{"id":2232,"date":"2025-03-15T11:59:38","date_gmt":"2025-03-15T10:59:38","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/kurzversion\/"},"modified":"2026-04-09T14:22:32","modified_gmt":"2026-04-09T12:22:32","slug":"kurzversion","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/kurzversion\/","title":{"rendered":"Short Version AAEL<\/span> 2.1"},"content":{"rendered":"\n

AAEL<\/span> \u2013 Ambidextrous Agile Educational Leadership.<\/strong><\/h1>\n\n

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

Localisation and classification<\/strong><\/h3>\n\t\t\t\t
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\n\t\t\t\t\t\t\t \t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t
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  1. Loca\u00adli\u00adsa\u00adti\u00adon and classification<\/a><\/li>
  2. AAEL<\/span> visua\u00adliza\u00adti\u00adon<\/a><\/li>
  3. AAEL<\/span> game rules<\/a><\/li>
  4. AAEL<\/span> values<\/a><\/li>
  5. AAEL<\/span> Prin\u00adci\u00adples<\/a><\/li>
  6. Con\u00adclu\u00adsi\u00adon<\/a><\/li><\/ol>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\n

    AAEL<\/span> ist eine spe\u00adzi\u00adfi\u00adsche Auf\u00adfas\u00adsung und Pra\u00adxis von Lea\u00adder\u00adship im Bil\u00addungs\u00adbe\u00adreich im Bezugs\u00adrah\u00admen von Agi\u00adli\u00adt\u00e4t und Ambi\u00addex\u00adtrie, um unter dyna\u00admi\u00adschen und mit\u00adun\u00adter kri\u00adsen\u00adhaf\u00adten Rah\u00admen\u00adbe\u00addin\u00adgun\u00adgen agil und sou\u00adve\u00adr\u00e4n hand\u00adlungs\u00adf\u00e4\u00adhig zu blei\u00adben.

    Das Rah\u00admen\u00adwerk AAEL<\/span> \u2013 Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship f\u00fcr die gemein\u00adsa\u00adme Gestal\u00adtung von (Hochschul-)Bildung in der Post-Digi\u00adta\u00adli\u00adt\u00e4t (kurz: AAEL-Rah\u00admen) \u2013 bis\u00adher benannt als Rah\u00admen\u00adwerk Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship bzw. AEL-Rah\u00admen 1.0 \u2013 ent\u00adsteht seit 2020 ite\u00adra\u00adtiv und inkre\u00admen\u00adtell. Es wird bis auf Wei\u00adte\u00adres unter der bis\u00adher bekann\u00adten URL<\/span>     https:\/\/ambidextrous-agile-educational-leadership.de<\/a> frei und offen publi\u00adziert. Das trans\u00addis\u00adzi\u00adpli\u00adn\u00e4\u00adre Rah\u00admen\u00adwerk AAEL<\/span> ist dyna\u00admisch zu ver\u00adste\u00adhen und ent\u00adwi\u00adckelt sich mit zuneh\u00admen\u00adder empi\u00adri\u00adscher Fun\u00addie\u00adrung kon\u00adti\u00adnu\u00adier\u00adlich wei\u00adter zu einer n\u00e4chs\u00adten, mit Blick auf die Pas\u00adsung zum Anwen\u00addungs\u00adkon\u00adtext (Hoch\u00adschul-) Bil\u00addung, ver\u00adbes\u00adser\u00adten Ver\u00adsi\u00adon.

    Der AAEL-Rah\u00admen schlie\u00dft an vor\u00adan\u00adge\u00adgan\u00adge\u00adne For\u00adschungs\u00adar\u00adbei\u00adten, Ent\u00adwick\u00adlungs\u00adpro\u00adjek\u00adte und Trans\u00adfer\u00adak\u00adti\u00advi\u00adt\u00e4\u00adten von     Prof. Dr. Kers\u00adtin Mayr\u00adber\u00adger<\/a> an. Ihm zugrun\u00adde liegt dem\u00adnach als Kon\u00adtext im wei\u00adte\u00adren Sin\u00adne die Rol\u00adle und Gestal\u00adtung von Umge\u00adbun\u00adgen und Rah\u00admen\u00adbe\u00addin\u00adgun\u00adgen f\u00fcr ein par\u00adti\u00adzi\u00adpa\u00adti\u00adves, offe\u00adnes sowie ver\u00adnetz\u00adtes Ler\u00adnen unter den Bedin\u00adgun\u00adgen der digi\u00adta\u00adlen Trans\u00adfor\u00adma\u00adti\u00adon und in der Digi\u00adta\u00adli\u00adt\u00e4t1<\/a><\/sup>. AAEL<\/span> erwei\u00adtert die\u00adse Per\u00adspek\u00adti\u00adve durch Adap\u00adti\u00adon der Kon\u00adzep\u00adte von Agi\u00adli\u00adt\u00e4t und Ambi\u00addex\u00adtrie auf den Bil\u00addungs\u00adbe\u00adreich. Und bezieht sich expli\u00adzit auf die Gestal\u00adtung von (Hochschul-)Bildung als Umge\u00adbung f\u00fcr Ler\u00adnen und Bil\u00addung in der (Post-)Digitalit\u00e4t im wei\u00adte\u00adren Sin\u00adne als Gan\u00adzes, d.h. \u00fcber alle Ebe\u00adnen hin\u00adweg als Zusam\u00admen\u00adspiel von Mikro\u2011, Meso- und Makro\u00adebe\u00adne.

    Zur bes\u00adse\u00adren Ver\u00adst\u00e4nd\u00adlich\u00adkeit und Nach\u00advoll\u00adzieh\u00adbar\u00adkeit wird das AAEL-Rah\u00admen\u00adwerk an die\u00adser Stel\u00adle als inte\u00adgrier\u00adtes Gan\u00adzes sei\u00adner wesent\u00adli\u00adchen Tei\u00adle beschrie\u00adben und visua\u00adli\u00adsiert. Die\u00adses Kapi\u00adtel gibt also einen funk\u00adtio\u00adna\u00adlen \u00dcber\u00adblick in Form einer eigen\u00adst\u00e4n\u00addig les\u00adba\u00adren Kurz\u00adver\u00adsi\u00adon, die die wesent\u00adli\u00adchen theo\u00adre\u00adti\u00adschen wie hand\u00adlungs\u00adori\u00aden\u00adtier\u00adten Ele\u00admen\u00adte des AAEL-Rah\u00admens in kom\u00adpri\u00admier\u00adter Form beschreibt und argu\u00admen\u00adtiert. Auf die\u00adse Wei\u00adse soll hier sowohl ein ers\u00adter wie auch erleich\u00adter\u00adter Zugang zum AAEL-Rah\u00admen\u00adwerk erm\u00f6g\u00adlicht wer\u00adden.

    Der Fokus der Kurz\u00adver\u00adsi\u00adon liegt also auf einer pr\u00e4\u00adgnan\u00adten Dar\u00adstel\u00adlung der zen\u00adtra\u00adlen Inhal\u00adte. Wer tie\u00adfer ein\u00adstei\u00adgen m\u00f6ch\u00adte, fin\u00addet inhalt\u00adli\u00adche Ein\u00adord\u00adnun\u00adgen, Aus\u00adwahl\u00adbe\u00adgr\u00fcn\u00addun\u00adgen und ber\u00fcck\u00adsich\u00adtig\u00adte Quel\u00adlen in den wei\u00adter\u00adf\u00fch\u00adren\u00adden Kapi\u00adteln die\u00adses AAEL-Online-Buches. Auch die\u00adse wer\u00adden wei\u00adter\u00adhin fort\u00adlau\u00adfend erg\u00e4nzt und aktua\u00adli\u00adsiert.

    Das Rah\u00admen\u00adwerk AAEL<\/span> l\u00e4sst sich im Wesent\u00adli\u00adchen ent\u00adlang spe\u00adzi\u00adfi\u00adscher Ele\u00admen\u00adte kom\u00adpakt dar\u00adstel\u00adlen, die in den Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adteln aus\u00adf\u00fchr\u00adli\u00adcher beschrie\u00adben zu fin\u00adden sind. Die\u00adse lie\u00adfern zugleich auch Gr\u00fcn\u00adde daf\u00fcr, wie\u00adso es unter den der\u00adzei\u00adti\u00adgen Bedin\u00adgun\u00adgen sinn\u00advoll erscheint, ein Rah\u00admen\u00adwerk wie AAEL<\/span> als l\u00f6sungs\u00adori\u00aden\u00adtier\u00adten Weg zur gemein\u00adsa\u00admen Gestal\u00adtung von Ver\u00ad\u00e4n\u00adde\u00adrun\u00adgen f\u00fcr eine zukunfts\u00adf\u00e4\u00adhi\u00adgen (Hochschul-)Bildung in der Post-Digi\u00adta\u00adli\u00adt\u00e4t anzu\u00adbie\u00adten.

    Die Moti\u00adva\u00adti\u00adon f\u00fcr die Ent\u00adwick\u00adlung die\u00adses Rah\u00admen\u00adwerks \u00fcber die letz\u00adten Jah\u00adre speist sich vor allem aus dem beob\u00adach\u00adte\u00adten Umgang mit den kri\u00adsen\u00adhaf\u00adten Situa\u00adtio\u00adnen in die\u00adser Zeit, der Her\u00adaus\u00adfor\u00adde\u00adrung die die digi\u00adta\u00adle Trans\u00adfor\u00adma\u00adti\u00adon seit Jahr\u00adzehn\u00adten dar\u00adstellt sowie die Per\u00adspek\u00adti\u00adve nach vor\u00adne auf Kom\u00adple\u00adxi\u00adt\u00e4t und Wan\u00addel als all\u00adt\u00e4g\u00adli\u00adche Kon\u00adtext\u00adbe\u00addin\u00adgun\u00adgen f\u00fcr die\u00adje\u00adni\u00adgen, die Bil\u00addung gestal\u00adten und den Bil\u00addungs\u00adauf\u00adtrag f\u00fcr die n\u00e4chs\u00adte Gesell\u00adschaft erf\u00fcl\u00adlen sol\u00adlen. So zielt Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship f\u00fcr die gemein\u00adsa\u00adme Gestal\u00adtung von (Hochschul-)Bildung in der Post-Digi\u00adta\u00adli\u00adt\u00e4t (AAEL<\/span>) dar\u00adauf ab, kon\u00adzep\u00adtio\u00adnell wer\u00adte- und hand\u00adlungs\u00adori\u00aden\u00adtier\u00adte Prin\u00adzi\u00adpi\u00aden zu beschrei\u00adben und mit\u00adein\u00adan\u00adder in Ver\u00adbin\u00addung zu brin\u00adgen, die einen stim\u00admi\u00adgen Weg anbie\u00adten, um die Rah\u00admen\u00adbe\u00addin\u00adgun\u00adgen f\u00fcr Bil\u00addung im all\u00adt\u00e4g\u00adli\u00adchen Wan\u00addel gemein\u00adsam bes\u00adser zu gestal\u00adten und dar\u00adin mit\u00adein\u00adan\u00adder agie\u00adren zu k\u00f6n\u00adnen<\/em>. Damit ist der Anspruch ver\u00adbun\u00adden, per\u00adso\u00adna\u00adle wie orga\u00adni\u00adsa\u00adtio\u00adna\u00adle und gar poli\u00adti\u00adsche Akteur_innen in die Lage zu ver\u00adset\u00adzen, Bedin\u00adgun\u00adgen zu schaf\u00adfen, um gegen\u00adw\u00e4r\u00adti\u00adge Bil\u00addung mit Blick auf poten\u00adzi\u00adell kom\u00admen\u00adde An- und Her\u00adaus\u00adfor\u00adde\u00adrun\u00adgen trotz\u00addem ste\u00adtig ver\u00adbes\u00adsern und sou\u00adve\u00adr\u00e4n mit\u00adent\u00adwi\u00adckeln zu k\u00f6n\u00adnen. Dabei wird neben ande\u00adren gesell\u00adschaft\u00adli\u00adchen Trans\u00adfor\u00adma\u00adti\u00adons\u00adpro\u00adzes\u00adsen ins\u00adbe\u00adson\u00adde\u00adre die digi\u00adta\u00adle Trans\u00adfor\u00adma\u00adti\u00adon als Kon\u00adtext\u00adbe\u00addin\u00adgung betrach\u00adtet und her\u00adaus\u00adge\u00adstellt, die ver\u00ad\u00e4n\u00adder\u00adte Rah\u00admen\u00adbe\u00addin\u00adgun\u00adgen, Inter\u00adak\u00adti\u00adons- und Lern\u00adfor\u00adma\u00adte und Per\u00adspek\u00adti\u00adven auf Bil\u00addung in der Post-Digi\u00adta\u00adli\u00adt\u00e4t mit sich bringt.

    Dabei ist zu beto\u00adnen, dass sich die Umset\u00adzung und Erm\u00f6g\u00adli\u00adchung eines AAEL<\/span> glei\u00adcher\u00adma\u00ad\u00dfen an Per\u00adso\u00adnen wie Orga\u00adni\u00adsa\u00adtio\u00adnen in der (Hochschul-)Bildung rich\u00adtet und kon\u00adse\u00adquen\u00adter\u00adwei\u00adse auch Poli\u00adtik und gesell\u00adschaft\u00adli\u00adche Bedin\u00adgun\u00adgen f\u00fcr Bil\u00addung mit\u00adbe\u00adr\u00fcck\u00adsich\u00adtigt. Ent\u00adspre\u00adchend adres\u00adsie\u00adren die Merk\u00adma\u00adle von AAEL<\/span> immer alle Akteur_innen sowie Ebe\u00adnen, also Mikro\u2011, Meso- und Makro\u00adebe\u00adne, im Sys\u00adtem von (Hochschul-)Bildung.<\/p>\n\n

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

    The fol\u00adlo\u00adwing visua\u00adli\u00adsa\u00adti\u00adon pro\u00advi\u00addes an abs\u00adtract repre\u00adsen\u00adta\u00adti\u00adon of the ele\u00adments of the cur\u00adrent ver\u00adsi\u00adon AAEL<\/span> 2.1 and con\u00adtex\u00adtua\u00adli\u00adses their mea\u00adning in the con\u00adtext of AAEL<\/span> here in the neces\u00adsa\u00adry brevity.<\/p>\n\n

    <\/figure>\n\n

    Figu\u00adre: Visua\u00adli\u00adsa\u00adti\u00adon of the AAEL<\/span> frame\u00adwork \u2013 Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship for the joint design of (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00adtal era, ver\u00adsi\u00adon 2.1.1.<\/em><\/em><\/p>\n\n

    The visua\u00adli\u00adsa\u00adti\u00adon was deve\u00adlo\u00adped on the basis of a con\u00ads\u00adtruc\u00adtion kit. Within the given frame\u00adwork (of post-digi\u00adta\u00adli\u00adty), the\u00adre are indi\u00advi\u00addu\u00adal colou\u00adred buil\u00adding blocks that tog\u00ade\u00adther fill the space within the frame\u00adwork. Blocks with cor\u00adners and edges in dif\u00adfe\u00adrent shapes were cho\u00adsen that can be com\u00adbi\u00adned in more than one way to form a who\u00adle and can thus be con\u00adnec\u00adted to each other in any case. One can ima\u00adgi\u00adne three-dimen\u00adsio\u00adnal, mova\u00adble ele\u00adments here.

    The sel\u00adec\u00adted colours and shapes indi\u00adca\u00adte direct con\u00adnec\u00adtions or uni\u00adque posi\u00adti\u00adons. They are taken up again for bet\u00adter ori\u00aden\u00adta\u00adti\u00adon for the trans\u00adfer of prac\u00adti\u00adce to (hig\u00adher) edu\u00adca\u00adti\u00adon with its methods and prac\u00adti\u00adces. In the visua\u00adli\u00adsa\u00adti\u00adon, the respec\u00adti\u00adve buil\u00adding blocks repre\u00adsent the the\u00adma\u00adtic ele\u00adments that tog\u00ade\u00adther model and fill the AAEL<\/span> frame\u00adwork.

    In the fol\u00adlo\u00adwing, the\u00adse buil\u00adding blocks are brief\u00adly descri\u00adbed and cate\u00adgo\u00adri\u00adsed indi\u00advi\u00addu\u00adal\u00adly, and a refe\u00adrence is given for fur\u00adther explo\u00adra\u00adti\u00adon of the respec\u00adti\u00adve chap\u00adter. In the pre\u00adsent vari\u00adant of a deduc\u00adti\u00adve pre\u00adsen\u00adta\u00adti\u00adon, this is done from the gene\u00adral to the spe\u00adci\u00adfic. This means from post-digi\u00adta\u00adli\u00adty as a con\u00adtext to the cen\u00adtral epony\u00admous con\u00adcepts and an emer\u00adgent AAEL<\/span> cul\u00adtu\u00adre at the centre. <\/p>\n\n

    Post-Digitality<\/strong><\/h6>\n\n

    Post-Digi\u00adta\u00adli\u00adt\u00e4t<\/em> <\/strong>ist in die\u00adser Visua\u00adli\u00adsie\u00adrung als der\u00adzeit pri\u00adm\u00e4\u00adre Her\u00adaus\u00adfor\u00adde\u00adrung und wich\u00adti\u00adges Bezugs\u00adfeld f\u00fcr Bil\u00addung die Grund\u00adfl\u00e4\u00adche der gesam\u00adten Gra\u00adfik. Sie liegt wie eine Folie hin\u00adter den \u00fcbri\u00adgen Bau\u00adstei\u00adnen und kann bild\u00adlich auch als Kas\u00adten des Bau\u00adkas\u00adtens ver\u00adstan\u00adden wer\u00adden. Hier ist das Rah\u00admen\u00adwerk ent\u00adspre\u00adchend der Titel\u00adge\u00adbung sinn\u00adbild\u00adlich in der Digi\u00adta\u00adli\u00adt\u00e4t ein\u00adge\u00adbet\u00adtet und kon\u00adtex\u00adtua\u00adli\u00adsiert. Post-Digi\u00adta\u00adli\u00adt\u00e4t steht f\u00fcr das Digi\u00adta\u00adle und den der\u00adzei\u00adti\u00adgen kul\u00adtu\u00adrel\u00adlen Zustand des digi\u00adta\u00adlen Wan\u00addels als die viel\u00adfach the\u00adma\u00adti\u00adsier\u00adte Kon\u00adtext\u00adbe\u00addin\u00adgung f\u00fcr (Hochschul-)Bildung in der eher tech\u00adno\u00adlo\u00adgisch zu ver\u00adste\u00adhen\u00adden digi\u00adta\u00adlen Trans\u00adfor\u00adma\u00adti\u00adon. Weil Post-Digi\u00adta\u00adli\u00adt\u00e4t der\u00adzeit wie\u00adder\u00adholt als zen\u00adtra\u00adle Kon\u00adtext\u00adbe\u00addin\u00adgung und gesell\u00adschaft\u00adli\u00adchen Her\u00adaus\u00adfor\u00adde\u00adrung f\u00fcr (Hochschul-)Bildung the\u00adma\u00adti\u00adsiert wird und sie zugleich tief\u00adgrei\u00adfend gesell\u00adschaft\u00adli\u00adchen Wan\u00addel pr\u00e4gt, bil\u00addet sie der\u00adzeit die zen\u00adtra\u00adle Kon\u00adtext\u00adbe\u00addin\u00adgung f\u00fcr den AAEL-Rah\u00admen2<\/a><\/sup><\/p>\n\n

    Ambidextrous, Agile, Educational, Leadership<\/strong><\/h6>\n\n

    Die namens\u00adge\u00adben\u00adden kon\u00adzep\u00adtio\u00adnel\u00adlen Ele\u00admen\u00adte des Rah\u00admens AAEL<\/span> sind Ambi\u00addex\u00adtrous, Agi\u00adle, Edu\u00adca\u00adtio\u00adnal und Leadership.Es wird hier die eng\u00adli\u00adsche Bezeich\u00adnung bevor\u00adzugt, weil sie neben inter\u00adna\u00adtio\u00adna\u00adler Anschluss\u00adf\u00e4\u00adhig\u00adkeit an bestehen\u00adde Dis\u00adkus\u00adsio\u00adnen auch die Ver\u00adwen\u00addung von Begrif\u00adfen im wei\u00adte\u00adren Ver\u00adst\u00e4nd\u00adnis erm\u00f6g\u00adlicht. Die\u00adse vier kon\u00adzep\u00adtio\u00adnel\u00adlen Ele\u00admen\u00adte sind durch vier ver\u00adschie\u00adden far\u00adbi\u00adge Recht\u00adecke visua\u00adli\u00adsiert, die selbst wie\u00adder\u00adum als Ein\u00adfas\u00adsung f\u00fcr die n\u00e4chs\u00adten inne\u00adren Bestand\u00adtei\u00adle des hier als Bau\u00adkas\u00adten visua\u00adli\u00adsier\u00adten Rah\u00admen\u00adwerks gese\u00adhen wer\u00adden k\u00f6n\u00adnen.

    Der Bau\u00adstein     Ambi\u00addex\u00adtrous <\/a><\/em>((sie\u00adhe aus\u00adf\u00fchr\u00adli\u00adcher zu For\u00admen von per\u00adso\u00adna\u00adler und orga\u00adni\u00adsa\u00adtio\u00adna\u00adler Ambi\u00addex\u00adtrie im ent\u00adspre\u00adchen\u00adden Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adtel hier im AAEL-Buch 1.0<\/a>)) steht f\u00fcr eine ziel\u00adge\u00adrich\u00adte\u00adte Erkun\u00addung von dem n\u00e4chs\u00adten sinn\u00advol\u00adlem Schritt in Form von gleich\u00adzei\u00adti\u00adger Opti\u00admie\u00adrung von Bew\u00e4hr\u00adtem und Erpro\u00adbung, Ent\u00adwick\u00adlung und Ent\u00adde\u00adckung von Neu\u00adem in Form einer inte\u00adgrie\u00adren\u00adden und aus\u00adba\u00adlan\u00adcie\u00adren\u00adden Per\u00adspek\u00adti\u00adve auf Wan\u00addel. Der n\u00e4chs\u00adte Bau\u00adstein Agi\u00adle <\/a><\/em>((sie\u00adhe aus\u00adf\u00fchr\u00adli\u00adcher zu Agi\u00adli\u00adt\u00e4t und Agi\u00adli\u00adt\u00e4t im Bil\u00addungs\u00adbe\u00adreich im ent\u00adspre\u00adchen\u00adden Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adtel hier im AAEL-Buch 1.0<\/a>)) weist auf den Pro\u00adzess der schritt\u00adwei\u00adsen, ler\u00adnen\u00adden Anpas\u00adsungs\u00adbe\u00adreit\u00adschaft an kom\u00adple\u00adxe, dyna\u00admi\u00adsche Kon\u00adtex\u00adte hin, wie es auf (Hochschul-)Bildung zutrifft. Ambi\u00addex\u00adtrie und Agi\u00adli\u00adt\u00e4t las\u00adsen sich in die\u00adser Logik durch\u00adaus auf viel\u00adf\u00e4l\u00adti\u00adge Berei\u00adche anwen\u00adden. In die\u00adsem Bei\u00adtrag steht mit dem Bau\u00adstein Edu\u00adca\u00adtio\u00adnal<\/em> <\/a>((sie\u00adhe aus\u00adf\u00fchr\u00adli\u00adcher zum Fokus auf Bil\u00addung und ihre Rele\u00advanz zukunfts\u00adori\u00aden\u00adtier\u00adte Hand\u00adlungs\u00adf\u00e4\u00adhig\u00adkeit im Wan\u00addel im ent\u00adspre\u00adchen\u00adden Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adtel hier im AAEL-Buch 1.0<\/a>)) allein der (Hoch\u00adschul-) Bil\u00addungs\u00adbe\u00adreich mit sei\u00adnen Beson\u00adder\u00adhei\u00adten im Fokus. Er wird daher mit Edu\u00adca\u00adtio\u00adnal umschrie\u00adben, um \u00fcber Leh\u00adre und Ler\u00adnen hin\u00adaus zu ver\u00addeut\u00adli\u00adchen, dass Bil\u00addung im wei\u00adte\u00adren Sin\u00adne, min\u00addes\u00adtens im struk\u00adtu\u00adrel\u00adlen, per\u00adso\u00adna\u00adlen, kul\u00adtu\u00adrel\u00adlen und poli\u00adti\u00adschen Kon\u00adtext betrach\u00adtet geh\u00f6rt, um nach\u00adhal\u00adtig zu gelin\u00adgen. Der vier\u00adte recht\u00adecki\u00adge Bau\u00adstein Lea\u00adder\u00adship<\/em> <\/a>((sie\u00adhe aus\u00adf\u00fchr\u00adli\u00adcher zum Ver\u00adh\u00e4lt\u00adnis von Manage\u00adment und Lea\u00adder\u00adship sowie For\u00admen von Lea\u00adder\u00adship im ent\u00adspre\u00adchen\u00adden Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adtel hier im AAEL-Buch 1.0<\/a>)), das auf die Erm\u00f6g\u00adli\u00adchung (Eigen-)Verantwortung und Lea\u00adder\u00adship zu \u00fcber\u00adneh\u00admen bzw. \u00fcber\u00adneh\u00admen zu k\u00f6n\u00adnen abzielt, adres\u00adsiert in einem die Ebe\u00adnen \u00fcber\u00adgrei\u00adfen\u00addem Ver\u00adst\u00e4nd\u00adnis von Pro\u00adfes\u00adsio\u00adna\u00adli\u00adt\u00e4t, das Sub\u00adjekt oder die Per\u00adso\u00adnen in ihren jewei\u00adli\u00adgen Hand\u00adlungs\u00adbe\u00adrei\u00adchen und Rol\u00adlen inner\u00adhalb orga\u00adni\u00adsa\u00adto\u00adri\u00adscher Struk\u00adtu\u00adren und insti\u00adtu\u00adtio\u00adnel\u00adler Bedin\u00adgun\u00adgen von Bil\u00addung. Die\u00adse vier Ele\u00admen\u00adte las\u00adsen sich trans\u00addis\u00adzi\u00adpli\u00adn\u00e4r ver\u00adbin\u00adden.

    Umrun\u00addet von die\u00adsen vier Bau\u00adstei\u00adnen Ambi\u00addex\u00adtrous, Agi\u00adle, Edu\u00adca\u00adtio\u00adnal und Lea\u00adder\u00adship, fin\u00adden sich wei\u00adte\u00adre Ele\u00admen\u00adte. Die\u00adse adres\u00adsie\u00adren den Ent\u00adwick\u00adlungs- und Hand\u00adlungs\u00adraum der Akteur_innen ein\u00adschlie\u00df\u00adlich Prin\u00adzi\u00adpi\u00aden und Wer\u00adten, wie auch die Emer\u00adgenz einer spe\u00adzi\u00adfi\u00adschen Kul\u00adtur im Rah\u00admen von AAEL<\/span>. Im Ein\u00adzel\u00adnen sind das die fol\u00adgen\u00adden Ele\u00admen\u00adte in Form von Bau\u00adstei\u00adnen bzw. die Baustein-Gruppe:<\/p>\n\n

    People, Being, Organisation, Doing<\/strong><\/h6>\n\n

    Das Zusam\u00admen\u00adspiel von Per\u00adso\u00adnen mit ihrer Per\u00ads\u00f6n\u00adlich\u00adkeit und Hal\u00adtun\u00adgen sowie Orga\u00adni\u00adsa\u00adtio\u00adnen mit ihren Regeln und Struk\u00adtu\u00adren einer\u00adseits und einem AAEL<\/span> Doing und Being ande\u00adrer\u00adseits, wird in die\u00adsem Bau\u00adkas\u00adten als vier gleich\u00adwer\u00adti\u00adge und gleich\u00adfar\u00adbi\u00adge Drei\u00adecke dar\u00adge\u00adstellt. Sie bil\u00adden zusam\u00admen selbst ein inne\u00adres Qua\u00addrat und for\u00admen so die Mit\u00adte des Bau\u00adkas\u00adtens inner\u00adhalb der kon\u00adzep\u00adtio\u00adnel\u00adlen Ele\u00admen\u00adte AAEL<\/span>. Die vier Ele\u00admen\u00adte Per\u00adso\u00adnen<\/em>, Being<\/em>, Orga\u00adni\u00adsa\u00adti\u00adon<\/em> und Doing<\/em> wer\u00adden im Rah\u00admen von AAEL<\/span> als die wesent\u00adli\u00adchen Ent\u00adwick\u00adlungs- und Hand\u00adlungs\u00adr\u00e4u\u00adme der Akteur_innen begrif\u00adfen3<\/a><\/sup>.

    Doing <\/em>und Being <\/em>wie auch ihr Zusam\u00admen\u00adspiel mit Per\u00adso\u00adnen <\/em>und Orga\u00adni\u00adsa\u00adti\u00adon <\/em>sind nur begrenzt fest\u00adschreib\u00adbar, weil sie sich im Han\u00addeln \u00fcber Metho\u00adden und Prak\u00adti\u00adken (neu) aus\u00adbil\u00adden und im Zuge von per\u00ads\u00f6n\u00adli\u00adchen Refle\u00adxi\u00adons- und erfah\u00adrungs\u00adba\u00adsier\u00adten Wachs\u00adtums\u00adpro\u00adzes\u00adsen (wei\u00adter) ent\u00adwi\u00adckeln. Sie ste\u00adhen in die\u00adsem Rah\u00admen gemein\u00adsam f\u00fcr eine spe\u00adzi\u00adfi\u00adsche Pra\u00adxis im Han\u00addeln und Sein einer Per\u00adson in und mit der Bil\u00addungs\u00ador\u00adga\u00adni\u00adsa\u00adti\u00adon ent\u00adlang geteil\u00adter Zie\u00adle oder auch einer Visi\u00adon, jeweils mit ihrer Geschich\u00adte und Zuk\u00fcnften.<\/p>\n\n

    Values, principles<\/strong><\/h6>\n\n

    At the cent\u00adre of the visua\u00adli\u00adsa\u00adti\u00adon are spe\u00adci\u00adfic AAEL<\/span> values <\/em>and prin\u00adci\u00adples <\/em>in the form of two tri\u00adan\u00adgles of the same colour that com\u00adple\u00adment each other to form a rhom\u00adbus. Both values and prin\u00adci\u00adples ari\u00adse from the post-digi\u00adtal con\u00adtext and the con\u00adcep\u00adtu\u00adal ele\u00adments of AAEL<\/span>. Both are united by the fact that they are deve\u00adlo\u00adped by the per\u00adsons in inter\u00adac\u00adtion with their orga\u00adni\u00adsa\u00adti\u00adon and its edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adon. They are to be codi\u00adfied and, whe\u00adre neces\u00adsa\u00adry, spe\u00adci\u00adfi\u00adcal\u00adly nego\u00adtia\u00adted in order to be shared. Ins\u00adtead of a sta\u00adtic set of rules, they form situa\u00adtio\u00adnal and con\u00adtext-depen\u00addent gui\u00adde\u00adlines for all actors in the inter\u00adplay bet\u00adween Being AAEL<\/span> and Doing AAEL<\/span> in their ever\u00ady\u00adday actions in the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon. They are the\u00adr\u00ade\u00adfo\u00adre pla\u00adced as a core within the rhom\u00adbus and the\u00adre in turn form the frame\u00adwork for the last, cen\u00adtral buil\u00adding block (see below for more details in this summary). <\/p>\n\n

    Culture<\/strong><\/h6>\n\n

    In the visua\u00adli\u00adsa\u00adti\u00adon, cul\u00adtu\u00adre is loca\u00adted in the cent\u00adre of the buil\u00adding block with a squa\u00adre. In the inter\u00adplay of the pre\u00advious\u00adly men\u00adtio\u00adned buil\u00adding blocks, a sui\u00adta\u00adble cul\u00adtu\u00adre <\/em>can emer\u00adge and deve\u00adlop over time within the frame\u00adwork of AAEL<\/span> (in short, AAEL<\/span> cul\u00adtu\u00adre), which is seen here as a com\u00admon, nego\u00adtia\u00adble, sus\u00adtainable and dyna\u00admic basis for a long-term cul\u00adtu\u00adral chan\u00adge in (hig\u00adher) edu\u00adca\u00adti\u00adon and is named as such. <\/p>\n\n

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

    For the AAEL<\/span> frame\u00adwork, the image of a modu\u00adlar sys\u00adtem is used, and the fol\u00adlo\u00adwing expl\u00adana\u00adti\u00adons can accor\u00addin\u00adgly be read as a kind of set of rules.4<\/a><\/sup> The\u00adse rules aim to enable a poten\u00adti\u00adal\u00adly suc\u00adcessful inter\u00adplay of the indi\u00advi\u00addu\u00adal com\u00adpon\u00adents, their hand\u00adling, and their rela\u00adti\u00adonships with one another.<\/p>\n\n

    Every brick counts!<\/strong><\/h6>\n\n

    One of the\u00adse rules is that, despi\u00adte fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty, each buil\u00adding block ser\u00adves a spe\u00adci\u00adfic pur\u00adpo\u00adse and has its value in the struc\u00adtu\u00adre of the AAEL<\/span> con\u00ads\u00adtruct, so that AAEL<\/span> can deve\u00adlop con\u00adsis\u00adt\u00adent\u00adly as a who\u00adle.

    The most important rule of the game is the\u00adr\u00ade\u00adfo\u00adre not to com\u00adple\u00adte\u00adly igno\u00adre any of the buil\u00adding blocks and to con\u00adscious\u00adly deal with all per\u00adspec\u00adti\u00adves \u2013 each with a dif\u00adfe\u00adrent weight\u00ading \u2013 in a sys\u00adte\u00admic way. In the sen\u00adse of a con\u00ads\u00adtruc\u00adtion kit and simi\u00adlar to a     tang\u00adram game<\/a> (see https:\/\/de.wikipedia.org\/wiki\/Tangram<\/a>), the aim is to sym\u00adbo\u00adli\u00adcal\u00adly and con\u00adcre\u00adte\u00adly inter\u00adwea\u00adve all the parts with each other and con\u00adsider them tog\u00ade\u00adther for each \u2018figu\u00adre\u2019 or each new ite\u00adra\u00adti\u00adon.

    Par\u00adti\u00adal accep\u00adtance of the AAEL<\/span> core or com\u00adple\u00adte\u00adly omit\u00adting buil\u00adding blocks (\u2018cher\u00adry-picking\u2019) could lead to not addres\u00adsing and deal\u00ading with all the ques\u00adti\u00adons and issues addres\u00adsed in AAEL<\/span>. In case of doubt, inten\u00adtio\u00adnal omis\u00adsi\u00adon is more likely to con\u00adtri\u00adbu\u00adte to the fail\u00adure of AAEL<\/span>. <\/p>\n\n

    Winning together!<\/strong><\/h6>\n\n

    The AAEL<\/span> frame\u00adwork is not a reci\u00adpe or a step-by-step gui\u00adde that is equal\u00adly the one way or the one sui\u00adta\u00adble solu\u00adti\u00adon for all and can be work\u00aded through accor\u00adding to plan. Rather, the AAEL<\/span> frame\u00adwork offers buil\u00adding blocks that, when used in a joint, dyna\u00admic inter\u00adac\u00adtion bet\u00adween actors in the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon with a view to the next, future deve\u00adlo\u00adp\u00adment steps, result in a sui\u00adta\u00adble, coher\u00adent who\u00adle. The AAEL<\/span> frame\u00adwork always starts from what is alre\u00ada\u00addy the\u00adre in the orga\u00adni\u00adsa\u00adti\u00adon and in the peo\u00adp\u00adle. What is important for AAEL<\/span> is a shared per\u00adso\u00adnal and orga\u00adni\u00adsa\u00adtio\u00adnal wil\u00adling\u00adness to enga\u00adge in chan\u00adge in the form of an ongo\u00ading lear\u00adning pro\u00adcess or lear\u00adning jour\u00adney. To stay with the image of the con\u00ads\u00adtruc\u00adtion kit, a jour\u00adney during which ever\u00adyo\u00adne has and is given the oppor\u00adtu\u00adni\u00adty through test\u00ading and feed\u00adback to repea\u00adted\u00adly touch the buil\u00adding blocks and to be able to rebuild and rebuild them. <\/p>\n\n

    What does not fit is not made to fit!<\/strong><\/h6>\n\n

    If it is cle\u00adar\u00adly not pos\u00adsi\u00adble to reach a com\u00admon under\u00adstan\u00adding about the inter\u00adac\u00adtion of the AAEL<\/span> buil\u00adding blocks, it is bet\u00adter to choo\u00adse and pur\u00adsue a dif\u00adfe\u00adrent start\u00ading point as a path for fur\u00adther deve\u00adlo\u00adp\u00adment. In this respect, a reaso\u00adned or inten\u00adtio\u00adnal omis\u00adsi\u00adon or avo\u00adid\u00adance of buil\u00adding blocks in AAEL<\/span> can be a first deve\u00adlo\u00adp\u00admen\u00adtal step towards fin\u00adding a way for the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon to deal with chan\u00adge and trans\u00adfor\u00adma\u00adti\u00adon. If this is the case, AAEL<\/span> is not suitable. <\/p>\n\n

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

    AAEL<\/span> is to be unders\u00adtood as a pri\u00adma\u00adri\u00adly value- and prin\u00adci\u00adple-based frame\u00adwork for making decis\u00adi\u00adons and taking action in com\u00adplex situa\u00adtions, such as tho\u00adse that ari\u00adse in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor on a dai\u00adly basis. This frame\u00adwork is desi\u00adgned to help indi\u00advi\u00addu\u00adals and groups make inde\u00adpen\u00addent, value-ori\u00aden\u00adted decis\u00adi\u00adons and take action in order to coun\u00adter\u00adact arbi\u00adtrar\u00adi\u00adne\u00adss. This basic idea of a frame\u00adwork for action, which is span\u00adned across spe\u00adci\u00adfic values and prin\u00adci\u00adples, was adapt\u00aded from the con\u00adtext of the Agi\u00adle Mani\u00adfesto<\/a> for the field of (hig\u00adher) edu\u00adca\u00adti\u00adon with the AAEL<\/span> frame\u00adwork.

    Sta\u00adting values in the AAEL<\/span> frame\u00adwork is dou\u00adble-edged. Becau\u00adse only as shared values accept\u00aded by all actors as a basis for the joint action pro\u00adcess do they make sen\u00adse and build trust and at the same time can\u00adnot sim\u00adply be pre\u00adscri\u00adbed. So the task remains to under\u00adstand values from the out\u00adset as the result of con\u00adstant com\u00admu\u00adni\u00adca\u00adti\u00adon and app\u00adre\u00adcia\u00adti\u00adve nego\u00adtia\u00adti\u00adon. With agi\u00adli\u00adty in mind, it can be con\u00adcluded that con\u00adsen\u00adsus as a demo\u00adcra\u00adtic form of co-deter\u00admi\u00adna\u00adti\u00adon regar\u00adding the com\u00admon value base can alre\u00ada\u00addy enable sus\u00adtainable and meaningful coope\u00adra\u00adti\u00adon. AAEL<\/span> values are the\u00adr\u00ade\u00adfo\u00adre always sub\u00adject to ren\u00adego\u00adtia\u00adti\u00adon in their respec\u00adti\u00adve forms in the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal are\u00adas in order to crea\u00adte a com\u00admon basis. The AAEL<\/span> frame\u00adwork thus stands for a fun\u00adda\u00admen\u00adtal demo\u00adcra\u00adtic con\u00advic\u00adtion. It is about mutu\u00adal faci\u00adli\u00adta\u00adti\u00adon of actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon, wil\u00adling\u00adness to self-orga\u00adni\u00adse and to take respon\u00adsi\u00adbi\u00adli\u00adty in a trus\u00adting envi\u00adron\u00adment, while all par\u00adti\u00adci\u00adpan\u00adts are awa\u00adre that power is tra\u00addi\u00adtio\u00adnal\u00adly dis\u00adtri\u00adbu\u00adted dif\u00adfer\u00adent\u00adly in (hig\u00adher) edu\u00adca\u00adti\u00adon. (For more on the dif\u00adfe\u00adren\u00adtia\u00adti\u00adon bet\u00adween forms of par\u00adti\u00adci\u00adpa\u00adto\u00adry design of envi\u00adron\u00adments for col\u00adla\u00adbo\u00adra\u00adti\u00adve lear\u00adning, see pre\u00advious work at:     https:\/\/partizipative-mediendidaktik.de<\/a>.)

    For this reason, trust <\/strong>and respon\u00adsi\u00adbi\u00adli\u00adty <\/strong>are regard\u00aded and empha\u00adsi\u00adzed as cen\u00adtral values in the AAEL<\/span> framework.<\/p>\n\n

    Trust
    <\/strong>\u2026 becau\u00adse trust is the basis for suc\u00adcessful coope\u00adra\u00adti\u00adon and mutu\u00adal sup\u00adport and streng\u00adthens rela\u00adti\u00adonships and (psy\u00adcho\u00adlo\u00adgi\u00adcal) secu\u00adri\u00adty. Trust in each other and among each other \u2013 as well as in for\u00admal, struc\u00adtu\u00adral, legal and social con\u00addi\u00adti\u00adons \u2013 is a con\u00addi\u00adti\u00adon and con\u00adse\u00adquence of all other values. Becau\u00adse trust can\u00adnot be pre\u00adscri\u00adbed, it is acqui\u00adred in respon\u00adsi\u00adble coope\u00adra\u00adti\u00adon with each other, it is streng\u00adthe\u00adned and it can be lost in the same way. <\/p>\n\n

    Respon\u00adsi\u00adbi\u00adli\u00adty
    <\/strong>\u2026becau\u00adse taking on and dele\u00adga\u00adting respon\u00adsi\u00adbi\u00adli\u00adty is fun\u00adda\u00admen\u00adtal to par\u00adti\u00adci\u00adpa\u00adto\u00adry (lear\u00adning) pro\u00adces\u00adses at all levels, to col\u00adla\u00adbo\u00adra\u00adti\u00adve work con\u00adtexts and to func\u00adtio\u00adning self-orga\u00adni\u00adsa\u00adti\u00adon in groups, teams and orga\u00adni\u00adsa\u00adti\u00adons. Respon\u00adsi\u00adbi\u00adli\u00adty also means long-term com\u00admit\u00adment to sus\u00adtainable edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses and the wil\u00adling\u00adness to cri\u00adti\u00adcal\u00adly reflect on the effects of one\u2019s own actions in edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age. <\/p>\n\n

    The fol\u00adlo\u00adwing are equal\u00adly rele\u00advant values as the basis for an AAEL<\/span> and its prin\u00adci\u00adples as future-ori\u00aden\u00adted lea\u00adder\u00adship in the edu\u00adca\u00adti\u00adon sec\u00adtor within the refe\u00adrence frame\u00adwork of agi\u00adli\u00adty and ambidexterity:<\/p>\n\n

    Cou\u00adra\u00adge<\/strong>
    \u2026becau\u00adse AAEL<\/span> invi\u00adtes you to be cou\u00adra\u00adge\u00adous and to take risks in view of an uncer\u00adtain future, to proac\u00adtively approach chan\u00adge as a long-term pro\u00adcess despi\u00adte uncer\u00adtain\u00adties. Cou\u00adra\u00adge also includes the wil\u00adling\u00adness to see rapid test\u00ading and mista\u00adkes as lear\u00adning oppor\u00adtu\u00adni\u00adties and to crea\u00adte an envi\u00adron\u00adment in which inno\u00adva\u00adti\u00adve ide\u00adas can be tes\u00adted and risks taken. AAEL<\/span> sup\u00adports the wil\u00adling\u00adness to inno\u00adva\u00adte and to mana\u00adge uncer\u00adtain\u00adty in com\u00adplex situations. <\/p>\n\n

    Open\u00adness<\/strong>
    \u2026becau\u00adse AAEL<\/span> thri\u00adves on per\u00adso\u00adnal open\u00adness and open struc\u00adtures and a wil\u00adling\u00adness to be trans\u00adpa\u00adrent and to free\u00adly exch\u00adan\u00adge mate\u00adri\u00adals, infor\u00adma\u00adti\u00adon and ide\u00adas in the broa\u00adder sen\u00adse of an Open Edu\u00adca\u00adtio\u00adnal Prac\u00adti\u00adce (OEP<\/span>). Open\u00adness also means con\u00adti\u00adnuous\u00adly inte\u00adgra\u00adting new insights and tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adments and con\u00adstant\u00adly deve\u00adlo\u00adping both per\u00adso\u00adnal\u00adly and in (hig\u00adher) edu\u00adca\u00adti\u00adon, thus being able to react fle\u00adxi\u00adbly to new chal\u00adlenges and opportunities. <\/p>\n\n

    Respect<\/strong>
    \u2026becau\u00adse an AAEL<\/span> is about having respect for peo\u00adp\u00adle and reco\u00adg\u00adnis\u00ading and app\u00adre\u00adcia\u00adting the con\u00adtri\u00adbu\u00adti\u00adons and per\u00adspec\u00adti\u00adves of ever\u00adyo\u00adne invol\u00adved in the col\u00adla\u00adbo\u00adra\u00adti\u00adon \u2013 and giving feed\u00adback with respect for the per\u00adson. Respect in this sen\u00adse means inter\u00adac\u00adting with all actors and per\u00adspec\u00adti\u00adves on an equal foo\u00adting and ensu\u00adring that all voices are heard and valued. <\/p>\n\n

    Diver\u00adsi\u00adty<\/strong>
    \u2026becau\u00adse AAEL<\/span> con\u00adscious\u00adly seeks the pos\u00adsi\u00adbi\u00adli\u00adties bey\u00adond dua\u00adli\u00adties in the in-bet\u00adween and out\u00adside, and the frame\u00adwork, with a view to diver\u00adsi\u00adty in edu\u00adca\u00adti\u00adon in post-digi\u00adta\u00adli\u00adty, inte\u00adgra\u00adtes cor\u00adre\u00adspon\u00addin\u00adgly dis\u00adcur\u00adsi\u00adve and inclu\u00adsi\u00adve per\u00adspec\u00adti\u00adves and back\u00adgrounds in order to design a sui\u00adta\u00adble sus\u00adtainable edu\u00adca\u00adti\u00adon for all. Diver\u00adsi\u00adty is thus a con\u00adti\u00adnuous framing pro\u00adcess that must be actively cul\u00adti\u00adva\u00adted and pro\u00admo\u00adted to crea\u00adte an inclu\u00adsi\u00adve environment. <\/p>\n\n

    Feed\u00adback<\/strong>
    \u2026becau\u00adse con\u00ads\u00adtruc\u00adti\u00adve feed\u00adback moti\u00adva\u00adtes rapid lear\u00adning in terms of out\u00adco\u00adme with a view to achie\u00adving the goal and pro\u00admo\u00adtes per\u00adso\u00adnal growth within the orga\u00adni\u00adsa\u00adti\u00adon. Feed\u00adback is important in both a for\u00adma\u00adti\u00adve and a sum\u00adma\u00adti\u00adve sen\u00adse to pro\u00admo\u00adte con\u00adti\u00adnuous lear\u00adning and the achie\u00adve\u00adment of goals. <\/p>\n\n

    Enga\u00adge\u00adment<\/strong>
    \u2026becau\u00adse the AAEL<\/span> frame\u00adwork reli\u00ades abo\u00adve all on the wil\u00adling\u00adness and (self-)commitment to achie\u00adve com\u00admon goals in order to con\u00adti\u00adnuous\u00adly impro\u00adve edu\u00adca\u00adti\u00adon through rapid feed\u00adback. Enga\u00adge\u00adment requi\u00adres a balan\u00adce bet\u00adween indi\u00advi\u00addu\u00adal respon\u00adsi\u00adbi\u00adli\u00adty and coll\u00adec\u00adti\u00adve com\u00admit\u00adment to the ite\u00adra\u00adti\u00adve achie\u00adve\u00adment of com\u00admon goals. Goals such as pro\u00adcess design requi\u00adre a relia\u00adble commitment. <\/p>\n\n

    Focus<\/strong>
    \u2026becau\u00adse in the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon, focus and con\u00adcen\u00adtra\u00adti\u00adon on the next task at hand is important. In this respect, focus means set\u00adting clear goals and inter\u00adme\u00addia\u00adte goals and pur\u00adsuing them con\u00adsis\u00adt\u00adent\u00adly, while remai\u00adning moti\u00adva\u00adted, effi\u00adci\u00adent and effec\u00adti\u00adve as you take the next steps towards your goal. <\/p>\n\n

    Com\u00admu\u00adni\u00adca\u00adti\u00adon<\/strong>
    \u2026becau\u00adse com\u00admu\u00adni\u00adca\u00adti\u00adon, espe\u00adci\u00adal\u00adly in the post-digi\u00adtal age, is essen\u00adti\u00adal for the coor\u00addi\u00adna\u00adti\u00adon and con\u00adstant exch\u00adan\u00adge bet\u00adween indi\u00advi\u00addu\u00adals, within teams and orga\u00adni\u00adsa\u00adti\u00adons, in order to con\u00adti\u00adnuous\u00adly impro\u00adve edu\u00adca\u00adti\u00adon tog\u00ade\u00adther. This appli\u00ades to all forms of com\u00admu\u00adni\u00adca\u00adti\u00adon, whe\u00adther ver\u00adbal, non-ver\u00adbal or digital.<\/p>\n\n

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

    The AAEL<\/span> frame\u00adwork is not a detail\u00aded set of rules and it is not a step-by-step or pha\u00adsed gui\u00adde. Rather, it estab\u00adlishes cen\u00adtral prin\u00adci\u00adples along the con\u00adcep\u00adtu\u00adal ele\u00adments. The AAEL<\/span> values and prin\u00adci\u00adples are inten\u00added to crea\u00adte a basis for a coope\u00adra\u00adti\u00adve, inno\u00adva\u00adti\u00adve and sus\u00adtainable design of (hig\u00adher) edu\u00adca\u00adti\u00adon. They are aimed at the fea\u00adsi\u00adbi\u00adli\u00adty of imple\u00admen\u00adting AAEL<\/span> in prac\u00adti\u00adce and are to be unders\u00adtood as gui\u00adding our joint beha\u00adviour as a way for\u00adward and as a road\u00admap for action5<\/a><\/sup>.

    The fol\u00adlo\u00adwing AAEL<\/span> prin\u00adci\u00adples are essen\u00adti\u00adal, value-based gui\u00adde\u00adlines that struc\u00adtu\u00adre actions and decis\u00adi\u00adons, pro\u00admo\u00adte fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty in dif\u00adfe\u00adrent situa\u00adtions, and can be appli\u00aded across and bet\u00adween disci\u00adpli\u00adnes. In the con\u00adtext of agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty, the\u00adse prin\u00adci\u00adples pro\u00advi\u00adde ori\u00aden\u00adta\u00adti\u00adon and a basis for coor\u00addi\u00adna\u00adted and coher\u00adent per\u00adso\u00adnal and coll\u00adec\u00adti\u00adve action in a varie\u00adty of situa\u00adtions, for exam\u00adp\u00adle in teams, in depart\u00adments and across all levels, in the sen\u00adse of future-ori\u00aden\u00adted lea\u00adder\u00adship in edu\u00adca\u00adti\u00adon.

    The fol\u00adlo\u00adwing prin\u00adci\u00adples for action can be sum\u00adma\u00adri\u00adsed for ver\u00adsi\u00adon 2.1 of the AAEL<\/span> framework:<\/p>\n\n

    Value-based action for sustainable higher education<\/em><\/strong><\/strong><\/h5>\n\n

    The prin\u00adci\u00adple of value-based action within the frame\u00adwork of AAEL<\/span> aims to faci\u00adli\u00adta\u00adte a cul\u00adtu\u00adre in hig\u00adher edu\u00adca\u00adti\u00adon that is based on shared values and prin\u00adci\u00adples. This crea\u00adtes a trus\u00adting, respectful and inno\u00adva\u00adti\u00adve envi\u00adron\u00adment that pro\u00admo\u00adtes par\u00adti\u00adci\u00adpa\u00adto\u00adry lear\u00adning and self-orga\u00adni\u00adsa\u00adti\u00adon. By empha\u00adsis\u00ading respon\u00adsi\u00adbi\u00adli\u00adty, trust, cou\u00adra\u00adge, open\u00adness, respect, diver\u00adsi\u00adty, feed\u00adback, com\u00admit\u00adment, focus and com\u00admu\u00adni\u00adca\u00adti\u00adon, a sus\u00adtainable and future-ori\u00aden\u00adted edu\u00adca\u00adti\u00adon is joint\u00adly crea\u00adted and shaped. <\/p>\n\n

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

    The gui\u00adding prin\u00adci\u00adple of self-evi\u00addent post-digi\u00adta\u00adli\u00adty aims to design hig\u00adher edu\u00adca\u00adti\u00adon in such a way that it takes place con\u00adfi\u00addent\u00adly in both the ana\u00adlo\u00adgue and the digi\u00adtal. The AAEL<\/span> frame\u00adwork assu\u00admes ubi\u00adqui\u00adtous media\u00adli\u00adty and a pro\u00adfound\u00adly media\u00adtis\u00aded socie\u00adty. In this socie\u00adty, digi\u00adta\u00adli\u00adty is inte\u00adgra\u00adted as a cul\u00adtu\u00adral con\u00addi\u00adti\u00adon for action for inter\u00adac\u00adtion and com\u00admu\u00adni\u00adca\u00adti\u00adon in the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon. The post-digi\u00adtal per\u00adspec\u00adti\u00adve on edu\u00adca\u00adti\u00adon reco\u00adg\u00adni\u00ads\u00ades the ever\u00ady\u00adday per\u00adme\u00ada\u00adti\u00adon of digi\u00adta\u00adli\u00adty and stri\u00adves to crea\u00adte a fle\u00adxi\u00adble, resi\u00adli\u00adent and sus\u00adtainable edu\u00adca\u00adtio\u00adnal land\u00adscape that meets the chal\u00adlenges and needs of a demo\u00adcra\u00adtic society. <\/p>\n\n

    Bridging the duality of exploration and exploitation<\/em><\/strong><\/strong><\/h5>\n\n

    The prin\u00adci\u00adple of bridging dua\u00adli\u00adty aims to streng\u00adthen a cul\u00adtu\u00adre in edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adons and in the edu\u00adca\u00adti\u00adon sec\u00adtor in gene\u00adral, inclu\u00adding hig\u00adher edu\u00adca\u00adti\u00adon, that values and pro\u00admo\u00adtes both risk-taking and crea\u00adti\u00advi\u00adty as well as effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adsed rou\u00adti\u00adnes. Such a cul\u00adtu\u00adre makes it pos\u00adsi\u00adble to navi\u00adga\u00adte fle\u00adxi\u00adbly and con\u00adfi\u00addent\u00adly bet\u00adween new approa\u00adches and exis\u00adting pro\u00adces\u00adses and to adapt to chan\u00adging con\u00addi\u00adti\u00adons. This cul\u00adtu\u00adre sup\u00adports indi\u00advi\u00addu\u00adal initia\u00adti\u00adve and self-orga\u00adni\u00adsa\u00adti\u00adon as well as sys\u00adte\u00adma\u00adtic effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adsed rou\u00adti\u00adnes in order to sus\u00adtain\u00adab\u00adly pro\u00admo\u00adte both per\u00adso\u00adnal and insti\u00adtu\u00adtio\u00adnal deve\u00adlo\u00adp\u00adment. By inte\u00adgra\u00adting orga\u00adni\u00adsa\u00adtio\u00adnal and indi\u00advi\u00addu\u00adal ambi\u00addex\u00adteri\u00adty, it is pos\u00adsi\u00adble to proac\u00adtively shape (hig\u00adher) edu\u00adca\u00adti\u00adon and streng\u00adthen the situa\u00adtio\u00adnal adap\u00adta\u00adbi\u00adli\u00adty, deve\u00adlo\u00adp\u00admen\u00adtal capa\u00adci\u00adty and inno\u00adva\u00adti\u00adve abili\u00adty of edu\u00adca\u00adtio\u00adnal insti\u00adtu\u00adti\u00adons and edu\u00adca\u00adti\u00adon in the broa\u00adder sen\u00adse in a fast-paced, com\u00adplex and uncer\u00adtain world. <\/p>\n\n

    Sovereign agility in the education sector<\/em><\/strong><\/strong><\/h5>\n\n

    The prin\u00adci\u00adple of sove\u00adreign agi\u00adli\u00adty aims to design (hig\u00adher) edu\u00adca\u00adti\u00adon in such a way that (hig\u00adher) edu\u00adca\u00adti\u00adon orga\u00adni\u00adsa\u00adti\u00adons can con\u00adfi\u00addent\u00adly meet deve\u00adlo\u00adp\u00adment requi\u00adre\u00adments and chan\u00adges from both insi\u00adde and out\u00adside, thus mana\u00adging com\u00adple\u00adxi\u00adty in an agi\u00adle man\u00adner and with appro\u00adpria\u00adte qua\u00adli\u00adty. This appli\u00ades both to the mode of explo\u00adita\u00adti\u00adon (opti\u00admi\u00adsa\u00adti\u00adon and effi\u00adci\u00aden\u00adcy of exis\u00adting pro\u00adces\u00adses) and to that of explo\u00adra\u00adti\u00adon (new and inno\u00adva\u00adti\u00adve). An agi\u00adle edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon is cha\u00adrac\u00adte\u00adri\u00adsed by fle\u00adxi\u00adbi\u00adli\u00adty, adap\u00adta\u00adbi\u00adli\u00adty and a con\u00adti\u00adnuous wil\u00adling\u00adness to learn and impro\u00adve. Agi\u00adli\u00adty makes it pos\u00adsi\u00adble to react quick\u00adly and effec\u00adtively to new chal\u00adlenges while main\u00adtai\u00adning sta\u00adble and effi\u00adci\u00adent pro\u00adces\u00adses. Agi\u00adle col\u00adla\u00adbo\u00adra\u00adti\u00adon in the indi\u00advi\u00addu\u00adal edu\u00adca\u00adtio\u00adnal orga\u00adni\u00adsa\u00adti\u00adon reli\u00ades on agi\u00adle values, as inte\u00adgra\u00adted in the AAEL<\/span> values. <\/p>\n\n

    Social responsibility and educational mission<\/em><\/strong><\/strong><\/h5>\n\n

    The prin\u00adci\u00adple of social respon\u00adsi\u00adbi\u00adli\u00adty and the edu\u00adca\u00adtio\u00adnal man\u00adda\u00adte aims to shape the frame\u00adwork con\u00addi\u00adti\u00adons for (hig\u00adher) edu\u00adca\u00adti\u00adon in such a way that they pro\u00admo\u00adte both per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment and the assump\u00adti\u00adon of social respon\u00adsi\u00adbi\u00adli\u00adty, while also enab\u00adling fun\u00adda\u00admen\u00adtal edu\u00adca\u00adtio\u00adnal tasks to be ful\u00adfil\u00adled. Edu\u00adca\u00adti\u00adon con\u00adtri\u00adbu\u00adtes to the deve\u00adlo\u00adp\u00adment of a cri\u00adti\u00adcal, value-based and demo\u00adcra\u00adtic socie\u00adty. A stra\u00adte\u00adgi\u00adcal\u00adly meaningful ori\u00aden\u00adta\u00adti\u00adon through a shared visi\u00adon for net\u00adwork\u00aded (hig\u00adher) edu\u00adca\u00adti\u00adon streng\u00adthens the under\u00adstan\u00adding of the edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adon, which shapes values and prin\u00adci\u00adples for joint action. <\/p>\n\n

    Integrated leadership in education<\/em><\/strong><\/strong><\/h5>\n\n

    The prin\u00adci\u00adple of inte\u00adgra\u00adted lea\u00adder\u00adship means deve\u00adlo\u00adping lea\u00adder\u00adship in hig\u00adher edu\u00adca\u00adti\u00adon as a vari\u00adant of trans\u00adfor\u00adma\u00adtio\u00adnal lea\u00adder\u00adship. With a view to par\u00adti\u00adci\u00adpa\u00adti\u00adon and self-orga\u00adni\u00adsa\u00adti\u00adon, this includes inte\u00adgra\u00adting both the fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty of agi\u00adle lea\u00adder\u00adship and the simul\u00adta\u00adneous opti\u00admi\u00adsa\u00adti\u00adon and inno\u00adva\u00adti\u00adon of ambi\u00addex\u00adtrous lea\u00adder\u00adship. This requi\u00adres an over\u00adar\u00adching lea\u00adder\u00adship cul\u00adtu\u00adre that pro\u00admo\u00adtes the per\u00adso\u00adnal respon\u00adsi\u00adbi\u00adli\u00adty and self-orga\u00adni\u00adsa\u00adti\u00adon of all actors equal\u00adly and enables a bridge to be built bet\u00adween lea\u00adder\u00adship in tra\u00addi\u00adtio\u00adnal and modern orga\u00adni\u00adsa\u00adtio\u00adnal struc\u00adtures. Indi\u00advi\u00addu\u00adals who want to and are able to take on lea\u00adder\u00adship in the sen\u00adse of the AAEL<\/span> frame\u00adwork act, among other things, with a coa\u00adching atti\u00adtu\u00adde to sup\u00adport, inspi\u00adre and encou\u00adra\u00adge indi\u00advi\u00addu\u00adals, groups or teams to take on respon\u00adsi\u00adbi\u00adli\u00adty. A par\u00adti\u00adci\u00adpa\u00adto\u00adry lea\u00adder\u00adship cul\u00adtu\u00adre of this kind can con\u00adtri\u00adbu\u00adte to con\u00adti\u00adnuous deve\u00adlo\u00adp\u00adment and com\u00admu\u00adni\u00adty enga\u00adge\u00adment, and com\u00adpre\u00adhen\u00adsi\u00adve\u00adly streng\u00adthen hig\u00adher edu\u00adca\u00adti\u00adon, both in terms of mee\u00adting the com\u00adplex and dyna\u00admic demands of modern socie\u00adty and in terms of joint\u00adly sha\u00adping fur\u00adther development. <\/p>\n\n

    Conclusion<\/strong><\/h3>\n\n

    AAEL<\/span> is a spe\u00adci\u00adfic con\u00adcep\u00adti\u00adon and prac\u00adti\u00adce of lea\u00adder\u00adship in the field of edu\u00adca\u00adti\u00adon in the con\u00adtext of agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty, in order to remain agi\u00adle and con\u00adfi\u00addent in the face of dyna\u00admic and some\u00adti\u00admes cri\u00adsis-rid\u00adden con\u00addi\u00adti\u00adons.

    The long-term goal is to arri\u00adve at a sove\u00adreign, joint imple\u00admen\u00adta\u00adti\u00adon of goals for edu\u00adca\u00adti\u00adon in all its com\u00adple\u00adxi\u00adty in the post-digi\u00adtal age through the con\u00adsis\u00adtent prac\u00adti\u00adce of AAEL<\/span>, joint imple\u00admen\u00adta\u00adti\u00adon of goals for edu\u00adca\u00adti\u00adon in its com\u00adple\u00adxi\u00adty in the post-digi\u00adtal age, so that a spe\u00adci\u00adfic AAEL<\/span> cul\u00adtu\u00adre can emer\u00adge and grow in rela\u00adti\u00adve calm and rela\u00adxa\u00adti\u00adon along the way \u2013 and over time, in the con\u00adstant inter\u00adplay bet\u00adween AAEL-Doing and AAEL-Being, it can be dif\u00adfe\u00adren\u00adtia\u00adted in the joint action and design of hig\u00adher edu\u00adca\u00adti\u00adon (see the detail\u00aded chap\u00adter AAEL<\/span> Prac\u00adti\u00adce). This means that a fore\u00adseeable next cri\u00adsis or com\u00adplex chall\u00adenge can be mas\u00adte\u00adred as con\u00adfi\u00addent\u00adly as pos\u00adsi\u00adble by ever\u00adyo\u00adne on the basis of the\u00adse indi\u00advi\u00addu\u00adal and shared resour\u00adces. The AAEL<\/span> frame\u00adwork thus offers actors in edu\u00adca\u00adti\u00adon an oppor\u00adtu\u00adni\u00adty to open up a com\u00adpre\u00adhen\u00adsi\u00adve lear\u00adning space of par\u00adti\u00adci\u00adpa\u00adti\u00adon and self-orga\u00adni\u00adsa\u00adti\u00adon for indi\u00advi\u00addu\u00adals and orga\u00adni\u00adsa\u00adti\u00adons ali\u00adke. It con\u00adtri\u00adbu\u00adtes to the agi\u00adle joint design of edu\u00adca\u00adti\u00adon in order to be able to act respon\u00adsi\u00adbly, pur\u00adpo\u00adseful\u00adly and con\u00adti\u00adnuous\u00adly in the in-bet\u00adween, both indi\u00advi\u00addu\u00adal\u00adly and tog\u00ade\u00adther, along shared values and prin\u00adci\u00adples, in order to be able to act proac\u00adtively and con\u00adfi\u00addent\u00adly in the in-bet\u00adween, both indi\u00advi\u00addu\u00adal\u00adly and tog\u00ade\u00adther, along a shared visi\u00adon and a meaningful goal, in order to be able to act respon\u00adsi\u00adbly, pur\u00adpo\u00adseful\u00adly and con\u00adti\u00adnuous\u00adly in the in-bet\u00adween, under uncer\u00adtain con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons in the post-digi\u00adtal age.

    The con\u00adcep\u00adtu\u00adal AAEL<\/span> frame\u00adwork is both part of and a refe\u00adrence point for its trans\u00adfer for appli\u00adca\u00adti\u00adon and inte\u00adgra\u00adti\u00adon into (hig\u00adher) edu\u00adca\u00adti\u00adon prac\u00adti\u00adce, which is con\u00adstant\u00adly being pro\u00addu\u00adced, co-deve\u00adlo\u00adped and fur\u00adther deve\u00adlo\u00adped by all actors in their respec\u00adti\u00adve fields of action at the micro, meso and macro levels, in order to impro\u00adve (hig\u00adher) edu\u00adca\u00adti\u00adon tog\u00ade\u00adther ( see the fol\u00adlo\u00adwing inde\u00adpen\u00addent chap\u00adter on the trans\u00adfer of the AAEL<\/span> frame\u00adwork to edu\u00adca\u00adtio\u00adnal prac\u00adti\u00adce using the exam\u00adp\u00adle of hig\u00adher edu\u00adca\u00adti\u00adon (in preparation) )). <\/p>\n\n

    <\/p>\n\n

    Letz\u00adte Aktua\u00adli\u00adsie\u00adrung am 14.03.2025 (Chan\u00adge\u00adlog<\/a>)<\/em><\/p>\n\n

    Vorherige Seite: Introduction<\/a><\/div><\/strong><\/strong> 
    N\u00e4chste Seite: AAEL-Practise transfer<\/a><\/div><\/strong> <\/pre>\n\n
    <\/p>\n
    1. Digi\u00adta\u00adli\u00adt\u00e4t wird hier im Ver\u00adh\u00e4lt\u00adnis zur Digi\u00adta\u00adli\u00adsie\u00adrung im Sin\u00adne Felix Stal\u00adders ver\u00adstan\u00adden; vgl. dazu u.a. fol\u00adgen\u00adden Bei\u00adtrag<\/a>, sowie aus\u00adf\u00fchr\u00adli\u00adcher zur Post-Digi\u00adta\u00adli\u00adt\u00e4t im Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adtel Digi\u00adta\u00adli\u00ad\u00e4t (hier die aktu\u00adell g\u00fcl\u00adti\u00adve Ver\u00adsi\u00adon 1.0<\/a>) im AAEL-Buch [\u21a9<\/a>]<\/span><\/li>
    2. sie\u00adhe aus\u00adf\u00fchr\u00adli\u00adcher zu Digi\u00adta\u00adli\u00adt\u00e4t, Digi\u00adta\u00adli\u00adsie\u00adrung und Post-Digi\u00adta\u00adli\u00adt\u00e4t im ent\u00adspre\u00adchen\u00adden Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adtel hier im AAEL-Buch 1.0<\/a> [\u21a9<\/a>]<\/span><\/li>
    3. sie\u00adhe aus\u00adf\u00fchr\u00adli\u00adcher zur Per\u00adso\u00adnen\u00adori\u00aden\u00adtie\u00adrung und Par\u00adti\u00adzi\u00adpa\u00adti\u00adon im Rah\u00admen von AAEL<\/span> im ent\u00adspre\u00adchen\u00adden Ver\u00adtie\u00adfungs\u00adka\u00adpi\u00adtel hier im AAEL-Buch 1.0<\/a>; ein geson\u00adder\u00adtes Kapi\u00adtel zum Fokus Orga\u00adni\u00adsa\u00adti\u00adon ist in Vor\u00adbe\u00adrei\u00adtung [\u21a9<\/a>]<\/span><\/li>
    4. In line with the crea\u00adti\u00adon approach of the Scrum Gui\u00adde<\/a>, the AAEL<\/span> frame\u00adwork not only fol\u00adlows a ver\u00adsi\u00adon-based evo\u00adlu\u00adti\u00adon but also adopts the idea of a \u2018set of rules\u2019 (\u2018Rules of the Game\u2019) to estab\u00adlish boun\u00adda\u00adries for arbi\u00adtra\u00adry modi\u00adfi\u00adca\u00adti\u00adons. [\u21a9<\/a>]<\/span><\/li>
    5. cen\u00adtral prin\u00adci\u00adples for the AAEL<\/span> frame\u00adwork are descri\u00adbed based on the crea\u00adti\u00adon of the Agi\u00adle Mani\u00adfesto.<\/a> [\u21a9<\/a>]<\/span><\/li><\/ol>","protected":false},"excerpt":{"rendered":"
      AAEL<\/span> \u2013 Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship. A frame\u00adwork for the joint design of (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age Loca\u00adli\u00adsa\u00adti\u00adon and clas\u00adsi\u00adfi\u00adca\u00adti\u00adon AAEL<\/span> ist eine spe\u00adzi\u00adfi\u00adsche Auf\u00adfas\u00adsung und Pra\u00adxis von Lea\u00adder\u00adship im Bil\u00addungs\u00adbe\u00adreich im Bezugs\u00adrah\u00admen von Agi\u00adli\u00adt\u00e4t und Ambi\u00addex\u00adtrie, um unter dyna\u00admi\u00adschen und mit\u00adun\u00adter kri\u00adsen\u00adhaf\u00adten Rah\u00admen\u00adbe\u00addin\u00adgun\u00adgen agil und sou\u00adve\u00adr\u00e4n hand\u00adlungs\u00adf\u00e4\u00adhig zu blei\u00adben. Das Rah\u00admen\u00adwerk AAEL<\/span> [\u2026]<\/p>\n","protected":false},"author":4,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_uag_custom_page_level_css":"","wp_typography_post_enhancements_disabled":false,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-2232","page","type-page","status-publish","hentry"],"uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false},"uagb_author_info":{"display_name":"SteLe","author_link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/author\/stele\/"},"uagb_comment_info":0,"uagb_excerpt":"AAEL \u2013 Ambidextrous Agile Educational Leadership. A framework for the joint design of (higher) education in the post-digital age Localisation and classification AAEL ist eine spe\u00adzi\u00adfi\u00adsche Auf\u00adfas\u00adsung und Pra\u00adxis von Lea\u00adder\u00adship im Bil\u00addungs\u00adbe\u00adreich im Bezugs\u00adrah\u00admen von Agi\u00adli\u00adt\u00e4t und Ambi\u00addex\u00adtrie, um unter dyna\u00admi\u00adschen und mit\u00adun\u00adter kri\u00adsen\u00adhaf\u00adten Rah\u00admen\u00adbe\u00addin\u00adgun\u00adgen agil und sou\u00adve\u00adr\u00e4n hand\u00adlungs\u00adf\u00e4\u00adhig zu bleiben. Das Rah\u00admen\u00adwerk AAEL…","_links":{"self":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2232","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/comments?post=2232"}],"version-history":[{"count":8,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2232\/revisions"}],"predecessor-version":[{"id":2871,"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/pages\/2232\/revisions\/2871"}],"wp:attachment":[{"href":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/wp-json\/wp\/v2\/media?parent=2232"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}