612
S. M. Weber
(…) I believe, that Networkcoaching helped me to orient myself better – especially in the
beginning (Lina-Thau 1 Group 7 p. 3 l. 81–82).
The program in total manages to make students become active for themselves and
as well enables them to activate others. In this sense, the program contributes to SDG
10 and SDG 4.
A space of friendship and relations
A second dimension of the alternative space brought about is to be found, when
looking at the program as a space of social relations, of friendships and personal
bonds.
it wasn’t – we just meet in order to do Networkcoaching, but it was even related to partly a
friendship level, too, I would say //mhm//it was simply – well - contacts like this you won’t
lose easily and this is - for a student life it is an enrichment (Lu Group 10 p. 25, l.1210).
In the facet of support, exchange is related to mutual help. In contrast to a distance, perceived as normality in university’s social relations, proximity, closeness
and friendship relations are mentioned here:
So you know and often have a very personal relationship to the participants of the program,
what I – like this - not have perceived so far at university, normal tutorials were much more
‘distanced’ than Networkcoaching. It brings about a very special experience, as you are in
so close contact to other students (Kä Group 2 p. 2 l. 85–90)
As we can see, the second program meta-goal of ‘habitusreflexivity’, of empathy
and solidarity as well as reflexivity are addressed by students.
The ‘different space’ as space of exploration and experience
Students clearly perceive differences to other tutorial programs, which are oriented
towards knowledge transmission. Students address a different social space emerging
in the program.
One felt at ease, one learnt practical things. I really liked that, I mean, study programs
normally are very theoretical and – one somehow really felt that in the program you are
really learning something. (Lea Group 7 p-8 ff. l.70–77).
Students becoming active members of a learning community and taking responsibility for the professionalization of their peers to them is meaningful practice learning.
According to the perception of students, it supports bringing about self assureness.
It contributes to involving everybody and to support professionalization:
(…) I felt that by networkcoaching I gained security and I gained security regarding my own
abilities (H. Group 9 p. 9 l. 386–389).
Learning about their own abilities and clarifying their interests, goals and reflexivity is mentioned as well as the dialogue within the peer group. Students create a
space of co-creation and of co-learning.
1 All here and in the following mentioned names were anonymized.
S. M. Weber
(…) I believe, that Networkcoaching helped me to orient myself better – especially in the
beginning (Lina-Thau 1 Group 7 p. 3 l. 81–82).
The program in total manages to make students become active for themselves and
as well enables them to activate others. In this sense, the program contributes to SDG
10 and SDG 4.
A space of friendship and relations
A second dimension of the alternative space brought about is to be found, when
looking at the program as a space of social relations, of friendships and personal
bonds.
it wasn’t – we just meet in order to do Networkcoaching, but it was even related to partly a
friendship level, too, I would say //mhm//it was simply – well - contacts like this you won’t
lose easily and this is - for a student life it is an enrichment (Lu Group 10 p. 25, l.1210).
In the facet of support, exchange is related to mutual help. In contrast to a distance, perceived as normality in university’s social relations, proximity, closeness
and friendship relations are mentioned here:
So you know and often have a very personal relationship to the participants of the program,
what I – like this - not have perceived so far at university, normal tutorials were much more
‘distanced’ than Networkcoaching. It brings about a very special experience, as you are in
so close contact to other students (Kä Group 2 p. 2 l. 85–90)
As we can see, the second program meta-goal of ‘habitusreflexivity’, of empathy
and solidarity as well as reflexivity are addressed by students.
The ‘different space’ as space of exploration and experience
Students clearly perceive differences to other tutorial programs, which are oriented
towards knowledge transmission. Students address a different social space emerging
in the program.
One felt at ease, one learnt practical things. I really liked that, I mean, study programs
normally are very theoretical and – one somehow really felt that in the program you are
really learning something. (Lea Group 7 p-8 ff. l.70–77).
Students becoming active members of a learning community and taking responsibility for the professionalization of their peers to them is meaningful practice learning.
According to the perception of students, it supports bringing about self assureness.
It contributes to involving everybody and to support professionalization:
(…) I felt that by networkcoaching I gained security and I gained security regarding my own
abilities (H. Group 9 p. 9 l. 386–389).
Learning about their own abilities and clarifying their interests, goals and reflexivity is mentioned as well as the dialogue within the peer group. Students create a
space of co-creation and of co-learning.
1 All here and in the following mentioned names were anonymized.