In the presentation, learners perceptions in professional training and higher educations are compared with each other on the basis of study results from Germany. The presentation makes clear that there is not such like a general educational culture but that learning contexts need to be differently designed for each context. Presentation he'd at the Annual EDEN conference 2014 in Zagreb.

1. Institut für Informatik und
Wirtschaftsinformatik (ICB)
Comparing Learners’
perceptions and expectations in professional
training and HE: the German perspective
Thomas Richter
University of Duisburg-Essen Picture right: Winding-
tower, Essen
EDEN 2014 Annual Conference, Zagreb
From Education to Employment and Meaningful Work with ICTs

2. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
2
Learning Culture Survey
n since 2008, international survey on learners’ perceptions of
and attitudes in Higher Education
n investigating culture-specific perceptions and expectations of
learners towards education
n Aim: Conflict reduction in international e-Learning & support
for international adaptation of learning resources
n based on standardized questionnaire (Likert style, 102
items; available in 11 languages)
n study results so far available from
n 2010 Germany (1817, 3 universities, online),
n 2011 South Korea (286, 39 universities, paper), and
n 2013 Ghana (352, 1 university, paper)
n “test” studies in (questionnaire translated through students)
n 2012 Bulgaria (30, 1 university)
n 2012 Cameroon (French, 30 & British, 30, each 1 university)
n 2012/13 Turkey (40, 1 university)
n 2012/13 Ukraine (53, 1 university)
n 2014 France (73, 1 university)

3. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
3
Learning Culture: Investigated Issues
• the role of professor and tutor
• tasks and responsibilities of professor and tutor
• perception of feedback
• motivation/de-motivation
• group work related issues
• group building processes
• time management
• experiences with group work in education
• general gender-specific issues

4. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
4
Culture Research in Education and IS: Status quo
n over 70% of research bases on Hofstede’s dimensions
n IBM value-based management-study from 1970s, over
115.000 sample elements from 40 countries
n 4 dimensions resulted: PDI, IDV, MAS, UAI
n (relative) national key-values based on data from IBM study
n comprehensive discussions on results and consequences,
e.g. in relation to general education
n Preconditions:
n concept of national culture generally is valid
n value systems are persistent over time
n key-values are transferable to all contexts

5. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
5
Appropriateness of Method … Positions
n Hofstede:
n national culture generally exists (Montesquieu’s “Spirit of a
Nation”)
n key-values generally valid across subcultures (basic values)
n values persistent because basic values are slowly changing
If above assumptions are valid, it would be very comfortable …
à rarely changing parameters: persistent research results,
à generalization of results and experiences on cultural issues to
all educational contexts within a nation
à but …
Several further doubts expressed in literature but no empiric
studies available investigating the issue …
10 20 30 40 50 60 70 80 90 1000
Impact
significant
Germany
(35)
Austria
(11)
South Korea
(60)
China
(80)
Impact
not
significant
Impact
not
significant

6. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
6
Learning Culture Survey in Professional Training
n 30+ German stock-noted enterprises invited for participation
(providing in-house professional training)
n 5 enterprises offered support, each with 25 sample elements
n 2 enterprises actually delivered 7+ sample elements
n choice of sample elements by enterprises (no influence)
n study took place in 2012, paper based
n questionnaire was slightly adopted to context (e.g.,
“professor” became “instructor”)
n results not representative but fully sound according to
particular character of each context

7. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
7
Comparing Results from LC: Role of the Lecturer

8. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
8
Comparing Results from LC: Tasks of the Lecturer

9. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
9
Comparing Results from LC: Gender Issues

10. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
10
Comparing Results from LC: Group Work
(perceived support)

11. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
11
Comparing Results from LC: Group Work
(perceived support)

12. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
12
Findings and Conclusions
n Learners’ perceptions of education and expectations are basically different between
learners in Adult and Higher Education
n The concept of national culture cannot be applied in the context of Education
n Organizations appear to establish own and quite distinguished educational cultures,
significantly inflicting the learners’ perception of usefulness and appropriateness
à The national values and dimensions of Hofstede are not easily applicable
à Research is required to differentiate between different learning contexts: Transferring
results from one to another educational context even within a national context appears
inappropriate
à We cannot simply transfer didactics, courses and educational services from HE to AE:
Adaptation of educational design appears to be required according to the general
à Development of educational contents for a particular enterprise should reflect its
specific educational culture

13. Thomas Richter @EDEN 2014, Zagreb
Comparing Learners’ perceptions and expectations in AE and HE: The German perspective
13
Are there any open questions?
Contact: thomas.richter@icb.uni-due.de