Implementation von Bildungsinnovationen in Netzwerken : Analyse von Schul-Unternehmens-Kooperationen
(2014)
Der vorliegende Beitrag setzt sich mit der Zusammenarbeit innerhalb eines Netzwerkes auseinander und betrachtet insbesondere die Rolle der Zusammenarbeit für die Implementation schulischer Innovationen. Untersuchungsgegenstand der explorativen Studie ist ein Netzwerk bestehend aus einzelnen Lernpartnerschaften zwischen Schulen und Unternehmen. Anhand von zwölf leitfadengestützten Interviews mit Personen aus vier Kooperationen innerhalb des Netzwerkes wird untersucht, 1) durch welche Kriterien die Qualität der Zusammenarbeit innerhalb des Netzwerkes beschrieben werden kann, 2) welche hemmenden und fördernden Bedingungen die Kooperation beeinflussen und 3) in welchem Zusammenhang die Qualität der Zusammenarbeit im Netzwerk mit der Implementation schulischer Innovationen steht. Befunde der Untersuchung geben Hinweise darauf, dass die Zusammenarbeit in Netzwerken als Instrument bei der Implementation von Innovationen angesehen werden kann und liefern mögliche Ansatzpunkte für die weiterführende Kooperations- und Netzwerkforschung.
Die Ausarbeitung eines Konzepts für Nachhaltigkeitsbildung, welches das Ziel hat, nachhaltige Lebensstile zu befördern, muss zwei Barrieren überwinden können: die eine vom Nichtwissen zum Wissen, die andere vom Wissen zum Handeln. Sie zu überwinden, haben sich u. a. zwei Forschungsstränge zum Ziel gesetzt: Die pädagogische Kompetenzforschung, welche die für eine nachhaltige Denk- und Handlungsweise notwendigen Fähigkeiten aufdeckt, und die umweltpsychologische Theorieentwicklung, welche das Zusammenspiel von Umweltbewusstsein und andere auf das Umwelthandeln einwirkende Faktoren fokussiert. Die "Forschungsgruppe Nachhaltiges Produzieren und Konsumieren" des Wuppertal Instituts hat durch den Versuch, beide Stränge zu integrieren, ein eigenes Bildungs- und Kommunikationskonzept zur Förderung nachhaltiger Denk- und Handlungsweisen entwickelt und in die praktische Bildungsarbeit übersetzt. Die Theorie und Praxis dieses Bildungskonzepts sollen hier vorgestellt werden.
Purpose - The Hot Spot Analysis developed by the Wuppertal Institute is a screening tool focussing on the demand of reliable sustainability-oriented decision-making processes in complex value chains identifying high priority areas ("hot spots") for effective measures in companies. This paper aims to focus on this tool.
Design/methodology/approach - The Hot Spot Analysis is a qualitative method following a cradle-to-cradle approach. With the examples of coffee and cream cheese hot spots of sustainability indicators throughout the entire life cycle are identified and evaluated with data from literature reviews and expert consultations or stakeholder statements. This paper focuses on the indicator resource efficiency as an example of how the methodology works.
Findings - The identified hot spots for coffee are the raw material procurement phase in terms of abiotic material, water and energy consumption, the production phase concerning biotic material and the energy consumption in the use phase. For cream cheese relevant hot spots appear in the raw material procurement phase in terms of biotic materials and water as well as biotic materials and energy consumption during the production phase.
Research limitations/implications - Life cycle analyses connected to indicators like resource efficiency need to be applied as consequent steps of a Hot Spot Analysis if a deeper level of analysis is eventually aimed at which is more cost and time intensive in the short term. The Hot Spot Analysis can be combined with other sustainability management instruments.
Practical implications - Research and management can be directed to hot spots of sustainability potential quickly which pays off in the long term.
Originality/value - The paper shows that companies can address sustainability potentials relatively cost moderately.
Die Umweltauswirkungen von Teil-, Miet- oder Tauschangeboten aus dem Bereich der Sharing Economy werden zumeist aus einer Nachhaltigkeitsperspektive betrachtet und dementsprechend mit einer Verminderung des Ressourcenverbrauchs sowie einer gesteigerten Ressourceneffizienz verbunden. Handelt es sich bei Sharing Economy tatsächlich um eine ressourcenschonende, energieeffiziente und für den "Massenmarkt" geeignete Konsumalternative oder haben wir es vielmehr mit einer kurzzeitigen Nischeninnovation einzelner Lifestyle-Communities zu tun?
Resource efficiency in production and technological innovations are inadequate for considerably reducing the current use of natural resources. Both social innovations and a complementary and equally valued strategy of sustainable consumption are required: goods must be used longer, and services that support collaborative consumption (CC) patterns must be extended. "Using rather than owning" strategies, such as product sharing, have the potential to conserve resources. Based on the results of different German studies, this article highlights the resource-saving potentials of CC patterns and recommendations proposed for policies and further research questions. The purpose of this paper is to show that a general resource-saving potential can be realized by "use rather than own" schemes, depending on the application field and the framework for implementation. CC is suitable for making a positive contribution to achieving the Factor 10 target by playing an important role in changing consumer patterns.
Against the background of environmental problems arising from the growing extraction of natural resources and resource depletion, achieving a sustainable development is an indispensable challenge in the twenty-first century. In this article we want to show how socio-technical and product-service innovations can change social practices - the routine doings in everyday life - and, thus, support transition of socio-technical systems. We introduce theoretical considerations on how social practice theories and the framework of the Multi-Level Perspective in transition research can be linked to better understand transition processes from a micro-macro-link perspective. We then present cases based on desk research in the field of practices in bathing, heating and nutrition to show how these have changed over the past decades. Building on this, examples of concepts for sustainable product-service-design in these areas are introduced as leverage points to change social practices in everyday life. These have been developed in research projects or design student seminar works, respectively. We argue that this implies sustainable product-service-systems should be developed in a user- and actor-integrated framework, such as Sustainable LivingLabs. The integration of users and other stakeholders into participatory co-creation processes enables tailored solutions that take actual routines and dependencies seriously into account.
A continuing trend of global urbanization leads to a geographical concentration of population and social activities that causes a regional compression of concomitant resource and energy consumption. This paper argues that a Sustainable Living Lab infrastructure (SusLab) in urban areas facilitates a systematic integration of user's consideration in the design and development of Product-Service Systems (PSS) that enables changes of daily routines in favor of urban wealth development and conservation of ecosystem services. The authors build on the Sustainable Consumption and Production (SCP) Model of the Wuppertal Institute that provides a theoretical framework of sociotechnical rearrangements towards urban sustainability transition. Therefore, a reconfiguration of social practices and PSS in a desired direction according to social, ecological and economic concerns is reconsidered on the micro level in line with efficiency, consistency, and sufficiency strategies. The authors introduce an assessment framework for urban sustainable development and illustrate multifarious concepts of PSS that are aiming to decouple wealth development from resource and energy consumption in urban areas.
It is widely accepted that environmental awareness is essential, yet does not inevitably lead to responsible use of resources. Additional factors on the individual level include the meaning constructed by the term "resources" and the individual and social norms that influence the relevant behavior. Current didactic concepts do not take into account such aspects. Therefore, this article uses a didactic-psychological approach for designing an educational concept for raising awareness for a responsible use of natural resources. Combining insights of environmental psychology and of constructivist didactics, a general principal of "norm-oriented interpretation learning" is outlined to enrich the didactic debate on responsible and efficient resource use. Based on the presentation of a qualifying module for resource efficiency consultants as a practical example of resource education, a new didactical approach, namely "open-didactic exploration" (short form: ODE) is introduced. The article discusses the theory-based elements of ODE and illustrates a step by step process for designing educational materials. This adds to the theoretical debate about a didactic design for resource oriented education. Furthermore, this method can be directly used by practitioners developing education and training material (e.g., teachers, trainers in vocational education). The Wuppertal Institute developed and applied this method in numerous projects. The conclusion and outlook discusses future expectations and scope of the introduced ODE method as a contribution to foster "norm-oriented interpretation learning", suggesting perspectives for further development.
Jointly experimenting for transformation? : Shaping real-world laboratories by comparing them
(2018)
Real-world laboratories (RwLs, German Reallabore) belong to a family of increasingly popular experimental and transdisciplinary research approaches at the science-society interface. As these approaches in general, and RwLs in particular, often lack clear definitions of key characteristics and their operationalization, we make two contributions in this article. First, we identify five core characteristics of RwLs: contribution to transformation, experimental methods, transdisciplinary research mode, scalability and transferability of results, as well as scientific and societal learning and reflexivity. Second, we compare RwLs to similar research approaches according to the five characteristics. In this way, we provide an orientation on experimental and transdisciplinary research for societal transformations, and reveal the contributions of this type of research in supporting societal change. Our findings enable learning across the different approaches and highlight their complementarities, with a particular focus on RwLs.