Abstract:

The NextGen qualification programme at Mittweida University of Applied Sciences (HSMW) aims to develop its own professorial talent in emerging scientific disciplines. Up to ten candidates from innovative, cross-disciplinary scientific fields, spread across three different career stages, are being simultaneously qualified for a professorship at a university of applied sciences (UoAS). The resulting diversity is naturally present at HSMW, deliberately reproduced in the programme, and seen as an opportunity. From the start, peer learning has been used as a tool for knowledge transfer and skill development. This way, the knowledge, problem-solving strategies, and experiential wisdom of each team member are utilised for the common goal of achieving tenure eligibility.

Since its inception in April 2021, the programme has relied on peer learning as its primary qualification tool, which has been scientifically studied over three years in two research phases. Peer learning was implemented and studied in four different formats: peer group sessions, PhD lunches, PhD workshops, and informal peer interactions. In research phase A, all peer learning formats used in NextGen were examined in seven individual interviews. Research phase B focused on a modification of the peer group session format, which was investigated in four focus group interviews.

The qualitative accompanying research of research phase A clearly shows that the appointment requirements (according to §59 of the Saxon Higher Education Act) cannot be fully or directly conveyed through peer learning.

However, it demonstrates that peer learning is conducive to acquiring a variety of competencies that are crucial for professorial excellence. Peer learning has been confirmed as a central element of knowledge transfer in NextGen, but it must be supplemented by other methods.

In research phase B, the peer group session format was offered and examined with two or more instructors from different disciplines on an interdisciplinary topic. The topics were thus presented more comprehensively. The collaboration resulted in an additional learning effect for the instructors. However, the effort required for the conception and implementation of the peer event increased for the peer tutors.

As a conclusion the NextGen qualification programme continues to rely on peer learning for the transfer of existing knowledge among its scientists. However, semi-annual employee reviews, annual target agreements, personal professorial mentors, additional workshops, offerings from the Saxon Centre for Higher Education Didactics, and other formats cannot be dispensed with. Peer learning cannot replace these tools to meet all the requirements for appointment eligibility for a professorship at a UoAS but rather complements them.

Keywords:

Peer learning, higher education, cooperative learning, group learning, personnel development, heterogeneity of peers, tenure eligibility, university research, junior staff development.