FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION // FACULTY REPORT 2014
uni.lu/flshase
FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION
FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION
Faculty of Language
and Literature, Humanities,
Arts and Education
faculty
report
2014
>
faculty report 2014
>
OUR
mission
T
he Faculty of Language and Literature, Humanities, Arts and Education
brings together expertise from the humanities, social sciences, and
human sciences with knowledge from educational scholars, linguists, and
cognitive scientists. People from across 20 disciplines are working within
the Faculty. Along with the disciplinary approach, a very ambitious interdisciplinary research culture has been developed.
This diversity is also apparent in the breadth of our course offering: three
doctoral schools, 15 Master’s and four Bachelor’s programmes give students the opportunity to pursue an internationally oriented academic
education. Students prepare for both science and practice in multilingual
study environments.
L
a Faculté des Lettres, des Sciences humaines, des Arts et des Sciences
de l’Education allie l’expertise des sciences humaines et sociales au
savoir des spécialistes en sciences de l’éducation, lettres et sciences cognitives. Ce sont quelque 20 disciplines qui travaillent en sein de la Faculté.
En plus de la méthode disciplinaire, une culture très ambitieuse de la recherche interdisciplinaire s’y est développée.
Cette diversité se manifeste aussi dans l’étendue de notre offre: trois
écoles doctorales, 15 Masters et quatre Bachelors permettent aux étudiants de bénéficier d’une formation universitaire à caractère international.
Les étudiants se préparent ainsi au monde scientifique et professionnel
dans un environnement multilingue.
D
ie Fakultät für Sprachwissenschaften und Literatur, Geisteswissenschaften, Kunst und Erziehungswissenschaften führt Expertise aus
den Geistes-, Sozial- und Humanwissenschaften mit dem Wissen von Erziehungs-, Sprach- und Kognitionswissenschaftlern zusammen. Rund 20
Disziplinen arbeiten unter dem Dach der Fakultät. Der Komplexität der Forschungsfelder entsprechend hat sich neben der disziplinären Herangehensweise eine sehr ambitionierte interdisziplinäre Forschungskultur entwickelt.
Diese Vielfalt zeigt sich auch in der Breite unseres Lehrangebots: drei Doctoral-Schools, 15 Master- und vier Bachelorstudiengänge ermöglichen den
Studierenden eine international ausgerichtete akademische Ausbildung. In
mehrsprachigen Studienumgebungen bereiten sich die Studierenden auf
den beruflichen Start in Wissenschaft und Praxis vor.
table of content
>
INTRO
6-9
> CHANCEN UND HERAUSFORDE­
R­UNGEN DER UNIVERSITÄREN
LEHRE
> STATEMENT
27
ECCS
> ECCS: LOCAL AND GLOBAL
28-29
PERSPECTIVES ON EDUCATION
IPSE
> HIGHLIGHTS INSTITUT FÜR
30
GESCHLECHTERFORSCHUNG,
DIVERSITÄT UND MIGRATION
10-14 > FACULTY HIGHLIGHTS
15
> STATEMENT
IPSE
16-17 > IPSE: CO-OPERATION ACROSS
DISCIPLINES
ECCS
18
IPSE
INSIDE
19
ECCS
IPSE
> HIGHLIGHTS INSTITUTE
FOR HISTORY
20 > HIGHLIGHTS INSTITUTE FOR
RESEARCH ON GENERATIONS
AND FAMILY
21
INSIDE
> HIGHLIGHTS INSTITUTE OF
APPLIED EDUCATIONAL SCIENCES
(AES)
INSIDE
> STATEMENT
31 > HIGHLIGHTS INSTITUTE FOR
RESEARCH ON SOCIOECONOMIC INEQUALITY
32 > HIGHLIGHTS INSTITUT D’ETUDES
ROMANES; MEDIAS ET ARTS
> STATEMENT
33
RESEARCH
34-35> R
ESEARCH PRIORITY IN EDUCATION:
DEALING SUCCESSFULLY WITH
MULTILINGUALISM AND DIVERSITY
RESEARCH
> KEY RESEARCH AREA: MEHRSPRACHIGKEIT
36-37
UND INTERKULTURELLE STUDIEN. VIELE
SPRACHEN, VIELE KULTUREN
RESEARCH
> KEY RESEARCH AREA SUSTAINABLE
38-39
DEVELOPMENT: MAKING THE FUTURE
SUSTAINABLE
22-23 > INSIDE: REAPING THE REWARDS
> HIGHLIGHTS INSTITUTE OF
24
COGNITIVE SCIENCE AND
ASSESSMENT (COSA)
40-41> C
AN WE TRAIN OUR BRAIN TO BLOCK PAIN?
INSIDE
IPSE
> HIGHLIGHTS INSITUTE FOR
25
RESEARCH AND INNOVATION IN
SOCIAL WORK; SOCIAL PEDAGOGY;
SOCIAL WELFARE (IRISS)
> HIGHLIGHTS INSTITUT FÜR
26
LUXEMBURGISCHE SPRACHE
UND LITERATUREN
IPSE
42 > HIGHLIGHTS INSTITUTE OF
GEOGRAPHY AND SPATIAL
PLANNING
ECCS
43 > HIGHLIGHTS INSTITUTE OF
EDUCATION AND SOCIETY (InES)
TEACHING
> STATEMENT
44
> COURSE EVALUATION: PROMOTING THE
58
STUDENT-TEACHER DIALOGUE
> REWARDING EXCELLENCE IN TEACHING:
59
FIRST CONFERMENT OF THE HENNICOT-­
SCHOEPGES AWARD
> STATEMENT
45
IPSE
RESEARCH
TEACHING
IPSE
46-47> L UXEMBOURG CENTRE FOR
EDUCATIONAL TESTING: BUILDING
A CENTRE OF EXCELLENCE
48-49> A
ROUNDED EDUCATION WITH
NEW DOCTORAL SCHOOLS
50 > HIGHLIGHTS INSTITUTE OF
PHILOSOPHY
60 > HIGHLIGHTS INSTITUTE OF
POLITICAL SCIENCE
> STATEMENT
61
ECCS
62 > HIGHLIGHTS INSTITUTE OF
TEACHER PROFESSIONALIZATION AND
PSYCHOLOGY OF EDUCATION (TPPE)
ECCS
63 > INSTITUTE FOR RESEARCH ON
MULTILINGUALISM (MLing)
> STATEMENT
51
INSIDE
ECCS
IPSE
52 > HIGHLIGHTS INSTITUTE FOR
LIFELONG LEARNING AND
GUIDANCE
53 > HIGHLIGHTS INSTITUT FUR
DEUTSCHE SPRACHE;
LITERATUR UND FUR
INTERKULTURALITAT
54-55> MASTER IN PSYCHOLOGY:
PROVIDING THE TOOLS FOR
PSYCHOLOGICAL INTERVENTION
TEACHING
> WEITERBILDUNG “LËTZEBUERGER
56-57
SPROOCH A KULTUR”: LUXEMBURGS SPRACHE UND KULTUR
WISSENSCHAFTLICH FUNDIERT
VERMITTELN
64 > INSTITUTE OF HEALTH AND BEHAVIOUR
> STATEMENT
65
> FACTS & FIGURES
66-75
> CONTACT / IMPRINT
76
6
INTRO
>
Chancen & Herausforderungen der
universitären Lehre
U
nter den Vertretern der lehrenden Zunft
genießen die Lehrenden an Universitäten
seit jeher einen besonderen Status. Anders
als ihre Kollegen an den Primar oder Sekundarschulen, die eine jahrelange und von Berechtigungsprüfungen begleitete Ausbildung
für den Unterricht durchlaufen müssen, dürfen die Hochschullehrer häufig auch ohne ein
explizites Wissen über die psychologischen,
didaktischen und sozialen Voraussetzungen
des Lernens ihrem Beruf nachgehen. Zwar
sind didaktische Qualifikationen bei der Berufseinstellung durchaus erwünscht, doch
wird in Bewerbungsverfahren in der Regel primär auf die wissenschaftliche Vita geschaut.
Als junger Wissenschaftler befindet man sich
insofern in einem Dilemma. Denn wer seine
knappe Zeit in didaktische Weiterbildung investiert, hat weniger Zeit für seine Publikationen und die Pflege seines Impact-Faktors.
Doch eben dies sind die zentralen Kriterien
bei der Vergabe von Stellen.
Hinzu kommt, dass die Hochschuldidaktik,
die mit Blick auf die jeweilige disziplinäre
Verortung ja immer auch eine Fachdidaktik
ist, in der Universität selbst auf ein durchaus
geteiltes Echo trifft. Sie ist das ungeliebte
Stiefkind der Wissenschaften. Vor allem der
deutsche Philosoph und Wissenschaftstheoretiker Jürgen Mittelstraß hat sich mit seiner
Streitschrift Vom Elend der Hochschuldidaktik als entschiedener Kritiker einen Namen
gemacht (Mittelstraß 1996). Seines Erachtens ist die Hochschuldidaktik das Kind einer steckengebliebenen Hochschulreform
und insofern lediglich Reparaturdidaktik.
Mittlerweile, so Mittelstraß, drohe die Idee
der Universität als einer wissenschaftlichen
Hochschule im Mahlstrom zunehmender Pädagogisierungen unterzugehen, was vor allem
daran liege, dass hochschuldidaktische Modelle meist so wirken, als seien sie aus der
allgemeinen Schulpraxis in die Universität hineinstilisiert. Die Crux der Hochschuldidaktik
sei, dass sie sich, selbst wenn sie sich anders
zu artikulieren sucht, die Universität nur als
eine Schule denken kann. Und eine Schule, die
forscht, d.h. die ihre Lehre aus der Forschung
entwickelt bzw. entwickeln sollte, sei eben
auch keine normale Schule.
Die erstrebenswerte Zukunft der wissenschaftlichen Forschung und Lehre sei insofern
nicht die Hochschul oder Wissenschaftsdidaktik, sondern der bessere Wissenschaftler.
Damit ist auch klar, aus welcher Perspektive
Mittelstraß seine Kritik an der Hochschuldidaktik entwickelt: Er bezieht sich auf das bekannte Humboldtsche Diktum der Einheit von
Forschung und Lehre, weil seines Erachtens
die Logiken des Forschens und des Lehrens
komplementäre Prozesse sind. Die in den gemeinsamen Forschungsprozess eingelassene
Rationalität scheint ihm auch die Rationalität
einer Vermittlung zu verbürgen. Gelingende
Forschung und gelingende Lehre werden in
dieser Sichtweise zu zwei Seiten eines identischen Prozesses. Mittelstraß schreibt:
Sprachliche (begriffliche) Klarheit, Nachprüfbarkeit und Begründungspflicht
gehören zu den Prinzipien der Wissenschaftlichkeit und der wissenschaftlichen Forschung. Sie gehören auch zu den
Prinzipien einer wissenschaftlich orientierten Lehre und eines wissenschaftlich
orientierten Lernens. Einer besonderen
Didaktik als Institution oder Fach bedarf
es dabei nicht. (Mittelstraß 1996, 71)
Die elegant vorgetragene und intuitiv überzeugende Kernthese von Mittelstraß, derzufolge
der exzellente Wissenschaftler eo ipso auch
7
INTRO
„Die größte Herausforderung der universitären Lehre besteht darin, dass die
Institution Universität, betrachtet man
sie von ihren Gründungsurkunden her,
einmal angetreten war, nicht nur Wissen
zu vermitteln, sondern eben auch ganzheitlich zu bilden.“
Prof. Dr. Georg Mein
DEKAN
ein exzellenter Universitätslehrer sei, deckt
sich auf verführerische Weise mit der narzisstischen Selbstwahrnehmung unseres Berufsstandes. Sie bleibt aber dennoch falsch!
Sie ist nicht falsch, weil die Forderung nach
einer Einheit von Forschung und Lehre falsch
wäre, sondern sie ist falsch, weil diese Einheit
eben nicht von selbst durch die schiere Präsenz des Wissenschaftlers im universitären
Unterricht eingelöst wird, sondern allererst
hergestellt werden muss. Es ist ja keineswegs
so, dass überall dort, wo gute Wissenschaftler unterrichten, sich automatisch alles zum
Besten wendet. Ein kurzer Blick in die Evaluationsbögen unserer Studenten zeigt, dass es
ganz offensichtlich deutliche Unterschiede in
der Qualität der Lehre gibt und dass sich wissenschaftliche Exzellenz auf der einen Seite
und didaktische Kompetenz auf der anderen
nicht notwendig decken müssen. Was natürlich nicht heißt, dass es so etwas nicht gibt –
den ambitionierten Forscher, der zugleich ein
enthusiastischer und begeisternder Lehrer
ist. Unsere Fakultät kann sich hier besonders
glücklich schätzen, denn die Rückmeldungen
der Studenten zeigen, dass diese nicht nur
mit der Qualität der Lehre grundsätzlich zufrieden sind, sondern dass eine große Zahl der
Lehrenden an der FLSHASE als außerordentlich gut eingestuft wird.
Doch was heißt didaktische Kompetenz in
der universitären Lehre überhaupt? Sicherlich
ist es richtig – hier ist Mittelstraß zuzustim-­
men –, dass man das, was in schulischen Kontexten richtig und sinnvoll ist, nicht ohne weiteres auf universitäre Lehrveranstaltungen
übertragen kann. Zum einen ist die reale Kontaktzeit zwischen Professoren und Studenten
eine völlig andere als zwischen Lehrern und
Schülern; zum anderen ist das zu vermittelnde Wissen erheblich komplexer und die zur
Verfügung stehende Zeit knapp bemessen.
Schließlich aber ist – anders als in der Schule
– der Student selbst in der Pflicht, denn einen
großen Teil des Lernstoffes muss er sich in
Heimarbeit alleine oder gemeinsam mit Kommilitonen aneignen. Die Eigenverantwortung
der Studierenden bleibt eine petitio principii
für jede universitäre, auf Selbständigkeit zielende Lehre.
Wenn von universitärer Lehre die Rede ist,
dann denkt man gemeinhin an Vorlesungen
– idealerweise in holzgetäfelten Hörsälen –,
wo etwas kauzige Professoren auf dem Ka-
8
INTRO
theder hinter dicken Brillengläsern einer
mehr oder minder interessierten Studentenschar erläutern, was die Welt im Innersten
zusammen hält – der monotone Fluss der
Rede wird lediglich ab und zu unterbrochen
vom Quietschen der Kreide, wenn der Professor einen altgriechischen Begriff an die Tafel
schreibt. Auch wenn heutige Professoren in
der Regel nicht mehr so kauzig wirken, so
hat die universitäre Lehrform der Vorlesung
nach wie vor ihre Berechtigung. Und es ist
klar, dass in einer Vorlesung – sowie auch in
allen Lehrformen, in denen der Redeanteil
des Dozenten dominiert – die Qualität der
Lehre mit der Fähigkeit des Vortragenden
korreliert. Seine Aufgabe ist es, seinen Vortrag nicht nur informativ und geistreich, sondern eben auch lebendig und abwechslungsreich zu gestalten. Heutzutage spielen dabei
computergestützte Präsentationstechniken
sowie die Integration von E-Learning Platforms wie Moodle, die den Lehrenden und
Studierenden völlig neue Möglichkeiten der
Interaktion eröffnen, eine immer wichtigere Rolle. Und ja, auch methodische Vielfalt
schadet universitären Lehrveranstaltungen
keineswegs. Doch das hochschuldidaktische
Engagement, vom rhetorisch durchgearbeiteten Vortrag, über mediale Präsentationstechniken, dem Einbezug von E-Learning
Angeboten bis hin zum Methodenpluralismus
muss sich an der Herstellung eben jener Einheit von Forschung und Lehre orientieren.
Unser Ziel muss es doch sein, den Studierenden nicht nur Basiswissen zu vermitteln,
sondern sie an die aktuellen Debatten der jeweiligen Forschungskontexte heranzuführen
und ihnen auch die Kompetenzen und Strategien an die Hand zu geben, sich in diesen
Debatten zu positionieren.
Die größte Herausforderung der universitären
Lehre besteht darin, dass die Institution Universität, betrachtet man sie von ihren Gründungsurkunden her, einmal angetreten war,
nicht nur Wissen zu vermitteln, sondern eben
auch ganzheitlich zu bilden. John Stuart Mill
etwa führt in seiner Rektoratsrede anlässlich
seiner Wahl in das Amt des Ehrenpräsidenten
der schottischen St. Andrews Universität am
1. Februar 1867 aus, dass die Daseinsberech-
tigung einer Universität gerade nicht darin
liegt, das Wissen zu vermitteln, welches erforderlich ist, um zu einer bestimmten Art
des Broterwerbs zu befähigen. Universitäre
Bildung löst genau dort ihren Anspruch nicht
mehr ein, wo sie aufhört, eine allgemeine Bildung zu sein. (Vgl. Mill 1869, 207f.)
Was John Stuart Mill im angelsächsischen
Raum thematisierte, wurde etwa zeitgleich
auch im deutschen Sprachraum diskutiert. Hier führte die Diskrepanz zwischen
der von Wilhelm von Humboldt verfolgten
klassisch-idealistisch-neuhumanistischen
Bildungskonzeption und der bürgerlichen
Standes- und Berufsbildung, wie sie die utilitaristische Staatspädagogik des aufgeklarten
Absolutismus vorsah, zu Prioritätskonflikten,
die in die Frage mündeten, ob und inwiefern
bei der Erziehung die Vollkommenheit des
einzelnen Menschen seiner Brauchbarkeit
aufzuopfern sei. Die Vorstellung von Universität hängt ganz entschieden davon ab,
wie man diese Frage beantwortet. Die einen
halten die Frage nach der Nützlichkeit akademischer Bildung für den Tod der Universität.
Die anderen sehen nur dann eine Zukunft der
Hochschulen, wenn diese gesellschaftliche
Nützlichkeitserwartungen
kompromisslos
bedienen. Deshalb seien arbeitsmarktkompatible Qualifikationen zu vermitteln und im
Studium Praxisrelevanz herzustellen.
Nun liegt sicherlich ein Missverständnis in
der antagonistischen Gegenüberstellung von
zweckfreier Allgemeinbildung auf der einen
und berufsrelevantem Wissen auf der anderen Seite. Denn natürlich ist auch akademische Bildung nicht zweckfrei, ebenso wenig
wie sie nur darauf abzielt, Forscher auszubilden. Schon zu Humboldts Zeiten ergriffen
die Universitätsabsolventen überwiegend
vergleichsweise profane Berufe. Sie wurden
vornehmlich Pfarrer, Gymnasiallehrer, Ärzte
und Verwaltungsbeamte. Dort hatten sie bestimmte berufliche Anforderungen zu erfüllen. Darauf vorzubereiten war auch damals die
Funktion akademischer Bildung. Ein Universitätsstudium ging und geht jedoch davon aus,
dass sich seine Absolventen typischerweise in
Situationen der Ungewissheit, konkurrieren-
9
INTRO
der Deutungen und Normenkonflikten bewegen werden:
Geistliche haben es mit Sündern und Ketzern zu tun, Richter mit Rechtsbrechern
und streitenden Parteien, Lehrer mit dem
abweichenden Verhalten des Jugendalters, Psychologen mit Patienten, die an
ihren neurotischen Infantilismen hängen,
Verwaltungsbeamte mit Bürgern und Politikern, die sich dem bürokratisch Notwendigen nicht fügen wollen, Architekten mit
Bauherrn und deren Idiosynkrasien, Ingenieure mit Betriebswirten, die ihren kreativen
Entwürfen mit Kostenargumenten entgegentreten usw. (Lenhardt 2005, 101)
Universitäre Bildung bedeutet demnach, den
Studierenden eine wissenschaftlich fundierte
Urteilsfähigkeit und eine explizit darauf gründende Handlungsfähigkeit zu vermitteln, die
zum Lösen von Problemen befähigt, die während des Studiums noch gar nicht bekannt
sein konnten. (Vgl. Pasternack 2008, 205)
Eben dies aber kann nur durch eine Orientierung an der Forschung gelingen – und genau
das ist gemeint, wenn von der Einheit von
Forschung und Lehre die Rede ist. Die Kernkompetenzen, die heute über die sogenannte Employability entscheiden, sind kritisches
und analytisches Denkvermögen, Argumentationsfähigkeit, Fähigkeit zu selbstständigem
Arbeiten und Lernen, Problemlösungs und
Entscheidungsfähigkeit, Planungs-, Koordinations- und Managementkompetenzen.
Eben diese Kompetenzen aber decken sich
auf weiten Strecken mit den Kompetenzen,
die auch in der modernen Forschung verlangt
werden. (Vgl. Bourgeois 2002, 41)
Angesichts solcher Idealvorstellungen von
universitärer Lehre stellt sich allerdings die
systemische Frage, wie viel davon im Zeitalter von Bologna an den europäischen Universitäten überhaupt noch eingelöst werden
kann. Zwar wurde durch die konsekutive Abfolge von Bachelor- und Masterabschluss
die Mobilität der Studierenden gefördert,
was kein kleiner Gewinn ist; doch hat das kumulative Studiensystem verbunden mit einer
durchgehenden Quantifizierung der Lernleis-
tung der Studierenden die durchschnittliche
Anzahl der Prüfungen im Verlauf eines Regelstudiums zum Teil fast verdoppelt. Dem
Druck ständiger Examinierung ausgesetzt,
bleibt den Bologna-Studenten in der heutigen Universität wenig Zeit für interessengeleitetes oder sogar zweckfreies Vertiefen
von nicht prüfungsrelevanten Fragestellungen. Die Studiengänge sind curricular erheblich straffer organisiert, so dass der Blick in
benachbarte Disziplinen zwar formal möglich
ist, in der Realität jedoch nur selten eingelöst wird. Kaum ein Student aus den anderen
Fakultäten verirrt sich einmal nach Walferdange, um eine Vorlesung in Geschichte,
Psychologie oder Pädagogik zu besuchen
– und umgekehrt bleibt es eine Ausnahme,
dass Studierende der Psychologie oder der
Literaturwissenschaften einmal Vorlesungen
der Ökonomen, Juristen oder Ingenieure besuchen. Jeder weiß es und alle Kollegen an
den Universitäten beklagen es, dass die Einführung des Bologna-Systems die Universitäten auf massive Weise verschult hat.
1952 hat der Sozialphilosoph Max Horkheimer als damaliger Rektor der Frankfurter
Goethe-Universität in einer Immatrikulationsrede den Studenten ein Ideal von Universität
skizziert, das bis heute seiner Einlösung harrt.
Dieses Ideal kann indes – auch als uneingelöstes – uns als Maßstab in unserem Bemühen
dienen, den Bildungsanspruch der Universität
auch im Zeitalter von Bologna einzulösen:
[D]ie Universität ist der Ort, an dem die
Erinnerung ans Menschliche bewahrt
und das Menschliche mit allen Möglichkeiten lebendig erhalten werden soll. Sie
ist der Ort, an dem die Individuen gebildet
werden, die den Prozeß reflektieren und
mithelfen können, daß er dennoch zum
Guten führt. (...) Es kommt darauf an,
dass jeder und jede unter Ihnen auf seine
besondere Weise erfährt, dass der Traum
von einem sinnvollen Leben, das eben darum ein glückliches ist, an der Universität
nicht vergeht, sondern sich konkretisiert.
(Horkheimer 1953)
Literatur:
Bourgeois, Etienne (2002): Zukunftsforschung zur Entwicklung der Beziehungen zwischen Hochschulausbildung und
Forschung mit Blick auf den Europäischen Forschungsraum. Luxemburg:
Europäische Kommission/Generaldirektion
Forschung. (http://ec.europa.eu/research/
social-sciences/pdf/higher-education-research-for-era_de.pdf)
–
Horkheimer, Max (1953): Gegenwärtige
Probleme der Universität. Frankfurter
Universitätsreden Heft 8. Frankfurt a.M.
–
Lenhardt, Gero (2005): Hochschule, Fachmenschentum und Professionalisierung.
In: Stock, M./Wernet, A. (Hg.): Hochschule
und Professionen. Wittenberg, S. 92-109.
–
Mill, John Stuart (1869): Rectorats-Rede
(1867). In: Ders.: Gesammelte Werke, Bd.
1. Leipzig.
–
Mittelstraß, Jürgen (1996): Vom Elend der
Hochschuldidaktik. In: Brinek, B./Schirlbauer, A. (Hg.): Vom Sinn und Unsinn der
Hochschuldidaktik. Wien, S. 59-76.
–
Pasternack, Peer (2008): Teilweise neblig,
überwiegend bewölkt: Ein Wetterbericht
zur deutschen Hochschulsteuerung.
In: Kehm, B. (Hg.): Hochschule im Wandel.
Die Universität als Forschungsgegenstand.
Frankfurt a.M., S. 195-206.
10
FACULTY HIGHLIGHTS
faculty highlights
A new vice dean for the Faculty of
Humanities
Christine Schiltz has been appointed vice dean
of the Faculty by the rector of the University
in October. She works together with the dean
and the Faculty council on the strategic development of the Faculty’s teaching and research activities. Christine Schiltz joined the
University in 2003 and is a professor in cognitive neuroscience.
She teaches development and cognitive psychology on the Bachelor in Psychology and is
a lecturer on the Master of Psychology: Evaluation and Assessment and at the Doctoral
school in Educational Sciences. In 2013 she
was appointed head of the Institute of Cognitive Science and Assessment (COSA) at the
research unit ECCS.
L’Université du Luxembourg devient le partenaire privilégié du Luxembourg
Income Study (LIS)
L’Université du Luxembourg a signé, le 26 juin,
un accord officiel (Memorandum of Understanding) avec le Luxembourg Income Study
(LIS) qui prévoit le développement systématique des projets de recherche communs et
la mise en place de programmes d’échange
et de formation pour les collaborateurs des
deux institutions ainsi qu‘un accès privilégié,
aux chercheurs de l’Université du Luxembourg,
aux données du LIS.
Le LIS est un centre de données et de recherche en matière de sciences sociales,
dont la principale mission est de piloter des
analyses socio-économiques. Basé au Luxembourg avec une filière au Graduate Center à la
City University of New York (USA), le LIS a mis
en place deux importantes banques de données regroupant des données pertinentes et
harmonisées sur les revenus et la richesse des
ménages des pays du monde entier.
Les données sont utilisées par des chercheurs
internationaux pour des projets portant sur
les inégalités de revenus, la pauvreté, les disparités du marché du travail et l’influence des
politiques économiques et sociales.
11
FACULTY HIGHLIGHTS
Brücken schlagen zwischen Theorie und Praxis
Die Zusammenarbeit zwischen Lehre und
Berufswelt einerseits und Forschung und Berufswelt anderseits standen am 23. Oktober
im Mittelpunkt des 2. Praxis- und Kontakttags der Sozial- und Erziehungswissenschaften. Neben verschiedenen Präsentationen
und Workshops, stellten 45 Einrichtungen
aus den unterschiedlichsten Bereichen der
Sozialen Arbeit ihre Aktivitäten auf der „Pra-
xismesse“ einem interessierten Fachpublikum vor. Organisiert wurde der Praxis- und
Kontakttag vom PraxisBüro des Bachelor en
Sciences Sociales et Educatives (BSSE) zur
Förderung des Austauschs zwischen Studierenden und der Berufswelt. Die Studierenden
werden so bestmöglich auf die Herausforderungen und Erwartungen des Arbeitsmarkts
vorbereitet.
FNR Auszeichnung für „Herausragende Förderung der
Wissenschaftskultur“ für das Herausgeberteam des
LEARN-Newsletters
Seit 2012 erscheint jährlich im September der LEARN Newsletter,
des “Learning Expertise And Research Network” der Universität
Luxemburg. Darin erklärt eine Gruppe von Forschern im Bereich der
Kognitionswissenschaften ihre Forschungsprojekte und -ergebnisse
und beantworten möglichst konkrete Fragen zum Thema Lernen und
Lernschwächen.
Das LEARN Team, bestehend aus Dr. Danielle Hoffmann, Associate
Prof. Pascale Engel De Abreu, Dr. Caroline Hornung, Prof. Dr. Romain
Martin, Prof. Dr. Christine Schiltz, Dr. Anne-Marie Schuller und Dr.
Sonja Ugen, wurde prämiert für ihren Verdienst, die Wissenschaft
der breiten Öffentlichkeit zugänglich zu machen. Über 700 gedruckte
Exemplare des Newsletters werden jährlich an Organisationen und
Verbände sowie durch das Bildungsministerium an alle Grund- und
Sekundarschulen versandt. In einer luxemburgischen und einer französischen Version beantwortet der Newsletter möglichst konkrete
Fragen zum Thema Lernen und Lernschwächen.
Renouvellement de la Chaire de recherche en études
parlementaires
La Chambre des Députés du Grand-Duché de Luxembourg et l’Université du Luxembourg ont signé le 3 novembre une convention pour le
renouvellement de la Chaire de recherche en études parlementaires.
La Chaire de recherche en études parlementaires, initiée en 2011,
contribue à des activités de recherche, principalement en sciences
politiques, dans les domaines de la démocratie, de la législation nationale et de la politique comparée en Europe. La Chaire est dirigée
par le docteur Philippe Poirier, enseignant-chercheur en sciences politiques à la Faculté des Sciences humaines.
12
FACULTY HIGHLIGHTS
Dies Academicus – Start of the academic year
Award-winning publications in the field of education
Yves Mersch, Honorary Professor of the University of Luxembourg, was
the keynote speaker at the traditional celebration opening of the new
academic year on Friday, 26 September at Campus Kirchberg. In his
speech, he underlined the importance of labour mobility as “a core
element of a successful currency union” that will lead “to a better
match between workers’ skills and employers’ demands”.
Lukas Graf from the research unit ECCS received the Ulrich Teichler
award from the Gesellschaft für Hochschulforschung for his PhD
thesis “The Hybridization of Vocational Training and Higher Education in Austria, Germany, and Switzerland”. Named after the German researcher Ulrich Teichler from the Internationales Zentrum für
Hochschulforschung in Kassel, the award aims at supporting and encouraging young scientists to engage in higher education research
and to raise public awareness on higher education issues.
The University’s 10th Dies academicus ended with the Graduation
Ceremony of 70 Doctoral students among them 21 students from
the Faculty of Humanities.
Gert Biesta received the 2014 Outstanding Book Award from the
American Educational Research Association (AERA) for his book entitled The Beautiful Risk of Education. Moreover, the article „Persistente schulische Segregation oder Wandel zu inklusiven Bildung? Die
Bedeutung der UN-Behindertenrechtskonvention für Reformprozesse
in den deutschen Bundesländern“, published in the Swiss Journal of
Sociology and co-authored by Justin J.W. Powell won the Thyssen
Prize for Best Social Science Article in German-language journals.
Kanneruni
„Fragt eure Großeltern alles, was ihr schon
immer wissen wolltet und stellt das Erzählte durch ein Bild, eine Fotokollage oder eine
Bastelarbeit bildlich dar” – so lautete einer
der Forschungsaufträge an die Teilnehmer
der 3. Kanneruni der Universität Luxemburg.
17 Kinder der „Ecole Fondamentale“ Mamer
kamen in Begleitung ihrer Lehrerin an mehreren Tagen nach Walferdange, um am Projekt „Wohnzimmergeschichten – Histoires de
Salon” teilzunehmen. Die Projektergebnisse
wurden im Juli im Rahmen einer Ausstellung
der Öffentlichkeit präsentiert.
Die Kanneruni soll Kinder auf spielerische
Art und Weise an die Forschung heranführen, ihnen einen altersgerechten Einblick in
den Ablauf eines Forschungsprojektes geben
und sie für die Wissenschaft begeistern. Verantwortlich für Konzeption und Organisation
sind Prof. Dr. Dieter Ferring und Dipl.-Päd.
Christiane Reuter der Forschungseinheit INSIDE. Unterstützt werden sie dabei von der
„Mission Culture Scientifique et Technique“
der Universität.
13
FACULTY HIGHLIGHTS
Getting ready for the move to Campus Belval
Before the over 400 Faculty members can
pack up their stuff and move into their new
offices in the Maison des Sciences Humaines,
a lot of preparations are needed: over the
summer, the archives containing files, documents, paperwork, books, learning and research material from past decades had to be
sorted out.
with a company specialising in records management, the archiving and storage policy
was devised and the administrative staff
were trained to apply the sorting plan of what
should be kept, thrown away or handed over
to the University library or the Archives Nationales de Luxembourg. Preparations are
running according to plan and the Faculty will
be ready to move in the summer 2015.
To know what to keep and what, not the Faculty called upon external experts. Together
Premières remises de diplômes dans la Maison du Savoir au Campus Belval
Les 333 étudiants ayant obtenu leur diplôme de Master en novembre
2014 ont été les tout premiers à avoir été diplômés dans les nouveaux locaux de l’Université du Luxembourg. A cette occasion, 118
étudiants en Master de la Faculté des Sciences humaines se sont vu
remettre leur diplôme.
Une semaine plus tard, les 83 étudiants du Bachelor en Sciences de
l’Education étaient à l’honneur lors de la cérémonie de remise de
diplômes de Bachelor dans le spacieux amphithéâtre de la Maison
du Savoir.
Glückwunsch an unsere Bachelor-Absolventen
Traditionell finden vor den Weihnachtsferien an der Fakultät für
Geisteswissenschaften die Bachelor-Diplomüberreichungen statt.
184 Bachelor-Studenten der Psychologie, der Sozial- und Erziehungswissenschaften sowie des Bachelor en Cultures Européennes
nahmen im festlichen geschmückten Centre Prince Henri in Walferdange im Beisein von Familien und Freunden ihr Diplom entgegen.
14
PUBLICATION
Anja Leist received US Award
The Gerontological Society of America (GSA)
has chosen Madonna Harrington Meyer, PhD,
of Syracuse University; Anja K. Leist, PhD, of
the University of Luxembourg; and Philipp
Hessel, MA, MSc, and Mauricio Avendano,
PhD, of The London School of Economics
and Political Science as the 2014 recipients
of the Richard Kalish Innovative Publication
Awards.
These distinguished honors recognize insightful and innovative publications on aging and
life course development in the behavioral and
social sciences. There are two awards – one in
the book category and one in the article category – named after social psychologist Richard
Kalish, PhD.
University of Luxembourg researcher Dr Anja
Leist as well as Philipp Hessel and Dr Mauricio Avendano earned the Kalish Award in the
article category for “Do Economic Recessions
During Early and Mid-Adulthood Influence Cognitive Function in Older Age?” which appeared
in the Journal of Epidemiology and Community
Health. This paper considers life-course influences on later-life cognitive function by combining childhood socioeconomic and health
conditions with data on economic recessions
during working life, associated changes in
working conditions, and later-life health and
socioeconomic status in order to explain older-age cognitive function. The article is the
first to investigate later-life cognitive function
by applying a life-course perspective on historical economic situation and individual health
and socioeconomic conditions.
Journée Portes Ouvertes au Campus
Walferdange
Elèves, parents, enseignants et futurs étudiants étaient au rendez-vous pour la dernière
Journée Portes Ouvertes au Campus Walferdange. Plus de 400 visiteurs ont profité de
l’occasion pour s’informer sur les différentes
formations, rencontrer les professeurs et les
étudiants et découvrir le Campus.
L’édition 2015 des Portes Ouvertes aura lieu
au Campus Belval, nouveau site de la Faculté à
partir de la rentrée académique 2015-16.
Räume und Identitäten in Grenzregionen – eine interdisziplinäre Publikation
Das von der Universität Luxemburg finanzierte Projekt „IDENT2 – Regionalisierungen als
Identitätskonstruktionen in Grenzräumen“
an dem 30 Wissenschaftler der Forschungseinheit IPSE beteiligt waren, ging 2014 zu
Ende. Die Ergebnisse der dreijährigen Forschungsarbeiten wurden in einer 400-seitigen
Publikation vorgestellt, die Einblicke in die
Entstehung von Räumen und Identitäten in
Politik und Institutionen, in den Medien sowie
im alltäglichen Leben gibt. Es ist bereits das
zweite Buch, das aus einem gemeinsamen
Projekt der 8 Institute der Forschungseinheit
IPSE hervorgeht. Unter der Leitung von Asso-
ciate Prof. Sonja Kmec und Prof. Dr. Markus
Hesse und koordiniert von Dr. Christian Wille
und Dr. Rachel Reckinger wurden insgesamt
19 Teilstudien von 27 Autoren durchgeführt,
dabei wurden 3.300 Personen in Luxemburg,
Saarland, Rheinland-Pfalz, Lothringen und
Wallonien mit einem Fragebogen befragt und
47 Interviews sowie zahlreiche Textanalysen
durchgeführt. Das breite Themenspektrum
reicht von sprachlichen Identitäten über
Biogas-Energieregionen, der Burg Vianden
bis hin zu virtuellen Identitäten oder Erinnerungsweisen an den Zweiten Weltkrieg.
15
STATEMENT
Martine Wiltzius
Postdoc researcher
Research unit INSIDE / Institute for Research on Generations and Family
Why did you come to Luxembourg and
join the University?
I accepted a Postdoc position as part of an
explorative research team at the University
of Luxembourg as, from my point of view, the
University plays a crucial role in linking the
political level and the field of acting professionals.
Where did you work before?
In November 2011, I became the CEO of Diversity & Dialogue Sàrl, a company which provides
counselling, training and guidance for organisations and their employees implementing diversity management. Before that, I completed my
PhD project at the University of Bremen.
What are you current research activities?
I am part of the research group Early Childhood Education and Care directed by Prof. Dr
Michael-Sebastian Honig. My first mission
was to develop the first status quo analysis
of the field of market-based childcare in Luxembourg and to centralise the data for future
use. Currently, my colleague Anett Schmitz
and I are exploring the organisation of market-based day facilities with regard to economic challenges for the range of the services
provided.
What kind of plans do you have after your
stay at the University of Luxembourg?
I want to stay linked with the University in order to combine political consultancy with further research in the field of childcare and the
mixed economy of care.
Do you think that the professional
experience acquired at the University
of Luxembourg will be helpful for your
further career in research?
The insights into the field of market-based
childcare gained through our research, together with the resulting publications and personal
networks, will very likely support new tracks for
further research here in Luxembourg.
16
RESEARCH
ipse
CO-OPERATION ACROSS DISCIPLINES
The research unit Identités. Politiques, Sociétés, Espaces (IPSE) conducts interdisciplinary research in the humanities and social
sciences. A broad range of subjects are covered, including culture, identity, governance, media, literature, philosophy, politics,
history and geography.
I
PSE is composed of 8 institutes: Gender, Diversity and Migration; Geography and Spatial Planning; German Language, Literature
and Intercultural Studies; History; Luxembourgish Language and Literatures; Romance, Media and Art Studies; Philosophy; Political Science. At the end of 2014, IPSE counted
167 members.
Researchers within these disciplines work
on areas such as: intercultural and identity
studies; multi-level governance analyses regarding public policies, spatial planning and
sustainable development; sociolinguistic issues; media and literature studies (including
cinema, museums, music and theatre); contemporary philosophy and ethics; migration
studies; nation building and transnational
history; and research on border areas. Research endeavours encompass a critical self-re-
flection on interdisciplinary work, which contributes to international debates and fosters
methodological advances.
Education, help to identify logics of development of modern and also pre-modern societies and provide orientational knowledge in
multilingual and intercultural contexts.
Our research foci
In 2014, IPSE has further developed its interdisciplinary cooperation in the framework of
the prioritised research areas.
Scholars from IPSE took the lead in establishing one of the Faculty’s key areas, Multilingualism and Intercultural Studies (MIS). The key
area is concerned with social and socio-cultural practice as an intersection of languages
and cultures in the past and the present.
The activities of the key area, e.g. workshops
and planned research projects, partly jointly
with colleagues from the research priority
Furthermore, IPSE co-coordinates the second key area within the Faculty: Sustainable
Development. Jointly with colleagues from
the research unit INSIDE, a work programme
is in the making to initiate scholarly activities, such as international conferences, interdisciplinary research proposals, or publication endeavours.
In the context of the University of the Greater
Region (UniGR), colleagues from IPSE have
played a central role in the development of
Border Studies as one of the UniGR’s three
key areas. These efforts have recently resulted in the creation of the UniGR Center
17
PAGEHEAD
Prof. Dr
Christian Schulz,
head of IPSE
Prof. Dr
Peter Gilles,
deputy head of IPSE
of this book will be available in summer 2015,
thus broadening an international public‘s access to this research.
of sustainable development, intercultural studies and identities, as well as European and
international governance.
Based on the productive output of its first 3
years, the Chambre des Députés (the Luxembourgish Parliament) extended its generous
funding for the Chair in parliamentary studies for another 5 years. The Chair, held by Dr
Philippe Poirier, contributes to research activities, mainly in political science in the fields
of democracy, law and comparative European
politics. The next conference is scheduled for
spring 2015 and will focus on transformations
of citizenship in Europe.
Our achievements in 2014
In 2014, IPSE has been amongst the most
successful units regarding the approval rates
for AFR Postdoc and PhD projects as well as
for the research projects funded by the University (IRP). In order to further increase the
standards of our submitted projects, we have
established a Project Advisory Panel (PAP). It
gives all applicants the opportunity to submit draft proposals to two peers – one from
their own and one from a cognate discipline
– in order to get constructive feedback about
how to improve the conceptual argument
and/or the research design.
The empirical findings of the interdisciplinary
research project IDENT2 (Strategies of Regionalisation: Constructing Identity Across Borders, 2011-2014) were published as part of the
closing conference in July 2014, under the title
Räume und Identitäten in Grenzregionen. Politiken – Medien – Subjekte. The English version
The launch of the IPSE Doctoral school in
September 2014 has been a milestone for the
further professionalisation of our PhD training. The school offers a large variety of disciplinary and interdisciplinary modules (both
conceptual and methodological) and mirrors
the research unit’s topical foci in the areas
for Border Studies. It understands itself as
a cross-border multidisciplinary network of
the UniGR partner universities and serves as
a joint platform for activities carried out in
the framework of the UniGR key area „Border
Studies“. In 2014, the interregional governance board was established and future activities were prepared, e.g. publications, projects,
workshops and a communication strategy.
Related to these activities, IPSE has been
selected by the Association for Borderlands
Studies (ABS) to host the next biannual European conference in October 2016 (4th-7th,
where around 200 participants are expected.
Finally, we are proud of and most grateful to
Agnès Prüm who received the first Hennicot-Schoepges award for Excellence in Teaching for her outstanding commitment and
creative input to the English track of the Bachelor en Cultures Européennes (BCE). Bravo
Agnès!
18
ECCS HIGHLIGHTS
highlights
INSTITUTE OF APPLIED EDUCATIONAL SCIENCES (AES)
The Institute of Applied Educational Sciences carries out interdisciplinary research, responding to the concrete needs of stakeholders in the field, thus being directly relevant for Luxembourg. Through scientific studies in formal and non-formal settings,
from early years to higher education, AES strives to enhance the quality and impact of learning and teaching. The institute had a
successful first year with highlights such as new research projects, several international conferences, and a range of publications.
International workshop: Innovation
and Collaboration in Cultural Studies of Science Education. Towards
an International Research Agenda
An exploratory research workshop, entitled
“Innovation and Collaboration in Cultural
Studies of Science Education: Towards an
International Research Agenda,” was held
at Campus Walferdange in June. The cultural studies of science education are an
internationally emerging research field,
focusing on diverse studies in science education through sociocultural perspectives.
Organised by Prof. Dr Christina Siry, together with Assistant Prof. Sonya Martin
(Seoul National University, South Korea)
and Prof. Dr Alberto Rodriguez (Purdue
University, USA), this workshop created an
internationally grounded basis for research
agendas that support developing and understanding scientific literacy, on the one
hand, and a cultural approach, on the other
hand. Funded by the FNR and supported
by the Springer Verlag, this event brought
together researchers from twelve countries
to engage in an output-oriented workshop
for developing new directions for current
and future cutting-edge research in science education.
International conference: Bilingual
Myths, Monolingual Ideologies &
(Trans)languaging
Research project: Problem-Based
Teaching in Algebra in Secondary
School (PROBAL)
The international conference “Bilingual
Myths, Monolingual Ideologies & (Trans)
languaging” took place in Walferdange on 8
May. In the keynote address, Prof. Dr Ofelia García (City University, New York, USA)
deconstructed traditional understandings
of language and bilingualism and promoted the idea of translanguaging. Associate
Prof. Claudine Kirsch presented children’s
experiences with storytelling at home and
their languaging experiences on iTEO – a
learning and teaching tool – at school,
she also discussed parents’ and teachers’
expectations regarding language learning.
Prof. Dr Argyro Panagiotopoulou (University of Cologne, Germany) examined the
extent to which teachers’ experiences of
and attitudes towards multilingualism in
education depend on their own experiences of a monolingual versus multilingual
education system. The event, which was
organised by Claudine Kirsch, was attended by almost 200 teachers, students and
researchers. For more information, please
see: http://storying.bsce.uni.lu
With the introduction of the competencies-based reform in secondary education
in Luxembourg, the issue of support for
teachers is becoming crucial if we wish to
see the proposed changes actually take
place. Problem-based teaching (PBT) is
currently widely recognized as a powerful
teaching environment in which to develop
mathematical competencies. The objectives of the PROBAL project, which started
in September 2014 under the leadership of
Associate Prof. Joëlle Vlassis, are twofold.
First of all, this research strives to design and test a professional development
programme focused on PBT in the mathematical domain of algebra, with the collaboration of a small group of grade volunteer teachers. Secondly, the changes in
teachers’ practices and beliefs during the
training process are analyzed. The first
phase of this project consists in collecting
teachers’ initial beliefs about teaching and
learning algebra, through a questionnaire
and semi-directed interviews. The results
will notably lead to an optimal adaptation of
the professional development programme
for teachers in Luxembourg.
19
IPSE HIGHLIGHTS
highlights
INSTITUTE FOR HISTORY
The Institute for History is contributing to excellence in research in the fields of European and Luxembourgish history – Luxembourgish history being understood in a comparative and transnational approach. The institute provides students, society and political stakeholders with a critical understanding of the past. The general mission is to study societal change with a focus on identity
constructions. The research activities focus on Socio-economic European History, Memory and Identities, Contemporary Luxembourgish History, Migration History, Digital and Media History, Urban History, History of medieval Lotharingia. http://histoire.uni.lu
Research projects: Participation
and Democracy Research projects
PARTIZIP 1 & 2
Recherche commanditée par le
Ministère d’Etat : La « Question
juive­ » au Luxembourg (1933-1941)
Prix de la recherche universitaire
2014 du journal Le Monde : La vieillesse est un autre âge
In 2009, Prof. Dr Jean-Paul Lehners and
Apl. Prof. Dr Norbert Franz launched a
research project entitled ”Nationbuilding
and Democracy: Struggles for Participation
in Luxembourg (1789-1940)”. Its success
encouraged them to submit a consecutive
project, “Social Participation and the Formation of Identity. The Struggle for Political, Economic and Cultural Involvement in
Luxembourg in its European Context between 1930 and 1980”.
En 2013, le gouvernement a confié à l’Université du Luxembourg la mission d’établir
un rapport sur l’attitude des autorités
luxembourgeoises à l’encontre de la communauté juive durant l’occupation. Suite
à cette commande, une convention de
collaboration a été signée. Vincent Artuso, collaborateur scientifique à l’Institut
d’Histoire a été chargé de réaliser cette
recherche sous l’encadrement d’un comité
scientifique présidé par le professeur Michel Pauly.
Le 26 novembre 2014, Iris Loffeier s’est vu
remettre le Prix de la recherche universitaire
du Monde, pour sa thèse « Prise en charge
des vieillissements, solidarité sociale et intergénérationnelle ». Celle-ci sera publiée aux
Presses Universitaires de France en 2015..
Known as PARTIZIP 1 & 2 and funded by
the FNR (1,4 Mio. €; Jan. 2009 to Jan.
2015), they brought together a truly interdisciplinary team, research associates Dr
Wolfgang Alt, Dr Vincent Artuso, Thorsten
Fuchshuber, Renée Wagener, and 7 PhD
candidates who obtained separate AFR
funding. The remarkable outputs include 7
PhD theses and 5 edited volumes on nation-building, migration, the Jewish community in Luxembourg, the religious philosopher S. Hirsch, and political participation.
In addition, over 100 filmed interviews with
WW2 witnesses were recorded by L. Walz: a
valuable ressource not only for researchers
but also for schools and museums.
Les autorités ont-elles collaboré avec l’occupant allemand dans la persécution des
Juifs ? Quelle forme cette collaboration
a-t-elle prise ? Qu’est-ce qui l’a motivée ?
Vincent Artuso a abordé ces questions en
prenant pour point de départ les années
1930 où des milliers de juifs, fuyant le
Troisième Reich, cherchèrent à s’établir au
Grand-Duché.
Le rapport constitue la base pour une décision politique portant sur l’attitude à adopter par rapport à la question des excuses
du gouvernement à présenter à la communauté juive.
Cette recherche visait à saisir les normes
qui contribuent à construire la catégorie
des personnes âgées dans l’un des lieux
extrêmes de sa « mise en problème » : la
maison de retraite. En s’appuyant sur une
enquête empirique, l’analyse a porté sur les
liens entre connaissance, normes et (re)
production de l’ordre interactionnel impliquant des personnes âgées.
Iris Loffeier est actuellement collaboratrice
scientifique postdoc dans le cadre du projet
de recherche « Framing Age » (FRAMAG dir.
par l’assistant-professeur Benoit Majerus)
financé par le FNR à hauteur de 440.000 €.
Le projet pluridisciplinaire vise à mieux comprendre les modalités de catégorisation et
de compréhension du vieillissement dans
les politiques publiques, les sciences et les
techniques associées au vieillissement.
20
INSIDE HIGHLIGHTS
highlights
INSTITUTE FOR RESEARCH ON GENERATIONS AND FAMILY
Research within this institute focuses on generations within the family in a life span perspective. Putting the family into the
frame of life span development underlines the different contexts, but also needs and challenges that generations have to meet
throughout the human life. Research within the institute focuses on three domains - Early Childhood: Education and Care - Youth
Research: Context and Structures of Growing-up - Ageing and Life Span Development.
Research project CHILD: Camera-ethnography on children’s
transitional practices in daily
care-arrangements
The CHILD-study (funded by the FNR, 20132015), an ongoing ethnographic research
project on children’s positioning as social
actors within the Luxembourgian day-care
system, has enlarged its scope at the
beginning of 2014. Dr Bina Mohn, a wellknown expert for visual ethnography, now
joins the project team in working on analytical films on children’s daily transitions between home, day-care, and preschool. The
CHILD-study (Head: Prof. Dr Michael-Sebastian Honig), conducted by Dr Sabine
Bollig and Sylvia Nienhaus, M.A., generally
aims at exploring in detail the complex interplay between the social, spatial and institutional processes, which create distinct
care-arrangements for 2-4-year-olds, as
well as the children’s respective day-care
practices. Bodily performances, gestures
and choreographies are privileged aspects
of visual ethnography. Therefore, the camera-ethnography will contribute to the
CHILD-study by highlighting the nonverbal
and bodily dimensions of children’s daily
transitional practices. A DVD will be published by the end of 2015.
Forschungsprojekt: Politisches
Engagement und Selbstverständnis
linksaffiner Jugendlicher
Das vom Bundesministerium für Familie,
Senioren, Frauen und Jugend geförderte Kooperationsprojekt „Gesellschaftskritik und
Protest“ ging unter der Leitung von Prof. Dr.
Helmut Willems (Projektmitarbeiterin: Katrin Hillebrand) und in Zusammenarbeit mit
der Hochschule für Wirtschaft und Recht in
Berlin der Frage nach, welches Selbst- und
Gesellschaftsverständnis politisch engagierte Jugendliche aus linksaffinen Milieus
aufweisen und wie sich politisches Engagement im biografischen Verlauf herausbildet
und weiterentwickelt. Die qualitativ angelegte Studie hat gezeigt, dass die engagierten Jugendlichen sich stark an Werten
wie Gerechtigkeit orientieren und mit ihrem
Engagement eine langfristige Veränderung
gesellschaftlicher Werte und Strukturen
anstreben. Frühe Sozialisationserfahrungen in Familie und Schule wirken sich dabei
prägend auf die Bereitschaft aus, sich zu
engagieren. Der spätere Verlauf des Engagements wird vor allem von individuellen Erfahrungen - etwa mit der Polizei bei politischen
Aktionen oder auch mit anderen Mitstreitern
in den Gruppen - beeinflusst. Die Ergebnisse
des Projekts werden mit der Publikation Politisches Engagement und Selbstverständnis linksaffiner Jugendlicher in Kürze beim
Springer VS-Verlag erscheinen.
Multiculturalism within the Luxembourg context (NILUX)
With a foreign population of 44%, rising
to 68% in the capital, Luxembourg forms
a “natural laboratory” to examine how a
diverse society is perceived by a majority
population, increasingly in the minority. In
this FNR-funded PhD project, supervised by
Prof. Dr Dieter Ferring, Elke Murdock investigated different facets of multiculturalism
in a series of quantitative studies. The first
study highlights that awareness of nationalities increases in a nationally diverse
context. Exploring the relationship between
bilingualism and biculturalism, the research
showed language competence to be a
necessary, but not sufficient condition for
biculturalism. Research into the attitude
towards multiculturalism revealed that the
idea of multiculturalism is endorsed, whilst
specific measures of societal participation are less well supported. A better understanding of the factors influencing the
support for multiculturalism, which include
the nationality construal process and the
individual value structure, inform and contribute to policy decisions in increasingly diverse societies. The thesis will be published
as a book in 2015.
21
STATEMENT
Alexander Friedman
Postdoc researcher
Research unit ECCS, Institute of Education & Society (InES)
Was war Ihre Motivation an die Universität Luxemburg zu kommen?
Mit welchen Forschungsthemen befassen Sie sich derzeit?
An der Universität Luxemburg wollte ich mein
Forschungsprojekt über Luxemburg-Bilder in
der Sowjetunion durchführen
Ich befasse mich mit dem Forschungsprojekt
„The “Russian” (“Soviet”) Luxembourg: The
images of the Grand Duchy in Russia, the
USSR and post-Soviet states”.
Wo waren Sie vorher beruflich tätig?
Ich war wissenschaftlicher Mitarbeiter am
Seminar für Osteuropäische Geschichte der
Universität Heidelberg und am Historischen
Institut der Universität des Saarlandes sowie
Lehrbeauftragter am deutsch-französischen
Grundstudium von Sciences Po in Nancy.
Wie sehen Ihre beruflichen Pläne nach
Ihrem AFR Postdoc Stipendium aus?
Nach dem Postdoc Stipendium möchte ich
meine wissenschaftliche Karriere an einer
europäischen Hochschule fortsetzen, mich
mit der Erforschung von Selbst- und Fremdbildern befassen und die Rezeption der westlichen Bildungssysteme in Osteuropa tiefer
untersuchen.
Inwieweit werden Ihre beruflichen Erfahrungen an der Universität Luxemburg
hilfreich sein bei der weiteren Karriereentwicklung?
An der Universität Luxemburg setze ich mein
Projekt in einem internationalen und interdisziplinären Arbeitsumfeld um und sammele
dabei neue theoretische und praktische Erfahrungen, von denen ich in meiner weiteren
Karriere profitieren kann.
22
RESEARCH
inside
REAPING THE REWARDS
Last year saw us grow into the structures we have created in recent years at the Integrative Research Unit on Social and Individual
Development (INSIDE). Our output was impressive (as detailed in this report) with our efforts being central to the University’s
ambitions. We collaborate in coordinating the Faculty’s work regarding the sustainable development research priority, and we
contribute in many ways to the advancement of educational science learning.
A
s the name of our unit suggests, INSIDE
research focuses on essential parts of
Luxembourg society. We continue to monitor
the country’s pulse, offering insight of local
and global significance. We work closely with
government and civil society to help gauge
needs, then set our work programme based
on our expertise. Last year was not an easy
one given the uncertainty over the budget,
but nevertheless, clear progress was made.
Institute for Health and Behaviour
This institute was able to consolidate earlier achievements and grew by attracting new
funding. The major research topics cover
self-regulation and health, pain and pain regulation in humans and animals, health promotion and aggression prevention, particularly
in the context of online and offline bullying,
as well as inequalities in health. Colleagues
from the institute attracted substantial national and international funding across all of
these domains.
Related to this was another novelty of particular benefit to Luxembourg society: the
Master in Psychotherapy. This will train psychotherapists and other practitioners with a
firm reference to local realities. It will bridge
the gap between existing undergraduate and
post-graduate courses, completing the study
options available and providing a further research boost.
Institute for Research on Generations and Family
The research focus is on the challenges
faced by young children, older youth and old-
er adults. We put particular emphasis on early childhood, evaluating structures to gauge
their effectiveness in achieving desired outcomes in regards to personal development,
education and social care. The challenge of
an aging population is also under the spotlight, particularly regarding how we care for
the mentally and physically infirm.
For this year, we have also decided to pay
closer attention to the changing concept of
the family in post-modern society. We will
take an interdisciplinary approach to better
understanding the meaning, practicalities and
politics of family life in our multi-cultural setting. Also, preparations began last year for the
publication in 2015 of the second National Report on the Situation of Youth in Luxembourg,
a major work which makes a huge contribution
to the national debate on a range of subjects.
23
PAGEHEAD
Prof. Dr Dieter Ferring,
head of INSIDE
Institute for Research and Innovation in Social Work, Social Pedagogy,
Social Welfare
There was high-level recognition for this institute’s work when it became the first in the
University to win funding from Horizon 2020,
the biggest ever EU Research and Innovation
programme. “Mapping mobility – pathways,
institutions and structural effects of youth
mobility in Europe” will be coordinated by Associate Professor Ute Karl starting in May 2015.
This is good news for the University and the
Faculty, plus it shows the important role played
by social scientists in the European research
landscape. This award was the highlight of a
year of progress through consolidation.
PEARL Institute for Research on
Socio-Economic Inequality
The work of our PEARL professors Conchita
D’Ambrosio and Louis Chauvel is catching the
attention of the scientific community and the
general public. Since the five-year programme
started in 2013, the question of inequality has
become a hot topic globally, so it is important
for the University to contribute to this debate.
Prof. Dr Helmut Willems,
deputy head of INSIDE
Prof. Dr Chauvel’s studies on intergenerational
inequality and welfare regimes are published by
high impact journals and are also picked up by
influential newspapers (including Le Monde, Die
Zeit). Prof. Dr D’Ambrosio’s work has also had
a national and international impact, and both
researchers received excellent reviews from
the scientific advisory board accompanying
their work. We are very pleased to have these
innovative sociologists and economists working
here, adding a new dimension to the way we
understand phenomena of social and individual
change.
Doctoral school in Social Sciences
Chair in Social Business and Social
Management
The unit, like the other two research units,
conducts research and teaching that contributes to increasing awareness and searching
for solutions to challenges faced by society
and individuals. To sustain high quality in our
dedicated work we will have to strengthen the
“corps intermédiaire” in the future, especially
regarding postdoctoral positions. It will be crucial for the development of the unit that we will
fill in the near future the diverse key positions
that are currently vacant. Another challenge
will be to explore further possibilities for establishing grant-funded chairs that will work
on emerging research questions.
We are also excited to welcome another
high quality academic to take up the Chair
in Social Business and Social Management
established by the City of Esch-sur-Alzette.
Professor Massimo Bricocoli will join us in
March 2015. An eminent specialist in urban
planning, he will be in charge of seeking new
opportunities for the social and economic
development of the South of Luxembourg.
Central to this will be efforts to stimulate the
creation of new social business models.
Establishing the doctoral school has completed the landscape for post-graduate study
into social change, while also giving students
“interdisciplinary literacy” skills. The school
will strengthen multifaceted research in the
unit, the Faculty and the University. It will also
have to face the challenges arising by the new
block-grant-procedure proposed by the FNR.
A last word on future challenges and
needs
24
ECCS HIGHLIGHTS
highlights
INSTITUTE OF COGNITIVE SCIENCE AND ASSESSMENT (COSA)
Over the past year, COSA was very successful in publishing its findings in peer-reviewed journals and contributing to research on
numerical cognition, complex problem-solving and user experience. A total of 27 publications were published in highly recognized
scientific journals. The institute was also very happy to welcome four new postdoctoral researchers who further strengthen the
institute’s work on computer-based assessment and cognitive neuroscience.
Visit of World-Leading Expert in
Innovative Assessment
In March, Dr Richard Roberts spent three
days at the institute where he met with junior and senior staff. Roberts counts among
the world’s leading experts in (computer-based) assessments (CBA). Among the
main topics discussed were: Human-Computer-Interaction aspects in CBA, security aspects in CBA, CBA in PISA studies,
twenty-first-century skills assessment,
the OASYS CBA platform, cognitive and
non-cognitive assessments through CBA.
Dr Roberts’ visit culminated in a well-attended public lecture in which he outlined
and summarized major trends and challenges in educational research.
At the time of his visit, Dr Roberts was a
Managing Principal Research Scientist in
the Center for Academic and Workforce
Readiness and Success at the Educational Testing Service (ETS), Princeton, New
Jersey (USA). He is now Vice-President
at the Professional Examination Service,
New York, (USA) and Chief-Scientist of
their Center for Innovative Assessments,
where they develop products in the fields
of non-cognitive assessment and emotional intelligence. He continues to collaborate
with COSA and LUCET.
International conference: Technology and Twenty-First Century
Education
In October, Associate Prof. Samuel Greiff’s
research group Computer Based Assessment invited to a panel session featuring
world authorities in the field. Among them
were Prof. Dr Mark Wilson (Berkley University, USA), Prof. Dr Beno Csapo (University
of Szeged, Hungary), and Prof. Dr Friedrich
Hesse, the Vice-President of the German
Leibniz Association. During three inspiring
days, seventeen researchers presented
their findings on what children should learn
at school and how they can be optimally
supported in their learning, issues that are
as relevant to educational systems today
as they were a hundred years ago. Prof.
Dr Jarkko Hautamäki (University of Helsinki, Finland) declared that thinking and
learning has remained the same for some
years now. Along this line, Prof. Dr Patrick
Griffin (University of Melbourne, Australia)
advocated a shift from content-based to
skill-based education and Prof. Dr Arthur
Graesser (University of Memphis, USA)
responded with design recommendations
for intelligent tutoring systems to scale
up students’ learning environments. Asked
about the reasons for Finland‘s widely perceived success in PISA, Hautamäki referred
to the weather: „It is the North!“
Expanding the team: Two Successful AFR Postdoctoral Grants
In March, COSA was extremely fortunate to
welcome two postdoctoral researchers who
were awarded an AFR postdoctoral grant in
the field of numerical cognition. Dr Samuel
di Luca and Dr Mathieu Guillaume joined
the Cognitive Neuroscience research group
to work on their research projects focusing
on number-space interactions and number
sense development, respectively. During the
two years of his AFR Postdoc grant, Dr Di
Luca will develop original computer-based
tools to investigate how spatial representations contribute to our representation and
understanding of numbers. Moreover, he
intends to use these newly developed tools
to design novel revalidation techniques for
hemi-neglect patients who are impaired in
processing spatial information coming from
one side of space. In a complementary, yet
distinct, effort Dr Mathieu Guillaume aims
to create a novel electro-encephalography
method to assess numerical abilities of
young children and adults in an objective
and robust manner.
25
INSIDE HIGHLIGHTS
highlights
INSTITUTE FOR RESEARCH AND INNOVATION IN SOCIAL WORK,
SOCIAL PEDAGOGY, SOCIAL WELFARE (IRISS)
The institute’s research activities are related to processes of social change. Focusing on questions of social cohesion, well-being,
and social justice the institute had a very successful year attracting funding for research projects (nearly € 2 Mio. for the next 3
years) and putting results into practice within Luxembourg. The projects focus on young people’s transitions to adulthood (early
school leavers and drop outs, leavers from out-of-home care) and their mobility within Europe. http://iriss.inside.uni.lu
Journée de coopération : L’économie sociale et solidaire (ESS). Vers
de nouvelles pratiques de création
d’emplois?
Research project: Mapping mobility
– pathways, institutions and structural effects of youth mobility in
Europe (MOVE)
En mars, Claude Haas et Dr. Thomas Marthaler ont co-organisé en partenariat
avec 123 Go Social (Business Initiative
asbl), le Centre de Recherche Henri Tudor
et Impactory une journée de travail sur les
rapports entre le travail et l’économie sociale et solidaire (ESS), à la fois dans une
perspective analytique et pratique, voire
entrepreneuriale. Quelque 75 participants
issus de milieux professionnels très divers - allant du secteur social au secteur
financier - ont eu l’occasion de participer
à un programme varié composé de conférences, de table ronde et de réunions
express (speed meetings) avec des initiateurs de projets ESS. Trois conférences
plénières présentaient les opportunités,
les limites et les paradoxes de la création d’emploi par l’ESS. Dans le cadre de
leur intervention, Claude Haas et Thomas
Marthaler ont conclu notamment à un lien
de dépendance de l’ESS à l’insertion professionnelle en termes de gouvernance et
ont soulevé la question du potentiel innovateur propre à l’ESS.
In 2014, IRISS managed to obtain a research grant from the European Commission’s Horizon 2020 funding scheme. The
three-year project on youth mobility, coordinated by Associate Prof. Ute Karl and
Claude Haas, starts in 2015 and will use
a quantitative survey and qualitative case
studies to reconstruct mobility patterns
of young people and identify examples of
good-practice, looking at the same time
at the impacts of mobility and migration
in some geographic regions and on family
and social networks. The case studies will
include different forms of mobility, such
as student mobility for higher education,
cross-border volunteering, employment
mobility, mobility for vocational training,
pupil’s exchange, and entrepreneurship
mobility. With this project IRISS was able to
further strengthen its European networks.
Furthermore, Associate Prof. Arthur Limbach-Reich attended the seventh Annual
General Meeting of the Academic Network
of European Disability experts (ANED) in
Brussels.
Expert workshop: Time in – Time
out. Intensive individual pedagogical care
Researchers and service providers from
Luxembourg and Germany attended an expert workshop organised by the University
of Luxembourg in collaboration with the
National Youth Psychiatric Service Luxembourg (Hôpital Kirchberg).
The National Youth Psychiatric Service proposes intensive individual pedagogical projects to their adolescent in-patients as a
possible follow-up treatment. The research
project “Time in – Time out”, designed by
Associate Prof. Ulla Peters, will follow boys
and girls who, after their psychiatric treatment, are either participating in such individual projects or are sent to an institution.
Quantitative data will be collected using
the “Child and Youth Resilience Measure“
(CYRM, Liebenberg & Ungar 2013) and be
compared with resilience scores of a group
of Luxemburgish youth outside the care
system.
Recent research in this area was presented
at the workshop and the research design
for the study was discussed.
26
IPSE HIGHLIGHTS
highlights
INSTITUT FÜR LUXEMBURGISCHE SPRACHE UND LITERATUREN
Die Forscher des Instituts für luxemburgische Sprache und Literaturen beschäftigen sich u.a. mit der Struktur und den Variationen der Luxemburgischen Sprache, der Entwicklung der Luxemburgischen Literatur im mehrsprachigen Kontext sowie mit dem
Verhältnis von Sprache und Gesellschaft in Luxemburg und der Grossregion. 2014 war wieder ein ereignisreiches Jahr für die
Luxemburgistik. Neue Publikationen, Forschungsprojekte und öffentliche Konferenzen erlaubten es die Forschung am Institut
weiterzuentwickeln. http://infolux.uni.lu
Familiennamenlandschaften in der
Grossregion
Erstes Promotionsprojekt im Bereich
Luxemburger Literaturen
Familiennamen zwischen Maas und Rhein
ist eine weitere Publikation in der Reihe
Luxemburg-Studien / Études luxembourgeoises, in der geistes- und sozialwissenschaftliche Forschungsarbeiten mit einem
thematischen Bezug zur luxemburgischen
Kultur und Gesellschaft veröffentlicht
werden.
In ihrem Promotionsprojekt befasst sich
Fabienne Gilbertz mit den Professionalisierungsprozessen der Luxemburger Literaturen in der zweiten Hälfte des 20.
Jahrhunderts (ca. 1945-1980). Im Mittelpunkt der literatursoziologischen Analyse
steht die Beschreibung einer literarischen
Tendenzwende, die in den 1960er Jahren
in Abgrenzung zum Kriegs- und Heimatdiskurs der unmittelbaren Nachkriegszeit
eingeleitet wurde. Die von einer jungen,
politisierten Autorengeneration angestrebte intellektuelle und künstlerische
Erneuerung wird von Forderungen nach
einer umfassenden ästhetischen sowie
institutionellen Professionalisierung des
mehrsprachigen Literatur- und Kulturbetriebs begleitet. In Anlehnung an aktuelle
system- und feldtheoretische Modelle
sollen diese auf dem Prinzip der Solidarisierung basierenden Prozesse – welche
Zeitschriften-, Verlags- und Theatergründungen, aber auch Konferenzen und Lesungen umfassen – in ihrem gesellschaftlichen Umfeld untersucht werden.
Die Familiennamen im Gebiet zwischen den
Flüssen Maas und Rhein stellen infolge der
komplexen politisch-historischen Grenzziehungen und durch ihre Lage in der Kontaktzone zwischen Germania und Romania
eine besonders vielfältige Quelle für die
Namenforschung dar. Der Band umfasst
komparative und systematische Beiträge zu den Familiennamenlandschaften in
den Grenzregionen von Luxemburg, Belgien, Deutschland und Frankreich, die aus
sprachhistorischer, kontaktlinguistischer
und kartographischer Perspektive beleuchtet werden. Diese Artikelsammlung richtet
sich damit sowohl an Sprachhistoriker wie
auch an Kulturhistoriker.
Porte ouverte vum Institut fir lëtzebuergesch Sprooch- a Literaturwëssenschaft
Die zweite Auflage der Porte ouverte vum
Institut fir lëtzebuergesch Sprooch- a Literaturwëssenschaft, die am 22. November im Cercle Cité stattfand, fand auch
dieses Mal großen Anklang beim Publikum.
In informellen Gesprächen haben die Forscherinnen und Forscher Fragen zu ihren
derzeitigen Projekten beantwortet und mit
den Besuchern über gesellschaftsrelevante Fragen wie die Position des Luxemburgischen im Kontext der Mehrsprachigkeit
und in den neuen Medien diskutiert sowie
rezente Forschungsergebnisse präsentiert,
wie etwa zur Sprachmelodie des Luxemburgischen oder zum Gebrauch des Diminutivs
in der deutsch-luxemburgischen Grenzregion. Großes Interesse galt indes auch den
kultur- und literaturgeschichtlichen Projekten, beispielsweise zur Rolle des Feuilletons
bei der Konstruktion kultureller Identitäten
oder zur Literaturgeschichtsschreibung in
einem mehrsprachigen und interkulturellen Kontext. Eine Übersicht von sämtlichen
Projekten ist einsehbar unter http://infolux.uni.lu/bilan-porte-ouverte-2014/
27
STATEMENT
Thomas Vercruysse
Postdoc researcher
Unité de recherche IPSE, Institut d’Études Romanes, Médias et Arts
Pourquoi avez-vous rejoint l’Université
du Luxembourg?
Quelles sont vos activités de recherché
actuelles?
Qu’est-ce que vous voulez faire après
avoir terminé votre projet AFR postdoc?
Afin de poursuivre mes recherches grâce à
un postdoctorat. J’ai contacté à cette fin le
Professeur Roelens dont les champs de recherche étaient proches des miens..
Je termine un essai sur les rapports entre
création, espace et circonstances ; je dirige
et co-dirige deux ouvrages collectifs liés aux
rapports entre création et espace : Luxembourg : ville créative (Capybarabooks, Luxembourg, à paraître en juin) et Littérature, villes,
interactions (Kimé, Paris, à paraître en 2015),
actes d’une Université d’été que j’ai co-organisée. Je co-anime également un séminaire
de recherche « Géopoétiques : les sens de
l’espace ».
J’aimerais proposer la création d’un domaine
de recherche et d’enseignement à l’Université du Luxembourg, lié à la créativité et à sa
modélisation.
Où avez-vous travaillé auparavant?
J’ai été Assistant d’enseignement et de recherche à l’Université de la Sarre, Allocataire
de recherche à l’Université Blaise-Pascal, en
France. J’ai aussi enseigné dans le secondaire
dans ces deux pays.
Croyez-vous que l’expérience professionnelle acquise à l’Université du
Luxembourg sera utile pour votre future
carrière de chercheur?
Oui, sans aucun doute.
28
RESEARCH
eccs
LOCAL AND GLOBAL PERSPECTIVES ON EDUCATION
Rapid globalisation and mass migration have transformed most societies to an unprecedented degree in terms of their linguistic,
social and cultural diversity. This complexity presents unique challenges and opportunities for education-policy makers, teachers
and teacher-education programmes.
G
iven its rich linguistic, social and cultural
diversity, Luxembourg can be considered
an excellent context in which to develop innovative research in the field of education.
Although Luxembourg’s diversity is unique,
many of the educational challenges it faces
are crucial on a European and an international level. Thus, the University of Luxembourg
is well-placed to become an important national and global player in the study of teaching,
learning and cognitive processes in a multilingual and multicultural environment.
Who are we and what we do
The Education, Culture, Cognition, Society
(ECCS) research unit is home to over 120
people: educationalists, neuroscientists, anthropologists, linguists, psychologists, historians, sociologists and IT specialists. This
expertise is spread across six multidisciplinary institutes, which cover a wide range of
research topics, including: curriculum and
policy studies; teacher education; cognitive
development and learning processes; migration, multilingualism and social inequality in
school, higher education and life-long learning. Other important research topics examine out-of-school learning and teaching,
whether this is at home, in childcare centres
(maisons relais), or related to media education and computer-based learning. We place
particular emphasis on education in linguistically, socially and culturally diverse settings.
This focus on multilingualism and diversity
is also a key concern of the University’s research priority in Education, in which ECCS
plays a leading role.
ECCS puts a strong focus on fundamental as
well as applied research and we encourage
connections between a variety of approaches and strands of research. Qualitative and
quantitative approaches, hermeneutical, ethnographic as well as experimental research
are all of great significance. These approa-
ches are not only important to help strengthen international and comparative research,
but equally to accompany and support Luxembourg’s education system in close cooperation with teachers and schools.
The ECCS research unit is closely linked to
the Doctoral school in Educational Sciences
and several bachelor’s and master’s programmes within the Faculty. Teaching and
research are inextricably intertwined with
teacher education programmes (both on
primary and secondary level), drawing direct
benefit from the unit’s research.
Moreover, there are strong links with the
other research units within the Faculty as
well as with the Luxembourg Centre for
Educational Testing (LUCET), whose members used to belong to ECCS until summer
2014, when LUCET was created as a research
and transfer centre within the Faculty.
29
PAGEHEAD
Prof. Dr Adelheid Hu
head of ECCS
Our vision: Strengthening the advantages of diversity
2014 was a busy year, since it was the first
year ECCS existed in its current form. After an
intensive period of implementing procedures
to structure the unit, enhance communication and support scientific research culture,
ECCS is starting to settle down and can now
concentrate on consolidating and further developing its diverse research strengths.
Prof. Dr Christina Siry
deputy head of ECCS
the ECCS unit’s work. Luxembourg is an ideal
place to undertake more of the high-quality
projects and approaches in which we specialise. The main academic objective is to develop
and stimulate more research in this area and
to enhance our reputation further. Our aim
is to conduct innovative research in direct
communication with stakeholders and policy
makers, in order to have a positive impact on
educational practice locally and globally.
Within the ECCS research unit, diversity plays
a significant role in two ways: diversity in the
way we conduct research and diversity as an
object of research. We strive to build tighter
connections between complementary research fields to strengthen our interdisciplinary
work within our multidisciplinary unit, faculty
and university. The move to a unified campus
in Belval will certainly have a positive impact
on this, as all the members of ECCS will then
be working in the same building, the Maison
des Sciences Humaines.
At the same time, diversity is an object of
study: education in linguistically, culturally
and socially diverse societies is at the heart of
ECCS board: Christine Schiltz, Raymond Meyers, Peter Voss, Christophe Dierendonck, Adelheid Hu, Carrie
Georges, Constanze Weth, Christina Siry, Karin Priem. Not in the picture: Sabine Krolak-Schwerdt
30
IPSE HIGHLIGHTS
highlights
INSTITUT FÜR GESCHLECHTERFORSCHUNG, DIVERSITÄT UND MIGRATION
2014 ging es vor allem um den weiteren Ausbau der interdisziplinären Kooperation, wie z.B. mit dem Forschungsprojekt Ident2
sowie im Bereich der Inter- und Transgeschlechterforschung. Ausserdem stand das Mitwirken in der IPSE Doctoral School auf der
Agenda, was in zwei Seminarangeboten zu den Themen Migration und Geschlechtertheorien mündete. Besonders erfolgreich war
die Bewilligung des Forschungsprojektes „Gender Assignment in Question“ zu Fragen der Zuschreibung von Geschlecht.
Buchveröffentlichung: Normierte
Kinder
Nach der Vorstellung der von Dr. Erik
Schneider und Prof. Dr. Christel Baltes-Löhr
herausgegebenen Neuerscheinung Normierte Kinder: Effekte der Geschlechternormativität auf Kindheit und Adoleszenz
im September an der Universität Luxemburg zu der sich neben dem Universitätspräsidenten Prof. Dr. Rolf Tarrach, dem
EU-Parlamentarier Charles Goerens sowie
Vertreterinnen und Vertretern der luxemburgischen Medien zahlreiche Interessierte
eingefunden hatten, wurde das Buch im Oktober auf Einladung des transcript-Verlages
auf der Frankfurter Buchmesse präsentiert.
Im Februar 2015 wird die zweite Auflage des
Buches erscheinen. Eine Version in englischer Sprache ist für Juli 2015 geplant.
Übersetzungen ins Französische, Spanische und Polnische sollen folgen.
Internationaler Workshop: Geschlechterforschung in der Großregion
Der Arbeitskreis Historische Frauen- und
Geschlechterforschung e.V. hat in Zusammenarbeit mit dem Forum Geschlechterforschung an der Universität des
Saarlandes und in Kooperation mit der
Heinrich-Böll-Stiftung sowie der Universität der Großregion vom 31. Januar bis zum
2. Februar in Saarbrücken einen Workshop
für Nachwuchsforscher­Innen mit dem Titel
„Wie weiter mit der Geschlechtergeschichte?“ organisiert. Zusammen mit Julia Maria
Zimmermann waren dort Michelle Brendel
und Agnes Prüm mit dem Beitrag „Gender
– institutionell und individuell: Perspektiven für die Großregion“ vertreten.
Jahreskonferenz des EMN NCP LU
Im Oktober fand die alljährliche Konferenz
des European Migration Network - National
Contact Point - Luxembourg zum Thema
„Business-related Migration“ in der Abtei
Neumünster statt. Zusammen mit internationalen Refe­rentInnen aus Kanada, Mexiko, des Migration Policy Centers in Florenz,
des Europäischen Gewerkschaftsbundes,
der Internationalen Organisation für Migration (IOM), der Luxemburgischen Handelskammer sowie den Universitätskollegen,
Prof. Dr. Jörg Gerkrath, Jurist, und Prof. Dr.
Michel Beine, Ökonom, konnten sich 120 Interessierte zwei Tage lang austauschen und
neue Perspektiven diskutieren. Besonders
erfreulich waren die Teilnahme des Universitätspräsidenten, Prof. Dr. Rolf Tarrach, an
dieser Veranstaltung sowie die Präsenz der
zuständigen Fachministerin, Frau Corinne
Cahen, Ministerin für Familie und Integration sowie Ministerin für die Großregion.
31
INSIDE HIGHLIGHTS
highlights
PEARL INSTITUTE FOR RESEARCH ON SOCIO-ECONOMIC INEQUALITY
The Institute for Research on Socio-Economic Inequality focuses on the study of socio-economic inequality with the aim to understand
how the structures of inequality and their evolution impact on individuals and societies in terms of material and psychosocial well-being, quality of life and health status. The institute contributes, from an international and comparative perspective, to the analysis of
social problems and economic development connected to the sustainability of socio-economic systems. http://irsei.inside.uni.lu
Publication: Generational Inequalities and Welfare Regimes
Conference series: Getting the
public involved
Publication: Are we adapting to
poverty?
Prof. Dr Louis Chauvel and his colleague
Prof. Dr Martin Schröder from the University of Marburg (Germany) showed the
impact of welfare regimes on cohorts for
the first time. Cohorts born around 1950
are significantly above the income trend in
most countries. However, such inequalities
between generations are much stronger in
conservative, continental European welfare
states compared to social democratic and
liberal welfare states.
During 2014, the institute tightened the
contacts with Luxembourgish actors in the
socio-economic fields such as LIS, STATEC,
LISER (former CEPS/INSTEAD), the European Commission and the EIB Institute
by co-organising several conferences and
seminars. In the conference series “Inequality and…?”, the monthly “Lunch Time
Seminars” and “SEMILUX” seminars on social inequalities and public policies, national and international researchers are invited
to discuss various aspects of inequalities.
The lectures and seminars are usually well
attended by researchers and the public: on
average 90 people participate in the conferences and 25 in the seminars.
In their paper “Adaptation to Poverty in
Long-Run Panel Data” Prof. Dr Conchita
D’Ambrosio and her colleagues Prof. Dr
Andrew E. Clark from the Paris School of
Economics (France) and Prof. Dr Simone
Ghislandi from the Università Bocconi (Italy) study the relationship between subjective wellbeing and poverty.
Conservative welfare states (France, Italy,
and Spain) have put the economic adjustments of the crisis on the shoulders of
the youth (cohort born in 1975). Consequently throughout their lives their career
paths are restricted, their earnings are
lower and their possibilities to accumulate
wealth are limited.
“Our findings should raise awareness in policymakers to not only provide general measures against poverty and exclusion, but to
be attentive to generation-specific problems and disadvantages” explains Chauvel.
The paper “Generational Inequalities and
Welfare Regimes” has been published in the
renowned journal Social Forces.
“It is to be expected that the poor are less
satisfied with life than the well off, but we
wanted to test whether well-being would
bounce back as the individual adjusts over
time,” explained D’Ambrosio. “Our research
provides relevant information on the fact
that we do not adapt to poverty.”
Data and on-going interviews with over
45,000 people living in Germany from 1985
to 2013 showed no evidence of such adaptation: poverty starts bad and stays bad.
32
IPSE HIGHLIGHTS
highlights
INSTITUT D’ETUDES ROMANES, MÉDIAS ET ARTS
associée
à
en codirection : Identités (luxembourg, 2006),
Le sens de la métamorphose (limoges, 2009)
et La
question
polyphonique
dialogique
en
Parlons
musée
! propose
une ou
réflexion
pa­
sciences du langage (Metz, 2010).
noramique sur l’institution muséale et
Gian Maria Tore est enseignant-chercheur à
interroge
non seulement la définition du
l’université du luxembourg. il est spécialisé en
sémiotique,
et art.
Ses cours
musée,
mais la communication
manière dont
différentes
portent sur l’étude de films et sur l’étude des
sciences
contribuent
en cerner
l’évolution
médias.
il codirige laàrevue
internationale
Signata
– Annales
sémiotiques/Annals
of Semiotics
et,
actuelle.
D’undes
côté,
des chercheurs
interavec la cinémathèque de luxembourg, l’ « univernationaux
expliquent
comment
l’anthroposité populaire
du cinéma
».
logie, l’histoire, la sémiotique, les sciences
de l’information et de la communication,
le marketing, la didactique, la sociologie,
les sciences de l’éducation ou la psychologie peuvent enrichir notre connaissance
du musée. D’un autre côté, des dossiers
thématiques, rédigés par des professionnels (essentiellement luxembourgeois),
donnent lieu à un réel échange de points
de vue entre les acteurs du champ muséal,
qui questionnent ainsi concrètement leurs
pratiques.
Colloque : La photographie européenne des années 80 à aujourd’hui :
évolution esthétique et défis institutionnels
Organisé par Dr. Paul di Felice et Pierre
Stiwer de Café-Crème Edition et assistés
de Cristina Dias de Magalhães, le colloque
a réuni des chercheurs universitaires et
des directeurs d’institutions européens à
la Neimënster le 27 novembre. Parmi les
intervenants on trouvait M. Todic (Belgrade) The Institutional and Virtual Photo
Databases in Serbia, B. Koklesova (Bratislava) Humor, Joke and Absurdity in Slovak Photography, F. Poos (Luxembourg)
Photographs - Objects to Think With!,
M. Moresopoulos (Athènes) 30 years of
New Greek Photography, C. de Jaeger
(Bruxelles) Photography and New Media,
J.-L. Soret (Paris) Exhibiting Contemporary Image, K. Majak (Varsovie) Warsaw
Photo Days – Introduction.
SouS la direction de
chercheure
iSBn 978-2-87954-283-6
Céline Schall est
Parution :
Parlons
muséedocteure
! Panorama
l’université
du luxembourg,
en communicationet
et des
ph. doctor
en muséologie.
Sa
des théories
pratiques,
sous la
dernière recherche a porté sur le champ muséal
et la médiation
au luxembourg
(Fnr, 2011-2014).
direction
de Dr.
Céline Schall,
Prof.
cet ouvrage en est un des résultats.
Dr. Marion Colas-Blaise et Dr. Gian
Colas-Blaise
est professeur
à l’université
MariaMarion
Tore,
Luxembourg,
Binsfeld,
du luxembourg. elle est spécialisée en sémionovembre
2014
tique et en
linguistique. Parmi ses ouvrages,
CÉLINE SCHALL, MARION COLAS-BLAISE ET GIAN MARIA TORE
Parlons Musée ! Panorama des théories et des pratiques
L’Institut d’Etudes romanes, médias et arts (IRMA) étudie les productions de sens qui s’opèrent à travers les langages et les médias. Il s’intéresse aux arts verbaux et visuels (littérature, peinture, photographie, cinéma...) et, plus largement, aux discours, à
leurs supports, à leur circulation, bref aux médiations socioculturelles (l’édition, la presse, le musée, l’espace urbain, internet…). Il
travaille dans un dialogue ouvert au sein des disciplines qui étudient le langage (sémiotique, linguistique de l’énonciation, etc.) et
des disciplines spécifiques aux différents objets d’étude (p. ex. théories de la littérature, du cinéma, de l’art).
Le colloque a été clôturé par la présentation de la publication 1984-2014 Café-Crème : Visual Culture and European
Photography.
Université d’été : Littérature,
SouS la direction de
villes, interactions
CÉLINE SCHALL, MARION COLAS-BLAISE ET GIAN MARIA
PARLONS MUSÉE !
Organisée par Prof. Dr. Nathalie Roelens,
Dr.PANORAMA
Thomas Vercruysse,
Jeroen Claessen
DES THÉORIES
ET DES PRATIQUE
et Julien Jeusette, l’université d’été visait
Quels sont les enjeux de la constitution des collections de m
à qu’apporte
s’interrogerleur
surétude
les rapports
entre
la ville
? comment
définir
la médiation muséale
etsont
sesles
représentations
littéraires,
à jauger
apports des médiations
dites
« innovantes » ? Quels p
pose
l’exposition de
l’art contemporain
? et enfin,
laspécifiques
légitimité de
la géocritique,
discipline
qui
l’intérêt pour les musées de mieux connaître leurs publics ?
prône
une appréhension plus « référentielle »
des lieux par rapport aux études anle « musée » apparaît souvent comme une évidence. institut
térieures
plusexcellence,
portées sur
des
culture par
il a l’imaginaire
pour missions
la recherche, la cons
l’étude età la
présentation
de collections
aux publics. or, il en
espaces,
mesurer
l’impact
de la fiction
toutes
sortes, visant
des objectifs
des publics
variés. en c
sur
les politiques
urbanistiques
etetenfin
à
de crises, on peut s’interroger sur les usages de ces musées e
puiser dans le littéraire pour réhabiliter des
avenir. la question se pose avec plus de force encore au luxem
pratiques
cheminatoires
lentes et
désinté- et où les nombreu
les publics
sont particulièrement
hétéroclites
ressées
urbaine,économiques
slow city). et identitaires ma
peuvent(flânerie,
jouer desbalade
rôles sociaux,
Les journées se sont articulées autour de
trois axes privilégiés :
• Écrire la ville
• Lire la ville
• Pratiquer la ville
Outre des conférences-débats classiques,
divers ateliers créatifs (entre autres, un
atelier de cartographie littéraire ; un atelier
perecquien d’épuisement d’un lieu) ont été
mis en place, qui sont appelés à faire école
dans d’autres pays à l’avenir.
Une publication sous forme d’ouvrage collectif est en cours.
33
STATEMENT
Alexander Schmidt
Postdoc researcher
Reseach unit INSIDE, Institute for Health and Behaviour
Why did you come to Luxembourg and
join the University?
The opportunity to work in an internationally
established workgroup on Health Promotion
and Aggression Prevention as well as in a multilingual cross-cultural research environment
was very appealing to me.
Where did you work before?
I had a position as Postdoc Research Assistant in the workgroup of Rainer Banse at the
University of Bonn, Social & Legal Psychology
in Germany.
What are you current research activities?
My research is based on two main foci: a)
atypical and/or paraphilic sexual interests
and b) self-regulation of sexual, aggressive,
substance abusing and offending behavior;
both from an applied as well as a fundamental scientific perspective. A large fraction of
my research includes indirect latency-based
measures designed to tap into automatic behavioral precursors/diagnostic indicators.
At present I am working on acute sexual
arousal as a risk-factor for problem behavior
as well as on brief interventions based on social-cognitive changes of individual narratives
and self-representations.
What kind of plans do you have after
your stay at the University of Luxembourg?
I am trying to get a position as a professor.
Do you think that the professional
experience acquired at the University
of Luxembourg will be helpful for your
further career in research?
I am sure that the professional experiences
that I gained at the University of Luxembourg
as well as all the opportunities that have already been made possible will be beneficial to
my further research career.
34
RESEARCH
research priority
in education
DEALING SUCCESSFULLY WITH MULTILINGUALISM AND DIVERSITY
M
ultilingualism and diversity of cultural,
religious and social backgrounds is a reality in many societies in Europe and all over
the world. Due to globalization and migration,
multilingual and intercultural communication
has become common practice in important
societal domains such as business, science
and education. In numerous countries - Luxembourg is an excellent example - multilingualism and multiculturalism also form an
important part of the nation’s history and
identity. Moreover, the traditionally multilingual Luxembourg has a significant proportion
of immigrants and border commuters and
welcomes a large international community.
In the field of education, diversity constitutes an opportunity but also presents major
challenges. For example, empirical evidence
has demonstrated that pupils with a low socio-economic background are severely dis-
advantaged in school, especially if their linguistic and cultural backgrounds differ. The
problem of equity, fairness and norms in education is – among many other important issues – one of the most urgent in the current
situation and asks for innovative thinking and
research approaches.
Themes and Structures
The University of Luxembourg addressed
these challenges through the creation of a
research priority in the field of education, focusing on multilingualism and diversity, which
started its work in July 2014. Multilingualism
and diversity in education closely align with
the overall strategic planning of the Faculty.
Both education and multilingualism are important research areas: education has been
a research priority since the first four-year
plan, and research in this area is well-de-
veloped as evidenced by several ongoing
third-party funded research projects.
In the context of this priority, the above
mentioned phenomena are being investigated within a broad and interdisciplinary range
of research fields and using educational, didactic, linguistic, psychological, cognitive,
neuro-scientific, historical, sociological and
anthropological approaches. The ECCS (Education, Culture, Cognition, and Society) research unit of the University of Luxembourg
has played a leading role in establishing this
research priority, with Prof. Dr Adelheid Hu as
head and Prof. Dr Christine Schiltz as deputy
head. They are supported by a steering committee, an advisory board, a research coordinator and an administrative aid. The research
priority facilitates important collaborations,
not only with other researchers within key
research areas at faculty level, but equally
>
35
Research priortiy steering committee (from left to right): Gabriele Budach,
Andreas Hadjar, Adelheid Hu, Antoine Fischbach (Deputy coordinator),
Constanze Weth, Christine Schiltz, Peter Voss. Not in the picture: Pascale
Engel de Abreu, Romain Martin, Justin Powell
with colleagues in other faculties and with
the Luxembourg Centre for Educational Testing (LUCET), a recently created research and
transfer centre, placing particular emphasis
on developing appropriate evaluation and assessment tools that are adapted to the complex multilingual and multicultural situation of
the educational system in Luxembourg.
The research priority brings together researchers from across disciplines and faculties and
is divided into the following five topics:
ultilingualism in Early Childhood (CoordinaM
tor: Associate Prof. Pascale Engel de Abreu,
Deputy: Associate Prof. Claudine Kirsch)
• Multilingualism across schooling and tertiary
education (Coordinator: Associate Prof. Constanze Weth, Deputy: Dr Antoine Fischbach)
•
Assessment and Diagnostics in Multilingual Contexts (Coordinator: Prof. Dr Romain
Martin)
•
Education Systems, Inclusion and Diversity (Coordinators: Associate Prof. Andreas
Hadjar and Prof. Dr Justin Powell)
• Migration, Language Trajectories and Informal Learning (Coordinator: Associate Prof.
Gabriele Budach)
•
The research priority is part of an international network of research institutes and
research groups in the field of multilingual
education and diversity, including, for example the Universities of Hamburg and Sheffield, and the Babylon Center Tilburg, which
offer excellent opportunities to its members
for collaborations across countries and disciplines as well as productive exchanges of
research methods and results. It has been
a driving force in establishing the research
network “Cognition and Assessment in Multilingual Learning Environments” of the University of the Greater Region and of a proposal
for an EARLI Special Interest Group on “Language in Learning and Instruction.”
Objectives and Outcomes
The main goal is to gain new insights in relation to the phenomenon of multilingualism
and diversity in education. Based on these
findings, the research priority will contribute
to developing sustainable measures to enhance the educational systems and educational practices in Luxembourg and beyond.
Another important mission is the generation
and the dissemination of knowledge as well
as scientific and public outreach, especially
with Luxembourgish stakeholders, exemplifying the University of Luxembourg’s emphasis
on integrating itself into Luxembourgish society. This will be achieved through the publication of high-quality scientific outputs, the
provision of starting grants to develop strong
projects, and the submission of collaborative
RESEARCH
grant proposals as well as the organization of
conferences, workshops, and public lecture
series. Attracting and training high-quality
doctoral and postdoctoral researchers is also
a crucial concern.
The research priority intervenes not only at
decision-making levels through its close collaboration with the Ministère de l’Education
nationale but also acts at grassroots level, by
working together with local educational facilities. An example of the productive dialogue
that this kind of approach creates was the
two-day symposium entitled “Multilingualism
and Early Childhood: Challenges for the Educational System,” held in March 2015. This
event brought together academics, policy
makers, educators and parents to discuss
future developments in early childhood and
language in Luxembourg.
Left: Adelheid Hu, head. Right: Christine Schiltz, deputy head.
36
PAGEHEAD
Viele Sprachen,
viele Kulturen
UND EIN SPANNENDER INTERDISZIPLINÄRER FORSCHUNGSSCHWERPUNKT:
KEY RESEARCH AREA MEHRSPRACHIGKEIT UND INTERKULTURELLE STUDIEN
L
uxemburg – das sind Menschen aus über
140 Nationen, die ihre Sprache und ihre
Gebräuche im Gepäck haben und so ein einzigartiges kulturelles Gefüge mitbestimmen.
Luxemburg, das sind allein drei Amtssprachen, das sind Europäische Institutionen,
Banken und Unternehmen, in denen Mitarbeiter aus unterschiedlichsten Kulturen zusammenkommen. Luxemburg ist ein Land der
Grenzgänger, des Einflusses von außen und
des regen kulturellen Austauschs. Sprachen
und Kulturen kreuzen sich in Vergangenheit
und Gegenwart. „Ein ideales Labor also für
unseren Forschungsschwerpunkt Mehrsprachigkeit und Interkulturelle Studien“, fasst
Prof. Dr. Dieter Heimböckel zusammen. Er ist
Sprecher des noch jungen interdisziplinären
Schwerpunkts, der im Jahr 2014 an der Fakultät ins Leben gerufen wurde.
Eine Plattform, die Aktivitäten bündelt
„Mehrsprachigkeit und Interkulturelle Studien“ ist kein Studiengang, sondern ein interdisziplinärer Arbeitsschwerpunkt. Eine Art
Plattform, die in der geisteswissenschaftlichen Fakultät verankert ist und der aktuell etwa 20 an der Universität Luxemburg
beschäftigte Wissenschaftler angehören.
Es sind Sozial- und Kulturwissenschaftler,
darunter Historiker, Literaturwissenschaftler, Soziolinguisten, Sprachdidaktiker, Se-
miotiker und Geografen. „In der Forschung
der einzelnen Fachbereiche gibt es schon
länger zahlreiche Aktivitäten im Bereich der
Mehrsprachigkeit und Interkulturalität“, sagt
Dr. Christian Wille, wissenschaftlicher Koordinator des Schwerpunkts, der auch das
thematisch verwandte „UniGR-Center for
Border Studies“ koordiniert. Und so habe
sich vor etwa fünf Jahren der Wunsch herausgebildet, diese Aktivitäten zu bündeln und
stärker sichtbar zu machen. Hintergrund ist
eben die besondere Situation in Luxemburg:
viele Nationen und Kulturen - und eine junge
Universität, die in diesem spannenden Umfeld derzeit wächst und international immer
bekannter wird.
>
Links: Christian Wille, wissenschaftlicher Koordinator
der Key research area MIS
Rechts: Dieter Heimböckel, Sprecher der Key research
area MIS
Zukunftsträchtiger Forschungsbereich
Als zukunftsträchtiger und förderungswürdiger Forschungsbereich mit eigenem Profil
wurde „Mehrsprachigkeit und Interkulturelle
Studien“ in den Vier-Jahres-Plan der Universität aufgenommen. Und schon nach einer
relativ kurzen Vorbereitungszeit konnte der
Bereich dann im Jahr 2014 starten. „Dass
es so schnell ging, liegt vor allem an dem
sehr guten Klima, das unter den Kollegen
herrscht, und an der guten interdisziplinären Zusammenarbeit“, betont Koordinator
Dr. Christian Wille. Zudem bedient der neue
Forschungsschwerpunkt auch wesentliche
strategische Hauptpunkte des neuen Rektors der Universität Luxemburg, Prof. Dr.
Rainer Klump: „Universität und Luxemburg“,
„Europa“ und „Digitalisierung“. Eine gute Voraussetzung, um nachhaltig im universitären
Geschehen verankert zu werden und dieses
umgekehrt zu bereichern.
Symposium Multilingualism – Approaches and Research Perspectives. Society – Education – Literature
Inhaltlicher Austausch ist reizvoll
Die Attraktivität des Forschungsschwerpunkts
liegt nicht nur darin, dass es eine gemeinsame Plattform gibt, die überdies im engen Austausch mit der Forschungspriorität „Education“ an der Universität Luxemburg steht. Vor
allem die inhaltliche Diskussion ist reizvoll. Und
das nicht nur innerhalb der Universität, an der
sich gelebte Interkulturalität widerspiegelt,
sondern auch auf internationaler Ebene im Zusammenspiel mit anderen Universitäten. „Wir
haben sowohl sogenannte travelling concepts,
also Begriffe, die auf Reisen sind, als auch
Wissenschaftler, die aus unterschiedlichen
Perspektiven und in unterschiedlichen Welten
ihre Forschungsfelder erkunden“, erklärt Prof.
Dr. Heimböckel die sprichwörtliche Grenzenlosigkeit der Forschungsarbeit, die sich in den
verschiedensten Themengebieten und Forschungseinheiten abspielt. Dementsprechend
könne es auch in der Forschungsarbeit keinen
angestrebten „Endpunkt“ der Untersuchungen
geben, sondern nur einen laufenden Prozess
des Austauschs und der Bereicherung. Dabei
würden die Begrifflichkeiten „Mehrsprachigkeit“ und „Interkulturalität“ stets neu zwischen den Kollegen verglichen und verhandelt.
Symposien, Vorträge, Ringvorlesungen
und Workshops
Die Themen begegnen den Forschern dabei
in Politik und Alltag: Welche Probleme, Herausforderungen und Chancen gibt es rund um
das Phänomen Migration? Welche Antworten
gibt es auf internationale Konflikte? Welche
interkulturellen Kooperationen bestehen in
der Grenzregion, beispielsweise in Museen,
an Theatern oder in sonstigen Institutionen?
Was macht Grenzgängertum aus – sei es im
Arbeitsleben, sei es im kulturellen Zusammenleben? „Wir haben dabei Luxemburg in
seiner ganz speziellen Situation, ferner Europa und schließlich den Vergleich beider Felder
im Blick“, erläutert Prof. Dr. Heimböckel die
drei Ebenen und betont gleichzeitig: „Was wir
erforschen, steht dabei aber nicht als pars
pro toto für ganz Europa.“ Vielmehr vergleiche
man die spezifische Situation in Luxemburg
mit anderen Grenzkonstellationen wie Italien-Österreich-Balkanländer und Schweiz-Italien. So habe man gerade eine Zusammenarbeit mit der Villa Vigoni begonnen, einem
Deutsch-Italienischen Zentrum für Europäi-
sche Exzellenz am Comer See, mit dem eine
langfristige Partnerschaft angestrebt werde.
Schon jetzt veranstaltet der Arbeitsschwerpunkt der Universität Luxemburg Symposien,
Vorträge, Ringvorlesungen und Workshops.
Auf lange Sicht können sich die beteiligten
Wissenschaftler aber durchaus vorstellen,
dass sich aus dem Forschungsschwerpunkt
eine Priorität der Universität Luxemburg entwickelt. „Die bei uns entwickelten Kompetenzen kommen schließlich der Profilbildung der
Universität Luxemburg zugute“, sagt Prof. Dr.
Dieter Heimböckel. Im Moment habe der in
der geisteswissenschaftlichen Fakultät angesiedelte Schwerpunkt einen soliden Netzwerkcharakter. Auch Koordinator Dr. Christian Wille blickt zuversichtlich in die Zukunft.
„Schließlich arbeiten viele Kollegen der Universität Luxemburg an Themen, die für uns
relevant sind. Und in unserem Schwerpunkt
ist schon in kurzer Zeit sehr viel passiert.“
38
RESEARCH
making the future
sustainable
SUSTAINABLE DEVELOPMENT, A KEY RESEARCH AREA OF THE FACULTY
S
ustainable development in the broadest sense is one of the University’s key
research areas. This topic is defined in the
2014-2017 four-year plan as including “social
cohesion, health, governance and engineering.” These are areas of central concern for
many within the University and Prof. Dr Conchita D’Ambrosio is coordinating this effort
within the Faculty. “I welcome the opportunity to encourage work across disciplines with
the ultimate aim of discovering new ways to
improve lives over the long term,” she said.
the orientation of technological improvements and institutional structures have to be
consistent with future and current needs.”*
This goes beyond environmental concerns,
involving issues such as creating efficient
lifelong education systems, and the personal
and social impact of fast changing economies and cultures. The Faculty is well-positioned to analyse these trends.
Integrating the many dimensions of development
with the full implications on socio-economic
relationships. Hence the logic of appointing
Professor of Economics and IRSEI co-head
Conchita D’Ambrosio as faculty coordinator
for this key research area. Vice coordinator
is Prof. Dr Markus Hesse, a professor of Urban Studies with the IPSE research unit. “The
likes of human geography and spatial planning look at the ramifications of development
and investigate current strategies aiming for
more integrated, sustainable development,”
explained Prof. Dr Hesse.
This is multi-faceted work. The University defines sustainable development as: “a process
of change, where the use of natural resources, the structure of economic investment,
The Institute for Research on Socio-Economic Inequality (IRSEI) within the INSIDE
research unit is a more specific example.
This PEARL-FNR research programme deals
“Sustainability is an increasing preoccupation
in my discipline of economics,” noted Prof. Dr
D’Ambrosio. “Beyond the use of physical and
human resources over the long term, the im-
>
39
Conchita D’Ambrosio and Markus Hesse,
coordinators of the key research area
Sustainable development
plications for society are central,” she added.
Hence social and human capital, as well as
economic capital, needs to be understood
and managed sustainably.
Increasingly hot topic
Powerful demographic forces such as extended life expectancy and falling birth rates are
causing change, putting strain on our highly
developed economies, societies and cultures.
Answers are needed, globally and locally. Areas of investigation include socio-economic
and inter-generational inequality and the notion of well-being.
Against these continent-wide trends, Luxembourg faces its own challenges. As a European capital and global financial and business hub, it has generated growth but also
inequalities nationwide and in the Greater
Region. Cross-border working and immigration are having implications for the environment, society and culture. This is set against
the background of an education system under strain, generous social welfare provision
and evolving political realities.
Prioritising increases focus
“Making sustainable development a research
key area helps us focus on these challenges,” explained Prof. Dr D’Ambrosio. “This will
promote greater interdisciplinary cooperation
within our research units, within the faculty and ultimately across the University,” she
added. There is no intention to be prescriptive,
with researchers maintaining their ability to
work on any important project. Yet this will
give greater focus as new research topics and
interdisciplinary work are planned. Also, this
will help give greater definition to the University’s work in the minds of local political deci-
RESEARCH
sion makers, voters and taxpayers, as well as
international organisations and colleagues.
Organisational work related to this key area
began in the summer of 2014. The first steps
have been to raise awareness and encourage
contacts across the Faculty. The initial idea is
to increase mutual understanding of how colleagues work and how this could inform cooperative ventures. At the moment, this is driven by formal meetings and person-to-person
contacts, with up-coming events such as
local, regional and international conferences.
Making innovative connections
The key area has generated interest from different institutes such as the Institute of Geography or the Institute for Research on Generations and Family. “Alongside our efforts to
increase the focus on work related to sustainable development within the Faculty, we want
to cooperate with researchers from across the
University, particularly natural sciences and
engineering,” said Prof. Dr D’Ambrosio. This
work will contribute to the University-wide
sustainable strategy as part of which a Cell
for Sustainable Development was founded in
2009. Moreover, the University is part of the
International Sustainable Campus Network.
“Interdisciplinary working is challenging, as
we have to learn the scientific languages used
by our colleagues, even if the tools are fundamentally similar,” Prof D’Ambrosio noted.
“This work is often very rewarding and makes
the effort worthwhile, hence the importance
of us all finding innovative ways to contribute
to these research priorities,” she added.
* From “Our common future”, Oxford University Press
(1997) in the University’s Strategic Action Plan
40
Fernand Anton, head of the
research group “Stress, Pain and
Pain Modulation”
INSIDE
>
can we train our brain
to block pain?
Evidence has been found that the mind can be trained to block-out persistent physical pain. This conclusion resulted from work
conducted within the INSIDE research unit by Fernand Anton, Professor of Biological Psychology, and Dr Raymonde Scheuren, the
lead researcher in this study. Prof. Dr Anton manages both the animal and the human pain research laboratories in the unit.
I
t is a common experience that we can mask
sudden acute pain in one part of the body by
causing discomfort elsewhere. When we bang
our head we might pinch ourselves to diminish
this accidental pain. More than just satisfying
our desire to do something, this reaction has
a firm basis in human physiology. “This reflex
is a well known to psychologists,” commented
Prof. Dr Anton. “The most commonly accepted explanation is that it enables us to react
to a new threat which may be even more dangerous than the cause of the original pain.”
“This has just a temporary, short-term effect,
but we wanted to see if there is potential to
harness this longer term,” commented Dr
Scheuren. They devised an experiment whereby a constant electric shock was administered to the feet of 32 volunteers, who would
then dip a hand into a bucket of ice-cold water. Sure enough, the perception of pain in the
foot disappeared, blocked by the new, sharp
pain. The novelty of this experiment was that
when the hand was dunked, a telephone ring-
tone sounded in the volunteers’ earphones.
This process was repeated several times.
“Our hope was that we could provoke a Pavlovian response, in that the volunteers would
experience the pain reduction in their feet
when we only played the ring-tone,” commented Prof Anton. This is a reference to the
celebrated experiment by the Russian physiologist Ivan Pavlov. He rang a bell and then
gave his dogs food, repeating this several
times until eventually the dogs started to salivate simply in response to the bell.
Sure enough, the ringtone was sufficient to
reduce pain for a significant period. The people being tested not only reported feeling significantly less pain, but there were also fewer
objective, measureable signs of pain, such
as activity in the muscles used in the facial
expression of pain, particularly frowning. This
effect eventually dissipated, but the experiment demonstrates a clear potential for people to be able to train their brains to resist
pain. Further research is needed to determine
if this effect is due mainly to the mind controlling the release of pain-deadening hormones, or if this is more a subtle mental trick.
There is potential for helping patients reduce their reliance on anaesthetic drugs, in
a cheaper and more effective fashion. This
research might also give insight into psychosomatic disorders. Many people feel pain
despite there being no physical cause, a condition which is thought to be due to mental
stress. “Similar learning effects may be involved in the enhancement and maintenance
of pain in some patients,” added Dr Scheuren.
The research was conducted as part of Dr
Scheuren’s PhD thesis and it also resulted in a scientific paper being published in a
peer-reviewed journal. “Beep Tones Attenuate
Pain following Pavlovian Conditioning of an
Endogenous Pain Control Mechanism” appeared last year in PLOS One.
>
41
PAGEHEAD
42
IPSE HIGHLIGHTS
highlights
INSTITUTE OF GEOGRAPHY AND SPATIAL PLANNING
The Institute of Geography and Spatial Planning is concerned with regional and local development and planning, European urban
and spatial policy, political geography/political sciences and also sustainable development. The institute offers two study programmes: The Master in Geography and Spatial Planning and the Formation Continue en Aménagement du Territoire, a lifelong
learning programme in spatial planning. http://geo.ipse.uni.lu
Internationale Tagung: Zertifizierungssysteme für nachhaltige
Stadtquartiere
Am 30. Juni veranstaltete die Cellule nationale d’Information pour la Politique Urbaine (CIPU) zusammen mit dem European
Urban Knowledge Network (EUKN) eine
Tagung zum Thema „Zertifizierungssysteme für nachhaltige Stadtquartiere“. Etwa
60 Teilnehmer aus Politik, Praxis und Wissenschaft nutzten die Gelegenheit, um ein
gemeinsames Verständnis von Zertifizierungssystemen und Gütesiegeln und deren
Anwendbarkeit auf die Planung neuer nachhaltiger Stadtteile zu schaffen, sie kritisch
zu analysieren und über deren mögliche
Übertragbarkeit auf die Rahmenbedingungen des Luxemburger Planungssystems
nachzudenken.
Mit Hilfe von Erfahrungsberichten aus der
in- und ausländischen Praxis wurden die
Grundprinzipien der Zertifizierung erläutert
und der aktuelle Stand der Entwicklung
von nationalen und internationalen Zertifizierungssystemen für neue Stadtquartiere
präsentiert. Zudem wurden die Potenziale
und Grenzen des Einsatzes von Gütesiegeln
diskutiert.
Vorträge: Luxembourg Lectures in
Geography and Spatial Planning
Im Rahmen der Vortragsreihe „Luxembourg Lectures in Geography and Spatial
Planning” berichten Gastvortragende in
regelmäßigen Abständen zu einem aktuellen Themenfeld der Geographie, um somit
die Kommunikation innerhalb des Faches,
sowie in den Forschungseinheiten und in
der gesamten Fakultät, mit internationalen
Kollegen und der breiten interessierten Öffentlichkeit anzuregen.
Im Herbst 2014 wurde in drei Gastvorträgen
von Prof. Dr. Dorte Jagetic Andersen, Universität Süddänemark, Prof. Dr. Martin van
der Velde, Universität Nijmegen, und Dr.
Cathal McCall, Queen’s University Belfast,
das Thema „Border Studies“ beleuchtet
und mit durchschnittlich 35 Teilnehmern
diskutiert. Ferner konnten Kollegen der
UniGR-Partneruniversitäten die Vorträge
per Live-Stream sehen.
Zukünftig soll diese Vortragsreihe die Vielfalt der Themen, die am Institut für Geographie und Raumplanung geforscht und
gelehrt werden, präsentieren und zu kritischen Diskussionen anregen.
Research project: Human and
Environmental Security in Border
Regions
During 2014, the University of Luxembourg-funded “Human and Environmental
Security in Border Regions: Cross-Regional
Perspectives” (HUMENITY) research project
neared its conclusion. HUMENITY’s originality was its implementation of a cross-regional, comparative analysis of human and
environmental security, building on research
agendas which have emerged in the Consortium for Comparative Research on Regional
Integration and Social Cohesion (RISC).
In addition to the conferences, workshops
and publications developed as part of the
project, the highlight of HUMENITY was the
participation of Ms. Evangelina Arce in the
2013 LABEL Conference which was held in
Luxembourg.
Ms. Evangelina Arce is the mother of Silvia Arce who disappeared in Ciudad Juarez
in 1998. Since then, she has been a leader
in the movement for justice for women in
Juarez, a city which has witnessed femicide since the 1990s. Her activism has led
to death threats and even physical attacks.
Ms. Arce is a remarkable woman and it was
an honor to host her in Luxembourg.
43
ECCS HIGHLIGHTS
highlights
INSTITUTE OF EDUCATION AND SOCIETY (InES)
Focusing on educational challenges, the Institute of Education and Society had a very successful year in terms of research projects,
publications, and organising international conferences. New research projects focus on the impact of research policy on education
research and on challenges resulting from industrialisation and migration. Two projects, successfully continued or completed, deal
with curriculum construction and ideals of citizenry (Prof. Dr Daniel Tröhler) and with collaborative learning among peers (Dr Patrick Sunnen). Researchers in the institute edit two major journals in the field and a number of book series from major international
publishers. Institute members also engaged international scientific communities by organizing three international conferences in
Luxembourg. One of the highlights was the successful PhD defense by Catherina Schreiber Curriculum and the Making of the Citizens.
http://ines.eccs.uni.lu
International conference: Learning Together to Live Diversity:
Comparing Inclusive Schooling in
Europe
The cross-national network collaborating
on the project “Teaching Diverse Learners
in School Subjects” (TdiverS), funded by
the European Commission (Comenius), held
its first annual conference in Luxembourg.
Organised by Michelle Brendel and Prof. Dr
Justin J.W. Powell with the Ministère de
l’Education nationale and Info-Handicap
Luxembourg, the international conference “Learning Together to Live Diversity:
Comparing Inclusive Schooling in Europe”
(14./15.11.2014) built bridges between
countries, organisations and social groups.
Scholars, teachers, students, advocates
and community members exchanged “inspiring practices” found in schools in the
US, Sweden, Spain, Luxembourg, Lithuania,
Iceland, Germany and Canada. Participants
shared knowledge and experiences developing inclusive schooling, compared the
implementation of the UN Convention on
the Rights of People with Disabilities, and
discussed scaling-up “inspiring practices”
within countries and learning from others
how to improve schooling by making curricula more inclusive.
International conference: How education systems shape educational
inequalities
From 2-4 July, an international conference
on “How education systems shape educational inequalities” took place at the Abbaye de Neumünster, organised by Associate Prof. Andreas Hadjar and funded by the
FNR RESCOM scheme and the Faculty. The
scientific committee included experts on
the comparison of education systems and
educational inequalities from the US, Germany, Finland and Luxembourg. The conference attracted 120 scientists from 24
countries (Europe, Asia and America) who
participated in keynote speeches, plenary
sessions, round table talks and a poster
session. At the core of the conference,
the question of how institutional settings
seem to guarantee lowest inequalities in
educational attainment along the axis of
social origin (class), gender and migration
background (ethnicity) was discussed. Another major issue related to the methodology of how to analyse education system influences on advantages and disadvantages
of societal groups.
Research project: Fabricating Modern Societies
In terms of new research projects, the follow-up project “Fabricating Modern Societies: Industries of Reform as Educational
Responses to Societal Challenges (ca.
1880-1930) – Part 2” (PI Associate Prof.
Karin Priem) has broken new ground by
adding to the focus on reform initiatives in
the sphere of health education (Dr Klaus
Dittrich and Dr Geert Thyssen) and professional orientation and technical-vocational
education (Dr Frederik Herman) a focus on
housing and consumer culture (Ira Plein),
child and youth welfare (Irma Hadzalic) and
archiving and heritage-making (Françoise
Poos). FAMOSO and FAMSOSO-2 in general adopt cross-national, multicultural and
interdisciplinary perspectives and put emphasis on culture-anchored material, social,
educational and economic transformations
of modern societies under conditions of
modernisation, industrialisation, technical
innovation, internationalisation, medicalisation, changes of live styles and consumption patterns, aesthetical reforms, cultural
transfer, and migration.
44
STATEMENT
Nikolaos Gogonas
Postdoc researcher
Research unit ECCS, Institute of Applied Educational Sciences (AES)
Why did you come to Luxembourg and
join the University?
Luxembourg is the place to be when you study
multilingualism like I do, and this is also one
of the research priorities of University.
Where did you work before?
I worked for many years with linguistically and
culturally diverse high school pupils in Athens,
and I have also taught at the Hellenic Open
University, the University of Athens and the
University of Thessaly.
What are you current research activities?
My project is entitled “Family Language Policies among Greek Migrants in Luxembourg”.
The study aims to explore which policies and
practices parents implement to promote or
discourage the use and practice of particular
languages. I ask how these language policies
and practices are negotiated in private domains. The pedagogical goal of the study is
to enhance awareness among teachers and
policy makers in Luxembourg of migrant languages.
What kind of plans do you have after
completion of your AFR Postdoc project?
I would like to continue my research on “crisis-led” migration from Southern Europe, and
on discourses of inheritance and identity.
Do you think that the professional
experience acquired at the University
of Luxembourg will be helpful for your
further career in research?
Yes. I am gaining valuable experience in project management and I am also developing my
publication record.
45
STATEMENT
Sandra Camarda
Postdoc researcher
Research unit IPSE, Institute for History
Why did you come to Luxembourg and
join the University?
I had relocated to the Greater Region with my
partner and discovered the remarkable historical photographic collections held in the local
archives. I found the distinctive social, political
and cultural history of Luxembourg particularly fascinating. The strong sense of belonging
that coexists with an openness to multiculturalism made it an ideal context for the exploration of issues of identity and nationhood. I
proposed a research project and received immediate support from the University.
returning to academia with a research project
on the stereotypical representation of Sardinians in the early anthropological photography.
What are you current research activities?
I am interested primarily in the history of photography and in visual and material culture.
My project explores how illustrated postcards
of Luxembourg have historically contributed
to build and sustain a sense of belonging and
national identity.
Where did you work before?
What kind of plans do you have after completion of your AFR-Postdoc project?
I completed my doctoral studies in visual anthropology at UCL, in London. After that, I
briefly worked for an Italian publishing house,
I would like to continue doing research in
Luxembourg, particularly on the photographic
material related to the First World War.
Do you think that the professional
experience acquired at the University
of Luxembourg will be helpful for your
further career in research?
Working in Luxembourg in a stimulating multicultural environment has been a valuable experience and a great opportunity to establish
new contacts and share ideas.
46
RESEARCH
Luxembourg centre for
educational testing
BUILDING A CENTRE OF EXCELLENCE
U
nique insight into educational development in a multilingual environment is being given by the Luxembourg Centre for Educational Testing (LUCET). This newly created
centre will follow students‘ key competencies
and intellectual development, their language
background and socio-economic situation
throughout their school careers. As well as
offering direct practical uses to the country‘s
education professionals, this data will be of
unique value to the world research community.
“We collect and process data, converting it
to a useful, understandable form for a range
of actors in the education system,” explained
Prof. Dr Romain Martin, the Centre’s Director.
There are four target groups nationally:
•
Policy makers taking structural decisions
about the education system and other interested stakeholders
•
School leaders who interpret policy locally
and strive for school quality development
•
Teachers who adapt teaching methods
based on their students‘ capabilities
• Students and parents who can work on developing learning strategies
environment. This is a systematic, institutionalised process designed specifically for
the situation in Luxembourg and its small
size. The focus is on core academic areas (initially literacy and numeracy) and on regular
testing. When fully established, the Centre
will coordinate tests to be taken every year
in grades 1, 3, 5, 7 and 9. This means the first
assessments will be conducted at six years
of age going on until, normally, 14 or 15.
Helping fact-based decision making
Alongside this, students fill out wide ranging
questionnaires on attitudes to school work
and their futures, as well as details about
socio-economic backgrounds and language
use. “This is very useful information and en-
Many countries conduct testing of this type,
but only few are able do so this frequently,
nor do they operate in such a heterogeneous
Lucet Team: Rachid Boualam, Véronique Cornu, Pascale Esch, Antoine Fischbach, Eric François, Sylvie Gamo, Max Greisen, Carol Halpern, Thierry Heck,
Danielle Hoffmann, Caroline Hornung,Tomas Kamarauskas, Ulrich Keller, Willibrord Koch, Dalia Lorphelin, Romain Martin, Marianne Milmeister,Claire Muller,
Monique Reichert, Markus Scherer, Philipp Sonnleitner, Carlos Tourinho, Sonja Ugen, Denise Villanyi, Christiane Weis
47
RESEARCH
ables an independent assessment of existing
policies and the curriculum,” noted Romain
Martin. “Given the disparities that define
todays’ national education system, in depth
analysis of competencies in relation to their
socio-economic and language backgrounds is
indispensable,” he explained further.
Uniquely detailed longitudinal data
Research also benefits hugely from this work
“This data helps us see the fine detail about
our linguistically heterogeneous school population, giving us the opportunity to really
understand how individuals learn,” Romain
Martin commented. “This longitudinal, multi-facetted approach allows us to track student careers, while understanding a great
deal about their background and circumstances when the tests were taken.” There
is a real possibility that LUCET could play a
key role in helping the University become a
global centre of excellence in this area. Many
countries are interested in this topic as they
face similar challenges posed by increased
cross-border worker mobility.
Press conference for the launch of LUCET: Romain Martin, head of LUCET, Georg Mein, dean of the
Faculty, Claude Meisch, minister of education, Rolf Tarrach, former president of the University.
Pushing the technology boundaries
Technological development is also at the
heart of the Centre‘s work. “For example,
tablet computers will become commonplace
in the classroom and this will give us exciting new assessment possibilities,” noted
Prof. Dr Martin. LUCET is working on monitoring the way students use tablets to see
how students learn and to test their capabilities. This offers the possibility of instant,
constant assessment to enable teachers to
intervene quickly and accurately. Moreover, it
would help researchers to analyse the learning process in great depth.
This is just one aspect of their work on IT
assessment, with the most urgent task being to make the annual longitudinal testing
a simple, fully electronic process. They are
also working on making the tests as neutral
and culture-fair as possible, particularly regarding language use. This is another aspect
of the overall work into learning and assessment in a multilingual environment at the
Education, Culture, Cognition and Society
(ECCS) research unit with which LUCET collaborates closely. “Again this is an area for
which the University of Luxembourg could
become a global centre of excellence,” commented Prof. Dr Martin.
A guarantee of independence
LUCET is a continuation, expansion and institutionalisation of work that has been on-going for a number of years. It began in 2009
with a five-year project funded by the Ministry of Education in which tests and questionnaires were initially only administered in
grades 3 and 9. It was decided to continue
and increase investment whilst revolutionising the structure. The government decided to
create a separate body which would be more
free to give an independent assessment of
the state of the education system. Since
there was the possibility that the results
could imply criticism of government policy,
and if the work continued to be conducted
within a ministry there could be the temptation to water down the results. After a two-
year planning and preparation period, the
Centre was founded in July 2014.
Romain Martin applauds this move: “I am very
happy we have this model. The government
recognises the need for reliable information to
inform evidence-based policy making. Having a
clearly defined independent Centre strengthens our ability to deliver.” He points out that
Germany has a similar system and hopes this
will become a broader trend. Tests are designed
by the academics at LUCET following discussions about the general direction with the Ministries of Education and Higher Education and
Research. The Centre’s steering committee
consists of three government representatives
and three members of the University.
As well as help for policy makers, school administrators, teachers, parents and children,
Prof. Dr Martin is excited by the research
possibilities. “I really expect this Centre
will become a magnet for researchers from
around the world as they seek ways to formulate and test their ideas,” he said.
48
TEACHING
a rounded education with
new doctoral schools
INTERDISCIPLINARY APPROACHES TO DOCTORAL EDUCATION
D
octoral schools play an important role
in helping University of Luxembourg research be as in-depth, interdisciplinary and
relevant as possible. As well as giving a boost
to the originality of research, these schools
equip PhD students with the skills they will
need for their future careers in academia and
elsewhere. Two new doctoral schools have
been created at the Faculty of Humanities
over the last year. With the Doctoral school
in Educational Sciences already well established, the Faculty‘s doctoral students are
now fully covered.
“We have created a framework in which we
can tackle common problems faced by many
doctoral students,” noted Julia De Bres,
Associate Professor in sociolinguistics and
head of the IPSE-Doctoral school. “Students
concentrating on their own projects can feel
isolated, and that their colleagues are work-
ing in totally different directions,” added
deputy-head, Sonja Kmec, Associate Professor in cultural studies. Thus students can be
unaware of insights relevant to them in their
own and other disciplines being developed
nearby.
All-round skills
“The days when all PhD graduates could be
confident of securing an academic career are
over,” said Louis Chauvel, Professor of Sociology and Social Inequality and head of the
Doctoral school in Social Sciences. “There is
a tough market out there, so we must equip
our students with some of the conceptual,
methodological, and transferable skills they
will need,” he added. A relatively new idea,
doctoral schools are increasingly popular in
Europe, and the first was launched just a few
years ago at the University. The ultimate aim
is to have one doctoral school for each research area. There are now eight at the University with the addition of these two.
Three-facetted programmes
The Faculty’s doctoral schools have a programme with three streams: training for
each specific discipline; help with interdisciplinary learning; and teaching transferable
skills. Students can chose the modules that
best meet their needs. For Prof. Dr Chauvel
much of this is the “institutionalisation of
things that already exist,” but it does take it
to a new level. “We have new research tools
and without the doctoral school we would not
be able to offer these new techniques within
the existing structures,” noted Claus Vögele,
Professor of Clinical and Health Psychology
and deputy-head of the Doctoral school in
Social Sciences. “We want to broaden ho-
>
49
Julia De Bres (first row) and
Julia Kmec (last row) with
some of their students
rizons and enhance research, adding value
without too much extra work,” noted Associate Prof. De Bres.
IPSE offers programmes based around three
themes: sustainable development; intercultural studies and identities; and European
and international governance. The focus is
broad, reflecting the nature of the research
unit. Multilingual teaching is a distinctive
quality with these courses provided through
a mix of French, German and English. The initial programme began in September 2014 and
continued in February with 26 students enrolled, with a maximum of 70 being targeted.
The Doctoral school in Social Sciences is
dedicated to understanding social change
and sustainable socio-economic development. “We have specialists who are looking
at the macro, meso and micro level and we
see how we can blend them together,” noted Prof. Dr Vögele. “This is a challenge that
presents a range of methodologies, but it is a
positive one as it will expose PhD students to
different research approaches to the same
questions,” he went on. “For example we take
those interested in macro economic balances and others who are looking at qualitative
individual studies, and then we mix,” agreed
Prof. Dr Chauvel. Currently there are 40 PhD
students working in this area and eventually
all will be able to join.
TEACHING
boosting readability and effectiveness in social sciences; teaching skills; how to apply for
funding; project management; data mining;
quantitative methods; discourse analysis etc.
Training is in small groups, enabling in-depth
knowledge exchange, and they are run as
summer schools or weekly seminars.
Interdisciplinary work is at the heart of both
doctoral schools as they are being organised
by the Faculty’s broad-based research units
rather than simply by disciplines. Moreover,
they welcome students from outside their
respective units and would even consider
working with researchers from other faculties, the interdisciplinary centres and the
public research centres. “Interdisciplinarity
works best when academics from different
disciplines come together with a desire to
understand a phenomenon,” noted Prof. Dr
Vögele. The doctoral schools will help.
Work in progress
“Students are not compelled to join the
schools, but there is increasing interest from
students driven by intellectual curiosity and
seeking academic support,” noted Associate
Prof. De Bres. There is also the bonus of up to
20 ECTS points on offer, grants are available
to attend conferences and summer schools,
and participation is recognised on the diploma. There is the prospect that doctoral
schools could evolve to become the focal
points for funding. They would first secure
financial backing and then have the responsibility to attract students to match broad
goals. “We are in the development phase and
listening to find out what people enjoy and
what other courses we could develop,” added
Associate Prof. De Bres.
Broad and narrow focus
Discipline-specific workshops focus on training in scientific methods, scientific writing
techniques and specific ethical issues, and
then there are tailored workshops on interdisciplinary working techniques. These courses are designed to suit the needs of each
unit, with the University running transferable
skills courses that are useful to all. Any student can apply to take these, but members of
doctoral schools have priority.
Examples of subjects covered include: time
and self-management; career development;
presentation skills for scientific conferences;
planning and writing quality scientific papers;
Left: Claus Vögele, deputy head of the Doctoral school in Social Sciences
Right: Louis Chauvel, head of the Doctoral school in Social Sciences
50
IPSE HIGHLIGHTS
highlights
INSTITUTE OF PHILOSOPHY
The Institute of Philosophy has research expertise in all main areas of modern and contemporary philosophy, with a particular focus on European themes. In particular, its research strengths pertain to the following areas: Kant and German Idealism, contemporary Kantian philosophy, epistemology and philosophy of mind, metaphysics, political philosophy, social philosophy, and philosophy
of law. The research of the institute aims at improving our understanding of both the individual human mind and the social mind
at large. http://philosophie.uni.lu
International conference series:
BELUX Colloquia in Contemporary
Epistemology
The “BELUX Colloquia In Contemporary
Epistemology”, a new research series organised in cooperation with Prof. Dr Chris
Kelp from the Centre for Logic and Analytic Philosophy, KU Leuven (Belgium), was
launched in 2014 with the goal of synergistically combining the resources of the University of Luxembourg and the KU Leuven
in order to conduct international top-level
research in the area of epistemology. Internationally renowned researchers were
invited to workshops on key issues that are
currently prospering and growing into major
future theoretical developments.
The workshop on “Normative Epistemic
Reasons” organised by Prof. Dr Frank Hofmann in Luxembourg in July was a continuation of another workshop on “Knowledge
and Language” held in Leuven. Internationally well-known philosophers such as David
Owens, Clayton Littlejohn, or Conor McHugh
participated in the Luxembourg workshop.
In 2015 further meetings and workshops on
epistemic normativity and knowledge first
virtue epistemology will be organised.
Projet de recherche sur la théorie
des systèmes
Research project: Contemporary
Kantian Philosophy project
Dans le cadre de ses activités, le groupe
d’études de la théorie des systèmes de
Niklas Luhmann a organisé un colloque à
Ottawa qui constitue la suite de celui du
Luxembourg en 2013. Il s’agit d’un commentaire coopératif, chapitre par chapitre,
de l’ouvrage majeur de la théorie juridique
de Niklas Luhmann : Das Recht der Gesellschaft/ Law as a Social System). Les
Actes viennent de paraître chez Georg
Olms sous le titre « Le droit : un système
social. Un commentaire coopératif », Georg
Olms Verlag, 2015.
At the end of August, the first phase of
the Contemporary Kantian Philosophy
(CKP) project came to an end. The project was carried out during the whole academic year 2013-2014 with the support
of the FNR Inter Mobility programme. The
project’s focus was on the exploration of
Kantian themes in contemporary philosophy Prof. Dr Robert Hanna from the University of Colorado at Boulder (US), worked
in close association with the “inner circle”,
i.e. the philosophical researchers at the
Institute of Philosophy of the University of Luxembourg, including the principal
investigator Prof. Dr Dietmar Heidemann,
faculty members and graduate students
from the Institute of Philosophy, as well as
with an “outer circle” of international philosophical researchers working at universities throughout Europe, the United States
and Brazil. The outcomes of the project
will be published in a collective volume.
Par ailleurs, le colloque d’Ottawa a servi en
même temps à la préparation du workshop
qui aura lieu en mai 2015 à l’Université du
Luxembourg, à l’initiative de Lukas K. Sosoe, sur le thème : Systèmes psychiques
et systèmes sociaux. Il s’agit d’explorer le
statut que réserve la théorie des systèmes
de Niklas Luhmann au concept du sujet de
la pensée moderne tout en défendant, paradoxalement, une épistémologie auto-logique sans sujet.
51
STATEMENT
Anne Carolina Ramos
Postdoc researcher
Research unit INSIDE, Institute for Research and Innovation in Social Work,
Social Pedagogy, Social Welfare (IRISS)
Why did you come to Luxembourg and
join the University?
Because of its high rate of immigrants, Luxembourg is an inspiring place to develop social
research. Furthermore, the University offers
an excellent multicultural environment.
social support networks of elderly migrants
in Luxembourg. Besides that, I am active in a
research group about ageing and education in
Brazil. Because of my interest in intergenerational relationships, especially concerning the
impact of an ageing society on children’s family relations, I also study and research connections between these two edges of life.
Where did you work before?
Before coming to Luxembourg, I worked as a
researcher in Brazil and in Germany, where I
developed my PhD thesis.
What are you current research activities?
Most of my time I work in the BiSoNetMig project, investigating the ways of living and the
What kind of plans do you have after your
stay at the University of Luxembourg?
I will carry on working as a researcher in other
institutes. However, my intention is to continue collaborating with my colleagues from the
University of Luxembourg to keep sharing our
similar interests.
Do you think that the professional
experience acquired at the University
of Luxembourg will be helpful for your
further career in research?
Definitively. Prof. Dr Ute Karl, my team leader,
helped me a lot in my academic development.
After this experience, I have a stronger knowledge of qualitative methods, migration studies
and long-term care. Furthermore, I feel more
prepared to work in multilingual contexts, an
interesting peculiarity of Luxembourg and its
University.
52
ECCS HIGHLIGHTS
highlights
INSTITUTE FOR LIFELONG LEARNING AND GUIDANCE (LLLG)
Education, training, and counselling are increasingly linked to transitions over a life span, which include transitions from school to
work, within the professional domain, from work to retirement, from employment to unemployment, and vice versa. During these
critical phases, cognitive adaptation and learning strategies are needed, as well as analysis, evaluation and guidance, which the
institute provides through its interdisciplinary research.
International conference: Dropping
out of school is not a fatality!
Research project: Launch of a research project on unemployment
Several members of the institute and of
the Association pour le Développement des
Méthodologies d‘Evaluation en Education
(ADMEE) participated in the second conference on school dropouts organised by
the Laboratoire pour l’Accrochage Scolaire
et les Alliances Éducatives (LASALE network). As a follow-up to the conference in
Monterrey in 2009, the colloquium gathered
hundreds of people from different countries on Campus Walferdange in May.
A FNR-funded project on unemployment
normalisation under the leadership of Prof.
Dr Claude Houssemand, Dr Anne Pignault
and Dr Raymond Meyers was launched in
September. The project studies the effects
of the continuing high level of unemployment on contributing to feelings that unemployment is normal. If the latter is the
case, what are the consequences of this
perception for subjective and objective parameters of the unemployment situation?
To facilitate data collection, agreements
with Public Employment Services in France
(Pôle emploi) and Luxembourg (ADEM Agence pour le développement de l‘emploi)
were signed. The objective of the study is
to test the impact of the level of unemployment normalisation, in interaction with
other unemployment-related dimensions,
on wellbeing, job search, and reemployment, in the context of the two different
economic situations of France and Luxembourg.
Highlights of the conference included
the keynote speeches of Marcel Crahay,
Youssef Tazouti, Elisabeth Bautier and
Serge Larivée. The proceedings were published as an edited collection by Peter Lang
Publishing under the title Les alliances éducatives pour lutter contre le décrochage scolaire. The complete proceedings of the conference are also available on: www.hepl.ch
Research agreement: Evaluation
of the initial vocational training
reform
A written agreement covering a five-year
study was signed with the Ministère de
l’Education nationale in order to implement
a qualitative and quantitative evaluation of
the 2008 reform of initial vocational training
in Luxembourg. Conclusions of the findings
will also be communicated to the parliamentary commission on education in order
to contribute to a revision of the law. The
reform has generated much criticism and
resistance from stakeholders, but there
have also been many difficulties in implementing the practical details of the new
modules-based system built on competencies. In a first phase covering the years
2014-2015, interviews are undertaken with
the key stakeholders in order to uncover
the main difficulties, as well as the potential benefits of the reform. More systematic
surveys with the main actors in the vocational schools will follow.
53
IPSE HIGHLIGHTS
highlights
INSTITUT FÜR DEUTSCHE SPRACHE, LITERATUR UND FÜR
INTERKULTURALITÄT
Die Luxemburger Germanistik repräsentiert das Fach in seiner ganzen Breite (Linguistik, Mediävistik und Neuere deutsche Literaturwissenschaft), wobei insbesondere Aspekte der Internationalisierung und der Interkulturalitätsforschung forschungsleitend sind.
Ablesen lässt sich das an unterschiedlichen Forschungsprojekten, Tagungsaktivitäten und Publikationen. www.germanistik.lu
Forschungsprojekt: Prozesse der
Internationalisierung im Theater
der Gegenwart
Seit der Jahrtausendwende ist ein Prozess
der Internationalisierung im Theater der
Gegenwart zu beobachten, der sich im Theater als Ort der künstlerischen Inszenierung
und als gesellschaftliche und sozio-ökonomische Institution gleichermaßen widerspiegelt.
Unter der Leitung von Prof. Dr. Dieter Heimböckel und der Mitarbeit von Dr. Natalie
Bloch untersucht das Forschungsprojet
daher zum einen, wie sich die Internationalisierung auf die Inszenierungen und
ihre Ästhetiken auswirkt, und analysiert die
Thematisierung und Reflexion interkultureller Begegnungen und globaler Prozesse auf
ästhetisch-performativer Ebene. Zum anderen fragt es danach, inwiefern das Theater selbst ein Vehikel der Internationalisierung ist, wobei der Fokus auf interkulturelle
und transnationale Theaterprojekte und
ihre institutionelle und strukturelle Verankerung gerichtet werden soll.
Forschungsprojekt: Identitätskonstruktion in mehrsprachiger Literatur: Ein Vergleich zwischen Belgien,
Deutschland, Luxemburg und den
Niederlanden
Die Mitgliedstaaten der EU sind von sehr
unterschiedlichen Sprachkonstellationen
geprägt. Neben offiziell einsprachigen
Nationalstaaten wie Deutschland stehen
das polyglotte Luxemburg und von Streitigkeiten geprägte mehrsprachige Länder
wie Belgien. Allgemein können unterschiedliche Auffassungen von Sprache und
Sprachlichkeit kulturelle Konflikte erzeugen oder zumindest widerspiegeln, denn
sie stehen häufig mit ebenso unterschiedlichen Strategien der Identitätskonstruktion in Verbindung.
Unter der Leitung von Prof. Dr. Georg Mein
untersuchen Dr. Till Dembeck und Isabell
Baumann (M.A.) diese Verbindung von
sprachlicher und kultureller Identifizierung
am Beispiel mehrsprachiger literarischer
Texte der Gegenwart.
Publikationsorgan: Zeitschrift für
interkulturelle Germanistik
Die Zeitschrift für interkulturelle Germanistik (ZiG) trägt dem Umstand Rechnung,
dass sich in der nationalen und internationalen Germanistik Interkulturalität als eine
leitende und innovative Forschungskategorie etabliert hat. Sie greift aktuelle Fragestellungen im Bereich der germanistischen
Literatur-, Kultur- und Sprachwissenschaft
auf und möchte dazu beitragen, die unterschiedlichen Tendenzen und Trends der
Interkulturalitätsforschung zu bündeln und
ihre theoretischen Voraussetzungen weiter
zu vertiefen. Insofern das Forschungsparadigma der Interkulturalität prinzipiell nicht
mehr einzelfachlich gedacht werden kann,
versteht sich die Zeitschrift bewusst als
ein interdisziplinär und komparatistisch
offenes Organ, das sich im internationalen
Wissenschaftskontext verortet sieht. Die
Zeitschrift für interkulturelle Germanistik
erscheint seit 2010 zweimal jährlich und ist
peer-reviewed.
54
PAGEHEAD
master in psychology:
psychological intervention
PROVIDING THE TOOLS FOR PSYCHOLOGICAL INTERVENTION
T
he demand for well-qualified psychology
practitioners for schools, hospitals and
society at large is increasing not only locally,
but also on an international level. In response
to this demand, the University of Luxembourg
launched a Master Psychological Intervention
training programme in 2014 tailored to these
well-defined needs.
The University’s Bachelor of Science in Psychology has gained national and international
recognition since its launch in 2003, shown
by how it continues to attract a high number
of foreign students. Building on this success,
the Faculty began to offer a post-graduate
Master’s Training Programme in Psychotherapy in 2013. Then, in 2014, the “Master
Psychological Intervention” (MPI) stream was
launched to bridge the gap between the two,
as a complement to the master’s programme
and to help open new research possibilities.
follows a comprehensive training approach
combining theory and research as well as
practical work experience. It aims to:
eepen students’ theoretical, methodologiD
cal and practical knowledge acquired at the
bachelor’s degree level
• Stimulate students’ critical thinking about
current psychological questions
•
The MPI was devised in close collaboration
with national stakeholders and internationally renowned scholars. This means the course
is both highly relevant locally and will serve to
boost the University’s global reputation.
Objectives
The MPI offer students the opportunity to
develop specialised knowledge and skills in
all fields of applied psychology, with particular emphasis on intervention. The programme
Thus students will be equipped with the skills
and knowledge necessary to understand different intervention approaches. They will also
gain insight into the historical origins and development of these ideas, and be able make
a critical comparison of different strategies.
55
TEACHING
„The MPI completes the academic study
programme in psychology offered at the
University. Its unique academic profile
and educational setting attract students
from all over the world“
Prof. Dr Georges Steffgen,
course director of the
Master programme
The main educational objectives are the acquisition of:
nderstanding of methodological and techU
nological scientific theory
• Professional skills such as assessment, intervention and research
• Knowledge to conduct scientific research in
psychological intervention
The programme provides students with substantial experience working in the Faculty’s
laboratories:
•
The flexible course structure enables students to select different modules depending
on their preference for a clinically or educationally oriented profile.
Teaching and research
The MPI has a strong research orientation
dedicated to providing and developing theoretical and methodological knowledge.
Postgraduate students and society will both
benefit, as the relationship between the two
will help research, much of which is relevant
locally and internationally.
C
linical
Psychophysiology
Laboratory
(CLIPSLAB)
• Cognitive Neuroscience Laboratory (CNS)
• Cognitive Laboratory
•
Laboratory of Psychobiology and Neurophysiology (LPN)
• Media and Experimental Laboratory (MEXLAB)
•
Psychological Diagnostic Laboratory (PSYLAB)
•
Moreover, the programme is linked directly to
the work of the INSIDE (Institute for Health
and Behaviour and the Institute for Research
on Generations and Family) and ECCS (Education, Culture, Cognition and Society) research
units. Both have an excellent record in basic
and applied psychology research, helped by
the availability of impressive laboratory facilities. Thus, the new study strand strengthens
further the capacity for interdisciplinary and
inter-faculty research.
The MPI complements the academic study
programme in psychology offered at the
University. Its unique academic profile and
educational setting attract students from
Luxembourg, the Greater Region, Europe
and beyond. The master’s programme equips
successful graduates for a career either as a
practitioner or in academia.
56
TEACHING
Luxemburgs Sprache und
Kultur wissenschaftlich
fundiert vermitteln
WEITERBILDUNG „LËTZEBUERGER SPROOCH A KULTUR“
I
n Luxemburg leben und arbeiten viele Menschen, die entweder ursprünglich oder täglich
als Grenzgänger aus dem Ausland kommen –
ob aus Frankreich, Deutschland, Portugal, Italien oder einem englischsprachigen Land. Im
Arbeitsleben und im Alltag sind sie in einem
luxemburgischen Umfeld eingebettet, hören
täglich die luxemburgische Sprache und sind
Teil einer für sie fremden Kultur. Da nehmen
viele gerne Hilfe an, besuchen Kurse in Luxemburgisch und informieren sich über Land und
Leute, über Literatur und Medien.
Wachsende Nachfrage
Doch wie werden solche Kurse didaktisch
sinnvoll gehalten? Wie vermittle ich die luxemburgische Sprache und Kultur anderen
Menschen? Diese Frage beantwortet der
Studiengang „Lëtzebuerger Sprooch a Kultur“ (LSK) an der Universität Luxemburg. Darin werden seit dem Jahr 2007 Lehrer ausgebildet, die Kurse für Erwachsene halten. „Wir
haben einfach eine wachsende Nachfrage
auf dem Gebiet gesehen und darum diesen
Studiengang eingerichtet“, sagt Dr. Mélanie
Wagner, Hauptdozentin am Institut für luxemburgische Sprach- und Literaturwissenschaft an der Universität Luxemburg. „Die
Luxemburger interessieren sich generell sehr
für korrekte Rechtschreibung und Grammatik ihrer Sprache – und bedauern es, dass
Luxemburgisch in der Schule so wenig unterrichtet wird“, so Dr. Mélanie Wagner. Bei
dem Studiengang „Lëtzebuerger Sprooch a
Kultur“ stehen bisher sprachliche und fremdsprachendidaktische Inhalte im Vordergrund.
57
TEACHING
Innerhalb eines Jahres, also in zwei Semestern und insgesamt 27 Sitzungen, werden
immer freitags in vier bis sechs Stunden die
entsprechenden Kenntnisse vermittelt. „Wir
haben den Freitagvormittag gewählt, weil viele Teilnehmer die Ausbildung neben dem Beruf machen und am Freitag am ehesten frei
bekommen“, erklärt Dr. Mélanie Wagner die
ganz praktischen Erwägungen hinter diesem
Termin.
Interesse, noch weit mehr über Literatur,
Kultur und Medien erfahren, als das der bisherige Studiengang bietet.“
Darum werden ab September 2015 zwei
Stränge des Studiums „Lëtzebuerger Sprooch
a Kultur“ angeboten, zwischen denen sich
die Teilnehmer entscheiden können: Strang
A, der schon besteht, wird „Lëtzebuergesch
als Friemsprooch“ heißen, der neue Strang B
trägt den Titel „Sprooch a Literatur.“
Heterogene Gruppe an Teilnehmern
Einschreiben kann sich jeder Muttersprachler
mit luxemburgischem Abitur/ Premiers-Examen, der seine Kandidatur mit einem Motivationsschreiben auf Luxemburgisch und mit
weiteren Dokumenten einreicht. „Seit der
Einführung des Studiengangs im Jahr 2007
haben wir im Schnitt jedes Jahr 15 bis 20
Teilnehmer, welche die Ausbildung abschließen“, erklärt Dr. Mélanie Wagner. Das zeige
den großen Erfolg des Studienganges. Die
Teilnehmer, zumeist weiblich, kommen aus
ganz unterschiedlichen Bereichen. Manche
sind Bankangestellte, manche Übersetzer,
manche machen wegen der Kinder eine Pause im Beruf, viele sind Lehrer, ob noch aktiv
oder im Ruhestand. Einige haben ganz gezielte Pläne, wo und wie sie die erworbenen Kompetenzen anwenden – wie zum Beispiel eine
Sekretärin in einem Altenheim, der die Idee
gekommen war, das oft französischsprachige
Pflegepersonal zu schulen, damit sich Pfleger
und Betreute im wahrsten Sinne des Wortes
besser verstehen. Wieder andere Teilnehmer möchten einfach die Ausbildung und
die Kompetenzen erwerben, um später oder
neben dem eigenen Beruf die Möglichkeit zu
haben, Erwachsene zu unterrichten.
Neuer Strang des Studiums
Es ist also eine sehr heterogene Gruppe an
Teilnehmern - und genau darum hat sich im
Laufe der Jahre seit Einführung des Studiengangs noch eine ganz spezielle Nachfrage
herauskristallisiert. „Immer mehr potenzielle
Studierende sind gar nicht so sehr an dem
fremdsprachendidaktischen Teil interessiert,
der bisher einen Großteil der Ausbildung ausmacht“, hat Dr. Mélanie Wagner beobachtet.
„Sie möchten vielmehr, auch aus eigenem
Der bestehende Strang setzt sich aus den einzelnen Modulen „Sprachstruktur“, „Literatur,
Kultur und Medien“, „Fremdsprachendidaktik“
und einer Projektwoche zusammen, welche die
Studenten zu einem der Modulbereiche ausarbeiten. Zu Strang A gehört auch ein Praktikum
bei einem Luxemburgisch-Lehrer, in dessen
Verlauf die Studierenden einen kleinen Teil des
Unterrichts übernehmen müssen.
Bei Strang B fehlt das Modul „Fremdsprachendidaktik“, dafür wird auf die Module
„Sprachstruktur“ und „Literatur, Kultur und
Medien“ deutlich mehr Unterrichtszeit verwendet. „Angedacht ist auch, Autoren, Fil-
memacher und andere Kulturschaffende als
Vortragende einzuladen“, kündigt Dr. Mélanie
Wagner an. So würden die Lerninhalte noch
plastischer und praxisnaher vermittelt. Dozenten sind in beiden Strängen spezialisierte
Mitarbeiter der Universität Luxemburg; jeder
ist für ein eigenes Modul verantwortlich.
Für welche Teilnehmer ist der neue Strang B
besonders attraktiv und interessant? „Aus
den bisherigen Anfragen können wir ersehen,
dass etwa Grundschullehrer einen solchen
Kurs sehr gerne besuchen würden. Einfach,
um die wöchentliche Luxemburgisch-Stunde
abwechslungsreicher zu gestalten, sie mit
Beispielen aus Literatur und Medien zu untermauern und generell noch mehr Hintergrundwissen über die luxemburgische Sprache dafür zu haben.“ Doch auch Kulturschaffende
wie Mitarbeiter von Museen oder eben einfach
an der luxemburgischen Kultur Interessierte
jeden Alters sind potenzielle Teilnehmer.
Die Kurse werden auf Luxemburgisch abgehalten. Am Ende des Studiums gibt es ein
Zertifikat, das vom Unterrichtsministerium
anerkannt wird.
„Die Luxemburger interessieren sich generell sehr für korrekte Rechtschreibung und
Grammatik ihrer Sprache – und bedauern es,
dass Luxemburgisch in der Schule so wenig
unterrichtet wird“
Mélanie Wagner
Studiendirektorin der Weiterbildung
„Lëtzebuerger Sprooch a Kultur“
58
TEACHING
course evaluation
PROMOTING THE STUDENT-TEACHER DIALOGUE
When students are given a voice they feel
more engaged with their courses and their
university. Their feedback can also help academics and administrative staff maintain
quality and provide a context for decision
making. The formalised process of course
evaluation is central to this. On-going for a
number of years, there are plans to increase
the efficiency and quality of this information
flow within the Faculty. Agnès Prüm a senior
lecturer within IPSE is coordinating.
Quality and openness culture
“Giving feedback on the form and content
of each course is, of course, central to this
work, but it goes much further,” explained
Mrs Prüm. “It is also part of a larger process,
and aims to develop a broad culture of quality
and openness across the Faculty.” After all,
learning and research (particularly interdisciplinary work) produces its best results in a
climate of trust.
The evaluation procedure concerns all aspects of the course and looks into a wide
range of features including the structure,
form and organisation of the course, the
communication skills of the instructor, the
extent to which ideas have been conveyed,
and the student’s perception of their own
performance and progress. All bachelor’s and
master’s students can participate, and doctoral schools may be included in the future.
tinuously and to try to take these differing
experiences into account,” she said.
It is the Faculty’s policy to promote the idea
of “citizen students” and to invite them to become partners in the way their course evolves
rather than act as passive consumers. Assessment contributes to student-teacher dialogue
and can be used to inform discussions between
student representatives, course directors and
outside stakeholders, in the context of the
study programmes’ “Comité de pilotage”, for
instance. The results could also be used as an
external-communication tool to demonstrate
good rates of student satisfaction.
New, easier IT system
The organisation of the assessment is set to
change for the end of the 2014/15 academic
year, when a new electronic application will
allow for easy, fully confidential feedback.
9 0 0 8 0
52895
To overcome this, the Faculty moved to a
purely paper-based system in 2013, which
guaranteed anonymity further and as a result
participation more than doubled. Despite this
change, the ratings given to each course were
on average similar to the IT-based tests, but
the ratings distribution became less polarised
(in the highest and lowest ranges) with the
paper-based system. In view of these stable
results, it was decided to return to a more
efficient IT-based system, but with improved
privacy safeguards. Mrs Prüm expects this
will increase both the quality and quantity of
feedback.
9 0 0 8 0
52895
11. Is there anything you particularly like about this course? [Please use CAPITAL LETTERS]
Qu’appréciez-vous particulièrement concernant le cours ? [Veuillez écrire en MAJUSCULES]
Was finden Sie besonders gut an der Lehrveranstaltung? [Bitte verwenden Sie DRUCKBUCHSTABEN]
SUMMER 2014
By default, this questionnaire invites you to evaluate the course. Feedback for individual members of staff can be added in the
open text fields (Questions 11 and 12).
Par défaut, ce questionnaire vous invite à évaluer le cours. Si vous avez des commentaires concernant un/des enseignant(s) / enseignante(s) en particulier, veuillez les
ajouter en réponse aux questions 11 et 12.
Anhand dieses Formulars sollen Sie die besuchte Lehrveranstaltung beurteilen. Spezifisches Feedback zu einzelnen Dozenten/Dozentinnen der Lehrveranstaltung ist in
den Antworten zu den Fragen 11 und 12 aufzuführen.
---
Encouraging citizen students
When the evaluation scheme began in 2010
it was carried out using the Moodle eLearning platform, but some students were concerned that the information might not be
anonymous. Hence, only about a third of all
students completed the survey at the end of
each semester.
--
-
+
++
12. Do you have any suggestions that could help us improve this course? [Please use CAPITAL LETTERS]
A vos yeux, quelles améliorations seraient à apporter au cours ? [Veuillez écrire en MAJUSCULES]
Wodurch könnte diese Lehrveranstaltung optimiert werden? [Bitte verwenden Sie DRUCKBUCHSTABEN]
+++
1. The course is clearly structured.
Le cours se déroule selon une structure claire.
Die Lehrveranstaltung ist klar gegliedert.
2. The goals of the course are clearly defined.
Les objectifs pédagogiques du cours sont clairement définis
Die Lernziele der Lehrveranstaltung sind klar definiert.
“I find this a great help as it encourages me
as a teacher to question what I do in class and
self evaluate by receiving information I would
not get otherwise,” explained Mrs Prüm. She
pointed out that the information can be useful even if it is apparently contradictory. For
example, one student may think courses are
well prepared but others may judge them to
be too prescriptive. “Nevertheless, this information forces us to reassess ourselves con-
13. Please indicate the number of classes you have missed so far.
3. The course is well prepared.
Combien de fois avez-vous manqué ce cours ?
Wie oft haben Sie in der Lehrveranstaltung gefehlt?
Le cours est bien préparé.
Die Lehrveranstaltung ist gut vorbereitet.
0
1-2
3-4
5-6
>6
14. Please indicate your enrolment status.
4. The lecturer expresses himself/herself clearly.
L’enseignant(e) s’exprime de manière claire et compréhensible.
Der/die Dozent/in drückt sich klar und verständlich aus.
Veuillez indiquer votre statut d’inscription.
Bitte geben Sie Ihren Immatrikulationsstatus an.
5. The lecturer can get difficult matters across.
Student (full-time/part-time)
L’enseignant(e) sait aborder les questions complexes de manière compréhensible.
Der/die Dozent/in kann komplexe Sachverhalte verständlich vermitteln.
étudiant(e) (plein temps/ temps partiel)
Student/in (Vollzeit-/Teilzeitstudium)
6. The lecturer is committed and tries to generate enthusiasm.
Guest Student
auditeur/auditrice libre
Gasthörer/in
15. Please indicate your gender.
L’enseignant(e) est engagé(e) et s’efforce d’enthousiasmer les étudiants.
Der/die Dozent/in ist engagiert und versucht Begeisterung zu vermitteln.
Veuillez indiquer votre sexe.
Bitte geben Sie Ihr Geschlecht an.
7. My skills and knowledge have increased through this course.
male
Ce cours a amélioré mes connaissances et mes compétences.
Diese Lehrveranstaltung hat mein Wissen und meine Kompetenzen erhöht.
masculin
männlich
8. As a result of this course, I have greater appreciation for this field of studies.
female
féminin
weiblich
16. Please indicate your age.
Ce cours a augmenté mon intérêt pour le thème abordé.
Mein Interesse an diesem Thema wird durch die Lehrveranstaltung gefördert.
Veuillez indiquer votre âge.
Bitte geben Sie Ihr Alter an.
18-19
20-21
22-23
24-25
26-27
28-29
30+
9. This course encouraged me to think critically about the materials covered in class.
Ce cours m’a incité(e) à aborder les contenus de manière critique.
Ich werde zur kritischen Auseinandersetzung mit den Inhalten der Lehrveranstaltung angeregt.
17. For Statistical Purposes Only. Please provide a unique identifier [Please use CAPITAL LETTERS] (see explanation below).
Pour le traitement des données. Veuillez générer un identifiant unique [Veuillez écrire en MAJUSCULES] (voir explications ci-dessous).
Zur Durchführung der Datenbearbeitung. Bitte geben Sie einen eindeutigen Code an [Bitte verwenden Sie DRUCKBUCHSTABEN] (siehe unten).
10. In my experience, the work climate of this course is motivating.
Je perçois l’atmosphère de travail du cours comme motivante.
Ich erlebe die Arbeitsatmosphäre in der Lehrveranstaltung als motivierend.
Please turn …
First two letters of your mother first name
First two letters of your father first name
Birth month of your mother (in numbers)
Deux premières lettres du prénom de votre mère
2 Anfangsbuchstaben des Vornamens Ihrer Mutter
Deux premières lettres du prénom de votre père
2 Anfangsbuchstaben des Vornamens Ihres Vaters
Mois d'anniversaire de votre mère (en chiffres)
Geburtstmonat Ihrer Mutter (in Zahlen)
Tourner svp …
Bitte wenden …
Please use the same unique identifier in all your course evaluations.
Veuillez utiliser le même identifiant unique pour l’évaluation de tous vos cours.
Bitte verwenden Sie den gleichen Code für alle Kursbeurteilungen.
59
PAGEHEAD
Agnès Prüm, laureate of the award for excellence in teaching, Erna Hennicot-Schoepges and Georg Mein
rewarding excellence
in teaching
FIRST CONFERMENT OF THE HENNICOT-SCHOEPGES AWARD
A
gnès Prüm, senior lecturer in English Literature and course director of the English
studies track of the Bachelor en Cultures Européennes, received the Hennicot-Schoepges
award for Excellence in Teaching.
The award, which was conferred for the first
time in 2014, honours outstanding teachers
committed to quality teaching and contributing
in a significant way to the academic success
of their students. The nominations are made by
students and submitted to a committee who
selects the award winner among the nominees.
The committee is composed of representatives
of the Faculty and two external members.
Named after the former Luxemburgish Minister of Culture, Higher Education and Research
(1995-2004) who was a driving force behind
the creation of the University of Luxembourg,
the award is open to all Faculty members who
teach at least 90 units during the academic
year. The award is endowed with 5.000 €.
“Mrs Prüm was one of the most committed
teachers we had this year as she knows how
to generate enthusiasm and encourages
students to think critically. The students
were encouraged and inspired to share their
thoughts and views with their course mates”,
the students say in their nomination proposal.
Mrs Prüm received the award during a ceremony at the end of winter term, which was attended by her colleagues, present and former
students. Michelle Brendel, who works closely
with Agnès Prüm, revealed the secret of her
teaching: “Her attitude towards students is
highly professional, yet caring. Being Agnès office neighbour over the past years, I can testify
that she is committed to her students and she
absolutely deserves this award”.
In her speech Anna Murazanova, a former
student of Agnès Prüm, described the English studies programme and courses as being
spectacular. “Not only have we approached
English literature and culture, but we discussed a lot of different topics and we approached them in different ways, so that new
ideas were created and critical thinking was
generated. It was a very enriching experience
which helped us to prepare for the future”,
she explained in her speech.
A special jury award was given to Pierre Fixmer in recognition for his long-standing commitment to the faculty’s teaching activities.
Pierre Fixmer, honoured for his long-standing
commitment to teaching.
60
IPSE HIGHLIGHTS
highlights
INSTITUTE OF POLITICAL SCIENCE
The Institute of Political Science aims to produce world-leading research in the areas of European and international governance
and comparative political science. More specifically, the institute seeks to reinforce its research activities on the following research themes: Legislative Studies, Comparative Political Science, Public Policy, Political Economy, EU Economic Governance,
Religion and Politics, Human Rights and Judicial Politics. http://pol.uni.lu
Publications: At the Forefront of
Political Science, Political Economy and Public Policy Research
International workshop: Dimensions
of Internationalisation in Higher
Education
Dr Patrick Dumont co-edited two major
works of comparative political science,
published in 2014. With Keith Dowding from
the London School of Economics, Patrick co-edited The Selection of Ministers
around the World (Routledge) including
the contributions of other members of the
SEDEPE international network. This major
contribution to the literature on political
elites examines the process of selection,
shuffling and removal of ministers in national cabinets in fourteen countries from
around the world. Patrick also co-edited
European Integration and Consensus Politics in the Low Countries (also with Routledge). The former Belgian Minister of Foreign and European Affairs, Senator Steven
Vanackere, gave the keynote speech at the
book’s launch on 17 October at the Permanent Representation of Belgium to the EU
in Brussels. This volume provides a comprehensive overview of Europeanisation and
varieties of consensus politics in Belgium,
the Netherlands and Luxembourg.
On 5-6 December, the Institute of Political
Science hosted a workshop focused on “Dimensions of Internationalisation in Higher
Education”, as part of the internally funded
Global-Uni project coordinated by Prof. Dr
Robert Harmsen and Dr Gangolf Braband.
The two-day event brought together scholars and policy-makers from across Europe
to examine key questions surrounding the
impact of globalisation on higher education
policy. Consistent with the objectives of
the project, the event provided a forum for
very productive interdisciplinary exchanges
across the boundaries of public policy studies, political sociology and educational research. Co-organised with colleagues from
the University of Strasbourg, the workshop
further forms part of an ongoing research
collaboration between the two institutions,
which will, for example, see the publication
in 2015 of a jointly edited special issue of
the European Journal of Higher Education.
People: Expanding the team
In May, Dr Anna-Lena Högenauer joined the
Institute as an Adjoint de Recherche. She
previously worked at Maastricht University
as a postdoctoral researcher. She studied at
King’s College London, the Institut d’Etudes
Politiques in Paris, the College of Europe in
Bruges and holds a PhD in Politics from the
University of Edinburgh. Her research focuses on multi-level governance and regional
interest representation in the context of
European Union environment policy and on
multi-level parliamentarism in the EU. She
has recently published in West European
Politics, European Political Science Review
and Comparative European Politics, among
other journals. Högenauer is participating
in the research priority “sustainable development”. She also teaches on EU environmental politics, research methods and the
EU as a political system for the Masters in
European Governance.
61
STATEMENT
Samuel di Luca
Postdoc researcher
Research unit ECCS, Institute of Cognitive Science and Assessment (COSA)
Pourquoi avez-vous rejoint l’Université
du Luxembourg?
Quelles sont vos activités de recherché
actuelles?
D’abord pour l’estime que je porte vers Christine Schiltz, mon responsable AFR. Puis, le
fait de travailler dans une université en forte
expansion. Enfin, la position stratégique du
Luxembourg, au centre de l’Europe.
Je partage mon temps entre l’université (expériences sur la cognition numérique) et la
clinique Rehazenter, où on utilise les nombres
comme outil de réhabilitation pour les patients hemi-négligents.
Où avez-vous travaillé auparavant?
Qu’est-ce que vous voulez faire après
avoir terminé votre projet AFR postdoc?
J’ai travaillé 10 ans à l’Université catholique
de Louvain, où j’ai fait un doctorat et un postdoc FNRS avec Mauro Pesenti. L’année 2009,
j’ai travaillé à l’Université Milano-Bicocca avec
Luisa Girelli et Giuseppe Vallar.
D’abord, essayer d’acquérir une bourse
pour continuer les travaux en cours. Le cas
échéant, je viserai des bourses européennes
en gardant les contacts avec Christine et les
laboratoires de Louvain et Milan.
L’idée à long terme est de devenir professeur universitaire, pour continuer dans la recherche et explorer des domaines tels que la
perception du temps et l’embodiment.
Pensez-vous que l’expérience professionnelle acquise à l’Université du
Luxembourg sera utile pour votre future
carrière de chercheur?
Aucun doute sur ça! L’interaction avec les patients hemi-négligents, les contacts avec les
collègues, la participation active à de conférences internationales : tout joue un rôle positif dans la carrière d’un chercheur.
62
ECCS HIGHLIGHTS
highlights
INSTITUTE OF TEACHER PROFESSIONALIZATION AND PSYCHOLOGY OF
EDUCATION (TPPE)
The research of the Institute of Teacher Professionalization and Psychology of Education focuses on teacher and student learning, teaching practice and the theory and practice of educational measurement, assessment, and evaluation. Its objective is to
conduct research, which can directly or indirectly improve the competencies of teachers in educational contexts by incorporating
research findings into the professional training of current and future teachers.
Publication: Teachers’ Professional
Development
International Conference of the
CATKRI Project
Publications : Trois ouvrages sur
la ville
2014 saw the publication of Teachers’ Professional Development: Assessment, Training, and Learning, an edited collection by
Prof. Dr Sabine Krolak-Schwerdt, Dr Sabine
Glock, and Dr Matthias Böhmer. Although
there has been considerable progress in
the domain of professional teacher training in recent years, only very few studies
are dedicated to how training programmes
might offer valuable approaches to improve the quality of assessments and the
links between teachers’ professional development and student learning. This gap
led researchers from TPPE to organize
a lecture series at the University of Luxembourg on the topic of teacher professionalization in these areas. The present
volume takes these discussions further,
offering thought-provoking contributions
on assessment, training, and learning in
the professional development of teachers
from outstanding international scholars
from across disciplines.
The “Clinical Analysis of Secondary School
Student Teachers’ Personal Relation to
Knowledge in Connection with their Construction of a Professional Identity” (CATKRI) project, funded by the University of
Luxembourg, hosted a two-day international conference in Walferdange, which
examined trainee teachers’ relation to
knowledge from a clinical-psychoanalytical perspective. The project team – Dr
Jean-Marie Weber and Dr Julia Strohmer
– opened the conference by presenting
the results of their research, conducted
from 2011-2014 with the participation of
trainee teachers from Luxembourg and
Switzerland. This session was followed by
contributions from thirteen international
speakers in the field of teacher education,
offering stimulating and thought-provoking approaches to the role knowledge plays
for teachers throughout their career.
Dans le cadre du projet international « Reconstructions littéraires françaises et
francophones des espaces sociopolitiques,
historiques et scientifiques de l’extrême
contemporain » (LociLitt), le professeur Sylvie Freyermuth a publié trois ouvrages portant sur le sujet de la ville et sa relation avec
la géographie, l’histoire, les sciences sociales et politiques, les sciences cognitives
et les sciences cybernétiques. En collaboration avec Jean-François Bonnot et Timo
Obergöker, elle a publié l’ouvrage collectif
Ville infectée, ville déshumanisée ainsi que,
Malaise dans la ville avec Jean-François
Bonnot. Cette collaboration s’est aussi manifestée dans la co-écriture avec ce dernier
d’un troisième ouvrage, Des personnages et
des hommes dans la ville: Géographies littéraires et sociales.
63
ECCS HIGHLIGHTS
highlights
INSTITUTE FOR RESEARCH ON MULTILINGUALISM (MLing)
The Institute for Research on Multilingualism carries out research on various social and educational aspects of multilingualism, in
Luxembourg, the Greater Region and international contexts, including Portugal, Brazil, Cape Verde, and Madagascar. The institute
was awarded external funding for three research projects and received recognition in the domain of Promotion of Science to the
Public. It also continued previously funded projects on language tandems and on visualization in the teaching of grammar. Another
success was Heike Niesen’s PhD defense in the field of grammatical awareness for intermediate EFL students.
A new research project started
in September: A Preschool Oral
Language Intervention for Language-Minority Childrenring Inclusive Schooling in Europe
The project is funded by the FNR and will
last until 2017. At the University of Luxembourg Associate Prof. Dr Pascale Engel de
Abreu is the principle investigator, supported by Dr Lénia Carvalhais, Carolina Nikaedo
and Rute Tomás. This project runs in collaboration with the University of Oxford (UK),
University College London (UK), the University of São Paulo and SCRIPT (Ministère
de l’Education nationale). It develops and
evaluates the impact of a mother tongue
based preschool language intervention
programme on the language and literacy
outcomes of Portuguese language-minority
children growing up in Luxembourg, using
a randomised controlled study design. The
project asks whether a mother-tonguebased language intervention can improve
children’s second-language learning and
whether there are knock-on effects on early literacy skills in a second language. The
research will have important practical implications for educational policy in Luxembourg and other countries with high levels
of learners from linguistic minorities.
Research project: STAR: Language
and Migration Between Africa and
Europe
Funded by the FNR from 2014 to 2017, the
STAR project is a multi-sited ethnographic project that investigates trajectories
and repertoires of language and migration
between Africa and Europe, in particular
between Lusophone West Africa (Guinea
Bissau and Cape Verde) and Luxembourg.
Framed as a contribution to the sociolinguistics of globalisation, the project
engages with movement and mobility as
sociolinguistic phenomena in South-North
dynamics, both where these flows originate and where they find their (temporary)
destinations. In plain words, the project
studies language learning for and through
migration. Its primary methodological tools
include narrative interviews, linguistic landscaping, and digital media. The core project
team consists of Dr Kasper Juffermans
(junior PI and Postdoc at MLing) and Bernardino Tavares (PhD student at MLing).
The project’s first findings and proceedings
are published in the form of research briefs
on our research blog: http://starprojectlux.
blogspot.com.
International network: Literacies in
Contact (LitCO)
LitCo is an international network of fifteen
international researchers that explores written language in multilingual settings. LitCo
aims to develop systematic approaches that
allow examining and understanding contact
phenomena induced by multilingualism on
the level of writing systems, written language acquisition and literacy practices.
Essential steps to reach this goal are topic
workshops, a closing conference, and collaborative publications. The network started
with an opening workshop in November and
is funded until 2017. The project investigators are Associate Prof. Dr Constanze Weth
(Luxembourg) and Manuela Böhm (Kassel).
The members are: Daniel Buncic (Köln), Dr
ˇ ´ Coulmas (Tokyo), Prof. Dr Jürgen
Florian
Erfurt (Frankfurt), Prof. Dr Ulrich Mehlem
(Frankfurt), Dr Christian Münch (Kiel), Prof.
Dr Christina Noack (Osnabrück), Dr Arja Nurmi (Tampere), Prof. Dr Christoph Schroeder
(Potsdam), Dr Marc Sebba (Lancester), Dr
¸ Dr¸ Doris ToYazgül Simsek (Münster), Prof.
phinke (Paderborn), Prof. Dr Wim Vandenbussche (Brussels), Kristin Vold Lexander
(Oslo). More information about this project
can be found on: www.litco.org
64
INSIDE HIGHLIGHTS
highlights
INSTITUTE OF HEALTH AND BEHAVIOUR
Today more people than ever die from preventable chronic diseases. Mental disorders, which often accompany physical conditions,
account for the largest part of the global burden of disease. These disorders pose a major challenge in terms of individual suffering
and economic cost for society. Researchers of the Institute for Health and Behaviour investigate the interactions between health
and behaviour in children and adults to improve health in individuals and populations.
Research project: Stereotyped
gender roles in the media
Recent findings in the literature indicate
that entertainment media often transport
gender stereotypes. Video games, for example, present distorted portrayals of both
genders to the extent of amplifying gender
stereotypes. Women are represented as
vulnerable sex objects, and therefore expendable, whereas men are instrumental
as powerful aggressors irrespective of being cast as rogue or hero. Not surprisingly,
playing these games has been associated
with substantial increases in sexist and
discriminatory perceptions and attitudes in
the players.
Funded by the Luxembourg Ministère de
l’Egalité des chances, the research project
focuses on the effects of stereotypical
portrayals of gender roles in entertainment
media with a particular emphasis on the
self-concept of the recipients. In particular,
the project focus on the following research
goals: How do players perceive the portrayal of male and female video game characters? Does the gender-role self-concept of
the players affect the use of these video
games? What are the consequences of
using entertainment media, especially with
regard to personal convictions of “socially
typical” gender roles?
Research project: Adolescents and
exercise: acute effects on responses to anger-eliciting emotional
stimuli (ADOLEX)
Following a successful application for an
AFR Postdoctoral fellowship, Dr Yacine Ouzzahra has been working on the ADOLEX
project with Prof. Dr Claus Vögele since
March 2014. In this project he is investigating the effects of exercise on emotion
regulation in adolescents, in particular with
regards to anger. Anger is a recognised issue in younger populations, often leading
to hostility, antisocial conduct and other
mental and physical health problems. While
much of the existing literature has focused
on the effects of exercise on mood, less
is currently known regarding reactivity to
emotional stress. Adolescence is a particularly sensitive period for the development
of social-cognitive functions important for
emotion regulation. The ADOLEX project
aims to analyse the short- and longerterm effects of exercise on responses to
anger-eliciting stimuli in adolescents. The
findings will help to promote the emotional
benefits of exercise, specifically in order
to reduce anger-related issues and their
health consequences in adolescents.
International conference: Global
environmental contamination: challenges for the human brain
The 1st international congress “Global environmental contamination: challenges for
the human brain” focused on the problem
of environmental contamination and its impacts on an individual’s development, maturation and growth. A key target organ for
environmental stressors is the brain whose
maintenance and optimal function are essential for normal development, productive
adulthood and healthy ageing.
120 participants from 15 different countries and 43 speakers specialised in various
aspects of health inequalities met in Luxembourg to discuss the neurotoxic risks
of global environmental contamination. As
a member of the organizational committee Prof. Dr Michèle Baumann chaired the
symposium on “Ecological Inequalities and
Social Inequalities in Health”. The conference was organized in collaboration with
the Luxembourg Ministère de la Santé, the
Centre de Recherche Gabriel Lippmann and
the Université de Lorraine.
65
STATEMENT
Konstantinos Papastathis
Postdoc researcher
Research unit IPSE, Institute of Political Science
Why did you come to Luxembourg and
join the University?
My decision to work at the University of Luxembourg was based on the excellent academic environment, and the interaction with other
top academic institutions. Additionally, the
centrality of Luxembourg for European politics, and its multicultural context were also
critical factors to my decision.
Where did you work before?
From 2012 to 2014 I worked as a postdoctoral
fellow at the Hebrew University of Jerusalem.
From 2008 to 2012 I worked as an adjunct
lecturer at the Aristotle University of Thessaloniki.
What are your current research activities?
My research agenda is the relationship between religion and politics. Currently, my research focuses on the interaction between
the Radical Right and the religious sphere, as
well as on Middle East studies.
What kind of plans do you have after
completion of your AFR-Postdoc project?
My plan is to participate in the IRP 2015 and
to extend my research agenda on the topic of
religious public policy.
Do you think that the professional
experience acquired at the University
of Luxembourg will be helpful for your
further career in research?
My collaboration with the University of Luxembourg has been an important stage of my
career, contributing greatly to my scientific
advancement. Overall I believe that my stay
here will be crucial for my academic future.
66
FACTS & FIGURES
facts & figures
STUDENT ENROLLMENT OVER THE LAST 5 YEARS
1K
2K
2.181
W-14/15
2.225
W-13/14
2.286
W-12/13
2.071
W-11/12
1.882
W-10/11
STUDENTS
185
PhD
359
Vocational & lifelong
learning programmes
TOTAL: 2.181
508
Bachelor
programmes
1.129
Master
programmes
67
FACTS & FIGURES
STAFF
10
Intermediate academic
staff (Phd students and
postdoctoral
researchers)
149
Technical staff
42
Administrative staff
97
Academic staff
TOTAL: 419
Scientific staff
121
PHD STUDENTS OVER THE LAST 5 YEARS
W-14/15
185
W-13/14
179
154
W-12/13
W-11/12
W-10/11
134
128
68
FACTS & FIGURES
PUBLICATIONS 2014
Authored books
Edited books
13
46
245
Authored book chapters
Publications in
peer-reviewed journals
209
Publications in peer-reviewed
conference proceedings
77
Other scientific publications
79
RESEARCH FUNDING SOURCES: PERSONAL GRANTS (POST-DOC AND PHD)*
ECCS
INSIDE
IPSE
TOTAL
AFR-PDR
5
4
14
23
AFR PhD
10
10
47
67
The FNR’s AFR Grant Scheme (Aides à la Formation-Recherche) supports PhD and postdoctoral research training projects in
Luxembourg and abroad.
69
FACTS & FIGURES
37
RESEARCH FUNDINGS SOURCES:
PROJECTS
33
ECCS
INSIDE
IPSE
TOTAL
27
23
19
14
13
12
12
10
9
7
7
6
6
5
4
3
3
3
2
1
EU
FNR*
(CORE/INTER
/OPEN)
1
FNR**
(ATTRACT)
1
1
FNR PEARL***
1
University of
Luxembourg
Other
international
funding sources
1
Luxembourgish
Ministries
and other
national
institutions
Other
national
funding
sources
1
Others
* The FNR research programmes: CORE (support to public research in national priority areas), INTER (promotion of international collaboration), OPEN (support for a limited number of high quality research in areas not
covered by the CORE programme.) ** The ATTRACT programme by FNR supports national research institutions by attracting outstanding young researchers with high potential to Luxembourg. *** With the PEARL
programme, the FNR wishes to provide the institutions with a proactive means to attract internationally recognised senior researchers who will transfer and establish their research programme in Luxembourg in order
to strengthen the national research priorities
70
FACTS & FIGURES
faculty structures
RESEARCH
>
RESEARCH UNIT
EDUCATION, CULTURE,
COGNITION AND
SOCIETY (ECCS)
> Institute of Applied Educational
Sciences (AES)
> Institute of Lifelong Learning &
Guidance (LLLG)
> Institute of Cognitive Science &
Assessment (COSA)
> Institute for Research on
Multilingualism (MLing)
> Institute of Education & Society (InES)
> Institute for Teacher Professionalization
& Psychology of Education (TPPE)
INTEGRATIVE RESEARCH
UNIT ON SOCIAL AND
INDIVIDUAL
DEVELOPMENT (INSIDE)
> Institute for Health and Behaviour
> Pearl Institute for Research on Socio-Economic Inequality (IRSEI)
RESEARCH UNIT
IDENTITÉS. POLITIQUES,
SOCIÉTÉS,
ESPACES (IPSE)
> Institut d’études romanes, médias et
arts
> Institute for Research on Generations
and Family
> Institute for Research and Innovation in
Social Work, Social Pedagogy and Social
Welfare (IRISS)
> Institute of Gender, Diversity and
Migration
> Institute of Geography &
Spatial Planning
> Institut für deutsche Sprache, Literatur
und für Interkulturalität
LUXEMBOURG CENTRE
FOR EDUCATIONAL
TESTING (LUCET)
> Institute for History
> Institute of Luxembourgish Language &
Literatures
> Institute of Philosophy
> Institute of Political Science
71
FACTS & FIGURES
TEACHING
BACHELOR
PROGRAMMES
> Bachelor en Cultures Européennes
- Etudes Françaises
- English Studies
- Germanistik
- Histoire
- Philosophie
> Bachelor en Psychologie
MASTER
PROGRAMMES
> Master en Etudes franco-allemandes:
Communication et Coopération Transfrontalières
> Master in Modern and Contemporary
European Philosophy
LIFELONG
LEARNING
PROGRAMMES
> Master in Psychology:
Evaluation and Assessment
> Master in Geography and Spatial
Planning
> Master in Psychology:
Psychological Intervention
> Master en Histoire Européenne
Contemporaine
> Master in Social Sciences and
Educational Sciences
> Master en Langues, Cultures et
Médias - Lëtzebuerger Studien
> Trinationaler Master in Literatur-,
Kultur-, und Sprachgeschichte des
deutschsprachigen Raums
> Doctoral school in Educational Sciences
> Doctoral school in Social Sciences
> Master en Gérontologie
> Master Management und Coaching im
Bildungs- und Sozialwesen
> Master en Médiation
> Master in Psychotherapy
> Certificate in Sustainable Development
and Social Innovation
VOCATIONAL
PROGRAMMES
CAMPUS
SERVICES
> Bachelor en Sciences Sociales et
Educatives
> Master in European Governance
> Master in Learning and Communication
in Multilingual and Multicultural Contexts
DOCTORAL
SCHOOLS
> Bachelor en Sciences de l’Education
> IPSE Doctoral school:
Identités. Politiques, Sociétés, Espaces
> Formation continue en Aménagement
du Territoire
> Formation continue “Lëtzebuerger
Sprooch a Kultur”
> Zertifikat in Tutoring/Mentoring im
Bildungsbereich
> Formation pédagogique des Enseignants
du Secondaire
> Dean’s office & faculty administration
> Library “Eveil aux Sciences”
> MediaCentre
> IT- department
> Library Campus Walferdange
> Logistic department
72
FACTS & FIGURES
La gouvernance de la Faculté
1
La gouvernance de la Faculté
La Faculté est gouvernée par les instances suivantes : le décanat, le Conseil facultaire, le comité des responsables des unités de recherche et le
comité des directeurs des études.
Le décanat
Le doyen gère la Faculté et est responsable de son bon fonctionnement. Il préside le Conseil facultaire et représente la Faculté au sein du Conseil
universitaire. Le doyen est assisté dans ses tâches par le vice-doyen.
Doyen : Georg Mein Vice-doyen : Christine Schiltz
Le Conseil facultaire
Le Conseil facultaire est l’organe de décision le plus important de la Faculté. Il est en particulier consulté sur les questions suivantes : les orientations stratégiques pour le développement de la Faculté, les propositions des programmes d’études et les propositions budgétaires.
Doyen et vice-doyen : > Georg Mein > Christine Schiltz
Responsables des unités de recherche :
> Adelheid Hu > Christian Schulz > Dieter Ferring
Responsable du LUCET :
> Romain Martin
Représentants des directeurs des études :
> Gérard Gretsch > Georges Steffgen > Heinz Sieburg > Robert Harmsen > Mélanie Wagner
Représentants des enseignants – chercheurs :
> Marion Colas-Blaise > Claus Vögele > Andrea Binsfeld > Dietmar Heidemann > Gilbert Busana
Représentant du corps intermédiaire :
> Lukas Graf
Représentant du personnel administratif,
scientifique et technique :
> Martin Uhrmacher > Antoine Fischbach
Représentant des étudiants :
> Olivier Joseph
Délégué à la promotion féminine :
> Agnès Prüm
Le Comité des responsables des unités de recherche
Le Comité des responsables des unités de recherche délibère sur l’orientation et l’organisation des activités de recherche de la Faculté.
Doyen et vice-doyen :
> Georg Mein > Christine Schiltz
Responsables des unités de recherche :
> Dieter Ferring > Adelheid Hu > Christian Schulz
1
Décembre 2014
73
FACTS & FIGURES
Le Comité des directeurs des études
Le Comité des directeurs des études décide de l’organisation pratique des programmes des études.
Doyen et vice-doyen
> Georg Mein > Christine Schiltz
Directeurs des études Bachelor :
> Heinz Sieburg, Bachelor en Cultures Européennes > Marion Colas-Blaise, Bachelor en Cultures Européennes: Etudes Françaises > Agnès Prüm, Bachelor en Cultures Européennes: English Studies > Dieter Heimböckel, Bachelor en Cultures Européennes: Germanistik > Andrea Binsfeld, Bachelor en Cultures Européennes: Histoire > Frank Hofmann, Bachelor en Cultures Européennes: Philosophie > Georges Steffgen, Bachelor en Psychologie > Gérard Gretsch, Bachelor en Sciences de l’Education > Georg Mein, Bachelor en Sciences Sociales et Educatives
Directeurs des études Master :
> Sylvie Freyermuth, Master en Etudes franco-allemandes: Communication et Coopération
Transfrontalières
> Robert Harmsen, Master in European Governance
> Benoît Majerus, Master en Histoire Européenne Contemporaine
> Peter Gilles, Master en Langues, Cultures et Médias - Lëtzebuerger Studien
> Ingrid de Saint-Georges, Master in Learning and Communication in Multilingual and
Multicultural Contexts
> Frank Hofmann, Master in Modern and Contemporary European Philosophy
> Claude Houssemand, Master in Psychology: Evaluation and Assessment
> Georges Steffgen, Master in Psychology: Psychological Intervention
>G
eoffrey Caruso, Master in Geography and Spatial Planning
> Justin Powell: Master in Social Sciences and Educational Sciences
> Georg Mein, Trinationaler Master in Literatur-, Kultur-, und Sprachgeschichte des
deutschsprachigen Raums
Formations continues :
> Dieter Ferring, Master en Gérontologie
> Andreas Hadjar, Master Management und Coaching im Bildungs- und Sozialwesen
> Claude Houssemand, Master en Médiation
> Claus Vögele, Master in Psychotherapy
> Ariane König, Certificate in Sustainable Development and Social Intervention
> Birte Nienaber, Formation continue en Aménagement du Territoire
> Mélanie Wagner, Formation continue “Lëtzebuerger Sprooch a Kultur”
> Andreas Hadjar, Zertifikat in Tutoring/Mentoring im Bildungsbereich
Formations qualifiantes :
> Vic Jovanovic, Formation pédagogique des Enseignants du Secondaire
74
FACTS & FIGURES
PHD THESES STARTED IN 2014
Doctoral Candidate
Title
Supervisor
IPSE
Frederic Albert
Populismes et fabrique de l'action publique en Europe. Etude comparative entre l'Allemagne, la France et la Suisse dans le tournant des années 2000
Philippe Poirier
INSIDE
Katharina Albrecht
Doing organization through corporate social responsability - an analysis of legitimacy
processes connected to the institutionalization of CSR in Luxembourg
Ute Karl
IPSE
Lucas John Duane
Bernedo
Language Policing in the Balearic Islands: Reconfiguring the Standard Language Ideology in
the Era of Globalization
Julia de Bres
ECCS
Natalia Bilici
Acquisition of grammatical information within French and German orthography by multilingual Luxembourgish children
Constanze Weth
ECCS
Viktoria Boretska
A Divided World with Common Educational Technology: Programmed Instruction and the
Race for Global Supremacy in the Cold War
Daniel Tröhler
INSIDE
Anola Bracaj
A comparative analysis of social community work in Luxembourg: An analysis of partnership
between community workers, residents, municipality, ministry, and other partners involved
Ute Karl
INSIDE
Claire Chabot
Qualité de vie des étudiants atteints d'une maladie chronique et/ou d'un handicap et
préparation à l'adaptation à la vie professionnelle
Michèle Baumann
Philippe Combessi (Université
de Nanterre, France)
ECCS
Rute Carine Cordeiro
Tomas
A Preschool Oral Language Intervention for Language-Minority Children: A Randomized
Controlled Trial
Pascale Engel de Abreu
Romain Martin, Carolin
Hornung
LUCET
Véronique Cornu
Tablet-based visuo-spatially enhanced early mathematics training
Romain Martin
INSIDE
Agnieszka CzeluscinskaPeczkowska
Attentional bias to body- and sexually-relevant stimuli
Claus Vögele
IPSE
Demosthenes
Dimitrakoulakos
Richard Lane: The young composers Project 1959-1961
Damien Sagrillo
INSIDE
Julien Genty
The impact of perinatal stress on pain sensitivity and on coping with stress at a mature age
Fernand Anton
IPSE
Fabienne Gilbertz
Professionalisierungsprozesse der Luxemburger Literaturen in der zweiten Hälfte des 20.
Jahrhunderts (ca. 1945-1980)
Jeanne E. Glesener
IPSE
Jakub Gren
Institutional design of banking supervision in the postcrisis EU financial stability architecture
David Howarth
ECCS
Irma Hadzalic
Fabricating Modern Societies: Child and Youth Welfare as Educational Responses to Societal Challenges (ca. 1880-1930) (working title)
Karin Priem
ECCS
Laura Hahn
Effekte alternativer Visualisierungen auf den Kompetenzzuwachs zu expliziten Grammatiken
Petra Gretsch (PH
Freiburg)
Constanze Weth
IPSE
Sandra Häbel
Normative Coherence between Development Cooperation and Trade Policies: the EU in a
global perspective
Harlan Koff
Lauri Siitonen (University of
Helsinki, Finland)
IPSE
Mechthild Herzog
Unknown Actor for Common Interest. The social policy of the European Parliament between
1952 and 1979
René Leboutte
IPSE
Elisabeth Hoffmann
La mémoire de la "Résistance" (1940-1945): Regards croisés sur le Luxembourg, l'Alsace-Lorraine et Eupen-Malmédy"
Sonja Kmec
IPSE
Bjorn Jakobs
Die Entwicklung der Amateur- und der Militärblasmusik im Musikkreis Saarlouis (Saarland)
Damien Sagrillo
IPSE
Max Jonathan Kemman
Digital History: Methodology and Technology in Interaction ?
Andreas Fickers
IPSE
Anne-Christine Klose
Funktion und Ästhetik der KJL in der systemischen Gesellschaft:Eine systemtheoretische
Untersuchung des Subsystems von der Aufklärung bis heute
Georg Mein
ECCS
Tessa Lehnert
Judging people and their language use: How attitudes towards language influence and
trigger stereotypes in a multilingual context, using Luxembourg as an example
Sabine Krolak-Schwerdt
IPSE
Jessica Leuck
L'hôpital dans les villes médiévales: sa situation topographique et son influence à l'échelle
urbaine et périurbaine
Michel Pauly
IPSE
Judith Maria Manzoni
Intonatorische Interferenzen bei multilingualen Sprechern. Luxemburgisch im Kontakt mit
Deutsch und Französisch
Peter Gilles
ECCS
Marcelo Marques
The Europeanisation of Educational Research Policy and its Impact on National Policies and
Research Cultures - a multilevel and comparative analysis of governance, organisations
and networks.
Justin Powell
IPSE
Evan McDonough
Airport Space and the Global City
Markus Hesse
IPSE
Ernest Ayeah Miji
The european union policy on human right and democratisation and its influence in
sub-saharan countries since the end of the cold war in the 1990. The case of Cameroun
Lukas K. Sosoe
IPSE
Jean-Daniel Mougeot
Identités sociales, culturelles et politiques entre France et Empire: la noblesse de l'espace
Saar-Lor-Lux à la fin du Moyen-Âge
Michel Margue
ECCS
Melanie Noesen
Mehrsprachigkeit und Inklusion: Sprachlernzugänge durch Portfolioarbeit entwickeln
Claudine Kirsch
IPSE
Manon Pinatel
Devenir Sage-femme: les enjeux de la professionnalisation des sages-femmes au Luxembourg (1800-1940)
Benoît Majerus
IPSE
Elsa Pirenne
Sociographie des communautés musulmanes du Luxembourg entre sensibilités communautaires et projet d'institutionnalisation
Philippe Poirier
Brigitte Marechal (Université
Catholique de Louvain, Belgium)
ECCS
Ira Plein
Fabricating Modern Societies: Life Conduct, Consumer Culture and Housing as Educational
Responses to Societal Challenges (ca. 1880-1930) (working title)
Karin Priem
Andreas Tacke, Universität
Trier
INSIDE
Caroline Residori
Socio-demographic influences on health behaviour and well-being of young people in
Luxembourg
Helmut Willems
INSIDE
Heidi Rodrigues
Martins
Transnational ways of living acroos generations in immigrant families: the role of social
networks and support
Ute Karl
Co-Supervisor
Joan Pujolar (Universitat
Oberta de Catalunya, Spain)
Jens Blechert (Universität
Salzburg, Österreich)
Jean-Noël Grandhomme (Université de Strasbourg, France)
Ineke Pit-ten Cate; Jean-Jacques Weber
Angelika Braun (Universität
Trier, Germany)
Isabelle Guyot-Bachy (Université de Lorraine, France)
75
FACTS & FIGURES
Doctoral Candidate
Title
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ECCS
Julia Rudolph
Genesis of complex and domain specific skills in problem solving - Longitudinal analysis
of causal influences with simultaneous consideration of self-regulation, scholastic achievement and motivational constructs
Samuel Greiff
INSIDE
Violetta Schaan
Social rejection in early childhood and its effects on stress responses in later life
Claus Vögele
ECCS
Bernardino Tavares
The sociolinguistics of Cape Verdean migration trajectories into Luxembourg
Adelheid Hu
IPSE
Elisabeth Tropper
Dramatische Dystopien. Europäische Theatertexte der Gegenwart im Kontext globaler
Krisendiskurse (AT)
Dieter Heimböckel
Franziska Schößler (Universität Trier, Germany)
IPSE
Tobias Vetterle
Politische Partizipation im Diskurs, 1960-1990. Eine Studie zum luxemburgischen Politikverständnis mit Perspktive auf den Kulturtransfer zwischen Luxemburg, Frankreich und
Westdeutschland
Sonja Kmec
Lutz Raphael (Universität
Trier, Germany)
ECCS
Denise Villanyi
SELFASSESS: The Validation of a Student Self-Assessent-Instrument and its Usefulness
for Teacher-Feedback
Romain Martin
LUCET
Jessica Claire Wolfson
Minority languages in Canada. The Quebec context
Julia de Bres
Co-Supervisor
PHD DEFENCES IN 2014
Doctoral Candidate
Title
Supervisor
ECCS
Philippe Blanca
The scientific journal in the age of multimodality
Charles Max
17.10.2014
INSIDE
Elisabeth Bourkel
Interkulturelle Kommunikation und interkulturelle Kompetenz in der
Gesundheitsversorgung einer alternden Gesellschaft
Dieter Ferring
30.04.2014
INSIDE
Jessica Brensing-Kubern
Zufriedenheit mit dem Raumklima in Büro- und Schulgebäuden: Zur Rolle
der wahrgenommenen Kontrollierbarkeit
Georges Steffgen
06.10.2014
INSIDE
Barbara Bucki
La capabilité de santé des aidants familiaux: analyses du paradigme et
pistes d'opérationnalisation
Michèle Baumann
Elisabeth Spitz (Université de Lorraine, France)
30.01.2014
IPSE
Virginie de Moriamé
Memory(ies) at Work : The European Union and the Legacy of History in
Euro-Mediterranean Relations
Philippe Poirier
Valérie Rosoux (Université Catholique de
Louvain, Belgium)
20.01.2014
IPSE
Michel Dormal
Politische Representation und vorgestellte Gemeinschaft. Die Entwicklung
des luxemburgischen Parteiensystems und Parlamentarismus und ihr
Beitrag zur Nationenbildung
Jean-Paul Lehners
Winfried Thaa (Universität Trier, Germany)
10.01.2014
Co-Supervisor
Date of Defence
IPSE
Marie-Line Glaesener
Spatial Determinants of residential Land Values in Luxembourg
Geoffrey Caruso
23.09.2014
IPSE
Myriam Heirendt
Echternacher Memorialkultur im Hochmittelalter. Das Martyrolog-Nekrolog
der Abtei Echternach (BnF, lat.10158). Edition, Kommentar und Analyse
Michel Margue
05.06.2014
IPSE
Kathleen Hielscher
Luxembourg and Europe: The Europeanization of National Officials
Robert Harmsen
24.02.2014
IPSE
Eva Jullien
Handwerker der Stadt Luxemburg im Spätmittelalter
Michel Pauly
07.11.2014
INSIDE
Christian Lamy
Die Bewältigung beruflicher Anforderungen durch Lehrpersonen im ersten
Berufsjahr: Eine qualitativ-rekonstruktive Studie über die Merkmale beruflicher Bewältigungsprozesse bei Luxemburger Grundschullehrern
Helmut Willems
05.05.2014
IPSE
Marion Le Texier
Les circulations internationales en Europe au XXème siècle. De l’étude
des répartitions monétaires à la modélisation d’un système complexe
Geoffrey Caruso
Claude Grasland (Université Paris VII, France)
30.01.2014
IPSE
Florent Marciacq
The Europeanization of national foreign policy in non-EU Europe. The case
of Serbia and Macedonia
Philippe Poirier
Helmut Kramer (Universität Wien, Austria)
27.06.2014
IPSE
Martin Mendelski
The limits of the European Union's transformative Power: Pathologies
of Europeanization and Rule of Law Reform in Central and Eastern Europe
Robert Harmsen
INSIDE
Adrian Meule
Regulation of emotions and behavioural inhibition in relation of eating
disorders
Andrea Kübler (Universität Würzburg, Germany)
18.09.2014
Claus Vögele
14.10.2014
INSIDE
Elke Murdrock
The process of national identity formation in the Luxembourg context
Dieter Ferring
19.09.2014
IPSE
Sophie Neuenkirch-Mankel
Vergangenheitsvorstellungen und Zukunftserwartungen. Geschichtsbewusstsein im inter – und intragenerationellen Gespräch in Luxembourg Sonja Kmec
28.02.2014
IPSE
Sébastien Neveu
L’a priori, l’a posteriori, le pur et le non pur chez Christian Wolff et ses maîtres
Dietmar Heidemann
17.12.2014
ECCS
Heike Niesen
The impact of socio-cultural learning tasks on intermediate EFL students’
grammatical language awareness development
Sabine Ehrhardt
19.11.2014
IPSE
Kerstin Schenkel
Politische Partizipation in der Sozialen Stadt Markus Hesse
14.04.2014
INSIDE
Raymonde Scheuren
Assessment of psychological and psychophysiological characteristics
involved in the modulation of endogenous pain control pathways and in
the induction of paradoxical pain
Fernand Anton
24.09.2014
ECCS
Catherina Schreiber-Wirtz
Curricula and the Construction of Citizens. An Analysis of the Luxembourgian Curriculum in the 19th and 20th centuries
Daniel Tröhler
10.10.2014
IPSE
Astrid Spreitzer
Effects of European integration on parliamentary control of government:
The case of Luxembourg, 1999-2011
Philippe Poirier
14.03.2014
INSIDE
Slawomir Wojniusz
Prepubertal gonadotropin-releasing hormone analog treatment and its
effects on behavioural and psychological processes
Ira Haraldsen (University
of Oslo, Norway)
Claus Vögele
20.06.2014
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FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION
FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION
Faculty of Language
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2014

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