287 research outputs found
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. âRelying on metaphors as the
foundation for policy advice can lead to results substantially different from
those presumed to be likelyâ (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 âsustainable developmentâ
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
ĂŒber nachhaltige Entwicklung gestalten. Es wird gezeigt, dass sich Unternehmen
an den diskursiven Auseinandersetzungen beteiligen, um privatwirtschaftliche
Ideen zu legitimieren. Zudem lÀsst sich in dem Diskurs ein eigenstÀndiger Typ
des Einflusses auffinden, der sich durch diskurs-inhÀrente 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 universitiesâ core areas of teaching and research to âwhole institution approachesâ 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 âsectorâ 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 Malmöâs 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
The Global Diffusion of Social Innovations â An Analysis of Twitter Communication Networks Related to Inclusive Education
In recent decades, different social innovations â such as lifelong learning, inclusion or Education for Sustainable Development â 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
Das fundaçÔes locais em iniciativas comunitĂĄrias baseadas na Alemanha: Devolvendo crĂticas Ă 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 artĂculo explora las percepciones de fundaciones filantrĂłpicas locales situadas en polĂticas de iniciativa comunitaria (CBI) que buscan alcanzar objetivos educativos a travĂ©s del establecimiento de conexiones colaborativas entre escuelas y mĂșltiples actores locales. Aunque los papeles de filantropĂa en la educaciĂłn pĂșblica son controvertidos, los estudiosos todavĂa necesitan considerar rigurosamente el contexto local especĂfico de los CBI. Nuestro objetivo es ayudar a llenar esa brecha de investigaciĂłn, 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 travĂ©s de la aplicaciĂłn del mĂ©todo documental. Las orientaciones colectivas reconstruidas permiten la identificaciĂłn de cuatro papeles principales de la filantropĂa en los CBI. Por supuesto, el aumento de un papel de abogacĂa se refiere a un fenĂłmeno que fue anteriormente identificado como un elemento disruptivo en un nivel (supra) nacional. Estas funciones sugieren potencial para que la filantropĂa se involucra en la formulaciĂłn de polĂticas educativas locales. Como tal, plantean cuestiones urgentes que necesitan ser abordadas por las autoridades pĂșblicas y reguladores. Este artigo explora as percepçÔes de fundaçÔes filantrĂłpicas locais situadas em polĂticas de iniciativa comunitĂĄria (CBI) que visam alcançar objetivos educacionais atravĂ©s do estabelecimento de conexĂ”es colaborativas entre escolas e mĂșltiplos atores locais. Embora os papĂ©is da filantropia na educação pĂșblica sejam controversos, os estudiosos ainda precisam considerar rigorosamente o contexto local especĂfico dos CBIs. Nosso objetivo Ă© ajudar a preencher essa lacuna de pesquisa, investigando as principais orientaçÔes coletivas que fundamentam as açÔes das fundaçÔes locais nos CBIs alemĂŁes. Com base em entrevistas semiestruturadas com presidentes de um municĂpio do sul da Alemanha, examinamos padrĂ”es de experiĂȘncia e atitude por meio da aplicação do mĂ©todo documental. As orientaçÔes coletivas reconstruĂdas permitem a identificação de quatro papĂ©is principais da filantropia nos CBIs. Notavelmente, o acrĂ©scimo de um papel de advocacia se refere a um fenĂŽmeno que foi anteriormente identificado como um elemento disruptivo em um nĂvel (supra) nacional. Essas funçÔes sugerem potencial para a filantropia se engajar na formulação de polĂticas educacionais locais. Como tal, eles colocam questĂ”es prementes que precisam ser abordadas pelas autoridades pĂșblicas e reguladores.
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
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