Dr. Christian Schadt

Arbeitstitel:

Global Learning in the Workplace: A Cross-Country Multi-Level Analysis

Abstract:

Local and global social inequalities, climate change, species extinction, plastic pollution, pandemics – the crises of our time make it clear that a transformation is needed in various areas, including education. Any form of education should equip young people with skills to deal with relevant tensions and responsibilities of individual stakeholders. Concepts such as Global Learning, Education for Sustainable Development (ESD) and Global Citizenship Education (GCE) address how to contribute to global sustainable development and fulfill the Sustainable Development Goals (SDGs) with a holistic global understanding. Global Learning is considered one of the key abilities of the 21st century (Scheunpflug, 2022, p. 10). While Global Learning has already been subject to research in the general education school context, in volunteer work settings, and in higher education (e.g., Anderberg et al., 2009; Hunt, 2020; Richter, 2018), there is a lack of information on Global Learning in Vocational Education and Training (VET). Nevertheless, organizations increasingly must provide learning opportunities at the workplace to be successful in today’s ‘war for talent’ (Baert, 2018, p. 154). This is the starting point of my dissertation, which will shed light on company’s Global Learning activities and employee’s informal Global Learning behavior.

At the macro level, I will provide an overview of the policy framework for Global Learning and on the strategies applied in companies. At the meso level, a mixed-methods approach will investigate in more detail which educational strategies companies are pursuing to implement Global Learning. Furthermore, corporate profiles with regard to their Global Learning strategies will be identified. The micro level regards employees’ personnel development and learning strategies. 

As a result, strategies and profiles with regard to Global Learning in companies are identified from both a corporate and an individual perspective, and the environment in which companies and individuals operate is defined. The dissertation provides valuable insights into lifelong learning in times of increasing shortage of skilled workers and migration movements in a globalized world.

Schadt, C., Zagel, C., & Koch, J. (2025). Sustainable Entrepreneurship in German Rural Areas: A Survey and Implications for Entrepreneurship Education and Support Programs. In: C. Leitner, C. Bassano & D. Satterfield (eds.), The Human Side of Service Engineering. Proceedings of the 16th International Conference on Applied Human Factors and Ergonomics and the Affiliated Conferences. AHFE Open Access, 182, 28-35. 

Schadt, C. & Esslinger, A.S. (2025). Implementing education for sustainable development collaboratively: A case study. Qualität in der Wissenschaft (QiW), 19(1), 11-17. 

Warwas, J., Schadt, C., & Heinrichs, K. (2024). Professionalität und Professionalisierung von Lehrkräften: Eine Klassifikation für Forschungsbeiträge (nicht nur) aus der Berufs- und Wirtschaftspädagogik. Berufs- und Wirtschaftspädagogik : online bwp@, Profil 10, 1-29.

Schadt, C., Reißer, I., & Esslinger, A.S. (2024). ERIC - Ein hochschulweites Lehrprojekt zur Förderung des nachhaltigen Denkens und Handelns i.S. (zukünftigen) nachhaltigen Unternehmertums von Studierenden aller Fakultäten der Hochschule Coburg. In W. Leal Filoh (Hrsg.), Lernziele und Kompetenzen im Bereich Nachhaltigkeit (S.49-62). Springer Spektrum.

Schadt, C. & Esslinger, A.S. (2023). Impact 23 – Eine Lehr-Lern-Festival Woche zur Förderung nachhaltigen Denkens und Handelns: Anspruch und Wirklichkeit. Zeitschrift für Hochschulentwicklung, 18(4), 251-274.

Schadt, C., Warwas, J., & Heinz, L. (2023). Die Auswahl von Lernaufgaben als kommunikativer Prozess – Eine Experten-Novizen-Studie mit Lehrkräften zum wirtschaftsberuflichen Unterricht. Zeitschrift für Berufs- und Wirtschaftspädagogik, 119, 18-47.

Schadt, C. (2023). Professionelle unterrichtsbezogene Kommunikation zwischen berufsschulischen Lehrkräften. Universität Hohenheim (Dissertation). Abrufbar unter: opus.uni-hohenheim.de/volltexte/2023/2125/

Schadt, C., Ehlen, R., Schleher, L., Zirnig, C., Weiß, J.K., Bottling, M., & Warwas, J. (2022). Digitale unterrichtsbezogene Zusammenarbeit zwischen angehenden Lehrkräften berufsbildender Schulen. Berufs- und Wirtschaftspädagogik : online bwp@, Ausgabe 43, 1-32.

Schadt, C., Warwas, J., Kärner, T., & Huhn, S. (2022). Das Paradoxon der Lehrkräftekooperation: Konzeptualisierung und Einordnung bisheriger empirischer Befunde auf Basis eines integrativen Literaturreviews. In: K. Kögler, U. Weyland & K. Kremer (Hrsg.), Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2022 (S.165-182). Budrich Verlag.

Publikationsliste Dr. Christian Schadt(125.1 KB)

Conference Contributions 

Heinrichs, K., Gutzwiller-Helfenfinger, E., Minnameier, G., & Schadt, C. (accepted). Individual advantage versus team success? – Piloting a digital cooperation game. Presentation at the EARLI SIG 13 & 19 Conference, June 3–5, 2026, University of Agder, Kristiansand, Norway.

Schadt, C., Michaelis, C., Hufnagl, J., Koch, J., & Annen, S. (2025). Students’ subjective conceptions of sustainability in a business context – A qualitative analysis comparing AI and expert assessments. Presentation at the 2025 Annual Conference of the German Educational Research Association (Section Vocational and Business Education), September 24–26, Technical University of Darmstadt, Darmstadt, Germany.

Heinrichs, K., Minnameier, G., Schadt, C., & Gutzwiller-Helfenfinger, E. (2025). Cooperation does not happen automatically – A digital cooperative learning game in a business and vocational context. Presentation at the 2025 Annual Conference of the German Educational Research Association (Section Vocational and Business Education), September 24–26, Technical University of Darmstadt, Darmstadt, Germany.

Minnameier, G., Gutzwiller-Helfenfinger, E., Heinrichs, K., Schadt, C., & Mutz, U. (2025). Cooperation between individual advantage and team success – A digital cooperation game in development. Presentation at the Conference of Moral Researchers 2025, January 9–11, Leipzig University, Leipzig, Germany.

Warwas, J., & Schadt, C. (2023). Micro-processes of teacher collaboration: Professional communication related to teaching. An expert–novice study focusing on the joint selection of learning tasks. Presentation at the Conference of the European Association for Research on Learning and Instruction (EARLI), August 22–26, Aristotle University of Thessaloniki, Thessaloniki, Greece.

Schadt, C., Schleher, L., Weiß, J. K., Bottling, M., Warwas, J., Ehlen, R., & Zirnig, C. (2022). Digital collaboration related to teaching during teacher induction at vocational schools. Presentation at the 2022 Annual Conference of the German Educational Research Association (Section Vocational and Business Education), September 26–28, University of Education Freiburg, Freiburg, Germany.

Schadt, C., Ehlen, R., Schleher, L., Weiß, J. K., Bottling, M., & Zirnig, C. (2022). Collaborative knowledge work in digital learning communities of trainee teachers at vocational schools. Poster presentation at the 9th Conference of the German Society for Empirical Educational Research, March 8–11, University of Bamberg, Bamberg, Germany.

Schadt, C., & Warwas, J. (2021). Characteristics of teachers’ professional communication about teaching (PCT) – A systematic review. Presentation at the Conference of the European Association for Research on Learning and Instruction(EARLI), August 23–27, University of Gothenburg (online).