{"id":2126,"date":"2024-02-15T12:50:45","date_gmt":"2024-02-15T11:50:45","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/v1\/ambidextrie-1\/"},"modified":"2025-01-27T16:20:07","modified_gmt":"2025-01-27T15:20:07","slug":"ambidextrie-1","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/ambidextrie-1\/","title":{"rendered":"Ambidexterity 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>\u201cI can only say that the future does not lie in explo\u00adita\u00adti\u00adon. Sim\u00adply buil\u00adding the core busi\u00adness will not be enough in a&nbsp;world of arti\u00adfi\u00adci\u00adal intel\u00adli\u00adgence, digi\u00adtal, open\u00adness and eco\u00adsys\u00adtems. You have to figu\u00adre out how you can con\u00adti\u00adnue to pur\u00adsue the core busi\u00adness and push explo\u00adra\u00adti\u00adon at the same time.\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp;<\/p>\n<cite>(<a rel=\"noreferrer noopener\" href=\"https:\/\/en.wikipedia.org\/wiki\/Michael_L._Tushman\" data-type=\"URL\" data-id=\"https:\/\/en.wikipedia.org\/wiki\/Michael_L._Tushman\" target=\"_blank\">Micha\u00adel L. Tush\u00adman<\/a>, 2020, S. 8)<sup><a href=\"#footnote_1_2126\" id=\"identifier_1_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Tushman, M. (im Gespr\u00e4ch mit) T. Schumacher (2020). Ambidextrie gestern und heute. Ein Interview mit Mike Tushman. OrganisationsEntwicklung, 4, 4\u20139.\">1<\/a><\/sup>  <\/cite><\/blockquote>\n\n<p>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship is my invi\u00adta\u00adti\u00adon to tack\u00adle the future of edu\u00adca\u00adti\u00adon tog\u00ade\u00adther, step by step, and to shape our own edu\u00adca\u00adtio\u00adnal sec\u00adtor as effec\u00adtively and sus\u00adtain\u00adab\u00adly as pos\u00adsi\u00adble through joint action. And even if dyna\u00admics and trans\u00adfor\u00adma\u00adti\u00adon are pro\u00adba\u00adb\u00adly not the first key\u00adwords that come to mind when asked about the cha\u00adrac\u00adte\u00adristics of the edu\u00adca\u00adti\u00adon sec\u00adtor and the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor high\u00adligh\u00adted here as an exam\u00adp\u00adle, they are part of its con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons today. And it is even rarer to hear the term ambi\u00addex\u00adteri\u00adty in rela\u00adti\u00adon to the are\u00adas of school and voca\u00adtio\u00adnal trai\u00adning, hig\u00adher edu\u00adca\u00adti\u00adon and adult and con\u00adti\u00adnuing edu\u00adca\u00adti\u00adon as a&nbsp;term for suc\u00adcessful\u00adly deal\u00ading with par\u00adal\u00adlel con\u00adtra\u00addic\u00adto\u00adry sphe\u00adres of acti\u00advi\u00adty or are\u00adas of ten\u00adsi\u00adon. Howe\u00adver, it is pre\u00adcis\u00ade\u00adly this ambi\u00addex\u00adtrous per\u00adspec\u00adti\u00adve that is seen here as a&nbsp;pos\u00adsi\u00adble start\u00ading point for sha\u00adping the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor in order to ali\u00adgn its\u00adelf and its edu\u00adca\u00adtio\u00adnal offe\u00adrings with a&nbsp;future abili\u00adty to act. When tal\u00adking about ambi\u00addex\u00adteri\u00adty, refe\u00adrence is made \u2013 as in the ope\u00adning quo\u00adta\u00adti\u00adon \u2013 to two con\u00adsti\u00adtu\u00adent modes that are decisi\u00adve for the field of ten\u00adsi\u00adon: the mode of explo\u00adra\u00adti\u00adon (here in the sen\u00adse of explo\u00adring or inno\u00advat\u00ading some\u00adthing new) and the mode of explo\u00adita\u00adti\u00adon (here in the sen\u00adse of opti\u00admiza\u00adti\u00adon). The ques\u00adti\u00adon that the\u00adr\u00ade\u00adfo\u00adre ari\u00adses with regard to an \u201cedu\u00adca\u00adtio\u00adnal\u201d under the con\u00addi\u00adti\u00adons of a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty is how the edu\u00adca\u00adti\u00adon sec\u00adtor today can move con\u00adfi\u00addent\u00adly in an enorm\u00adously con\u00adtra\u00addic\u00adto\u00adry con\u00adstel\u00adla\u00adti\u00adon bet\u00adween explo\u00adita\u00adti\u00adon, i.e. opti\u00admiza\u00adti\u00adon along deca\u00addes of expe\u00adri\u00adence, and explo\u00adra\u00adti\u00adon in the sen\u00adse of rea\u00adlignment and test\u00ading of chan\u00adged struc\u00adtures and models?&nbsp;<\/p>\n\n<p>Thus, an \u2018eit\u00adher or\u2019 per\u00adspec\u00adti\u00adve on this con\u00adtra\u00addic\u00adtion may pre\u00adsu\u00adma\u00adb\u00adly seem appro\u00adpria\u00adte at pre\u00adsent, becau\u00adse as a&nbsp;sta\u00adte-fun\u00added (hig\u00adher) edu\u00adca\u00adti\u00adon sys\u00adtem, the\u00adre would be litt\u00adle to fear from a&nbsp;dyna\u00admic mar\u00adket (as is the case in other count\u00adries such as the <span class=\"caps\">USA<\/span>). And so the main focus at the moment seems to be on opti\u00admi\u00adzing the core busi\u00adness\u2009\u2014\u2009or, as is often heard in the pan\u00adde\u00admic situa\u00adti\u00adon, how to get as clo\u00adse to nor\u00adma\u00adli\u00adty as pos\u00adsi\u00adble under the cur\u00adrent cir\u00adcum\u00ads\u00adtances. With Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, a&nbsp;dif\u00adfe\u00adrent per\u00adspec\u00adti\u00adve is now being pro\u00adpo\u00adsed, based on the afo\u00adre\u00admen\u00adtio\u00adned con\u00adcept of ambi\u00addex\u00adteri\u00adty: With Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, I&nbsp;would like to invi\u00adte all actors, and among them abo\u00adve all all per\u00adsons invol\u00adved, to act con\u00adfi\u00addent\u00adly in the field of ten\u00adsi\u00adon of a \u2018both&nbsp;and\u2019.&nbsp;<\/p>\n<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_e788d6d5f1c22ecf6b96470a36a6add0cad0bd57\" data-episode=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/e05-ambidextrie\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/podlove\/file\/9\/s\/webplayer\/c\/website\/Ambidextrie.mp3\" type=\"audio\/mpeg\">\n<\/audio><\/div>\n\n<p>Licence<sup><a href=\"#footnote_2_2126\" id=\"identifier_2_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Licence: https:\/\/de.freepik.com\/psd\/mockup\u201d>Mockup PSD byn Vectorium \u2013 de.freepik.com; bool-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<ul class=\"wp-block-list\">\n<li><a href=\"#dynamik-und-widersprueche\" data-type=\"internal\" data-id=\"#dynamik-und-widersprueche\">Dyna\u00admics and con\u00adtra\u00addic\u00adtions as con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons in the edu\u00adca\u00adti\u00adon system<\/a><\/li>\n\n\n\n<li><a href=\"#ambidextrie\" data-type=\"internal\" data-id=\"#ambidextrie\">Ambi\u00addex\u00adteri\u00adty<\/a><\/li>\n\n\n\n<li><a href=\"#personale-ambidextrie\" data-type=\"internal\" data-id=\"#personale-ambidextrie\">Per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty as a&nbsp;refe\u00adrence point for agi\u00adle leadership<\/a><\/li>\n<\/ul>\n\n<p><\/p>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"dynamik-und-widersprueche\">Dynamics and contradictions as contextual conditions in the education system<strong> <\/strong><\/h3>\n\n<p>The Ger\u00adman edu\u00adca\u00adti\u00adon sys\u00adtem is cha\u00adrac\u00adte\u00adri\u00adsed by sta\u00adbi\u00adli\u00adty, a&nbsp;high level of bureau\u00adcra\u00adtis\u00ada\u00adti\u00adon and for\u00admal, insti\u00adtu\u00adtio\u00adnal relia\u00adbi\u00adli\u00adty, espe\u00adci\u00adal\u00adly in the school sec\u00adtor \u2013 in addi\u00adti\u00adon to its fede\u00adral spe\u00adci\u00adfi\u00adci\u00adty. If you also look at the dif\u00adfe\u00adrent are\u00adas of edu\u00adca\u00adti\u00adon, such as extra\u00adcur\u00adri\u00adcu\u00adlar edu\u00adca\u00adti\u00adon, voca\u00adtio\u00adnal trai\u00adning or adult edu\u00adca\u00adti\u00adon and con\u00adti\u00adnuing edu\u00adca\u00adti\u00adon, inclu\u00adding a&nbsp;lifel\u00adong per\u00adspec\u00adti\u00adve, it can be assu\u00admed that all are\u00adas endea\u00advour to pro\u00advi\u00adde the best pos\u00adsi\u00adble edu\u00adca\u00adtio\u00adnal oppor\u00adtu\u00adni\u00adties at all times, depen\u00adding on their tar\u00adget group. In the fol\u00adlo\u00adwing, we will take a&nbsp;clo\u00adser look at the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor as an exam\u00adp\u00adle befo\u00adre describ\u00ading the ambi\u00addex\u00adteri\u00adty con\u00adcept in more detail.&nbsp;<\/p>\n\n<p><strong>Exam\u00adp\u00adle of hig\u00adher edu\u00adca\u00adti\u00adon and rese\u00adarch<\/strong><br>Today, the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor and, abo\u00adve all, uni\u00adver\u00adsi\u00adties as we know them, are cha\u00adrac\u00adte\u00adri\u00adzed by the fact that it is part of their core to cri\u00adti\u00adcal\u00adly and rese\u00adar\u00adchin\u00adgly enga\u00adge with the new, with inno\u00adva\u00adti\u00adon and the unknown. It is the\u00adr\u00ade\u00adfo\u00adre part of the essence of uni\u00adver\u00adsi\u00adties to sys\u00adte\u00adma\u00adti\u00adcal\u00adly seek out the new, to explo\u00adre it and to cri\u00adti\u00adcal\u00adly reflect on it in rela\u00adti\u00adon to the cur\u00adrent sta\u00adte of know\u00adledge and rela\u00adte it to one ano\u00adther. This can lead to the pre\u00advious sta\u00adte of know\u00adledge having to be revi\u00adsed and reas\u00adses\u00adsed. Becau\u00adse the gui\u00adding prin\u00adci\u00adple here, brief\u00adly descri\u00adbed, is that no truth, no know\u00adledge is abso\u00adlu\u00adte and fixed. Ins\u00adtead, it is only valid until a&nbsp;sys\u00adte\u00adma\u00adti\u00adcal\u00adly jus\u00adti\u00adfia\u00adble con\u00adtra\u00adry fin\u00adding emer\u00adges in the cour\u00adse of rese\u00adarch and in the metho\u00addo\u00adlo\u00adgi\u00adcal\u00adly com\u00adpre\u00adhen\u00adsi\u00adble exami\u00adna\u00adti\u00adon of empi\u00adri\u00adcal evi\u00addence and theo\u00adry deve\u00adlo\u00adp\u00adment, this fin\u00adding is cri\u00adti\u00adcal\u00adly reco\u00adgni\u00adzed in the spe\u00adcia\u00adlist com\u00admu\u00adni\u00adty and, depen\u00adding on the result of the review, the respec\u00adti\u00adve sta\u00adte of know\u00adledge is some\u00adti\u00admes adjus\u00adted. This so-cal\u00adled fal\u00adsi\u00adfi\u00adca\u00adti\u00adon prin\u00adci\u00adple<sup><a href=\"#footnote_3_2126\" id=\"identifier_3_2126\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/de.wikipedia.org\/wiki\/Falsifikationismus, accessed 06.04.2021\">3<\/a><\/sup> is cer\u00adtain\u00adly easier to under\u00adstand when new mea\u00adsu\u00adre\u00adment data lead to pre\u00advious assump\u00adti\u00adons having to be read\u00adjus\u00adted or can be made more pre\u00adcise in the sen\u00adse of pro\u00adgress; howe\u00adver, the prin\u00adci\u00adple also appli\u00ades when new pre\u00adhis\u00adto\u00adric ske\u00adle\u00adtal finds lead to us being able to read in the press that cer\u00adtain assump\u00adti\u00adons about ear\u00adly and pre\u00adhis\u00adto\u00adric human histo\u00adry need to be reas\u00adses\u00adsed and improved.&nbsp;<\/p>\n\n<p>The per\u00adspec\u00adti\u00adves descri\u00adbed on the crea\u00adti\u00adon of know\u00adledge should make it clear that the natu\u00adre of uni\u00adver\u00adsi\u00adties in every sub\u00adject is alre\u00ada\u00addy based on the idea of \u2018both\u2019: They work with the exis\u00adting know\u00adledge base and impro\u00adve and opti\u00admi\u00adse it as well as con\u00adstant\u00adly stri\u00adving to update and inno\u00adva\u00adte it using appro\u00adpria\u00adte rese\u00adarch methods. In this respect, rese\u00adarch and sci\u00adence are sub\u00adject to a&nbsp;con\u00adstant dyna\u00admic to which they react sys\u00adte\u00adma\u00adti\u00adcal\u00adly and confidently.&nbsp;<\/p>\n\n<p><strong>Exkur\u00adsus: Inquiry-Based Lear\u00adning<\/strong><br>It would now be reasonable to assu\u00adme that, based on the expe\u00adri\u00aden\u00adces in rese\u00adarch, it would be simi\u00adlar with regard to the equal\u00adly con\u00adstant fur\u00adther deve\u00adlo\u00adp\u00adment of hig\u00adher edu\u00adca\u00adti\u00adon in the nar\u00adrower sen\u00adse pre\u00adsen\u00adted through stu\u00addy and tea\u00adching. Howe\u00adver, the long-stan\u00adding dis\u00adcus\u00adsion about sui\u00adta\u00adble forms of tea\u00adching and lear\u00adning at uni\u00adver\u00adsi\u00adties illus\u00adtra\u00adtes how con\u00adtra\u00addic\u00adto\u00adry the atti\u00adtu\u00addes and per\u00adspec\u00adti\u00adves bet\u00adween rese\u00adarch and tea\u00adching at uni\u00adver\u00adsi\u00adties can some\u00adti\u00admes be. For deca\u00addes, for exam\u00adp\u00adle, the\u00adre has been an endea\u00advour to estab\u00adlish rese\u00adarch-based lear\u00adning more stron\u00adgly across all sub\u00adjects in addi\u00adti\u00adon to the tra\u00addi\u00adtio\u00adnal lec\u00adtu\u00adre, semi\u00adnar or (labo\u00adra\u00adto\u00adry) prac\u00adti\u00adcal expe\u00adri\u00adence. This is cha\u00adrac\u00adte\u00adri\u00adsed by the fact that \u201clear\u00adners (co-)design, expe\u00adri\u00adence and reflect on the pro\u00adcess of a&nbsp;rese\u00adarch pro\u00adject, which is aimed at gai\u00adning know\u00adledge that is also of inte\u00adrest to third par\u00adties, in its essen\u00adti\u00adal pha\u00adses\u2009\u2014\u2009from the deve\u00adlo\u00adp\u00adment of ques\u00adti\u00adons and hypo\u00adthe\u00adses to the sel\u00adec\u00adtion and imple\u00admen\u00adta\u00adti\u00adon of methods to the exami\u00adna\u00adti\u00adon and pre\u00adsen\u00adta\u00adti\u00adon of results in inde\u00adpen\u00addent work or in acti\u00adve col\u00adla\u00adbo\u00adra\u00adti\u00adon in an over\u00adar\u00adching pro\u00adject\u201d (Huber, 2009, p. 11, trans\u00adla\u00adted with DeeplPro)<sup><a href=\"#footnote_4_2126\" id=\"identifier_4_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Huber, Ludwig (2009). Warum Forschendes Lernen n\u00f6tig und m\u00f6glich ist. In: L. Huber, J. Hellmer, &amp; F. Schneider (Hrsg.):      Forschendes Lernen im Studium. Aktuelle Konzepte und Erfahrungen.  (S. 9\u201335). Bielefeld: Universit\u00e4tsverlagWebler.\">4<\/a><\/sup>. <\/p>\n\n<p>This very uni\u00adver\u00adsi\u00adty-spe\u00adci\u00adfic form of tea\u00adching and lear\u00adning, which is also used at least as much in its basic fea\u00adtures in the school con\u00adtext, har\u00adbours the poten\u00adti\u00adal, in terms of con\u00adtent and sub\u00adject mat\u00adter, of deal\u00ading with a \u2018both and\u2019 in tea\u00adching if it is used in its actu\u00adal form geared towards pro\u00admo\u00adting rese\u00adarch-based self-deter\u00admi\u00adna\u00adti\u00adon. View\u00aded objec\u00adtively, it can the\u00adr\u00ade\u00adfo\u00adre make a&nbsp;major con\u00adtri\u00adbu\u00adti\u00adon to con\u00adtem\u00adpo\u00adra\u00adry tea\u00adching that pre\u00adpa\u00adres stu\u00addents for deal\u00ading with uncer\u00adtain pro\u00adblem solu\u00adti\u00adons. Howe\u00adver, regard\u00adless of the imple\u00admen\u00adta\u00adti\u00adon of more or less open vari\u00adants of rese\u00adarch-based lear\u00adning (Huber &amp;&nbsp;Rein\u00admann, 2019)<sup><a href=\"#footnote_5_2126\" id=\"identifier_5_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Huber, L., &amp; Reinmann, G. (2019).   Vom forschungsnahen zum forschenden Lernen an Hochschulen. Wege der Bildung durch Wissenschaft.  Wiesbaden: Springer VS. doi: 10.1007\/978-3-658-24949-6\">5<\/a><\/sup>. Alt\u00adhough Inquiry-Based Lear\u00adning is still a&nbsp;didac\u00adtic approach that adorns many models of good tea\u00adching at uni\u00adver\u00adsi\u00adties, it is not a&nbsp;mat\u00adter of cour\u00adse in all degree pro\u00adgram\u00admes. To this day, an obvious for\u00admat such as Inquiry-Based Lear\u00adning requi\u00adres tire\u00adless rese\u00adarch-based jus\u00adti\u00adfi\u00adca\u00adti\u00adon and argu\u00admen\u00adta\u00adti\u00adon; this also appli\u00ades to many more open, par\u00adti\u00adci\u00adpa\u00adti\u00adve and essen\u00adti\u00adal\u00adly lear\u00adner-cent\u00adred tea\u00adching and lear\u00adning for\u00admats, inclu\u00adding pro\u00adblem-based or case-based lear\u00adning, with a&nbsp;view to a&nbsp;pos\u00adsi\u00adble con\u00adtri\u00adbu\u00adti\u00adon to the acqui\u00adsi\u00adti\u00adon of future skills or 21st cen\u00adtu\u00adry skills.&nbsp;<\/p>\n\n<p><strong>Mode Tran\u00adsi\u00adti\u00adon<\/strong> <br>The fact that a&nbsp;con\u00adfi\u00addent \u2018as well as\u2019 approach in the edu\u00adca\u00adti\u00adon sec\u00adtor today tends to take a&nbsp;back seat to an \u2018eit\u00adher or\u2019 per\u00adspec\u00adti\u00adve in ever\u00ady\u00adday life is once again made clear by the exam\u00adp\u00adle of digi\u00adta\u00adli\u00adsa\u00adti\u00adon. Simi\u00adlar to the cor\u00adpo\u00adra\u00adte con\u00adtext, the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon also affects the various edu\u00adca\u00adti\u00adon sec\u00adtors in a&nbsp;varie\u00adty of ways within their orga\u00adni\u00adsa\u00adtio\u00adnal frame\u00adwork\u2009\u2014\u2009start\u00ading with their neces\u00adsa\u00adry mecha\u00adni\u00adsa\u00adti\u00adon and digi\u00adta\u00adli\u00adsa\u00adti\u00adon, through a&nbsp;digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of their own admi\u00adnis\u00adtra\u00adti\u00adve and busi\u00adness pro\u00adces\u00adses, to cul\u00adtu\u00adral chan\u00adge under the con\u00addi\u00adti\u00adons of digi\u00adta\u00adli\u00adty. In addi\u00adti\u00adon, ques\u00adti\u00adons of digi\u00adta\u00adli\u00adsa\u00adti\u00adon and digi\u00adta\u00adli\u00adty are also likely to be a&nbsp;topic or sub\u00adject in all sub\u00adjects them\u00adsel\u00adves. It should the\u00adr\u00ade\u00adfo\u00adre be ques\u00adtio\u00adned to what ext\u00adent the image of a&nbsp;sta\u00adble and per\u00adsis\u00adtent edu\u00adca\u00adtio\u00adnal sec\u00adtor bey\u00adond dyna\u00admic influen\u00adces that was rai\u00adsed at the begin\u00adning needs to be addres\u00adsed at all? Howe\u00adver, the topic of digi\u00adta\u00adli\u00adsa\u00adti\u00adon alo\u00adne, in the sen\u00adse of crea\u00adting a&nbsp;sus\u00adtainable infra\u00adstruc\u00adtu\u00adre with regard to edu\u00adca\u00adtio\u00adnal tech\u00adno\u00adlo\u00adgies, con\u00adcerns the enti\u00adre edu\u00adca\u00adti\u00adon sec\u00adtor, which lags behind in inter\u00adna\u00adtio\u00adnal com\u00adpa\u00adri\u00adson not only due to fede\u00adral pecu\u00adlia\u00adri\u00adties (see Ker\u00adres, 2020)<sup><a href=\"#footnote_6_2126\" id=\"identifier_6_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Kerres, M. (2020). Against All Odds: Education in Germany Coping with Covid-19. Postdigital Science and Education, 2, 690-694. doi:10.1007\/s42438-020-00130-7.\">6<\/a><\/sup>. <\/p>\n\n<p>This makes it all the more important to ques\u00adti\u00adon the ext\u00adent to which it is not time for the enti\u00adre edu\u00adca\u00adti\u00adon sec\u00adtor to recon\u00adsider its extre\u00adme\u00adly strong focus on its core busi\u00adness in rela\u00adti\u00adon to its com\u00admit\u00adment to inno\u00adva\u00adti\u00adon and future-ori\u00aden\u00adted deve\u00adlo\u00adp\u00adments and to look for alter\u00adna\u00adti\u00adve paths. At least two new ori\u00aden\u00adta\u00adti\u00adons could pro\u00adba\u00adb\u00adly be worth a&nbsp;try here: first\u00adly, a&nbsp;more natu\u00adral way of thin\u00adking and acting in small, ite\u00adra\u00adti\u00adve steps and, second\u00adly, a&nbsp;more natu\u00adral ambi\u00addex\u00adtrous per\u00adspec\u00adti\u00adve in the sen\u00adse of a \u2018both and\u2019 in decis\u00adi\u00adons and imple\u00admen\u00adta\u00adti\u00adon pro\u00adces\u00adses. After all, why should the edu\u00adca\u00adti\u00adon sec\u00adtor, as an equal\u00adly affec\u00adted part of the social mega\u00adtrend of digi\u00adta\u00adli\u00adsa\u00adti\u00adon, have such a&nbsp;com\u00adple\u00adte\u00adly dif\u00adfe\u00adrent per\u00adspec\u00adti\u00adve to the one Tush\u00adman for\u00admu\u00adla\u00adtes for the cor\u00adpo\u00adra\u00adte sec\u00adtor in the ope\u00adning&nbsp;quote?&nbsp;<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"ambidextrie\">Ambidexterity<strong> <\/strong><\/h3>\n\n<p>When we have pre\u00advious\u00adly spo\u00adken of a \u2018both and\u2019 per\u00adspec\u00adti\u00adve for the enti\u00adre edu\u00adca\u00adti\u00adon sec\u00adtor, we were and still are refer\u00adring to the adop\u00adti\u00adon of an ambi\u00addex\u00adtrous per\u00adspec\u00adti\u00adve (see <a href=\"https:\/\/www.ambidextrie.de\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.ambidextrie.de\/<\/a> and<a href=\"https:\/\/www.thinktank-ambidextrie.com\" target=\"_blank\" rel=\"noreferrer noopener\"> https:\/\/www.thinktank-ambidextrie.com<\/a> for cur\u00adrent Ger\u00adman-lan\u00adguage deve\u00adlo\u00adp\u00adments and work with a&nbsp;com\u00adpa\u00adny per\u00adspec\u00adti\u00adve, for exam\u00adp\u00adle). As the ambi\u00addex\u00adtrous per\u00adspec\u00adti\u00adve is repea\u00adted\u00adly taken up in sub\u00adse\u00adquent chap\u00adters such as Agi\u00adli\u00adty and Lea\u00adder\u00adship and adapt\u00aded in a&nbsp;sum\u00adma\u00adri\u00adzing per\u00adspec\u00adti\u00adve Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, it is now intro\u00addu\u00adced and descri\u00adbed in more detail in its ori\u00adgi\u00adnal sen\u00adse in the fol\u00adlo\u00adwing, in addi\u00adti\u00adon to the brief descrip\u00adti\u00adon abo\u00adve in the intro\u00adduc\u00adtion to this chapter.&nbsp;<\/p>\n\n<p>Ambi\u00addex\u00adteri\u00adty, bor\u00adro\u00adwed from the lite\u00adral source, stands for being dex\u00adte\u00adrous with both hands and thus refers to the art or skill of being able to act con\u00adfi\u00addent\u00adly with both hands wit\u00adhout any par\u00adti\u00adcu\u00adlar pre\u00adfe\u00adrence \u2013 simi\u00adlar to the abili\u00adty to wri\u00adte equal\u00adly well with the left and right hand. This prin\u00adci\u00adple was ori\u00adgi\u00adnal\u00adly appli\u00aded pri\u00adma\u00adri\u00adly to mana\u00adgers or decis\u00adi\u00adon-makers. Ambi\u00addex\u00adteri\u00adty or ambi\u00addex\u00adtrous action as a&nbsp;con\u00adcept ori\u00adgi\u00adna\u00adtes from manage\u00adment and orga\u00adniza\u00adtio\u00adnal theo\u00adry and refers to the skill of deal\u00ading con\u00adfi\u00addent\u00adly with par\u00adal\u00adlel, irre\u00adcon\u00adcilable direc\u00adtions and are\u00adas at the level of an orga\u00adni\u00adsa\u00adti\u00adon or, as will be empha\u00adsi\u00adzed here and will be of even grea\u00adter rele\u00advan\u00adce in the fur\u00adther cour\u00adse for an Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship, at the level of one\u2019s own person.&nbsp;<\/p>\n\n<p><strong>Dua\u00adli\u00adty of explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon<\/strong><br>In the area of cor\u00adpo\u00adra\u00adte manage\u00adment, refer\u00adring back to John Kot\u00adter, for exam\u00adp\u00adle, the best pos\u00adsi\u00adble hand\u00adling of dyna\u00admic exter\u00adnal requi\u00adre\u00adments, such as tho\u00adse curr\u00adent\u00adly ari\u00adsing from the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon pro\u00adcess, can be regard\u00aded as a&nbsp;likely stra\u00adtegy for com\u00adpa\u00adnies to sur\u00advi\u00adve eco\u00adno\u00admic\u00adal\u00adly in one form or ano\u00adther (see, for exam\u00adp\u00adle, Kot\u00adter, 2015)<sup><a href=\"#footnote_7_2126\" id=\"identifier_7_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Kotter, J. P. (2015). Accelarate. Strategischen Herausforderungen schnell, agil und kreativ begegnen.M\u00fcnchen: Vahlen.\">7<\/a><\/sup>. He thus comes to the con\u00adclu\u00adsi\u00adon, which he descri\u00adbes as fun\u00adda\u00admen\u00adtal, that the world is chan\u00adging at an incre\u00adasing\u00adly rapid pace and that sys\u00adtems, struc\u00adtures and cul\u00adtures, as they deve\u00adlo\u00adped over the cour\u00adse of the last cen\u00adtu\u00adry, are now no lon\u00adger able to cope with the incre\u00adasing new demands of the emer\u00adging dyna\u00admics in the same way as they did in the last cen\u00adtu\u00adry. He points out that fur\u00adther opti\u00admi\u00adsa\u00adti\u00adon of what has gone befo\u00adre can\u00adnot con\u00adtri\u00adbu\u00adte to ope\u00adra\u00adting suc\u00adcessful\u00adly with and in chan\u00adge, but rather a&nbsp;com\u00adple\u00adte\u00adly new approach of a \u201cdual ope\u00adra\u00adting sys\u00adtem\u201d is necessary:&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cHowe\u00adver, the solu\u00adti\u00adon is not to dis\u00adcard all our know\u00adledge and start again from scratch. It is to natu\u00adral\u00adly intro\u00addu\u00adce a&nbsp;second sys\u00adtem that most suc\u00adcessful entre\u00adpre\u00adneurs are pro\u00adba\u00adb\u00adly alre\u00ada\u00addy fami\u00adli\u00adar with. The new sys\u00adtem pro\u00advi\u00addes the neces\u00adsa\u00adry agi\u00adli\u00adty and speed, while the con\u00adti\u00adnua\u00adtion of the old sys\u00adtem ensu\u00adres relia\u00adbi\u00adli\u00adty and effi\u00adci\u00aden\u00adcy\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp;<\/p>\n<cite>(Kot\u00adter, 2015, S. 4)<sup><a href=\"#footnote_7_2126\" id=\"identifier_8_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Kotter, J. P. (2015). Accelarate. Strategischen Herausforderungen schnell, agil und kreativ begegnen.M\u00fcnchen: Vahlen.\">7<\/a><\/sup><\/cite><\/blockquote>\n\n<p>What Kot\u00adter refers to here as the dua\u00adli\u00adty of two ope\u00adra\u00adting sys\u00adtems in an orga\u00adni\u00adsa\u00adti\u00adon is dis\u00adcus\u00adsed else\u00adwhe\u00adre as orga\u00adni\u00adsa\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty, when an orga\u00adni\u00adsa\u00adti\u00adon enables or must enable two modes through ambi\u00addex\u00adteri\u00adty: Explo\u00adita\u00adti\u00adon and Exploration.&nbsp;<\/p>\n\n<p>The con\u00adcept of ambi\u00addex\u00adteri\u00adty was essen\u00adti\u00adal\u00adly deve\u00adlo\u00adped by O\u2019Reil\u00adly and Tush\u00adman (et al. 2008)<sup><a href=\"#footnote_8_2126\" id=\"identifier_9_2126\" class=\"footnote-link footnote-identifier-link\" title=\"O'Reilly, C., &amp; Tushman. M. (2008). Ambidexterity as a dynamic capability: Resolving the innovator's dilemma. Research in Organisational Behavior, 28, 185-206. doi:10.1016\/j.riob.2008.06.002\">8<\/a><\/sup>, fol\u00adlo\u00adwing on from March (1991)<sup><a href=\"#footnote_9_2126\" id=\"identifier_10_2126\" class=\"footnote-link footnote-identifier-link\" title=\"March, J. G. (1991). Exploration and exploitation in organisational learning. Organization Science, 2, 71-87.\">9<\/a><\/sup>, were intro\u00addu\u00adced into the dis\u00adcus\u00adsion. They refer to orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty as the abili\u00adty of a&nbsp;com\u00adpa\u00adny to both fle\u00adxi\u00adbly deve\u00adlop and tap into new things (explo\u00adra\u00adti\u00adon) and to effi\u00adci\u00adent\u00adly opti\u00admi\u00adze its core busi\u00adness (explo\u00adita\u00adti\u00adon) at the same time. The aim of this essen\u00adti\u00adal\u00adly very prag\u00adma\u00adtic dual stra\u00adtegy, or as Kot\u00adter descri\u00adbes it with a&nbsp;dual ope\u00adra\u00adting sys\u00adtem, is to ensu\u00adre the exis\u00adtence or even sur\u00advi\u00adval of an orga\u00adniza\u00adti\u00adon when the frame\u00adwork con\u00addi\u00adti\u00adons are cha\u00adrac\u00adte\u00adri\u00adzed by high dyna\u00admics and chan\u00adge, and curr\u00adent\u00adly abo\u00adve all by digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon pro\u00adces\u00adses. In a&nbsp;recent inter\u00adview, Tush\u00adman gets to the heart of the basic idea of ambi\u00addex\u00adteri\u00adty with refe\u00adrence to sys\u00adtems theo\u00adry, in which he emphasizes.&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cthat the mana\u00adger and their team have to build two com\u00adple\u00adte\u00adly dif\u00adfe\u00adrent orga\u00adni\u00adsa\u00adtio\u00adnal struc\u00adtures tog\u00ade\u00adther. [\u2026]: one for explo\u00adra\u00adti\u00adon, one for explo\u00adita\u00adti\u00adon. And it is essen\u00adti\u00adal that the\u00adse two sys\u00adtems are them\u00adsel\u00adves incon\u00adsis\u00adtent [\u2026]. It\u2019s about con\u00adfron\u00adting mana\u00adgers with the chall\u00adenge of having to be con\u00adsis\u00adt\u00adent\u00adly incon\u00adsis\u00adtent and build com\u00adple\u00adte\u00adly dif\u00adfe\u00adrent orga\u00adni\u00adsa\u00adtio\u00adnal struc\u00adtures at the same time in order to be suc\u00adcessful today and tomor\u00adrow\u201d. (Trans\u00adla\u00adted with DeeplPro)&nbsp;<\/p>\n<cite>(Tush\u00adman, 2020, S. 4)<sup><a href=\"#footnote_1_2126\" id=\"identifier_11_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Tushman, M. (im Gespr\u00e4ch mit) T. Schumacher (2020). Ambidextrie gestern und heute. Ein Interview mit Mike Tushman. OrganisationsEntwicklung, 4, 4\u20139.\">1<\/a><\/sup>  <\/cite><\/blockquote>\n\n<p>Orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty is the\u00adr\u00ade\u00adfo\u00adre per\u00adma\u00adnent\u00adly faced with the con\u00adflict-laden task of endu\u00adring con\u00adstant chan\u00adge in the form of a&nbsp;per\u00adma\u00adnent\u00adly exis\u00adting con\u00adtra\u00addic\u00adtion and mas\u00adte\u00adring it both struc\u00adtu\u00adral\u00adly and cul\u00adtu\u00adral\u00adly. A&nbsp;clear area of ten\u00adsi\u00adon is expres\u00adsed abo\u00adve all in the ques\u00adti\u00adon of resour\u00adces. The decisi\u00adve fac\u00adtor for orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty is the\u00adr\u00ade\u00adfo\u00adre the decisi\u00adve balan\u00adcing of resour\u00adces for explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon and thus con\u00ads\u00adtruc\u00adtively aver\u00adting a&nbsp;sup\u00adpo\u00adsedly per\u00adma\u00adnent com\u00adpe\u00adti\u00adti\u00adve situa\u00adti\u00adon in order to be able to ali\u00adgn and posi\u00adti\u00adon the com\u00adpa\u00adnies for the future in all are\u00adas through fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty. Too gre\u00adat an imba\u00adlan\u00adce bet\u00adween the two modes har\u00adbours the dan\u00adger of fal\u00adling too much into one or the other. What hap\u00adpens if too litt\u00adle atten\u00adti\u00adon is paid to chan\u00adge and dyna\u00admics has alre\u00ada\u00addy been out\u00adlined&nbsp;above.&nbsp;<\/p>\n\n<p id=\"organisationale-ambidextrie\"><strong>Orga\u00adni\u00adsa\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty<\/strong><br>The pre\u00advious sec\u00adtions have focu\u00adsed on orga\u00adni\u00adsa\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty as an exter\u00adnal con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon and how it is mana\u00adged by exe\u00adcu\u00adti\u00adves. Duwe (2020, p. 28 f.)<sup><a href=\"#footnote_10_2126\" id=\"identifier_12_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Duwe, J. (2020). Beidh\u00e4ndige F\u00fchrung: Wie Sie als F\u00fchrungskraft in gro\u00dfen Organisationen Innovationsspr\u00fcnge erm\u00f6glichen. Berlin: Springer Gabler.\">10<\/a><\/sup> sum\u00adma\u00adri\u00adzes the curr\u00adent\u00adly dis\u00adcus\u00adsed forms of ambi\u00addex\u00adteri\u00adty and dif\u00adfe\u00adren\u00adtia\u00adtes three vari\u00adants of orga\u00adniza\u00adtio\u00adnal ambidexterity:&nbsp;<\/p>\n\n<ul class=\"wp-block-list\">\n<li><em>First<\/em> we speak of <strong><em>sequen\u00adtal <\/em><\/strong><strong><em>ambi\u00addex\u00adteri\u00adty<\/em><\/strong><strong><em> <\/em><\/strong>when the\u00adre is a&nbsp;tem\u00adpo\u00adral sepa\u00adra\u00adti\u00adon of the pha\u00adses of explo\u00adra\u00adti\u00adon (inno\u00adva\u00adti\u00adon) and explo\u00adita\u00adti\u00adon (test\u00ading, sta\u00adbi\u00adli\u00adsa\u00adti\u00adon of inno\u00adva\u00adti\u00adon), wher\u00adeby this approach does not use the simul\u00adtan\u00adei\u00adty of ambi\u00addex\u00adteri\u00adty, but is ori\u00aden\u00adted towards tra\u00addi\u00adtio\u00adnal approa\u00adches in less dyna\u00admic envi\u00adron\u00adments. Basi\u00adcal\u00adly, the\u00adre is litt\u00adle or no ambi\u00addex\u00adteri\u00adty. In the con\u00adtext of edu\u00adca\u00adti\u00adon, it is important to con\u00adsider the many fun\u00added pro\u00adjects and initia\u00adti\u00adves that usual\u00adly come to an end when the (fun\u00added) inno\u00adva\u00adti\u00adon pha\u00adse comes to an&nbsp;end.&nbsp;<\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><em>Second\u00adly,<\/em> we speak of <strong><em>struc\u00adtu\u00adral ambi\u00addex\u00adteri\u00adty<\/em><\/strong> when the\u00adre is a&nbsp;spa\u00adti\u00adal sepa\u00adra\u00adti\u00adon of explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon. Here, the modes of explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon can very well func\u00adtion simul\u00adta\u00adneous\u00adly and side by side. In the edu\u00adca\u00adti\u00adon sec\u00adtor, for exam\u00adp\u00adle, one could think of par\u00adal\u00adlel struc\u00adtures of estab\u00adlished line\u00adar <span class=\"caps\">IT<\/span> ser\u00advices and sup\u00adport struc\u00adtures (explo\u00adita\u00adti\u00adon) and net\u00adwork-like struc\u00adtu\u00adred maker\u00adspaces or digi\u00adtal hubs or media labs (explo\u00adra\u00adti\u00adon). The par\u00adti\u00adcu\u00adlar chall\u00adenge is not to allow the\u00adse struc\u00adtures to deve\u00adlop in a&nbsp;com\u00adpe\u00adti\u00adti\u00adve rela\u00adti\u00adonship, but to bring them tog\u00ade\u00adther and build bridges bet\u00adween them. The aim of this form of ambi\u00addex\u00adteri\u00adty is the\u00adr\u00ade\u00adfo\u00adre to build and cul\u00adti\u00adva\u00adte dual struc\u00adtures that exist side by side in the orga\u00adni\u00adsa\u00adti\u00adon (see also the exam\u00adp\u00adle of Tush\u00adman (2020)<sup><a href=\"#footnote_1_2126\" id=\"identifier_13_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Tushman, M. (im Gespr\u00e4ch mit) T. Schumacher (2020). Ambidextrie gestern und heute. Ein Interview mit Mike Tushman. OrganisationsEntwicklung, 4, 4\u20139.\">1<\/a><\/sup> on how Har\u00advard Busi\u00adness School <span class=\"caps\">HBS<\/span> deals with the chal\u00adlenges of digi\u00adta\u00adli\u00adsa\u00adti\u00adon in terms of orga\u00adni\u00adsa\u00adtio\u00adnal ambidexterity).&nbsp;<\/li>\n<\/ul>\n\n<ul class=\"wp-block-list\">\n<li><em>Third\u00adly<\/em>, <em><strong>con\u00adtex\u00adtu\u00adal <\/strong><\/em><em><strong>ambi\u00addex\u00adteri\u00adty <\/strong><\/em>is beco\u00adming par\u00adti\u00adcu\u00adlar\u00adly inte\u00adres\u00adt\u00ading<strong><em> <\/em><\/strong>as a&nbsp;fur\u00adther and most deman\u00adding form of orga\u00adni\u00adsa\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty. It refers to a&nbsp;form of ambi\u00addex\u00adteri\u00adty in which explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon occur simul\u00adta\u00adneous\u00adly within an orga\u00adniza\u00adti\u00adon or orga\u00adniza\u00adtio\u00adnal unit and neither struc\u00adtu\u00adre nor sequen\u00adcing pro\u00advi\u00addes for an appa\u00adrent sepa\u00adra\u00adti\u00adon of the modes. Con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty is the chal\u00adlen\u00adging form of ambi\u00addex\u00adteri\u00adty to find both modes simul\u00adta\u00adneous\u00adly and to balan\u00adce and com\u00adbi\u00adne them in an inte\u00adgra\u00adted way. Examp\u00adles of this in all are\u00adas of edu\u00adca\u00adti\u00adon, from school and voca\u00adtio\u00adnal to uni\u00adver\u00adsi\u00adty, adult edu\u00adca\u00adti\u00adon and fur\u00adther edu\u00adca\u00adti\u00adon, are beco\u00adming rare. Howe\u00adver, it is pre\u00adcis\u00ade\u00adly here that a&nbsp;gre\u00adat oppor\u00adtu\u00adni\u00adty is seen for the future, incre\u00admen\u00adtal and agi\u00adle deve\u00adlo\u00adp\u00adment of edu\u00adca\u00adti\u00adon, to be lin\u00adked to agi\u00adle edu\u00adca\u00adtio\u00adnal leadership.&nbsp;<\/li>\n<\/ul>\n\n<p>Strict\u00adly spea\u00adking, both sequen\u00adti\u00adal and struc\u00adtu\u00adral ambi\u00addex\u00adteri\u00adty allow for an \u2018eit\u00adher or\u2019 per\u00adspec\u00adti\u00adve. Only con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty at the level of orga\u00adni\u00adsa\u00adti\u00adon and struc\u00adtures in the various are\u00adas of edu\u00adca\u00adti\u00adon calls for a&nbsp;con\u00adsis\u00adtent \u2018both and\u2019 per\u00adspec\u00adti\u00adve, as is con\u00adsti\u00adtu\u00adti\u00adve of the basic idea of agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship. And if we take ano\u00adther clo\u00adser look, it seems only logi\u00adcal that con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty does not neces\u00ads\u00ada\u00adri\u00adly limit decis\u00adi\u00adons and actions to two opti\u00adons alo\u00adne\u2009\u2014\u2009espe\u00adci\u00adal\u00adly with regard to com\u00adplex pro\u00adblems, the\u00adre are usual\u00adly more than two opti\u00adons that need to be balan\u00adced with one another.&nbsp;<\/p>\n\n<p><strong>Intellec\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty<\/strong><br>So far, the focus has been on the orga\u00adniza\u00adti\u00adon as a&nbsp;point of refe\u00adrence for ambi\u00addex\u00adteri\u00adty. Howe\u00adver, it is pre\u00adcis\u00ade\u00adly con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty that opens up the pos\u00adsi\u00adbi\u00adli\u00adty of inclu\u00adding peo\u00adp\u00adle more stron\u00adgly at the actor level along\u00adside the orga\u00adniza\u00adti\u00adon. In the field of edu\u00adca\u00adti\u00adon in par\u00adti\u00adcu\u00adlar, it is clear that edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons are shaped and deve\u00adlo\u00adped with and by all indi\u00advi\u00addu\u00adals as actors \u2013 together.&nbsp;<\/p>\n\n<p>In addi\u00adti\u00adon to con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty, the fourth form of ambi\u00addex\u00adteri\u00adty is an inte\u00adres\u00adt\u00ading approach for agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship, which all peo\u00adp\u00adle in the edu\u00adca\u00adti\u00adon sec\u00adtor can adopt. Becau\u00adse Duwe (2020)<sup><a href=\"#footnote_10_2126\" id=\"identifier_14_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Duwe, J. (2020). Beidh\u00e4ndige F\u00fchrung: Wie Sie als F\u00fchrungskraft in gro\u00dfen Organisationen Innovationsspr\u00fcnge erm\u00f6glichen. Berlin: Springer Gabler.\">10<\/a><\/sup> now fur\u00adther reco\u00adgni\u00adzes, <em>fourth\u00adly<\/em>, an <em><strong>intellec\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty <\/strong><\/em>that con\u00adsiders ambi\u00addex\u00adteri\u00adty through inter\u00adnal, per\u00adso\u00adnal con\u00addi\u00adti\u00adons. This fle\u00adxi\u00adbi\u00adli\u00adty mani\u00adfests its\u00adelf, for exam\u00adp\u00adle, in the cross-over abili\u00adties of indi\u00advi\u00addu\u00adals who have exper\u00adti\u00adse or talent in more than one sub\u00adject area and are able to balan\u00adce the\u00adse. In the edu\u00adca\u00adti\u00adon sec\u00adtor, this would pre\u00adsu\u00adma\u00adb\u00adly be refer\u00adred to as com\u00adpe\u00adten\u00adces and a&nbsp;con\u00adfi\u00addent atti\u00adtu\u00adde towards inter\u00addi\u00adsci\u00adpli\u00adna\u00adri\u00adty or even trans\u00addi\u00adsci\u00adpli\u00adna\u00adri\u00adty. It is also con\u00adceiva\u00adble that such per\u00adso\u00adna\u00adli\u00adties might find it easier to deal with cul\u00adtu\u00adral chan\u00adge and (tea\u00adching-rela\u00adted) chan\u00adge in the edu\u00adca\u00adti\u00adon sec\u00adtor than other people.&nbsp;<\/p>\n\n<p>With a&nbsp;view to clas\u00adsic manage\u00adment exe\u00adcu\u00adti\u00adves, Tush\u00adman finds words here that are geared more towards tra\u00addi\u00adtio\u00adnal manage\u00adment models, but nevert\u00adhel\u00adess cle\u00adar\u00adly demons\u00adtra\u00adte how rele\u00advant the inter\u00adplay of orga\u00adniza\u00adtio\u00adnal and intellec\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty could&nbsp;be:&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cAs dis\u00adcus\u00adsed, ambi\u00addex\u00adtrous struc\u00adtures are easy to place, as are lin\u00adking mecha\u00adnisms. The one decisi\u00adve fac\u00adtor that makes the dif\u00adfe\u00adrence bet\u00adween suc\u00adcess and fail\u00adure is the abili\u00adty of the mana\u00adger and their team to embrace con\u00adtra\u00addic\u00adtions and para\u00addo\u00adxes. This abili\u00adty to be in agree\u00adment with con\u00adtra\u00addic\u00adtions and con\u00adsis\u00adt\u00adent\u00adly incon\u00adsis\u00adtent is what makes the most suc\u00adcessful ambi\u00addex\u00adtrous com\u00adpa\u00adnies. Lea\u00adder\u00adship skills the\u00adr\u00ade\u00adfo\u00adre defi\u00adne the dif\u00adfe\u00adrence bet\u00adween Power\u00adPoint slides and imple\u00admen\u00adta\u00adti\u00adon. But unli\u00adke typi\u00adcal lea\u00adder\u00adship approa\u00adches that demand con\u00adsis\u00adten\u00adcy, we encou\u00adra\u00adge lea\u00adders to embrace con\u00adtra\u00addic\u00adtion and para\u00addox and to give the orga\u00adni\u00adsa\u00adti\u00adon an iden\u00adti\u00adty that can embrace this con\u00adtra\u00addic\u00adtion.\u201d (trans\u00adla\u00adted with DeeplPro)&nbsp;<\/p>\n<cite>(Tush\u00adman 2020, S. 9)<sup><a href=\"#footnote_1_2126\" id=\"identifier_15_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Tushman, M. (im Gespr\u00e4ch mit) T. Schumacher (2020). Ambidextrie gestern und heute. Ein Interview mit Mike Tushman. OrganisationsEntwicklung, 4, 4\u20139.\">1<\/a><\/sup>  <\/cite><\/blockquote>\n\n<p>In the edu\u00adca\u00adti\u00adon sec\u00adtor, we would no lon\u00adger speak of mana\u00adgers and teams, but rather of lea\u00adder\u00adship, as will be shown in the fol\u00adlo\u00adwing chap\u00adters. Howe\u00adver, sha\u00adping future edu\u00adca\u00adti\u00adon today also requi\u00adres a&nbsp;per\u00adspec\u00adti\u00adve of \u2018being able to affirm\u2019 chan\u00adge or, to put it sim\u00adply, a&nbsp;con\u00adfi\u00addent \u2018as well as\u2019 per\u00adspec\u00adti\u00adve as part of pro\u00adfes\u00adsio\u00adnal com\u00adpo\u00adsure in deal\u00ading with cul\u00adtu\u00adral chan\u00adge and tea\u00adching-rela\u00adted change.&nbsp;<\/p>\n\n<p>Sin\u00adce not only intellect, but also at least social and com\u00admu\u00adni\u00adca\u00adti\u00adve skills for sha\u00adping rela\u00adti\u00adonships play an essen\u00adti\u00adal role for cul\u00adtu\u00adral chan\u00adge in the edu\u00adca\u00adti\u00adon sec\u00adtor, espe\u00adci\u00adal\u00adly with regard to other cate\u00adgo\u00adries, we speak here in a&nbsp;broa\u00adder sen\u00adse of per\u00adso\u00adnal or per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty with regard to the actor level of the peo\u00adp\u00adle who can take on agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship in their&nbsp;areas.&nbsp;<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"personale-ambidextrie\">Personal ambidexterity as a&nbsp;reference point for agile leadership<strong> <\/strong><\/h3>\n\n<p>The idea of agi\u00adle edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship is not pri\u00adma\u00adri\u00adly a&nbsp;method, but rather an atti\u00adtu\u00adde and a&nbsp;mind\u00adset of open\u00adness and fle\u00adxi\u00adbi\u00adli\u00adty in deal\u00ading with dyna\u00admics and trans\u00adfor\u00adma\u00adti\u00adon pro\u00adces\u00adses. In this respect, this approach seeks points of cont\u00adact in thin\u00adking and acting in terms of a&nbsp;con\u00adtex\u00adtu\u00adal, orga\u00adni\u00adsa\u00adtio\u00adnal and per\u00adso\u00adnal, situa\u00adted ambi\u00addex\u00adteri\u00adty in the sen\u00adse of a&nbsp;con\u00adsis\u00adtent, inte\u00adgra\u00adting \u2018both and\u2019, rather than per\u00adsis\u00adting in dif\u00adfe\u00adrence-rela\u00adted and deli\u00admi\u00adting \u2018eit\u00adher or\u2019 ways of see\u00ading and acting. In rela\u00adti\u00adon to the per\u00adson, this is pri\u00adma\u00adri\u00adly about a&nbsp;role and basic atti\u00adtu\u00adde and not a&nbsp;function.&nbsp;<\/p>\n\n<p>At the same time, it beco\u00admes clear that coping with con\u00adtex\u00adtu\u00adal ambi\u00addex\u00adteri\u00adty at the orga\u00adniza\u00adtio\u00adnal level can hard\u00adly be con\u00adside\u00adred sepa\u00adra\u00adte\u00adly from the per\u00adson and thus from per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty. In addi\u00adti\u00adon, cul\u00adtu\u00adre and values play a&nbsp;key role in suc\u00adcessful chan\u00adge. The indi\u00advi\u00addu\u00adals in this over\u00adall struc\u00adtu\u00adre are the\u00adr\u00ade\u00adfo\u00adre faced with an enorm\u00adously ambi\u00adva\u00adlent chall\u00adenge of being able to act con\u00adfi\u00addent\u00adly and inte\u00adgra\u00adte in a&nbsp;high\u00adly diver\u00adse, incon\u00adsis\u00adtent and some\u00adti\u00admes even para\u00addo\u00adxi\u00adcal frame\u00adwork \u2013 always with a&nbsp;view to the con\u00adtra\u00addic\u00adto\u00adry fields of explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon and the abili\u00adty to prio\u00adri\u00adti\u00adze, cura\u00adte and inte\u00adgra\u00adte as appro\u00adpria\u00adte to the situa\u00adti\u00adon. It can be descri\u00adbed as a&nbsp;super\u00adhu\u00adman chall\u00adenge to be con\u00adstant\u00adly tra\u00advel\u00adling in such are\u00adas of ten\u00adsi\u00adon wit\u00adhout com\u00adple\u00adte\u00adly clear lines and \u2018eit\u00adher or\u2019 con\u00adstel\u00adla\u00adti\u00adons. At this point, the con\u00adtri\u00adbu\u00adti\u00adon that an edu\u00adca\u00adtio\u00adnal per\u00adspec\u00adti\u00adve makes in terms of pro\u00adfes\u00adsio\u00adna\u00adlism in the field of edu\u00adca\u00adti\u00adon is par\u00adti\u00adcu\u00adlar\u00adly evi\u00addent: deal\u00ading with con\u00adtra\u00addic\u00adto\u00adry situa\u00adtions for which the\u00adre are often no clear rules at first, but only situa\u00adtio\u00adnal, case-rela\u00adted action based on theo\u00adre\u00adti\u00adcal and prac\u00adti\u00adcal know\u00adledge, has been a&nbsp;natu\u00adral part of pedago\u00adgi\u00adcal pro\u00adfes\u00adsio\u00adna\u00adlism for years. This also demons\u00adtra\u00adtes a&nbsp;fun\u00adda\u00admen\u00adtal abili\u00adty to con\u00adnect to the so-cal\u00adled con\u00adsti\u00adtu\u00adti\u00adve pedago\u00adgi\u00adcal anti\u00adno\u00admies of action, which must be fur\u00adther deve\u00adlo\u00adped in the cour\u00adse of agi\u00adle values and lea\u00adder\u00adship.<br> (Hel\u00adsper, 1996, p. 537)<sup><a href=\"#footnote_11_2126\" id=\"identifier_16_2126\" class=\"footnote-link footnote-identifier-link\" title=\"Helsper, W. (1996). Antinomies of teacher action in modernised pedagogical cultures. In W. Helsper &amp; A. Combe (Eds.),        P\u00e4dagogische Professionalit\u00e4t. Untersuchungen zum Typus p\u00e4dagogischen Handelns (p. 70\u2013182). Frankfurt am Main: Suhrkamp.\">11<\/a><\/sup>. For exam\u00adp\u00adle, ambi\u00addex\u00adteri\u00adty in the sen\u00adse of irre\u00adcon\u00adcilable oppo\u00adsi\u00adtes in the form of an anti\u00adno\u00admy or para\u00addox bet\u00adween con\u00adsis\u00adten\u00adcy and inno\u00adva\u00adti\u00adon plays a&nbsp;key role. Other anti\u00adno\u00admies or para\u00addo\u00adxes in pedago\u00adgi\u00adcal action are, for exam\u00adp\u00adle, the con\u00adtra\u00addic\u00adtion bet\u00adween orga\u00adniza\u00adti\u00adon and inter\u00adac\u00adtion or clo\u00adsen\u00adess and distance, as well as the para\u00addo\u00adxi\u00adcal situa\u00adti\u00adon bet\u00adween auto\u00adno\u00admy and hete\u00adro\u00adno\u00admy or self-deter\u00admi\u00adna\u00adti\u00adon and hete\u00adro\u00adno\u00admy alre\u00ada\u00addy men\u00adtio\u00adned in the con\u00adtext of per\u00adso\u00adnal orientation.&nbsp;<\/p>\n\n<p>In order to remain capa\u00adble of acting in this ambi\u00addex\u00adtrous con\u00adtra\u00addic\u00adtion, the ques\u00adti\u00adon of the role and signi\u00adfi\u00adcan\u00adce of agi\u00adle values and prin\u00adci\u00adples as well as prac\u00adti\u00adces is fur\u00adther explo\u00adred in order to deal con\u00adfi\u00addent\u00adly with a&nbsp;con\u00adstant\u00adly dyna\u00admic environment.&nbsp;<\/p>\n\n<p>This rai\u00adses the ques\u00adti\u00adon of the ext\u00adent to which peo\u00adp\u00adle working in the edu\u00adca\u00adti\u00adon sec\u00adtor in par\u00adti\u00adcu\u00adlar do not find them\u00adsel\u00adves per\u00adma\u00adnent\u00adly in ambi\u00addex\u00adtrous situa\u00adtions bet\u00adween explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon, in which they have to ite\u00adra\u00adtively and thus agi\u00adle\u00adly and ambi\u00addex\u00adtrous\u00adly cura\u00adte and mana\u00adge the dif\u00adfe\u00adrent requi\u00adre\u00adments and objec\u00adti\u00adves for them\u00adsel\u00adves and their envi\u00adron\u00adment and thus assu\u00adme or could assu\u00adme appro\u00adpria\u00adte lea\u00adder\u00adship for their respec\u00adti\u00adve area in order to build bridges in the orga\u00adni\u00adsa\u00adti\u00adon and with the people.&nbsp;<\/p>\n\n<p><\/p>\n\n<pre class=\"wp-block-verse\"><strong><div class=\"alignleft\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/personenorientierung-1\/\" title=\"Person-orientation 1.0\">Vorherige Seite: Person-orientation 1.0<\/a><\/div> <div class=\"alignright\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/agilitaet-1-0\/\" title=\"Agility 1.0\">N\u00e4chste Seite: Agility 1.0<\/a><\/div><\/strong><br><\/pre>\n<ol class=\"footnotes\"><li id=\"footnote_1_2126\" class=\"footnote\">Tush\u00adman, M. (im Gespr\u00e4ch mit) T. Schu\u00adma\u00adcher (2020). Ambi\u00addex\u00adtrie ges\u00adtern und heu\u00adte. Ein Inter\u00adview mit Mike Tush\u00adman. <em>Orga\u00adni\u00adsa\u00adti\u00adons\u00adEnt\u00adwick\u00adlung, 4<\/em>, 4\u2009\u2013\u20099.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_1_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_11_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_13_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_15_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_2_2126\" 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> byn Vec\u00adto\u00adri\u00adum \u2013 de.freepik.com; bool-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_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_3_2126\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/de.wikipedia.org\/wiki\/Falsifikationismus\" target=\"_blank\">https:\/\/de.wikipedia.org\/wiki\/Falsifikationismus<\/a>, acces\u00adsed 06.04.2021<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_3_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_4_2126\" class=\"footnote\">Huber, Lud\u00adwig (2009). War\u00adum For\u00adschen\u00addes Ler\u00adnen n\u00f6tig und m\u00f6g\u00adlich ist. In: L. Huber, J. Hell\u00admer, &amp;&nbsp;F. Schnei\u00adder (Hrsg.): <em>For\u00adschen\u00addes Ler\u00adnen im Stu\u00addi\u00adum. Aktu\u00adel\u00adle Kon\u00adzep\u00adte und Erfah\u00adrun\u00adgen. <\/em> (S. 9\u2009\u2013\u200935). Bie\u00adle\u00adfeld: Uni\u00adver\u00adsi\u00adt\u00e4ts\u00adver\u00adlag\u00adWeb\u00adler.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_4_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_5_2126\" class=\"footnote\">Huber, L., &amp;&nbsp;Rein\u00admann, G. (2019). <em>Vom for\u00adschungs\u00adna\u00adhen zum for\u00adschen\u00adden Ler\u00adnen an Hoch\u00adschu\u00adlen. Wege der Bil\u00addung durch Wis\u00adsen\u00adschaft. <\/em> Wies\u00adba\u00adden: Sprin\u00adger <span class=\"caps\">VS<\/span>. doi: 10.1007\/978\u2009\u2013\u20093\u2011658\u2009\u2013\u200924949\u20116<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_5_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_6_2126\" class=\"footnote\">Ker\u00adres, M. (2020). Against All Odds: Edu\u00adca\u00adti\u00adon in Ger\u00adma\u00adny Coping with Covid-19. <em>Post\u00addi\u00adgi\u00adtal Sci\u00adence and Educ<\/em>ati\u00adon<em>, 2,<\/em> 690\u2009\u2013\u2009694. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1007\/s42438-020-00130-7\" target=\"_blank\">doi:10.1007\/s42438-020\u2009\u2013\u200900130\u20117<\/a>.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_6_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_7_2126\" class=\"footnote\">Kot\u00adter, J. P. (2015). Accel\u00ada\u00adra\u00adte. Stra\u00adte\u00adgi\u00adschen Her\u00adaus\u00adfor\u00adde\u00adrun\u00adgen schnell, agil und krea\u00adtiv begegnen.M\u00fcnchen: Vah\u00adlen.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_7_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_8_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_8_2126\" class=\"footnote\">O\u2019Reil\u00adly, C., &amp;&nbsp;Tush\u00adman. M. (2008). Ambi\u00addex\u00adteri\u00adty as a&nbsp;dyna\u00admic capa\u00adbi\u00adli\u00adty: Resol\u00adving the inno\u00adva\u00adtor\u2019s dilem\u00adma. <em>Rese\u00adarch in Orga\u00adni\u00adsa\u00adtio\u00adnal Beha\u00advi\u00ador, 28<\/em>, 185\u2009\u2013\u2009206. <a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1016\/j.riob.2008.06.002\" target=\"_blank\">doi:1<\/a><a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.1016\/j.riob.2008.06.002\" data-type=\"URL\" data-id=\"https:\/\/doi.org\/10.1016\/j.riob.2008.06.002\" target=\"_blank\">0.1016\/j.riob.2008.06.002<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_9_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_9_2126\" class=\"footnote\">March, J. G. (1991). Explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon in orga\u00adni\u00adsa\u00adtio\u00adnal lear\u00adning. <em>Orga\u00adniza\u00adti\u00adon Sci\u00adence, 2<\/em>, 71\u2009\u2013\u200987.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_10_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_10_2126\" class=\"footnote\">Duwe, J. (2020). <em>Beid\u00adh\u00e4n\u00addi\u00adge F\u00fch\u00adrung: Wie Sie als F\u00fch\u00adrungs\u00adkraft in gro\u00ad\u00dfen Orga\u00adni\u00adsa\u00adtio\u00adnen Inno\u00adva\u00adti\u00adons\u00adspr\u00fcn\u00adge erm\u00f6g\u00adli\u00adchen.<\/em> Ber\u00adlin: Sprin\u00adger Gab\u00adler.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_12_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_14_2126\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_11_2126\" class=\"footnote\">Hel\u00adsper, W. (1996). Anti\u00adno\u00admies of tea\u00adcher action in moder\u00adnis\u00aded pedago\u00adgi\u00adcal cul\u00adtures. In W. Hel\u00adsper &amp;&nbsp;A. Com\u00adbe (Eds.), <em>P\u00e4d\u00adago\u00adgi\u00adsche Pro\u00adfes\u00adsio\u00adna\u00adli\u00adt\u00e4t. Unter\u00adsu\u00adchun\u00adgen zum Typus p\u00e4d\u00adago\u00adgi\u00adschen Han\u00addelns <\/em>(p. 70\u2009\u2013\u2009182). Frank\u00adfurt am Main: Suhr\u00adkamp.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_16_2126\" 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;\u201cI can only say that the future does not lie in explo\u00adita\u00adti\u00adon. Sim\u00adply buil\u00adding the core busi\u00adness will not be enough in a&nbsp;world of&nbsp;[\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":2086,"menu_order":106,"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-2126","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":"AEL","author_link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/author\/ael_79m45qh5\/"},"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; \u201cI can only say that the future does not lie in explo\u00adita\u00adti\u00adon. Sim\u00adply buil\u00adding the core busi\u00adness will not be enough in a&nbsp;world of&hellip;","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2126","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\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/comments?post=2126"}],"version-history":[{"count":1,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2126\/revisions"}],"predecessor-version":[{"id":2127,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2126\/revisions\/2127"}],"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=2126"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}