Dieter Euler

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Dieter Euler (born December 10, 1952 in Cologne ) is a German business educator and holder of the chair for "Educational Management" at the University of St. Gallen. His main topics are educational innovations, social skills, educational university development, digital media didactics and design-based research.

biography

After leaving school, Euler first completed dual vocational training in the training occupation "data processing clerk" before he began studying after a year as a company trainer. He studied business administration at the Trier University of Applied Sciences (1975–1978), after which he graduated from business education at the University of Cologne (1978–1984). As a scholarship holder of the German National Academic Foundation, he studied sociology and social philosophy at the London School of Economics and Political Science (1981–1982). In 1988 he received his doctorate from the University of Cologne with a dissertation on "Communication skills and computer-aided learning". In 1994 he completed his habilitation at the University of Cologne and in the same year was offered a professorship for business education at the University of Potsdam. After another call to the "Chair for Education, especially Business Education", he taught from 1995 to 2000 as a university lecturer at the Friedrich-Alexander University Erlangen-Nuremberg . He turned down a call to the University of Erfurt (1999).

In 2000 Euler moved to the University of St. Gallen / Switzerland. He took over the "Chair for Business Education and Educational Management" and together with Christoph Metzger became director of the Institute for Business Education. There he is responsible for the design of the business education course.

Selected functions

Euler took on numerous functions and responsibilities at the respective university locations, including:

  • Head of the business administration faculty at the University of Erlangen-Nuremberg (1997–1998)
  • Delegate of the Rectorate for the Development of Self-Study at the University of St. Gallen (2000–2008)
  • Dean of the School of Management at the University of St. Gallen (2009–2011)
  • Delegate of the Rectorate for Quality Development and Accreditations (2011-present)

Euler also took on numerous tasks and functions outside the respective university, including:

  • Vice President of the Swiss Society for Applied Research on Vocational Education (2003–2008)
  • Founder and Scientific Director of the Swiss Center for Innovations in Learning (SCIL), University of St. Gallen (since 2003)
  • Founder and director of a competence center ("Leadinghouse") for vocational training research in the research area "Social Competencies" (2003-2007)
  • Co-founder and chairman of the supervisory board of the accreditation program CEL - Program Accreditation for Technology-Enhanced Learning, the European Foundation of Management Development (EFMD), Brussels / Belgium (since 2004)
  • Member of the scientific advisory board of the Thurgau Foundation for Science and Research, Switzerland (since 2004)
  • Member of the scientific advisory board of the "Center for Practice Based Professional Learning", Open University, UK (2005–2011)
  • Chairman of the Scientific Advisory Board of the Federal Institute for Vocational Education and Training , Germany (2005–2013)
  • Member of the Vocational Education Innovation Group at the Federal Minister of Education and Research, Berlin (2005–2006)
  • President of the Scientific Advisory Board for Quality Development at Universities of Applied Sciences in Switzerland, Swiss Agency for Accreditation and Quality Assurance, Bern (2006–2014)
  • President of the Accreditation Council for International Accreditations, Swiss Agency for Accreditation and Quality Assurance, Bern (2009–2014)

Main focus of work and research

In the course of his academic career, Euler focused on various areas of work and research.

Didactic use of digital learning media

Based on the dissertation "Communication Ability and Computer Supported Learning" (1988), the question was examined in projects and research work: "To what extent can digital learning media contribute to making learning processes more motivating, individualized and sustainable". As a result of technological developments, the media foundations changed rapidly, but the core didactic questions remained (largely) unchanged. The questions were initially examined with a focus on vocational training. With the move to the University of St. Gallen, Euler expanded the focus on the design of learning environments for media-supported self-study. In 2006 he and his team received the Medida-Prix advertised by the "Society for Media in Science" for the project "Strategy-based development and implementation of media-based self-study at the University of St. Gallen".

Writings on: Didactic use of digital learning media
  • Euler, D. (1989). Communication skills and computer-aided learning. Cologne: Müller Botermann.
  • Euler, D. (1992). Didactics of computer-aided learning - practical design and theoretical basics. Nuremberg: bw-Verlag.
  • Euler, D. (1994). (Multi) media learning - theoretical foundations and research status. Educational Science, 4, 291-311.
  • Euler, D. & Twardy, M. (1995). Multimedia learning. In R. Arnold & A. Lipsmeier (eds.), Handbuch der Berufsbildung (356 - 365). Opladen: Budrich.
  • Euler, D. (2000). High teaching through high tech? - Considerations for the redesign of university teaching with the help of the new media. In W. Scheffler & K.-I. Voigt (Ed.), Development Perspectives in Electronic Business (53–80). Wiesbaden: Schäffer-Poeschel.
  • Euler, D. (2001). High teaching through high tech? - From the program to implementation: New media in vocational training from a German perspective. Journal for Vocational and Business Education, 97, 25–43.
  • Euler, D. (2002). The virtual school - opportunities and dangers. In R. Fortmüller (Ed.), Complex Methods. New Media (195–215). Vienna: Manz.
  • Euler, D. (2002). From connectivity to community. In S. Spoun & W. Wunderlich (eds.), Media Culture in Digital Change (205–233). Bern: Main.
  • Euler, D. & Wilbers, K. (2002). Design didactic self-learning with new media. University Didactic Writings Vol. 1. St. Gallen: Institute for Business Education.
  • Euler, D. & Seufert, S. (Eds.) (2004). E-learning in universities and training centers. Munich, Vienna: Oldenbourg.
  • Euler, D. (2005). Quality development in e-learning-supported educational programs. In Kerres, M. & R. Keil-Slawik (eds.), Universities in the Digital Age: Innovation Potential and Structural Change (355–368). Münster and others: Waxmann.
  • Euler, D., Hasanbegovic, J., Kerres, M. & Seufert, S. (2006). Handbook of competence development for e-learning innovations. Bern: Huber.
  • Euler, D., Seufert, S. & Zellweger, F. (2006). Business models for the sustainable implementation of eLearning at universities. Zeitschrift für Betriebswirtschaft, Special Issue 2/2006, 85–103.
  • Euler, D. & Seufert, S. (2009). E-learning in management and corporate communication. In Issing, LJ & Klimsa, P. (Eds.), Online-Lern (427-438). Oldenbourg: Munich.

Promotion and testing of social skills

While the relevance of social skills in practice at school and at work is obvious, didactic research is still in its infancy. What exactly is meant by 'social skills'? Which sub-competencies can be determined in detail in order to formulate learning goals for a clear didactic unit and to give the teaching a clear orientation? How can social skills be specifically promoted? To what extent can social skills be diagnosed or subjected to a learning success test?

These questions were transferred to a research program by Euler at the University of Erlangen-Nuremberg and examined in numerous projects, dissertations and model tests. This work was systematically continued within the Leading House "Social Competencies" at the University of St. Gallen. In addition, the promotion of social skills has become an essential focus of business education training at the University of St. Gallen.

Writings on: Promotion and testing of social skills
  • Euler, D. (2004). Determine, promote and test social skills. Basic questions and theoretical foundation. St. Gallen: IWP.
  • Euler, D. (2004). Communication disorders in class - the unknown normal case? In Dubs, R., Euler, D. & Seitz, H. (Eds.) (2004). Current Aspects in School and Academic Education (142–154). St. Gallen: IWP.
  • Euler, D. & Bauer-Klebl, A. (2008). Determination and specification of social skills. Journal for Vocational and Business Education, 104, 16–47.
  • Euler, D. (Ed.) (2009). Social skills in vocational training. Bern: Main.

Innovation in Vocational Education

With the move to the University of Erlangen-Nuremberg, Euler intensified the focus on "Vocational Education". In studies and pilot projects, key reform areas were identified and converted into conceptual proposals. In two program sponsorships with the focus on "Cooperation between learning locations in the dual system of vocational training" (1999–2004) and "Self-directed learning in vocational training" (2004–2008), around 40 model experiments were scientifically monitored and evaluated.

The work in this focus was given a further facet by being appointed to the Vocational Education Innovation Group by the Federal Minister for Education and Research (2005–2006) and to the Scientific Advisory Board of the Federal Institute for Vocational Education and Training (2005–2013). As part of the innovation group, Euler (together with E. Severing) developed a proposal for the modularization of training courses, which is still controversially discussed today.

Since 2007, Euler has been involved in various projects of the Bertelsmann Foundation that deal with reform issues in vocational training (including inclusion in vocational training; interlinking vocational and university education; migration).

Within the scope of this focus of work, Euler is active in an advisory capacity in various international projects, for example in Vietnam, China, Palestine and Serbia.

Writings on: Innovation in Vocational Training
  • Euler, D. (1998). Modernization of the dual system - problem areas, reform proposals, lines of consensus and dissent. Bonn: BLK.
  • Euler, D. (2003). Cooperation between learning locations in vocational training - status and perspectives from the point of view of economic educational research. Journal of Education, 40th Supplement, 249-272.
  • Euler, D. (Ed.) (2003). Handbook for cooperation between learning venues. Volume 1: Theoretical foundations. Bielefeld: Bertelsmann.
  • Euler, D. (Ed.) (2003). Handbook for cooperation between learning venues. Volume 2: Practical Experience. Bielefeld: Bertelsmann.
  • Euler, D. (2005). Quality development in vocational training. Issue 127 of the materials for educational planning and research funding, Bonn: Federal and State Commission for educational planning and research funding.
  • Euler, D. (Ed.) (2006). Facets of professional learning. Bern: hep
  • Euler, D. & Severing, E. (2006). Flexible training paths in vocational training. Bielefeld: W. Bertelsmann.
  • Euler, D., Pätzold, G. & Walzik, S. (2007). Cooperative learning in vocational education. Supplement 21 of the journal for vocational and business education. Stuttgart: Steiner.
  • Euler, D. (2009). Transitional system - improving opportunities or preparing for the precariat? In Heidemann, W. & Kuhnhenne, M. (Eds.), Future of Vocational Training (83–98). Hans Böckler Foundation: Düsseldorf.
  • Euler, D. & Pätzold, G. u. a. (2010). Self-directed and cooperative learning in initial vocational training. Bochum / Freiburg: Project publishing house.
  • Euler, D., Walwei, U. & Weiß, R. (Eds.) (2010). Vocational Research for Modern Vocational Training - Status and Perspectives. Supplement 24 of the journal for vocational and business education. Stuttgart: Steiner.
  • Euler, D. (2012). Review-Insight-Outlook: The transition system in transition to the inclusion principle? Journal for Vocational and Business Education, 108, 321–328.
  • Euler, D. (2012). Modularization in Vocational Education and Training - An Approach to Social Inclusion of Young People at Risk. Social Progress, 61, 265-272.
  • Euler, D. (2013). The dual system in Germany - a model for a transfer abroad? Gütersloh: Bertelsmann Foundation.
    (Engl .: Germany's dual vocational training system: a model for other countries?
    Span .: El sistema dual en Alemania - Es possible transferir el modelo al extranjero?)
  • Euler, D. (2013). Is the professional principle still appropriate? In Pahl, J.-P. & Herkner, V. (Eds.). Handbook of Occupational Research (264–273). Bielefeld: W. Bertelsmann.
  • Brahm, T .; Euler, D. & Steingruber, D. (2014). Transition from school to VET in German-speaking Switzerland. Journal of Vocational Education & Training, 66 (1), 89-104. doi : 10.1080 / 13636820.2013.877066 .
  • Euler, D. (2014). Vocational and higher education - (unequal) competition or new forms of cooperation? Journal for Vocational and Business Education, 110, 321–334.

University educational development

Euler initially dealt conceptually and practically, and increasingly also research-related, with questions of university development. With the Bologna reform, new challenges arise for the design of teaching and study that cannot be mastered by the concepts of university didactics alone. Based on practical development work at the University of St. Gallen, Euler developed a frame of reference for educational university development in which individual competence development and organizational framework development are interlinked.

In the educational university development, Euler understands an essential research and teaching area for the further development of the scientific discipline of business education. He sees a current topic in university development in the question of how sustainable and responsible behavior can be developed among students at the university.

Writings on: Pedagogical University Development
  • Euler, D. (2008). Strategic management at universities. Theoretical foundations and practical implementation examples. In Stratmann, J. & Kerres, M. (Eds.), E-Strategy (11-28). Waxmann: Münster u. a.
  • Euler, D. (2010). Shaping Learning Cultures: A Strategic Challenge for Universities. In Ehlers, U.-D. & Schneckenberg, D. (eds.), Changing Cultures in Higher Education (75–84). Heidelberg u. a .: Springer.
  • Euler, D. & Seufert, S. (2011). "Reflective executives" - A Realistic Goal for Modern Management Education? In W. Amann, M. Pirson, C. Dierksmeier, E. v. Kimakowitz & H. Spitzeck (ed.), Business Schools Under Fire: Humanistic Management Education as the Way Forward (212-226). Palgrave Macmillan: Houndmills.
  • Feixas, M., & Euler, D. (2013). Academics as teachers: New approaches to teaching and learning and implications for professional development programs. International HETL Review, Volume 2, Article 12, [1] .
  • Euler, D. & Feixas, M. (2013). Reflective leadership: a vision for international management education. In D. Tsang, HH Kazeroony & G. Ellis (ed.), The Routledge Companion to International Management Education (3-14). Routledge: Milton Park.
  • Euler, D. (2013). From university didactics to university development - new challenges for the design of teaching and studies. Journal for Vocational and Business Education, 109, 360–373.
  • Euler, D. & Severing, E. (2014). Inclusion in vocational training. Journal for Vocational and Business Education, 110, 114–132.

Methodological foundations: Design-Based Research

In terms of scientific theory, many of Euler's scientific works follow the approach of design-based research . Research concepts were already being practiced and published in business education at the beginning of the 1990s that aimed at promoting innovation within the framework of innovations? and design projects to combine the three main areas of theory formation, theory review and theory application. While Sloane used the term "pilot project research" to identify it, Euler labeled his concept "science-practice communication".

Writings on: Methodological foundations: Design-Based Research
  • Euler, D. (1994). Didactics of a socio-information technology education, Cologne: Botermann.
  • Euler, D. (1996). Because they don't do what they know - about the (lack of) application of scientific theories in business education practice. Journal for Vocational and Business Education, 4, 350–365.
  • Euler, D. / Sloane, PFE (1998). Implementation as a problem in model research. Educational Science, 4, 312-326.
  • Euler, D. (2003). Potential of pilot programs for vocational training research. Journal for Vocational and Business Education, 99, 201–212.
  • Euler, D. (2005). Transfer of model test results into professional training practice - demands, problems, possible solutions. Journal for Vocational and Business Education, 101, 43–57.
  • Euler, D. (2007). Vocational training research between science and machination. In Reinmann, G. & Kahlert, J. (Eds.), The Benefit Is Postponed (82-100). Pabst: Lengerich et al
  • Euler, D. (2008). Among white-coat and blue-coat researchers: tasks and significance of vocational training research. In Euler, D. et al., New Understandings of Research in the Social Sciences (43–74). Federal Institute for Vocational Training: Bonn.
  • Euler, D. (2010). Paradigms in comparison. In Nickolaus, R., Pätzold, G., Reinisch, H. & Tramm, T. (Eds.), Handbuch Berufs- und Wirtschaftspädagogik (386–389). Bad Heilbrunn: UTB-Klinkhardt.
  • Euler, D. (2011). Effect vs. Design Research - A Hostile Coexistence? Journal for Vocational and Business Education, 107, 520–542.
  • Euler, D. & Sloane, PFE (Eds.) (2014). Design-Based Research. Stuttgart: Franz Steiner Verlag.
  • Euler, D. (2014). Design research - a paradigm under development. In D. Euler & PFE Sloane (Eds.). Design-Based Research (15-44). Stuttgart: Franz Steiner Verlag.
  • Euler, D. (2014). Design principles as a focal point for practice design and scientific knowledge generation. In D. Euler & PFE Sloane (Eds.). Design-Based Research (97-112). Stuttgart: Franz Steiner Verlag.

Complete list of publications

  • Research platform University of St. Gallen: [2]
  • German National Library: [3]

Publications on other topics

  • Euler, D. (2001): Education in the economy: variations of a tension. In KA Schachtschneider, H. Piper & M. Hübsch (eds.), Transport - Economy - Law, memorial for Johann Georg Helm (473–488). Berlin.
  • Dubs, R., Euler, D., Rüegg-Stürm, J. & Wyss, C. (Eds.) (2004): Introduction to Management. 5 volumes. Bern, Stuttgart, Vienna: main.
  • Euler, D. (2004): Education Management. In Dubs, R., Euler, D., Rüegg-Stürm, J. & Wyss, C. (Eds.), Introduction to Management. Volume 4 (31-57). Stuttgart, Vienna, Bern: Haupt.
  • Euler, D. (2005): Inquiring Learning. In Spoun, S. & Wunderlich, W. (Eds.), Study goal personality (253–272). Frankfurt, New York: Campus.
  • Euler, D. & Hahn, A. (2014): Wirtschaftsdidaktik. 3rd ed. Bern, Stuttgart, Vienna: Haupt

Editorships

  • Journal for Vocational and Business Education (since 2003)
  • Journal for University Development (since 2005)

Web links

Individual evidence

  1. ↑ Website of The Open CETL: The Open University's Centers for Excellence in Teaching and Learning ( Memento of the original from September 23, 2015 in the Internet Archive ) Info: The archive link has been inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.open.ac.uk
  2. ↑ MEDIA-PRIX 2006 . MEDIA-PRIX 2006 website with the award winners.
  3. ↑ Interview with Prof. Dr. Dieter Euler: Do group work promote team skills? . In: educa.Berufsbildung. Retrieved September 20, 2015.
  4. ↑ Young people in transition ( Memento of the original from September 23, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. . In: Jacobs Foundation. Retrieved September 20, 2015.  @1@ 2Template: Webachiv / IABot / jacobsfoundation.org
  5. ↑ Article by Jeannette Otto: Happiness to belong . In: Die Zeit , DIE ZEIT No. 25/2014, June 12, 2014. Retrieved September 20, 2015.
  6. ↑ Article by Naemi Härle, Lars Thies: The transfer of dual vocational training works - in bits . In: Blog "Education and Training", December 12, 2013. Accessed September 20, 2015.
  7. ↑ YouTube video for the lecture: University development - a (new) challenge for business education? . Published on October 10, 2012.
  8. ↑ YouTube video for the lecture: Responsibility and sustainability - a demanding challenge for higher education . Published on April 28, 2015.
personal data
SURNAME Euler, Dieter
BRIEF DESCRIPTION German business educator
DATE OF BIRTH December 10, 1952
PLACE OF BIRTH Cologne