معرفی
Harm Kuper is a Professor at the Department of Education and Psychology, Freie Universität Berlin, where he works in the Field of Continuing Education and Educational Management. He is actively involved in research and teaching, with a focus on adult and continuing education, school development, and organizational theory in educational systems. His office is located at Habelschwerdter Allee 45, Room JK 24/115, 14195 Berlin.
Harm Kuper holds a Venia Legendi in General Education Science and all related study programs, indicating his full academic qualification to teach and examine in this field. His academic credentials reflect deep expertise in educational theory and practice.
His research interests center on adult and continuing education, educational evaluation, school quality development, and organizational and system-theoretical approaches to education. He explores how schools use assessment data, how teacher cooperation functions, and how educational systems can be improved through evidence-based practices. His work often bridges theory and policy, contributing to national education reporting and reform initiatives.
The analysis of his recent publications shows a consistent focus on educational assessment, continuing education participation, and the use of data in school leadership. His work spans both theoretical contributions—especially from systems theory—and empirical studies in school and adult education contexts. He frequently collaborates with researchers across Germany and contributes to major handbooks and policy reports.
Harm Kuper has made significant contributions to educational scholarship through numerous publications and edited volumes. Notable works include contributions to the Handbuch Bildungsforschung, Handbuch Weiterbildung, and research on the Adult Education Survey in Germany.
He has supervised and collaborated on multiple research projects related to school evaluation, teacher education, and continuing education policy. His work often involves interdisciplinary teams and contributes to national education monitoring systems. He has also developed methodological tools for school development projects, including guidelines for questionnaire design.
He is affiliated with the research team on Continuing Education and Educational Management at Freie Universität Berlin, contributing to projects such as BiLeQua. His work emphasizes the role of organizational structures, leadership, and feedback mechanisms in improving educational outcomes.
