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						<h1 itemprop="headline">Julia Hannemann – 1st year PhD presentation</h1>
						
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							<p class="text--intro" itemprop="description">Skilling for the Future: A Multi-Level Perspective on Digital Re- and Upskilling, and What Drives Success in Practice</p>
						
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														Wednesday 19  August 2026,
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														&nbsp;at 09:00 -  09:45
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									<p><strong>Supervisors:&nbsp;</strong>Mirja Hubert &amp; Oana Vuculescu<br><strong>Discussants:&nbsp;</strong>Franziska Günzel-Jensen &amp; Ingo Kleindienst</p>
<p><strong>Abstract</strong><br>The accelerating pace of digital transformation has created a growing gap between existing workforce competencies and the skills required in modern labor markets. Re- and upskilling initiatives have emerged as central mechanisms to address this gap, yet knowledge about how to effectively integrate digital skills across individual, organizational, and societal levels remains limited. This PhD project addresses this challenge through a multi-paper approach grounded in Zimmermann's Empowerment Theory (2000).</p>
<p>The first paper presents a computational literature review (CLR) of the existing research landscape on re- and upskilling programmes. By applying machine learning-based topic modelling to a large body of scientific literature, the study inductively maps current research themes, examines how re- and upskilling are discussed across micro, meso, and macro levels, and examines the role digital skills play across the identified research themes. On this basis, a future research agenda is developed that outlines how digital skills can be more systematically integrated into re- and upskilling initiatives.</p>
<p>Building on these insights, the second and third papers shift from mapping the landscape to investigating what works in practice. Drawing on data collected in collaboration with grassroots organizations, these studies follow unemployed individuals across their full re- and upskilling journey: from the pre-learning phase through to post-programme labour market outcomes. Guided by Self-Determination Theory (Deci &amp; Ryan, 1985), the research examines how individuals' motivation evolves across the learning journey and to what extent autonomous motivation predicts course completion and labour market re-entry. Furthermore, it investigates which programme design characteristics, such as format, timing, and group composition, moderate the relationship between motivation and successful participation and re-employment outcomes. Taken together, the findings aim to yield evidence-based design recommendations for re- and upskilling programmes in grassroots contexts, with broader implications for organizational practice.</p>
<p><em>Everyone is welcome!</em></p>
								
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