Marco Strate
Title
Ph.D. HSG
Last Name
Strate
First name
Marco
Email
marco.strate@unisg.ch
Phone
+41 71 224 26 26
11 results
Now showing 1 - 10 of 11
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Item type:Publication, KI-gestützte Entwicklung individueller Kompetenzportfolios: Der CareerBoost Advisor als Prototyp für die schweizerische IT-Branche(2026-06); In an increasingly fast-paced world of work, job seekers and employees are faced with the challenge of continuously reorienting themselves and further developing their skills. In this context, the publication presents a prototype application that supports professionals in the Swiss IT industry in documenting their competencies and receiving personalized further training recommendations based on this. The application is discussed in terms of how competences can be structured and made visible: In a formative trial, the competence framework model underlying the application and the approaches implemented to render competences visible proved to be practicable and useful. At the same time, the research process reveals central design questions. These relate to the suitable entry point for documenting competencies, the appropriate granularity of the competency profile displayed, and the handling of cross-professional and cross-sectoral competencies. Against this background, possibilities for further developing the application are discussed.Type:journal articleJournal:bwp@ Berufs- und Wirtschaftspädagogik – onlineVolume:Spezial HT2025 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Brückenbau zwischen individuellen Kompetenzen, Weiterbildungsangeboten und Anforderungen auf dem Arbeitsmarkt durch KI-gestützte Kompetenzportfolios in der beruflichen Weiterbildung(2025-10-15); The paper explores how AI-supported individual competence portfolios can bridge individual competences, continuing education, and labour market requirements. Addressing the challenge of divergent competence understandings, we develop a relational competence framework model that integrates labour market and education perspectives. Building on this, we designed and piloted a prototype (“Career Boost Advisor”) in the IT sector that makes individual competences visible, analyses match with job profiles and provides tailored training recommendations. Findings highlight the central role of tasks as linking elements between dispositions and competence dimensions. Framed within the concept of a “circular competence economy”, the project contributes to greater transparency, comparability, and advancement of individual competence profiles in dynamic labour and education contexts.Type:journal articleJournal:bwp@ Berufs- und Wirtschaftspädagogik – onlineVolume:48 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The skills shift: From curriculum to competence vitae. An illustrated science short novel about rethinking careers, competences, and the future of work(Institute of Business Education and Educational Management (IWP) | University of St.Gallen (HSG), 2026-10); ; The CV tells a story. But is it the right one? Degrees. Job titles. Years of experience. For decades, the Curriculum Vitae has structured how we judge people's value in the labour market. It feels objective. Rational. Efficient. And yet - mismatches persist. Competences remain invisible. Careers stall. Employers complain about skill shortages while capable people are often filtered out. This illustrated science short novel invites readers into a different way of thinking. Through the intertwined stories of a mid-career event manager, a pressured recruiter, and researchers and an education provider questioning long-held assumptions, the story explores a simple idea: competences are not trophies collected along a linear ladder. They are relational, developmental, and deeply tied to diverse tasks and contexts. What if we stopped asking Where have you worked? And started asking What do you know what can you do, and what do you value - and under which conditions? Grounded in the Swiss labour market and education system, and informed by current research, this book introduces the concept of the Competence Vitae.Type:book - Some of the metrics are blocked by yourconsent settings
Item type:Publication, KI-gestützte Entwicklung von individuellen Kompetenzportfolios(2025-03-17); Poster: KI-gestützte Entwicklung von individuellen Kompetenzportfolios Kompetenzen in der beruflichen Weiterbildung werden aus Sicht von Bildungsanbietern und aus der Perspektive vom Arbeitsmarkt unterschiedlich modelliert (Gallagher 2018). Mögliche alternative Formen von Kompetenz-Credentials bekommen eine verstärkte Verbreitung (ICDE 2019). Dies erschwert es dem Individuum einen transparenten Ausweis seiner Kompetenzen zu entwickeln. Ein Abgleich mit Anforderungen ist in Phasen von beruflicher (Um-)Orientierung, in der Frage der Passung zu aktuellen Stellenanforderungen, dem Aufdecken von eigenen Kompetenz-Lücken als auch der Auswahl von möglichst passenden beruflichen Weiterbildungen relevant. Das Projekt folgt einem Design based Research Ansatz (Euler 2014) und versucht parallel zur Innovation eine Entwicklung von evidenzbasierten und konzeptionell fundierten Gestaltungsprinzipien für individuellen Kompetenzportfolios und Services zur Dokumentation formell und non-formal erworbener Kompetenzen zu erarbeiten. Zentral ist die Entwicklung eines Prototyps, der aktuell für die ICT-Branche im Feld zur Erprobung ist (https://www.evrlearn.ch/career-boost/welcome). Im Projekt “Swiss Circular Economy of Skills and Competences”, gefördert durch Innosuisse, wurden dazu verschiedene Kompetenzmodelle und Aufgabenhierarchien analysiert und ein relationaler Rahmen von arbeitsmarktorientierten Berufsinformationsquellen (z. B. ESCO) und bildungssystemorientierten Kompetenzmodellen (z. B. aus dem Bereich der beruflichen Erstausbildung) verknüpft. In Zusammenarbeit mit dem Natural Language Processing Lab der EPFL konnte ein KI-gestützter Prototyp entwickelt werden, der sowohl eine teilautomatisierte Kompetenzidentifikation aus Dokumenten (formale Bildungsabschlüsse, Arbeitszeugnisse, Lebensläufen) ermöglicht, sowie eine selbstreflexive Erfassung von Kompetenzen erlaubt. Mit diesem Service kann ein Individuum in einem ersten Schritt seine individuellen Kompetenzen im Abgleich mit einem branchentypischen Berufsprofil oder mit den aktuellen ausgeschriebenen Stellen in der Schweiz im ICT-Sektor vergleichen. Daraus wird eine Passung ermittelt und Kompetenz-Lücken identifiziert. In einem nächsten Schritt kann über ein ebenfalls KI-gestütztes Empfehlungssystem eine Auswahl an möglichst passgenauen Weiterbildungsangeboten erfolgen. Literatur: Euler, D. (2014). Design-Research–a paradigm under development. Design-based research, 27, 15-44. Gallagher, S. R. (2018, December). Educational credentials come of age - A survey of the use and value of educational credentials in hiring. https://www.northeastern.edu/cfhets/wpcontent/uploads/2018/12/Educational_Credentials_Come_of_Age_2018.pdf ICDE. (2019, January). Report of the ICDE Working Group on The Present and Future of Alternative Digital Credentials (ADCs). https://static1.squarespace.com/static/5b99664675f9eea7a3ecee82/t/5cc69fb771c10b798657bf2f/1556520905468/ICDE-ADC+report-January+2019+%28002%29.pdfType:conference contribution - Some of the metrics are blocked by yourconsent settings
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Item type:Publication, Organisationale Lernfähigkeit und dafür nötige Kompetenzen von Führungskräften(2023-02-15)Type:conference speech - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Making Competences Visible: Collecting Puzzle Pieces of Evidence to Capture, Show, and Explain What You Know, Can Do, and Value(2026-03-21); ; Knowledge workers solve problems, make decisions, and learn continuously—yet much of the "knowledge" they produce in the form of personal notes and sense-making artifacts largely remains invisible to the public, as it is usually kept personal. Notes are taken, files are stored, and insights accumulated, but it often remains unclear how work done in the past translates into competences in future that others can understand, trust, or meaningfully evaluate. This session shows how Tools for Thought—in this case [Obsidian.md](http://obsidian.md/)—can help bridge this gap. Rather than focusing on tools or workflows for their own sake, we address what knowledge workers actually need: ways to capture work-related outcomes, connect them coherently over time, and present them in forms that make competences visible and credible. We demonstrate how connected note environments can support four practical moves: - Capturing key decisions, insights, and work artifacts as they occur - Reflectively connecting these materials so patterns of practice and capability emerge over time - Validating skill claims with concrete examples instead of vague self-descriptions - Presenting knowledge, skills and experience in ways that others can follow and assess Using personal examples from research, teaching, and project-based work, we show how Tools for Thought can function as a personal competence record: a living resource that supports reflection, collaboration, and professional communication—without turning knowledge work into bureaucratic reporting. Format: Talk with short examples and discussion **References (Selection)** - Dilger, B. & Strate, M. (2025). Brückenbau zwischen individuellen Kompetenzen, Weiterbildungsangeboten und Anforderungen auf dem Arbeitsmarkt durch KI-gestützte Kompetenzportfolios in der beruflichen Weiterbildung. bwp@ Berufs- und Wirtschaftspädagogik – online, 48, 1–19. https://www.bwpat.de/ausgabe48/dilger_strate_bwpat48.pdf - Hartig, J., Klieme, E. (2006). Kompetenz und Kompetenzdiagnostik. In: Schweizer, K. (eds) Leistung und Leistungsdiagnostik. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-33020-8_9 - Siegel, S. T., & Lohner, D. (2024). Wissensmanagement von Lehrenden mit „Digital Tools for Thought“: Potenziale, Grenzen und Einsatzmöglichkeiten. Neues Handbuch Hochschullehre (NHHL), 114, 1–20. - Siegel, S. T., Lohner, D., & Arnold, M. (2025). Reimagining Teaching Portfolios Through Personal Knowledge Management with Digital Tools for Thought. Zeitschrift für Hochschulentwicklung, 20(3). https://doi.org/10.21240/zfhe/20-3/11Type:digital resource - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Gewusst wie: Organisationales Lernen und Wissensmanagement bei Personalabgängen – Eine posthumanistisch-praxistheoretische Erschliessung(2026-09-18)This thesis examines how organisational knowledge management is practised in the context of employee departures and how this contributes to the stabilisation and transformation of other practices. It starts from the observation that the knowledge required to carry out work processes and generate innovation is becoming increasingly diverse and complex, while organisations simultaneously face a growing number of anticipated employee departures – potentially with substantial consequences for organisational performance. Against the backdrop of a research field dominated by a socio-cognitivist transfer logic, organisational knowledge management in the case of employee departures is analysed on the basis of a posthumanist practice-theoretical understanding following Gherardi (2019): knowledge is understood as situated, collective knowing-in-action in a socio-material environment, with agency emerging from the connectedness of practice elements within the unfolding action. Empirically, the thesis draws on a qualitative-interpretive research design guided by the principles of a constructivist Grounded Theory approach (Charmaz, 2000, 2025). The analysis is largely based on the shadowing of unfolding practices (Czarniawska, 2007, 2018) in the context of the departures of two long-serving employees from an administrative unit within the Swiss Federal Administration. In addition, Interviews to the Double (Nicolini, 2009a), semi-structured interviews and workshops are conducted. The empirical analysis results in a reconstruction of the practice of “knowledge transfer”, showing how, in the administrative unit studied, knowledge associated with departing employees is activated and made accessible to successors in cases of employee departures. In doing so, the thesis provides insight into the context-specific organisation of knowledge management during employee departures – particularly with regard to its methodological enactment, materialisation, and the positions accorded to practitioners. At the same time, the analysis makes visible both stabilising dynamics and medium- to long-term dynamics of change that emerge from the practice of “knowledge transfer” and affect the work environment of departing employees. Moreover, the thesis highlights both existing connections and potential linkages between knowledge management practices and other organisational practices within an organisation-wide practice texture, making empirically accessible how these relations enable, shape and constrain the unfolding of knowledge management. Finally, in light of the empirical analyses, routinisation, standardisation, formalisation and institutionalisation are discussed as dynamics through which knowledge management practices are (made to be) reproduced as recognisable entities across situations. Overall, the thesis contributes to the field of organisational knowledge management by rendering productive a posthumanist practice-theoretical perspective on the context-specific organisation, embeddedness and long-term anchoring of knowledge management in the case of employee departures. Limitations and avenues for future research arise in particular from a conceptual focus on the exchange between departing employees and their successors, and, relatedly, on the period prior to their departure.Type:doctoral thesis - Some of the metrics are blocked by yourconsent settings
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