Our research focuses on quantitative and qualitative empirical vocational training research. It includes systemic questions of vocational education and training, institutional conditions and quality characteristics of commercial education and development programs as well as studies on their results with a focus on competence modeling and measurement. We research how and for whom the transitions from lower secondary general education to (fully qualifying) vocational training and the world of work are successful, with the goal of improving educational and participation opportunities for all young people as much as possible. The continuous assurance and development of quality in various phases of commercial vocational education and training is a central topic in vocational education research. We examine input, process, and output quality with a focus on the stakeholders and learning venues involved in commercial vocational education and training. We research how competencies in vocational education can be modeled, diagnosed, and fostered. In this context, we develop and evaluate (digital) teaching and learning units to promote selected competencies, as well as (technology-supported) testing instruments to assess job-related and cross-occupational (partial) competencies in their causal and contextual framework. Against the backdrop of current social transformation processes, it is becoming increasingly urgent to promote not only job-related but also cross-occupational skills in young people that enable them to help shape the world of work and society in a socially, economically and ecologically responsible manner. In this context, vocational education and training is seen as making an important contribution to promoting sustainable development and social democratization. We research how sustainable, political and democratic competence facets are developed and develop educational concepts to promote these competence facets. With the goal of continuously improving the quality of the education system at all levels, we continuously examine developments in the education system, systematically prepare research findings, and derive recommendations for educational policy and practice. Professor Dr. Susan Seeber also serves as an appointed member of the Standing Scientific Commission (SWK), which advises the federal states on the further development of the education system, identifies existing problems, and provides evidence-based recommendations for their resolution.
Research
OUR CURRENT RESEARCH FOCUS
Transition into Vocational Training and Participation in Vocational Education
Quality in Commercial Vocational Education and Training
Competence Diagnostics in Vocational Education
Sustainability and Democracy Promotion in Vocational Education
Educational Monitoring and Scientific Policy Advice
