{"id":2787,"date":"2025-03-14T16:14:09","date_gmt":"2025-03-14T15:14:09","guid":{"rendered":"https:\/\/agile-educational-leadership.de\/aael-transfer\/"},"modified":"2026-04-09T14:22:30","modified_gmt":"2026-04-09T12:22:30","slug":"aael-transfer","status":"publish","type":"page","link":"https:\/\/ambidextrous-agile-educational-leadership.de\/en\/aael-transfer\/","title":{"rendered":"AAEL-Practise transfer"},"content":{"rendered":"\n

<\/p>\n\n

AAEL<\/span> practice transfer for the AAEL<\/span> journey<\/strong><\/h1>\n\n

Transfer of the AAEL<\/span> framework to the practice of (higher) education in the post-digital age<\/h2>\n\n

In die\u00adsem Kapi\u00adtel liegt der Schwer\u00adpunkt auf dem Trans\u00adfer, der das AAEL-Rah\u00admen\u00adwerk (Ambi\u00addex\u00adtrous Agi\u00adle Edu\u00adca\u00adtio\u00adnal Lea\u00adder\u00adship<\/em>) f\u00fcr die Pra\u00adxis von Hoch\u00adschul\u00adbil\u00addung anwend\u00adbar machen m\u00f6ch\u00adte. Der ver\u00adk\u00fcrz\u00adte Begriff \u201eAAEL-Pra\u00adxis-Trans\u00adfer\u201c erschlie\u00dft dabei das gesam\u00adte Feld der Pra\u00adxis und Prak\u00adti\u00adken, das sich aus der Anwen\u00addung und Inte\u00adgra\u00adti\u00adon die\u00adses kon\u00adzep\u00adtio\u00adnel\u00adlen Ansat\u00adzes ins Feld der (Hochschul-)Bildung in der Post-Digi\u00adta\u00adli\u00adt\u00e4t ergibt.

Mit AAEL-Pra\u00adxis-Trans\u00adfer \u2013 zus\u00e4tz\u00adlich zum geson\u00adder\u00adten AAEL-Play\u00adBook<\/a> \u2013 ist hier eine Dar\u00adstel\u00adlungs\u00adwei\u00adse gemeint und beab\u00adsich\u00adtigt, die die kon\u00adzep\u00adtio\u00adnel\u00adlen Aspek\u00adte des Rah\u00admen\u00adwerks AAEL<\/span> in ver\u00adwend- und hand\u00adhab\u00adba\u00adre Ele\u00admen\u00adte f\u00fcr einen bes\u00adse\u00adren Zugang und mehr Ver\u00adst\u00e4nd\u00adlich\u00adkeit \u00fcber\u00adf\u00fchrt. Dazu geh\u00f6\u00adren Visua\u00adli\u00adsie\u00adrun\u00adgen sowie Erl\u00e4u\u00adte\u00adrun\u00adgen von AAEL-<\/span>Wer\u00adten <\/em>und AAEL-<\/span>Prin\u00adzi\u00adpi\u00aden <\/em>mit pra\u00adxis\u00adna\u00adhen Erkl\u00e4\u00adrun\u00adgen.

Das AAEL-Pra\u00adxis-Trans\u00adfer-Kapi\u00adtel ist in drei Tei\u00adle untergliedert:<\/strong><\/p>\n\n

    \n
  1. Part I<\/a><\/strong> high\u00adlights the prac\u00adti\u00adce of hig\u00adher edu\u00adca\u00adti\u00adon and descri\u00adbes the value ori\u00aden\u00adta\u00adti\u00adon of AAEL<\/span> in Doing and Being. All ele\u00adments of the AAEL<\/span> frame\u00adwork are also named here as cen\u00adtral points of refe\u00adrence and brought tog\u00ade\u00adther struc\u00adtu\u00adral\u00adly and visual\u00adly in order to make them more tan\u00adgi\u00adble for the prac\u00adti\u00adce of the AAEL<\/span> journey. <\/li>\n\n\n\n
  2. Part II<\/span><\/a> <\/strong>swit\u00adches to the pro\u00adcess level, after the struc\u00adtu\u00adred pre\u00adsen\u00adta\u00adti\u00adon along pos\u00adsi\u00adble con\u00adtent-rela\u00adted dis\u00adcus\u00adsions within the frame\u00adwork of the visua\u00adli\u00adzed AAEL<\/span> buil\u00adding blocks. As a frame\u00adwork for an AAEL<\/span> jour\u00adney, belon\u00adging to the AAEL-<\/span>values<\/em> the AAEL<\/span> prin\u00adci\u00adples<\/em>, which are essen\u00adti\u00adal for AAEL-<\/span>Being <\/em>and -Doing <\/em>in the indi\u00advi\u00addu\u00adal and joint imple\u00admen\u00adta\u00adti\u00adon of AAEL<\/span>, are intro\u00addu\u00adced and explai\u00adned in more detail after the AAEL<\/span> values. <\/li>\n\n\n\n
  3. Part III<\/span><\/a><\/strong> descri\u00adbes a fic\u00adti\u00adtious exam\u00adp\u00adle sce\u00adna\u00adrio, the Lear\u00adning Uni\u00adver\u00adsi\u00adty (her\u00adein\u00adaf\u00adter refer\u00adred to as LU<\/span> for short). It ser\u00adves as a sub\u00adse\u00adquent prac\u00adti\u00adcal illus\u00adtra\u00adti\u00adon of pos\u00adsi\u00adble acti\u00advi\u00adties in the deve\u00adlo\u00adp\u00adment pro\u00adcess with AAEL<\/span>\u2009\u2014\u2009and as a gui\u00adde through the indi\u00advi\u00addu\u00adal buil\u00adding blocks of an inde\u00adpen\u00addent AAEL<\/span> Play\u00adBook, which takes up and inte\u00adgra\u00adtes the points descri\u00adbed in the transfer. 
    <\/li>\n<\/ol>\n\n

    PartI <\/strong>
    orientation \u2013 and also a piece of democracy on a small scale<\/strong><\/h3>\n\n

    As cen\u00adtral points of refe\u00adrence, this first part pres\u00adents, on the one hand, the under\u00adstan\u00adding of a prac\u00adti\u00adce of (hig\u00adher) edu\u00adca\u00adti\u00adon with its estab\u00adlished and new\u00adly emer\u00adging prac\u00adti\u00adces and, on the other hand, the refe\u00adrence to AAEL-<\/span>Being <\/em>and AAEL-<\/span>Doing<\/em>. AAEL<\/span> values <\/em>and AAEL<\/span> prin\u00adci\u00adples <\/em>are then descri\u00adbed and cate\u00adgo\u00adri\u00adzed in detail. In addi\u00adti\u00adon, a gene\u00adral over\u00adview of the AAEL<\/span> frame\u00adwork is pre\u00adsen\u00adted in the form of a visua\u00adliza\u00adti\u00adon. All of this forms the basis for the ide\u00adas pre\u00adsen\u00adted later on as to how the AAEL<\/span> frame\u00adwork can be trans\u00adla\u00adted into prac\u00adti\u00adce in hig\u00adher edu\u00adca\u00adti\u00adon (or other are\u00adas of education). <\/p>\n\n

    1 The practice of (higher) education<\/strong><\/h4>\n\n

    In this chap\u00adter, hig\u00adher edu\u00adca\u00adti\u00adon is taken as an exem\u00adpla\u00adry field in order to illus\u00adtra\u00adte the trans\u00adfer of the AAEL<\/span> frame\u00adwork. In prin\u00adci\u00adple, howe\u00adver, AAEL<\/span> can just as easi\u00adly be appli\u00aded in ear\u00adly child\u00adhood, school or voca\u00adtio\u00adnal edu\u00adca\u00adti\u00adon set\u00adtings as well as in adult and con\u00adti\u00adnuing edu\u00adca\u00adti\u00adon.

    The aim of AAEL<\/span> and the imple\u00admen\u00adta\u00adti\u00adon of spe\u00adci\u00adfic AAEL<\/span> prac\u00adti\u00adces is to take a sys\u00adte\u00admic view of hig\u00adher edu\u00adca\u00adti\u00adon prac\u00adti\u00adce \u2013 a com\u00adplex struc\u00adtu\u00adre of rou\u00adti\u00adnes, inter\u00adac\u00adtions and insti\u00adtu\u00adtio\u00adnal struc\u00adtures \u2013 and to con\u00adscious\u00adly act in this con\u00adtext with the who\u00adle in mind. This makes it clear that AAEL<\/span> is seen as a com\u00adpre\u00adhen\u00adsi\u00adve under\u00adstan\u00adding of prac\u00adti\u00adce, in which the theo\u00adre\u00adti\u00adcal frame\u00adwork with its con\u00adcepts and the modes of action that can be deri\u00adved from it (AAEL<\/span> prac\u00adti\u00adces) as well as the con\u00adcre\u00adte prac\u00adti\u00adce its\u00adelf inter\u00adpe\u00adne\u00adtra\u00adte and adjust each other.

    AAEL<\/span> can help to estab\u00adlish or streng\u00adthen chan\u00adged and new\u00adly emer\u00adging pat\u00adterns, atti\u00adtu\u00addes, pro\u00adces\u00adses and struc\u00adtures in the prac\u00adti\u00adce of hig\u00adher edu\u00adca\u00adti\u00adon and thus have a las\u00adting impact. It is not about estab\u00adli\u00adshing iso\u00adla\u00adted methods or tools. Rather, AAEL<\/span> offers gui\u00addance on how (excel\u00adlent) tea\u00adching, rese\u00adarch, trans\u00adfer and social respon\u00adsi\u00adbi\u00adli\u00adty (third mis\u00adsi\u00adon) as well as other requi\u00adre\u00adments for hig\u00adher edu\u00adca\u00adti\u00adon in the exis\u00adting orga\u00adniza\u00adtio\u00adnal struc\u00adtures can be ret\u00adhought tog\u00ade\u00adther (trans\u00adfor\u00adma\u00adti\u00adon) and fur\u00adther deve\u00adlo\u00adped in incre\u00admen\u00adtal steps (tran\u00adsi\u00adti\u00adon) from the per\u00adspec\u00adti\u00adve of lea\u00adder\u00adship in the post-digi\u00adtal era. The focus the\u00adr\u00ade\u00adfo\u00adre remains on making hig\u00adher edu\u00adca\u00adti\u00adon more future-pro\u00adof tog\u00ade\u00adther \u2013 with AAEL<\/span> and not for its own sake.

    Chal\u00adlenges such as the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon can be reflec\u00adted upon, adapt\u00aded or rede\u00adsi\u00adgned along exis\u00adting rou\u00adti\u00adnes and com\u00admu\u00adni\u00adca\u00adti\u00adon pat\u00adterns with regard to post-digi\u00adta\u00adli\u00adty and thus made sus\u00adtainable. Aspects such as trans\u00adpa\u00adren\u00adcy, acces\u00adsi\u00adbi\u00adli\u00adty, respon\u00adsi\u00adbi\u00adli\u00adty and par\u00adti\u00adci\u00adpa\u00adti\u00adon with a view to future gene\u00adra\u00adti\u00adons can also be used to estab\u00adlish good links to simi\u00adlar\u00adly ori\u00aden\u00adted edu\u00adca\u00adtio\u00adnal prac\u00adti\u00adces \u2013 such as tho\u00adse for sus\u00adtainable deve\u00adlo\u00adp\u00adment (SDG<\/span>) or Open Edu\u00adca\u00adtio\u00adnal Prac\u00adti\u00adces (OEP<\/span>).

    An AAEL<\/span> prac\u00adti\u00adce with its spe\u00adci\u00adfic prac\u00adti\u00adces deve\u00adlo\u00adps emer\u00adgen\u00adtly in the inter\u00adplay bet\u00adween AAEL<\/span> Doing <\/em>and AAEL<\/span> Being<\/em>. This inter\u00adplay can hard\u00adly be rigid\u00adly defi\u00adned, as Doing<\/em> is for\u00admed in action through indi\u00advi\u00addu\u00adal and shared prac\u00adti\u00adces and metho\u00addo\u00adlo\u00adgies, while Being<\/em> (fur\u00adther) deve\u00adlo\u00adps in per\u00adso\u00adnal reflec\u00adtion and expe\u00adri\u00adence-based growth pro\u00adces\u00adses. The\u00adre is no clear ans\u00adwer as to whe\u00adther AAEL<\/span> Doing <\/em>can only suc\u00adceed if a cer\u00adtain AAEL<\/span> Being <\/em>alre\u00ada\u00addy exists or whe\u00adther, con\u00adver\u00adse\u00adly, Doing<\/em> pro\u00admo\u00adtes Being<\/em>. It is more likely that both deve\u00adlop in par\u00adal\u00adlel and influence each other recipro\u00adcal\u00adly. In both cases, Doing<\/em> and Being<\/em> are based on values <\/em>and prin\u00adci\u00adples <\/em>that give them direc\u00adtion.

    So befo\u00adre we look more clo\u00adse\u00adly at spe\u00adci\u00adfic aspects of AAEL<\/span> prac\u00adti\u00adce, the next step is to return to the values of the AAEL<\/span> frame\u00adwork. They ari\u00adse and chan\u00adge through par\u00adti\u00adci\u00adpa\u00adto\u00adry nego\u00adtia\u00adti\u00adon within a demo\u00adcra\u00adtic design culture. <\/p>\n\n

    2 Values in the AAEL<\/span> framework: Strengthening democracy on a small scale<\/strong><\/h4>\n\n

    AAEL<\/span> is to be unders\u00adtood as a pri\u00adma\u00adri\u00adly value- and prin\u00adci\u00adple-based frame\u00adwork. The basic idea of a frame\u00adwork for action that spe\u00adci\u00adfic values <\/em>and prin\u00adci\u00adples <\/em>was adapt\u00aded from the con\u00adtext of agi\u00adli\u00adty<\/em>1<\/a><\/sup> for the field of (hig\u00adher) edu\u00adca\u00adti\u00adon with the AAEL<\/span> frame\u00adwork. Actors in the field can make inde\u00adpen\u00addent decis\u00adi\u00adons and act in a value-ori\u00aden\u00adted man\u00adner along this frame\u00adwork, both indi\u00advi\u00addu\u00adal\u00adly and coll\u00adec\u00adtively, in order to be able to deal appro\u00adpria\u00adte\u00adly with com\u00adplex situa\u00adtions such as tho\u00adse that occur every day in (hig\u00adher) edu\u00adca\u00adti\u00adon.

    <\/strong>The AAEL<\/span> is about taking respon\u00adsi\u00adbi\u00adli\u00adty for bet\u00adter edu\u00adca\u00adti\u00adon as the basis and goal of demo\u00adcra\u00adtic coexis\u00adtence and par\u00adti\u00adci\u00adpa\u00adto\u00adry coope\u00adra\u00adti\u00adon. Here, edu\u00adca\u00adti\u00adon is shaped step by step by assum\u00ading lea\u00adder\u00adship in one\u2019s own area of acti\u00advi\u00adty. Struc\u00adtu\u00adral and per\u00adso\u00adnal aspects are addres\u00adsed in equal mea\u00adsu\u00adre and cul\u00adtu\u00adral deve\u00adlo\u00adp\u00adments and con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adons are included in order to enable and streng\u00adthen par\u00adti\u00adci\u00adpa\u00adto\u00adry, resi\u00adli\u00adent and inno\u00adva\u00adti\u00adve (hig\u00adher) edu\u00adca\u00adti\u00adon in a sus\u00adtainable and value-ori\u00aden\u00adted man\u00adner for all in the inte\u00adrests of diver\u00adse stake\u00adhol\u00adders. The AAEL<\/span> frame\u00adwork thus stands for a fun\u00adda\u00admen\u00adtal demo\u00adcra\u00adtic con\u00advic\u00adtion.

    Naming values <\/em>within the AAEL<\/span> frame\u00adwork is dou\u00adble-edged. After all, they only make sen\u00adse as a basis for the action pro\u00adcess and streng\u00adthen mutu\u00adal trust if they are accept\u00aded and shared by all stake\u00adhol\u00adders. At the same time, they can\u00adnot sim\u00adply be impo\u00adsed on ever\u00adyo\u00adne. The AAEL<\/span> frame\u00adwork is the\u00adr\u00ade\u00adfo\u00adre also about pro\u00admo\u00adting the mutu\u00adal faci\u00adli\u00adta\u00adti\u00adon of actu\u00adal par\u00adti\u00adci\u00adpa\u00adti\u00adon, wil\u00adling\u00adness to self\u00ador\u00adga\u00adni\u00adze and assu\u00adme respon\u00adsi\u00adbi\u00adli\u00adty in a trus\u00adting frame\u00adwork and ques\u00adtio\u00adning tra\u00addi\u00adtio\u00adnal struc\u00adtures in a power-cri\u00adti\u00adcal man\u00adner.

    The task the\u00adr\u00ade\u00adfo\u00adre remains to under\u00adstand values from the out\u00adset as the result of under\u00adstan\u00adding and app\u00adre\u00adcia\u00adti\u00adve nego\u00adtia\u00adti\u00adon. With a view to agi\u00adli\u00adty, it can be con\u00adcluded that a con\u00adsen\u00adsus as a demo\u00adcra\u00adtic form of co-deter\u00admi\u00adna\u00adti\u00adon based on shared values can alre\u00ada\u00addy enable sus\u00adtainable and meaningful col\u00adla\u00adbo\u00adra\u00adti\u00adon. In their respec\u00adti\u00adve form, AAEL<\/span> values are the\u00adr\u00ade\u00adfo\u00adre always the sub\u00adject of (power-cri\u00adti\u00adcal) nego\u00adtia\u00adti\u00adons in the respec\u00adti\u00adve (edu\u00adca\u00adtio\u00adnal) are\u00adas.

    <\/strong>The AAEL<\/span> values<\/em> them\u00adsel\u00adves now fol\u00adlow in the next sec\u00adtion: They tie in with this basic under\u00adstan\u00adding of demo\u00adcra\u00adtic nego\u00adtia\u00adti\u00adon and are also the anchor on which the AAEL<\/span> prin\u00adci\u00adples <\/em>are based.

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

    Trust<\/strong><\/span><\/h6>\n\n
    \n

    \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 in for\u00admal, struc\u00adtu\u00adral, legal and social frame\u00adwork con\u00addi\u00adti\u00adons is a pre\u00adre\u00adqui\u00adsi\u00adte and con\u00adse\u00adquence of all other values. After all, trust can\u00adnot be impo\u00adsed; it is acqui\u00adred through respon\u00adsi\u00adble coope\u00adra\u00adti\u00adon with one ano\u00adther, streng\u00adthe\u00adned and can also be lost again. <\/em><\/p>\n<\/div>\n\n

    Responsibility<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse the abili\u00adty and wil\u00adling\u00adness to take on and hand over respon\u00adsi\u00adbi\u00adli\u00adty is fun\u00adda\u00admen\u00adtal for par\u00adti\u00adci\u00adpa\u00adto\u00adry (lear\u00adning) pro\u00adces\u00adses at all levels, col\u00adla\u00adbo\u00adra\u00adti\u00adve working con\u00adtexts and for func\u00adtio\u00adning self-orga\u00adniza\u00adti\u00adon in groups, teams and orga\u00adniza\u00adti\u00adons. Respon\u00adsi\u00adbi\u00adli\u00adty also means a long-term com\u00admit\u00adment to sus\u00adtainable edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses and the wil\u00adling\u00adness to cri\u00adti\u00adcal\u00adly reflect on the effects of one\u2019s own actions in edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age. <\/em><\/p>\n<\/div>\n\n

    Equal\u00adly rele\u00advant values as the basis for an AAEL<\/span> and its prin\u00adci\u00adples as future-ori\u00aden\u00adted lea\u00adder\u00adship in the edu\u00adca\u00adti\u00adon sec\u00adtor within the refe\u00adrence frame\u00adwork of agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty are the following:<\/p>\n\n

    Courage<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse AAEL<\/span> invi\u00adtes you to be cou\u00adra\u00adge\u00adous and to take risks in your actions with a view to an uncer\u00adtain future and to approach chan\u00adge proac\u00adtively 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 over\u00adco\u00adme uncer\u00adtain\u00adties in com\u00adplex situations. <\/em><\/p>\n<\/div>\n\n

    Openess<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse AAEL<\/span> thri\u00adves on per\u00adso\u00adnal open\u00adness and open struc\u00adtures and the wil\u00adling\u00adness for trans\u00adpa\u00adren\u00adcy and a free exch\u00adan\u00adge of mate\u00adri\u00adals, infor\u00adma\u00adti\u00adon and ide\u00adas in the broa\u00adder sen\u00adse of Open Edu\u00adca\u00adtio\u00adnal Prac\u00adti\u00adce (OEP<\/span>). Open\u00adness also means con\u00adti\u00adnuous\u00adly inte\u00adgra\u00adting new fin\u00addings and tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adments and con\u00adstant\u00adly deve\u00adlo\u00adping per\u00adso\u00adnal\u00adly well as (hig\u00adher) edu\u00adca\u00adti\u00adon and thus reac\u00adting fle\u00adxi\u00adbly to new chal\u00adlenges and opportunities. <\/em><\/p>\n<\/div>\n\n

    Respect<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse an AAEL<\/span> is about having respect for peo\u00adp\u00adle and reco\u00adgni\u00adzing and valuing the con\u00adtri\u00adbu\u00adti\u00adons and per\u00adspec\u00adti\u00adves of ever\u00adyo\u00adne invol\u00adved in the col\u00adla\u00adbo\u00adra\u00adti\u00adon \u2013 and giving feed\u00adback with respect for the per\u00adson. In this respect, respect means inter\u00adac\u00adting with all stake\u00adhol\u00adders and per\u00adspec\u00adti\u00adves on an equal foo\u00adting and ensu\u00adring that all voices are heard and valued. <\/em><\/p>\n<\/div>\n\n

    Diversity<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse AAEL<\/span> con\u00adscious\u00adly seeks oppor\u00adtu\u00adni\u00adties bey\u00adond dua\u00adli\u00adties in-bet\u00adween and out\u00adside, and the frame\u00adwork inte\u00adgra\u00adtes diclu\u00adsi\u00adve and inclu\u00adsi\u00adve per\u00adspec\u00adti\u00adves and back\u00adgrounds with a view to diver\u00adsi\u00adty in edu\u00adca\u00adti\u00adon in the post\u00addi\u00adgi\u00adtal age in order to crea\u00adte a sui\u00adta\u00adble, sus\u00adtainable edu\u00adca\u00adti\u00adon for all. Diver\u00adsi\u00adty is the\u00adr\u00ade\u00adfo\u00adre a con\u00adti\u00adnuous framing pro\u00adcess that must be actively nur\u00adtu\u00adred and pro\u00admo\u00adted in order to crea\u00adte an inclu\u00adsi\u00adve environment. <\/em><\/p>\n<\/div>\n\n

    Feedback<\/strong><\/span><\/h6>\n\n
    \n

    \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\u00adniza\u00adti\u00adon. Feed\u00adback is important in both for\u00adma\u00adti\u00adve and sum\u00adma\u00adti\u00adve sen\u00adse in order to pro\u00admo\u00adte con\u00adti\u00adnuous lear\u00adning and the achie\u00adve\u00adment of goals. <\/em><\/p>\n<\/div>\n\n

    Engagement<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse the AAEL<\/span> frame\u00adwork is pri\u00adma\u00adri\u00adly based 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 ite\u00adra\u00adtively achie\u00adve shared goals. A relia\u00adble com\u00admit\u00adment is nee\u00added for goals such as pro\u00adcess design. <\/em><\/p>\n<\/div>\n\n

    Focus<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse in the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon, focus and con\u00adcen\u00adtra\u00adti\u00adon on the next task is important. In this respect, focus means set\u00adting clear goals and inte\u00adrim goals and pur\u00adsuing them con\u00adsis\u00adt\u00adent\u00adly, and being able to remain moti\u00adva\u00adted as well as effi\u00adci\u00adent and effec\u00adti\u00adve when taking the next steps. <\/em><\/p>\n<\/div>\n\n

    Communication<\/strong><\/span><\/h6>\n\n
    \n

    \u2026becau\u00adse com\u00admu\u00adni\u00adca\u00adti\u00adon, espe\u00adci\u00adal\u00adly in the post-digi\u00adtal age, in all its forms of ver\u00adbal, non-ver\u00adbal and digi\u00adtal com\u00admu\u00adni\u00adca\u00adti\u00adon, is essen\u00adti\u00adal for coor\u00addi\u00adna\u00adti\u00adon and con\u00adstant exch\u00adan\u00adge bet\u00adween peo\u00adp\u00adle, within teams and orga\u00adniza\u00adti\u00adons in order con\u00adti\u00adnuous\u00adly impro\u00adve edu\u00adca\u00adti\u00adon together.<\/em><\/p>\n<\/div>\n\n

    AAEL<\/span> values considered in practice<\/strong><\/h5>\n\n

    Below are some addi\u00adtio\u00adnal con\u00adside\u00adra\u00adti\u00adons on how the AAEL<\/span> values men\u00adtio\u00adned be rea\u00adli\u00adzed in practice:<\/p>\n\n

    Together instead of by decree: The basis for constant negotiation<\/strong><\/span><\/h6>\n\n
    \n

    A key point is the insight that values can only be effec\u00adti\u00adve if they are sup\u00adport\u00aded by all stake\u00adhol\u00adders invol\u00adved. The\u00adse values form an initi\u00adal coher\u00adent foun\u00adda\u00adti\u00adon for an AAEL<\/span> logic that com\u00adbi\u00adnes agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty in such a way that it can be used to con\u00adti\u00adnuous\u00adly deve\u00adlop indi\u00advi\u00addu\u00adal and orga\u00adniza\u00adtio\u00adnal lear\u00adning pro\u00adces\u00adses. They will con\u00adti\u00adnue to deve\u00adlop or dif\u00adfe\u00adren\u00adtia\u00adte over time and, rea\u00adli\u00adsti\u00adcal\u00adly spea\u00adking, can pro\u00adba\u00adb\u00adly always be ful\u00adly recon\u00adci\u00adled. But for the com\u00admon start, they form a tar\u00adget space and an anchor for reflec\u00adting on com\u00admu\u00adni\u00adca\u00adti\u00adon for shared goals and a mis\u00adsi\u00adon. Values also crea\u00adte a direct link to the idea of an agi\u00adle mind\u00adset: \u201cbeing\u201d in the AAEL<\/span> con\u00adtext means reflec\u00adting and nego\u00adtia\u00adting values and prin\u00adci\u00adples with each other in such a way that they pro\u00advi\u00adde a sus\u00adtainable ori\u00aden\u00adta\u00adti\u00adon frame\u00adwork for action on com\u00adplex problems. <\/p>\n<\/div>\n\n

    Interaction of person and organization<\/strong><\/span><\/h6>\n\n
    \n

    Par\u00adti\u00adcu\u00adlar\u00adly in are\u00adas of edu\u00adca\u00adti\u00adon whe\u00adre tra\u00addi\u00adtio\u00adnal power struc\u00adtures exist (e.g. hier\u00adar\u00adchi\u00adcal dis\u00adtri\u00adbu\u00adti\u00adon of decis\u00adi\u00adon-making powers), the \u201cboth\/and\u201d of sta\u00adbi\u00adli\u00adty and inno\u00adva\u00adti\u00adon can only work if actors at all levels are allo\u00adwed to reflect on and help shape their role. Values such as respon\u00adsi\u00adbi\u00adli\u00adty and trust have an impact here at both a per\u00adso\u00adnal and orga\u00adniza\u00adtio\u00adnal level. When peo\u00adp\u00adle with tra\u00addi\u00adtio\u00adnal lea\u00adder\u00adship roles and func\u00adtions (e.g. lec\u00adtu\u00adr\u00aders, deans, pre\u00adsi\u00addents) con\u00adscious\u00adly and trans\u00adpar\u00adent\u00adly share respon\u00adsi\u00adbi\u00adli\u00adty, trust within the sys\u00adtem grows. <\/p>\n<\/div>\n\n

    Courage and openness as drivers for exploration<\/strong><\/span><\/h6>\n\n
    \n

    Ambi\u00addex\u00adteri\u00adty as an orga\u00adniza\u00adtio\u00adnal and per\u00adso\u00adnal abili\u00adty to switch bet\u00adween impro\u00adving the exis\u00adting and explo\u00adring com\u00adple\u00adte\u00adly new approa\u00adches requi\u00adres a con\u00adti\u00adnuous wil\u00adling\u00adness to inno\u00adva\u00adte. Cou\u00adra\u00adge and open\u00adness are the per\u00adso\u00adnal \u201catti\u00adtu\u00addes\u201d requi\u00adred for this. Whe\u00adre open\u00adness is a shared prin\u00adci\u00adple, the\u00adre is room to bold\u00adly explo\u00adre new paths and to see fail\u00adures as expe\u00adri\u00aden\u00adces that pro\u00admo\u00adte lear\u00adning and to crea\u00adte a shared lear\u00adning culture. <\/p>\n<\/div>\n\n

    Respect and diversity in self-organized teams<\/strong><\/span><\/h6>\n\n
    \n

    Espe\u00adci\u00adal\u00adly when teams of dif\u00adfe\u00adrent forms (core teams to tem\u00adpo\u00adra\u00adry team con\u00adstel\u00adla\u00adti\u00adons or ad-hoc teams) work lar\u00adge\u00adly self\u00ador\u00adga\u00adni\u00adzed in AAEL<\/span> con\u00adtexts, respect and diver\u00adsi\u00adty are essen\u00adti\u00adal fac\u00adtors for psy\u00adcho\u00adlo\u00adgi\u00adcal safe\u00adty. A deve\u00adlo\u00adp\u00adment space is crea\u00adted for all per\u00adso\u00adna\u00adli\u00adties invol\u00adved with their respec\u00adti\u00adve com\u00adpe\u00adten\u00adci\u00ades, in which dif\u00adfe\u00adrent per\u00adspec\u00adti\u00adves are not only tole\u00adra\u00adted, but also spe\u00adci\u00adfi\u00adcal\u00adly inte\u00adgra\u00adted. This pro\u00admo\u00adtes a spec\u00adtrum of ide\u00adas and opti\u00adons for action and offers oppor\u00adtu\u00adni\u00adties for the adop\u00adti\u00adon and diver\u00adsi\u00adty of per\u00adspec\u00adti\u00adves, which is indis\u00adpensable for edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age, espe\u00adci\u00adal\u00adly in sce\u00adna\u00adri\u00ados that are still uncertain. <\/p>\n<\/div>\n\n

    Feedback and commitment as a driver for continuous learning<\/strong><\/span><\/h6>\n\n
    \n

    What is often fasci\u00adna\u00adting about agi\u00adle working methods is how dyna\u00admi\u00adcal\u00adly and natu\u00adral\u00adly feed\u00adback can be incor\u00adpo\u00adra\u00adted wit\u00adhout tho\u00adse invol\u00adved having to be afraid of making mista\u00adkes. This only works if ever\u00adyo\u00adne \u2013 from indi\u00advi\u00addu\u00adals and teams to the enti\u00adre orga\u00adniza\u00adti\u00adon \u2013 pre\u00adpared to see con\u00ads\u00adtruc\u00adti\u00adve feed\u00adback as an oppor\u00adtu\u00adni\u00adty. This lear\u00adning cul\u00adtu\u00adre requi\u00adres com\u00admit\u00adment and a sen\u00adse of respon\u00adsi\u00adbi\u00adli\u00adty in order to be wil\u00adling and able to give each other feedback. <\/p>\n<\/div>\n\n

    Focus and communication in highly complex change processes<\/strong><\/span><\/h6>\n\n
    \n

    Edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age is high\u00adly com\u00adplex: the\u00adre are count\u00adless par\u00adal\u00adlel fac\u00adtors and known and some\u00adti\u00admes uncer\u00adtain requi\u00adre\u00adments to con\u00adsider. This is why focus in the AAEL<\/span> sen\u00adse not only plays a role at a metho\u00addo\u00adlo\u00adgi\u00adcal level (e.g. on prio\u00adri\u00adties in sprints or on the next agreed step), but espe\u00adci\u00adal\u00adly at an atti\u00adtu\u00addi\u00adnal and orga\u00adniza\u00adtio\u00adnal level. Clear and open com\u00admu\u00adni\u00adca\u00adti\u00adon is also essen\u00adti\u00adal in order to keep goals, roles and inter\u00adme\u00addia\u00adte sta\u00adtu\u00ads\u00ades transparent. <\/p>\n<\/div>\n\n

    Values as a living framework for AAEL<\/span><\/strong><\/h5>\n\n

    If we under\u00adstand AAEL<\/span> as a frame\u00adwork for action and design for sus\u00adtainable (hig\u00adher) edu\u00adca\u00adti\u00adon, it also beco\u00admes clear that the values <\/em>lis\u00adted here not only help to struc\u00adtu\u00adre the space for action, but also invi\u00adte us to enable a lively lear\u00adning and cul\u00adtu\u00adral prac\u00adti\u00adce tog\u00ade\u00adther. On the one hand, values can ser\u00adve as a com\u00adpass and also deve\u00adlop fur\u00adther in inter\u00adac\u00adtion\u2009\u2014\u2009or only emer\u00adge emer\u00adgen\u00adtly in direct, reflec\u00adti\u00adve inter\u00adac\u00adtion.

    In the long term, they should help to ensu\u00adre that agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty do not remain mere\u00adly \u201cmodern buz\u00adzwords\u201d or \u201cnew methods\u201d for the sake of appearan\u00adces, but ins\u00adtead beco\u00adme a frame\u00adwork of values with real depth that fits in with their own prac\u00adti\u00adce. In this way, a value-ori\u00aden\u00adted AAEL<\/span> prac\u00adti\u00adce deve\u00adlo\u00adps step by step over time and demo\u00adcra\u00adtic prin\u00adci\u00adples can be expe\u00adri\u00aden\u00adced in ever\u00ady\u00adday inter\u00adac\u00adtion. Ulti\u00adm\u00adate\u00adly, value ori\u00aden\u00adta\u00adti\u00adon is always most evi\u00addent whe\u00adre it is lin\u00adked to action and can also deve\u00adlop emer\u00adgen\u00adtly\u2009\u2014\u2009in the spi\u00adrit of a lear\u00adning and edu\u00adca\u00adtio\u00adnal cul\u00adtu\u00adre cha\u00adrac\u00adte\u00adri\u00adzed by ambi\u00addex\u00adtrous and agi\u00adle behaviour. <\/p>\n\n

    3 AAEL<\/span> elements visualized in interaction<\/strong><\/h4>\n\n

    In the fol\u00adlo\u00adwing, the key ele\u00adments of the AAEL<\/span> frame\u00adwork are explai\u00adned and illus\u00adtra\u00adted in a prac\u00adti\u00adcal way to show how AAEL<\/span> can func\u00adtion as a sti\u00admu\u00adla\u00adting con\u00adcept and help to shape hig\u00adher edu\u00adca\u00adti\u00adon prac\u00adti\u00adce in a future-ori\u00aden\u00adted way.

    In this vari\u00adant, a deduc\u00adti\u00adve repre\u00adsen\u00adta\u00adti\u00adon from the gene\u00adral to the con\u00adcre\u00adte is fol\u00adlo\u00adwed. That means here: From post-digi\u00adta\u00adli\u00adty as a con\u00adtext \u2013 via the cen\u00adtral epony\u00admous con\u00adcepts \u2013 to an AAEL<\/span> cul\u00adtu\u00adre deve\u00adlo\u00adping emer\u00adgen\u00adtly through AAEL-Doing and AAEL-Being at the cen\u00adter. This view of the model is not fixed and can also be read dif\u00adfer\u00adent\u00adly depen\u00adding on the per\u00adspec\u00adti\u00adve.

    The fol\u00adlo\u00adwing visua\u00adliza\u00adti\u00adon bund\u00adles all twel\u00adve ele\u00adments of the cur\u00adrent ver\u00adsi\u00adon 2.1 of the AAEL<\/span> frame\u00adwork and thus depicts them on the back\u00adground foil of post-digitality:<\/p>\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.<\/em><\/figcaption><\/figure>\n\n
    AAEL<\/span> elements in the image of a construction kit<\/strong><\/h5>\n\n

    The afo\u00adre\u00admen\u00adtio\u00adned ele\u00adments can also be seen as such in their inter\u00adplay: as ele\u00adments for playful test\u00ading, explo\u00adring and expe\u00adri\u00admen\u00adting.

    And so the visua\u00adliza\u00adti\u00adon was deve\u00adlo\u00adped in the style of a con\u00ads\u00adtruc\u00adtion kit with colourful woo\u00adden bricks or buil\u00adding blocks (per\u00adhaps also known as the Tang\u00adram game2<\/a><\/sup>). Strict\u00adly spea\u00adking, this visua\u00adliza\u00adti\u00adon deve\u00adlo\u00adped emer\u00adgen\u00adtly in a lon\u00adger pro\u00adcess of scribb\u00adling.

    And the\u00adr\u00ade\u00adfo\u00adre the image of buil\u00adding blocks has also emer\u00adged here in rela\u00adti\u00adon to the ele\u00adments. A \u2018buil\u00adding block\u2019 is unders\u00adtood here as a framing box con\u00adtai\u00adning colo\u00adred indi\u00advi\u00addu\u00adal buil\u00adding blocks that fill the space within this frame. Buil\u00adding blocks with cor\u00adners and edges and in dif\u00adfe\u00adrent shapes have been cho\u00adsen, which can be joi\u00adn\u00aded tog\u00ade\u00adther to form a who\u00adle and are the\u00adr\u00ade\u00adfo\u00adre com\u00adpa\u00adti\u00adble with each other in every case. One can ima\u00adgi\u00adne three-dimen\u00adsio\u00adnal, mova\u00adble ele\u00adments here.

    Tog\u00ade\u00adther, all the buil\u00adding blocks make up the AAEL<\/span> frame\u00adwork. They exist as indi\u00advi\u00addu\u00adal ele\u00adments that only form a who\u00adle tog\u00ade\u00adther and beco\u00adme effec\u00adti\u00adve when they inter\u00adact with each other.

    The cho\u00adsen colors and shapes direct con\u00adnec\u00adtions or uni\u00adque posi\u00adti\u00adons. They are taken up again for bet\u00adter ori\u00aden\u00adta\u00adti\u00adon, espe\u00adci\u00adal\u00adly in the trans\u00adfer for prac\u00adti\u00adce in the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor with its methods and prac\u00adti\u00adces.

    In the visua\u00adliza\u00adti\u00adon, the respec\u00adti\u00adve buil\u00adding blocks stand for the the\u00adma\u00adtic ele\u00adments that tog\u00ade\u00adther model and fill the AAEL<\/span> frame\u00adwork. View\u00aded from the out\u00adside in, the\u00adse buil\u00adding blocks can be cate\u00adgo\u00adri\u00adzed as follows: <\/p>\n\n

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

    In the visua\u00adliza\u00adti\u00adon, post-digi\u00adta\u00adli\u00adty <\/em>forms the base of the enti\u00adre gra\u00adphic and is con\u00adcei\u00adved as the pri\u00adma\u00adry chall\u00adenge at pre\u00adsent, as well as an essen\u00adti\u00adal refe\u00adrence field for edu\u00adca\u00adti\u00adon. In the colour sche\u00adme, this con\u00adtex\u00adtua\u00adli\u00adzing ele\u00adment appears in a light sha\u00adde of grey\u2009\u2014\u2009a deli\u00adbe\u00adra\u00adte choice, as it lies behind the other buil\u00adding blocks like a foil and can be unders\u00adtood figu\u00adra\u00adtively as the box of the buil\u00adding set. The AAEL<\/span> frame\u00adwork is thus sym\u00adbo\u00adli\u00adcal\u00adly embedded and con\u00adtex\u00adtua\u00adli\u00adzed in digi\u00adta\u00adli\u00adty3<\/a><\/sup>.

    Post-digi\u00adta\u00adli\u00adty<\/em> descri\u00adbes a cur\u00adrent cul\u00adtu\u00adral sta\u00adte in the digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon, which must not only be unders\u00adtood as a tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adment, but also cri\u00adti\u00adcal\u00adly reflec\u00adted upon. It is not mere\u00adly an exter\u00adnal con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon for (hig\u00adher) edu\u00adca\u00adti\u00adon in the con\u00adtext of digi\u00adtal trans\u00adfor\u00adma\u00adti\u00adon, but also a pro\u00adfound social dyna\u00admic that per\u00adme\u00ada\u00adtes edu\u00adca\u00adti\u00adon and its prac\u00adti\u00adce. Sin\u00adce post-digi\u00adta\u00adli\u00adty<\/em> is repea\u00adted\u00adly addres\u00adsed as a cen\u00adtral con\u00adtex\u00adtu\u00adal con\u00addi\u00adti\u00adon and social chall\u00adenge for (hig\u00adher) edu\u00adca\u00adti\u00adon, it forms the basis of the AAEL<\/span> frame\u00adwork \u2013 a con\u00addi\u00adti\u00adon that is not only effec\u00adti\u00adve as a back\u00adground, but is alre\u00ada\u00addy inher\u00adent in the situa\u00adtions and prac\u00adti\u00adces of AAEL<\/span>. <\/p>\n\n

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

    The epony\u00admous con\u00adcep\u00adtu\u00adal ele\u00adments of the AAEL<\/span> frame\u00adwork are Ambi\u00addex\u00adtrous<\/em>, Agi\u00adle<\/em>, Edu\u00adca\u00adtio\u00adnal <\/em>and Lea\u00adder\u00adship<\/em>. The Eng\u00adlish terms have been deli\u00adbera\u00adte\u00adly retai\u00adned, as they not only enable inter\u00adna\u00adtio\u00adnal con\u00adnec\u00adti\u00advi\u00adty to exis\u00adting dis\u00adcour\u00adses, but also open up a broa\u00adder per\u00adspec\u00adti\u00adve in terms of con\u00adtent. The\u00adse four cen\u00adtral ele\u00adments are repre\u00adsen\u00adted in the visua\u00adliza\u00adti\u00adon by dif\u00adfer\u00adent\u00adly colo\u00adred rec\u00adtan\u00adgles, which also ser\u00adve as a frame for the inner com\u00adpon\u00adents of the AAEL<\/span> buil\u00adding block.

    The Ambi\u00addex\u00adtrous<\/em>    4<\/a><\/sup> buil\u00adding block stands for the simul\u00adta\u00adneous opti\u00admiza\u00adti\u00adon of the tried and tes\u00adted and the test\u00ading, deve\u00adlo\u00adp\u00adment and of the new. It embo\u00addies an inte\u00adgra\u00adting and balan\u00adcing per\u00adspec\u00adti\u00adve on chan\u00adge by deli\u00adbera\u00adte\u00adly adop\u00adting a both\/and atti\u00adtu\u00adde. In com\u00adplex struc\u00adtures, this means navi\u00adga\u00adting con\u00adfi\u00addent\u00adly bet\u00adween see\u00admingly oppo\u00adsing poles such as sta\u00adbi\u00adli\u00adty and inno\u00adva\u00adti\u00adon as well as buil\u00adding bridges \u2013 and thus deve\u00adlo\u00adping the abili\u00adty to act in the in-bet\u00adween. The color for this ele\u00adment in the visua\u00adliza\u00adti\u00adon is oran\u00adge.

    The next buil\u00adding block, Agi\u00adle<\/em>    5<\/a><\/sup>, empha\u00adsi\u00adzes the importance of a gra\u00addu\u00adal, lear\u00adning wil\u00adling\u00adness to adapt to com\u00adplex, dyna\u00admic con\u00adtexts\u2009\u2014\u2009an essen\u00adti\u00adal skill, par\u00adti\u00adcu\u00adlar\u00adly in (hig\u00adher) edu\u00adca\u00adti\u00adon. In this logic, agi\u00adli\u00adty and ambi\u00addex\u00adteri\u00adty can be appli\u00aded to a wide ran\u00adge of edu\u00adca\u00adtio\u00adnal and orga\u00adniza\u00adtio\u00adnal are\u00adas. The color for this ele\u00adment in the visua\u00adliza\u00adti\u00adon is green.

    In this artic\u00adle, the Edu\u00adca\u00adtio\u00adnal<\/em>    6<\/a><\/sup> buil\u00adding brick focu\u00adses on the (hig\u00adher) edu\u00adca\u00adti\u00adon sec\u00adtor and its spe\u00adci\u00adfic chal\u00adlenges. It is not just about tea\u00adching and lear\u00adning, but about edu\u00adca\u00adti\u00adon in a com\u00adpre\u00adhen\u00adsi\u00adve sen\u00adse \u2013 with struc\u00adtu\u00adral, per\u00adso\u00adnal, cul\u00adtu\u00adral and poli\u00adti\u00adcal dimen\u00adsi\u00adons that are cru\u00adcial for sus\u00adtainable edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses. The color for this ele\u00adment in the visua\u00adliza\u00adti\u00adon is blue.

    The fourth buil\u00adding block, Lea\u00adder\u00adship<\/em>    7<\/a><\/sup>, refers to the faci\u00adli\u00adta\u00adti\u00adon and assump\u00adti\u00adon of (per\u00adso\u00adnal) respon\u00adsi\u00adbi\u00adli\u00adty within struc\u00adtures and insti\u00adtu\u00adtio\u00adnal con\u00addi\u00adti\u00adons in edu\u00adca\u00adti\u00adon. Lea\u00adder\u00adship is con\u00adcei\u00adved as an over\u00adar\u00adching, pro\u00adfes\u00adsio\u00adnal under\u00adstan\u00adding of action that unfolds across dif\u00adfe\u00adrent roles and levels. The color for this ele\u00adment in the visua\u00adliza\u00adti\u00adon is yel\u00adlow.

    The\u00adse four con\u00adcep\u00adtu\u00adal buil\u00adding blocks \u2013 Ambi\u00addex\u00adtrous<\/em>, Agi\u00adle<\/em>, Edu\u00adca\u00adtio\u00adnal <\/em>and Lea\u00adder\u00adship <\/em>\u2013 can be com\u00adbi\u00adned in a trans\u00addi\u00adsci\u00adpli\u00adna\u00adry way. They frame the other ele\u00adments that address the deve\u00adlo\u00adp\u00adment and action space (doing <\/em>and being<\/em> with per\u00adson <\/em>and orga\u00adniza\u00adti\u00adon<\/em>) of the actors, inclu\u00adding the prin\u00adci\u00adples <\/em>and values <\/em>as well as the emer\u00adgence of a spe\u00adci\u00adfic AAEL<\/span> cul\u00adtu\u00adre<\/em>. <\/p>\n\n

    People + Organization + Being + Doing<\/strong><\/strong><\/h6>\n\n

    The inter\u00adac\u00adtion of peo\u00adp\u00adle <\/em>with their per\u00adso\u00adna\u00adli\u00adties and atti\u00adtu\u00addes as well as orga\u00adniza\u00adti\u00adons <\/em>with their rules, for\u00admal and infor\u00admal struc\u00adtures and insti\u00adtu\u00adtio\u00adnal frame\u00adworks meets the dyna\u00admic dimen\u00adsi\u00adons of AAEL<\/span> Doing <\/em>and AAEL<\/span> Being <\/em>in the AAEL<\/span> frame\u00adwork. The\u00adse four ele\u00adments \u2013 Per\u00adson<\/em>, Being<\/em>, Orga\u00adniza\u00adti\u00adon <\/em>and Doing <\/em>\u2013 are repre\u00adsen\u00adted as equal tri\u00adan\u00adgles who\u00adse bases form an inner squa\u00adre and thus enc\u00adlo\u00adse the cen\u00adter of the buil\u00adding block within the con\u00adcep\u00adtu\u00adal ele\u00adments of AAEL<\/span>.

    Doing<\/em> und Being<\/em> sowie ihr Zusam\u00admen\u00adspiel mit Per\u00adson<\/em> und Orga\u00adni\u00adsa\u00adti\u00adon<\/em> sind nicht starr fest\u00adzu\u00adschrei\u00adben, son\u00addern ent\u00adste\u00adhen und ver\u00ad\u00e4n\u00addern sich im Han\u00addeln \u2013 durch Metho\u00adden und Prak\u00adti\u00adken, durch Refle\u00adxi\u00adon und Erfah\u00adrung, durch indi\u00advi\u00addu\u00adel\u00adles und gemein\u00adschaft\u00adli\u00adches Wachs\u00adtum. In die\u00adsem Rah\u00admen ste\u00adhen sie f\u00fcr eine spe\u00adzi\u00adfi\u00adsche Pra\u00adxis des Han\u00addelns und Seins einer Per\u00adson in und mit der Bil\u00addungs\u00ador\u00adga\u00adni\u00adsa\u00adti\u00adon \u2013 ein\u00adge\u00adbet\u00adtet in geteil\u00adte Zie\u00adle, getra\u00adgen von einer Visi\u00adon und immer in Wech\u00adsel\u00adwir\u00adkung mit Ver\u00adgan\u00adgen\u00adheit, Gegen\u00adwart und m\u00f6g\u00adli\u00adchen Zuk\u00fcnften. <\/p>\n\n

    Values + Principles<\/strong><\/strong><\/h6>\n\n

    In the cen\u00adter of the visua\u00adliza\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 dia\u00admond. Values <\/em>and prin\u00adci\u00adples <\/em>both ari\u00adse from the con\u00adtext of post-digi\u00adta\u00adli\u00adty and the con\u00adcep\u00adtu\u00adal ele\u00adments of AAEL<\/span>. Both are united by the fact that they are deve\u00adlo\u00adped in the inter\u00adplay of person(s) and organization(s), inclu\u00adding their edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adon\u2009\u2014\u2009and, whe\u00adre neces\u00adsa\u00adry, must be spe\u00adci\u00adfi\u00adcal\u00adly nego\u00adtia\u00adted in order to be shared. Ins\u00adtead of a sta\u00adtic set of rules, in the inter\u00adplay bet\u00adween Being <\/em>AAEL<\/span> and Doing <\/em>AAEL<\/span>, they form situa\u00adtio\u00adnal and con\u00adtext-depen\u00addent points of ori\u00aden\u00adta\u00adti\u00adon for all actors 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 the core within the rhom\u00adbus, whe\u00adre they in turn form the frame\u00adwork for the final, cen\u00adtral buil\u00adding block. Both ele\u00adments should actual\u00adly have the same colors to express their equal value, but again two dif\u00adfe\u00adrent colors are used to bet\u00adter distin\u00adgu\u00adish the two elements. <\/p>\n\n

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

    In the visua\u00adliza\u00adti\u00adon, cul\u00adtu\u00adre <\/em>is a squa\u00adre in the cen\u00adter of the buil\u00adding block. In the inter\u00adplay of the buil\u00adding blocks men\u00adtio\u00adned so far, a new\u00adly emer\u00adging under\u00adstan\u00adding of cul\u00adtu\u00adre can emer\u00adge, deve\u00adlop and cul\u00adti\u00adva\u00adte over time within the frame\u00adwork of AAEL<\/span> (AAEL<\/span> cul\u00adtu\u00adre for short) \u2013 fol\u00adlo\u00adwing the exis\u00adting cul\u00adtu\u00adre as the spe\u00adci\u00adfic start\u00ading point of an edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon. Cul\u00adtu\u00adre <\/em>forms the cen\u00adter of the AAEL<\/span> frame\u00adwork, but not as a rigid struc\u00adtu\u00adre, but as a dyna\u00admic space of pos\u00adsi\u00adbi\u00adli\u00adty that is con\u00adstant\u00adly chan\u00adging in the inter\u00adac\u00adtion of values<\/em>, prin\u00adci\u00adples<\/em>, doing <\/em>and being<\/em>. It remains open to new deve\u00adlo\u00adp\u00adments and per\u00adspec\u00adti\u00adves, while at the same time offe\u00adring ori\u00aden\u00adta\u00adti\u00adon as a core ele\u00adment. As an open, net\u00adwork\u00aded cen\u00adter, it is in direct exch\u00adan\u00adge with the sur\u00adroun\u00adding ele\u00adments and con\u00adti\u00adnues to chan\u00adge through the inter\u00adac\u00adtion of peo\u00adp\u00adle, orga\u00adniza\u00adti\u00adons and their struc\u00adtures. In this way, it remains per\u00admeable to new impul\u00adses, can absorb new ide\u00adas and pre\u00adser\u00adve the tried and tes\u00adted. An AAEL<\/span> cul\u00adtu\u00adre <\/em>can thus be seen as a living, flu\u00adid core in the sen\u00adse of an ambi\u00addex\u00adtrous per\u00adspec\u00adti\u00adve \u2013 sta\u00adbi\u00adli\u00adzing and at the same time adap\u00adta\u00adble, emer\u00adgent and mal\u00adleable, inter\u00adwo\u00adven with the ele\u00adments of the frame\u00adwork and in con\u00adstant deve\u00adlo\u00adp\u00adment. The color for this is \u2013 also with a con\u00adscious view to Fre\u00adde\u00adric Lalou\u00adx\u2019s8<\/a><\/sup> ide\u00adas of a teal orga\u00adniza\u00adti\u00adon \u2013 petrol. 
    <\/p>\n\n

    Teil II<\/span> <\/strong>
    AAEL<\/span> in the process<\/strong><\/h2>\n\n

    Die\u00adser Teil berei\u00adtet wei\u00adter dar\u00adauf vor, sich auf eine AAEL-Pra\u00adxis ein\u00adzu\u00adlas\u00adsen und AAEL<\/span> f\u00fcr die Hoch\u00adschul\u00adbil\u00addungs\u00adpra\u00adxis in der eige\u00adnen Orga\u00adni\u00adsa\u00adti\u00adon St\u00fcck f\u00fcr St\u00fcck zu inte\u00adgrie\u00adren und zu adap\u00adtie\u00adren (sie\u00adhe dazu das AAEL-Play\u00adBook<\/a>).

    F\u00fcr einen guten Pro\u00adzess wer\u00adden hier vor\u00adweg Spiel\u00adre\u00adgeln f\u00fcr den Umgang mit dem AAEL-Rah\u00admen in der eige\u00adnen Bil\u00addungs\u00ador\u00adga\u00adni\u00adsa\u00adti\u00adon auf\u00adge\u00adstellt und im Anschluss der Pro\u00adzess von Ver\u00ad\u00e4n\u00adde\u00adrung und Wan\u00addel mit AAEL<\/span> f\u00fcr das eige\u00adne Ziel und die eige\u00adne Idee und Visi\u00adon von (Hochschul-)Bildung beschrie\u00adben. Danach wer\u00adden unter R\u00fcck\u00adgriff auf die ein\u00adzel\u00adnen Ele\u00admen\u00adte des Rah\u00admen\u00adwerks \u00fcber\u00adgrei\u00adfen\u00adde, hand\u00adlungs\u00adlei\u00adten\u00adde AAEL-Prin\u00adzi\u00adpi\u00aden for\u00admu\u00adliert und erl\u00e4utert.<\/p>\n\n

    1 AAEL<\/span> game rules<\/strong><\/h4>\n\n

    The AAEL<\/span> frame\u00adwork is based on the image of a buil\u00adding block and the fol\u00adlo\u00adwing expl\u00adana\u00adti\u00adons can be read accor\u00addin\u00adgly as a kind of set of rules9<\/a><\/sup>for a poten\u00adti\u00adal\u00adly suc\u00adcessful inter\u00adac\u00adtion bet\u00adween and in deal\u00ading with the indi\u00advi\u00addu\u00adal buil\u00adding blocks and their rela\u00adti\u00adonship to one another.<\/p>\n\n

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

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

    The first rule of the game is the\u00adr\u00ade\u00adfo\u00adre not to com\u00adple\u00adte\u00adly igno\u00adre any of the buil\u00adding blocks and to con\u00adscious\u00adly enga\u00adge with all per\u00adspec\u00adti\u00adves \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    10<\/a><\/sup> each \u201cpie\u00adce\u201d or each new ite\u00adra\u00adti\u00adon requi\u00adres all parts to sym\u00adbo\u00adli\u00adcal\u00adly con\u00adnec\u00adted and con\u00adside\u00adred tog\u00ade\u00adther.

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

    This is becau\u00adse the AAEL<\/span> frame\u00adwork is not a reci\u00adpe or a step-by-step gui\u00adde that is \u2018the\u2019 one way or \u2018the\u2019 one sui\u00adta\u00adble solu\u00adti\u00adon for ever\u00adyo\u00adne and can be work\u00aded through accor\u00adding to a plan. Rather, the AAEL<\/span> frame\u00adwork offers buil\u00adding blocks that, in a dyna\u00admic inter\u00adplay of actors in the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon, result in a sui\u00adta\u00adble, coher\u00adent who\u00adle with a view to the next, future deve\u00adlo\u00adp\u00adment steps. The AAEL<\/span> frame\u00adwork always starts with what is alre\u00ada\u00addy the\u00adre \u2013 with the organization(s) and the person(s). What is equal\u00adly important for AAEL<\/span> is a per\u00adso\u00adnal and orga\u00adniza\u00adtio\u00adnal wil\u00adling\u00adness to embrace chan\u00adge in the form of an ongo\u00ading lear\u00adning pro\u00adcess or a per\u00adma\u00adnent lear\u00adning jour\u00adney. To stay with the image of the buil\u00adding block, a jour\u00adney during which ever\u00adyo\u00adne has and recei\u00adves the oppor\u00adtu\u00adni\u00adty to touch the buil\u00adding blocks again and again through test\u00ading and feed\u00adback and to be able to help build and rebuild them. <\/p>\n\n

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

    If it is cle\u00adar\u00adly not pos\u00adsi\u00adble to reach an agree\u00adment on the inter\u00adac\u00adtion of the buil\u00adding blocks of AAEL<\/span>, it is bet\u00adter to choo\u00adse and pur\u00adsue a dif\u00adfe\u00adrent start\u00ading point for fur\u00adther deve\u00adlo\u00adp\u00adment. In this respect, a jus\u00adti\u00adfied or deli\u00adbe\u00adra\u00adte omis\u00adsi\u00adon or avo\u00adid\u00adance of buil\u00adding blocks in the AAEL<\/span> can alre\u00ada\u00addy be a first deve\u00adlo\u00adp\u00adment step for an alter\u00adna\u00adti\u00adve way of deal\u00ading with chan\u00adge and trans\u00adfor\u00adma\u00adti\u00adon for the respec\u00adti\u00adve edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon. In this case, an AAEL<\/span> is not sui\u00adta\u00adble.

    The\u00adse AAEL<\/span> rules, which initi\u00adal\u00adly accom\u00adpa\u00adny the AAEL<\/span> frame\u00adwork at the start, will also deve\u00adlop in the cour\u00adse of the respec\u00adti\u00adve AAEL<\/span> journey.<\/p>\n\n

    2 Principles in the AAEL<\/span> framework \u2013 integrating guidelines for joint action<\/strong><\/strong><\/h4>\n\n

    Values <\/em>and prin\u00adci\u00adples <\/em>form the refe\u00adrence for AAEL-<\/span>Being<\/em>. The AAEL<\/span> values <\/em>shape the basic atti\u00adtu\u00adde and ori\u00aden\u00adta\u00adti\u00adon in a post-digi\u00adtal and high\u00adly com\u00adplex edu\u00adca\u00adtio\u00adnal world. Accor\u00addin\u00adgly, they also play a role in the AAEL<\/span> prin\u00adci\u00adples, whe\u00adre they are taken up and ela\u00adbo\u00adra\u00adted as prin\u00adci\u00adples <\/em>for action. They illus\u00adtra\u00adte how the values <\/em>can be inte\u00adgra\u00adted into prac\u00adti\u00adcal and fle\u00adxi\u00adble gui\u00adde\u00adlines that can be used by tho\u00adse invol\u00adved at all levels (micro, meso, macro) and across all levels. Each per\u00adson <\/em>and each orga\u00adniza\u00adti\u00adon <\/em>can adapt them to their own struc\u00adtures and cul\u00adtures \u2013 in accordance with their own goals and resour\u00adces \u2013 but wit\u00adhout losing the AAEL<\/span> core: fle\u00adxi\u00adble, value-based and future-ori\u00aden\u00adted design of edu\u00adca\u00adti\u00adon.

    The AAEL<\/span> frame\u00adwork was deli\u00adbera\u00adte\u00adly desi\u00adgned as a frame\u00adwork and not as a step-by-step or pha\u00adse-by-pha\u00adse gui\u00adde. Rather, the AAEL<\/span> frame\u00adwork sets out cen\u00adtral prin\u00adci\u00adples along the con\u00adcep\u00adtu\u00adal ele\u00adments. Tog\u00ade\u00adther, the AAEL<\/span> values and prin\u00adci\u00adples are inten\u00added to crea\u00adte a basis for the coope\u00adra\u00adti\u00adve, inno\u00adva\u00adti\u00adve and sus\u00adtainable design of (hig\u00adher) edu\u00adca\u00adti\u00adon. They are aimed at the fea\u00adsi\u00adbi\u00adli\u00adty of imple\u00admen\u00adting AAEL<\/span> in prac\u00adti\u00adce and are to be unders\u00adtood as gui\u00adding and gui\u00adding com\u00admon beha\u00advi\u00ador    11<\/a><\/sup>. The fol\u00adlo\u00adwing AAEL<\/span> prin\u00adci\u00adples <\/em>are the\u00adr\u00ade\u00adfo\u00adre essen\u00adti\u00adal, value-based gui\u00adde\u00adlines that struc\u00adtu\u00adre actions and decis\u00adi\u00adons, pro\u00admo\u00adte situa\u00adtio\u00adnal fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty and can be appli\u00aded inter- and trans\u00addi\u00adsci\u00adpli\u00adna\u00adri\u00adly.

    In sum\u00adma\u00adry, this results in the fol\u00adlo\u00adwing prin\u00adci\u00adples of action for ver\u00adsi\u00adon 2.1 of the AAEL<\/span> frame\u00adwork, which are explai\u00adned fur\u00adther below:<\/p>\n\n

      \n
    1. Value-based action for sus\u00adtainable (hig\u00adher) education<\/a><\/li>\n\n\n\n
    2. Post-digi\u00adta\u00adli\u00adty as a mat\u00adter of course<\/a><\/li>\n\n\n\n
    3. Bridging the dua\u00adli\u00adty of explo\u00adra\u00adti\u00adon and exploitation<\/a><\/li>\n\n\n\n
    4. Sove\u00adreign agi\u00adli\u00adty in the (hig\u00adher) edu\u00adca\u00adti\u00adon sector<\/a><\/li>\n\n\n\n
    5. Social respon\u00adsi\u00adbi\u00adli\u00adty and edu\u00adca\u00adtio\u00adnal mission<\/a><\/li>\n\n\n\n
    6. Inte\u00adgra\u00adted lea\u00adder\u00adship in (hig\u00adher) education<\/a><\/li>\n<\/ol>\n\n
      Value-based action for sustainable (higher) education<\/em><\/strong><\/h6>\n\n

      The first prin\u00adci\u00adple of action in the AAEL<\/span> frame\u00adwork draws on the values descri\u00adbed in the pre\u00advious sec\u00adtions, which is why the descrip\u00adti\u00adon is kept more con\u00adcise here: The action prin\u00adci\u00adple of values-based action in the AAEL<\/span> frame\u00adwork<\/em> to enable a cul\u00adtu\u00adre in hig\u00adher edu\u00adca\u00adti\u00adon that is under\u00adpin\u00adned by shared values and prin\u00adci\u00adples. This crea\u00adtes a trus\u00adting, respectful and inno\u00adva\u00adti\u00adve envi\u00adron\u00adment that pro\u00admo\u00adtes par\u00adti\u00adci\u00adpa\u00adto\u00adry lear\u00adning and self-orga\u00adniza\u00adti\u00adon. By empha\u00adsi\u00adzing respon\u00adsi\u00adbi\u00adli\u00adty, trust, cou\u00adra\u00adge, open\u00adness, respect, diver\u00adsi\u00adty, feed\u00adback, enga\u00adge\u00adment, focus and com\u00admu\u00adni\u00adca\u00adti\u00adon, sus\u00adtainable and future-pro\u00adof edu\u00adca\u00adti\u00adon is made pos\u00adsi\u00adble in a col\u00adla\u00adbo\u00adra\u00adti\u00adve way. <\/p>\n\n

      Post-digitality as a matter of course<\/em><\/strong><\/h6>\n\n

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

      The per\u00adspec\u00adti\u00adve remains that in this post-digi\u00adta\u00adli\u00adty lies a space of pos\u00adsi\u00adbi\u00adli\u00adty that, bey\u00adond the neces\u00adsa\u00adry IT<\/span> infra\u00adstruc\u00adtures, also crea\u00adtes a space for inter\u00adac\u00adtion, for lear\u00adning, for com\u00admu\u00adni\u00adty and (media) edu\u00adca\u00adti\u00adon, which can be fil\u00adled and shaped again.

      The prin\u00adci\u00adple of self-evi\u00addent post-digi\u00adta\u00adli\u00adty aims<\/em> to shape hig\u00adher edu\u00adca\u00adti\u00adon in such a way that it takes place con\u00adfi\u00addent\u00adly in both the ana\u00adlog and the digi\u00adtal world. And such an expli\u00adcit dif\u00adfe\u00adren\u00adtia\u00adti\u00adon is not neces\u00adsa\u00adry, as the world of life and ever\u00ady\u00adday life is natu\u00adral\u00adly per\u00adme\u00ada\u00adted by media \u2013 and thus also our com\u00admu\u00adni\u00adca\u00adti\u00adon and inter\u00adac\u00adtion. The AAEL<\/span> frame\u00adwork the\u00adr\u00ade\u00adfo\u00adre assu\u00admes an omni\u00adpre\u00adsent media\u00adli\u00adty and a pro\u00adfound\u00adly media\u00adti\u00adzed socie\u00adty. In this, digi\u00adta\u00adli\u00adty is natu\u00adral\u00adly inte\u00adgra\u00adted as a cul\u00adtu\u00adral con\u00addi\u00adti\u00adon 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 (hig\u00adher) edu\u00adca\u00adti\u00adon reco\u00adgni\u00adzes the ever\u00ady\u00adday per\u00adva\u00adsi\u00adve\u00adness of digi\u00adta\u00adli\u00adty and is com\u00admit\u00adted to crea\u00adting a fle\u00adxi\u00adble, resi\u00adli\u00adent and sus\u00adtainable but also cri\u00adti\u00adcal 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><\/h6>\n\n

      This prin\u00adci\u00adple is some\u00adwhat more com\u00adplex, which is why the intro\u00adduc\u00adtion here is more detail\u00aded:

      For AAEL<\/span> in hig\u00adher edu\u00adca\u00adti\u00adon, orga\u00adniza\u00adtio\u00adnal ambi\u00addex\u00adteri\u00adty as a con\u00adtex\u00adtu\u00adal vari\u00adant and per\u00adso\u00adnal or indi\u00advi\u00addu\u00adal ambi\u00addex\u00adteri\u00adty are decisi\u00adve      12<\/a><\/sup>, as they can be con\u00adnec\u00adted to exis\u00adting prac\u00adti\u00adces and pra\u00adxis. They also descri\u00adbe the most com\u00adplex vari\u00adants of ambi\u00addex\u00adteri\u00adty. This means that edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adons, such as uni\u00adver\u00adsi\u00adties, need to crea\u00adte an envi\u00adron\u00adment, as well as shape it tog\u00ade\u00adther with indi\u00advi\u00addu\u00adals, in which risk-taking and crea\u00adti\u00advi\u00adty (explo\u00adra\u00adti\u00adon) and effi\u00adci\u00aden\u00adcy and opti\u00admiza\u00adti\u00adon of exis\u00adting pro\u00adces\u00adses (explo\u00adita\u00adti\u00adon) are equal\u00adly valued and pro\u00admo\u00adted. Bridging the gap bet\u00adween the\u00adse dua\u00adli\u00adties in the sen\u00adse of a \u201cboth-and\u201d deter\u00admi\u00adnes the ever\u00ady\u00adday life of AAEL<\/span> in order to be able to deci\u00adde and act with con\u00adfi\u00addence.

      The exis\u00adtence and hand\u00adling of roles and struc\u00adtures are cen\u00adtral ele\u00adments here. In this way, actors can make clear and trans\u00adpa\u00adrent decis\u00adi\u00adons in the com\u00adple\u00adxi\u00adty of edu\u00adca\u00adti\u00adon in some\u00adti\u00admes par\u00adal\u00adlel exis\u00adting con\u00adtra\u00addic\u00adto\u00adry orga\u00adniza\u00adtio\u00adnal models and take action and respon\u00adsi\u00adbi\u00adli\u00adty in the form of lea\u00adder\u00adship for their respec\u00adti\u00adve are\u00adas of acti\u00advi\u00adty. AAEL<\/span> requi\u00adres a wil\u00adling\u00adness on the part of both the orga\u00adniza\u00adti\u00adon and the indi\u00advi\u00addu\u00adal to cul\u00adti\u00adva\u00adte a con\u00adfi\u00addent approach to the com\u00adplex simul\u00adtan\u00adei\u00adty and equi\u00adva\u00adlence of the new and the exis\u00adting and the abili\u00adty to con\u00adstant\u00adly chan\u00adge and let go.

      In prac\u00adti\u00adce, a both\/and is also to be unders\u00adtood as fin\u00adding fur\u00adther equi\u00adva\u00adlent, inte\u00adgra\u00adted or balan\u00adced solu\u00adti\u00adons bet\u00adween the\u00adse dua\u00adli\u00adties. In a visu\u00adal exam\u00adp\u00adle, this means loo\u00adking for and fin\u00adding solu\u00adti\u00adons bet\u00adween red and blue as dua\u00adli\u00adties in the many shades of vio\u00adlet. Strict\u00adly spea\u00adking, the com\u00adplex requi\u00adre\u00adments of (hig\u00adher) edu\u00adca\u00adti\u00adon with its mul\u00adti\u00adple tasks in rese\u00adarch, tea\u00adching, trans\u00adfer or social respon\u00adsi\u00adbi\u00adli\u00adty remain far more com\u00adplex than tho\u00adse stored in a dua\u00adli\u00adty, so that we could also speak here of a multi\u00adtu\u00adde of requi\u00adre\u00adments with a view to the in-bet\u00adween, for each of which ano\u00adther hand is nee\u00added ins\u00adtead of two or both hands. Howe\u00adver, on clo\u00adser inspec\u00adtion, ambi\u00addex\u00adteri\u00adty is not pri\u00adma\u00adri\u00adly about a num\u00adber, but about acting and balan\u00adcing solu\u00adti\u00adons with a view to a para\u00addox, i.e. essen\u00adti\u00adal\u00adly con\u00adtra\u00addic\u00adto\u00adry and incom\u00adpa\u00adti\u00adble things. Ambi\u00addex\u00adteri\u00adty the\u00adr\u00ade\u00adfo\u00adre does not stand for a num\u00adber, but for a fun\u00adda\u00admen\u00adtal approach. This is why the term ambi\u00addex\u00adteri\u00adty is retai\u00adned here when explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon are pla\u00adced in rela\u00adti\u00adon to each other, as it is about the prin\u00adci\u00adple of bridging.

      Enab\u00adling and pro\u00admo\u00adting an appro\u00adpria\u00adte cul\u00adtu\u00adre<\/em> that sup\u00adports both explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon in equal mea\u00adsu\u00adre and sup\u00adports the abili\u00adty to act in the in-bet\u00adween is fun\u00adda\u00admen\u00adtal in AAEL<\/span>. Enab\u00adling con\u00addi\u00adti\u00adons to pro\u00admo\u00adte the emer\u00adgence of an AAEL<\/span> cul\u00adtu\u00adre is chal\u00adlen\u00adging and com\u00adplex. The AAEL<\/span> assu\u00admes that a fle\u00adxi\u00adble, agi\u00adle orga\u00adniza\u00adtio\u00adnal struc\u00adtu\u00adre that pro\u00admo\u00adtes open\u00adness to new ide\u00adas and indi\u00advi\u00addu\u00adal initia\u00adti\u00adves through self-orga\u00adniza\u00adti\u00adon as well as sys\u00adte\u00adma\u00adtic effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adzed rou\u00adti\u00adnes pro\u00advi\u00addes fer\u00adti\u00adle ground for this. The prin\u00adci\u00adple of action of Bridging the dua\u00adli\u00adty of explo\u00adra\u00adti\u00adon and explo\u00adita\u00adti\u00adon <\/em> aims to streng\u00adthen a cul\u00adtu\u00adre that values and pro\u00admo\u00adtes risk-taking and crea\u00adti\u00advi\u00adty as well as effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adzed 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. At first glan\u00adce, this is about balan\u00adcing the respec\u00adti\u00adve dua\u00adli\u00adties, but at second glan\u00adce, it is pri\u00adma\u00adri\u00adly about fin\u00adding solu\u00adti\u00adons bet\u00adween the two\u2009\u2014\u2009in the sen\u00adse of cul\u00adti\u00advat\u00ading a sove\u00adreign abili\u00adty to act in the in-bet\u00adween. Or meta\u00adpho\u00adri\u00adcal\u00adly: fin\u00adding and buil\u00adding bridges. This cul\u00adtu\u00adre sup\u00adports indi\u00advi\u00addu\u00adal initia\u00adti\u00adves and self-orga\u00adniza\u00adti\u00adon as well as sys\u00adte\u00adma\u00adtic effi\u00adci\u00aden\u00adcy and opti\u00admi\u00adzed rou\u00adti\u00adnes in order to sus\u00adtain\u00adab\u00adly pro\u00admo\u00adte both per\u00adso\u00adnal and insti\u00adtu\u00adtio\u00adnal deve\u00adlo\u00adp\u00adment. By inte\u00adgra\u00adting orga\u00adniza\u00adtio\u00adnal and indi\u00advi\u00addu\u00adal ambi\u00addex\u00adteri\u00adty, both the proac\u00adti\u00adve design of (hig\u00adher) edu\u00adca\u00adti\u00adon is enab\u00adled and the situa\u00adtio\u00adnal adap\u00adta\u00adbi\u00adli\u00adty, deve\u00adlo\u00adp\u00adment 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 a broa\u00adder sen\u00adse are streng\u00adthe\u00adned in a fast-moving, com\u00adplex and uncer\u00adtain world. <\/p>\n\n

      Sovereign agility in the (higher) education sector<\/em><\/strong><\/h6>\n\n

      Agi\u00adli\u00adty plays a cen\u00adtral role in modern (hig\u00adher) edu\u00adca\u00adti\u00adon, as it makes it pos\u00adsi\u00adble to react quick\u00adly and effec\u00adtively to the dyna\u00admic and com\u00adplex chal\u00adlenges of today\u2019s edu\u00adca\u00adtio\u00adnal land\u00adscape and, abo\u00adve all, to proac\u00adti\u00adve, step-by-step action.

      By imple\u00admen\u00adting agi\u00adle prin\u00adci\u00adples and prac\u00adti\u00adces, uni\u00adver\u00adsi\u00adties can increase their fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty to meet both short-term requi\u00adre\u00adments and long-term stra\u00adte\u00adgic goals. Agi\u00adli\u00adty pro\u00admo\u00adtes a cul\u00adtu\u00adre of con\u00adti\u00adnuous lear\u00adning and impro\u00adve\u00adment, which is cru\u00adcial to meet the needs stu\u00addents, tea\u00adchers and exter\u00adnal demands on hig\u00adher edu\u00adca\u00adti\u00adon.

      For AAEL<\/span> in hig\u00adher edu\u00adca\u00adti\u00adon, both the actu\u00adal \u201cDoing Agi\u00adle\u201d and \u201cBeing Agi\u00adle\u201d are important start\u00ading points. They pro\u00advi\u00adde space to deve\u00adlop an inner, agi\u00adle atti\u00adtu\u00adde that con\u00adtri\u00adbu\u00adtes to and deve\u00adlo\u00adps in the nego\u00adtia\u00adti\u00adon and inte\u00adgra\u00adti\u00adon of agi\u00adle values and prin\u00adci\u00adples (Being Agi\u00adle) as well as to rea\u00adli\u00adze agi\u00adli\u00adty through the con\u00adcre\u00adte appli\u00adca\u00adti\u00adon of methods and prac\u00adti\u00adces (Doing Agi\u00adle) in ever\u00ady\u00adday edu\u00adca\u00adti\u00adon in order to opti\u00admi\u00adze pro\u00adces\u00adses and react fle\u00adxi\u00adbly to chan\u00adges in order to ulti\u00adm\u00adate\u00adly deli\u00adver a bet\u00adter result. In this case, the inten\u00added result is to impro\u00adve hig\u00adher edu\u00adca\u00adti\u00adon in an agi\u00adle way.

      The inter\u00adplay bet\u00adween \u201cDoing Agi\u00adle\u201d and \u201cBeing Agi\u00adle\u201d requi\u00adres a fle\u00adxi\u00adble, agi\u00adle orga\u00adniza\u00adtio\u00adnal struc\u00adtu\u00adre as well as a cul\u00adtu\u00adre of con\u00adti\u00adnuous lear\u00adning and adap\u00adta\u00adbi\u00adli\u00adty. By cul\u00adti\u00advat\u00ading agi\u00adle col\u00adla\u00adbo\u00adra\u00adti\u00adon, uni\u00adver\u00adsi\u00adties can mas\u00adter the com\u00adple\u00adxi\u00adty and dyna\u00admics of the edu\u00adca\u00adti\u00adon sec\u00adtor with con\u00adfi\u00addence and crea\u00adte sus\u00adtainable, future-pro\u00adof edu\u00adca\u00adti\u00adon.

      The prin\u00adci\u00adple of sove\u00adreign agi\u00adli\u00adty aims to<\/em> 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><\/h6>\n\n

      The AAEL<\/span> frame\u00adwork addres\u00adses edu\u00adca\u00adti\u00adon <\/em>in a com\u00adpre\u00adhen\u00adsi\u00adve man\u00adner and hig\u00adher edu\u00adca\u00adti\u00adon in par\u00adti\u00adcu\u00adlar. Social respon\u00adsi\u00adbi\u00adli\u00adty also means a long-term com\u00admit\u00adment to sus\u00adtainable edu\u00adca\u00adtio\u00adnal pro\u00adces\u00adses and the wil\u00adling\u00adness to cri\u00adti\u00adcal\u00adly reflect on the effects of one\u2019s own actions. And this appli\u00ades to all three are\u00adas of hig\u00adher edu\u00adca\u00adti\u00adon: per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment, labour mar\u00adket ori\u00aden\u00adta\u00adti\u00adon and the acqui\u00adsi\u00adti\u00adon of spe\u00adcia\u00adlist know\u00adledge and skills. It is the\u00adr\u00ade\u00adfo\u00adre rele\u00advant how hig\u00adher edu\u00adca\u00adti\u00adon insti\u00adtu\u00adti\u00adons can do jus\u00adti\u00adce to their social and orga\u00adniza\u00adti\u00adon-spe\u00adci\u00adfic edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adons by desig\u00adning framing struc\u00adtu\u00adral, spa\u00adti\u00adal, legal, social or com\u00admu\u00adni\u00adca\u00adti\u00adve envi\u00adron\u00adments that streng\u00adthen demo\u00adcra\u00adtic prin\u00adci\u00adples in action.

      This includes enab\u00adling diver\u00adse forms of lear\u00adning, skills acqui\u00adsi\u00adti\u00adon and oppor\u00adtu\u00adni\u00adties for edu\u00adca\u00adti\u00adon. The\u00adr\u00ade\u00adfo\u00adre, edu\u00adca\u00adti\u00adon here addres\u00adses both the obvious micro level of tea\u00adching design and deve\u00adlo\u00adp\u00adment, as well as the design of insti\u00adtu\u00adtio\u00adnal and orga\u00adniza\u00adtio\u00adnal frame\u00adwork con\u00addi\u00adti\u00adons for various forms of edu\u00adca\u00adti\u00adon in the form of cour\u00adses, pro\u00adgram\u00admes or degree pro\u00adgram\u00admes, as well as expe\u00adri\u00admen\u00adtal spaces at the meso level of the orga\u00adniza\u00adti\u00adon. The\u00adse are lin\u00adked to for\u00admal, struc\u00adtu\u00adral and own orga\u00adniza\u00adtio\u00adnal chan\u00adges at the level of the edu\u00adca\u00adtio\u00adnal orga\u00adniza\u00adti\u00adon or insti\u00adtu\u00adti\u00adon its\u00adelf in its social con\u00adtext. Par\u00adti\u00adcu\u00adlar\u00adly with regard to social chal\u00adlenges and modern deve\u00adlo\u00adp\u00adments, poli\u00adti\u00adcal design opti\u00adons at the macro level and, with a view to open\u00adness, tech\u00adno\u00adlo\u00adgi\u00adcal deve\u00adlo\u00adp\u00adment and sus\u00adtaina\u00adbi\u00adli\u00adty, a glo\u00adbal per\u00adspec\u00adti\u00adve are also incre\u00adasing\u00adly rele\u00advant for AAEL<\/span> when it comes to social respon\u00adsi\u00adbi\u00adli\u00adty.

      The prin\u00adci\u00adple of social respon\u00adsi\u00adbi\u00adli\u00adty and the edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adon aims to<\/em> shape the frame\u00adwork con\u00addi\u00adti\u00adons for (hig\u00adher) edu\u00adca\u00adti\u00adon in such a way that they pro\u00admo\u00adte per\u00adso\u00adnal deve\u00adlo\u00adp\u00adment and the assump\u00adti\u00adon of social respon\u00adsi\u00adbi\u00adli\u00adty as well as enab\u00adling more 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 an edu\u00adca\u00adtio\u00adnal mis\u00adsi\u00adon that shapes values and prin\u00adci\u00adples for action. <\/p>\n\n

      Integrated leadership in (higher) education<\/strong><\/h6>\n\n

      Peo\u00adp\u00adle who are wil\u00adling and 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 in order to sup\u00adport and inspi\u00adre indi\u00advi\u00addu\u00adals, groups or teams and encou\u00adra\u00adge them to take on respon\u00adsi\u00adbi\u00adli\u00adty. Such an inte\u00adgra\u00adti\u00adve, par\u00adti\u00adci\u00adpa\u00adti\u00adve lea\u00adder\u00adship cul\u00adtu\u00adre can con\u00adtri\u00adbu\u00adte to con\u00adti\u00adnuous deve\u00adlo\u00adp\u00adment and col\u00adla\u00adbo\u00adra\u00adti\u00adve enga\u00adge\u00adment and com\u00adpre\u00adhen\u00adsi\u00adve\u00adly streng\u00adthen hig\u00adher edu\u00adca\u00adti\u00adon, both to meet the com\u00adplex and dyna\u00admic demands of modern socie\u00adty and to con\u00adti\u00adnue to deve\u00adlop tog\u00ade\u00adther in a crea\u00adti\u00adve way.

      Accor\u00addin\u00adgly, ele\u00adments of late\u00adral and ser\u00advant lea\u00adder\u00adship as as dis\u00adtri\u00adbu\u00adted and co-lea\u00adder\u00adship have their place in this inte\u00adgra\u00adted per\u00adspec\u00adti\u00adve. Lea\u00adder\u00adship <\/em>in the AAEL<\/span> frame\u00adwork the\u00adr\u00ade\u00adfo\u00adre means, as inte\u00adgra\u00adted lea\u00adder\u00adship, a syn\u00adthe\u00adsis of dif\u00adfe\u00adrent trans\u00adfor\u00adma\u00adtio\u00adnal lea\u00adder\u00adship approa\u00adches in order to con\u00adscious\u00adly com\u00adbi\u00adne ele\u00adments with one ano\u00adther and use them to gui\u00adde action within this frame\u00adwork.

      The prin\u00adci\u00adple of inte\u00adgra\u00adted lea\u00adder\u00adship in edu\u00adca\u00adti\u00adon aims to <\/em>shape lea\u00adder\u00adship in hig\u00adher edu\u00adca\u00adti\u00adon as a vari\u00adant of trans\u00adfor\u00adma\u00adtio\u00adnal lea\u00adder\u00adship. In terms of par\u00adti\u00adci\u00adpa\u00adti\u00adon and self-orga\u00adniza\u00adti\u00adon, this includes both the fle\u00adxi\u00adbi\u00adli\u00adty and adap\u00adta\u00adbi\u00adli\u00adty of agi\u00adle lea\u00adder\u00adship as well as the simul\u00adta\u00adneous opti\u00admiza\u00adti\u00adon and inno\u00adva\u00adti\u00adon of ambi\u00addex\u00adtrous lea\u00adder\u00adship. In order to inte\u00adgra\u00adte the abili\u00adty to act in the in-bet\u00adween, an over\u00adar\u00adching lea\u00adder\u00adship cul\u00adtu\u00adre is nee\u00added that equal\u00adly pro\u00admo\u00adtes the per\u00adso\u00adnal respon\u00adsi\u00adbi\u00adli\u00adty and self-orga\u00adniza\u00adti\u00adon of all actors and enables a bridge to be built bet\u00adween lea\u00adder\u00adship in tra\u00addi\u00adtio\u00adnal and modern orga\u00adniza\u00adtio\u00adnal structures. <\/p>\n\n

      Six principles as guidelines for AAEL<\/span> practice<\/strong><\/strong><\/strong><\/h5>\n\n

      Taken tog\u00ade\u00adther, the AAEL<\/span> frame\u00adwork is (curr\u00adent\u00adly) based on six prin\u00adci\u00adples for joint\u00adly sha\u00adping the prac\u00adti\u00adce of future hig\u00adher edu\u00adca\u00adti\u00adon. The\u00adse six AAEL<\/span> prin\u00adci\u00adples are direct\u00adly lin\u00adked to the AAEL<\/span> values and help to ensu\u00adre that the value-based atti\u00adtu\u00adde in dyna\u00admic edu\u00adca\u00adtio\u00adnal envi\u00adron\u00adments can be trans\u00adla\u00adted into con\u00adcre\u00adte action across all levels. They help to act both sta\u00adb\u00adly and fle\u00adxi\u00adbly and to remain capa\u00adble of acting in the in-bet\u00adween, to dri\u00adve inno\u00adva\u00adti\u00adon and at the same time to value pro\u00adven pro\u00adces\u00adses.

      Whe\u00adther at the level of indi\u00advi\u00addu\u00adal cour\u00adses, enti\u00adre facul\u00adties or cross-insti\u00adtu\u00adtio\u00adnal col\u00adla\u00adbo\u00adra\u00adti\u00adons, the prin\u00adci\u00adples pro\u00advi\u00adde gui\u00addance for pur\u00adsuing shared goals in (hig\u00adher) edu\u00adca\u00adti\u00adon while pre\u00adser\u00adving space for expe\u00adri\u00admen\u00adta\u00adti\u00adon and coope\u00adra\u00adti\u00adve and col\u00adla\u00adbo\u00adra\u00adti\u00adve lear\u00adning. With an inte\u00adgra\u00adted under\u00adstan\u00adding of lea\u00adder\u00adship and a clear set of values, (hig\u00adher) edu\u00adca\u00adti\u00adon in the post-digi\u00adtal age can be shaped in such a way that it not only beco\u00admes more adap\u00adta\u00adble, but also more sus\u00adtainable and more huma\u00adne.

      In order to make the\u00adse con\u00adside\u00adra\u00adti\u00adons easier to under\u00adstand in the fol\u00adlo\u00adwing prac\u00adti\u00adcal expl\u00adana\u00adti\u00adons, the next sec\u00adtion descri\u00adbes a con\u00ads\u00adtruc\u00adted fic\u00adti\u00adtious exam\u00adp\u00adle of the Lear\u00adning Uni\u00adver\u00adsi\u00adty (LU<\/span> short) with fic\u00adti\u00adtious peo\u00adp\u00adle, struc\u00adtures and pos\u00adsi\u00adble prac\u00adti\u00adces as anchors. This exam\u00adp\u00adle is later descri\u00adbed in more detail in the AAEL<\/span> Play\u00adBook along the ele\u00adments of the AAEL<\/span> frame\u00adwork. The fic\u00adti\u00adtious and some\u00adti\u00admes idea\u00adli\u00adzed exam\u00adp\u00adle is inten\u00added to help put one\u2019s own uni\u00adver\u00adsi\u00adty in rela\u00adti\u00adon to it and to pro\u00advi\u00adde food for thought and occa\u00adsi\u00adons for reflec\u00adtion or sug\u00adges\u00adti\u00adons for clas\u00adsi\u00adfi\u00adca\u00adti\u00adon for one\u2019s own cor\u00adre\u00adspon\u00adding are\u00adas, pro\u00adces\u00adses or topics and roles.

      Due to the cur\u00adrent situa\u00adti\u00adon and in order to enable a clear iden\u00adti\u00adfi\u00adca\u00adti\u00adon with the ques\u00adti\u00adons that LU<\/span> and its stake\u00adhol\u00adders have to and will have to face in the short and medi\u00adum term, the topic of \u201cAI<\/span> in edu\u00adca\u00adti\u00adon\u201d is woven into the examples.<\/p>\n\n

      Part III<\/span> <\/strong>
      Learning University (LU<\/span>). A fictitious example organization, its actors and its AAEL<\/span> practice <\/strong><\/h2>\n\n

      In the fol\u00adlo\u00adwing, exem\u00adpla\u00adry situa\u00adtions are out\u00adlined across the micro, meso and macro levels of hig\u00adher edu\u00adca\u00adti\u00adon and the\u00adse lin\u00adked to AAEL<\/span> prin\u00adci\u00adples <\/em>as examp\u00adles. All situa\u00adtions are fic\u00adti\u00adtious occa\u00adsi\u00adons and con\u00adver\u00adsa\u00adti\u00adons inspi\u00adred by obser\u00adva\u00adtions and dis\u00adcus\u00adsions on the topic of AI<\/span> in hig\u00adher edu\u00adca\u00adti\u00adon from the cur\u00adrent public pro\u00adfes\u00adsio\u00adnal deba\u00adte. They were con\u00adtex\u00adtua\u00adli\u00adzed and trans\u00adfer\u00adred to spe\u00adci\u00adfic loca\u00adti\u00adons in a fic\u00adti\u00adtious uni\u00adver\u00adsi\u00adty. The LU<\/span> does not repre\u00adsent an exis\u00adting uni\u00adver\u00adsi\u00adty and is a purely fic\u00adti\u00adtious exam\u00adp\u00adle. 13<\/a><\/sup><\/p>\n\n