Paradigma der Digitalen und Multioptionalen Bildung: Ein sozio-ökonomisches Konstrukt der Belastungs-Beanspruchungs-Interiorisation des familien- und berufsbegleitenden Weiterbildungsstudiums in der Schweiz

This dissertation deals with how a family- and work-related continuing education programme should be designed in order to be able to achieve academic success. Both the students and the university are taken into account. Digital multi-optional education is to be understood as a holistic education in a family- and work-accompanying continuing education programme, with options for shaping the programme, taking into account one's own individual performance requirements. Digital education is understood as a technology-supported process within this work.
Four fields of action are highlighted. 1.) A construct and its dimensions within digital, multi-optional education will be defined. 2.) A concept of stress and strain in relation to digital, multi-optional education is to be developed. 3.) Needs of students and universities within the socio-economic construct are to be determined. 4.) Recommendations for action on digital, multi-optional education are derived, based on the socio-economic consideration within the stress and strain concept. These four fields of action are dealt with within three studies.
Within the research, a systematic literature analysis is carried out in the theory section. In addition, an empirical case analysis is conducted using partially standardised and guideline-based expert interviews. A total of 20 interviews were conducted (personal and written interviews) over a period of about 5 months. These are evaluated using content analysis.
This dissertation was able to determine the dimensions (content, structure and layout) of digital, multi-optional education and transfer them into a socio-economic construct in praxi (paradigm). In the second study, the stresses and strains on the part of students and the university were worked out in the actual and target situations. Within the last investigation, the needs of the universities and the students and their effect on the socio-economic paradigm could be outlined. From this, the necessary recommendations for action could be formulated for students and the university as well as its staff and governance. This dissertation opens up a new understanding of a family- and work-based continuing education programme, that takes equal account of the individual performance requirements of the students and the university.