Research-based learning - Didactic response to political demands?
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This paper compares the expectations for higher education formulated by steering institutions (e.g. the EU, the Federal Republic of Germany) with the goals of research-based learning. Huber’s (1983) model of the field of tension in higher education didactics serves as a basis on which these two constructs are mapped. The question of how research-based learning and the demands on higher education are related to each other is addressed.
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