{"id":2144,"date":"2024-02-15T12:52:24","date_gmt":"2024-02-15T11:52:24","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/v1\/agile-educational-leadership-1\/"},"modified":"2025-01-31T16:16:23","modified_gmt":"2025-01-31T15:16:23","slug":"agile-educational-leadership-1","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/agile-educational-leadership-1\/","title":{"rendered":"Agile Educational Leadership \u2013 Auf dem Weg zum Rahmenwerk 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 real role of lea\u00adder\u00adship in edu\u00adca\u00adti\u00adon (\u2026) is cli\u00adma\u00adte con\u00adtrol, crea\u00adting a&nbsp;cli\u00adma\u00adte of pos\u00adsi\u00adbi\u00adli\u00adty. And if you do that, peo\u00adp\u00adle will rise to it and achie\u00adve things that you com\u00adple\u00adte\u00adly did not anti\u00adci\u00adpa\u00adte and could\u00adn\u2019t have expected\u201d.&nbsp;<\/p>\n<cite>Sir Ken Robin\u00adson (2017)<sup><a href=\"#footnote_1_2144\" id=\"identifier_1_2144\" class=\"footnote-link footnote-identifier-link\" title=\"Robinson, K. (Autor). (2017). An Interview with Sir Ken Robinson [Podcast]. Los Angeles: Art Ed Radio.\">1<\/a><\/sup>  <\/cite><\/blockquote>\n\n<p>This ver\u00adsi\u00adon 1.0 of the <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> approach is also the first step in the deve\u00adlo\u00adp\u00adment of a&nbsp;trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork for <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship.<\/em> <\/p>\n\n<p><em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> as a&nbsp;frame\u00adwork is inten\u00added to help deal with the ongo\u00ading deve\u00adlo\u00adp\u00adments in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor with its dyna\u00admic con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons and (high\u00adly) com\u00adplex social chal\u00adlenges in a&nbsp;future-ori\u00aden\u00adted man\u00adner and to remain capa\u00adble of acting.&nbsp;<\/p>\n\n<p><em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> is based on the idea that a&nbsp;mind\u00adset based on agi\u00adle values and prin\u00adci\u00adples can be adapt\u00aded to the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor in the sen\u00adse of a&nbsp;spe\u00adci\u00adfic agi\u00adle lea\u00adder\u00adship. Alt\u00adhough the focus here is on the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor, many aspects can be adopted for edu\u00adca\u00adti\u00adon and its are\u00adas in a&nbsp;spe\u00adci\u00adfic&nbsp;way.&nbsp;<\/p>\n\n<p>In the <a rel=\"noreferrer noopener\" href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/auftakt\/#einordnung\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/auftakt\/#einordnung\" target=\"_blank\">Pre\u00adlude <\/a>to this book, it was alre\u00ada\u00addy important to me to illus\u00adtra\u00adte with the help of Simon Sinek\u2019s Gol\u00adden Cir\u00adcle that <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> as a&nbsp;con\u00adcep\u00adtu\u00adal approach in the sen\u00adse of a&nbsp;<em>how <\/em>could be a&nbsp;pos\u00adsi\u00adble stra\u00adte\u00adgic start\u00ading point\u2009\u2014\u2009and pro\u00adba\u00adb\u00adly not the only one \u2013 to shape the edu\u00adca\u00adti\u00adon sec\u00adtor dif\u00adfer\u00adent\u00adly than befo\u00adre with a&nbsp;focus on the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and under the con\u00addi\u00adti\u00adons of a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty and to deve\u00adlop it on a&nbsp;broad basis along agi\u00adle values and an agi\u00adle mind\u00adset in a&nbsp;par\u00adti\u00adci\u00adpa\u00adto\u00adry and self-orga\u00adnis\u00aded manner.&nbsp;<\/p>\n\n<p>An agi\u00adle approach and a&nbsp;future joint, par\u00adti\u00adci\u00adpa\u00adto\u00adry and self-orga\u00adnis\u00aded (fur\u00adther) deve\u00adlo\u00adp\u00adment of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> as a&nbsp;frame\u00adwork are also inten\u00added with this free\u00adly and open\u00adly available online resour\u00adce in the form of an initi\u00adal Mini\u00admal Via\u00adble Pro\u00adduct (<span class=\"caps\">MVP<\/span>). What exact\u00adly is meant by this and what con\u00adse\u00adquen\u00adces it has for the fur\u00adther deve\u00adlo\u00adp\u00adment of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> is descri\u00adbed below with regard to the inten\u00added frame\u00adwork, as well as con\u00adnec\u00adtions and cri\u00adti\u00adcal reflec\u00adtions. This chap\u00adter con\u00adcludes with an out\u00adlook on the next <span class=\"caps\">MVP<\/span> for the <span class=\"caps\">AEL<\/span> framework.&nbsp;<\/p>\n<div class=\"pwp4-wrapper intrinsic-ignore\" id=\"podlovewebplayer_e036e28cfdfbe29a1af1a052a942681a2df9705a\" data-episode=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/agile-educational-leadership-auf-dem-weg-zum-rahmenwerk\/?podlove_action=pwp4_config\"><audio controls=\"controls\" preload=\"none\">\n  <source src=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/podlove\/file\/12\/s\/webplayer\/c\/website\/AELRahmen.mp3\" type=\"audio\/mpeg\">\n<\/audio><\/div>\n\n<p>Licence<sup><a href=\"#footnote_2_2144\" id=\"identifier_2_2144\" 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<ul class=\"wp-block-list\">\n<li><a href=\"#ein-rahmen\" data-type=\"internal\" data-id=\"#ein-rahmen\">A frame, and yet not a&nbsp;frame<\/a><\/li>\n\n\n\n<li><a href=\"#verbindungen-reflexionen\" data-type=\"internal\" data-id=\"#verbindungen-reflexionen\">Con\u00adnec\u00adtions and reflections<br><\/a><\/li>\n\n\n\n<li><a href=\"#es-ist-alles-da\" data-type=\"internal\" data-id=\"#es-ist-alles-da\">Ever\u00ady\u00adthing is alre\u00ada\u00addy&nbsp;there!&nbsp;<\/a><\/li>\n<\/ul>\n\n<p><\/p>\n\n<h3 class=\"wp-block-heading\" id=\"ein-rahmen\"><strong>A frame, and yet not a&nbsp;frame<\/strong><\/h3>\n\n<p>A first con\u00adcep\u00adtu\u00adal Mini\u00admal Via\u00adble Pro\u00adduct (<span class=\"caps\">MVP<\/span>) (see<sup><a href=\"#footnote_3_2144\" id=\"identifier_3_2144\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/de.wikipedia.org\/w\/index.php?title=Minimum_Viable_Product&amp;oldid=208755859\">3<\/a><\/sup> or a&nbsp;more detail\u00aded expl\u00adana\u00adti\u00adon in Ries, 2009<sup><a href=\"#footnote_4_2144\" id=\"identifier_4_2144\" class=\"footnote-link footnote-identifier-link\" title=\"Ries, E. (2009, 3. August). Minimum Viable Product: a guide. Accessed 30.07.2021, from http:\/\/www.startuplessonslearned.com\/2009\/08\/minimum-viable-product-guide.html\">4<\/a><\/sup> ) is now available \u2013 strict\u00adly spea\u00adking, the <span class=\"caps\">MVP<\/span> in ver\u00adsi\u00adon 1.0 of the approach and trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em>. <\/p>\n\n<p><strong>The <span class=\"caps\">MVP<\/span> <\/strong><em><strong>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/strong> <\/em><br>The under\u00adstan\u00adding of an <span class=\"caps\">MVP<\/span> from lean manage\u00adment is adapt\u00aded here: Ver\u00adsi\u00adon 1.0 of the <span class=\"caps\">AEL<\/span> book is the first usable pro\u00adduct and at the same time the result of a&nbsp;cogni\u00adti\u00adon and trans\u00adfer pro\u00adcess. It is func\u00adtion\u00adal and can be used imme\u00addia\u00adte\u00adly as an online resour\u00adce with an addi\u00adtio\u00adnal pod\u00adcast func\u00adtion, the basic idea of the objec\u00adti\u00adve is made tan\u00adgi\u00adble and the con\u00adcep\u00adtu\u00adal basis is shown in order to obtain feed\u00adback from inte\u00adres\u00adted per\u00adsons and spe\u00adci\u00adfic stake\u00adhol\u00adders as quick\u00adly as pos\u00adsi\u00adble during the deve\u00adlo\u00adp\u00adment pro\u00adcess. This feed\u00adback can show that the direc\u00adtion is right, that cer\u00adtain aspects should defi\u00adni\u00adte\u00adly be expan\u00added or alre\u00ada\u00addy exist else\u00adwhe\u00adre and should be inte\u00adgra\u00adted \u2013 or that <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> is abso\u00adlut\u00ade\u00adly use\u00adl\u00adess. In any case, all feed\u00adback is hel\u00adpful for the fur\u00adther joint deve\u00adlo\u00adp\u00adment of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> and, fun\u00adda\u00admen\u00adtal\u00adly, for the joint decis\u00adi\u00adon as to whe\u00adther it is worth sti\u00adcking with&nbsp;it.&nbsp;<\/p>\n\n<p><strong><em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship as frame\u00adwork<\/em><\/strong><br>A frame\u00adwork is to be unders\u00adtood as an umbrel\u00adla under which various acti\u00advi\u00adties that have agreed on a&nbsp;com\u00admon frame of refe\u00adrence can be united. How nar\u00adrow or broad this frame of refe\u00adrence is drawn, which acti\u00advi\u00adties and which actors are ulti\u00adm\u00adate\u00adly sub\u00adsu\u00admed under it, is an open and con\u00adstant\u00adly ren\u00adego\u00adtia\u00adted pro\u00adcess. A&nbsp;frame\u00adwork is not to be unders\u00adtood dog\u00adma\u00adti\u00adcal\u00adly, but pro\u00advi\u00addes a&nbsp;bin\u00adding, com\u00admon thread in the plu\u00adra\u00adli\u00adty of pos\u00adsi\u00adble inter\u00adpre\u00adta\u00adti\u00adons and rea\u00adli\u00adsa\u00adti\u00adons. Or, to stay with Sinek\u2019s Gol\u00adden Cir\u00adcle, the spe\u00adci\u00adfic <em>what <\/em>within the trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> still needs to be developed.&nbsp;<\/p>\n\n<p>Accor\u00addin\u00adgly, the <em>Agi\u00adle Educ\u00adtion\u00adal Lea\u00adder\u00adship<\/em> frame\u00adwork is not a&nbsp;clear method or a&nbsp;spe\u00adci\u00adfic reci\u00adpe-like approach, simi\u00adlar to the Scrum frame\u00adwork<sup><a href=\"#footnote_5_2144\" id=\"identifier_5_2144\" class=\"footnote-link footnote-identifier-link\" title=\"see https:\/\/www.scrum.org\/resource s\/what-is-scrum\/)) or the IATF framework (Integral Agile Transformation Framework) ((see https:\/\/www.trans4mation.coach\/trans4mation-approach\/)). Currently, version 1.0 of the MVP Agile Educational Leadership combines concepts, approaches and methods adapted from different disciplines and practice with a view to the goal of a transdisciplinary framework for Agile Educational Leadership for the specific area of (higher) education.  \n\nWhat is special about a framework is that it is not static or intended to be static. The strength of a framework lies in the fact that the current version is repeatedly subjected to a critical review and adjustments can be made from time to time to meet the requirements of the respective time and needs (see, for example, the latest version of the Scrum framework with its changes every 2\u20133 years) ((https:\/\/scrumguides.org\/revisions.html\">5<\/a><\/sup>. Based on the agi\u00adle value of con\u00adti\u00adnuous impro\u00adve\u00adment, the agi\u00adle prin\u00adci\u00adple of con\u00adstant review and adapt\u00ada\u00adti\u00adon is also fol\u00adlo\u00adwed in this way by enab\u00adling an ongo\u00ading public review of the free\u00adly and open\u00adly acces\u00adsi\u00adble frame\u00adwork. The fact that the agi\u00adle prin\u00adci\u00adples here also over\u00adlap with tho\u00adse of good sci\u00aden\u00adti\u00adfic prac\u00adti\u00adce, such as the fal\u00adsi\u00adfi\u00adca\u00adti\u00adon prin\u00adci\u00adple, review acti\u00advi\u00adties of the spe\u00adcia\u00adlist com\u00admu\u00adni\u00adty and, more recent\u00adly, open access, seems almost self-evi\u00addent, but should be expli\u00adcit\u00adly men\u00adtio\u00adned here for the sake of completeness.&nbsp;<\/p>\n\n<p>Against this back\u00adground, it seems only logi\u00adcal that <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> is not yet available as a&nbsp;ful\u00adly deve\u00adlo\u00adped, theo\u00adre\u00adti\u00adcal\u00adly well-foun\u00added trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork that has been tried and tes\u00adted in a&nbsp;wide ran\u00adge of (hig\u00adher) edu\u00adca\u00adti\u00adon practice.&nbsp;<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"verbindungen-reflexionen\"><strong>Connections and reflections<\/strong><\/h3>\n\n<p>Alt\u00adhough the aim is to crea\u00adte a&nbsp;trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork for <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em>, this ver\u00adsi\u00adon 1.0 of the approach in the form of the <span class=\"caps\">AEL<\/span> book has alre\u00ada\u00addy high\u00adligh\u00adted initi\u00adal con\u00adnec\u00adtions or rela\u00adti\u00adonships via the chap\u00adters published to date. In the fol\u00adlo\u00adwing, examp\u00adles of important con\u00adnec\u00adtions are tra\u00adced and cri\u00adti\u00adcal\u00adly reflec\u00adted upon. My per\u00adspec\u00adti\u00adve is pri\u00adma\u00adri\u00adly that of an edu\u00adca\u00adtio\u00adnal sci\u00aden\u00adtist when I&nbsp;ori\u00aden\u00adta\u00adte mys\u00adelf on the three obvious focal points: the <strong>A<\/strong> for Agi\u00adle, the <strong>E<\/strong>  <em> <\/em>for Edu\u00adca\u00adtio\u00adnal<em> <\/em>and the <strong>L<\/strong><em> <\/em>for Lea\u00adder\u00adship. <\/p>\n\n<p><strong>About the A&nbsp;in <span class=\"caps\">AEL<\/span><\/strong><br>The term agi\u00adli\u00adty has taken on a&nbsp;trend-set\u00adting posi\u00adti\u00adon with incre\u00adasing reflec\u00adtion and exch\u00adan\u00adge in the con\u00adtext of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> \u2013 and thus over\u00adlaps and inte\u00adgra\u00adtes ori\u00adgi\u00adnal con\u00adside\u00adra\u00adti\u00adons such as digi\u00adtal edu\u00adca\u00adtio\u00adnal lea\u00adder\u00adship when we now speak of a&nbsp;trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> under the con\u00addi\u00adti\u00adons of digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and a&nbsp;cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty. <em>Agi\u00adle<\/em> stands for both an ori\u00aden\u00adta\u00adti\u00adon towards agi\u00adle values and an agi\u00adle mind\u00adset (being agi\u00adle), as well as deci\u00adding against this back\u00adground and from this per\u00adspec\u00adti\u00adve how I&nbsp;can move and deve\u00adlop appro\u00adpria\u00adte\u00adly as a&nbsp;per\u00adson mys\u00adelf, tog\u00ade\u00adther with other peo\u00adp\u00adle or in and with the orga\u00adniza\u00adti\u00adon and the goals asso\u00adcia\u00adted with it and the pro\u00adject (doing agi\u00adle). Being agi\u00adle and under\u00adgo\u00ading chan\u00adge in the sen\u00adse of impro\u00adving fur\u00adther deve\u00adlo\u00adp\u00adment is also the aim of the <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> frame\u00adwork itself.&nbsp;<\/p>\n\n<p><strong><em>Roles and respon\u00adsi\u00adbi\u00adli\u00adties<\/em><\/strong> <br><br>The\u00adre is a&nbsp;strong refe\u00adrence here to the sub\u00adjects or per\u00adsons in their respec\u00adti\u00adve are\u00adas in an edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon \u2013 and this does not expli\u00adcit\u00adly mean their respon\u00adsi\u00adbi\u00adli\u00adty or func\u00adtion. The focus is on the dif\u00adfe\u00adrent are\u00adas of action in which each per\u00adson sees room for mano\u00adeu\u00advre for them\u00adsel\u00adves or in coor\u00addi\u00adna\u00adti\u00adon with the peo\u00adp\u00adle around them. The ques\u00adti\u00adon here is not what func\u00adtion and manage\u00adment and con\u00adtrol task have I&nbsp;been assi\u00adgned, but what respon\u00adsi\u00adbi\u00adli\u00adty do I&nbsp;want to take for my own area of action and in what way, and what frame\u00adwork sup\u00adports me in doing so. In a&nbsp;sys\u00adte\u00admic sen\u00adse, that not one per\u00adson alo\u00adne can chan\u00adge an orga\u00adniza\u00adti\u00adon with its cul\u00adtu\u00adre, but each indi\u00advi\u00addu\u00adal per\u00adson can alre\u00ada\u00addy begin to cul\u00adti\u00adva\u00adte other or alter\u00adna\u00adti\u00adve beha\u00adviours through their beha\u00adviour, the per\u00adson ori\u00aden\u00adta\u00adti\u00adon in the <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> approach is also inten\u00added. The per\u00adspec\u00adti\u00adve of lifel\u00adong lear\u00adning and edu\u00adca\u00adti\u00adon also plays a&nbsp;role here: Eman\u00adci\u00adpa\u00adti\u00adon and the expe\u00adri\u00adence of auto\u00adno\u00admy are fun\u00adda\u00admen\u00adtal to per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment, just as deal\u00ading with (chal\u00adlen\u00adging) situa\u00adtions bey\u00adond rou\u00adti\u00adnes can con\u00adtri\u00adbu\u00adte to per\u00adso\u00adnal trans\u00adfor\u00adma\u00adti\u00adon and per\u00adso\u00adnal growth. Basi\u00adcal\u00adly, the idea of edu\u00adca\u00adti\u00adon is also embedded in the trans\u00adfor\u00adma\u00adtio\u00adnal lea\u00adder\u00adship per\u00adspec\u00adti\u00adve and, in par\u00adti\u00adcu\u00adlar, in per\u00adson-cent\u00adred approa\u00adches such as agi\u00adle lea\u00adder\u00adship. Alt\u00adhough one group of peo\u00adp\u00adle in par\u00adti\u00adcu\u00adlar is repea\u00adted\u00adly empha\u00adsis\u00aded here when tal\u00adking about the inte\u00adrests of cus\u00adto\u00admers or stake\u00adhol\u00adders, the importance of agi\u00adle teams and their good coope\u00adra\u00adti\u00adon with good com\u00admu\u00adni\u00adca\u00adti\u00adon and inter\u00adac\u00adtion is also empha\u00adsis\u00aded at the same time. Cri\u00adti\u00adcal\u00adly, the reason for an agi\u00adle team is never an end in its\u00adelf and the\u00adr\u00ade\u00adfo\u00adre the crea\u00adti\u00adon or deve\u00adlo\u00adp\u00adment of a&nbsp;pro\u00adduct is the reason for coming tog\u00ade\u00adther \u2013 but at the same time it beco\u00admes clear here that the work, the per\u00adfor\u00admance or the work that the team per\u00adforms or crea\u00adtes tog\u00ade\u00adther is always crea\u00adted in rela\u00adti\u00adon to deve\u00adlo\u00adp\u00adment in the sen\u00adse of empower\u00adment or enab\u00adling growth of the team members.&nbsp;<\/p>\n\n<p><em><strong>Agi\u00adle values and an agi\u00adle mind\u00adset<\/strong> <\/em><br>The <a rel=\"noreferrer noopener\" href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agilitaet\/#agile-werte-methoden\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agilitaet\/#agile-werte-methoden\" target=\"_blank\">agi\u00adle values<\/a> <span class=\"has-inline-color has-vivid-red-color\"><\/span><span class=\"has-inline-color has-vivid-red-color\"><\/span>can also be con\u00adside\u00adred more broad\u00adly than the four values from the agi\u00adle mani\u00adfesto. Based on the five values that have beco\u00adme a&nbsp;fixed part of the dis\u00adcus\u00adsion with the Scrum frame\u00adwork, which include open\u00adness and trans\u00adpa\u00adren\u00adcy, cou\u00adra\u00adge and encou\u00adra\u00adge\u00adment, respect, focus and com\u00admit\u00adment, fur\u00adther values can also be for\u00admu\u00adla\u00adted. The gre\u00adat over\u00adlap in values such as com\u00admu\u00adni\u00adca\u00adti\u00adon, respon\u00adsi\u00adbi\u00adli\u00adty and open\u00adness as well as diver\u00adsi\u00adty and cou\u00adra\u00adge appears to be par\u00adti\u00adcu\u00adlar\u00adly cen\u00adtral to the edu\u00adca\u00adti\u00adon sec\u00adtor, which also has to ful\u00adfil a&nbsp;demo\u00adcra\u00adtic edu\u00adca\u00adtio\u00adnal man\u00adda\u00adte for a&nbsp;plu\u00adra\u00adli\u00adstic society.&nbsp;<\/p>\n\n<p>It is assu\u00admed here that alt\u00adhough the appli\u00adca\u00adti\u00adon of methods and prac\u00adti\u00adces can be trai\u00adned, they can only deve\u00adlop their full effec\u00adti\u00adve\u00adness \u2013 inclu\u00adding at the rela\u00adti\u00adonship level \u2013 when it is clear to ever\u00adyo\u00adne that <em>being agi\u00adle<\/em> is the dri\u00adving force in a&nbsp;per\u00adson for <em>doing agi\u00adle<\/em>. Authen\u00adtic<em> doing agi\u00adle<\/em> can the\u00adr\u00ade\u00adfo\u00adre only be cul\u00adti\u00adva\u00adted with grown inner con\u00advic\u00adtion and atti\u00adtu\u00adde. Assum\u00ading respon\u00adsi\u00adbi\u00adli\u00adty and trust can\u00adnot sim\u00adply be impo\u00adsed or adopted as new team rules over\u00adnight. The\u00adse very sen\u00adsi\u00adti\u00adve values can only deve\u00adlop if the\u00adre is cri\u00adti\u00adcal reflec\u00adtion on how the power struc\u00adtu\u00adre and actu\u00adal open\u00adness in the team and the orga\u00adniza\u00adti\u00adon should be clas\u00adsi\u00adfied. This rai\u00adses important ques\u00adti\u00adons, such as how this type of col\u00adla\u00adbo\u00adra\u00adti\u00adon can sup\u00adport net\u00adwork-ori\u00aden\u00adta\u00adted work and how this can some\u00adti\u00admes suc\u00adceed along\u00adside other, clas\u00adsic, line-like forms of collaboration.&nbsp;<\/p>\n\n<p><strong>About the E&nbsp;in <span class=\"caps\">AEL<\/span><\/strong> <br><em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> aims to con\u00adtri\u00adbu\u00adte to the joint fur\u00adther deve\u00adlo\u00adp\u00adment of the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor with a&nbsp;per\u00adspec\u00adti\u00adve on peo\u00adp\u00adle, cul\u00adtu\u00adre and edu\u00adca\u00adtio\u00adnal organizations.&nbsp;<\/p>\n\n<p><strong><em>The Spe\u00adci\u00adfi\u00adci\u00adty of the Edu\u00adca\u00adti\u00adon Sec\u00adtor<\/em><\/strong> <br>Es ist eine beson\u00adde\u00adre Her\u00adaus\u00adfor\u00adde\u00adrung, denn das \u00fcber Jahr\u00adzehn\u00adte gewach\u00adse\u00adne (Hochschul-)Bildungssystem mit sei\u00adnen Zust\u00e4n\u00addig\u00adkei\u00adten zwi\u00adschen Bund, L\u00e4n\u00adder und Kom\u00admu\u00adnen sowie Funk\u00adtio\u00adnen und Hier\u00adar\u00adchien des \u00f6ffent\u00adli\u00adchen Diens\u00adtes erscheint in der exter\u00adnen Betrach\u00adtung zumeist sehr sta\u00adtisch. Zugleich f\u00fch\u00adren Neue\u00adrung, man den\u00adke hier nur an die Digi\u00adta\u00adli\u00adsie\u00adrung, immer wie\u00adder vor Augen, dass es eini\u00adgen Stand\u00ador\u00adten sehr gut gelingt, die\u00adse f\u00fcr sich pas\u00adsend zu inte\u00adgrie\u00adren und zu adap\u00adtie\u00adren und ande\u00adre hier sehr lan\u00adge Anlauf\u00adzei\u00adten ben\u00f6\u00adti\u00adgen. Das Bei\u00adspiel Unter\u00adricht und Leh\u00adre zeigt es der\u00adzeit ein\u00addr\u00fcck\u00adlich: Die aktu\u00adel\u00adle Pan\u00adde\u00admie-Situa\u00adti\u00adon nach nun\u00admehr 1,5 Jah\u00adren und die brei\u00adte Sor\u00adge vor dem Start nach den Som\u00admer\u00adfe\u00adri\u00aden bzw. nach der vor\u00adle\u00adsungs\u00adfrei\u00aden Zeit im Herbst zeigt \u00f6ffent\u00adlich wahr\u00adnehm\u00adbar deut\u00adlich auf, wel\u00adche Bil\u00addungs\u00ador\u00adga\u00adni\u00adsa\u00adtio\u00adnen und Per\u00adso\u00adnen der\u00adzeit hohes Zutrau\u00aden von ihren Ziel\u00adgrup\u00adpen und Akteur_innen genie\u00ad\u00dfen und wo Skep\u00adsis \u00fcber\u00adwiegt. Es scheint also m\u00f6g\u00adlich zu sein, durch Impul\u00adse von au\u00dfen und Enga\u00adge\u00adment und Krea\u00adti\u00advi\u00adt\u00e4t aus dem Inne\u00adren her\u00adaus mit spe\u00adzi\u00adfi\u00adschen Ver\u00ad\u00e4n\u00adde\u00adrun\u00adgen begin\u00adnen zu k\u00f6nnen.&nbsp;<\/p>\n\n<p>The chall\u00adenge of adap\u00adting agi\u00adli\u00adty and lea\u00adder\u00adship to the Ger\u00adman <a rel=\"noreferrer noopener\" href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agilitaet\/#agilit%C3%A4t-bildungsbereich\" target=\"_blank\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agilitaet\/#agilit%C3%A4t-bildungsbereich\">edu\u00adca\u00adti\u00adon sec\u00adtor<\/a> with its spe\u00adcial cha\u00adrac\u00adte\u00adristics lies pri\u00adma\u00adri\u00adly in its frame\u00adwork con\u00addi\u00adti\u00adons. Public fun\u00adding and thus inde\u00adpen\u00addence from eco\u00adno\u00admic requi\u00adre\u00adments some\u00adti\u00admes leads to being per\u00adcei\u00adved more as an insti\u00adtu\u00adti\u00adon with its tra\u00addi\u00adti\u00adons than as an edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon in the con\u00adtext of a&nbsp;dyna\u00admic <span class=\"caps\">VUCA<\/span> world. Par\u00adti\u00adcu\u00adlar\u00adly with regard to the edu\u00adca\u00adti\u00adon sec\u00adtor and with a&nbsp;spe\u00adcial focus on the incre\u00adasing\u00adly deve\u00adlo\u00adping mar\u00adket for hig\u00adher edu\u00adca\u00adti\u00adon or gene\u00adral aca\u00adde\u00admic edu\u00adca\u00adti\u00adon, the ques\u00adti\u00adon still ari\u00adses as to whe\u00adther it can and wants to do wit\u00adhout a&nbsp;con\u00adtem\u00adpo\u00adra\u00adry orga\u00adniza\u00adtio\u00adnal and inter\u00adac\u00adtion frame\u00adwork for edu\u00adca\u00adtio\u00adnal offe\u00adrings and stake\u00adhol\u00adders that is sui\u00adta\u00adble for the\u00adse dyna\u00admic&nbsp;times?&nbsp;<\/p>\n\n<p><strong><em>Focus on peo\u00adp\u00adle<\/em><\/strong> <br>With its pri\u00adma\u00adry ori\u00aden\u00adta\u00adti\u00adon towards values for joint inter\u00adac\u00adtion and com\u00admu\u00adni\u00adca\u00adti\u00adon, <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> focu\u00adses pri\u00adma\u00adri\u00adly on diver\u00adsi\u00adty-sen\u00adsi\u00adti\u00adve <a rel=\"noreferrer noopener\" href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/personenorientierung\/\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/personenorientierung\/\" target=\"_blank\">indi\u00advi\u00addu\u00adals<span class=\"has-inline-color has-vivid-red-color\"><\/span><\/a><span class=\"has-inline-color has-vivid-red-color\"><\/span> as desi\u00adgners of their orga\u00adniza\u00adti\u00adon and thus their (edu\u00adca\u00adtio\u00adnal) sys\u00adtem. They are the actors who can pro\u00admo\u00adte chan\u00adge in the tea\u00adching and lear\u00adning cul\u00adtu\u00adre, inclu\u00adding the exami\u00adna\u00adti\u00adon cul\u00adtu\u00adre, in the various are\u00adas from the cent\u00adre of the orga\u00adniza\u00adti\u00adon with the know\u00adledge of <a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/ambidextrie\/#organisationale-ambidextrie\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/ambidextrie\/#organisationale-ambidextrie\">orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty<\/a> in the sen\u00adse of lifel\u00adong lear\u00adning. They are also the ones who can pro\u00advi\u00adde decen\u00adtra\u00adli\u00adzed impe\u00adtus for chan\u00adged forms of col\u00adla\u00adbo\u00adra\u00adti\u00adon with short-term ite\u00adra\u00adti\u00adons along hori\u00adzon\u00adtal, net\u00adwork-like struc\u00adtures and deve\u00adlop sui\u00adta\u00adble working methods bet\u00adween the depart\u00adments. And they are the peo\u00adp\u00adle who can build and live a&nbsp;cul\u00adtu\u00adre of faci\u00adli\u00adta\u00adti\u00adon tog\u00ade\u00adther \u2013&nbsp;with the aim of stron\u00adger self-orga\u00adni\u00adsa\u00adti\u00adon that can go well bey\u00adond par\u00adti\u00adci\u00adpa\u00adti\u00adon and the empower\u00adment that goes with&nbsp;it.&nbsp;<\/p>\n\n<p>As much as this deve\u00adlo\u00adp\u00adment offers the oppor\u00adtu\u00adni\u00adty for per\u00adso\u00adnal growth, the pro\u00adcess can also be exhaus\u00adting for indi\u00advi\u00addu\u00adals. This is becau\u00adse a&nbsp;com\u00admit\u00adment to agi\u00adle values and working methods also requi\u00adres indi\u00advi\u00addu\u00adals to con\u00adstant\u00adly enga\u00adge in dia\u00adlo\u00adgue, make decis\u00adi\u00adons them\u00adsel\u00adves and take on respon\u00adsi\u00adbi\u00adli\u00adty in order to streng\u00adthen a&nbsp;cul\u00adtu\u00adre of app\u00adre\u00adcia\u00adti\u00adon and com\u00admu\u00adni\u00adca\u00adti\u00adon on an equal footing.&nbsp;<\/p>\n\n<p><strong><em>Pro\u00adzess und Pro\u00addukt<\/em><\/strong> <br>From an agi\u00adle per\u00adspec\u00adti\u00adve, the pro\u00adcess descri\u00adbed and the peo\u00adp\u00adle who have taken respon\u00adsi\u00adbi\u00adli\u00adty for it take on grea\u00adter signi\u00adfi\u00adcan\u00adce than just the fact that a&nbsp;pro\u00adduct was crea\u00adted on time. A&nbsp;simi\u00adlar dua\u00adli\u00adty bet\u00adween pro\u00adcess and pro\u00adduct can also be found in the field of edu\u00adca\u00adti\u00adon. Espe\u00adci\u00adal\u00adly at the micro level of tea\u00adching, this can be illus\u00adtra\u00adted by ana\u00adlo\u00adgy when it comes to for\u00adma\u00adti\u00adve con\u00adside\u00adra\u00adti\u00adons of lear\u00adning pro\u00adces\u00adses (e.g. the ite\u00adra\u00adtively pro\u00addu\u00adced e\u2011portfolio or pro\u00adject- and rese\u00adarch-ori\u00aden\u00adta\u00adted lear\u00adning) on the one hand or sum\u00adma\u00adti\u00adve con\u00adside\u00adra\u00adti\u00adons of the results on a&nbsp;dead\u00adline (e.g. the exam or pre\u00adsen\u00adta\u00adti\u00adon) on the other. In the con\u00adtext of e\u2011portfolio work, the fine line to a&nbsp;some\u00adti\u00admes more neo\u00adli\u00adbe\u00adr\u00adal\u00adly moti\u00adva\u00adted shift of com\u00adple\u00adte respon\u00adsi\u00adbi\u00adli\u00adty for one\u2019s own lear\u00adning pro\u00adcess and edu\u00adca\u00adtio\u00adnal suc\u00adcess to the sub\u00adject is jus\u00adti\u00adfia\u00adbly cri\u00adti\u00adcis\u00aded when the ambi\u00adva\u00adlence of self-tech\u00adni\u00adques is reflec\u00adted upon (see, for exam\u00adp\u00adle, the con\u00adtri\u00adbu\u00adti\u00adons under Views in Mey\u00ader et al., 2011)<sup><a href=\"#footnote_6_2144\" id=\"identifier_6_2144\" class=\"footnote-link footnote-identifier-link\" title=\"Meyer, T., Mayrberger, K., M\u00fcnte-Goussar, S. &amp; Schwalbe, C. (Eds.). (2011).    Kontrolle und Selbstkontrolle. Zur Ambivalenz von ePortfolios in Bildungsprozessen. Wiesbaden: VS Verlag f\u00fcr Sozialwissenschaften.\">6<\/a><\/sup> \u2013 a&nbsp;dis\u00adcus\u00adsion that the design of lear\u00adning envi\u00adron\u00adments that empha\u00adsise trans\u00adpa\u00adren\u00adcy and self-con\u00adtrol rather than exter\u00adnal con\u00adtrol must con\u00adti\u00adnue to face today and should be ans\u00adwe\u00adred. This dis\u00adcus\u00adsion should also be con\u00adside\u00adred for agi\u00adle teaching.&nbsp;<\/p>\n\n<p>The qua\u00adli\u00adty of a&nbsp;pro\u00adcess and the ext\u00adent to which it can con\u00adtri\u00adbu\u00adte to a&nbsp;bet\u00adter pro\u00adduct is often a&nbsp;ques\u00adti\u00adon of the tea\u00adching, lear\u00adning and exami\u00adna\u00adti\u00adon cul\u00adtu\u00adre and the asso\u00adcia\u00adted orga\u00adniza\u00adti\u00adon of rela\u00adti\u00adonships. In this case, from the sub\u00adjec\u00adt\u2019s per\u00adspec\u00adti\u00adve, the pro\u00adduct repres\u00adents the per\u00adso\u00adnal lear\u00adning pro\u00adcess of each per\u00adson or, from the orga\u00adniza\u00adti\u00adon\u2019s per\u00adspec\u00adti\u00adve, the ful\u00adfilm\u00adent of the requi\u00adre\u00adments to enable suc\u00adcessful edu\u00adca\u00adtio\u00adnal qua\u00adli\u00adfi\u00adca\u00adti\u00adons in the allot\u00adted&nbsp;time.&nbsp;<\/p>\n\n<p><strong><em>Agil tea\u00adching <\/em><\/strong> <br>Agi\u00adle lear\u00adning and stu\u00addy\u00ading is curr\u00adent\u00adly the anchor point in the edu\u00adca\u00adti\u00adon sec\u00adtor through which agi\u00adli\u00adty is fre\u00adquent\u00adly approa\u00adched \u2013 alt\u00adhough the impres\u00adsi\u00adon is that <em>doing agi\u00adle<\/em>, i.e. the ques\u00adti\u00adon of methods, is initi\u00adal\u00adly empha\u00adsi\u00adzed some\u00adwhat more stron\u00adgly here. Howe\u00adver, the agi\u00adle values and the agi\u00adle mind\u00adset are empha\u00adsi\u00adzed more stron\u00adgly by tho\u00adse peo\u00adp\u00adle who, accor\u00adding to ano\u00adther impres\u00adsi\u00adon from the dis\u00adcus\u00adsion, have alre\u00ada\u00addy work\u00aded and expe\u00adri\u00admen\u00adted with pro\u00adgres\u00adsi\u00adve, open and more lear\u00adning-ori\u00aden\u00adted pedago\u00adgi\u00adcal and didac\u00adtic approa\u00adches. The\u00adse peo\u00adp\u00adle will pro\u00adba\u00adb\u00adly not dis\u00adco\u00adver as much that is new in agi\u00adle approa\u00adches and adapt\u00ada\u00adti\u00adons of Scrum for tea\u00adching, but can nevert\u00adhel\u00adess sup\u00adple\u00adment them with newer con\u00adcepts and thus expand the diver\u00adsi\u00adty of pro\u00adcess-ori\u00aden\u00adta\u00adted methods. With regard to 21st Cen\u00adtu\u00adry Skills as well as so-cal\u00adled Future Skills, it can cer\u00adtain\u00adly be argued that know\u00adledge of agi\u00adle working methods and prin\u00adci\u00adples alo\u00adne is an important com\u00adpe\u00adtence in itself.&nbsp;<\/p>\n\n<p>Adapt\u00aded to the edu\u00adca\u00adtio\u00adnal con\u00adtext, agi\u00adle methods for tea\u00adching and lear\u00adning from a&nbsp;didac\u00adtic and edu\u00adca\u00adtio\u00adnal sci\u00adence per\u00adspec\u00adti\u00adve enable, for exam\u00adp\u00adle, the actors to deal with the assump\u00adti\u00adon of dif\u00adfe\u00adrent roles and respon\u00adsi\u00adbi\u00adli\u00adties (simi\u00adlar to open les\u00adsons). They also offer a&nbsp;sui\u00adta\u00adble frame\u00adwork for joint\u00adly and open\u00adly reflec\u00adting on rela\u00adti\u00adonship con\u00adstel\u00adla\u00adti\u00adons with regard to the dis\u00adtri\u00adbu\u00adti\u00adon of power bet\u00adween tea\u00adchers and lear\u00adners in the tea\u00adching and lear\u00adning pro\u00adcess. Par\u00adti\u00adcu\u00adlar\u00adly from the per\u00adspec\u00adti\u00adve of cross-func\u00adtion\u00adal teams, the\u00adre is an oppor\u00adtu\u00adni\u00adty to reflect on ques\u00adti\u00adons of ine\u00adqua\u00adli\u00adty as well as actu\u00adal inclu\u00adsi\u00adon and par\u00adti\u00adci\u00adpa\u00adti\u00adon in the con\u00adtext of hete\u00adro\u00adge\u00adneous lear\u00adning groups and their col\u00adla\u00adbo\u00adra\u00adti\u00adon in the cour\u00adse of agi\u00adle teaching.&nbsp;<\/p>\n\n<p><strong><em>Lcar\u00adning Cul\u00adtu\u00adre ins\u00adtead of error cul\u00adtur<\/em><\/strong> <br>A&nbsp;per\u00adspec\u00adti\u00adve bet\u00adween pro\u00adcess and pro\u00adduct also makes it very clear why it seems char\u00adming to speak of an error cul\u00adtu\u00adre and <em>les\u00adsons lear\u00adnt<\/em>; howe\u00adver, from a&nbsp;sub\u00adject-ori\u00aden\u00adted per\u00adspec\u00adti\u00adve and the cla\u00adim that lifel\u00adong lear\u00adning is com\u00adple\u00adte\u00adly nor\u00admal, it would not be neces\u00adsa\u00adry to speak of errors or error cul\u00adtu\u00adre at all, which are most\u00adly based on extern\u00adal\u00adly defi\u00adned cri\u00adte\u00adria, but rather on sub\u00adjec\u00adti\u00adve lear\u00adning and edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses. Howe\u00adver, this is alre\u00ada\u00addy a&nbsp;ques\u00adti\u00adon of values and the image of lear\u00adning and lear\u00adners that pre\u00advails in each case. From an edu\u00adca\u00adtio\u00adnal theo\u00adry per\u00adspec\u00adti\u00adve, the\u00adre is some\u00adti\u00admes talk of situa\u00adtions that are cri\u00adsis-rid\u00adden for a&nbsp;per\u00adson, the over\u00adco\u00adming of which can con\u00adtri\u00adbu\u00adte to per\u00adso\u00adnal and pro\u00adfes\u00adsio\u00adnal deve\u00adlo\u00adp\u00adment. Howe\u00adver, this (edu\u00adca\u00adtio\u00adnal) cri\u00adsis is lin\u00adked to the socia\u00adli\u00adsa\u00adti\u00adon and bio\u00adgra\u00adphy of each per\u00adson\u2009\u2014\u2009for one per\u00adson, only 98% of the goal achie\u00adved is alre\u00ada\u00addy a&nbsp;cri\u00adsis, while for ano\u00adther per\u00adson 80% is good enough. In each case, the cor\u00adre\u00adspon\u00adding frame\u00adwork for the\u00adse per\u00adspec\u00adti\u00adves is pro\u00advi\u00added by the set of values that each per\u00adson brings with them and that is estab\u00adlished and cul\u00adti\u00adva\u00adted in the respec\u00adti\u00adve area or orga\u00adni\u00adsa\u00adti\u00adon. Agi\u00adle values take into account both the per\u00adson in their deve\u00adlo\u00adp\u00adment and the value of good coope\u00adra\u00adti\u00adon, from par\u00adti\u00adci\u00adpa\u00adti\u00adon to self-orga\u00adni\u00adsa\u00adti\u00adon; in the\u00adse lea\u00adder\u00adship per\u00adspec\u00adti\u00adves, they repre\u00adsent the view that over\u00adlaps great\u00adly with pro\u00adgres\u00adsi\u00adve under\u00adstan\u00addings of edu\u00adca\u00adti\u00adon, lear\u00adning and teaching.&nbsp;<\/p>\n\n<p><strong><em>Agi\u00adle (euca\u00adtio\u00adnal) orga\u00adniza\u00adti\u00adon<\/em><\/strong> <br>Even though agi\u00adli\u00adty is incre\u00adasing\u00adly being tri\u00adal\u00adled in the Ger\u00adman edu\u00adca\u00adti\u00adon sec\u00adtor and a&nbsp;con\u00adcep\u00adtu\u00adal and theo\u00adre\u00adti\u00adcal reflec\u00adtion on agi\u00adli\u00adty for the (own) <a rel=\"noreferrer noopener\" href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agilitaet\/#agilit%C3%A4t-bildungsbereich\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/agilitaet\/#agilit%C3%A4t-bildungsbereich\" target=\"_blank\">edu\u00adca\u00adti\u00adon sec\u00adtor<\/a> is begin\u00adning, this deba\u00adte is still in its infan\u00adcy<span class=\"has-inline-color has-vivid-red-color\"><\/span>. In retro\u00ads\u00adpect, it could also be an over\u00adsight not to take the\u00adse deve\u00adlo\u00adp\u00adments, which are not real\u00adly all that new but have been taken up anew for the edu\u00adca\u00adti\u00adon sec\u00adtor, into account more broad\u00adly with regard to agi\u00adle lear\u00adning and agi\u00adle organizations.&nbsp;<\/p>\n\n<p>The exam\u00adp\u00adle of the insti\u00adtu\u00adti\u00adons of hig\u00adher edu\u00adca\u00adti\u00adons l&nbsp;the\u00adr\u00ade\u00adfo\u00adre be used to exami\u00adne the legi\u00adti\u00adma\u00adte ques\u00adti\u00adon of the fit and non-fit of agi\u00adli\u00adty in the uni\u00adver\u00adsi\u00adty orga\u00adni\u00adsa\u00adti\u00adon in grea\u00adter depth \u2013 also becau\u00adse the\u00adse are assess\u00adments of fit that are pre\u00adsu\u00adma\u00adb\u00adly also made in the same or a&nbsp;simi\u00adlar way in other places.<br>As ear\u00adly as 2017, Bae\u00adcker came to the fol\u00adlo\u00adwing con\u00adclu\u00adsi\u00adon in his artic\u00adle: \u201cThe key\u00adword agi\u00adli\u00adty thus cat\u00adches uni\u00adver\u00adsi\u00adties on the wrong foot twice over. (\u2026) But the field is ready\u201d(Baecker, 2017, p. 20, trans\u00adla\u00adted with DeeplPro)<sup><a href=\"#footnote_7_2144\" id=\"identifier_7_2144\" class=\"footnote-link footnote-identifier-link\" title=\"Baecker, D. (2017). Agilit\u00e4t in der Hochschule. Die Hochschule: Journal f\u00fcr Wissenschaft und Bildung, 26(1), 19\u201328.\">7<\/a><\/sup>. Bae\u00adcker argues that uni\u00adver\u00adsi\u00adties are alre\u00ada\u00addy pre\u00adpared for at least one form of agi\u00adle manage\u00adment becau\u00adse they have always tra\u00addi\u00adtio\u00adnal\u00adly prac\u00adti\u00adsed it (ibid., p.22)<sup><a href=\"#footnote_7_2144\" id=\"identifier_8_2144\" class=\"footnote-link footnote-identifier-link\" title=\"Baecker, D. (2017). Agilit\u00e4t in der Hochschule. Die Hochschule: Journal f\u00fcr Wissenschaft und Bildung, 26(1), 19\u201328.\">7<\/a><\/sup>, when he descri\u00adbes agi\u00adle manage\u00adment as fol\u00adlows and at the same time empha\u00adsi\u00ads\u00ades that, regard\u00adless of this, the\u00adre is still a&nbsp;need for fur\u00adther action at insti\u00adtu\u00adti\u00adons of hig\u00adher education:&nbsp;<\/p>\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p>\u201cFor the pur\u00adpo\u00adses of the uni\u00adver\u00adsi\u00adty, agi\u00adli\u00adty can be unders\u00adtood as a&nbsp;manage\u00adment con\u00adcept in which the reco\u00adgni\u00adti\u00adon, cul\u00adti\u00adva\u00adti\u00adon and deve\u00adlo\u00adp\u00adment of the indi\u00advi\u00addua\u00adli\u00adty of facul\u00adties, chairs and staff posi\u00adti\u00adons is con\u00addi\u00adtio\u00adned and con\u00adtrol\u00adled by the estab\u00adlish\u00adment of feed\u00adback loops that com\u00adbi\u00adne this indi\u00advi\u00addua\u00adli\u00adty with tasks that come from out\u00adside. The defi\u00adni\u00adti\u00adon and mode\u00adra\u00adti\u00adon of what is unders\u00adtood by an out\u00adside is the fore\u00admost task of the uni\u00adver\u00adsi\u00adty manage\u00adment, which must find an intern\u00adal\u00adly mana\u00adgeable balan\u00adce bet\u00adween the various can\u00addi\u00adda\u00adtes for this out\u00adside, such as stu\u00addent appli\u00adcants, the sta\u00adte of sci\u00adence and requests from super\u00advi\u00adso\u00adry aut\u00adho\u00adri\u00adties\u201d (Bae\u00adcker, 2017, p. 22, trans\u00adla\u00adted with DeeplPro)<sup><a href=\"#footnote_7_2144\" id=\"identifier_9_2144\" class=\"footnote-link footnote-identifier-link\" title=\"Baecker, D. (2017). Agilit\u00e4t in der Hochschule. Die Hochschule: Journal f\u00fcr Wissenschaft und Bildung, 26(1), 19\u201328.\">7<\/a><\/sup>. <\/p>\n<\/blockquote>\n\n<p>It is alre\u00ada\u00addy clear here that Bae\u00adcker is tal\u00adking about agi\u00adle manage\u00adment and is addres\u00adsing uni\u00adver\u00adsi\u00adty manage\u00adment rather than prio\u00adri\u00adtiz\u00ading the lea\u00adder\u00adship per\u00adspec\u00adti\u00adve. Howe\u00adver, he goes on to empha\u00adsi\u00adze that main\u00adtai\u00adning the balan\u00adce bet\u00adween the dif\u00adfe\u00adrent ver\u00adti\u00adcal demands bet\u00adween inter\u00adnal and exter\u00adnal is the domi\u00adnant main task in a&nbsp;uni\u00adver\u00adsi\u00adty\u2009\u2014\u2009and this does not even take into account clas\u00adsic com\u00adpe\u00adti\u00adti\u00adve situa\u00adtions with the (not only inter\u00adna\u00adtio\u00adnal) pri\u00adva\u00adte mar\u00adket. The ext\u00adent to which agi\u00adle prin\u00adci\u00adples can be appli\u00aded here and whe\u00adre exact\u00adly the attes\u00adted need for fur\u00adther action for spe\u00adci\u00adfic agi\u00adle lea\u00adder\u00adship in the con\u00adtext of hig\u00adher edu\u00adca\u00adti\u00adon lies would have to be exami\u00adned in detail. This almost rai\u00adses the ques\u00adti\u00adon of whe\u00adther agi\u00adle, decen\u00adtra\u00adli\u00adzed and ver\u00adti\u00adcal impul\u00adses from and into socie\u00adty do not form the actu\u00adal tra\u00addi\u00adti\u00adon of uni\u00adver\u00adsi\u00adties? This ques\u00adti\u00adon does not ari\u00adse from the per\u00adspec\u00adti\u00adve of Wil\u00adhelm (2019)<sup><a href=\"#footnote_8_2144\" id=\"identifier_10_2144\" 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\u201379.\">8<\/a><\/sup>, cle\u00adar\u00adly cri\u00adti\u00adci\u00ads\u00ades agi\u00adli\u00adty in hig\u00adher edu\u00adca\u00adti\u00adon and speaks of the dilem\u00admas of agi\u00adle orga\u00adni\u00adsa\u00adti\u00adons when she sum\u00adma\u00adri\u00adses the pros and cons of agi\u00adle uni\u00adver\u00adsi\u00adties in nine the\u00adses, some of which are out\u00adlined here as examp\u00adles, as they con\u00adtain argu\u00adments that are heard more fre\u00adquent\u00adly. She points out that neither the incre\u00adasing com\u00adple\u00adxi\u00adty nor the prin\u00adci\u00adples of agi\u00adli\u00adty are new and that deve\u00adlo\u00adp\u00adment dyna\u00admics are curr\u00adent\u00adly being dra\u00adma\u00adtis\u00aded; simi\u00adlar\u00adly, the\u00adre is no con\u00advin\u00adcing con\u00adcept in the cur\u00adrent manage\u00adment lite\u00adra\u00adtu\u00adre that would be sui\u00adta\u00adble for uni\u00adver\u00adsi\u00adties:<br> \u201eThe\u00adre is no lar\u00adge orga\u00adni\u00adsa\u00adti\u00adon and no uni\u00adver\u00adsi\u00adty that mana\u00adges wit\u00adhout a&nbsp;hier\u00adar\u00adchy. Orga\u00adni\u00adsa\u00adti\u00adons and uni\u00adver\u00adsi\u00adties are still based, to a&nbsp;con\u00adsidera\u00adble ext\u00adent, on the hier\u00adar\u00adchy prin\u00adci\u00adple and will do so in the future as well\u201c (Wil\u00adhelm, 2019, p. 74)<sup><a href=\"#footnote_9_2144\" id=\"identifier_11_2144\" 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.\">9<\/a><\/sup>. Wil\u00adhelm spricht sich ganz klar auf Grund von Koor\u00addi\u00adna\u00adti\u00adons\u00adpro\u00adble\u00admen gegen eine Dezen\u00adtra\u00adli\u00adsie\u00adrung von Ent\u00adschei\u00addungs\u00adkom\u00adpe\u00adten\u00adzen an Hoch\u00adschu\u00adlen und f\u00fcr star\u00adke Hoch\u00adschul\u00adlei\u00adtun\u00adgen aus. Hier\u00adbei stellt sie die Ansicht her\u00adaus, dass Hoch\u00adschu\u00adlen ein Inno\u00adva\u00adti\u00adons\u00adpro\u00adblem h\u00e4t\u00adten, bezwei\u00adfelt aller\u00addings, dass sich die\u00adses via Agi\u00adli\u00adt\u00e4t l\u00f6sen lie\u00ad\u00dfe. Wil\u00adhelm merkt schlie\u00df\u00adlich an, dass am Ende von der Idee von Agi\u00adli\u00adt\u00e4t in ihren Augen allein der st\u00e4r\u00adker regio\u00adna\u00adle Bezug in die Umge\u00adbung blie\u00adbe und sie den Wert in Agi\u00adli\u00adt\u00e4t dort sehe, wo Agi\u00adli\u00adt\u00e4t eine Form sei, \u201eis a&nbsp;mode to crea\u00adte the envi\u00adron\u00adment rather than to adapt to it\u201c (Wil\u00adhelm, 2019, S. 76)<sup><a href=\"#footnote_10_2144\" id=\"identifier_12_2144\" 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.\">10<\/a><\/sup>. Die Gr\u00fcn\u00adde, wes\u00adhalb eine Sta\u00adtus\u00adver\u00ad\u00e4n\u00adde\u00adrung kaum m\u00f6g\u00adlich erschei\u00adne, wer\u00adden zudem mit der The\u00adse unter\u00admau\u00adert, dass agi\u00adle Orga\u00adni\u00adsa\u00adtio\u00adnen an einem \u00dcber\u00adma\u00df an inter\u00adner Unsi\u00adcher\u00adheit schei\u00adter\u00adten, da sie sich trotz hoher Fle\u00adxi\u00adbi\u00adli\u00adt\u00e4t sta\u00adbi\u00adli\u00adsie\u00adren wol\u00adlen w\u00fcr\u00adden und somit zu neu\u00aden Macht\u00adfel\u00addern und gar einem Kom\u00adple\u00adxi\u00adt\u00e4ts\u00addi\u00adlem\u00adma f\u00fchren.&nbsp;<\/p>\n\n<p>In view of the\u00adse cri\u00adti\u00adcal assess\u00adments, which pre\u00adsu\u00adma\u00adb\u00adly meet with broa\u00adder appr\u00adoval for the time being, the ques\u00adti\u00adon ari\u00adses as to whe\u00adre exact\u00adly the cer\u00adtain\u00adty comes from that struc\u00adtu\u00adred fle\u00adxi\u00adbi\u00adli\u00adty, such as that made pos\u00adsi\u00adble by the Scrum frame\u00adwork, leads to decis\u00adi\u00adon-making uncertainties?&nbsp;<\/p>\n\n<p>And yes, agi\u00adli\u00adty is not a&nbsp;new topic, nor has the pres\u00adsu\u00adre to act curr\u00adent\u00adly increased\u2009\u2014\u2009on the con\u00adtra\u00adry, this has been poin\u00adted out for deca\u00addes. The ques\u00adti\u00adon is the\u00adr\u00ade\u00adfo\u00adre about our sen\u00adse of time and whe\u00adther we have been moving at the right pace for social dyna\u00admics sin\u00adce the intro\u00adduc\u00adtion of the rail\u00adway? The fact that the peo\u00adp\u00adle in an orga\u00adniza\u00adti\u00adon will react bet\u00adween eupho\u00adria and resis\u00adtance to the intro\u00adduc\u00adtion of agi\u00adle pro\u00adces\u00adses and working methods is inde\u00aded the gre\u00adat chall\u00adenge of an agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon, or rather any trans\u00adfor\u00adma\u00adti\u00adon. The ques\u00adti\u00adon is whe\u00adther the image of a&nbsp;trans\u00adfor\u00adma\u00adti\u00adon jour\u00adney, i.e. a&nbsp;lon\u00adger jour\u00adney tog\u00ade\u00adther rather than a&nbsp;switch move\u00adment, can encou\u00adra\u00adge, figu\u00adra\u00adtively spea\u00adking, to keep the tra\u00advel\u00adling group hap\u00adpy with inte\u00adres\u00adt\u00ading expe\u00adri\u00aden\u00adces and adven\u00adtures? Becau\u00adse an agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon pri\u00adma\u00adri\u00adly pur\u00adsues an evo\u00adlu\u00adtio\u00adna\u00adry basic idea and not a&nbsp;des\u00adtruc\u00adti\u00adve one \u2013 simi\u00adlar to how an orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty would allow the modes of <a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/ambidextrie\/#ambidextrie\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/ambidextrie\/#ambidextrie\">Explo\u00adra\u00adti\u00adon und Explo\u00adita\u00adti\u00adon<\/a><span class=\"has-inline-color has-vivid-red-color\"><\/span> to coexist. What <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> could alre\u00ada\u00addy build on would be start\u00ading from the sta\u00adtus quo and rely\u00ading on a&nbsp;coll\u00adec\u00adti\u00adve wil\u00adling\u00adness to chan\u00adge, as has alre\u00ada\u00addy been iden\u00adti\u00adfied as a&nbsp;cen\u00adtral suc\u00adcess fac\u00adtor in the cour\u00adse of the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon of tea\u00adching (see Graf-Schlatt\u00admann et al., 2020)<sup><a href=\"#footnote_11_2144\" id=\"identifier_13_2144\" class=\"footnote-link footnote-identifier-link\" title=\"Graf-Schlattmann, M., Meister D. M., Oevel G., &amp; Wilde M. (2020). Kollektive Ver\u00e4nderungsbereitschaft als zentraler Erfolgsfaktor von Digitalisierungsprozessen an Hochschulen. In: S. Hofhues, M. Schiefner-Rohs, S. A\u00dfmann &amp; T. Brahm (Hrsg.). Zeitschrift f\u00fcr Hochschulentwicklung, 15 (1). 19\u201339. https:\/\/zfhe.at\/index.php\/zfhe\/article\/view\/1302\">11<\/a><\/sup>. The ques\u00adti\u00adon is the\u00adr\u00ade\u00adfo\u00adre how we can find out whe\u00adther (hig\u00adher) edu\u00adca\u00adti\u00adon orga\u00adni\u00adsa\u00adti\u00adons can also ful\u00adfil their social mis\u00adsi\u00adon in edu\u00adca\u00adti\u00adon, rese\u00adarch and trans\u00adfer along agi\u00adle values and prin\u00adci\u00adples as well as the free\u00addom of rese\u00adarch and tea\u00adching.<br>        <\/p>\n\n<p><strong>About the L&nbsp;in <span class=\"caps\">AEL<\/span><\/strong> <br>The L&nbsp;in <span class=\"caps\">AEL<\/span> stands for the adop\u00adti\u00adon of agi\u00adle lea\u00adder\u00adship in the spe\u00adci\u00adfic con\u00adtext of (hig\u00adher) education.&nbsp;<\/p>\n\n<p><strong><em>Assump\u00adti\u00adon of lea\u00adder\u00adship<\/em><\/strong> <br><em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> is essen\u00adti\u00adal\u00adly about assum\u00ading lea\u00adder\u00adship\u2009\u2014\u2009deli\u00adbera\u00adte\u00adly in the sen\u00adse of <a rel=\"noreferrer noopener\" href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/leadership\/#management-leadership\" data-type=\"URL\" data-id=\"https:\/\/ambidextrous-agile-educational-leadership.de\/leadership\/#management-leadership\" target=\"_blank\">lea\u00adder\u00adship vs. manage\u00adment<\/a>. The form of lea\u00adder\u00adship here once again goes bey\u00adond the fami\u00adli\u00adar situa\u00adtio\u00adnal lea\u00adder\u00adship, becau\u00adse the decis\u00adi\u00adon of situa\u00adtio\u00adnal appro\u00adpria\u00adten\u00adess is made with an ambi\u00addex\u00adtrous view of the needs of explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon from the point of view of an agi\u00adle lea\u00adder with a&nbsp;cor\u00adre\u00adspon\u00addin\u00adgly agi\u00adle atti\u00adtu\u00adde (mind\u00adset). The respon\u00adsi\u00adbi\u00adli\u00adty for decis\u00adi\u00adons can be assu\u00admed by all per\u00adsons invol\u00adved in their roles for their area\u2009\u2014\u2009in line with the afo\u00adre\u00admen\u00adtio\u00adned per\u00adspec\u00adti\u00adve of a&nbsp;hori\u00adzon\u00adtal ori\u00aden\u00adta\u00adti\u00adon along insi\u00adde and out\u00adside and vis-\u00e0-vis. What is important here is that lea\u00adder\u00adship com\u00adbi\u00adned with the wil\u00adling\u00adness and abili\u00adty to take on respon\u00adsi\u00adbi\u00adli\u00adty can and should take place inde\u00adpendent\u00adly of a&nbsp;powerful manage\u00adment func\u00adtion. In the hig\u00adher edu\u00adca\u00adti\u00adon sec\u00adtor, for exam\u00adp\u00adle, lea\u00adder\u00adship for one\u2019s own area or a&nbsp;spe\u00adci\u00adfic area can be lived and sup\u00adport\u00aded for the deve\u00adlo\u00adp\u00adment of the edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon by lear\u00adners such as tea\u00adchers or pro\u00adfes\u00adsors, employees in admi\u00adnis\u00adtra\u00adti\u00adon and in the so-cal\u00adled third space as well as in the sup\u00adport\u00ading ser\u00advices and, last but not least, as a&nbsp;frame\u00adwork in the func\u00adtions of dea\u00adne\u00adries and uni\u00adver\u00adsi\u00adty manage\u00adment. In the future, <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> can deve\u00adlop into its own vari\u00adant in the field of trans\u00adfor\u00adma\u00adtio\u00adnal lea\u00adder\u00adship styles.&nbsp;<\/p>\n\n<p><strong><em>Matu\u00adri\u00adty level<\/em><\/strong> <br>Agi\u00adle lea\u00adder\u00adship is based on the assump\u00adti\u00adon that basi\u00adcal\u00adly anyo\u00adne can deve\u00adlop this form of lea\u00adder\u00adship. <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> is based on the idea and assump\u00adti\u00adon that every per\u00adson can take on lea\u00adder\u00adship in their envi\u00adron\u00adment and that the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor can thus deve\u00adlop from the cent\u00adre and chan\u00adge in per\u00adspec\u00adti\u00adve (see, for exam\u00adp\u00adle, the num\u00ade\u00adrous crea\u00adti\u00adve and high\u00adly com\u00admit\u00adted peo\u00adp\u00adle in the edu\u00adca\u00adti\u00adon sec\u00adtor in tea\u00adching, admi\u00adnis\u00adtra\u00adti\u00adon, rese\u00adarch or in aca\u00adde\u00admic sup\u00adport sys\u00adtems, who deve\u00adlop or impro\u00adve pro\u00adces\u00adses with a&nbsp;broad view and in coor\u00addi\u00adna\u00adti\u00adon in line with requi\u00adre\u00adments through cus\u00adto\u00admi\u00adsed solutions).&nbsp;<\/p>\n\n<p>This is based on the edu\u00adca\u00adtio\u00adnal per\u00adspec\u00adti\u00adve of per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment and growth over a (long) peri\u00adod of time. Basi\u00adcal\u00adly, <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> can be seen as part of the (pro\u00adfes\u00adsio\u00adnal\u00adly ori\u00aden\u00adta\u00adted) lifel\u00adong lear\u00adning pro\u00adcess of peo\u00adp\u00adle who work in or are com\u00admit\u00adted to the edu\u00adca\u00adti\u00adon sec\u00adtor. Good lea\u00adder\u00adship the\u00adr\u00ade\u00adfo\u00adre depends not only on talent or a&nbsp;spe\u00adcial spi\u00adrit, but also on an indi\u00advi\u00addual\u2019s level of matu\u00adri\u00adty and wil\u00adling\u00adness to develop.&nbsp;<\/p>\n\n<p>Evo\u00adlu\u00adtio\u00adna\u00adry matu\u00adri\u00adty models are not uncom\u00admon (see Dig\u00adCom\u00adpE\u00addu, for exam\u00adp\u00adle, for media-rela\u00adted com\u00adpe\u00adten\u00adces)<sup><a href=\"#footnote_12_2144\" id=\"identifier_14_2144\" class=\"footnote-link footnote-identifier-link\" title=\"https:\/\/ec.europa.eu\/jrc\/en\/digcompedu\">12<\/a><\/sup>, but for <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> it would be neces\u00adsa\u00adry to dis\u00adcuss the ext\u00adent to which this is a&nbsp;step-by-step model along growth stages or a&nbsp;cir\u00adcu\u00adlar model with a&nbsp;holi\u00adstic view, in which the indi\u00advi\u00addu\u00adal are\u00adas of action and com\u00adpe\u00adtence of agi\u00adle lea\u00adder\u00adship for the edu\u00adca\u00adti\u00adon sec\u00adtor, which have yet to be defi\u00adned, are equal\u00adly deve\u00adlo\u00adped fur\u00adther. With a&nbsp;view to orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty and sen\u00adsi\u00adti\u00advi\u00adty as well as the abili\u00adty to act for two par\u00adal\u00adlel ope\u00adra\u00adting sys\u00adtems of explo\u00adita\u00adti\u00adon (more manage\u00adment) and explo\u00adra\u00adti\u00adon (more lea\u00adder\u00adship) and the cor\u00adre\u00adspon\u00adding per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty, fur\u00adther con\u00adside\u00adra\u00adti\u00adons with a&nbsp;view to a&nbsp;holi\u00adstic cir\u00adcu\u00adlar model appear promising.&nbsp;<\/p>\n\n<p><strong><em>Per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty<\/em><\/strong><em> <\/em> <br>Per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty has so far been more of a&nbsp;phe\u00adno\u00adme\u00adnon that has emer\u00adged on the frin\u00adges and yet, in terms of the basic idea, forms the core of a&nbsp;per\u00adson who takes on agi\u00adle lea\u00adder\u00adship for the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor. Becau\u00adse being able to endu\u00adre and balan\u00adce, to act skilful\u00adly in the con\u00adtext of both explo\u00adita\u00adti\u00adon and explo\u00adra\u00adti\u00adon and to be sen\u00adsi\u00adti\u00adve and open to the needs and advan\u00adta\u00adges of both are\u00adas for an orga\u00adni\u00adsa\u00adti\u00adon and its pro\u00adces\u00adses is a&nbsp;major chall\u00adenge and requi\u00adres a&nbsp;high tole\u00adrance for ambi\u00adgui\u00adty. This in turn, cou\u00adpled with agi\u00adle values and prin\u00adci\u00adples and the abili\u00adty to pos\u00adsess coa\u00adching and inspi\u00adra\u00adtio\u00adnal skills in addi\u00adti\u00adon to a&nbsp;par\u00adti\u00adci\u00adpa\u00adti\u00adve lea\u00adder\u00adship style, is what cha\u00adrac\u00adte\u00adri\u00adses agi\u00adle lea\u00adder\u00adship. And if you take a&nbsp;clo\u00adser look, it is some\u00adthing that many peo\u00adp\u00adle alre\u00ada\u00addy have and are pos\u00adsi\u00adbly just not yet awa\u00adre of. In hig\u00adher edu\u00adca\u00adti\u00adon in par\u00adti\u00adcu\u00adlar, it is vir\u00adtual\u00adly part of ever\u00ady\u00adday life to think and deve\u00adlop rese\u00adarch ide\u00adas crea\u00adtively and explo\u00adra\u00adtively from the out\u00adset, while the\u00adse have to be adapt\u00aded in par\u00adal\u00adlel in a&nbsp;line\u00adar and high\u00adly stan\u00addar\u00addi\u00adsed way to appli\u00adca\u00adti\u00adon forms and small-sca\u00adle spe\u00adci\u00adfi\u00adca\u00adti\u00adons \u2013 some\u00adti\u00admes at the cost of redu\u00adcing the inno\u00adva\u00adti\u00adon or com\u00adple\u00adte\u00adly new ide\u00adas in favour of the chan\u00adce of fun\u00adding appr\u00adoval becau\u00adse they do not fit into the fami\u00adli\u00adar sche\u00adme. In tea\u00adching, more and more lec\u00adtu\u00adr\u00aders are deve\u00adlo\u00adping crea\u00adti\u00adve ways of tea\u00adching online and taking respon\u00adsi\u00adbi\u00adli\u00adty for their area, sup\u00adport\u00aded by an open admi\u00adnis\u00adtra\u00adti\u00adon that seeks and finds ways in the for\u00admal requi\u00adre\u00adments to enable tea\u00adching and exami\u00adna\u00adti\u00adons to be for\u00admal\u00adly com\u00adpa\u00adti\u00adble with the cur\u00adri\u00adcu\u00adlar and admi\u00adnis\u00adtra\u00adti\u00adve requi\u00adre\u00adments of the exami\u00adna\u00adti\u00adon offices. This and other examp\u00adles alre\u00ada\u00addy cha\u00adrac\u00adte\u00adri\u00adse ever\u00ady\u00adday life in the (hig\u00adher) edu\u00adca\u00adti\u00adon con\u00adtext and fur\u00adther examp\u00adles can pro\u00adba\u00adb\u00adly be found immediately.&nbsp;<\/p>\n\n<p><strong><em>Cou\u00adra\u00adge for Ambi\u00addex\u00adteri\u00adtyut <\/em><\/strong><br>The step towards a&nbsp;self-evi\u00addent accep\u00adtance and hand\u00adling of per\u00adma\u00adnent ambi\u00addex\u00adteri\u00adty, as it stands for the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon, is a&nbsp;con\u00adscious one, but some\u00adti\u00admes less signi\u00adfi\u00adcant than initi\u00adal\u00adly feared. After all, the\u00adre is alre\u00ada\u00addy ple\u00adnty of expe\u00adri\u00adence of how linea\u00adri\u00adty and net\u00adwork struc\u00adtures can work and deve\u00adlop tog\u00ade\u00adther \u2013 inclu\u00adding in the edu\u00adca\u00adti\u00adon sec\u00adtor. Ever\u00ady\u00adthing is alre\u00ada\u00addy&nbsp;there!&nbsp;<\/p>\n\n<p>The step towards per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty, on the other hand, requi\u00adres more cou\u00adra\u00adge. After all, beco\u00adming awa\u00adre of the <span class=\"caps\">VUCA<\/span> world and your own pre\u00adre\u00adqui\u00adsi\u00adtes and are\u00adas of deve\u00adlo\u00adp\u00adment is one thing, but embar\u00adking on a&nbsp;per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment jour\u00adney (again) tog\u00ade\u00adther with a&nbsp;team with a&nbsp;view to con\u00adstant chan\u00adge in line with agi\u00adle values and prin\u00adci\u00adples is ano\u00adther. This step can once again be a&nbsp;chall\u00adenge for some peo\u00adp\u00adle; after all, it starts with retro\u00ads\u00adpec\u00adti\u00adves in the team, reflec\u00adting on the joint col\u00adla\u00adbo\u00adra\u00adti\u00adon on a&nbsp;small sca\u00adle and impro\u00adving it tog\u00ade\u00adther, ins\u00adtead of cul\u00adti\u00advat\u00ading attri\u00adbu\u00adti\u00adons and fin\u00adger-poin\u00adting and taking the pre\u00advai\u00adling team cul\u00adtu\u00adre as a&nbsp;given along\u00adside the fac\u00adtu\u00adal level of task com\u00adple\u00adti\u00adon. Enga\u00adging in <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> the\u00adr\u00ade\u00adfo\u00adre also means enga\u00adging with one\u2019s own per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty and deve\u00adlo\u00adping it fur\u00adther \u2013 sim\u00adply refer\u00adred to as <em>Ambidextrie4me<\/em>. The\u00adse sup\u00adport\u00ading skills should then make it pos\u00adsi\u00adble to deve\u00adlop and imple\u00adment spe\u00adci\u00adfic <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> within the frame\u00adwork of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> for the respec\u00adti\u00adve spe\u00adci\u00adfic edu\u00adca\u00adtio\u00adnal sec\u00adtor; in Sinek\u2019s words: to crea\u00adte the <em>What<\/em>. <\/p>\n\n<p><strong><em>Deve\u00adlo\u00adping Ambidextrie4me<\/em><\/strong> <br>The deve\u00adlo\u00adp\u00adment of one\u2019s own per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty can take place in con\u00adjunc\u00adtion with acting in an orga\u00adni\u00adsa\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty and hap\u00adpen inci\u00adden\u00adtal\u00adly. The idea here is also to fur\u00adther under\u00adstand and dif\u00adfe\u00adren\u00adtia\u00adte per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty in order to spe\u00adci\u00adfi\u00adcal\u00adly pro\u00admo\u00adte it and sup\u00adport its development.&nbsp;<\/p>\n\n<p>First and fore\u00admost, the coa\u00adching style and the spe\u00adcial role of a&nbsp;coa\u00adching atti\u00adtu\u00adde should be empha\u00adsis\u00aded here. Espe\u00adci\u00adal\u00adly with refe\u00adrence to the fact that many con\u00adtra\u00addic\u00adto\u00adry expe\u00adri\u00aden\u00adces have alre\u00ada\u00addy been expe\u00adri\u00aden\u00adced and made, the per\u00adspec\u00adti\u00adve on one\u2019s own resour\u00adces and the pro\u00admo\u00adti\u00adon of help for self-help through sys\u00adte\u00admic coa\u00adching appears to be an important aspect in the deve\u00adlo\u00adp\u00adment of ambi\u00addex\u00adteri\u00adty. Coa\u00adching focus\u00adsed on the deve\u00adlo\u00adp\u00adment of one\u2019s own per\u00adso\u00adna\u00adli\u00adty can take a&nbsp;varie\u00adty of forms\u2009\u2014\u2009from accep\u00adting a&nbsp;coa\u00adching offer to peer coa\u00adching in a&nbsp;team or across the work area. The cir\u00adcle-based Working Out Loud (<span class=\"caps\">WOL<\/span>) method, for exam\u00adp\u00adle, is curr\u00adent\u00adly being expe\u00adri\u00admen\u00adted with in various are\u00adas of edu\u00adca\u00adti\u00adon such as hig\u00adher edu\u00adca\u00adti\u00adon, which can be seen as a&nbsp;form of peer coa\u00adching, col\u00adle\u00adgi\u00adal coun\u00adsel\u00adling and a&nbsp;stage of lifel\u00adong (self-)learning in net\u00adworks (see for exam\u00adp\u00adle <a rel=\"noreferrer noopener\" href=\"https:\/\/hochschulforumdigitalisierung.de\/de\/blog\/working-out-loud-hochschule\" target=\"_blank\">https:\/\/hochschulforumdigitalisierung.de\/de\/blog\/working-out-loud-hochschule<\/a> or for the wider area <a rel=\"noreferrer noopener\" href=\"https:\/\/workingoutloud.com\/blog\/wol-for-education-an-update\" target=\"_blank\">https:\/\/workingoutloud.com\/blog\/wol-for-education-an-update<\/a>)). <\/p>\n\n<p>The ext\u00adent to which gene\u00adral\u00adly cir\u00adcle-based methods, i.e. methods in which fixed small groups work tog\u00ade\u00adther over a&nbsp;limi\u00adt\u00aded peri\u00adod of time along a&nbsp;gui\u00adding struc\u00adtu\u00adre and net\u00adwork bey\u00adond their own area of work or even bey\u00adond their own orga\u00adni\u00adsa\u00adti\u00adon, can con\u00adtri\u00adbu\u00adte to per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment in the sen\u00adse of ambi\u00addex\u00adteri\u00adty, or whe\u00adther alter\u00adna\u00adti\u00adve for\u00admats or for\u00admats that have yet to be deve\u00adlo\u00adped are requi\u00adred, will be shown in practice.&nbsp;<\/p>\n\n<p>The com\u00adpre\u00adhen\u00adsi\u00adve pro\u00admo\u00adti\u00adon of the deve\u00adlo\u00adp\u00adment of <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> can con\u00adtri\u00adbu\u00adte to the deve\u00adlo\u00adp\u00adment of strong and satis\u00adfied teams that lead each other well and are able and wil\u00adling to assu\u00adme lea\u00adder\u00adship for each other and from the cent\u00adre for the edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon as a&nbsp;who\u00adle. And this is whe\u00adre the cir\u00adcle clo\u00adses with regard to agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon, whe\u00adre the ques\u00adti\u00adon must be con\u00adstant\u00adly asked to what ext\u00adent it suits ever\u00adyo\u00adne, whe\u00adther the\u00adre is fun\u00adda\u00admen\u00adtal satis\u00adfac\u00adtion and open-min\u00added\u00adness and what each per\u00adson needs to be able\u2009\u2014\u2009and wil\u00adling\u2009\u2014\u2009to con\u00adti\u00adnue the pro\u00adcess. The ext\u00adent to which ever\u00adyo\u00adne can be taken along in the end can cer\u00adtain\u00adly be bet\u00adter ans\u00adwe\u00adred if the respec\u00adti\u00adve start\u00ading point is known at which the agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon jour\u00adney beg\u00adins in the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal organisation.&nbsp;<\/p>\n\n<p><strong><em>The Power Ques\u00adti\u00adon<\/em><\/strong> <br>Alt\u00adhough the expli\u00adcit focus on peo\u00adp\u00adle and agi\u00adle values takes cent\u00adre stage here, one important ques\u00adti\u00adon remains, name\u00adly how to deal with issues of power. Here, it seems sen\u00adsi\u00adble to look at the micro-level of inter\u00adac\u00adtions and their con\u00adnec\u00adtions in an orga\u00adni\u00adsa\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty from the per\u00adspec\u00adti\u00adve of power theo\u00adry as well as psy\u00adcho\u00adlo\u00adgi\u00adcal ques\u00adti\u00adons of moti\u00adva\u00adti\u00adon and socio-psy\u00adcho\u00adlo\u00adgi\u00adcal perspectives.&nbsp;<\/p>\n\n<p>At this point, the role of the orga\u00adni\u00adsa\u00adti\u00adon as a&nbsp;frame\u00adwork that can be shaped and, abo\u00adve all, as an estab\u00adlished and set frame\u00adwork from an orga\u00adni\u00adsa\u00adtio\u00adnal socio\u00adlo\u00adgy per\u00adspec\u00adti\u00adve must also be cri\u00adti\u00adcal\u00adly dis\u00adcus\u00adsed via the ques\u00adti\u00adon of&nbsp;power.&nbsp;<\/p>\n\n<p>Last but not least, the cri\u00adti\u00adcal view of the aspect of power or acting against values invi\u00adtes us to open up broad per\u00adspec\u00adti\u00adves and cri\u00adti\u00adcal\u00adly reflect on <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> in the con\u00adtext and con\u00adtra\u00addic\u00adtion bet\u00adween sys\u00adtems theo\u00adry and con\u00ads\u00adtruc\u00adti\u00advism as well as orga\u00adni\u00adsa\u00adti\u00adon and sub\u00adject. In this con\u00adtext, the pos\u00adsi\u00adbi\u00adli\u00adties of an inte\u00adgral view of agi\u00adle trans\u00adfor\u00adma\u00adti\u00adon and evo\u00adlu\u00adtio\u00adna\u00adry forms of orga\u00adni\u00adsa\u00adtio\u00adnal deve\u00adlo\u00adp\u00adment should also be cri\u00adti\u00adcal\u00adly explo\u00adred. From a&nbsp;cul\u00adtu\u00adral per\u00adspec\u00adti\u00adve, with a&nbsp;view to the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon and the asso\u00adcia\u00adted deve\u00adlo\u00adp\u00adment of spe\u00adci\u00adfic modes of com\u00admu\u00adni\u00adca\u00adti\u00adon and action, it remains to be explo\u00adred how a&nbsp;cor\u00adre\u00adspon\u00adding cul\u00adtu\u00adre of digi\u00adta\u00adli\u00adty in (hig\u00adher) edu\u00adca\u00adti\u00adon can emer\u00adge in this context.&nbsp;<\/p>\n\n<p>In this respect, the approach via the ques\u00adti\u00adon of whe\u00adre exact\u00adly power remains in <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> offers a&nbsp;cen\u00adtral start\u00ading point for a&nbsp;theo\u00adre\u00adti\u00adcal con\u00adside\u00adra\u00adti\u00adon \u2013 with a&nbsp;focus on a&nbsp;clear solu\u00adti\u00adon ori\u00aden\u00adta\u00adti\u00adon for the deve\u00adlo\u00adp\u00adment of the (hig\u00adher) edu\u00adca\u00adti\u00adon sector.&nbsp;<\/p>\n\n<h3 class=\"wp-block-heading\" id=\"es-ist-alles-da\"><strong>Everything is already there! \u2013 Outlook on the framework&nbsp;<\/strong><\/h3>\n\n<p>The <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> frame\u00adwork is curr\u00adent\u00adly being deve\u00adlo\u00adped. Ver\u00adsi\u00adon 1.0 of the <span class=\"caps\">MVP<\/span> is now available. In the indi\u00advi\u00addu\u00adal chap\u00adters, the\u00adse expl\u00adana\u00adti\u00adons high\u00adlight important per\u00adspec\u00adti\u00adves that under\u00adpin <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em>. Refe\u00adrence is made to exis\u00adting con\u00adcepts and their poten\u00adti\u00adal or spe\u00adci\u00adfic ele\u00adments for adapt\u00ada\u00adti\u00adon, as well as initi\u00adal theo\u00adre\u00adti\u00adcal con\u00adnec\u00adtion pos\u00adsi\u00adbi\u00adli\u00adties, and cor\u00adre\u00adspon\u00adding lines of thought and cri\u00adti\u00adcal reflec\u00adtion are sug\u00adgested. Howe\u00adver, the ele\u00adments of an <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> frame\u00adwork are basi\u00adcal\u00adly not new. The only ques\u00adti\u00adon that remains is what should be fur\u00adther deepe\u00adned, what should be sup\u00adple\u00admen\u00adted or what should be dis\u00adcard\u00aded and how the re-mix should con\u00adti\u00adnue to be organised.&nbsp;<\/p>\n\n<p>What may be new in this con\u00adtext is that, start\u00ading from an edu\u00adca\u00adtio\u00adnal sci\u00adence per\u00adspec\u00adti\u00adve, the endea\u00advour is to think lea\u00adder\u00adship for the abili\u00adty to act in com\u00adplex con\u00adtexts and start\u00ading from the sta\u00adtus quo of the edu\u00adca\u00adtio\u00adnal sec\u00adtor\u2019s own trans\u00addi\u00adsci\u00adpli\u00adna\u00adry needs. The per\u00adspec\u00adti\u00adve of per\u00adso\u00adnal ambi\u00addex\u00adteri\u00adty ser\u00adves as inspiration.&nbsp;<\/p>\n\n<p>It may be cou\u00adra\u00adge\u00adous to call for inte\u00adgra\u00adti\u00adve, solu\u00adti\u00adon-ori\u00aden\u00adta\u00adted action bey\u00adond respon\u00adsi\u00adbi\u00adli\u00adties and posi\u00adti\u00adons of power\u2009\u2014\u2009and to remind ever\u00adyo\u00adne that anyo\u00adne can take on lea\u00adder\u00adship in their area at any time. It may also be cou\u00adra\u00adge\u00adous to sug\u00adgest a&nbsp;dif\u00adfe\u00adrent path for the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor than the one taken so far and to pre\u00adsent the approach for a&nbsp;trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork for <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> for joint con\u00adsul\u00adta\u00adti\u00adon and coor\u00addi\u00adna\u00adti\u00adon \u2013 and to con\u00adti\u00adnue thin\u00adking and rese\u00adar\u00adching its jus\u00adti\u00adfia\u00adbi\u00adli\u00adty and fea\u00adsi\u00adbi\u00adli\u00adty in the mean\u00adti\u00adme. After all, the\u00adre is a&nbsp;lot the\u00adre \u2013 but only a&nbsp;first step has been taken, which can be fol\u00adlo\u00adwed by others to turn the <span class=\"caps\">MVP<\/span> into a&nbsp;finis\u00adhed pro\u00adduct or, in this case, a&nbsp;framework.&nbsp;<\/p>\n\n<p><em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> can curr\u00adent\u00adly be used as a&nbsp;coll\u00adec\u00adtion of values, prin\u00adci\u00adples and prac\u00adti\u00adces for a&nbsp;spe\u00adci\u00adfic edu\u00adca\u00adtio\u00adnal prac\u00adti\u00adce and can be deve\u00adlo\u00adped con\u00adcre\u00adte\u00adly and appro\u00adpria\u00adte\u00adly within this frame\u00adwork. Ver\u00adsi\u00adon 1.0 of the <span class=\"caps\">MVP<\/span> curr\u00adent\u00adly com\u00adbi\u00adnes con\u00adcepts, approa\u00adches and methods adapt\u00aded for the spe\u00adci\u00adfic field of edu\u00adca\u00adti\u00adon from dif\u00adfe\u00adrent disci\u00adpli\u00adnes and prac\u00adti\u00adce with a&nbsp;view to the goal of a&nbsp;trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork for <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em>. <\/p>\n\n<p>With <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em>, I&nbsp;want to encou\u00adra\u00adge solu\u00adti\u00adon-ori\u00aden\u00adta\u00adted rethin\u00adking and step-by-step chan\u00adge from within the edu\u00adca\u00adti\u00adon system.&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\/leadership-1\/\" title=\"Leadership 1.0\">Vorherige Seite: Leadership 1.0<\/a><\/div><\/strong><\/strong><strong><div class=\"alignright\"><a href=\"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/v1\/ausserdem-1\/\" title=\"Beyond that 1.0\">N\u00e4chste Seite: Beyond that 1.0<\/a><\/div><\/strong><\/pre>\n<ol class=\"footnotes\"><li id=\"footnote_1_2144\" class=\"footnote\">Robin\u00adson, K. (Autor). (2017). An Inter\u00adview with Sir Ken Robin\u00adson [Pod\u00adcast]. Los Ange\u00adles: Art Ed Radio.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_1_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_2_2144\" 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_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_3_2144\" class=\"footnote\"><a rel=\"noreferrer noopener\" href=\"https:\/\/de.wikipedia.org\/w\/index.php?title=Minimum_Viable_Product&amp;oldid=208755859\" target=\"_blank\">https:\/\/de.wikipedia.org\/w\/index.php?title=Minimum_Viable_Product&amp;oldid=208755859<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_3_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_4_2144\" class=\"footnote\">Ries, E. (2009, 3. August).<em> Mini\u00admum Via\u00adble Pro\u00adduct: a&nbsp;gui\u00adde.<\/em> Acces\u00adsed 30.07.2021, from http:\/\/www.startuplessonslearned.com\/2009\/08\/minimum-viable-product-guide.html<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_4_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_5_2144\" class=\"footnote\">see https:\/\/www.scrum.org\/resource <a rel=\"noreferrer noopener\" href=\"https:\/\/www.scrum.org\/resources\/what-is-scrum\/\" target=\"_blank\">s\/what-is-scrum\/)<\/a>) or the <span class=\"caps\">IATF<\/span> frame\u00adwork (Inte\u00adgral Agi\u00adle Trans\u00adfor\u00adma\u00adti\u00adon Frame\u00adwork) ((see <a rel=\"noreferrer noopener\" href=\"https:\/\/www.trans4mation.coach\/trans4mation-approach\/\" target=\"_blank\">https:\/\/www.trans4mation.coach\/trans4mation-approach\/)<\/a>). Curr\u00adent\u00adly, ver\u00adsi\u00adon 1.0 of the <span class=\"caps\">MVP<\/span> <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> com\u00adbi\u00adnes con\u00adcepts, approa\u00adches and methods adapt\u00aded from dif\u00adfe\u00adrent disci\u00adpli\u00adnes and prac\u00adti\u00adce with a&nbsp;view to the goal of a&nbsp;trans\u00addi\u00adsci\u00adpli\u00adna\u00adry frame\u00adwork for <em>Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em> for the spe\u00adci\u00adfic area of (hig\u00adher) education.&nbsp;\n\n<p>What is spe\u00adcial about a&nbsp;frame\u00adwork is that it is not sta\u00adtic or inten\u00added to be sta\u00adtic. The strength of a&nbsp;frame\u00adwork lies in the fact that the cur\u00adrent ver\u00adsi\u00adon is repea\u00adted\u00adly sub\u00adjec\u00adted to a&nbsp;cri\u00adti\u00adcal review and adjus\u00adt\u00adments can be made from time to time to meet the requi\u00adre\u00adments of the respec\u00adti\u00adve time and needs (see, for exam\u00adp\u00adle, the latest ver\u00adsi\u00adon of the Scrum frame\u00adwork with its chan\u00adges every 2\u2009\u2013\u20093 years) ((<a rel=\"noreferrer noopener\" href=\"https:\/\/scrumguides.org\/revisions.html\" target=\"_blank\">https:\/\/scrumguides.org\/revisions.html<\/a><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_5_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/p><\/li><li id=\"footnote_6_2144\" class=\"footnote\">Mey\u00ader, T., Mayr\u00adber\u00adger, K., M\u00fcn\u00adte-Gous\u00adsar, S. &amp;&nbsp;Schwal\u00adbe, C. (Eds.). (2011). <em>Kon\u00adtrol\u00adle und Selbst\u00adkon\u00adtrol\u00adle. Zur Ambi\u00adva\u00adlenz von ePort\u00adfo\u00adli\u00ados in Bil\u00addungs\u00adpro\u00adzes\u00adsen. <\/em>Wies\u00adba\u00adden: <span class=\"caps\">VS<\/span> Ver\u00adlag f\u00fcr Sozi\u00adal\u00adwis\u00adsen\u00adschaf\u00adten.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_6_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_7_2144\" class=\"footnote\">Bae\u00adcker, D. (2017). Agi\u00adli\u00adt\u00e4t in der Hoch\u00adschu\u00adle. <em>Die Hoch\u00adschu\u00adle: Jour\u00adnal f\u00fcr Wis\u00adsen\u00adschaft und Bil\u00addung<\/em>, 26(1), 19\u2009\u2013\u200928.<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_7_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_8_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_9_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_8_2144\" 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_10_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_9_2144\" 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_11_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_10_2144\" 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_12_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_11_2144\" class=\"footnote\">Graf-Schlatt\u00admann, M., Meis\u00adter D. M., Oevel G., &amp;&nbsp;Wil\u00adde M. (2020). Kol\u00adlek\u00adti\u00adve Ver\u00ad\u00e4n\u00adde\u00adrungs\u00adbe\u00adreit\u00adschaft als zen\u00adtra\u00adler Erfolgs\u00adfak\u00adtor von Digi\u00adta\u00adli\u00adsie\u00adrungs\u00adpro\u00adzes\u00adsen an Hoch\u00adschu\u00adlen. In: S. Hof\u00adhues, M. Schief\u00adner-Rohs, S. A\u00dfmann &amp;&nbsp;T. Brahm (Hrsg.). <em>Zeit\u00adschrift f\u00fcr Hoch\u00adschul\u00adent\u00adwick\u00adlung, 15 (1).<\/em> 19\u2009\u2013\u200939. https:\/\/zfhe.at\/index.php\/zfhe\/article\/view\/1302<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_13_2144\" class=\"footnote-link footnote-back-link\">\u21a9<\/a>]<\/span><\/li><li id=\"footnote_12_2144\" class=\"footnote\">https:\/\/ec.europa.eu\/jrc\/en\/digcompedu<span class=\"footnote-back-link-wrapper\"> [<a href=\"#identifier_14_2144\" 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 real role of lea\u00adder\u00adship in edu\u00adca\u00adti\u00adon (\u2026) is cli\u00adma\u00adte con\u00adtrol, crea\u00adting a&nbsp;cli\u00adma\u00adte of pos\u00adsi\u00adbi\u00adli\u00adty. And if you do that, peo\u00adp\u00adle will rise&nbsp;to&nbsp;[\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":2086,"menu_order":109,"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-2144","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; \u201cThe real role of lea\u00adder\u00adship in edu\u00adca\u00adti\u00adon (\u2026) is cli\u00adma\u00adte con\u00adtrol, crea\u00adting a&nbsp;cli\u00adma\u00adte of pos\u00adsi\u00adbi\u00adli\u00adty. And if you do that, peo\u00adp\u00adle will rise to&hellip;","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2144","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=2144"}],"version-history":[{"count":1,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2144\/revisions"}],"predecessor-version":[{"id":2145,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2144\/revisions\/2145"}],"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=2144"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}