Working groups
The following working groups will be offered as part of the ZSM 2025 autumn conference .​​​
To join a group, you must register on our website.
The focus is on technological innovations such as AI-based learning systems, microlearning, immersive learning environments (AR/VR), and learning analytics – as well as their social, ethical, and learning-psychological implications (Ifenthaler 2023; Digital Publishing Report 2023). Contributions may also provide critically reflective perspectives on algorithmic control and technological dependencies.
What framework do organizations provide for learning and educational processes in the face of existing uncertainties? This panel will address the role of organizational structures, coordination mechanisms, and cultural development for sustainable learning processes (Senge 2006). Questions about organizational resilience and learning capacity are also welcome.
Ethnography provides insights into social practices, the attribution of meaning, and social and organizational dynamics (Breidenstein et al. 2013) – also in the field of corporate learning. But what prerequisites and challenges must be considered in the context of ethnographic research in a corporate context? This working group discusses and reflects on the methodological and methodological requirements of ethnographic research in a corporate setting.
Research in industrial and business studies always has a claim to intervention (Pongratz & Trincek 2010; Scholz et al. 2006). What does this active role of the researcher mean methodologically and methodically? How can the research process be designed to ensure successful intervention and knowledge? Case studies from action research (Heron & Reason 2000), design-based research (Reinmann 2016), transformative evaluation, and similar approaches are welcome.
New roles, strategies, and tasks of human resource development in the context of New Learning will be discussed here. This includes the implementation of work and learning environments as well as the expanded function and responsibility of human resource development (Peterke 2021). Questions of meaningful orientation and self-responsibility in learning are also welcome.
The focus here is on questions of social participation and inclusion: What opportunities and barriers do digital learning settings offer for specific groups? Which didactic and technological approaches address diversity, inclusion, and educational inequalities? Contributions can address relationships of difference, gender perspectives, cultural fit, or digital access (Hug 2020).