Assessing and Comparing E-Mail Responsiveness in the Bavarian Public Sector

E-mail is the most important electronic communication medium for governments with their constituents. While there are a lot of matur ity models and benchmarking studies focusing on the tech nological and organizational integration of information technology in governments, the “customer side” of e-government maturity has been often neglected. Replicating studies from Australia, New Zealand, Slovenia and Denmark, this study explores the responsiveness concerning customer-government e-mail correspondence for the Bavarian Public Sector. Our study assesses the response rate and quality of 375 e-mails send to public administrations in Bavaria. Our results show that the Bavarian Public Administration has a poor responsiveness compared to other countries in terms of both quantity and quality. Based on our results, we provide recommendations for future research and practice

Annulment proceedings and multilevel judicial conflict

This open access book provides an exhaustive picture of the role that annulment conflicts play in the EU multilevel system. Based on a rich dataset of annulment actions since the 1960s and a number of in-depth case studies, it explores the political dimension of annulment litigation, which has become an increasingly relevant judicial tool in the struggle over policy content and decision-making competences. The book covers the motivations of actors to turn policy conflicts into annulment actions, the emergence of multilevel actors’ litigant configurations, the impact of actors’ constellations on success in court, as well as the impact of annulment actions on the multilevel policy conflicts they originate from

International Students as Future Immigrants?!

Die vorliegende Studie untersucht, wie Hochschulen und ihr Personal politische und gesellschaftliche Erwartungen wahrnehmen, interpretieren und letztendlich in ihre Praxis einfließen lassen. Im Zentrum der Analyse steht der Verbleib hunderttausender internationaler Studierender, die zwischen 2010 und 2019 zum Studium nach Deutschland und Kanada zugewandert sind. Ihnen wird seitens der Politik ein hohes Fachkräfte- und Einwanderungspotenzial attestiert. Das Erkenntnisinteresse der Arbeit umschließt drei Teilbereiche: Erstens, das Ausmaß der deutschen und kanadischen ‚Bleibepolitik‘ sowie die einschlägigen Erwartungen an Hochschulen. Zweitens, die berichtete Hochschulpraxis und drittens, die institutionellen Zusammenhänge zwischen Erwartung und Praxis. Die Ergebnisse zeigen, dass die Mehrheit der untersuchten Hochschulen den Verbleib internationaler Studierender auch ohne eine von außen zugeschriebene Zuständigkeit aktiv fördert. Einerseits konnten die befragten Hochschulprofessionellen ihre Beratungs- und Betreuungsangebote größtenteils frei und eigenverantwortlich gestalten. Andererseits war der Raum dessen, was aus Sicht des Personals als möglich und wünschenswert erschien, stark vorgeprägt durch den jeweiligen Landeskontext und die dort institutionalisierten Erwartungen: In Kanada stand der Gedanke des Wettbewerbs um internationale Studierende als zahlende Kundschaft und potentielle Einwanderinnen und Einwanderer häufig im Vordergrund. In Deutschland waren Hochschulen vergleichsweise weniger markt- und wettbewerbsorientiert. Die Handlungs- und Interpretationsmuster des Personals zeugten häufig von dem gleichen migrationspolitischen Pragmatismus, der in den vergangenen Jahrzehnten die Bundes- und Landespolitik mitbestimmt hatte. Internationale Studierende wurde somit als potenzielle Fachkräfte konstruiert, nicht aber als mögliche Einwanderinnen und Einwanderer.This research explores how higher education institutions respond to societal expectations, asking three interconnected questions: First, what are Canada and Germany’s public higher education institutions expected to do to support the post-study retention of international students? Second, what do they report to be doing? And third, how are their reported practices and rationales associated with the expectations held by government agencies, the private sector, and other audiences outside of their formal boundaries? The findings show that between 2010 and 2019, a majority of higher education institutions in Canada and Germany chose to actively facilitate international students’ transition to host country employment and, albeit to a lesser extent, immigration. Although the surveyed career development and international education professionals had considerable leeway to design student services, their actions were found to be focused by the oftentimes pro-(im)migration rules, norms, and beliefs that surrounded them. In Canada, many of the professionals were found to have internalized the same market and human capital orientation that had been promoted by the Canadian government and other stakeholders for decades. To them, international students were potential immigrants and paying customers in a competitive, globalized education market. In Germany, higher education practices were found to be less market-driven. Furthermore, most professionals in Germany were found to echo their country’s historically reluctant and pragmatic approach to migration. Many reported to actively prepare international students for employment in Germany, but not for long-term immigration

(D)River of Change? The local implementation of the EU Water Framework Directive in Germany

Related to issues such as the global climate change, growing populations, and industrial pollution, the world is experiencing a decrease of quality and quantity of freshwater resources with tremendous impact on the well-being of people, as well as future social and economic development. As a result, appropriate governance approaches that integrate the complexities surrounding the issue of water management are needed to protect contemporary water resources and prevent any further deterioration. Through the introduction of the European Union Water Framework Directive (EC/60/2000), the European Union (EU) and its member states have aimed at tackling these issues by introducing a wide range of policy obligations to the European member states, including, but not limited to, a specific focus on public consultation during the process of planning and implementing measures to improve the general quality of European waters, thus making public participation a central element of water protection in the EU. However, being based on the local contexts at hand, approaches to public participatory processes may be argued to be highly diverse, making it difficult to understand the functionality in terms of contributing effectively to the aims of the directive. Therefore, the thesis is informed by the question of “how we may identify local and regional differences in approaches to active public participation in the context of common policy-objectives?”, leading to the sub-question of “how can we understand those differences in the context of the Water Framework Directive in Germany?”. The thesis answers these questions via the application of a Qualitative Comparative Analysis to two cases in Germany. The analysis shows strong differences in the implementation of participatory processes in the context of the WFD across both cases, as well as insufficiencies, for instance when it comes to adjusting the participatory process to the local and regional needs

Kaasamisprotsesside tõhusus ja tulemuslikkus ökoloogilise võrgustiku planeerimisel ning rakendamisel mitmetasandilises valitsemismudelis

Ecological networks aim to integrate biodiversity conservation with sustainable spatial development. Their governance in Europe is shaped by the interplays between multiple actors from various levels along spatial and jurisdictional-institutional scales. Despite the calls for greater public and stakeholder involvement, the legitimacy or social robustness of spatial planning and biodiversity policies in Europe has continuously been questioned by various stakeholders. This thesis, drawing on a set of qualitative case studies, provides some reflections on the participatory development of certain ecological network initiatives foremost in Estonia (e.g. the Natura 2000 and the national Green Network), as well as in other EU countries. The following questions are addressed. (1) To what extent are participatory approaches able to effectively build stakeholder awareness? (2) What are instances of and factors contributing towards knowledge integration and social learning within participatory processes? (3) Which conditions affect the legitimacy of ecological network governance? Landowners are one key stakeholder group within the Natura 2000 designations and management. Yet, their awareness on important topics, like socio-economic implications of designations, or on formal rules of consultations in the Estonian cases was rather vague. The way information is exchanged, but its content also affects the success of communication: broad awareness-raising campaigns (e.g. information distributed via mass media) are not likely to satisfy stakeholders’ specific information needs and build their trust towards environmental authorities. More personalised involvement tools are needed to raise landowners’ awareness. In the Estonian Natura 2000 consultations, mostly scientific knowledge stood at the forefront, but the participatory delineations of the Green Network allowed the inclusion of knowledge from a broader set of stakeholders. Trust in each other’s expertise, but also certain attributes of the decision-making context, and of participatory processes (e.g. goal definition, continuity of contacts) facilitated knowledge integration in the latter case. Conflictive situations can also catalyse learning among stakeholders, e.g. support them to become aware of and respectful towards each other’s concerns. The cases have illustrated several challenges that the complex architectures of multi-level governance contexts pose on certain normative criteria for assessing legitimacy, e.g. for inclusion, accountability or transparency. Under different contexts, stakeholders tend to wear “multiple hats”, e.g. represent different kinds of interests, or are carriers of various knowledge claims. Often the concrete situation determines which one of such “hats” will be the most important. Here, the legitimacy of decision-making foremost depends on what kinds of stakeholders’ concerns are considered and/or included in the processes and their outcomes. Stakeholder analyses could help to identify the actors, analyse their roles, claims, and their relevance. The issue(s) at stake also affect stakeholders’ expectations towards participatory decision-making. So, stakeholders’ expectations towards participation, but the overall process boundaries should also be clarified from the outset, in order to avoid raising unjustified expectations. If conflicts within ecological network governance are caused by fundamental differences in frames, i.e. the various ways people make sense of problems, re-framing exercises could be one solution to reconcile such conflicts. Re-framing helps stakeholders to focus on common aspects in their views, which could facilitate mutual understanding and collaboration. Ultimately, participatory practices are influenced by the prevailing participatory culture, e.g. the ways different stakeholders, including public officials, have been used to conceptualise and exercise participation.Ökovõrgustike planeerimine ja rakendamine ühendab maastiku ökoloogilised funktsioonid mitmesuguste sotsiaal-majanduslike aspektidega ning hõlmab geograafilisi ja administratiivtasandeid kohalikest omavalitsustest Euroopa Liiduni (EL). Asjaliste (ingl stakeholders) kaasamist otsustusprotsessidesse peetakse mitmetel pragmaatilistel ning normatiivsetel kaalutlustel oluliseks ökovõrgustike valitsemise osaks. Väitekiri tugineb juhtumiuuringute analüüsil, käsitledes ökovõrgustikega seonduvate kaasamisprotsesside tõhusust ja tulemuslikkust Eestis ning mõnedes teistes EL riikides, ning juhindub järgmistest uurimisküsimustest. (1) Kuidas saab kaasamisega toetada tulemuslikku suhtlust eri osapoolte vahel (sh tõsta maaomanike teadlikkust) Natura 2000 alade määratlemise kontekstis? (2) Millistel juhtudel on / ei ole kaasamine toiminud õpi- ning erinevate asjaliste teadmisi koondava protsessina? Millised faktorid seda mõjutavad? (3) Millised asjaolud määravad otsustusprotsesside ja nende tulemite legitiimsuse (s.t vastuvõetavuse)? Maaomanikud on Natura 2000 võrgustiku moodustamisel üks olulisimaid asjalistegruppe. Analüüsitud juhtumid näitavad, et laialdased avalikustamiskampaaniad ei suuda rahuldada maaomanike spetsiifilist infovajadust, kuid vahetumad ja konkreetsemat sisulist infot pakkuvad suhtlusvormid (nt telefonivestlus looduskaitseametnikuga või osalemine asjaliste koosolekutel) tõstavad tõenäolisemalt maaomanike teadlikkust ning aitavad ennetada arusaamatusi maaomanike ja looduskaitse-ekspertide vahel. Eesti Natura 2000 alade määratlemine põhines eeskätt teaduslikel alustel, kuid maakondade rohevõrgustiku planeerimine võimaldas paljude erinevate teadmistega asjaliste kaasamist. Viimasel juhul olid määravad edutegurid otsustusprotsessi varases etapis loodud usalduslik kontakt ja osapoolte vahelise hea suhte järjepidevus. Kui varasemalt on leitud, et kaasamine on õpiprotsess eeskätt koostööliste suhete tingimustes, siis käesolev uurimus kinnitab, et ka konfliktiolukorrad võivad soodustada üksteise seisukohtade ja huvide teadvustamist ning nendega arvestamist. Valitsustasandite paljusus võib takistada tõhusat teabevahetust neil toimivate asjaliste vahel, samuti asjaliste võrdväärset kaasamist, vastutusvaldkondade selget piiritlemist ja otsustetegijate aruandekohustuse (accountability) täitmist mitme erineva valitsustasandi ees. Laiapõhjaline asjaliste kaasatus (inclusion) otsustusprotsessidesse ei pruugi alati tagada lõplike otsuste legitiimsust. Otsuste vastuvõetavust mõjutavad siinkohal eeskätt asjaliste hinnangud sellele, kuivõrd nende panusega on kaasamisel arvestatud. Asjalised võivad eri olukordades esindada väga mitmesuguseid rolle, millele vastavalt nad otsustesse panustavad, nt oma teadmiste või huvide kajastamisega. Asjalistel on tihti ka erinevad ootused kaasamisprotsesside ülesehituse ja tulemuste osas, seega tuleks ekslike ootuste vältimiseks kaasamise aluspõhimõtted ning täpsemad protsessireeglid varakult kõigi osapooltega läbi rääkida. Asjaliste analüüs (stakeholder analysis) võimaldab otsusetegijail asjalisi ja nende rolle kaardistada ning lõppkokkuvõttes hinnata, milliseid osapooli tuleks antud kontekstis esmajoones kaasata. Väitekirjas tuli esile legitiimsuseuuringutes seni vähest kajastamist leidnud aspekt, et otsuste illegitiimsus võib tuleneda ka asjaolust, et kaasamisel pole piisavalt arvestatud märkimisväärsete erinevustega asjaliste probleemikäsitlustes (frames). Seda tüüpi vastuolude lahendamisel võib abi olla probleemide ümbersõnastamisest (re-framing) nii, et keskendutakse seisukohtades peituvaile ühisjoontele, millele ehitada üles edasine arutelu ning võimalik koostöö. Selgus ka, et mõnesid Eesti keskkonnakorralduspraktikas laialdaselt kasutatavaid kaasamisvorme (nt avalikke koosolekuid) peavad asjalised ebapiisavateks võimalusteks otsuseid mõjutada. Võimalik, et koosolekuid jt sarnaseid kaasamisvorme aitaksid tõhustada nende parem organiseeritus, mida soodustaksid nt professionaalsed hõlbustajad (facilitators) või ametnike koosolekujuhtimisalaste oskuste arendamine. Kaasamise tõhusust ja tulemuslikkust mõjutab suuresti ka osalus- ja kaasamiskultuur: erinevate asjaliste, sh ametnike arusaamad kaasamisest-osalusest.Publication of this dissertation has been supported by the Estonian University of Life Sciences and by the Doctoral School of Earth Sciences and Ecology created under the auspices of European Social Fund

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Industrial policy and the great divergence

We discuss recent work evaluating the role of the government in shaping the economy during the long 19th century, a practice we refer to as industrial policy. We show that states deployed a vast variety of different policies aimed at, primarily, but not exclusively, fostering industrialization. We discuss the thin, but growing literature that evaluates the economic effects of these policies. We highlight some fruitful avenues for future study