Akzeptanz hochschuldidaktischer Weiterbildungsprogramme in verschiedenen Fachdisziplinen am Beispiel eines Tutorinnen- und Tutorenprogramms

Abstract

The acceptance and implementation of higher educational development programs by university teachers depends on several factors. In this paper, we consider the relationship between the teaching conditions of student tutors, the student tutors’ perceived benefit of the educational development program, and the acceptance of the program by university institutes. Our experiences indicate that the particular conditions of different academic disciplines have an influence on teaching carried out by students. Our conclusion outlines recommended actions for increasing the acceptance of higher educational development programs.