University Of Klagenfurt Research Articles

Professionalization for Education for Sustainable Development through Action Research using the Example of a University Course

The interdisciplinary character as well as the current and future relevance of the sustainability debate with all its inherent dilemmas and uncertainties, can provide fertile ground for educational innovation. Against this background, a team at the University of Klagenfurt, together with FORUM Umweltbildung and colleagues at teacher training colleges in Austria, designed the four-semester in-service course "BINE - Education for Sustainable Development - Innovations in Education". The aim of BINE is that the participants deal with the topics of sustainable development (SD) and education for sustainable development (ESD) as a learning community. An important element of this is the systematic reflection of innovations in their own practice within the framework of an action research study. The action research process provides a learning basis to promote the concepts of ESD as well as research and implementation skills of the participants. While sustainability topics are used as a vehicle for emancipatory education on the one hand, they are intended to trigger concrete sustainable social development processes on the other. This implies a great challenge, but also holds considerable potential for educational processes. With regard to sustainable development, education in the context of ESD means addressing questions in concrete fields of action about how the future can be shaped sustainably. This includes precise observation, analysis, evaluation and cooperative design of a concrete situation. Reflective action competence - and not blind action or unreflective action patterns - is a main goal of learning (Rauch & Pfaffenwimmer 2020).

Family-focused intervention to promote adolescent mental health and well-being in Moldova and North Macedonia (FLOURISH): feasibility study protocol

IntroductionFamily-Focused Adolescent & Lifelong Health Promotion (FLOURISH) project will adapt, implement and evaluate a programme to support adolescent mental health and well-being through strategies, such as strengthening parenting practices, adolescent-caregiver...

Presenteeism Is Reloaded and Ready for Further Research – A Commentary on Priebe, J. and Hägerbäumer, M. (2023)

Presenteeism Is Reloaded and Ready for Further Research – A Commentary on Priebe, J. and Hägerbäumer, M. (2023)

O.5.1How effective are resources to promote advance care planning? Results of a systematic review: Presenter(s): Svenja Diegelmann, University of Klagenfurt, Austria

O.5.1How effective are resources to promote advance care planning? Results of a systematic review: Presenter(s): Svenja Diegelmann, University of Klagenfurt, Austria

"High sensitivity and specificity screening for clinically significant intimate partner violence": Correction.

Reports an error in "High sensitivity and specificity screening for clinically significant intimate partner violence" by Richard E. Heyman, Katherine J. W. Baucom, Shu Xu, Amy M. Smith Slep, Jeffery D. Snarr, Heather M. Foran, Michael F. Lorber, Alexandra K. Wojda and David J. Linkh (Journal of Family Psychology, 2021[Feb], Vol 35[1], 80-91). In the article, the affiliation of Heather M. Foran was incorrectly listed as "Family Translational Research Group, New York University." Her correct affiliation is "Institute for Psychology, University of Klagenfurt, and Institute for Psychology, University of Braunschweig." In addition, there were two errors in Table 3 whereby the last row of column 1 should have been labeled "Any of the two items" rather than "Both items," and the final subheading should have read "Female → Male psychological CS-IPV (Male report)a " rather than "Male → Female psychological CS-IPV (Male report)a." Finally, in the Supplemental Material, the second item of the "Screener for Clinically Significant IPV-Psychological" questionnaire should have been deleted. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2020-51524-001). The U.S. Preventive Services Task Force has recommended that clinicians screen patients for intimate partner violence (IPV). This article aims to develop and test the first screeners for clinically significant physical and psychological IPV (i.e., acts meeting criteria in the International Classification of Diseases (11th ed.; ICD-11; World Health Organization, 2019) and the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5; American Psychiatric Association, 2013). The goal was to derive screeners that (1) are maximally brief, while still achieving high sensitivity and specificity; (2) assess perpetration and victimization when either men or women are reporting; and (3) use ICD-11/DSM-5 criteria as the reference standard. Random samples of active duty service members at 82 installations worldwide were obtained via e-mail invitation (2006: N = 54,543; 2008: N = 48,909); their response rates were excellent for long general population surveys with no payment (2006: 44.7%, 2008: 49.0%). The population of spouses at the participating installation was invited by mailed postcard (2006: N = 19,722; 2008: N = 12,127; response rates-2006: 12.3%, 2008: 10.8%). Clinically significant physical intimate partner violence can be effectively screened with as few as four items, with sensitivities > 90% and specificities > 95%; clinically significant psychological intimate partner violence can be screened with two items. Men and women can be screened with equivalent accuracy, as can those committing the violence and those victimized by it. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Varieties of Spoken Slovenian in Austrian Carinthia and the Speech Practices of Young Members of the Minority


 
 
 This article presents an overview of findings on the varieties of spoken Slovenian in Austrian Carinthia, focusing in particular on the changes perceived by researchers in the last two decades and on contemporary speech practices. Findings by other researchers are built upon with the results of biographical interviews conducted with seven students of Slovenian at the University of Klagenfurt. Three topics are at the forefront: the attitude toward the local dialect, the use of standard Slovenian variety, and speech accommodation in groups.
 
 

Sustainable Development and Education

This paper describes the case of a university course addressing Sustainable Development (SD). This interdisciplinary and interfaculty elective course is meant to serve the purpose of teaching sustainability. At the same time, it is also intended to serve as an instrument for the implementation of sustainability at the University of Klagenfurt in Austria. The paper describes the conception and implementation of an interdisciplinary elective as a first appropriate step to implement SD at the University of Klagenfurt across disciplinary and structural barriers. Furthermore, the paper presents reflections of the course based on a series of interviews with the leading teaching team as well as the team's ongoing reflections. As it turns out: The major challenge is that a system based on individual freedom in research and teaching needs to intervene within its own system to create and initiate a new development.

Designing and Implementing an Interfaculty Elective "Sustainable Development" Course at a University: Concepts, Developments and Lessons Learned

This paper describes the case of a university course addressing Sustainable Development (SD). This interdisciplinary and interfaculty elective course is meant to serve the purpose of teaching sustainability. At the same time, it is also intended to serve as an instrument for the implementation of sustainability at the University of Klagenfurt in Austria. The paper describes the conception and implementation of an interdisciplinary elective as a first appropriate step to implement SD at the University of Klagenfurt across disciplinary and structural barriers. Furthermore, the paper presents reflections of the course based on a series of interviews with the leading teaching team as well as the team's ongoing reflections. As it turns out: The major challenge is that a system based on individual freedom in research and teaching needs to intervene within its own system to create and initiate a new development.

An interview with Stefan Lorenz Sorgner

Prof. Dr. Stefan Lorenz Sorgner combines two essential attributes: He is one of the brilliant minds of our times, and his specialization is on one of the most relevant discussions on philosophy, Trans/Post/Metahumanism. He received his BA from King’s College/University of London (1997), his MA by thesis from the University of Durham, UK (1998), and his Dr. Phil. from the University of Jena, Germany (2009). In recent years, he taught at the University of Jena (Germany), University of Erfurt (Germany), University of Klagenfurt (Austria), Ewha Woman’s University in Seoul (South Korea) and University of Erlangen-Nürnberg (Germany).

Indirect literary translation and intercultural communication: crossing borders in the Neighbours with a Go-Between project

ABSTRACT The paper presents the project entitled Neighbours with a Go-Between that was carried out by the University of Klagenfurt (Austria) and the University of Ljubljana (Slovenia) between 2016 and 2019, combining indirect literary translation and intercultural communication. Based on the analysis of student reports, the study shows how the task of collaborative indirect literary translation helped form a temporary community of practice, which in turn enabled the crossing of several types of boundaries and fostered intercultural learning.

The EFL-YouTube remix: Empowering multimodal and computational literacies for EFL purposes

Because innovations in media technologies affect all aspects of our daily lives, multimodal and computational literacies are becoming increasingly important as a way to empower English as a Foreign Language (EFL) learners in their second language practices. Content-sharing platforms, such as YouTube, provide instant access to authentic language environments in a wide variety of contexts. While many learners operate emergent software services intuitively and with great ease, their potential benefits for language learning remain widely unexplored. This paper examines multimodal and computational meaning-making practices in EFL contexts from a theoretical and empirical perspective. More specifically, it focuses on how competencies in multimodal meaning-making and software programming can be combined with the lexical approach to language learning when repurposing YouTube videos to teach English idioms and phrases. Based on a prototype language learning website designed and implemented by students at the University of Klagenfurt and improved by students from Bundeswehr University Munich, the paper identifies fundamental literacy skills required for a critical and self-determined application of software services in English language classrooms in terms of four emergent digital meaning-making practices: multilinear choices, multimodal meaning-making, data curation and procedural reasoning. The prototype language learning website that evolved as part of this project can be accessed at www.lingo.farm.

English as a Medium of Instruction (EMI) at the University of Klagenfurt. A Study on the Attitudes and Language Proficiency of Students and Teaching Staff

This study empirically questions the context of English as a medium of instruction (EMI) in a university setting, namely the University in Klagenfurt, Austria, where the primary language of instruction is German. English has been proposed in the study as a language of Content and Language Integrated Learning (CLIL), which is a teaching method whereby students learn a new content in a foreign language. Apart from examining the attitudes towards English in this respect and the levels of proficiency of the students at the University of Klagenfurt (AAU), the study also covered said attitudes and proficiency of the teaching staff. One survey was prepared for the staff and another for the students. Twenty links to different C-tests, aimed at attesting English language proficiency, were distributed across departments and faculties. 114 students took the survey and 75 of them completed the C-test. Moreover, 21 teachers completed the survey and 15 of them completed the C-test.

How Socio-Scientific Inquiry Based Learning (SSIBL) promotes inquiry in climate issues – An example for enacting socio-scientific issues in science education

The project “Mobility, Traffic and Renewable Energies” is a joint project between the University of Klagenfurt and the University of Teacher Education in Carinthia. Pre-service science teachers, teachers and school students engage in real-world issues. This participatory project was implemented in two rounds (academic year 2015-2016 and 2016-2017) and was part of the EU-FP7-Project PARRISE (Promoting Attainment of Responsible Research and Innovation in Science Education). An essential goal of PARRISE was to implement the pedagogic framework of Socio-Scientific Inquiry Based Learning – SSIBL. In this paper practical activities at schools are described and selected findings of an evaluation about the learning of school students and pre-service science teachers are presented.

Prispevek bilateralnega avstrijsko-slovenskega znanstvenega sodelovanja k raziskavam rokopisnih in tiskanih besedil starejšega slovenskega slovstva

This article discusses the research cooperation between the University of Klagenfurt’s Institute of Slavic Studies and the ZRZ SAZU Institute of Slovenian Literature and Literary Studies in Ljubljana funded by the Austrian Exchange Service (OeAD) and the Slovenian Research Agency (ARRS) as part of bilateral academic and technical cooperation. It presents the history and current research focus of both institutes, the course of the project, and the central content-related, technical, and conceptual intersections in the research of both project teams.

Work discussion within a research context: the use of work discussion seminars for doctoral students of interdisciplinary intervention research

ABSTRACTThis article discusses the application of Work Discussion in an Interdisciplinary Doctoral College for Intervention Research at the University of Klagenfurt. Initially, the doctorate programme, which aims to enable intervention research students in their task, is described. The curriculum includes lectures on epistemic theory, qualitative methods and training in social skills in form of group and organization dynamic trainings and follows the Tavistock tradition, in making observations of organizations. Amplifying the Tavistock Model, a Work Discussion Seminar was introduced over the period of three years in order to reflect on their emotional involvement, their goals and their motivation to complete the research, as well as studying unconscious dynamics and connections in each one’s research field. Finally, the paper addresses the question of how far Work Discussion is helpful in maintaining momentum in the research process.

Special issue: a selection of distinguished papers from the 18th Working Conference on Reverse Engineering 2011

Special issue: a selection of distinguished papers from the 18th Working Conference on Reverse Engineering 2011

Regional networks in education: a case study of an Austrian project

This case study presents the development of networks in education, using the Austrian IMST (Innovations Make Schools Top) project as illustration. The regional networks are coordinated in every Austrian federal province by groups made up of teachers, representatives of the educational authorities, and members of academia. In the framework of the IMST project, all networks are monitored by a team of the Institute of Instructional and School Development at the University of Klagenfurt. This article presents theoretical concepts, network structures and network activities, as well as evaluation data. The overall challenge in trying to enable sustainable development of learning of those involved might be described as keeping momentum between network structures and network processes or, in other words, between stability and flow.

The Establishment of School Social Work in Austria – From a Project to a Regular Offer

The contribution introduces the present situation and the basic challenges of school social work in Austria. Starting with the perception of a developing “knowledge society” (Höhne, 2004), school is seen as a life place at which social subjects and problems occur and are made manifest. The analyses are based in particular on empirical studies by the University of Klagenfurt (Sting & Leitner, 2011) and the University of Graz (Gspurning, Heimgartner, Pieber, & Sing, 2011), which were carried out in school social work facilities of Carinthia and Styria, but theyalso include Austrian-wide research projects. A methodical view is presented along the main target groups “pupils”, “teachers” and “parents”, and the basic orientations are discussed. The thematic analysis characterises school social work as a multi-thematic service (e.g., conflicts, love, problems at school, problems of the family) that needs to oppose the reduction to single problem areas such as drug abuse or violence. The structural analyses render visible the meaning of spatial conditions, personnel competence and the social-spatial network. Finally, the possibilities of a lasting implementation of empirical research in school social work are discussed.

Fenichel's 175 Topics of Discussion About Freud's “Three Contributions to the Theory of Sex”

Fenichel's 175 Topics of Discussion About Freud's “Three Contributions to the Theory of Sex”Elke Muehlleitner, Michael Giefer and Johannes ReichmayrElke MuehlleitnerUnterer Hardthof 15B, 35398 Giessen, Germany. E-mail: [email protected]Search for more papers by this author, Michael GieferSearch for more papers by this author and Johannes Reichmayr1 Psychologist and Social Scientist, has published in the field of history of psychoanalysis. She recently co-edited a book on Edith Jacobson (Psycho-Sozial Verlag, 2005) and is working on a biography of Otto Fenichel.2 Medical Practitioner and Psychoanalyst in Bad Homburg, specialized in history of psychoanalysis. He is currently working on a new edition of correspondence between Sigmund Freud and Georg Groddeck.3 Psychologist, Psychoanalyst and Historian of Psychoanalysis, specialized in ethnopsychoanalysis and transcultural psychotherapy. Former professor at the University of Klagenfurt, he is now establishing an institute at the Sigmund Freud University in Vienna.Search for more papers by this authorPublished Online:June 2009https://doi.org/10.1521/prev.2009.96.3.411PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations About Previous article Next article FiguresReferencesRelatedDetails Cited byCited by1. Online publication date: Go to citation Crossref Google Scholar Volume 96Issue 3Jun 2009 Information© 2009 N.P.A.P.PDF download

Gender and Wisdom: A Brief Overview

This issue of Research in Human Development grew out of a workshop organized by Dr. Judith Gluck and held at the Alpen Adria University of Klagenfurt, Austria, in July 2008. It had two goals: first...