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Übergangshandeln: der Übergang vom Bachelor zum Master aus Sicht von Studierenden Zusammenfassung Die Diskussion um Übergänge im Bildungssystem ist nicht neu. Auffällig ist, dass Übergänge meist aus einer institutionellen Perspektive aufgenommen werden, die Perspektive der Individuen und insbesondere die Frage, wie Betroffene Übergänge erleben und bewältigen, jedoch oftmals vernachlässigt wird. Der Beitrag setzt an dieser Forschungslücke an und nimmt den seit Beginn des Bologna-Prozesses viel diskutierten Übergang vom Bachelor-zum Masterstudium aus einer subjektorientierten Perspektive auf. Erste Ergebnisse einer Fallstudie zum Übergangshandeln von Masterstudierenden der Universität Paderborn werden in diesem Beitrag vorgestellt und in den wissenschaftlichen Diskurs eingeordnet.

This article outlines a small-scale comparative research project which investigates the effects of the wide-ranging reforms in the vocational education and training (VET) sector of Germany and England on the work of colleges and teaching personnel. The article provides some background to the ongoing reform of college-based training in the two countries. From an institutional perspective, the article examines to what extent VET reforms lead to innovative teaching practice at vocational colleges (Berufsschulen in Germany) and further education (FE) colleges (in England). It also looks at the degree to which administrative and leadership structures at colleges enable and prepare lecturers to embrace changes and to what extent these structures result in a reactive or proactive stance regarding educational innovation. From a personnel perspective, the lecturers' attitudes towards change are investigated. Their perceptions of current reforms are examined as well as the connection between reforms and their translation into innovative practice.

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This paper focuses on the connection between system-wide reform in vocational education and training and the implementation of these reforms in learning and teaching processes. The study that is the subject of this paper conducted interviews with teachers in school-based vocational education in England and Germany. These interviews generated data on how teachers perceive reforms and in which ways they adapt their teaching as a result of reforms. This paper concentrates on the question in how far the interpretation of reforms by teachers leads to innovative processes at classroom level. The comparative design of the study aimed at identifying di erences in innovative practice of teachers in Germany and England. It is concluded that the comparatively stable situation that German teachers nd themselves in allow them to engage more actively in, and re ect more freely on, innovative practices than is possible for teachers in England. In contrast, innovative activities of teachers in England are often focused on the management of new teaching contents and the preparation for the teaching of a constantly changing portfolio of quali cations.