Zur Produktion und Reproduktion studentischer Zeit-Raum-Verhältnisse in der Studieneingangsphase.

1. Zur Produktion und Reproduktion
studentischer Zeit-Raum-Verhältnisse in der
Studieneingangsphase
H E T E R O G E N I T Ä T
I N B E W E G U N G
Fabian Mundt, M.A.
Institut für Allgemeine und Historische Erziehungswissenschaft・graph Zukunftsforum・ 25.11.2016

2. »Vielen großen Studien über Studierende in der
Bundesrepublik Deutschland fehlt der differenzierende
Blick auf die fachkulturellen Spezifika und die
Heterogenität der Studierendenschaft […]«
Friebertshäuser, B. (2013): Denken, Forschen, Verstehen mit Bourdieu. Beltz Juventa. S. 256.

3. »As much as the central questions in higher education
focus on student enrollment in programmes, student
retention, progression and success, and graduate fitness
for work, the actual students tends to be absent in
much of this rhetoric and even in the scholarly
literature.«
Case, J. M. (2013): Researching Student Learning in Higher Education. Routledge. S. 3.

4. © http://bit.ly/1jfHDVy
Die studentische Alltagspraxis
als Ausgangspunkt.

5. Die studentischen Zeit-Raum Verhältnisse
als Ausgangspunkt.
Zeit-Raum Verhältnisse
© http://bit.ly/1jfHDVy

6. ?Zeit-Raum-Verhältnisse
(vgl. Adam 2005; Löw 2001; Rosa 2005; Schroer 2005)

7. werden
sozial (re)produziert.
Zeit-Raum-Verhältnisse

8. »[D]as Wirkliche ist relational: Was in der sozialen Welt
existiert, sind Relationen – nicht Interaktionen oder
intersubjektive Beziehungen zwischen Akteuren,
sondern objektive Relationen, die ›unabhängig vom
Bewußtsein und Willen der Individuen‹ bestehen […]«
Bourdieu, P. & Wacquant, L. (1996): Reflexive Anthropologie. Suhrkamp. S. 126f.

9. subjektiv objektivZeit-Raum-Verhältnisse
quantitativ
qualitativ
F o r s c h u n g s s t r a t e g i e
Soziale Topologie
Interviews
Orte Chronologien

10. ?Soziale Topologie
(vgl. Benzécri 1992; Bourdieu 1979; Günzel 2007; Le Roux 2014; Pagès 2015)
O b j e k t i v e Z e i t - R a u m - V e r h ä l t n i s s e

14. E r h e b u n g s s i t u a t i o n
1. Semester 2. Semester 3. Semester
325 (68%) 231 (48%) 211 (44%)*
* Erhebung noch nicht abgeschlossen.
Stichproben BA Jahrgang Wintersemester 2015/16

15. E r h e b u n g s s i t u a t i o n
Biografischer
Hintergrund
‣ Persönliche
Angaben
‣ Eltern
‣ Kindheit und
Jugend
‣ Schulzeit
Übergang
Schule – Hochschule
‣ Tätigkeiten vor
Studienbeginn
‣ Studienwahlmotive
‣ Studienwahl
Studienalltag
‣ Persönliche
Situation
‣ Gewöhnliche
Studienwoche
‣ Alltägliche
Studienaktivitäten
‣ Alltägliche
Freizeitaktivitäten

16. »Studierende«

17. weiblich männlich
260 (80%)
65 (20%)

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Achse 1 (34, 27%)
Achse2(16,28%)
Geometrische Datenanalyse

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Achse 1 (34, 27%)
Achse2(16,28%)

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Achse 1 (34, 27%)
Achse2(16,28%)

22. ●
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Achse 1 (34, 27%)
Achse2(16,28%)

23. ●
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Achse 1 (34, 27%)
Achse2(16,28%)

24. ●
Achse2(16,28%)
Aktivität

25. Passivität

26. ●
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Achse 1 (34, 27%)
Achse2(16,28%)
Aktivitätsachse
PassivitätAktivität

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28. ●
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Entfernung

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Achse 1 (34, 27%)Nähe

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Achse 1 (34, 27%)
Achse2(16,28%)
Distanzachse
Nähe
Entfernung

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Achse2(16,28%)
nah
fern
aktiv passiv

32. Achse 1 (34, 27%)
Achse2(16,28%)

33. Achse 1 (34, 27%)
Achse2(16,28%)

34. Achse 1 (34, 27%)
Achse2(16,28%)

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41. R e s ü m e e
‣ Zweidimensionale soziale Topologie
➡ Aktivitätsdimension
➡ Distanzdimension (Herkunftseffekt)
‣ Homogenisierung der Gesamtgruppe über die
ersten beiden Studiensemester

42. !
mundt@ph-karlsruhe.de
"
Inventionate
R#
TimeSpaceAnalysis
Institut für Allgemeine und Historische Erziehungswissenschaft・graph Zukunftsforum・ 25.11.2016
factoextra | FactoMineRhttp://zrs.ph-karlsruhe.de

44. ?Orte Chronologien
&
Interviews
S u b j e k t i v e Z e i t - R a u m - V e r h ä l t n i s s e

46. Zeitmuster Personen 42373 und 45675

47. Zeitmuster Personen 42373 und 45675
(vgl. Hägerstrand 1975; Giddens 1984; Manovich 2015)