Diversity Management as a pull factor for successfully practiced high-quality blended-learning programmes in further education

Justification The German Government has been taken an active role in strengthening Germany's qualification initiatives which seeks to increase the educational opportunities of heterogeneous students and to ensure a solid base... [ view full abstract ]

Justification
The German Government has been taken an active role in strengthening Germany's qualification initiatives which seeks to increase the educational opportunities of heterogeneous students and to ensure a solid base of professionals for the future. However, socio-cultural and gender aspects are not integrated within a university’s strategy nor represented in quality dimensions on a specific level.

Purpose
Due to the demographic changes, extension of working time, shortage of skilled experts, academization of the world of labour (WOLTER, 2011; STOCK, 2012) the orientation of the universities towards sustainability and lifelong learning are necessary in particular. The participants of virtual course offerings become increasingly international, so that academic learning becomes more and more an intercultural learning experience (CAMPBELL, 2011). In German-speaking countries the issue of quality in e-learning contexts has rarely been perceived as a research topic.

Theoretical framework
The development of quality standards for high-quality virtual extra-occupational study programs in Germany was based on three quality assurance approaches for e-learning concepts used in the U.S., Australia and the United Kingdom (QAA, 2013; QMP, 2013; ACODE, 2013). These were analysed and compared. Tten quality standards were identified.
Moreover, on the base of good practice research and comparative analysis of German speaking HEI’s diversity and gender strategies these quality standards were supplemented regarding gender, diversity and cultural aspects in order to foster sustainability development.

Results&conclusions
For international target groups the standards must be culturally adopted and amended towards diversity, because of different expectations, objectives, modes of communication and learning styles. The power distance has to be taken into account; it is equally important to establish individualistic or collectivist learning arrangements.

Implications Tipping Points
The consideration of cultural diversity provides new dynamics concerning the traditional understanding of quality and life-long learning in German universities. These challenges need sustainable solutions and an specific integration of sustainability criteria in quality as well.

Key words: diversity management, gender, culture, quality management, blended-learning, further education, life-long learning