Motivational Aspects of Teacher Collaboration

The mutual dependency of teacher collaboration and motivation has emerged as a promising research field. This article now sets out to systematically review peer-reviewed articles on the interconnection of these concepts. It looks at main findings, identifies ambiguities and contradictions in the constructs and highlights their contested nature. It is shown that many studies use different theoretical approaches and conceptual operationalizations. This leads to inconsistent empirical findings. In addition, teacher collaboration is often perceived as a threat to teacher autonomy. This is surprising considering that both teacher collaboration and teacher autonomy positively affect teacher motivation according to many empirical findings

Supporting decision-making for sustainable development: Social Network Analyses and Social Network Theory as a tool for policy advice

As of late, scholars of diverse disciplines observe the growing importance of social networks for sustainable development processes. However, in the social sciences concepts of Social Network Analysis (SNA) have been frequently used metaphorically for another purpose (Hwang and Moon 2009, 7). At the same time, metaphorical uses of models can be harmful. “Relying on metaphors as the foundation for policy advice can lead to results substantially different from those presumed to be likely” (Ostrom 2010). This paper argues that empirical techniques of SNA can support evidence-based decision making and policy advice. On this note, results of a theoretically based empirical study are introduced that illustrate why and how SNA provides innovative tools to foster learning processes and synergy effects, bring together key resources and technological know-how and promote advancements and the diffusion of innovative ideas. Furthermore, it is argued that SNA helps to interpret existing networks and to identify innovation potentials in order to generate new information and to reveal new options for further developments

the discursive power of business

Recently, business representatives have begun to create networks that contribute to shaping the sustainable development agenda by influencing the establishment of norms, institutions and discourses. At the same time, there is a wide consensus that the power of transnational private actors in global governance has been neglected by scholars of International Relations (IR) and International Political Economy (IPE). In the past few years, new theoretical frameworks have been developed in order to identify different dimensions of business power in global governance. These approaches commonly observe the growing importance of the discursive power of business representatives and the lack of studies in this field. This paper refers to the research gap and explores how multinational companies implement discursive power in order to shape the discourse on sustainable development. Furthermore, it is argued that the specific social constructions of the concept of ‘sustainable development’ demonstrate ambivalences that the corporations have to deal with

Zu den Chancen und Grenzen der diskursiven Macht multinationaler Unternehmen

Der vorliegende Artikel untersucht, wie multinationale Unternehmen den Diskurs über nachhaltige Entwicklung gestalten. Es wird gezeigt, dass sich Unternehmen an den diskursiven Auseinandersetzungen beteiligen, um privatwirtschaftliche Ideen zu legitimieren. Zudem lässt sich in dem Diskurs ein eigenständiger Typ des Einflusses auffinden, der sich durch diskurs-inhärente Regeln darstellt

Cross-Sector Collaboration in Higher Education Institutions (HEIs): A Critical Analysis of an Urban Sustainability Development Program

In the last years, a shift in the promotion of sustainable development in Higher Education from a focus on universities’ core areas of teaching and research to “whole institution approaches” with an emphasis on the operational management of Higher Education Institutions (HEIs) can be observed in different countries. With the aim to foster sustainability, HEIs have increasingly built cross-sectoral networks, involving not only academics but also practitioners in order to relate sustainability not only to research but also to outreach activities. Although there is an increasing body of literature evaluating such initiatives according to supposedly objective management criteria and indicators, there is still a lack of studies that investigate how the social meaning of knowledge production is (re-)negotiated in and through these partnerships. In this article, we analyze how individuals engaged in a cross-sector partnership make sense of the organizational dilemmas and ambiguities that stem from the complexity of working together across sectors in pursuit of an integrative approach to knowledge production. With the term “sector” we refer to the professional affiliations of the individuals involved in the partnerships, e.g., higher education, administration, formal education or non-governmental organizations. We focus on an illustrative cross-sectoral partnership: The Institute for Sustainable Urban Development (ISU), a collaborative project between Malmö University and Malmö’s city administration to facilitate research and planning collaborations between both organizations in respect to furthering sustainable urban (re-)development and higher education in Malmö, Sweden. By employing a constant comparative approach based on Grounded Theory to analyze data collected with focus groups, semi-structured qualitative interviews and document analysis, we claim that rather than entering a partnership with predefined identities, values and sectoral or professional preferences, individuals engage in a narrative struggle about the organizational character of their partnership. Accordingly, an important avenue for investigating cross-sector partnerships is to explore the constructive dilemma of different organizing principles in a cross-sector partnership, and the way people negotiate the boundaries between them. For the cross-sector partnership studied the constructive dilemma for those engaging in it was to separate and link project, organizational and network organizing principles in their work. Implementing whole institutions approaches in order to promote sustainable development in and through HEIs, would accordingly profit much from a deeper analytical investigation of the process of navigating professional identities and organizational narrative(s) in boundary-spanning, cross-sector partnerships

Regional Patterns of Access and Participation in Non-Formal Cultural Education in Germany

(1) Background: The equality of life chances in Germany is often assessed along the lines of a west/east and urban/rural differentiation in which the latter usually perform worse. One currently popular proposal for addressing these inequalities is to strengthen cultural and arts education. The question arises to what extent regional characteristics genuinely influence participation opportunities and to what extent individual resources still play a decisive role. (2) Methods: Using descriptive analyses and multilevel logistic regression modelling, we investigate the distribution of and participation in non-formal cultural education amongst German youth. (3) Results: We find that differences are more complex than a simple west/east or urban/rural divides. Rather, cultural activities must be considered in terms of their character in order to assess the mechanisms at play. There seem to be differences in the dependency on district funding between very peripheral and very central districts that frame the cultural infrastructure. (4) Conclusions: Regional discrepancies are not uniformly distributed across different fields of education or infrastructure. Simplifying statements that classify peripheral regions the general losers can be refuted here. Simultaneously, more comprehensive data could yield significantly more results than we are currently able to produce

Das fundações locais em iniciativas comunitárias baseadas na Alemanha: Devolvendo críticas à filantropia para o local?

This article explores perceptions of local philanthropic foundations situated in community-based initiative (CBI) policies that aim to achieve educational goals through the establishment of collaborative connections between schools and multiple local actors. Although roles of philanthropy in public education are controversial, scholars have yet to rigorously consider the specific local context of CBIs. We aim to help fill this research gap by investigating the main collective orientations that underlie actions of local foundations in German CBIs. Based on semi-structured interviews with chairpersons in a south German municipality, we examine patterns of experience and attitude through application of the documentary method. The reconstructed collective orientations allow for the identification of four primary roles of philanthropy in CBIs. Notably, the addition of an advocacy role relocates a phenomenon that was previously identified as a disruptive element at a (supra-)national level. These roles suggest potential for philanthropy to engage in local education policy-making. As such, they pose pressing questions that need to be addressed by public authorities and regulators. Este artículo explora las percepciones de fundaciones filantrópicas locales situadas en políticas de iniciativa comunitaria (CBI) que buscan alcanzar objetivos educativos a través del establecimiento de conexiones colaborativas entre escuelas y múltiples actores locales. Aunque los papeles de filantropía en la educación pública son controvertidos, los estudiosos todavía necesitan considerar rigurosamente el contexto local específico de los CBI. Nuestro objetivo es ayudar a llenar esa brecha de investigación, investigando las principales orientaciones colectivas que fundamentan las acciones de las fundaciones locales en los CBIs alemanes. Con base en entrevistas semiestructuradas con presidentes de un municipio del sur de Alemania, examinamos patrones de experiencia y actitud a través de la aplicación del método documental. Las orientaciones colectivas reconstruidas permiten la identificación de cuatro papeles principales de la filantropía en los CBI. Por supuesto, el aumento de un papel de abogacía se refiere a un fenómeno que fue anteriormente identificado como un elemento disruptivo en un nivel (supra) nacional. Estas funciones sugieren potencial para que la filantropía se involucra en la formulación de políticas educativas locales. Como tal, plantean cuestiones urgentes que necesitan ser abordadas por las autoridades públicas y reguladores. Este artigo explora as percepções de fundações filantrópicas locais situadas em políticas de iniciativa comunitária (CBI) que visam alcançar objetivos educacionais através do estabelecimento de conexões colaborativas entre escolas e múltiplos atores locais. Embora os papéis da filantropia na educação pública sejam controversos, os estudiosos ainda precisam considerar rigorosamente o contexto local específico dos CBIs. Nosso objetivo é ajudar a preencher essa lacuna de pesquisa, investigando as principais orientações coletivas que fundamentam as ações das fundações locais nos CBIs alemães. Com base em entrevistas semiestruturadas com presidentes de um município do sul da Alemanha, examinamos padrões de experiência e atitude por meio da aplicação do método documental. As orientações coletivas reconstruídas permitem a identificação de quatro papéis principais da filantropia nos CBIs. Notavelmente, o acréscimo de um papel de advocacia se refere a um fenômeno que foi anteriormente identificado como um elemento disruptivo em um nível (supra) nacional. Essas funções sugerem potencial para a filantropia se engajar na formulação de políticas educacionais locais. Como tal, eles colocam questões prementes que precisam ser abordadas pelas autoridades públicas e reguladores.

The Global Diffusion of Social Innovations – An Analysis of Twitter Communication Networks Related to Inclusive Education

In recent decades, different social innovations – such as lifelong learning, inclusion or Education for Sustainable Development – have had a huge impact on domestic education systems. In an increasingly globalized world, innovations diffuse across national borders. At the same time, diffusion processes seem to be highly influenced by public and private actors, e.g., international organizations (IOs) or non-governmental organizations (NGOs). Both state and non-state actors use social networks and digital communication platforms, such as Twitter, as channels for the diffusion of social innovations and practices. Inclusive education, which has become the main alternative to special schools for the schooling of children with disabilities, is a widely discussed innovation in education and, hence, represents a suitable case for the study of global diffusion processes and the involved actors. Thus, drawing on social network theory (SNT), the aim of this paper is to examine the structure of the Twitter communication network forming around the social innovation of inclusive education. Empirically, we use social network analysis (SNA) to map the communication network; identify central actors; and infer assumptions about the role of different actor groups. Our results show, for instance, that especially NGOs and IOs hold central positions in the network, which enables them to exert influence on the diffusion of innovative ideas. Overall, the findings of our study indicate how the online communication tool Twitter can play a crucial role for actors who seek to influence the global diffusion of social innovations in education and effect education policies, norms and systems at the global, national and regional levels as such

Shaping sustainability: zu den Chancen und Grenzen der diskursiven Macht multinationaler Unternehmen

"Der vorliegende Artikel untersucht, wie multinationale Unternehmen den Diskurs über nachhaltige Entwicklung umgestalten. Es wird gezeigt, dass sich Unternehmen an den diskursiven Auseinandersetzungen beteiligen, um privatwirtschaftliche Ideen zu legitimieren. Zudem lässt sich in dem Diskurs ein eigenständiger Typ des Einflusses auffinden, der sich durch diskurs-inhärente Regeln darstellt." (Autorenreferat)"Recently, corporations have begun to create networks that contribute to shaping the sustainable development agenda by influencing the establishment of norms, institutions and discourses. At the same time, there is a wide consensus that the discursive power of transnational private actors has been neglected by scholars of social sciences. This paper addresses the research gap and explores how multinational companies shape the discourse on sustainable development. It is shown that corporations take part in the discursive processes in order to legitimize ideas of the business community. Furthermore, it is argued that the specific social constructions of the concept of 'sustainable development' are the results of discourse-inherent rules corporations have to deal with." (author's abstract

Bildung für die Zukunft in Zeiten globaler Krisen? Chancen und Dilemmata in der demokratischen und (trans)kulturellen Bildung sowie der Bildung für nachhaltige Entwicklung

Als Konsequenz der Covid-19-Pandemie und der damit verbundenen Schulschließungen in Deutschland fordern Expert*innen aus Wissenschaft, Bildungspolitik und Bildungsverwaltung eine verstärkte Thematisierung von demokratischer und (trans)kultureller Bildung in Schulen sowie neue Strategien zur Umsetzung von Bildung für nachhaltige Entwicklung. Der vorliegende Beitrag wendet sich der Thematik zu und diskutiert die Relevanz der Vermittlung von Aspekten der demokratischen und (trans)kulturellen Bildung sowie der Bildung für nachhaltige Entwicklung zu Zeiten der globalen Pandemie sowie ein daraus resultierendes Dilemma: die Notwendigkeit von Erziehung einerseits (Erhalt der Gesellschaft) und die Unmöglichkeit von Erziehung andererseits (freie Entfaltung einer eigenen Persönlichkeit)