Cultural antecedents of sustainability and regional economic development - a study of SME ‘Mittelstand’ firms in Baden-Württemberg (Germany)

This paper examines behavioural and regional/geographic cultural antecedents of sustainability in SME contexts. The study identifies prevailing macro-representations of sustainability in the literature and highlights an over-focus on large firms constituting the predominant unit of analysis. Moreover, there is a propensity in the literature to view sustainability primarily in terms of ‘environmental’ – closely linked to a corporate strategic imperative narrative of economic competitiveness and profitability. Overall, this perspective tends to generate accounts which are acultural, apolitical and ahistorical in terms of innovative actions and sustainability practices. In response, using a conceptual framework of moral identity, the paper develops a more micro-foundational insight to sustainability (developing notions of ‘tangible’ and ‘intangible’) and examines regional economic development attitudes at individual owner-manager/managing director level in small-to-medium-sized firms. Methodologically, an inductively framed interview schedule was employed with owner-managers and managing directors (n = 30) of manufacturing SMEs in the Baden-Württemberg region (Germany). The study identified a range of micro-foundational behavioural antecedents operating in the sample companies. In particular, it underlined that many of the SME owner-managers/managing directors expressed views informed by a particular moral identity connected with a perspective rooted in regionally bound, longstanding and ‘expected’ behaviours of trust, fairness, honesty and community responsibility

Early childhood educators’ competences for supporting children’s academic language skills in Germany

This study investigates early childhood educators’ language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages). Second, we probed their ability to make relevant linguistic observations in videotaped child–educator interactions. Third, we asked them to select adequate language interventions for the observed child. The participants’ knowledge and observing ability scores were slightly above 50% but they scored low in selecting effective interventions. More detailed analyses indicate that those with a higher level of secondary education outperformed low-educated early-years-professionals. Only those with intensive specialist training were better equipped to choose appropriate intervention methods. We discuss the results in light of the current German and (inter-) national practice of early childhood educators’ professional training and suggest a greater emphasis on linguistics and language awareness in their education