The adult educational scientist acts as a facilitator, innovator in policy and practice, and researcher within the domains of Adult Educational Sciences: culture, social welfare, education or leisure. The goal is to empower individuals and groups, with particular attention to social disadvantage and vulnerability. This assumes that the adult educational scientist works in a change-oriented manner; and aims at emancipation, lifelong learning and participation. In doing so, the adult educational scientist is focused on directing systemic change processes of constantly changing social issues and challenges. As such the adult educational scientist links theories to practice, with a critical eye for the ethical-moral and methodical-organizational. The course in adult educational sciences is multidisciplinary and mainly builds on psychology, sociology and philosophy.
The scientific and professional attitude of the adult educational scientist
1. The adult educational scientist has knowledge of the central concepts, models, and methods of the supporting disciplines particularly psychology, sociology, and philosophy and other sciences that contribute to the overarching nature of the adult educational gaze and can actively and creatively use them in professional practice.
2. The adult educational scientist is able to frame the knowledge and insights acquired within the broader adult educational inter- and transdisciplinary thinking, analyze them critically and apply them.
3. The adult educational scientist is able to analyze social issues (theoretical and practical), with special attention to social vulnerability and disadvantage, reflect on them and tackle them in professional contexts as a supervisor and innovator in policy and practice on the basis of scientific evidence, ethical considerations and with a critical attitude, also with regard to his own approach.
4. The adult educational scientist is able to detect, collect, analyze and process the need for (scientific) information in an international and multicultural social context in order to gain more insight into the questions presented.
5. The adult educational scientist is able to communicate orally and in writing to stakeholders, target groups, communities and specialists in an emancipatory way.
6. The adult educational scientist is aware of both the possibilities and the limitations of (his own) scientific research, and can actively use research to address adult educational issues.
7. The adult educational scientist can reflect on their own thinking and work, and is willing to continually update and acquire knowledge and skills in their own and other domains.
8. The adult educational scientist can collaborate with others in an inter- and transdisiciplinary professional environment.
Role of supervisor
9. The adult educational scientist can guide processes that stimulate people to make meaning, articulate needs, and orient goals.
10. The adult educational scientist employs appropriate, educational counseling techniques, starting from a committed relationship with those involved.
11. The adult educational scientist has the necessary ethical and deontological professional knowledge and looks for the social backgrounds that lie at the basis of social, cultural, educational and leisure processes.
12. The adult educational scientist has the necessary skills and attitude of critical openness and respect to guide groups and people in concrete contexts toward broader self-development and self-efficacy.
13. The adult educational scientist possesses project and innovation management skills and has an understanding of human capital coaching and group dynamics.
Role of innovator in policy and practice
14. The adult educational scientist has an understanding of coordinating professional and social networks and transitive processes aimed at systemic change.
15. The adult educational scientist knows and has an overview of the field of practice, with particular attention to the various organizations within the adult educational field.
16. The adult educational scientist has an understanding of legal and organizational regulations concerning social, cultural, and educational developments and problems in society.
17. The adult educational scientist has an understanding of the policy contours and policy structures of governments.
18. The adult educational scientist is focused on institutional strengthening by critically questioning the social structures and stimulates democratic decision-making by means of participation and active citizenship.
19. The adult educational scientist watches over the adequate integration of not only the various sectors, and domains of the adult educational field, but also aspects such as sustainability, pluralism and internationalization/globalization into policy.
Role of researcher
20. The adult educational scientist is familiar with the most common qualitative and quantitative research methodology and analytical options within adult educational sciences.
21. The adult educational scientist is able to conduct scientific research in group.
22. The adult educational scientist is able to independently design scientific research.