The bachelor's thesis examines how the approach of Diversity Management can be applied in vocational education and what competencies educators need to do so effectively. Through a systematic literature review, relevant studies are analyzed to develop a competence profile for interculturally professional educators.
Key aspects include fostering an open, appreciative attitude toward diversity and recognizing diversity as an opportunity in teaching. The thesis emphasizes the necessity of specific competencies such as cultural sensitivity, problem-solving skills, and professional conflict management.
Additionally, it highlights that educators should promote social relationships among learners, create a supportive learning environment, and incorporate cultural content into the curriculum.
In conclusion, the importance of continuous professional development for educators is underscored, enabling them to develop and apply intercultural competencies. The thesis calls for a stronger integration of diversity orientation in teacher training to meet the challenges posed by an increasingly diverse student body.
Table of Contents
1. Introduction
2. Main Section
2.1. Definitions
2.1.1. Diversität
2.1.2. Cultural Diversity
2.1.3. Intercultural Competence
2.2. Herausforderungen aufgrund von kultureller Diversität in der beruflichen Bildung
2.3. Challenges Due to Cultural Diversity in Vocational Education
2.4. Diversity Management
2.4.1. Fundamentals of Diversity Management
2.4.2. Measures of Diversity Management Programs
2.5. Diversity Management in Vocational Education
2.6. Standard of Pedagogical Professionals in Vocational Education
2.6.1. Teacher’s Personality
2.6.2. Content and Curricular Planning
2.6.3. Design of Learning Processes and Methods
2.6.4. Soziale Beziehungen der Lernenden
2.6.5. Social Relationships of Learners
2.6.6. Dealing with Language
2.6.7. Cooperation and Participation in Organizational Development
2.7. Methodology
2.7.1. Systematic Literature Review
2.7.2. Qualitative Content Analysis
2.7.2.1. What is Qualitative Content Analysis?
2.7.2.2. Basic Procedures of Qualitative Content Analysis
2.7.2.3. Basic Principles of Qualitative Content Analysis
2.7.2.4. Procedure According to Mayring's Content-Analytical Process Model
3. Results
3.1. Brief Presentation of the Studies
3.1.1. The "Diversity Professional" in Vocational Education (cf. Kimmelmann, 2009) (
3.1.2. Interkulturelle Kompetenz bei Lehrerinnen und Lehrern aus Sicht der empirischen Bildungsforschung (vgl. Bender-Szymanski, 2013)
3.1.3. Dimensions of Intercultural Competence from the Perspective of Teachers (cf. Over, Mienert, 2010)
3.1.4. Intercultural Competence in Education, Counselling, and Psychotherapy (cf. Portera, 2014)
3.2. Summary of the Results
3.2.1. Category "Personality"
3.2.2. Category "Curricular Inclusion of Cultural Content"
3.2.3. Category "Learning Process Design"
3.2.4. Category "Professional Relationship Building"
3.2.5. Category "Professional Conflict Management"
3.2.6. Category "Language"
3.2.7. Kategorie „Kooperation“
3.3. The Expanded Competency Profile of the Interculturally Professional Teacher
4. Diskussion
4.1. Critical Examination of Intercultural Competencies
4.2. Strengths and Weaknesses of the Studies
4.2.1. Strengths and Weaknesses of the Study: "The Diversity Professional in Vocational Education" (Kimmelmann 2009)
4.2.2. Strengths and Weaknesses of the Study: Intercultural Competence in Teachers from the Perspective of Empirical Educational Research (Bender-Szymanski, 2013)
4.2.3. Strengths and Weaknesses of the Study: Dimensions of Intercultural Competence from the Perspective of Teachers (Over, Mienert, 2010)
4.2.4. Strengths and Weaknesses of the Study: Intercultural Competence in Education, Counselling, and Psychotherapy (Portera, 2014)
4.3. Strengths and Weaknesses of the Present Work (Methodological Approach)
5. Conclusion
6. Outlook
Objectives and Topics
The primary objective of this thesis is to develop a comprehensive competence profile for teachers in vocational education, enabling them to effectively implement diversity management approaches to support a heterogeneous student population. The research question addresses the specific intercultural competencies required by teachers in a vocational school context to move from deficit-oriented perspectives towards constructive, resource-oriented diversity management.
- Analysis of diversity and intercultural competence definitions within vocational pedagogy.
- Identification of challenges arising from cultural diversity in vocational training institutions.
- Systematic review and qualitative content analysis of empirical studies regarding teacher competencies.
- Comparison of professional standards for dealing with diverse learner groups (personality, conflict management, communication).
- Development of an integrated, visual competency profile for the "interculturally professional teacher."
Excerpt from the Thesis
2.1.2. Cultural Diversity
Culture is defined in various ways in the literature, but there are two perspectives that can be considered universally valid. First, the symbolic nature of culture, and second, the orientational function of culture (cf. Auernheimer, 2007, p. 73-74). Different cultures create connections among their members by symbolically using everyday objects, such as clothing, accessories, or communication. These means of self-expression create social affiliations and reflect a particular lifestyle (cf. Auernheimer, 2007, p. 74).
Every culture has specific values and norms, which are not always expressed in laws but often appear as expected behavioral codes among members of the culture (cf. Auernheimer, 2007, p. 74). This behavioral code provides cultural members with guidance for orientation and decision-making.
However, cultures are not closed systems; they are flexible constructions dependent on the worldview of their members (cf. Bennett & Bennett, 2004, p. 150). Members of a culture can ensure that their culture takes on various forms and adapts to new circumstances (cf. UNESCO, 2002, Article 1). Consequently, culture is subject to a dynamic and subjective process shaped by individual members and represents a blend of differences and similarities across different cultures (cf. Thomas, 1996, p. 246).
For learners, this means that in addition to the differences they may have with learners without a migration background, they can also discover commonalities. Learners with a migration background can thus perceive themselves as similar to learners without a migration background, particularly in the school context.
To interact effectively with learners, both teachers and learners need intercultural competencies, which will be defined in the next chapter of this paper.
Summary of Chapters
1. Introduction: Highlights the increasing heterogeneity and migration backgrounds of learners in the German vocational system, emphasizing the societal and legal necessity for teachers to move beyond deficit-oriented approaches toward professional diversity management.
2. Main Section: Establishes the theoretical framework by defining diversity, cultural diversity, and intercultural competence, while outlining the pedagogical standards and the methodology of a systematic literature review applied to teacher competency models.
3. Results: Details the systematic literature review findings and synthesizes the identified competencies into categories such as Personality, Learning Process Design, and Professional Conflict Management, resulting in a visual competency model.
4. Diskussion: Critically evaluates the identified "bundle of competencies" for teachers, discusses the transferability of business-based diversity management to schools, and acknowledges the study's scope limitations regarding inter-coder reliability.
5. Conclusion: Summarizes the essential attitudes and skills, such as conscious recognition of differences and proactive utilization of potential, that teachers must embody to establish a learning-friendly, culturally inclusive educational environment.
6. Outlook: Stresses the need for mandatory, unified standards in teacher professional development and further research into the longitudinal impact of diversity-oriented pedagogy on student outcomes.
Keywords
Diversity Management, Vocational Education, Intercultural Competence, Teacher Education, Pedagogical Professionalism, Cultural Diversity, Heterogeneity, Conflict Management, Learning Process Design, Educational Inclusion, Systematic Literature Review, Competence Profile, Migration Background, School Culture, Social Relationships.
Frequently Asked Questions
What is the core subject of this thesis?
The thesis explores how the principles and strategies of diversity management, originally established in the business sector, can be adapted and applied to the field of vocational education.
What are the central thematic fields addressed?
The core fields include teachers' personalities and attitudes, the inclusion of cultural content in curricula, the design of student learning processes, and professional management of conflicts and intercultural relationships.
What is the primary research question?
The central question is: What diversity-related competencies do teachers in vocational education need to implement diversity management approaches effectively in the school context?
Which scientific methodology is utilized?
The author conducted a systematic literature review following the RefHunter guidelines, supplemented by a qualitative content analysis based on the model of Philipp Mayring to process and evaluate empirical studies.
What topics are covered in the main section?
The main part encompasses theoretical foundations (definitions of diversity/culture), challenges in vocational settings, concepts of diversity management, and a detailed profile of the "interculturally professional teacher."
What key terms characterize the thesis?
The most important terms include diversity management, pedagogical professionalism, cultural heterogeneity, competency standards, and intercultural teaching strategies.
How does the author categorize the personality of a teacher?
The author identifies teacher personality as a "sum of traits," emphasizing the necessity of self-reflection, respectful and appreciative attitudes towards all learners, and the awareness of one’s own cultural bias.
Why are disciplinary issues handled separately in your findings?
The thesis treats disciplinary issues under "Professional Conflict Management" to highlight the importance of recognizing cultural components in conflicts, ensuring sanctions are applied transparently and fairly in a diverse learning group.
- Arbeit zitieren
- Tim Tübbing (Autor:in), 2021, Diversity Management in Vocational Education. A Systematic Literature Review, München, GRIN Verlag, https://www.grin.com/document/1513275
