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<p>Networking constitutes a&#xa0;central practice in institutional adult education and plays a&#xa0;particularly important role in the field of adult literacy and basic education with regard to the recruitment of participants. Although networking activities are well established and explicitly addressed in education policy programmes, empirical evidence on how this networking practice is actually organised remains limited.</p><p>The present qualitative study therefore examines the relational structures of the networks of programme planners at adult education centres (Volkshochschulen). Based on 13&#xa0;expert interviews and supplementary egocentric network maps, the study analyses the involved actors, the content of collaboration, and the functions of relationships. The article aims at taking stock of and systematizing those actors identified by programme planners as relevant to participant recruitment in adult literacy and basic education. Through a&#xa0;modelling of relationship content in the context of participant recruitment, three key relationship functions are identified: enabling, access-opening, and forwarding functions. The study thus contributes to the conceptual development of a&#xa0;relational perspective on programme planning and demonstrates that participant recruitment should be understood as a&#xa0;comprehensive networked practice that goes beyond the mere forwarding of participants.</p>

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Funktionen intra- und interorganisationaler Beziehungen im Kontext der Teilnehmendengewinnung: Netzwerkanalytische Befunde aus der Alphabetisierung und Grundbildung

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月21日

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  • Julia Plechatsch,
  • Ewelina Mania

摘要

Networking constitutes a central practice in institutional adult education and plays a particularly important role in the field of adult literacy and basic education with regard to the recruitment of participants. Although networking activities are well established and explicitly addressed in education policy programmes, empirical evidence on how this networking practice is actually organised remains limited.

The present qualitative study therefore examines the relational structures of the networks of programme planners at adult education centres (Volkshochschulen). Based on 13 expert interviews and supplementary egocentric network maps, the study analyses the involved actors, the content of collaboration, and the functions of relationships. The article aims at taking stock of and systematizing those actors identified by programme planners as relevant to participant recruitment in adult literacy and basic education. Through a modelling of relationship content in the context of participant recruitment, three key relationship functions are identified: enabling, access-opening, and forwarding functions. The study thus contributes to the conceptual development of a relational perspective on programme planning and demonstrates that participant recruitment should be understood as a comprehensive networked practice that goes beyond the mere forwarding of participants.