狠狠撸

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

?Vielen gro?en Studien über Studierende in der
Bundesrepublik Deutschland fehlt der di?erenzierende
Blick auf die fachkulturellen Spezifika und die
Heterogenit?t der Studierendenschaft […]?
Friebertsh?user, B. (2013): Denken, Forschen, Verstehen mit Bourdieu. Beltz Juventa. S. 256.

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

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

Die studentischen Zeit-Raum Verh?ltnisse
als Ausgangspunkt.
Zeit-Raum Verh?ltnisse
? http://bit.ly/1jfHDVy

?Zeit-Raum-Verh?ltnisse
(vgl. Adam 2005; L?w 2001; Rosa 2005; Schroer 2005)

werden
sozial (re)produziert.
Zeit-Raum-Verh?ltnisse

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

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

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

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

E r h e b u n g s s i t u a t i o n
Biografischer
Hintergrund
? Pers?nliche?
Angaben
? Eltern
? Kindheit und ?
Jugend
? Schulzeit
?bergang
Schule – Hochschule
? T?tigkeiten vor ?
Studienbeginn
? Studienwahlmotive
? Studienwahl
Studienalltag
? Pers?nliche ?
Situation
? Gew?hnliche?
Studienwoche
? Allt?gliche?
Studienaktivit?ten
? Allt?gliche?
Freizeitaktivit?ten

weiblich m?nnlich
260 (80%)
65 (20%)

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

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

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

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Achse 1 (34, 27%)
Achse2(16,28%)
Aktivit?tsachse
Passivit?tAktivit?t

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

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Entfernung

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Achse 1 (34, 27%)N?he

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Achse 1 (34, 27%)
Achse2(16,28%)
Distanzachse
N?he
Entfernung

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Achse 1 (34, 27%)
Achse2(16,28%)
nah
fern
aktiv passiv

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

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R e s ü m e e
? Zweidimensionale soziale Topologie
? Aktivit?tsdimension
? Distanzdimension (Herkunftse?ekt)
? Homogenisierung der Gesamtgruppe über die
ersten beiden Studiensemester

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

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

Zeitmuster Personen 42373 und 45675

Zeitmuster Personen 42373 und 45675
(vgl. H?gerstrand 1975; Giddens 1984; Manovich 2015)

狠狠撸

Heterogenit?t in Bewegung

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