Agile Werte leben - Mit Improvisationstheater zu mehr Selbstorganisation und Zusammenarbeit. dpunkt.verlag: Heidelberg.\">14<\/a><\/sup> impres\u00adsi\u00adve\u00adly with playful refe\u00adren\u00adces to impro\u00advi\u00adsa\u00adtio\u00adnal theat\u00adre and its rela\u00adti\u00adon to error and lear\u00adning cul\u00adtu\u00adre. They show how agi\u00adle col\u00adla\u00adbo\u00adra\u00adti\u00adon thri\u00adves on con\u00adnec\u00adting with each other, which can be expres\u00adsed strikin\u00adgly in a \u201cYes, and \u2026\u201d atti\u00adtu\u00adde ins\u00adtead of in mutu\u00adal com\u00adpe\u00adti\u00adti\u00adon in a \u201cYes, but \u2026\u201d atti\u00adtu\u00adde<sup><a href=\"#footnote_15_2113\" id=\"identifier_15_2113\" class=\"footnote-link footnote-identifier-link\" title=\"see for example https:\/\/agile-werte-leben.de\/uebungen\/\">15<\/a><\/sup>. Based on the five Scrum values, the aut\u00adhors descri\u00adbe eight cen\u00adtral values or, in this case, agi\u00adle mindsets:&nbsp;<\/p>\n\n<ul class=\"wp-block-list\">\n<li>Cou\u00adra\u00adge <\/li>\n\n\n\n<li>Ope\u00adness <\/li>\n\n\n\n<li>Com\u00admit\u00adment <\/li>\n\n\n\n<li>Trust <\/li>\n\n\n\n<li>Focus<\/li>\n\n\n\n<li>Respect <\/li>\n\n\n\n<li>Com\u00admu\u00adni\u00adca\u00adti\u00adon <\/li>\n\n\n\n<li>Feed\u00adback <\/li>\n<\/ul>\n\n<p>Wiech\u00admann und Para\u00addiek (2020, S. 20)<sup><a href=\"#footnote_16_2113\" id=\"identifier_16_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Wiechmann, R. &amp; Paradiek, L. (2020). Agile Werte leben \u2013 Mit Improvisationstheater zu mehr Selbstorganisation und Zusammenarbeit. dpunkt.verlag: Heidelberg.\">16<\/a><\/sup> empha\u00adsi\u00adzes the value of <em>trust<\/em>. Having trust, having con\u00adfi\u00addence and being able and wil\u00adling to give trust, as well as being trust\u00adwor\u00adt\u00adhy and trus\u00adting, is cen\u00adtral to beco\u00adming tru\u00adly agi\u00adle. Trust is a&nbsp;con\u00addi\u00adti\u00adon and pre\u00adre\u00adqui\u00adsi\u00adte for all other values or allows them to gra\u00addu\u00adal\u00adly beco\u00adme stron\u00adger, as trust can\u00adnot be impo\u00adsed\u2009\u2014\u2009simi\u00adlar to par\u00adti\u00adci\u00adpa\u00adti\u00adon and self-orga\u00adni\u00adsa\u00adti\u00adon, for example.&nbsp;<\/p>\n\n<p>Maehr\u00adlein under\u00adta\u00adkes a&nbsp;more clas\u00adsic prac\u00adti\u00adcal appli\u00adca\u00adti\u00adon of the Scrum values to com\u00adpa\u00adnies (2020)<sup><a href=\"#footnote_17_2113\" id=\"identifier_17_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Maehrlein, K. (2020). Agile Werte leben \u2013 so geht's. Projektmagazin. Accessed 15.07.2021, from https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben\">17<\/a><\/sup> and pres\u00adents nega\u00adti\u00adve and posi\u00adti\u00adve examp\u00adles of imple\u00admen\u00adta\u00adti\u00adon. The values of open\u00adness, cou\u00adra\u00adge and respect are cited here as examp\u00adles. She again empha\u00adsi\u00adzes respect as a&nbsp;par\u00adti\u00adcu\u00adlar\u00adly cen\u00adtral&nbsp;value.&nbsp;<\/p>\n\n<ul class=\"wp-block-list\">\n<li>\u201c&nbsp;\u2018Open\u00adness\u2019 means two things: first\u00adly, the wil\u00adling\u00adness of the indi\u00advi\u00addu\u00adal to enga\u00adge with and try out new prac\u00adti\u00adces, tech\u00adni\u00adques and ways of thin\u00adking, and second\u00adly, a&nbsp;trans\u00adpa\u00adrent approach to infor\u00adma\u00adti\u00adon\u2009\u2014\u2009regard\u00adless of whe\u00adther it con\u00adcerns requi\u00adre\u00adments, obs\u00adta\u00adcles or the pro\u00adgress of the pro\u00adject. This is the only way to achie\u00adve con\u00adti\u00adnuous impro\u00adve\u00adment.\u201d (Maehr\u00adlein 2020, S. 20, trans\u00adla\u00adted with DeeplPro)<sup><a href=\"#footnote_17_2113\" id=\"identifier_18_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Maehrlein, K. (2020). Agile Werte leben \u2013 so geht's. Projektmagazin. Accessed 15.07.2021, from https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben\">17<\/a><\/sup>   <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>\u201e\u2018Cou\u00adra\u00adge\u2019 means tack\u00adling new things wit\u00adhout fear, doubt or reser\u00adva\u00adtions. It takes cou\u00adra\u00adge to make a&nbsp;dif\u00adfe\u00adrence or crea\u00adte some\u00adthing com\u00adple\u00adte\u00adly new\u2009\u2014\u2009even at the risk of not suc\u00adcee\u00adding.\u201d (Maehr\u00adlein 2020, S. 23, trans\u00adla\u00adted with DeeplPro)<sup><a href=\"#footnote_17_2113\" id=\"identifier_19_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Maehrlein, K. (2020). Agile Werte leben \u2013 so geht's. Projektmagazin. Accessed 15.07.2021, from https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben\">17<\/a><\/sup>   <\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li>\u201c&nbsp;\u2018Respect\u2019 means ful\u00adly reco\u00adg\u00adnis\u00ading the value of every per\u00adson invol\u00adved and their work, even when human weak\u00adne\u00ads\u00adses beco\u00adme appa\u00adrent or mista\u00adkes occur. This is the basis for a&nbsp;trus\u00adting col\u00adla\u00adbo\u00adra\u00adti\u00adon in which crea\u00adti\u00advi\u00adty can flou\u00adrish and inno\u00adva\u00adtions can emer\u00adge. All pre\u00advious values are par\u00adti\u00adcu\u00adlar\u00adly stron\u00adgly influen\u00adced by this value. In other words: wit\u00adhout respect, none of the other values can deve\u00adlop! Respect is also the basis for mutu\u00adal trust.\u201d (Maehr\u00adlein 2020, S. 28, trans\u00adla\u00adted with DeeplPro)<sup><a href=\"#footnote_18_2113\" id=\"identifier_20_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Maehrlein, K. (2020). Agile Werte leben \u2013 so geht's. Projektmagazin. Accessed 15.07.2021, from https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben\">18<\/a><\/sup>  <\/li>\n<\/ul>\n\n<p>Maehr\u00adlein\u2019s descrip\u00adti\u00adon of agi\u00adle values goes bey\u00adond the brief descrip\u00adti\u00adon given here and is very com\u00adpre\u00adhen\u00adsi\u00adve and also con\u00adsiders important pre\u00adre\u00adqui\u00adsi\u00adtes such as psy\u00adcho\u00adlo\u00adgi\u00adcal safe\u00adty and a&nbsp;cul\u00adtu\u00adre of error, feed\u00adback and lear\u00adning. In addi\u00adti\u00adon, her expl\u00adana\u00adti\u00adons also allow the important con\u00adclu\u00adsi\u00adon to be drawn with regard to a&nbsp;lived diver\u00adsi\u00adty cul\u00adtu\u00adre for <a href data-type data-id target rel>peo\u00adp\u00adle-ori\u00aden\u00adta\u00adti\u00adon <\/a>in the cour\u00adse of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em>, i.e. being able to accept the hete\u00adro\u00adgen\u00adei\u00adty or diver\u00adsi\u00adty of the peo\u00adp\u00adle invol\u00adved bey\u00adond a&nbsp;focus on pro\u00adduc\u00adti\u00advi\u00adty (ibid., p. 28ff.)<sup><a href=\"#footnote_19_2113\" id=\"identifier_21_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Maehrlein, K. (2020). Agile Werte leben \u2013 so geht's. Projektmagazin. Abgerufen am 15.07.2021, from https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben\">19<\/a><\/sup>. As alre\u00ada\u00addy sta\u00adted with the Scrum frame\u00adwork, the same appli\u00ades to the ques\u00adti\u00adon of values: it is not just a&nbsp;mat\u00adter of fol\u00adlo\u00adwing framing pro\u00adcess recom\u00admen\u00adda\u00adti\u00adons or ticking off a&nbsp;list of values, but of enga\u00adging in this way of working and thus brin\u00adging agi\u00adle action (<em>doing agi\u00adle<\/em>) tog\u00ade\u00adther with an agi\u00adle atti\u00adtu\u00adde (<em>being agi\u00adle<\/em>) and adop\u00adting it coher\u00adent\u00adly for oneself.&nbsp;<\/p>\n\n<p>It is alre\u00ada\u00addy clear from the\u00adse buz\u00adzwords that the demands on the coope\u00adra\u00adti\u00adon bet\u00adween the actors will be dif\u00adfe\u00adrent here than in line\u00adar orga\u00adniza\u00adti\u00adons and tra\u00addi\u00adtio\u00adnal hier\u00adar\u00adchies. Alt\u00adhough a&nbsp;task to be sol\u00adved or a&nbsp;pro\u00adject to be com\u00adple\u00adted is the pivo\u00adtal point for joint, self-orga\u00adnis\u00aded action, the focus is on the peo\u00adp\u00adle. Accor\u00addin\u00adgly, in addi\u00adti\u00adon to the ques\u00adti\u00adon of per\u00adso\u00adnal fit, i.e. what a&nbsp;per\u00adson can alre\u00ada\u00addy do and what skills and com\u00adpe\u00adten\u00adces they bring to sol\u00adving a&nbsp;task and to the team, the ques\u00adti\u00adon of their own wil\u00adling\u00adness to learn and deve\u00adlop, i.e. the ques\u00adti\u00adon of a&nbsp;future-ori\u00aden\u00adted and enab\u00adling per\u00adspec\u00adti\u00adve, is also&nbsp;key.&nbsp;<\/p>\n\n<p><strong><em>doing agi\u00adle<\/em> and <em>being agi\u00adle<\/em><\/strong> <br>The fun\u00adda\u00admen\u00adtal posi\u00adti\u00adon of values in the con\u00adtext of agi\u00adli\u00adty is usual\u00adly deter\u00admi\u00adned in rela\u00adti\u00adon to agi\u00adle prin\u00adci\u00adples as well as agi\u00adle prac\u00adti\u00adces and agi\u00adle methods. Accor\u00addin\u00adgly, a&nbsp;distinc\u00adtion is made here bet\u00adween <em>being agi\u00adle<\/em> and <em>doing agi\u00adle<\/em>. Agi\u00adle values and agi\u00adle prin\u00adci\u00adples are sum\u00adma\u00adri\u00adzed under<em> being agi\u00adle<\/em> and agi\u00adle prac\u00adti\u00adces and agi\u00adle methods under <em>doing agi\u00adle<\/em>. Various illus\u00adtra\u00adti\u00adons are used for this cat\u00adchy and cen\u00adtral dif\u00adfe\u00adren\u00adtia\u00adti\u00adon of agi\u00adli\u00adty, be it that agi\u00adle values form the roots of a&nbsp;tree and thus ser\u00adve as a&nbsp;bree\u00adding ground for the next stages<sup><a href=\"#footnote_20_2113\" id=\"identifier_22_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.borisgloger.com\/blog\/2019\/05\/15\/der-agile-baum-als-orientierungshilfe-im-dschungel-der-agilen-begrifflichkeiten\">20<\/a><\/sup> or form the base of a&nbsp;pyra\u00admid<sup><a href=\"#footnote_21_2113\" id=\"identifier_23_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/digitaleneuordnung.de\/blog\/agile-werte\/\">21<\/a><\/sup> or the cent\u00adre of an oni\u00adon (see Wiech\u00admann and Para\u00addiek 2020, p. 55 for an adapt\u00ada\u00adti\u00adon of Powers\u2019 agi\u00adle oni\u00adon)<sup><a href=\"#footnote_16_2113\" id=\"identifier_24_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Wiechmann, R. &amp; Paradiek, L. (2020). Agile Werte leben \u2013 Mit Improvisationstheater zu mehr Selbstorganisation und Zusammenarbeit. dpunkt.verlag: Heidelberg.\">16<\/a><\/sup>. In this respect, values and prin\u00adci\u00adples can be com\u00adbi\u00adned to form a&nbsp;<em>being agi\u00adle<\/em>, which is more stron\u00adgly loca\u00adted at the level of atti\u00adtu\u00adde and emo\u00adti\u00adons and forms the basis for frame\u00adworks and prac\u00adti\u00adces based on them, which can be con\u00adside\u00adred more ratio\u00adnal and func\u00adtion\u00adal (see, for exam\u00adp\u00adle, the link to the Dilts pyra\u00admid<sup><a href=\"#footnote_22_2113\" id=\"identifier_25_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/digitaleneuordnung.de\/blog\/dilts-pyramide\/\">22<\/a><\/sup> to explain this illustration).&nbsp;)&nbsp;<\/p>\n\n<p>The so-cal\u00adled <em>doing agi\u00adle<\/em> now stands for the frame\u00adworks and con\u00adcepts that usual\u00adly come to mind first when the key\u00adword agi\u00adli\u00adty is men\u00adtio\u00adned: be it Lean, Kan\u00adban, <span class=\"caps\">OKR<\/span> (Objec\u00adti\u00adves and Key\u00adre\u00adsults) or the afo\u00adre\u00admen\u00adtio\u00adned Scrum frame\u00adwork. The exam\u00adp\u00adle of the Scrum frame\u00adwork with its dif\u00adfe\u00adrent roles (such as deve\u00adlo\u00adp\u00adment team, pro\u00adduct owner and Scrum mas\u00adter) and prin\u00adci\u00adples (such as inspect &amp;&nbsp;adapt) or prac\u00adti\u00adces, such as team mee\u00adtings with reviews and retro\u00ads\u00adpec\u00adti\u00adves, ite\u00adra\u00adti\u00adve and incre\u00admen\u00adtal pro\u00adce\u00addu\u00adres in sprints, defi\u00adni\u00adti\u00adon of done, trans\u00adpa\u00adrent docu\u00admen\u00adta\u00adti\u00adon and ear\u00adly deli\u00advery or pro\u00advi\u00adsi\u00adon of results as well as regu\u00adlar feed\u00adback loops, makes it clear that Scrum is not sim\u00adply a&nbsp;method or a&nbsp;con\u00adcept. As an exam\u00adp\u00adle, it com\u00adbi\u00adnes <em>being agi\u00adle<\/em> and<em> doing agi\u00adle<\/em> in a&nbsp;frame\u00adwork<sup><a href=\"#footnote_23_2113\" id=\"identifier_26_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/scrumguides.org\/\">23<\/a><\/sup> that can only be imple\u00admen\u00adted in a&nbsp;meaningful inter\u00adplay in the agi\u00adle sen\u00adse. This inter\u00adplay of values, prin\u00adci\u00adples and prac\u00adti\u00adces is also empha\u00adsis\u00aded in Glo\u00adger\u2019s (2016) expl\u00adana\u00adti\u00adons<sup><a href=\"#footnote_10_2113\" id=\"identifier_27_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Gloger, B. (2016). Scrum \u2013 Produkte zuverl\u00e4ssig und schnell entwickeln. Carl Hanser: M\u00fcnchen.\">10<\/a><\/sup>, who has com\u00adpre\u00adhen\u00adsi\u00adve\u00adly pre\u00adpared the frame\u00adwork in this sen\u00adse for (busi\u00adness) prac\u00adti\u00adce in order to be able to deve\u00adlop cus\u00adto\u00admer-ori\u00aden\u00adta\u00adted or ser\u00advice-ori\u00aden\u00adta\u00adted pro\u00adducts and offers under dyna\u00admic con\u00addi\u00adti\u00adons. Using Scrum only at the level of <em>doing agi\u00adle<\/em> the\u00adr\u00ade\u00adfo\u00adre does not lead to agi\u00adli\u00adty. The decisi\u00adve fac\u00adtor for the lear\u00adning of an orga\u00adniza\u00adti\u00adon and thus the agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon <em>is <\/em>the <em>being agi\u00adle<\/em> and thus the under\u00adly\u00ading mind\u00adset of the actors invol\u00adved. In this respect, agi\u00adli\u00adty must be view\u00aded in a&nbsp;dif\u00adfe\u00adren\u00adtia\u00adted way and its suc\u00adcess depends hea\u00advi\u00adly on how con\u00adsis\u00adt\u00adent\u00adly the com\u00adpre\u00adhen\u00adsi\u00adve under\u00adstan\u00adding of <em>being<\/em> and <em>doing <\/em>is accept\u00aded for one\u2019s own com\u00adpa\u00adny or orga\u00adni\u00adsa\u00adti\u00adon and adapt\u00aded in the sen\u00adse of an agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon and asso\u00adcia\u00adted with cor\u00adre\u00adspon\u00adding value-ori\u00aden\u00adted agi\u00adle lea\u00adder\u00adship\u2009\u2014\u2009or con\u00adscious\u00adly and awa\u00adre of the con\u00adse\u00adquen\u00adces, only at the level of imple\u00admen\u00adting agi\u00adle pro\u00adject manage\u00adment methods in pro\u00adduct deve\u00adlo\u00adp\u00adment (<span class=\"caps\">APM<\/span>, Vigen\u00adschow, 2015)<sup><a href=\"#footnote_24_2113\" id=\"identifier_28_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Vigenschow, U. (2015). AMP \u2013 Agiles Projektmanagement \u2013 Anspruchsvolle Softwareprojekte erfolgreich steuern. dpunkt.verlag: Heidelberg.\">24<\/a><\/sup>. If agi\u00adli\u00adty is uti\u00adli\u00adsed con\u00adsis\u00adt\u00adent\u00adly, it can be a&nbsp;way of crea\u00adting con\u00adsis\u00adten\u00adcy and a&nbsp;spe\u00adci\u00adfic form of secu\u00adri\u00adty and, ide\u00adal\u00adly, con\u00adfi\u00addence among stake\u00adhol\u00adders in an uncer\u00adtain, dyna\u00admic and unma\u00adna\u00adgeable context.&nbsp;<\/p>\n\n<p><strong>Con\u00adnec\u00adtion con\u00adside\u00adra\u00adti\u00adons<\/strong> <br>The term agi\u00adli\u00adty has taken on a&nbsp;trend-set\u00adting posi\u00adti\u00adon with incre\u00adasing con\u00adside\u00adra\u00adti\u00adon and exch\u00adan\u00adge in the con\u00adtext of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> \u2013 and has thus dis\u00adpla\u00adced or bet\u00adter inte\u00adgra\u00adted ori\u00adgi\u00adnal con\u00adside\u00adra\u00adti\u00adons such as digi\u00adtal edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship. This is becau\u00adse <em>agi\u00adle <\/em>stands less as a&nbsp;reac\u00adtion to dyna\u00admics and more as an invi\u00adta\u00adti\u00adon and offer to con\u00adstant\u00adly make new decis\u00adi\u00adons based on values and with a&nbsp;focus on the peo\u00adp\u00adle or sub\u00adjects, to move appro\u00adpria\u00adte\u00adly and to deve\u00adlop emer\u00adgen\u00adtly with the com\u00adplex con\u00adtext of edu\u00adca\u00adti\u00adon in a&nbsp;net\u00adwork-like and some\u00adti\u00admes orga\u00adnic way with the help of agi\u00adle leadership.&nbsp;<\/p>\n\n<p>So far, agi\u00adli\u00adty its\u00adelf has been dis\u00adcus\u00adsed and the agi\u00adle, value-ori\u00aden\u00adta\u00adted per\u00adspec\u00adti\u00adve has been addres\u00adsed as an alter\u00adna\u00adti\u00adve to exis\u00adting ways of deal\u00ading with com\u00adplex chal\u00adlenges. It is beco\u00adming more important not to jus\u00adti\u00adfy agi\u00adli\u00adty sole\u00adly with refe\u00adrence to the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and exis\u00adting dyna\u00admics as well as the time available for trans\u00adfor\u00adma\u00adti\u00adon. Rather, it seems important to prio\u00adri\u00adti\u00adze the rele\u00advan\u00adce of the frame\u00adwork for poten\u00adti\u00adal\u00adly emer\u00adgent prac\u00adti\u00adce and prac\u00adti\u00adces for fin\u00adding new solu\u00adti\u00adons or even inno\u00adva\u00adtions. The know\u00adledge of the pos\u00adsi\u00adbi\u00adli\u00adties of <a rel href data-type data-id target>ambi\u00addex\u00adteri\u00adty <\/a>can be both reli\u00ade\u00adving and chal\u00adlen\u00adging for pro\u00adcess-based and sus\u00adtainable deve\u00adlo\u00adp\u00adment, but it offers an oppor\u00adtu\u00adni\u00adty to approach the trans\u00adfor\u00adma\u00adti\u00adon pro\u00adcess ite\u00adra\u00adtively and incre\u00admen\u00adtal\u00adly tog\u00ade\u00adther with all actors along agi\u00adle values and principles.&nbsp;<\/p>\n\n<p>But when exact\u00adly does the ori\u00aden\u00adta\u00adti\u00adon towards agi\u00adle values, prin\u00adci\u00adples and prac\u00adti\u00adces make sen\u00adse? What con\u00adtext and what cul\u00adtu\u00adral frame\u00adwork is nee\u00added for the stake\u00adhol\u00adders invol\u00adved\u2009\u2014\u2009and to what ext\u00adent could an expan\u00added per\u00adspec\u00adti\u00adve on agi\u00adli\u00adty crea\u00adte deve\u00adlo\u00adp\u00adment-ori\u00aden\u00adta\u00adted points of fric\u00adtion and con\u00adnec\u00adtion for the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor in the future?&nbsp;<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"komplexit\u00e4t\"><strong>Agility as the answer to complexity<\/strong><\/h3>\n\n<p>Agi\u00adli\u00adty or agi\u00adle approa\u00adches are not always pre\u00adfera\u00adble to pre\u00advious approa\u00adches or methods of pro\u00adject or chan\u00adge manage\u00adment. In fact, it is even a&nbsp;hin\u00addrance if agi\u00adle working and agi\u00adle values are not con\u00adsis\u00adtent or are pre\u00adscri\u00adbed, so that pseu\u00addo-agi\u00adli\u00adty under\u00adstan\u00add\u00ada\u00adb\u00adly cau\u00adses resis\u00adtance ins\u00adtead of ope\u00adning up room for deve\u00adlo\u00adp\u00adment. The ext\u00adent to which agi\u00adli\u00adty suits one\u2019s own orga\u00adni\u00adsa\u00adti\u00adon and per\u00adson or per\u00adso\u00adna\u00adli\u00adty can the\u00adr\u00ade\u00adfo\u00adre also be clas\u00adsi\u00adfied bey\u00adond atti\u00adtu\u00addes, values and even emo\u00adti\u00adons along the objects.&nbsp;<\/p>\n\n<p>The sui\u00adta\u00adbi\u00adli\u00adty of agi\u00adli\u00adty as a&nbsp;solu\u00adti\u00adon to a&nbsp;pro\u00adblem depends on the level of com\u00adple\u00adxi\u00adty. As agi\u00adli\u00adty can some\u00adti\u00admes be pre\u00adma\u00adtu\u00adre\u00adly asses\u00adsed as a&nbsp;fad or spe\u00adcial case from soft\u00adware deve\u00adlo\u00adp\u00adment that does not appear to be imme\u00addia\u00adte\u00adly appli\u00adca\u00adble or appli\u00adca\u00adble to other are\u00adas, the con\u00adtexts in which agi\u00adli\u00adty makes sen\u00adse at all or in any case makes sen\u00adse are dis\u00adcus\u00adsed in more detail below. It should be noted at this point that, depen\u00adding on the per\u00adspec\u00adti\u00adve on the cur\u00adrent or desi\u00adred orga\u00adni\u00adsa\u00adtio\u00adnal form, the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor can be view\u00aded as eit\u00adher more cen\u00adtra\u00adli\u00adsed and ver\u00adti\u00adcal\u00adly orga\u00adnis\u00aded or more net\u00adwork\u00aded and hori\u00adzon\u00adtal\u00adly orga\u00adnis\u00aded, as well as per\u00adcei\u00adving the expe\u00adri\u00aden\u00adced con\u00adtext as simp\u00adle and com\u00adpli\u00adca\u00adted or com\u00adplex, and that agi\u00adli\u00adty can play a&nbsp;very important role in this context.&nbsp;<\/p>\n\n<p><strong>VUCA-life\u00adworld<\/strong> <br>If one agrees that social con\u00addi\u00adti\u00adons and the\u00adr\u00ade\u00adfo\u00adre also the envi\u00adron\u00admen\u00adtal and living con\u00addi\u00adti\u00adons of orga\u00adni\u00adsa\u00adti\u00adons and indi\u00advi\u00addu\u00adals are under\u00adgo\u00ading major chan\u00adge, which brings with it incre\u00adasing com\u00adple\u00adxi\u00adty and uncer\u00adtain\u00adty as well as grea\u00adter dyna\u00admism, the sta\u00adte of per\u00adma\u00adnent chan\u00adge can be expe\u00adri\u00aden\u00adced more cle\u00adar\u00adly, at least sub\u00adjec\u00adtively, than in pre\u00advious years. Such deve\u00adlo\u00adp\u00adments are also descri\u00adbed as a&nbsp;<span class=\"caps\">VUCA<\/span> world. <span class=\"caps\">VUCA<\/span> is an acro\u00adnym for the terms vola\u00adti\u00adli\u00adty, uncer\u00adtain\u00adty, com\u00adple\u00adxi\u00adty and ambi\u00adgui\u00adty<sup><a href=\"#footnote_25_2113\" id=\"identifier_29_2113\" class=\"footnote-link footnote-identifier-link\" title=\"see https:\/\/de.wikipedia.org\/w\/index.php?title=VUCA&amp;oldid=212756560\">25<\/a><\/sup>. <\/p>\n\n<p>Each of the\u00adse key\u00adwords can be pla\u00adced in a&nbsp;lar\u00adger, at least socio\u00adlo\u00adgi\u00adcal, con\u00adtext and fur\u00adther dif\u00adfe\u00adren\u00adtia\u00adted theo\u00adre\u00adti\u00adcal\u00adly with regard to social deve\u00adlo\u00adp\u00adments such as acce\u00adle\u00adra\u00adti\u00adon, risk or digi\u00adtal or sys\u00adtems. From an edu\u00adca\u00adtio\u00adnal sci\u00adence per\u00adspec\u00adti\u00adve in par\u00adti\u00adcu\u00adlar, the chan\u00adges in the sub\u00adjec\u00adti\u00adve life\u00adworld descri\u00adbed are hard\u00adly unfa\u00admi\u00adli\u00adar. As alre\u00ada\u00addy men\u00adtio\u00adned in the <a rel href data-type data-id target>Edu\u00adca\u00adti\u00adon<\/a> chap\u00adter, the exami\u00adna\u00adti\u00adon of uncer\u00adtain\u00adty and ambi\u00adgui\u00adty is incre\u00adasing\u00adly beco\u00adming a&nbsp;sub\u00adject of rese\u00adarch, par\u00adti\u00adcu\u00adlar\u00adly from an edu\u00adca\u00adtio\u00adnal sci\u00adence per\u00adspec\u00adti\u00adve. The chan\u00adged frame\u00adwork con\u00addi\u00adti\u00adons and requi\u00adre\u00adments are a&nbsp;point of refe\u00adrence for con\u00adtem\u00adpo\u00adra\u00adry tea\u00adching and lear\u00adning and the pro\u00admo\u00adti\u00adon and deve\u00adlo\u00adp\u00adment of cor\u00adre\u00adspon\u00adding 21st cen\u00adtu\u00adry skills or future skills or com\u00adpe\u00adten\u00adces for sus\u00adtainable deve\u00adlo\u00adp\u00adment among lear\u00adners with regard to com\u00adpe\u00adten\u00adces for the abili\u00adty to act in a&nbsp;future uncer\u00adtain socie\u00adty. In the insti\u00adtu\u00adtio\u00adnal edu\u00adca\u00adti\u00adon sec\u00adtor in par\u00adti\u00adcu\u00adlar, the focus is on pupils and stu\u00addents, even though a&nbsp;lifel\u00adong lear\u00adning pro\u00adcess can only be a&nbsp;mat\u00adter of cour\u00adse here. Wolf Lot\u00adter (2020) makes a&nbsp;simi\u00adlar plea<sup><a href=\"#footnote_26_2113\" id=\"identifier_30_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Lotter, W. (2020).      Zusammenh\u00e4nge \u2013 Wie wir lernen, die Welt wieder zu verstehen. Edition K\u00f6ber: Hamburg.\">26<\/a><\/sup> with a&nbsp;view to the neces\u00adsa\u00adry fur\u00adther deve\u00adlo\u00adp\u00adment of all lear\u00adners or citi\u00adzens, he advo\u00adca\u00adtes the pro\u00admo\u00adti\u00adon and encou\u00adra\u00adge\u00adment of \u201ccom\u00adple\u00adxi\u00adty com\u00adpe\u00adtence\u201d, as he calls it, in order to be able to cri\u00adti\u00adcal\u00adly grasp and dif\u00adfe\u00adren\u00adtia\u00adte the curr\u00adent\u00adly com\u00adplex inter\u00adre\u00adla\u00adti\u00adonships bey\u00adond the unam\u00adbi\u00adgui\u00adty and linea\u00adri\u00adty that no lon\u00adger exists. Howe\u00adver, even apart from com\u00adpe\u00adtence-ori\u00aden\u00adta\u00adted con\u00adside\u00adra\u00adti\u00adons, it is clear that frame\u00adwork con\u00addi\u00adti\u00adons such as tho\u00adse strikin\u00adgly out\u00adlined by <span class=\"caps\">VUCA<\/span> are alre\u00ada\u00addy long-estab\u00adlished points of refe\u00adrence from an edu\u00adca\u00adtio\u00adnal sci\u00adence per\u00adspec\u00adti\u00adve. This beco\u00admes even clea\u00adrer inso\u00adfar as the idea of edu\u00adca\u00adti\u00adon and per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment\u2009\u2014\u2009espe\u00adci\u00adal\u00adly if it is unders\u00adtood in a&nbsp;trans\u00adfor\u00adma\u00adtio\u00adnal way \u2013 has also regard\u00aded irri\u00adta\u00adti\u00adons and cri\u00adsis situa\u00adtions in the indi\u00advi\u00addu\u00adal edu\u00adca\u00adtio\u00adnal pro\u00adcess as the basis for sub\u00adjec\u00adti\u00advi\u00adsa\u00adti\u00adon or per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment. In this respect, it beco\u00admes clear that chan\u00adge and alte\u00adred frame\u00adwork con\u00addi\u00adti\u00adons are noti\u00adceable ever\u00ady\u00adwhe\u00adre and, view\u00aded with an open mind, will con\u00adti\u00adnue to repre\u00adsent the ever\u00ady\u00adday frame\u00adwork (not only) for actors in the field of edu\u00adca\u00adti\u00adon until fur\u00adther noti\u00adce. The ques\u00adti\u00adon that will con\u00adti\u00adnue to ari\u00adse here is to what ext\u00adent, bey\u00adond the sub\u00adjec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses, the edu\u00adca\u00adti\u00adon sec\u00adtor as a&nbsp;who\u00adle and, abo\u00adve all, the edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons and their stake\u00adhol\u00adders will allow them\u00adsel\u00adves to be affec\u00adted by this and are wil\u00adling or able to face the chan\u00adged frame\u00adwork with an open mind \u2013 and in what way they do and will do&nbsp;so.&nbsp;<\/p>\n\n<p id=\"cynefin\"><strong>Cyne\u00adfin-frame\u00adwork<\/strong> <br> The Cyne\u00adfin frame\u00adwork offers a&nbsp;dif\u00adfe\u00adren\u00adtia\u00adted ana\u00adly\u00adsis of the per\u00adcei\u00adved envi\u00adron\u00adment with its tasks and chal\u00adlenges to be sol\u00adved and cor\u00adre\u00adspon\u00addin\u00adgly appro\u00adpria\u00adte cour\u00adses of action (Snow\u00adden &amp;&nbsp;Boo\u00adne, 2007)<span class=\"has-inline-color has-black-color\"><\/span><sup><a href=\"#footnote_27_2113\" id=\"identifier_31_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Snowden, D. J., &amp; Boone, M. E. (2007). A leader's framework for decision making. Harvard business review, 85(11), 68.\">27<\/a><\/sup>. It is often used to argue both for and against the use of agi\u00adle approa\u00adches with a&nbsp;view to the actu\u00adal con\u00adtext. It is also used here as a&nbsp;point of refe\u00adrence when the rest of this chap\u00adter deals with the rela\u00adti\u00adonship bet\u00adween agi\u00adli\u00adty and edu\u00adca\u00adti\u00adon (see also the sim\u00adpli\u00adfied divi\u00adsi\u00adon into a&nbsp;blue, com\u00adpli\u00adca\u00adted and red, com\u00adplex world, as is some\u00adti\u00admes used for an initi\u00adal approach in coa\u00adching prac\u00adti\u00adce<sup><a href=\"#footnote_28_2113\" id=\"identifier_32_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/pm-blog.com\/2017\/09\/24\/blau-und-rot-in-projekten-dynamikrobustes-projektmanagement\/\">28<\/a><\/sup>). <\/p>\n\n<p>The Cyne\u00adfin frame\u00adwork was deve\u00adlo\u00adped over deca\u00addes along an evo\u00adlu\u00adtio\u00adna\u00adry and adap\u00adti\u00adve basic idea and has sin\u00adce been ite\u00adra\u00adtively deve\u00adlo\u00adped and updated in an agi\u00adle sen\u00adse<sup><a href=\"#footnote_29_2113\" id=\"identifier_33_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.cognitive-edge.com\/\">29<\/a><\/sup>. The core idea of pur\u00adsuing appro\u00adpria\u00adte decis\u00adi\u00adon-making and action stra\u00adte\u00adgies for dif\u00adfer\u00adent\u00adly known and unknown or ambi\u00adguous con\u00adtexts has remain\u00aded unch\u00adan\u00adged. In the latest ver\u00adsi\u00adon from 2020<sup><a href=\"#footnote_30_2113\" id=\"identifier_34_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.cognitive-edge.com\/cynefin-st-davids-day-2020-cynefin-framework\/\">30<\/a><\/sup>, Snow\u00adden now jus\u00adti\u00adfia\u00adbly distin\u00adgu\u00adis\u00adhes bet\u00adween <em>clear<\/em>, <em>com\u00adpli\u00adca\u00adted<\/em>, <em>com\u00adplex <\/em>and <em>chao\u00adtic <\/em>sys\u00adtems (chao\u00adtic) and, as a&nbsp;fifth opti\u00adon, <em>con\u00adfu\u00adsing <\/em>sys\u00adtems that tole\u00adra\u00adte unre\u00adsol\u00adved situa\u00adtions (or, with expli\u00adca\u00adti\u00adon of the thres\u00adhold sta\u00adte of limi\u00adna\u00adli\u00adty, also Apo\u00adre\u00adtic or Con\u00adfu\u00adsed\u2009\u2014\u2009A\/C). The\u00adse include cor\u00adre\u00adspon\u00adding stra\u00adtegy com\u00adbi\u00adna\u00adti\u00adons bet\u00adween act-cate\u00adgo\u00adri\u00adse-ana\u00adly\u00adse-pro\u00adbe-sen\u00adse-respond. In short, and kno\u00adwing that a&nbsp;frame\u00adwork does not allow the diver\u00adsi\u00adty of the situa\u00adtions at hand to be cle\u00adar\u00adly iden\u00adti\u00adfied, the are\u00adas can be rough\u00adly cha\u00adrac\u00adte\u00adri\u00adsed as fol\u00adlows (see also Snow\u00adden &amp;&nbsp;Ran\u00adca\u00adti, 2021 for a&nbsp;more detail\u00aded prac\u00adti\u00adcal trans\u00adfer to decis\u00adi\u00adon-making pro\u00adces\u00adses in cri\u00adses)<sup><a href=\"#footnote_31_2113\" id=\"identifier_35_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Snowden, D. &amp; Rancati, A. (2021).     Managing complexity (and chaos) in times of crisis. A field guide for decision makers inspired by the Cynefin framework.  Publications Office of the European Union: Luxembourg, JRC123629.\">31<\/a><\/sup>: <\/p>\n\n<ul class=\"wp-block-list\">\n<li><em>clear<\/em> <br>In the <em>clear <\/em>domain, the envi\u00adron\u00adment is unam\u00adbi\u00adguous and effects appear line\u00adar\u00adly based on a&nbsp;few varia\u00adbles in the form of infor\u00adma\u00adti\u00adon, so that the appro\u00adpria\u00adte action stra\u00adtegy is the use of known rou\u00adti\u00adnes and pro\u00adces\u00adses as well as pro\u00adven prac\u00adti\u00adces (best prac\u00adti\u00adce; stra\u00adtegy: S\u2011C-R: Sen\u00adse, <em>Cate\u00adgo\u00adri\u00adze<\/em>, Respond). For exam\u00adp\u00adle, the con\u00ads\u00adtruc\u00adtion of ter\u00adra\u00adced hou\u00adses or blocks of flats is a&nbsp;very clear under\u00adta\u00adking. The order is con\u00adside\u00adred, assi\u00adgned to a&nbsp;known cate\u00adgo\u00adry of house designs and plan\u00adning begins.&nbsp;<\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><em>com\u00adpli\u00adca\u00adted<\/em> <br>In the <em>com\u00adpli\u00adca\u00adted <\/em>domain, the num\u00adber of varia\u00adbles alre\u00ada\u00addy chan\u00adges com\u00adpared to the simp\u00adle domain, so that simi\u00adlar solu\u00adti\u00adons or vari\u00adants to alre\u00ada\u00addy known pro\u00adce\u00addu\u00adres can now be deve\u00adlo\u00adped and plan\u00adned on the basis of addi\u00adtio\u00adnal spe\u00adcia\u00adlist exper\u00adti\u00adse (good prac\u00adti\u00adce; stra\u00adtegy: S\u2011A-R: Sen\u00adse, <em>Ana\u00adly\u00adse<\/em>, Respond). For exam\u00adp\u00adle, the con\u00ads\u00adtruc\u00adtion of new house vari\u00adants is a&nbsp;com\u00adpli\u00adca\u00adted pro\u00adject. The order is recor\u00added and iden\u00adti\u00adfied as a&nbsp;vari\u00adant of exis\u00adting expe\u00adri\u00adence with a&nbsp;view to the new frame\u00adwork con\u00addi\u00adti\u00adons, e.g. a&nbsp;smal\u00adler plot of land, then ana\u00adly\u00adsed on the basis of a&nbsp;known pat\u00adtern and imple\u00admen\u00adted as a&nbsp;new vari\u00adant of the known prac\u00adti\u00adce and plan\u00adning is started.&nbsp;<\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><em>com\u00adplex<\/em> <br>In the <em>com\u00adplex <\/em>domain, ambi\u00adgui\u00adties and non-line\u00adar rela\u00adti\u00adonships bet\u00adween cau\u00adse and effect are added to many varia\u00adbles, mea\u00adning that it is not pos\u00adsi\u00adble to fall back on tried and tes\u00adted prac\u00adti\u00adces becau\u00adse the con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons are dif\u00adfe\u00adrent to tho\u00adse that appli\u00aded to com\u00adpli\u00adca\u00adted or simp\u00adle solu\u00adti\u00adons. In com\u00adplex are\u00adas, the focus is on emer\u00adgent deve\u00adlo\u00adp\u00adment or the proac\u00adti\u00adve explo\u00adra\u00adti\u00adon of sui\u00adta\u00adble solu\u00adti\u00adons for the pro\u00adblem (exap\u00adti\u00adve prac\u00adti\u00adce; stra\u00adtegy: P\u2011S-R: Pro\u00adbe, <em>Sen\u00adse<\/em>, Respond). For exam\u00adp\u00adle, buil\u00adding archi\u00adtect-desi\u00adgned hou\u00adses from pre\u00advious\u00adly litt\u00adle-used mate\u00adri\u00adal with dif\u00adfe\u00adrent inte\u00adrests of the future resi\u00addents is a&nbsp;com\u00adplex pro\u00adject. The idea is deve\u00adlo\u00adped and tes\u00adted step by step, the mate\u00adri\u00adal and feed\u00adback from the resi\u00addents are scru\u00adti\u00adni\u00adsed and it is tra\u00adced whe\u00adre what works and how, and whe\u00adre impro\u00adve\u00adments are still nee\u00added. The best plan for the given frame\u00adwork con\u00addi\u00adti\u00adons is likely to emer\u00adge from an ite\u00adra\u00adti\u00adve approach or an agi\u00adle approach. The main cha\u00adrac\u00adte\u00adristic of com\u00adplex is that, in retro\u00ads\u00adpect, all con\u00adnec\u00adtions can be shown as logi\u00adcal rela\u00adti\u00adonships, but the chan\u00adges to indi\u00advi\u00addu\u00adal steps can\u00adnot be reco\u00adg\u00adnis\u00aded in advan\u00adce in terms of their impact on the&nbsp;whole.&nbsp;<\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><em>chao\u00adtic<\/em> <br>In the <em>chao\u00adtic <\/em>domain, in addi\u00adti\u00adon to a&nbsp;lar\u00adge num\u00adber of some\u00adti\u00admes unma\u00adna\u00adgeable varia\u00adbles, the\u00adre are unsta\u00adble inter\u00adde\u00adpen\u00adden\u00adci\u00ades, which is why imme\u00addia\u00adte and decisi\u00adve action (usual\u00adly by one or very few peo\u00adp\u00adle) is the reac\u00adtion here and com\u00adple\u00adte\u00adly new stra\u00adte\u00adgies can some\u00adti\u00admes emer\u00adge\u2009\u2014\u2009ide\u00adal\u00adly in order to quick\u00adly sta\u00adbi\u00adli\u00adse the situa\u00adti\u00adon again and reach the com\u00adplex domain and less in order to return to the con\u00adtroll\u00adable simp\u00adle or com\u00adpli\u00adca\u00adted domain as quick\u00adly as pos\u00adsi\u00adble (novel prac\u00adti\u00adce; stra\u00adtegy: A\u2011S-R: Act, <em>Sen\u00adse<\/em>, Respond). For exam\u00adp\u00adle, buil\u00adding shel\u00adters or rebuil\u00adding hou\u00adses after a&nbsp;cri\u00adsis or dis\u00adas\u00adter situa\u00adti\u00adon such as flight or floo\u00adding is the first act of action, becau\u00adse any result counts more and is bet\u00adter than no solu\u00adti\u00adon. The next step is to see what makes sen\u00adse and, as soon as it is pos\u00adsi\u00adble, depen\u00adding on the con\u00adtext, to con\u00adti\u00adnue acting in the clear, com\u00adpli\u00adca\u00adted or com\u00adplex domain.&nbsp;<\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><em>Con\u00adfu\u00adsed; A\/C<\/em> <br>At the cent\u00adre of the\u00adse four domains is now the <em>con\u00adfu\u00adsed <\/em>and apo\u00adre\u00adtic cri\u00adti\u00adcal cent\u00adre (A\/C) as the fifth domain, which has recei\u00adved grea\u00adter atten\u00adti\u00adon in the 2020 ver\u00adsi\u00adon by taking up the idea of apo\u00adria. This envi\u00adron\u00adment ari\u00adses when a&nbsp;reco\u00adg\u00adnis\u00aded situa\u00adti\u00adon is not clas\u00adsi\u00adfied in the cor\u00adrect area of action and appro\u00adpria\u00adte solu\u00adti\u00adons are used. For exam\u00adp\u00adle, acting accor\u00adding to estab\u00adlished rou\u00adti\u00adnes in a&nbsp;com\u00adplex situa\u00adti\u00adon leads to a&nbsp;mis\u00admatch in the sys\u00adtem and, abo\u00adve all, in the inten\u00added solu\u00adti\u00adons and results. Snow\u00adden expli\u00adcit\u00adly men\u00adti\u00adons here that it can also be pos\u00adsi\u00adble to find no clear solu\u00adti\u00adon\u2009\u2014\u2009and that it is also neces\u00adsa\u00adry to endu\u00adre such a&nbsp;ten\u00adsi\u00adon and to enga\u00adge in a&nbsp;lon\u00adger search pro\u00adcess in order to be able to lea\u00adve the apo\u00adre\u00adtic area decisi\u00adve\u00adly. In the 2021 ver\u00adsi\u00adon of the Cyne\u00adfin frame\u00adwork, he even sug\u00adgests redu\u00adcing this cen\u00adtral, cri\u00adti\u00adcal zone to just the three domains orde\u00adred, com\u00adplex and chao\u00adtic<sup><a href=\"#footnote_32_2113\" id=\"identifier_36_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.cognitive-edge.com\/cynefin-st-davids-day-2021-1-of-3\/\">32<\/a><\/sup>. Here, too, house con\u00ads\u00adtruc\u00adtion is cited as an exam\u00adp\u00adle: It beco\u00admes con\u00adfu\u00adsing and inap\u00adpro\u00adpria\u00adte when exact con\u00ads\u00adtruc\u00adtion plans and sche\u00addu\u00adles are fol\u00adlo\u00adwed by expe\u00adri\u00admen\u00adta\u00adti\u00adon with known pro\u00adce\u00addu\u00adres or when the con\u00ads\u00adtruc\u00adtion plans, inclu\u00adding the elec\u00adtri\u00adcal plan for resi\u00adden\u00adti\u00adal com\u00adple\u00adxes from the pre\u00advious cen\u00adtu\u00adry, con\u00adti\u00adnue to be imple\u00admen\u00adted wit\u00adhout adapt\u00ada\u00adti\u00adon when frame\u00adwork con\u00addi\u00adti\u00adons such as demo\u00adgra\u00adphics, cli\u00adma\u00adte or digi\u00adta\u00adli\u00adsa\u00adti\u00adon change.&nbsp;<\/li>\n<\/ul>\n\n<p>In addi\u00adti\u00adon to and in com\u00adbi\u00adna\u00adti\u00adon with the Cyne\u00adfin frame\u00adwork, the so-cal\u00adled \u201cStacey matrix\u201d is often used (Sta\u00adcy, 2000)<sup><a href=\"#footnote_33_2113\" id=\"identifier_37_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Stacey, R. D. (2000). Strategic Management and Organisational Dynamics. The Challenge of Complexity to Ways of Thinking about Organisations . Harlow [et al.]: Financial Times Prentice Hall.\">33<\/a><\/sup>. It is an inde\u00adpen\u00addent model and visua\u00adli\u00adses the rela\u00adti\u00adonship bet\u00adween the cla\u00adri\u00adty of the task and the fami\u00adlia\u00adri\u00adty of solu\u00adti\u00adons in order to be able to clas\u00adsi\u00adfy your own pro\u00adjects and thus deci\u00adde to what ext\u00adent agi\u00adle or clas\u00adsic approa\u00adches are more sui\u00adta\u00adble (see an illus\u00adtra\u00adti\u00adve exam\u00adp\u00adle of the com\u00adple\u00adxi\u00adty of digi\u00adta\u00adliza\u00adti\u00adon and the asso\u00adcia\u00adted (mis)decisions in the cour\u00adse of digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon in orga\u00adniza\u00adti\u00adons at Diehl at the end of the artic\u00adle<sup><a href=\"#footnote_34_2113\" id=\"identifier_38_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/digitaleneuordnung.de\/blog\/stacey-matrix\/\">34<\/a><\/sup> ). <\/p>\n\n<p><strong>In the con\u00adtext of trans\u00adfor\u00adma\u00adti\u00adon pro\u00adces\u00adses <\/strong> <br>The respec\u00adti\u00adve assess\u00adment of exis\u00adting pro\u00adblem are\u00adas, tasks or pro\u00adjects with the help of the Cyne\u00adfin frame\u00adwork natu\u00adral\u00adly also goes hand in hand with lea\u00adder\u00adship. Among other things, it is about beco\u00adming awa\u00adre of the domains and one\u2019s own loca\u00adti\u00adon, such as the loca\u00adti\u00adon of the chal\u00adlenges to be over\u00adco\u00adme, in one\u2019s own orga\u00adni\u00adsa\u00adti\u00adon in order to make decis\u00adi\u00adons on this basis. The aim is not to assign the orga\u00adni\u00adsa\u00adti\u00adon as a&nbsp;who\u00adle to a&nbsp;domain. In this respect, the Cyne\u00adfin frame\u00adwork helps to under\u00adstand, cate\u00adgo\u00adri\u00adse and also explain which modes of action can be effec\u00adti\u00adve in com\u00adplex envi\u00adron\u00adments and which are not\u2009\u2014\u2009and which form of lea\u00adder\u00adship may be appro\u00adpria\u00adte. Con\u00adse\u00adquent\u00adly, this also means which direc\u00adtion an orga\u00adni\u00adsa\u00adtio\u00adnal trans\u00adfor\u00adma\u00adti\u00adon could take with regard to a&nbsp;<span class=\"caps\">VUCA<\/span> world so that it remains capa\u00adble of acting in its field. If the tasks or are\u00adas of action to be mas\u00adte\u00adred remain <em>clear <\/em>or only <em>com\u00adpli\u00adca\u00adted<\/em>, it still appears pos\u00adsi\u00adble to main\u00adtain the tried and tes\u00adted approach even under uncer\u00adtain con\u00addi\u00adti\u00adons. If the com\u00adpa\u00adny or orga\u00adni\u00adsa\u00adti\u00adon incre\u00adasing\u00adly rea\u00adli\u00adses that its own prac\u00adti\u00adces no lon\u00adger fit the requi\u00adre\u00adments of the frame\u00adwork con\u00addi\u00adti\u00adons or attempts to act in the non-cau\u00adsal domain using methods based on cau\u00adsal assump\u00adti\u00adons, the\u00adre will be incre\u00adasing fric\u00adtion or even a&nbsp;cri\u00adsis. In this way, the sys\u00adtem or the orga\u00adni\u00adsa\u00adti\u00adon can reach its limits and move more and more into a&nbsp;sta\u00adte of limi\u00adna\u00adli\u00adty at the con\u00adfu\u00adsed cent\u00adre. It is then cal\u00adled upon to reo\u00adri\u00adent its\u00adelf and, ide\u00adal\u00adly, to cross the next thres\u00adhold. If we look at the edu\u00adca\u00adti\u00adon sec\u00adtor with Cyne\u00adfin\u2019s glas\u00adses, we can con\u00adclude that it is curr\u00adent\u00adly in the cri\u00adti\u00adcal area of con\u00adfu\u00adsed and aporetic.&nbsp;<\/p>\n\n<p>\u201cBeing at the cent\u00adre\u201d also seems to be the point at which it beco\u00admes clear <em>what <\/em>an orga\u00adniza\u00adti\u00adon wants or needs to remain capa\u00adble of acting for \u2013 and to what ext\u00adent the start of an agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon pro\u00adcess of the orga\u00adniza\u00adti\u00adon or parts of it seems appro\u00adpria\u00adte in terms of struc\u00adtu\u00adral or con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty and to what ext\u00adent it can con\u00advin\u00adce its stake\u00adhol\u00adders of the under\u00adta\u00adking. After all, agi\u00adli\u00adty is less about the ques\u00adti\u00adon of whe\u00adther agi\u00adli\u00adty in its\u00adelf makes sen\u00adse or not, and more about the ques\u00adti\u00adon of whe\u00adther peo\u00adp\u00adle and an orga\u00adniza\u00adti\u00adon are open to chan\u00adge in a&nbsp;com\u00adplex and dyna\u00admic envi\u00adron\u00adment and with which mind\u00adset they will embark on which path is appro\u00adpria\u00adte for them indi\u00advi\u00addu\u00adal\u00adly and for the orga\u00adniza\u00adti\u00adon\u2019s motivation.&nbsp;<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"agilit\u00e4t-bildungsbereich\"><strong>Agility in the education sector<\/strong><\/h3>\n\n<p>I have per\u00adso\u00adnal\u00adly encoun\u00adte\u00adred the topic of agi\u00adli\u00adty in the edu\u00adca\u00adti\u00adon sec\u00adtor sin\u00adce 2015, both along agi\u00adle-ori\u00aden\u00adted methods in the cour\u00adse of the joint cross-uni\u00adver\u00adsi\u00adty deve\u00adlo\u00adp\u00adment of the net\u00adwork plat\u00adform \u201cHam\u00adburg Open Online Uni\u00adver\u00adsi\u00adty\u201c<sup><a href=\"#footnote_35_2113\" id=\"identifier_39_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.hoou.de\">35<\/a><\/sup>, as well as incre\u00adasing\u00adly ori\u00aden\u00adted towards agi\u00adle values and prin\u00adci\u00adples and prac\u00adti\u00adces in the cour\u00adse of the (cross-facul\u00adty) deve\u00adlo\u00adp\u00adment of tea\u00adching and inno\u00adva\u00adti\u00adve (inter\u00addi\u00adsci\u00adpli\u00adna\u00adry) edu\u00adca\u00adtio\u00adnal offers of a&nbsp;cen\u00adtral orga\u00adni\u00adsa\u00adtio\u00adnal unit at the time (see, among others, Mayr\u00adber\u00adger &amp;&nbsp;Slo\u00adbo\u00addea\u00adni\u00aduk, 2017<sup><a href=\"#footnote_36_2113\" id=\"identifier_40_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. &amp; Slobodeaniuk, M. (2017). Adaption agiler Prinzipien f\u00fcr den Hochschulkontext am Beispiel des Universit\u00e4tskollegs der Universit\u00e4t Hamburg. Gruppe. Interaktion. Organisation.\u202fZeitschrift f\u00fcr Angewandte Organisationspsychologie (GIO), 48\u202f(3), 211-216. https:\/\/doi.org\/10.1007\/s11612-017-0376-4\">36<\/a><\/sup> sowie Mayr\u00adber\u00adger, 2017<sup><a href=\"#footnote_37_2113\" id=\"identifier_41_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (Hrsg.). (2017). Agilit\u00e4t.       Synergie. Fachmagazin f\u00fcr Digitalisierung in der Lehre, 3.  Universit\u00e4t Hamburg. https:\/\/www.synergie.uni-hamburg.de\/publikationen\/fachmagazin-synergie.html\">37<\/a><\/sup>; 2020<sup><a href=\"#footnote_38_2113\" id=\"identifier_42_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (2020). Agilit\u00e4t als Motor f\u00fcr Transformationsprozesse in der Lehrentwicklung \u2013 Digitalisierung von Lehren und Lernen partizipativ gestalten, erproben und verankern.\u202fIn R. Bauer, J. Hafer, S. Hofhues, M. Schiefner-Rohs, A. Thillosen, B. Volk &amp; K. Wannemacher\u202f(Hrsg.). Vom E-Learning zur Digitalisierung \u2013 Mythen, Realit\u00e4ten, Perspektiven. Waxmann: M\u00fcnster, 320\u2013337.\">38<\/a><\/sup> ). In retro\u00ads\u00adpect, ambi\u00addex\u00adtrous prac\u00adti\u00adces and cor\u00adre\u00adspon\u00adding orga\u00adni\u00adsa\u00adtio\u00adnal rela\u00adti\u00adonships in the sen\u00adse of <em>doing agi\u00adle<\/em> and <em>being agi\u00adle<\/em> were alre\u00ada\u00addy reco\u00adg\u00adnisable and tan\u00adgi\u00adble in the cour\u00adse of the\u00adse diver\u00adse tri\u00adals in dif\u00adfe\u00adrent set\u00adtings in the con\u00adtext of a&nbsp;for\u00admal edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon \u201cuni\u00adver\u00adsi\u00adty\u201d. Based on the\u00adse prac\u00adti\u00adcal expe\u00adri\u00aden\u00adces and con\u00adcep\u00adtu\u00adal reflec\u00adtions, as well as in exch\u00adan\u00adge with the actors invol\u00adved, the impul\u00adse to bring tog\u00ade\u00adther the acti\u00advi\u00adties in rese\u00adarch, tea\u00adching and prac\u00adti\u00adce trans\u00adfer in a&nbsp;frame\u00adwork of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> has emer\u00adged over the last few years, taking into account ques\u00adti\u00adons of pro\u00adfes\u00adsio\u00adna\u00adlism and orga\u00adni\u00adsa\u00adtio\u00adnal deve\u00adlo\u00adp\u00adment under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adli\u00adsa\u00adti\u00adon and digi\u00adta\u00adli\u00adty.<br>   <\/p>\n\n<p>It is worth taking a&nbsp;clo\u00adser look at whe\u00adre and in what way acti\u00advi\u00adties moti\u00adva\u00adted by agi\u00adli\u00adty have alre\u00ada\u00addy been laun\u00adched in the edu\u00adca\u00adti\u00adon sec\u00adtor to date, from schools and voca\u00adtio\u00adnal trai\u00adning to hig\u00adher edu\u00adca\u00adti\u00adon, how they are deve\u00adlo\u00adping and in what con\u00adtexts agi\u00adli\u00adty has been addres\u00adsed in the edu\u00adca\u00adti\u00adon sec\u00adtor in recent years. Is it more about <em>being agi\u00adle<\/em> or <em>doing agi\u00adle<\/em> and to what ext\u00adent is agi\u00adli\u00adty cri\u00adti\u00adcal\u00adly reflec\u00adted here and how is it adapt\u00aded? Is the per\u00adspec\u00adti\u00adve pla\u00adced more on the meso and macro level of the orga\u00adni\u00adsa\u00adti\u00adon or the micro level of the indi\u00advi\u00addu\u00adals or subjects?&nbsp;<\/p>\n\n<p><strong>Agi\u00adli\u00adty in the Con\u00adtext of K\u201112 Edu\u00adca\u00adti\u00adon<\/strong><br>First and fore\u00admost, the\u00adre are indi\u00advi\u00addu\u00adal acti\u00advi\u00adties in the school con\u00adtext, inclu\u00adding voca\u00adtio\u00adnal edu\u00adca\u00adti\u00adon and trai\u00adning events, which are ori\u00aden\u00adta\u00adted towards the micro-level of the design of tea\u00adching and lear\u00adning along adapt\u00aded agi\u00adle methods and prin\u00adci\u00adples in the sen\u00adse of agi\u00adle lear\u00adning<sup><a href=\"#footnote_39_2113\" id=\"identifier_43_2113\" class=\"footnote-link footnote-identifier-link\" title=\"e.g. https:\/\/agileatschool.de\/ or https:\/\/www.agile-schule.org\">39<\/a><\/sup>. Adapt\u00ada\u00adti\u00adons of the Scrum frame\u00adwork are now also available for the edu\u00adca\u00adti\u00adon sec\u00adtor, such as Edu\u00adS\u00adcrum initia\u00adted by Wil\u00adly Wijnands<sup><a href=\"#footnote_40_2113\" id=\"identifier_44_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/eduscrum-deutschland.agile-living-room.org\/\">40<\/a><\/sup>, scrum4schools deve\u00adlo\u00adped by Boris Glo\u00adger<sup><a href=\"#footnote_41_2113\" id=\"identifier_45_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.borisgloger.com\/blog\/2021\/02\/12\/so-fuehrt-ihr-scrum4schools-in-der-schule-ein-1-grundlagen\">41<\/a><\/sup> or, more recent\u00adly, <span class=\"caps\">KIDS<\/span> Scrum for pro\u00adject-ori\u00aden\u00adta\u00adted, agi\u00adle lear\u00adning adapt\u00aded by Bar\u00adba\u00adra Hil\u00adgert and Miri\u00adam Lerch<sup><a href=\"#footnote_42_2113\" id=\"identifier_46_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/kidsscrum.de\/\">42<\/a><\/sup>. Initi\u00adal expe\u00adri\u00aden\u00adces as con\u00adtri\u00adbu\u00adti\u00adons to agi\u00adli\u00adty in the edu\u00adca\u00adti\u00adon sec\u00adtor, pri\u00adma\u00adri\u00adly from a&nbsp;school prac\u00adti\u00adce and per\u00adspec\u00adti\u00adve, were prompt\u00adly docu\u00admen\u00adted and com\u00adpi\u00adled in joint\u00adly pro\u00addu\u00adced book publi\u00adca\u00adti\u00adons by tea\u00adchers them\u00adsel\u00adves\u2009\u2014\u2009both on Scrum in schools (Mit\u00adtel\u00adbach, 2020)<sup><a href=\"#footnote_43_2113\" id=\"identifier_47_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Mittelbach, T. (ed.) (2020).   Bring Scrum to Schools! It\u2019s Time for More Agility in Teaching.  Karlsruhe: Visual Ink Publishing. https:\/\/visual-books.com\/scrum-in-die-schule\/\">43<\/a><\/sup> as well as broa\u00adder agi\u00adli\u00adty and edu\u00adca\u00adti\u00adon (Kan\u00adte\u00adreit et al., 2021)<sup><a href=\"#footnote_44_2113\" id=\"identifier_48_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Kantereit, T., Arn, C., Bayer, H., L\u00e9vesque, V. &amp; McKevett, D. (2021). Agilit\u00e4t und Bildung. Karlsruhe: Visual Ink Publishing. https:\/\/visual-books.com\/agilitaet-und-bildung\/\">44<\/a><\/sup>. Agi\u00adli\u00adty is also no lon\u00adger a&nbsp;for\u00adeign con\u00adcept in school deve\u00adlo\u00adp\u00adment (see, for exam\u00adp\u00adle, F\u00f6rtsch &amp;&nbsp;St\u00f6ff\u00adler, 2021)<sup><a href=\"#footnote_45_2113\" id=\"identifier_49_2113\" class=\"footnote-link footnote-identifier-link\" title=\"F\u00f6rtsch, M., &amp; St\u00f6ffler, F. (2021).  Die agile Schule. 10 Leitprinzipien f\u00fcr Schulentwicklung im Zeitalter der Digitalisierung.  (2. Auflage). Hamburg: AOL-Verlag.\">45<\/a><\/sup>. <\/p>\n\n<p>Depen\u00adding on the per\u00adspec\u00adti\u00adve, they empha\u00adsise eit\u00adher <em>doing agi\u00adle<\/em> or <em>being agi\u00adle<\/em>, but all stake\u00adhol\u00adders cle\u00adar\u00adly express that they view agi\u00adli\u00adty in the con\u00adtext of a&nbsp;value-based cul\u00adtu\u00adral chan\u00adge and a&nbsp;chan\u00adged mind\u00adset for the edu\u00adca\u00adti\u00adon sec\u00adtor and that <em>being agi\u00adle<\/em> is the\u00adr\u00ade\u00adfo\u00adre also taken into account. The ext\u00adent to which so-cal\u00adled agi\u00adle lear\u00adning or agi\u00adle tea\u00adching is fun\u00adda\u00admen\u00adtal\u00adly dif\u00adfe\u00adrent to alter\u00adna\u00adti\u00adve lear\u00adning and pro\u00adcess-ori\u00aden\u00adta\u00adted, par\u00adti\u00adci\u00adpa\u00adto\u00adry tea\u00adching and lear\u00adning methods, such as coope\u00adra\u00adti\u00adve and col\u00adla\u00adbo\u00adra\u00adti\u00adve pro\u00adject work, open les\u00adsons or pro\u00adblem-based lear\u00adning, would need to be exami\u00adned in each indi\u00advi\u00addu\u00adal&nbsp;case.&nbsp;<\/p>\n\n<p><strong>Agi\u00adli\u00adty in hig\u00adher edu\u00adca\u00adti\u00adon<\/strong><br>In the Ger\u00adman-spea\u00adking hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor, agi\u00adle deve\u00adlo\u00adp\u00adment oppor\u00adtu\u00adni\u00adties have also been addres\u00adsed in recent years at the various levels of tea\u00adching and tea\u00adching deve\u00adlo\u00adp\u00adment, pro\u00adgram\u00adme and degree cour\u00adse deve\u00adlo\u00adp\u00adment as well as in the con\u00adtext of admi\u00adnis\u00adtra\u00adti\u00adon, admi\u00adnis\u00adtra\u00adti\u00adon and aca\u00adde\u00admic manage\u00adment. As in the school sec\u00adtor, expe\u00adri\u00adence at the micro level of tea\u00adching orga\u00adni\u00adsa\u00adti\u00adon still pre\u00addo\u00admi\u00adna\u00adtes. The attri\u00adbu\u00adte <em>agi\u00adle <\/em>has also found its way into the didac\u00adtic and, abo\u00adve all, metho\u00addo\u00adlo\u00adgi\u00adcal design of uni\u00adver\u00adsi\u00adty tea\u00adching, for exam\u00adp\u00adle in agi\u00adle uni\u00adver\u00adsi\u00adty didac\u00adtics (Arn, 2017)<sup><a href=\"#footnote_46_2113\" id=\"identifier_50_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Arn, C. (2017). Agile Hochschuldidaktik. (2. Auflage). Weinheim und Basel: Beltz Juventa.\">46<\/a><\/sup>, in agi\u00adle stu\u00addy\u00ading (Stern, 2019)<sup><a href=\"#footnote_47_2113\" id=\"identifier_51_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Stern, D. (2019). Agiles Studieren \u2013 Eine Einf\u00fchrung f\u00fcr Dozenten. Springer Gabler: Wiesbaden. doi:10.1007\/978-3-658-23365-5\">47<\/a><\/sup> as well as agi\u00adle lear\u00adning (Arn &amp;&nbsp;MacKe\u00advett, 2020)<sup><a href=\"#footnote_48_2113\" id=\"identifier_52_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Arn, C. &amp; MacKevett, D. (2020). The Agile in Higher Education as a Quality Question. Handbuch Qualit\u00e4t in Studium, Lehre und Forschung, 73.\">48<\/a><\/sup>. Initi\u00adal adapt\u00ada\u00adti\u00adons of Edu\u00adS\u00adcrum (Wijnands &amp;&nbsp;Stol\u00adze, 2019) can also be found<sup><a href=\"#footnote_49_2113\" id=\"identifier_53_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Wijnands, W., &amp; Stolze, A. (2019). Transforming education with eduScrum. In D. Parsons und K. MacCallum (Hrsg.), Agile and Lean Concepts for Teaching and Learning (S. 95-114). Singapore: Springer. doi:10.1007\/978-981-13-2751-3_5.\">49<\/a><\/sup> in insti\u00adtu\u00adti\u00adons of Hig\u00adher Edu\u00adca\u00adti\u00adon (e.g. at the Mann\u00adheim Uni\u00adver\u00adsi\u00adty of Appli\u00aded Sci\u00aden\u00adces<sup><a href=\"#footnote_50_2113\" id=\"identifier_54_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.eduscrum.hs-mannheim.de\">50<\/a><\/sup> ) or by scrum4schools (Glo\u00adger, 2019)<sup><a href=\"#footnote_51_2113\" id=\"identifier_55_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Gloger, B. (2019). Scrum4Schools \u2013 ein Projekt nimmt Fahrt auf. Accessed 15.07.2021 fromhttps:\/\/www.borisgloger.com\/blog\/2019\/10\/29\/scrum4schools-ein-projekt-nimmt-fahrt-auf\">51<\/a><\/sup>, e.g. at the Munich Uni\u00adver\u00adsi\u00adty of Apllied Sci\u00aden\u00adces<sup><a href=\"#footnote_52_2113\" id=\"identifier_56_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/www.borisgloger.com\/blog\/2018\/01\/25\/scrum4schools-an-der-hochschule-muenchen-wie-es-den-studierenden-gefallen-hat-ein-erstes-feedback\">52<\/a><\/sup>. The\u00adre is also exten\u00adsi\u00adve expe\u00adri\u00adence in the cour\u00adse of tea\u00adching deve\u00adlo\u00adp\u00adment pro\u00adjects and cross-uni\u00adver\u00adsi\u00adty inno\u00adva\u00adti\u00adon pro\u00adjects (u.a. Mayr\u00adber\u00adger, 2019)<sup><a href=\"#footnote_53_2113\" id=\"identifier_57_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Mayrberger, K. (Hrsg.). (2019). Angebot \u2260 Auftrag. Aktivit\u00e4ten im Universit\u00e4tskolleg Digital 2017\/2018. Sonderband zum Fachmagazin Synergie. Universit\u00e4t Hamburg.\">53<\/a><\/sup> as in agi\u00adle degree pro\u00adgram\u00adme deve\u00adlo\u00adp\u00adment (e. g. Seidl &amp;&nbsp;Von\u00adhof, 2017)<sup><a href=\"#footnote_54_2113\" id=\"identifier_58_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Seidl, T., &amp; Vonhof, C. (2017). Agile Prinzipien \u2013 was kann die Studiengangsenwicklung davon lernen?.               Fachmagazins Synergie. Digitalisierung in der Lehre 3 , 22-25.\">54<\/a><\/sup>. <\/p>\n\n<p>Over\u00adall, the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor with a&nbsp;focus on agi\u00adle tea\u00adching appears to be some\u00adwhat more sys\u00adte\u00adma\u00adti\u00adcal\u00adly posi\u00adtio\u00adned at the various levels of inter\u00adna\u00adtio\u00adnal dis\u00adcus\u00adsion under the key\u00adwords <em>lean edu\u00adca\u00adti\u00adon<\/em> and <em>agi\u00adle edu\u00adca\u00adtio<\/em>n, and agi\u00adli\u00adty in the con\u00adtext of tea\u00adching-rela\u00adted chan\u00adge appears to be more tan\u00adgi\u00adble as a&nbsp;rese\u00adarch and deve\u00adlo\u00adp\u00adment topic as well as an object (e.g. Par\u00adsons &amp;&nbsp;Mac\u00adCul\u00adlum, 2019)<sup><a href=\"#footnote_55_2113\" id=\"identifier_59_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Parsons, D., &amp; MacCallum, K. (2019). Agile education, lean learning. In D. Parsons &amp; K. MacCallum (Eds.), Agile and Lean Concepts for Teaching and Learning (pp.3\u201323). Singapore: Springer. https:\/\/doi.org\/10.1007\/978-981-13-2751-3_1.\">55<\/a><\/sup>. With a&nbsp;focus on agi\u00adle lear\u00adning and agi\u00adle tea\u00adching, a&nbsp;major chall\u00adenge is cer\u00adtain\u00adly to find a&nbsp;com\u00admon under\u00adstan\u00adding for the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal sec\u00adtor from school to uni\u00adver\u00adsi\u00adty and bey\u00adond for lifel\u00adong lear\u00adning of what exact\u00adly the pro\u00adduct is in terms of agi\u00adle pro\u00adces\u00adses, which is to be impro\u00adved along agi\u00adle values, prin\u00adci\u00adples, methods and prac\u00adti\u00adces in exch\u00adan\u00adge with lear\u00adners or gene\u00adral cus\u00adto\u00admers in con\u00adstant, ite\u00adra\u00adti\u00adve feed\u00adback loops in such a&nbsp;way that it crea\u00adtes the grea\u00adtest benefit.&nbsp;<\/p>\n\n<p><strong>Agi\u00adli\u00adty in the uni\u00adver\u00adsi\u00adty orga\u00adni\u00adsa\u00adti\u00adon<\/strong> <br>The ques\u00adti\u00adon of agi\u00adli\u00adty in the Ger\u00adman-spea\u00adking (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor does not curr\u00adent\u00adly remain sole\u00adly in the con\u00adtext of agi\u00adle tea\u00adching and rese\u00adarch pro\u00adjects and deve\u00adlo\u00adp\u00adment teams that are orga\u00adni\u00adzed along agi\u00adle prin\u00adci\u00adples and methods. Initi\u00adal assess\u00adments and posi\u00adtio\u00adning are also taking place in the dis\u00adcus\u00adsion&nbsp;here.&nbsp;<\/p>\n\n<p>From the per\u00adspec\u00adti\u00adve of aca\u00adde\u00admic and pro\u00adject manage\u00adment at uni\u00adver\u00adsi\u00adties, agi\u00adle approa\u00adches are seen as incre\u00adasing\u00adly important (e.g. Hanft et al., 2016<sup><a href=\"#footnote_56_2113\" id=\"identifier_60_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Hanft, A., Brinkmann, K. Kretschmer, S., Maschwitz, A. &amp; St\u00f6ter, J. (2016). Organisation und Management von Weiterbildung und Lebenslangem Lernen an Hochschulen. Waxmann: M\u00fcnster.\">56<\/a><\/sup>; Hanft et al., 2017<sup><a href=\"#footnote_57_2113\" id=\"identifier_61_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Hanft, A., Maschwitz, A. &amp; St\u00f6ter, J. (2017). Agiles Projektmanagement an Hochschulen \u2013 get the things done. Synergie \u2013 Fachmagazin f\u00fcr Digitalisierung in der Lehre, 3, 8-15.\">57<\/a><\/sup> ). In Switz\u00ader\u00adland, the first uni\u00adver\u00adsi\u00adty for agi\u00adle edu\u00adca\u00adti\u00adon (HfaB) has even been foun\u00added with a&nbsp;focus on tea\u00adcher trai\u00adning<sup><a href=\"#footnote_58_2113\" id=\"identifier_62_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/hfab.ch\/\">58<\/a><\/sup>. In addi\u00adti\u00adon, a&nbsp;plat\u00adform for agi\u00adle admi\u00adnis\u00adtra\u00adti\u00adon is forming in Ger\u00adman-spea\u00adking count\u00adries<sup><a href=\"#footnote_59_2113\" id=\"identifier_63_2113\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/agile-verwaltung.org\/\">59<\/a><\/sup>.<br>   <\/p>\n\n<p>From the per\u00adspec\u00adti\u00adve of the orga\u00adni\u00adsa\u00adti\u00adon and the tra\u00addi\u00adti\u00adon of col\u00adleges and uni\u00adver\u00adsi\u00adties, initi\u00adal, rather cri\u00adti\u00adcal reflec\u00adtions and clas\u00adsi\u00adfi\u00adca\u00adti\u00adons of the calls for agi\u00adli\u00adty were made (vgl. Bae\u00adcker, 2017<sup><a href=\"#footnote_1_2113\" id=\"identifier_64_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Baecker, D. (2017). Agilit\u00e4t in der Hochschule. Die Hochschule: Journal fu\u0308r Wissenschaft und Bildung, 26(1), 19\u201328.\">1<\/a><\/sup> und Wil\u00adhelm, 2019<sup><a href=\"#footnote_60_2113\" id=\"identifier_65_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Wilhelm, E. (2019). The university as an open platform? : a critique of agility.     Beitr\u00e4ge zur Hochschulforschung. 41(3), 66-79.\">60<\/a><\/sup> ). Kon\u00adkre\u00adte Aus\u00adein\u00adan\u00adder\u00adset\u00adzun\u00adgen mit der agi\u00adlen Per\u00adspek\u00adti\u00adve im Hoch\u00adschul\u00adma\u00adnage\u00adment fan\u00adden unter Bezug auf Bae\u00adcker Anfang 2020 zur agi\u00adlen F\u00fch\u00adrung als Kon\u00adzept f\u00fcr Hoch\u00adschu\u00adlen in der zen\u00adtra\u00adlen Ver\u00adbands\u00adzeit\u00adschrift des deut\u00adschen Hoch\u00adschul\u00adver\u00adban\u00addes statt (Pop\u00adpel\u00adreu\u00adter, 2020)<sup><a href=\"#footnote_61_2113\" id=\"identifier_66_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Poppelreuter, S. (2020). Agile F\u00fchrung. Ein Konzept auch f\u00fcr Hochschulen? Forschung &amp; Lehre: alles was die Wissenschaft bewegt, 27(1), 54\u201355, von https:\/\/www.forschung-und-lehre.de\/heftarchiv\/ausgabe-120\/\">61<\/a><\/sup>. Das dies\u00adj\u00e4h\u00adri\u00adge Gut\u00adach\u00adten des Akti\u00adons\u00adrats Bil\u00addung (Anders et al., 2021)<sup><a href=\"#footnote_62_2113\" id=\"identifier_67_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Anders Y., Daniel HD., Hannover B., K\u00f6ller O., Lenzen D., McElvany N., Seidel T., Tippelt R., Wilbers K., Woessmann L. (2021).     F\u00fchrung, Leitung, Governance: Verantwortung im Bildungssystem. Gutachten des Aktionsrates Bildung . Hrsg. von der Vereinigung der Bayerischen Wirtschaft. M\u00fcnster: Waxmann DOI: 10.31244\/9783830994008\">62<\/a><\/sup> spe\u00adcia\u00adli\u00adsing in \u201cLea\u00adder\u00adship, manage\u00adment, gover\u00adnan\u00adce. Respon\u00adsi\u00adbi\u00adli\u00adty in the edu\u00adca\u00adti\u00adon system\u201d(translated with DeeplPro) is rather scep\u00adti\u00adcal with regard to uni\u00adver\u00adsi\u00adty orga\u00adni\u00adsa\u00adti\u00adon and agi\u00adli\u00adty. For exam\u00adp\u00adle, with refe\u00adrence to the spe\u00adci\u00adfic exam\u00adp\u00adle of Scrum, it con\u00adcludes: \u201cAna\u00adlo\u00adgies in the edu\u00adca\u00adti\u00adon sys\u00adtem are curr\u00adent\u00adly still dif\u00adfi\u00adcult to ima\u00adgi\u00adne\u201d (ibid., p. 51, trans\u00adla\u00adted with DeeplPro)<sup><a href=\"#footnote_63_2113\" id=\"identifier_68_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Anders Y., Daniel HD., Hannover B., K\u00f6ller O., Lenzen D., McElvany N., Seidel T., Tippelt R., Wilbers K., Woessmann L. (2021). F\u00fchrung, Leitung, Governance: Verantwortung im Bildungssystem. Gutachten des Aktionsrates Bildung . Hrsg. von der Vereinigung der Bayerischen Wirtschaft. M\u00fcnster: Waxmann DOI: 10.31244\/9783830994008\">63<\/a><\/sup>. Bis\u00adher wird vor allem auf Bae\u00adckers ers\u00adter Ein\u00adsch\u00e4t\u00adzung von 2017 ver\u00adwie\u00adsen, die neben einer kri\u00adti\u00adschen Per\u00adspek\u00adti\u00adve auf die Wirk\u00adkraft der digi\u00adta\u00adlen Trans\u00adfor\u00adma\u00adti\u00adon auf die Hoch\u00adschu\u00adlen, auch zu beden\u00adken gibt, dass Hoch\u00adschu\u00adlen so sie sich als Orga\u00adni\u00adsa\u00adtio\u00adnen und nicht pri\u00adm\u00e4r Insti\u00adtu\u00adtio\u00adnen ver\u00adste\u00adhen, struk\u00adtu\u00adrell wie ope\u00adra\u00adtiv sehr gute Vor\u00adaus\u00adset\u00adzun\u00adgen f\u00fcr agi\u00adle Her\u00adan\u00adge\u00adhens\u00adwei\u00adsen mit sich br\u00e4ch\u00adten und For\u00admen agi\u00adlem Manage\u00adments grund\u00ads\u00e4tz\u00adlich gewach\u00adsen sei\u00aden, \u201eweil sie sie tra\u00addi\u00adtio\u00adnell immer schon betrei\u00adben\u201c (Bae\u00adcker 2017, S. 22)<sup><a href=\"#footnote_1_2113\" id=\"identifier_69_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Baecker, D. (2017). Agilit\u00e4t in der Hochschule. Die Hochschule: Journal fu\u0308r Wissenschaft und Bildung, 26(1), 19\u201328.\">1<\/a><\/sup>. Er stellt her\u00adaus, dass das den Hoch\u00adschu\u00adlen bereits inne\u00adwoh\u00adnen\u00adde Poten\u00adzi\u00adal st\u00e4r\u00adker hori\u00adzon\u00adtal und netz\u00adwerk\u00adar\u00adtig denn ver\u00adti\u00adkal in Silos orga\u00adni\u00adsiert zu sein, vor\u00adhan\u00adden ist, wenn\u00adgleich dies\u00adbe\u00adz\u00fcg\u00adlich zugleich noch hoher Hand\u00adlungs\u00adbe\u00addarf erfor\u00adder\u00adlich sei. Bei aller kri\u00adtisch-ana\u00adly\u00adti\u00adschen Betrach\u00adtung stellt Bae\u00adcker am Schluss sei\u00adner Er\u00f6r\u00adte\u00adrung ent\u00adspre\u00adchend fest: \u201eDie agi\u00adle Hoch\u00adschu\u00adle wird in dem Ma\u00dfe unver\u00admeid\u00adlich, wie die digi\u00adta\u00adle Trans\u00adfor\u00adma\u00adti\u00adon der Gesell\u00adschaft wei\u00adter vor\u00adan\u00adschrei\u00adtet\u201c (ebd., S. 26)<sup><a href=\"#footnote_1_2113\" id=\"identifier_70_2113\" class=\"footnote-link footnote-identifier-link\" title=\"Baecker, D. (2017). Agilit\u00e4t in der Hochschule. Die Hochschule: Journal fu\u0308r Wissenschaft und Bildung, 26(1), 19\u201328.\">1<\/a><\/sup>. <\/p>\n\n<p><strong>From edu\u00adca\u00adtio\u00adnal via agi\u00adle to lea\u00adder\u00adship <\/strong> <br>The per\u00adspec\u00adti\u00adves on agi\u00adli\u00adty in hig\u00adher edu\u00adca\u00adti\u00adon out\u00adlined here alre\u00ada\u00addy indi\u00adca\u00adte that a&nbsp;distinc\u00adtion must be made bet\u00adween agi\u00adle tea\u00adching and agi\u00adle pro\u00adject manage\u00adment or hig\u00adher edu\u00adca\u00adti\u00adon manage\u00adment, each with a&nbsp;dif\u00adfe\u00adrent focus on indi\u00advi\u00addu\u00adals and orga\u00adni\u00adsa\u00adti\u00adons. The con\u00adnec\u00adtion to ques\u00adti\u00adons of agi\u00adle lea\u00adder\u00adship and ambi\u00addex\u00adteri\u00adty in the edu\u00adca\u00adti\u00adon sec\u00adtor is obvious and will be brought tog\u00ade\u00adther and explo\u00adred in grea\u00adter depth later in the chap\u00adter on <a rel=\"noreferrer noopener\" href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agile-educational-leadership\/\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agile-educational-leadership\/\" target=\"_blank\">Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/a>. <\/p>\n\n<p>The abo\u00adve posi\u00adti\u00adons also indi\u00adca\u00adte that the edu\u00adca\u00adtio\u00adnal sec\u00adtor must first be con\u00adside\u00adred in its spe\u00adci\u00adfi\u00adci\u00adty. By dra\u00adwing on values and con\u00advic\u00adtions\u2009\u2014\u2009in addi\u00adti\u00adon to the inher\u00adent struc\u00adtu\u00adral poten\u00adti\u00adal alre\u00ada\u00addy men\u00adtio\u00adned by Bae\u00adcker \u2013 it should be pos\u00adsi\u00adble to build bridges bet\u00adween agi\u00adle con\u00adside\u00adra\u00adti\u00adons and edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adons in order to think of a&nbsp;new path that is based on a&nbsp;both\/and approach in the varie\u00adty of opti\u00adons of digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and enables fea\u00adsi\u00adble, agi\u00adle approa\u00adches.&nbsp;Accor\u00addin\u00adgly, this also forms a&nbsp;cen\u00adtral point of refe\u00adrence for the ques\u00adti\u00adon of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adli\u00adty for the future (hig\u00adher) edu\u00adca\u00adti\u00adon sector.&nbsp;<\/p>\n\n<p>Par\u00adti\u00adcu\u00adlar\u00adly with regard to the edu\u00adca\u00adti\u00adon sec\u00adtor and with a&nbsp;spe\u00adcial focus on the alter\u00adna\u00adti\u00adve mar\u00adket for hig\u00adher edu\u00adca\u00adti\u00adon or gene\u00adral aca\u00adde\u00admic edu\u00adca\u00adti\u00adon, which is deve\u00adlo\u00adping in par\u00adal\u00adlel despi\u00adte sta\u00adte-sup\u00adport\u00aded sta\u00adbi\u00adli\u00adty, the ques\u00adti\u00adon ari\u00adses as to what ext\u00adent this sec\u00adtor can and wants to allow its\u00adelf to con\u00adti\u00adnue to adhe\u00adre to line\u00adar forms of orga\u00adni\u00adsa\u00adti\u00adon and a&nbsp;cul\u00adtu\u00adre that does not always appear to be in kee\u00adping with the times at the begin\u00adning of the 21st cen\u00adtu\u00adry. Why is the exis\u00adting pyra\u00admid orga\u00adni\u00adsa\u00adti\u00adon in the edu\u00adca\u00adti\u00adon sec\u00adtor being clung to so vehe\u00admen\u00adt\u00adly when agi\u00adle expe\u00adri\u00aden\u00adces in tea\u00adching, rese\u00adarch and team orga\u00adni\u00adsa\u00adti\u00adon alre\u00ada\u00addy exist? Despi\u00adte all the tra\u00addi\u00adti\u00adon and refe\u00adrence to the natu\u00adre of edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons and, in par\u00adti\u00adcu\u00adlar, the uni\u00adver\u00adsi\u00adty, the ques\u00adti\u00adon ari\u00adses, not only in view of the pan\u00adde\u00admic that has now been going on for over a&nbsp;year and a&nbsp;half, to what ext\u00adent today\u2019s edu\u00adca\u00adtio\u00adnal offers and actors can do wit\u00adhout an appro\u00adpria\u00adte and sui\u00adta\u00adble orga\u00adni\u00adsa\u00adtio\u00adnal and inter\u00adac\u00adtion frame\u00adwork in order to remain con\u00adfi\u00addent\u00adly in moti\u00adon and capa\u00adble of acting in com\u00adplex con\u00adtexts? And the ques\u00adti\u00adon also ari\u00adses as to who can and should take on lea\u00adder\u00adship in the edu\u00adca\u00adti\u00adon sec\u00adtor for them\u00adsel\u00adves and for others in this chan\u00adged framework?&nbsp;<\/p>\n\n<p><\/p>\n\n<pre class=\"wp-block-verse\"><strong><strong><div class=\"alignleft\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/ambidextrie-1\/\" title=\"Ambidexterity 1.0\">Vorherige Seite: Ambidexterity 1.0<\/a><\/div><\/strong><\/strong><strong><div class=\"alignright\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/leadership-1\/\" title=\"Leadership 1.0\">N\u00e4chste Seite: Leadership 1.0<\/a><\/div><\/strong><\/pre>\n<ol class=\"footnotes\"><li id=\"footnote_1_2113\" class=\"footnote\">Bae\u00adcker, D. (2017). Agi\u00adli\u00adt\u00e4t in der Hoch\u00adschu\u00adle. <em>Die Hoch\u00adschu\u00adle: Jour\u00adnal fu\u0308r Wis\u00adsen\u00adschaft und Bil\u00addung<\/em>, 26(1), 19\u2009\u2013\u200928.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_1_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_64_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_69_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_70_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_2_2113\" class=\"footnote\">Licence: <a href=\"https:\/\/de.freepik.com\/psd\/mockup%22%3EMockup\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/de.freepik.com\/psd\/mockup\u201d&gt;Mockup<\/a> <span class=\"caps\">PSD<\/span> by Vec\u00adto\u00adri\u00adum\u2009\u2014\u2009de.freepik.com; book-cover by Kers\u00adtin Mayr\u00adber\u00adger, Lizenz <span class=\"caps\">CC<\/span> <span class=\"caps\">BY<\/span> 4.0<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_2_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_3_2113\" class=\"footnote\">Rahn, M. (2018). Fun\u00adda\u00admen\u00adtals of agi\u00adli\u00adty. In M. Rahn (ed.). <em>Agi\u00adles Pro\u00adjekt\u00adma\u00adnage\u00adment.<\/em> Sprin\u00adger Gab\u00adler: Wies\u00adba\u00adden, 5\u2009\u2013\u200919. https:\/\/doi.org\/10.1007\/978\u2009\u2013\u20093\u2011658\u2009\u2013\u200923022-7_2<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_3_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_4_2113\" class=\"footnote\">Mar\u00adtin, R. C. (2019). <em>Clean Agi\u00adle: Back to Basics.<\/em> Lon\u00addon: Pear\u00adson Edu\u00adca\u00adti\u00adon.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_4_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_5_2113\" class=\"footnote\">see <a rel=\"noreferrer noopener\" href=\"https:\/\/agilemanifesto.org\/\" target=\"_blank\">https:\/\/agilemanifesto.org\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_5_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_6_2113\" class=\"footnote\">see <a rel=\"noreferrer noopener\" href=\"https:\/\/agilemanifesto.org\/\" target=\"_blank\">https:\/\/agilemanifesto.org<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_6_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_7_2113\" class=\"footnote\">Laloux, F. (2015). <em> Reinven\u00adting Orga\u00adniza\u00adti\u00adons: Ein Leit\u00adfa\u00adden zur Gestal\u00adtung sinn\u00adstif\u00adten\u00adder For\u00admen der Zusam\u00admen\u00adar\u00adbeit<\/em>. M\u00fcn\u00adchen: Vah\u00adlen.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_7_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_8_2113\" class=\"footnote\">Schwa\u00adber, K.,&nbsp;&amp;&nbsp;Sut\u00adher\u00adland, J.&nbsp;(2020).<em>Der&nbsp;Scrum&nbsp;Gui\u00adde. Der g\u00fcl\u00adti\u00adge Leit\u00adfa\u00adden f\u00fcr&nbsp;Scrum; Die Spiel\u00adre\u00adgeln <\/em>. Abge\u00adru\u00adfen am 14 Janu\u00adar 2021, von <a rel href target>https:\/\/www.scrumguides.org\/docs\/scrumguide\/v2020\/2020-Scrum-Guide-German.pdf<\/a>.; sie\u00adhe den jeweils aktu\u00adel\u00adlen Scr\u00adum\u00adgui\u00adde unter <a rel href target>https:\/\/scrumguides.org\/scrum-guide.html<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_8_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_9_2113\" class=\"footnote\"><a rel href target>https:\/\/www.scrum.org\/resources\/scrum-framework-poster<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_9_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_10_2113\" class=\"footnote\">Glo\u00adger, B. (2016). <em>Scrum \u2013 Pro\u00adduk\u00adte zuver\u00adl\u00e4s\u00adsig und schnell ent\u00adwi\u00adckeln.<\/em> Carl Han\u00adser: M\u00fcn\u00adchen.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_10_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_27_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_11_2113\" class=\"footnote\">Leo\u00adpold, K. (2019). <em>Agi\u00adli\u00adt\u00e4t neu Den\u00adken \u2013 War\u00adum agi\u00adle Teams nichts mit Busi\u00adness-Agi\u00adli\u00adt\u00e4t zu tun haben. <\/em><a rel href target>https:\/\/leanpub.com\/b\/agiltaetneudenkenbundle<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_11_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_12_2113\" class=\"footnote\">sie\u00adhe <a rel=\"noreferrer noopener\" href=\"https:\/\/scrumguides.org\/scrum-guide.html#scrum-values\" target=\"_blank\">https:\/\/scrumguides.org\/scrum-guide.html#scrum-values<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_12_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_13_2113\" class=\"footnote\">Diehl, A. (2021). <em>Agi\u00adle Wer\u00adte \u2013 Das Herz agi\u00adler Teams und Orga\u00adni\u00adsa\u00adtio\u00adnen<\/em>. Acces\u00adsed 15.07.2021, from <a rel href target>https:\/\/digitaleneuordnung.de\/blog\/agile-werte<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_13_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_14_2113\" class=\"footnote\">Wiech\u00admann, R. &amp;&nbsp;Para\u00addiek, L. (2020). <em>Agi\u00adle Wer\u00adte leben\u2009\u2014\u2009Mit Impro\u00advi\u00adsa\u00adti\u00adons\u00adthea\u00adter zu mehr Selbst\u00ador\u00adga\u00adni\u00adsa\u00adti\u00adon und Zusam\u00admen\u00adar\u00adbeit. <\/em>dpunkt.verlag: Hei\u00addel\u00adberg.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_14_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_15_2113\" class=\"footnote\">see for exam\u00adp\u00adle <a rel href target>https:\/\/agile-werte-leben.de\/uebungen\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_15_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_16_2113\" class=\"footnote\">Wiech\u00admann, R. &amp;&nbsp;Para\u00addiek, L. (2020). <em>Agi\u00adle Wer\u00adte leben \u2013 Mit Impro\u00advi\u00adsa\u00adti\u00adons\u00adthea\u00adter zu mehr Selbst\u00ador\u00adga\u00adni\u00adsa\u00adti\u00adon und Zusam\u00admen\u00adar\u00adbeit.<\/em> dpunkt.verlag: Hei\u00addel\u00adberg.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_16_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_24_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_17_2113\" class=\"footnote\">Maehr\u00adlein, K. (2020). Agi\u00adle Wer\u00adte leben \u2013 so geh\u00adt\u2019s. <em>Pro\u00adjekt\u00adma\u00adga\u00adzin<\/em>. Acces\u00adsed 15.07.2021, from <a rel href target>https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_17_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_18_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_19_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_18_2113\" class=\"footnote\">Maehr\u00adlein, K. (2020). Agi\u00adle Wer\u00adte leben \u2013 so geh\u00adt\u2019s. <em>Pro\u00adjekt\u00adma\u00adga\u00adzin<\/em>. Acces\u00adsed 15.07.2021, from <a rel=\"noreferrer noopener\" href=\"https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben\" target=\"_blank\">https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_20_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_19_2113\" class=\"footnote\">Maehr\u00adlein, K. (2020). Agi\u00adle Wer\u00adte leben \u2013 so geh\u00adt\u2019s. <em>Pro\u00adjekt\u00adma\u00adga\u00adzin<\/em>. Abge\u00adru\u00adfen am 15.07.2021, from <a rel href target>https:\/\/www.projektmagazin.de\/artikel\/agile-werte-leben<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_21_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_20_2113\" class=\"footnote\"><a rel href target>https:\/\/www.borisgloger.com\/blog\/2019\/05\/15\/der-agile-baum-als-orientierungshilfe-im-dschungel-der-agilen-begrifflichkeiten<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_22_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_21_2113\" class=\"footnote\"><a rel href target>https:\/\/digitaleneuordnung.de\/blog\/agile-werte\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_23_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_22_2113\" class=\"footnote\"><a rel href target>https:\/\/digitaleneuordnung.de\/blog\/dilts-pyramide\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_25_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_23_2113\" class=\"footnote\"><a rel href target>https:\/\/scrumguides.org<\/a>\/<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_26_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_24_2113\" class=\"footnote\">Vigen\u00adschow, U. (2015). <span class=\"caps\">AMP<\/span> \u2013 Agi\u00adles Pro\u00adjekt\u00adma\u00adnage\u00adment \u2013 Anspruchs\u00advol\u00adle Soft\u00adware\u00adpro\u00adjek\u00adte erfolg\u00adreich steu\u00adern. dpunkt.verlag: Hei\u00addel\u00adberg.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_28_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_25_2113\" class=\"footnote\">see <a rel href target>https:\/\/de.wikipedia.org\/w\/index.php?title=<span class=\"caps\">VUCA<\/span>&amp;oldid=212756560<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_29_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_26_2113\" class=\"footnote\">Lot\u00adter, W. (2020). <em>Zusam\u00admen\u00adh\u00e4n\u00adge \u2013 Wie wir ler\u00adnen, die Welt wie\u00adder zu ver\u00adste\u00adhen.<\/em> Edi\u00adti\u00adon K\u00f6ber: Ham\u00adburg.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_30_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_27_2113\" class=\"footnote\">Snow\u00adden, D. J., &amp;&nbsp;Boo\u00adne, M. E. (2007). A&nbsp;lea\u00adder\u2019s frame\u00adwork for decis\u00adi\u00adon making. <em>Har\u00advard busi\u00adness review<\/em>, <em>85<\/em>(11), 68.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_31_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_28_2113\" class=\"footnote\"><a rel href target>https:\/\/pm-blog.com\/2017\/09\/24\/blau-und-rot-in-projekten-dynamikrobustes-projektmanagement\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_32_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_29_2113\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/www.cognitive-edge.com\/\" target=\"_blank\">https:\/\/www.cognitive-edge.com\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_33_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_30_2113\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/www.cognitive-edge.com\/cynefin-st-davids-day-2020-cynefin-framework\/\" target=\"_blank\">https:\/\/www.cognitive-edge.com\/cynefin-st-davids-day-2020-cynefin-framework\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_34_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_31_2113\" class=\"footnote\">Snow\u00adden, D. &amp;&nbsp;Ran\u00adca\u00adti, A. (2021). <em>Mana\u00adging com\u00adple\u00adxi\u00adty (and cha\u00ados) in times of cri\u00adsis. A&nbsp;field gui\u00adde for decis\u00adi\u00adon makers inspi\u00adred by the Cyne\u00adfin frame\u00adwork. <\/em> Publi\u00adca\u00adti\u00adons Office of the Euro\u00adpean Uni\u00adon: Luxem\u00adbourg, <span class=\"caps\">JRC123629<\/span>.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_35_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_32_2113\" class=\"footnote\"><a rel href target>https:\/\/www.cognitive-edge.com\/cynefin-st-davids-day-2021\u2009\u2013\u20091\u2011of\u20113<\/a>\/<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_36_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_33_2113\" class=\"footnote\">Stacey, R. D. (2000). <em>Stra\u00adte\u00adgic Manage\u00adment and Orga\u00adni\u00adsa\u00adtio\u00adnal Dyna\u00admics. The Chall\u00adenge of Com\u00adple\u00adxi\u00adty to Ways of Thin\u00adking about Orga\u00adni\u00adsa\u00adti\u00adons <\/em>. Har\u00adlow [et al.]: Finan\u00adcial Times Pren\u00adti\u00adce Hall.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_37_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_34_2113\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/digitaleneuordnung.de\/blog\/stacey-matrix\/\" target=\"_blank\">https:\/\/digitaleneuordnung.de\/blog\/stacey-matrix\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_38_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_35_2113\" class=\"footnote\">https:\/\/www.hoou.de<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_39_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_36_2113\" class=\"footnote\">Mayr\u00adber\u00adger, K. &amp;&nbsp;Slo\u00adbo\u00addea\u00adni\u00aduk, M. (2017). Adap\u00adti\u00adon agi\u00adler Prin\u00adzi\u00adpi\u00aden f\u00fcr den Hoch\u00adschul\u00adkon\u00adtext am Bei\u00adspiel des Uni\u00adver\u00adsi\u00adt\u00e4ts\u00adkol\u00adlegs der Uni\u00adver\u00adsi\u00adt\u00e4t Ham\u00adburg. Grup\u00adpe. Inter\u00adak\u00adti\u00adon. Orga\u00adni\u00adsa\u00adti\u00adon.&nbsp;<em>Zeit\u00adschrift f\u00fcr Ange\u00adwand\u00adte Orga\u00adni\u00adsa\u00adti\u00adons\u00adpsy\u00adcho\u00adlo\u00adgie (<span class=\"caps\">GIO<\/span>), 48&nbsp;<\/em>(3), 211\u2009\u2013\u2009216. <a rel href target>https:\/\/doi.org\/10.1007\/s11612-017\u20110376\u20114<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_40_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_37_2113\" class=\"footnote\">Mayr\u00adber\u00adger, K. (Hrsg.). (2017). Agi\u00adli\u00adt\u00e4t. <em>Syn\u00ader\u00adgie. Fach\u00adma\u00adga\u00adzin f\u00fcr Digi\u00adta\u00adli\u00adsie\u00adrung in der Leh\u00adre, 3. <\/em> Uni\u00adver\u00adsi\u00adt\u00e4t Ham\u00adburg. <a rel=\"noreferrer noopener\" href=\"https:\/\/www.synergie.uni-hamburg.de\/publikationen\/fachmagazin-synergie.html%22%20\/\" target=\"_blank\">https:\/\/www.synergie.uni-hamburg.de\/publikationen\/fachmagazin-synergie.html<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_41_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_38_2113\" class=\"footnote\">Mayr\u00adber\u00adger, K. (2020). Agi\u00adli\u00adt\u00e4t als Motor f\u00fcr Trans\u00adfor\u00adma\u00adti\u00adons\u00adpro\u00adzes\u00adse in der Lehr\u00adent\u00adwick\u00adlung \u2013 Digi\u00adta\u00adli\u00adsie\u00adrung von Leh\u00adren und Ler\u00adnen par\u00adti\u00adzi\u00adpa\u00adtiv gestal\u00adten, erpro\u00adben und ver\u00adan\u00adkern.&nbsp;In R. Bau\u00ader, J. Hafer, S. Hof\u00adhues, M. Schief\u00adner-Rohs, A. Thil\u00adlo\u00adsen, B. Volk &amp;&nbsp;K. Wan\u00adne\u00adma\u00adcher&nbsp;(Hrsg.). <em>Vom E\u2011Learning zur Digi\u00adta\u00adli\u00adsie\u00adrung \u2013 Mythen, Rea\u00adli\u00adt\u00e4\u00adten, Per\u00adspek\u00adti\u00adven<\/em>. Wax\u00admann: M\u00fcns\u00adter, 320\u2009\u2013\u2009337.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_42_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_39_2113\" class=\"footnote\">e.g. <a rel=\"noreferrer noopener\" href=\"https:\/\/agileatschool.de\/\" target=\"_blank\">https:\/\/agileatschool.de\/<\/a> or h<a rel=\"noreferrer noopener\" href=\"https:\/\/www.agile-schule.org\" target=\"_blank\">ttps:\/\/www.agile-schule.org<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_43_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_40_2113\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/eduscrum-deutschland.agile-living-room.org\/\" target=\"_blank\">https:\/\/eduscrum-deutschland.agile-living-room.org<\/a>\/<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_44_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_41_2113\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/www.borisgloger.com\/blog\/2021\/02\/12\/so-fuehrt-ihr-scrum4schools-in-der-schule-ein-1-grundlagen\" target=\"_blank\">https:\/\/www.borisgloger.com\/blog\/2021\/02\/12\/so-fuehrt-ihr-scrum4schools-in-der-schule-ein-1-grundlagen<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_45_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_42_2113\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/www.borisgloger.com\/blog\/2021\/02\/12\/so-fuehrt-ihr-scrum4schools-in-der-schule-ein-1-grundlagen\" target=\"_blank\">https:\/\/<\/a><a rel=\"noreferrer noopener\" href=\"https:\/\/kidsscrum.de\/\" target=\"_blank\">kids\u00adscrum.<\/a><a rel=\"noreferrer noopener\" href=\"https:\/\/www.borisgloger.com\/blog\/2021\/02\/12\/so-fuehrt-ihr-scrum4schools-in-der-schule-ein-1-grundlagen\" target=\"_blank\">de\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_46_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_43_2113\" class=\"footnote\">Mit\u00adtel\u00adbach, T. (ed.) (2020). <em> Bring Scrum to Schools! It\u2019s Time for More Agi\u00adli\u00adty in Tea\u00adching. <\/em> Karls\u00adru\u00adhe: Visu\u00adal Ink Publi\u00adshing. <a rel=\"noreferrer noopener\" href=\"https:\/\/visual-books.com\/scrum-in-die-schule\/\" target=\"_blank\">https:\/\/visual-books.com\/scrum-in-die-schule\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_47_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_44_2113\" class=\"footnote\">Kan\u00adte\u00adreit, T., Arn, C., Bay\u00ader, H., L\u00e9ves\u00adque, V. &amp;&nbsp;McKe\u00advett, D. (2021). <em>Agi\u00adli\u00adt\u00e4t und Bil\u00addung.<\/em> Karls\u00adru\u00adhe: Visu\u00adal Ink Publi\u00adshing. <a rel=\"noreferrer noopener\" href=\"https:\/\/visual-books.com\/agilitaet-und-bildung\/\" target=\"_blank\">https:\/\/visual-books.com\/agilitaet-und-bildung\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_48_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_45_2113\" class=\"footnote\">F\u00f6rtsch, M., &amp;&nbsp;St\u00f6ff\u00adler, F. (2021). <em> Die agi\u00adle Schu\u00adle. 10 Leit\u00adprin\u00adzi\u00adpi\u00aden f\u00fcr Schul\u00adent\u00adwick\u00adlung im Zeit\u00adal\u00adter der Digi\u00adta\u00adli\u00adsie\u00adrung. <\/em> (2. Auf\u00adla\u00adge). Ham\u00adburg: AOL-Ver\u00adlag.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_49_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_46_2113\" class=\"footnote\">Arn, C. (2017). <em>Agi\u00adle Hoch\u00adschul\u00addi\u00addak\u00adtik.<\/em> (2. Auf\u00adla\u00adge). Wein\u00adheim und Basel: Beltz Juven\u00adta.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_50_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_47_2113\" class=\"footnote\">Stern, D. (2019). <em>Agi\u00adles Stu\u00addie\u00adren \u2013 Eine Ein\u00adf\u00fch\u00adrung f\u00fcr Dozen\u00adten.<\/em> Sprin\u00adger Gab\u00adler: Wies\u00adba\u00adden. doi:<a rel href target>10.1007\/978\u2009\u2013\u20093\u2011658\u2009\u2013\u200923365\u20115<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_51_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_48_2113\" class=\"footnote\">Arn, C. &amp;&nbsp;MacKe\u00advett, D. (2020). The Agi\u00adle in Hig\u00adher Edu\u00adca\u00adti\u00adon as a&nbsp;Qua\u00adli\u00adty Ques\u00adti\u00adon. <em>Hand\u00adbuch Qua\u00adli\u00adt\u00e4t in Stu\u00addi\u00adum, Leh\u00adre und For\u00adschung<\/em>, 73.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_52_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_49_2113\" class=\"footnote\">Wijnands, W., &amp;&nbsp;Stol\u00adze, A. (2019). Trans\u00adforming edu\u00adca\u00adti\u00adon with edu\u00adS\u00adcrum. In D. Par\u00adsons und K. Mac\u00adCallum (Hrsg.),<em> Agi\u00adle and Lean Con\u00adcepts for Tea\u00adching and Lear\u00adning <\/em>(S. 95\u2009\u2013\u2009114). Sin\u00adga\u00adpo\u00adre: Sprin\u00adger. doi:10.1007\/978\u2009\u2013\u2009981-13\u2009\u2013\u20092751-3_5.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_53_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_50_2113\" class=\"footnote\"><a rel href target>https:\/\/www.eduscrum.hs-mannheim.de<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_54_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_51_2113\" class=\"footnote\">Glo\u00adger, B. (2019). <em>Scrum4Schools \u2013 ein Pro\u00adjekt nimmt Fahrt auf<\/em>. Acces\u00adsed 15.07.2021 from<a rel href target>https:\/\/www.borisgloger.com\/blog\/2019\/10\/29\/scrum4schools-ein-projekt-nimmt-fahrt-auf<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_55_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_52_2113\" class=\"footnote\"><a rel href target>https:\/\/www.borisgloger.com\/blog\/2018\/01\/25\/scrum4schools-an-der-hochschule-muenchen-wie-es-den-studierenden-gefallen-hat-ein-erstes-feedback<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_56_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_53_2113\" class=\"footnote\">Mayr\u00adber\u00adger, K. (Hrsg.). (2019). Ange\u00adbot \u2260 Auf\u00adtrag. Akti\u00advi\u00adt\u00e4\u00adten im Uni\u00adver\u00adsi\u00adt\u00e4ts\u00adkol\u00adleg Digi\u00adtal 2017\/2018. <em>Son\u00adder\u00adband zum Fach\u00adma\u00adga\u00adzin Syn\u00ader\u00adgie.<\/em> Uni\u00adver\u00adsi\u00adt\u00e4t Ham\u00adburg.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_57_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_54_2113\" class=\"footnote\">Seidl, T., &amp;&nbsp;Von\u00adhof, C. (2017). Agi\u00adle Prin\u00adzi\u00adpi\u00aden \u2013 was kann die Stu\u00addi\u00aden\u00adgangs\u00aden\u00adwick\u00adlung davon ler\u00adnen?. <em>Fach\u00adma\u00adga\u00adzins Syn\u00ader\u00adgie. Digi\u00adta\u00adli\u00adsie\u00adrung in der Leh\u00adre 3 <\/em>, 22\u2009\u2013\u200925.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_58_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_55_2113\" class=\"footnote\">Par\u00adsons, D., &amp;&nbsp;Mac\u00adCallum, K. (2019). Agi\u00adle edu\u00adca\u00adti\u00adon, lean lear\u00adning. In D. Par\u00adsons &amp;&nbsp;K. Mac\u00adCallum (Eds.), <em>Agi\u00adle and Lean Con\u00adcepts for Tea\u00adching and Lear\u00adning<\/em> (pp.3\u2009\u2013\u200923). Sin\u00adga\u00adpo\u00adre: Sprin\u00adger. <a rel=\"noreferrer noopener\" href=\"https:\/\/www.borisgloger.com\/blog\/2021\/02\/12\/so-fuehrt-ihr-scrum4schools-in-der-schule-ein-1-grundlagen\" target=\"_blank\">https:\/\/doi.org\/10.1007\/978\u2009\u2013\u2009981-13\u2009\u2013\u20092751-3_1.<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_59_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_56_2113\" class=\"footnote\">Hanft, A., Brink\u00admann, K. Kret\u00adschmer, S., Maschwitz, A. &amp;&nbsp;St\u00f6\u00adter, J. (2016). <em>Orga\u00adni\u00adsa\u00adti\u00adon und Manage\u00adment von Wei\u00adter\u00adbil\u00addung und Lebens\u00adlan\u00adgem Ler\u00adnen an Hoch\u00adschu\u00adlen<\/em>. Wax\u00admann: M\u00fcns\u00adter.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_60_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_57_2113\" class=\"footnote\">Hanft, A., Maschwitz, A. &amp;&nbsp;St\u00f6\u00adter, J. (2017)<em>.<\/em> Agi\u00adles Pro\u00adjekt\u00adma\u00adnage\u00adment an Hoch\u00adschu\u00adlen \u2013 get the things done. <em>Syn\u00ader\u00adgie \u2013 Fach\u00adma\u00adga\u00adzin f\u00fcr Digi\u00adta\u00adli\u00adsie\u00adrung in der Leh\u00adre, 3, <\/em>8\u2009\u2013\u200915.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_61_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_58_2113\" class=\"footnote\"><a rel href target>https:\/\/hfab.ch\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_62_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_59_2113\" class=\"footnote\"><a rel href target>https:\/\/agile-verwaltung.org\/<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_63_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_60_2113\" class=\"footnote\">Wil\u00adhelm, E. (2019). The uni\u00adver\u00adsi\u00adty as an open plat\u00adform? : a&nbsp;cri\u00adtique of agi\u00adli\u00adty. <em>Bei\u00adtr\u00e4\u00adge zur Hoch\u00adschul\u00adfor\u00adschung. <\/em>41(3), 66\u2009\u2013\u200979.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_65_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_61_2113\" class=\"footnote\">Pop\u00adpel\u00adreu\u00adter, S. (2020). Agi\u00adle F\u00fch\u00adrung. Ein Kon\u00adzept auch f\u00fcr Hoch\u00adschu\u00adlen? <em>For\u00adschung &amp;&nbsp;Leh\u00adre: alles was die Wis\u00adsen\u00adschaft bewegt, 27(1),<\/em> 54\u2009\u2013\u200955, von https:\/\/www.forschung-und-lehre.de\/heftarchiv\/ausgabe-120\/<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_66_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_62_2113\" class=\"footnote\">Anders Y., Dani\u00adel <span class=\"caps\">HD<\/span>., Han\u00adno\u00adver B., K\u00f6l\u00adler O., Len\u00adzen D., McEl\u00adva\u00adny N., Sei\u00addel T., Tip\u00adpelt R., Wil\u00adbers K., Woess\u00admann L. (2021). <em>F\u00fch\u00adrung, Lei\u00adtung, Gover\u00adnan\u00adce: Ver\u00adant\u00adwor\u00adtung im Bil\u00addungs\u00adsys\u00adtem. Gut\u00adach\u00adten des Akti\u00adons\u00adra\u00adtes Bil\u00addung <\/em>. Hrsg. von der Ver\u00adei\u00adni\u00adgung der Baye\u00adri\u00adschen Wirt\u00adschaft. M\u00fcns\u00adter: Wax\u00admann <span class=\"caps\">DOI<\/span>: 10.31244\/9783830994008<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_67_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_63_2113\" class=\"footnote\">Anders Y., Dani\u00adel <span class=\"caps\">HD<\/span>., Han\u00adno\u00adver B., K\u00f6l\u00adler O., Len\u00adzen D., McEl\u00adva\u00adny N., Sei\u00addel T., Tip\u00adpelt R., Wil\u00adbers K., Woess\u00admann L. (2021). <em>F\u00fch\u00adrung, Lei\u00adtung, Gover\u00adnan\u00adce: Ver\u00adant\u00adwor\u00adtung im Bil\u00addungs\u00adsys\u00adtem. Gut\u00adach\u00adten des Akti\u00adons\u00adra\u00adtes Bil\u00addung <\/em>. Hrsg. von der Ver\u00adei\u00adni\u00adgung der Baye\u00adri\u00adschen Wirt\u00adschaft. M\u00fcns\u00adter: Wax\u00admann <span class=\"caps\">DOI<\/span>: 10.31244\/9783830994008<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_68_2113\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><\/ol>","protected":false},"excerpt":{"rendered":"<p>Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the <span class=\"caps\">AEL<\/span> book ver\u00adsi\u00adon 1.0 until fur\u00adther noti\u00adce.&nbsp;\u201cThe agi\u00adle uni\u00adver\u00adsi\u00adty will beco\u00adme unavo\u00adida\u00adble as the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of socie\u00adty pro\u00adgres\u00adses.\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp;(Dirk Bae\u00adcker, 2017, S. 26)1 If the&nbsp;path&nbsp;[\u2026]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":2086,"menu_order":107,"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":"default","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":"default","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-2113","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":"SteLe","author_link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/author\/stele\/"},"uagb_comment_info":0,"uagb_excerpt":"Note (15.02.2024): Last updated on 23.09.2021 (chan\u00adge\u00adlog). This page has been repla\u00adced by a&nbsp;cur\u00adrent ver\u00adsi\u00adon and is available here as an archi\u00adve for the AEL book ver\u00adsi\u00adon 1.0 until fur\u00adther notice.&nbsp; \u201cThe agi\u00adle uni\u00adver\u00adsi\u00adty will beco\u00adme unavo\u00adida\u00adble as the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of socie\u00adty pro\u00adgres\u00adses.\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp; (Dirk Bae\u00adcker, 2017, S. 26)1 If the path&hellip;","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2113","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\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/comments?post=2113"}],"version-history":[{"count":4,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2113\/revisions"}],"predecessor-version":[{"id":2121,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2113\/revisions\/2121"}],"up":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2086"}],"wp:attachment":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/media?parent=2113"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}