Suchergebnisse

Seit einigen Jahren wird in verschiedenen wissenschaftlichen Disziplinen die wachsende Relevanz sozialer Netzwerke für Innovationen im Bildungsbereich beobachtet. Gleichwohl mangelt es an Studien über die Etablierung von Bildungsinnovationen, die auf empirische Techniken der Sozialen Netzwerkanalyse zurückgreifen. Soziale Netzwerkanalysen helfen dabei zu verstehen, wie normative und komplexe Konzepte realisiert werden sowie was die Möglichkeiten innovativer Ideen im erziehungswissenschaftlichen Kontext sind. Der Beitrag adressiert den Forschungsmangel und wendet sich der Bedeutung sozialer Netzwerke im Kontext der Etablierung von Bildungsinnovationen zu. Präsentiert werden Ergebnisse theoretisch geleiteter Sozialer Netzwerkanalysen, die in fünf unterschiedlichen Kommunen durchgeführt wurden. Es wird gezeigt, dass die Innovationsnetzwerke auf der einen Seite gekennzeichnet sind durch dichte Cliquenstrukturen und zentrale Akteure, die die Herausbildung gemeinsamer Werte und Vertrauen fördern. Auf der anderen Seite unterstützen Akteure mit Brokerfunktionen die Diffusion von Innovationen. Insgesamt weisen die Ergebnisse auf den Nutzen der Sozialen Netzwerkanalyse in Bezug auf ein besseres Verständnis der Implementation von Innovationen im Bildungswesen hin. (DIPF/Orig.).;;;Scholars of diverse disciplines have begun to observe the growing importance of social networks for educational innovations. However, there is still a lack of studies that analyze the implementation of educational innovations by drawing on empirical techniques of Social Network Analysis (SNA). SNA research is critical to help us understand both how normative and complex social innovations are realized and what the possibilities of innovative ideas in educational contexts are. This article addresses the research gap and seeks to better understand the role of social networks in the implementation of educational innovations. It presents results of theoretically based empirical studies that implement SNA in five different German municipalities. It shows, for example, that the innovation networks are characterized by both dense cliques and central actors that foster the formation of shared values and trust, on the one hand, and brokerage positions that support the diffusion of innovations, on the other hand. Altogether, results point to the value of SNA methodology in understanding implementation of educational innovations. (DIPF/Orig.).

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.

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.

Cultural education has recently been particularly emphasized as key for the promotion of equal opportunities, social cohesion and political engagement. While the relationship between political engagement and formal education has been extensively discussed, little research has been conducted on non‐formal types of education, such as non‐formal cultural education (NCE) in particular. However, the share of NCE programmes is becoming increasingly important as more and more formal institutions are reducing their cultural education programmes. This article examines, firstly, whether NCE actually promotes political engagement and, secondly, who effectively participates in NCE programmes. Using data from the eighth wave (2016–2017) of the German National Educational Panel Study, we implement a mediation analysis within ordered logistic regression models to disentangle the mechanisms at play. Our results indicate that NCE exerts a small but significant effect on political engagement directly and indirectly via political discussions and political interest. However, participation in NCE is strongly influenced by social strata. The advantages of NCE are therefore not evenly distributed across the German population.

Cultural education has recently been particularly emphasized as key for the promotion of equal opportunities, social cohesion and political engagement. While the relationship between political engagement and formal education has been extensively discussed, little research has been conducted on non‐formal types of education, such as non‐formal cultural education (NCE) in particular. However, the share of NCE programmes is becoming increasingly important as more and more formal institutions are reducing their cultural education programmes. This article examines, firstly, whether NCE actually promotes political engagement and, secondly, who effectively participates in NCE programmes. Using data from the eighth wave (2016–2017) of the German National Educational Panel Study, we implement a mediation analysis within ordered logistic regression models to disentangle the mechanisms at play. Our results indicate that NCE exerts a small but significant effect on political engagement directly and indirectly via political discussions and political interest. However, participation in NCE is strongly influenced by social strata. The advantages of NCE are therefore not evenly distributed across the German population.

The outbreak of the COVID-19 pandemic led to enormous societal changes worldwide and touched many different areas of daily life. One of the most serious restrictions to contain the pandemic was the closure of schools and kindergartens. Particularly in countries with comparatively low levels of digitalization in schools, this situation opened up opportunities for private actors to gain importance and influence in the education sector. For this article, we draw on policy network approaches and network theory to analyze Twitter discussions around digital learning and homeschooling during the period of school closures in Germany due to the COVID-19 crisis. We use social network analysis to identify the actors involved and their influences in the issue-specific Twitter communication network. In recent years, Twitter has been increasingly used for exchanges on education policy content, mainly by political and civil society actors. Our study shows that with respect to digital learning and homeschooling, it was primarily individual experts and consultants as well as corporations which influenced the discourse. In particular, it appears that Twitter is used as a forum to promote corporations' own products and platforms, including by globally operating corporations such as Microsoft and YouTube, while public actors remain barely visible. ; El estallido de la pandemia COVID-19 provocó enormes cambios sociales en todo el mundo y tocó muchas áreas diferentes de la vida diaria. Una de las restricciones más graves para contener la pandemia fue el cierre de escuelas y jardines de infancia. Particularmente en países con niveles comparativamente bajos de digitalización en las escuelas, esta situación abrió oportunidades para que los actores privados ganaran importancia e influencia en el sector educativo. Para este artículo, nos basamos en enfoques de redes de políticas y teoría de redes para analizar las discusiones de Twitter sobre el aprendizaje digital y la educación en el hogar durante el período de cierre de escuelas en Alemania debido a la crisis del COVID-19. Utilizamos el análisis de redes sociales para identificar a los actores involucrados y sus influencias en la red de comunicación de Twitter específica del tema. En los últimos años, Twitter se ha utilizado cada vez más para intercambiar contenido sobre políticas educativas, principalmente por parte de actores políticos y de la sociedad civil. Nuestro estudio muestra que con respecto al aprendizaje digital y la educación en el hogar, fueron principalmente los expertos y consultores individuales, así como las corporaciones, los que influyeron en el discurso. En particular, parece que Twitter se utiliza como un foro para promover los propios productos y plataformas de las corporaciones, incluso por corporaciones que operan a nivel mundial como Microsoft y YouTube, mientras que los actores públicos siguen siendo apenas visibles. ; A eclosão da pandemia COVID-19 levou a enormes mudanças sociais em todo o mundo e afetou muitas áreas diferentes da vida diária. Uma das restrições mais sérias para conter a pandemia foi o fechamento de escolas e jardins de infância. Particularmente em países com níveis comparativamente baixos de digitalização nas escolas, essa situação abriu oportunidades para que atores privados ganhassem importância e influência no setor educacional. Para este artigo, nos baseamos em abordagens de rede de políticas e teoria de rede para analisar as discussões do Twitter sobre a aprendizagem digital e o ensino doméstico durante o período de fechamento das escolas na Alemanha devido à crise do COVID-19. Usamos a análise de redes sociais para identificar os atores envolvidos e suas influências na rede de comunicação do Twitter em questões específicas. Nos últimos anos, o Twitter tem sido cada vez mais utilizado para o intercâmbio de conteúdos de políticas educacionais, principalmente por atores políticos e da sociedade civil. Nosso estudo mostra que, com relação à aprendizagem digital e ao ensino doméstico, foram principalmente especialistas individuais e consultores, bem como empresas, que influenciaram o discurso. Em particular, parece que o Twitter é usado como um fórum para promover os produtos e plataformas das próprias corporações, incluindo por corporações que operam globalmente, como a Microsoft e o YouTube, enquanto os atores públicos permanecem pouco visíveis.

Cultural education has recently been particularly emphasized as key for the promotion of equal opportunities, social cohesion and political engagement. While the relationship between political engagement and formal education has been extensively discussed, little research has been conducted on non‐formal types of education, such as non‐formal cultural education (NCE) in particular. However, the share of NCE programmes is becoming increasingly important as more and more formal institutions are reducing their cultural education programmes. This article examines, firstly, whether NCE actually promotes political engagement and, secondly, who effectively participates in NCE programmes. Using data from the eighth wave (2016–2017) of the German National Educational Panel Study, we implement a mediation analysis within ordered logistic regression models to disentangle the mechanisms at play. Our results indicate that NCE exerts a small but significant effect on political engagement directly and indirectly via political discussions and political interest. However, participation in NCE is strongly influenced by social strata. The advantages of NCE are therefore not evenly distributed across the German population.

This article explores the role of out-of-school organizations (OSOs) in regionalization programs from an educational governance perspective. Although OSOs are included in processes of regionalization and it can be assumed that they take part in the regional organization of school education, there is still a lack of scientific studies in this area. In particular, a systematic analysis of opportunities available to OSOs for participation in the regional coordination of action is needed. Building on a qualitative content analysis of 104 documents of 21 German regionalization programs, we seek to contribute to closing this research gap by analyzing constellations of different actors and their coordination mechanisms based on the rule structure of regionalization programs. We find that OSOs can actively engage in actor constellations within advisory boards, educational conferences, and networks. However, their participation is mainly based on negotiation mechanisms indicating that they have a relatively high degree of interdependence with the actions of other actors. (DIPF/Orig.) ; Dieser Artikel untersucht die Rolle außerschulischer Lernorte (ASL) in Bildungslandschaften aus einer Educational Governance-Perspektive. Obwohl ASL in Regionalisierungsprozesse einbezogen werden und ihre Mitwirkung an regionaler Bildungssteuerung angenommen werden kann, mangelt es bislang an Studien auf diesem Gebiet. Insbesondere bedarf es einer systematischen Analyse der Beteiligungsmöglichkeiten von ASL im Kontext regionaler Handlungskoordination. Wir wenden uns dem Forschungsdesiderat zu und präsentieren Ergebnisse zu Konstellationen unterschiedlicher Akteure und deren Koordinationsmechanismen im Rahmen programmspezifischer Regelungsstruktur. Dabei stützen wir uns auf eine qualitative Inhaltsanalyse von 104 Dokumenten aus 21 Programmen. Unsere Analysen zeigen, dass es ASL möglich ist, aktiv an Akteurskonstellationen im Rahmen von Bildungsräten, Bildungskonferenzen und Netzwerken teilzunehmen. Allerdings konzentriert sich deren Beteiligung dabei hauptsächlich auf Verhandlungsmechanismen, was auf eine relativ starke Interdependenz mit Handlungen anderer Akteure hinweist. (DIPF/Orig.)

Der Erfolg von Innovationen hängt wesentlich von Vertrauen ab. Einerseits werden Innovationen implementiert, wenn ihnen Vertrauen geschenkt wird. Andererseits diffundieren Innovationen, durch soziale Relationen, die auf Vertrauen basieren. Relationale Faktoren sowie der soziale Kontext spielen demnach eine entscheidende Rolle für Innovationen. Innovationen werden durch Netzwerke akzeptiert und etabliert sowie durch Vertrauen in ebendiesen Netzwerken realisiert und verbreitet. Zugleich sind in der sozialwissenschaftlichen Literatur bislang kaum empirische Analysen zur Rolle von Vertrauen in Innovationsnetzwerken zu finden, die auf Verfahren der Sozialen Netzwerkanalyse (SNA) zurückgreifen. Der Beitrag möchte zur Schließung dieser Forschungslücke beitragen und Möglichkeiten des Einsatzes qualitativer Netzwerkkarten zur Ergänzung quantitativer Verfahren der SNA aufzeigen. Dabei konzentriert er sich auf ausgewählte Netzwerke, die zum Transfer und zur Diffusion der sozialen Innovation "Bildung für Nachhaltige Entwicklung (BNE)" beitragen. Es wird gezeigt, dass sich ein triangulatives netzwerkanalytisches Design insbesondere dafür eignet, in Netzwerken vorhandene Vertrauensbeziehungen zu eruieren und die den Vertrauensstrukturen zugrunde liegenden Wahrnehmungen, Ursachen und handlungsleitenden Orientierungen auszuloten. (DIPF/Orig.).;;;The success of innovations essentially depends on two types of trust. First, innovations are implemented when the network members responsible for implementing them trust in their efficacy. Second, innovations are diffused through social networks whose relations are built on trust. Thus, both perceptions and relational factors play a decisive role for the acceptance of innovations. Innovations are accepted and established through networks and are realized and diffused by the trust these same networks inspire. At the same time, the social science literature offers relatively few empirical analyses that use the methods of social network analysis to investigate the role of trust in innovation networks. This paper seeks to address this research gap by demonstrating how qualitative network maps can be used to complement quantitative methods in social network analysis. The paper focuses on selected networks that contribute to the transfer and diffusion of the social innovation of "Education for Sustainable Development (ESD)". It will be shown that a mixed methods research design is particularly suitable to find out what trust relationships exist in networks and to determine the perceptions, causes, and action-guiding ideas that form the basis of the respective trust structures. (DIPF/Orig.).

AbstractConspiracy theories are particularly prevalent in times of crisis and pose a major threat to democracy. Young people are especially susceptible to conspiracy theories, as this period is characterized by high social vulnerability and constant reflection on one's position in society. However, to date little is known about the determinants of young people's belief in conspiracy theories in general and in times of crisis in particular. In this study, we address this research gap by investigating the belief of young people in Germany (N = 2437, aged 16 to 29) in conspiracy theories about the war in Ukraine. Drawing on Douglas and colleagues' (2017) taxonomy, we find that epistemic (e.g., political self‐efficacy), existential (e.g., political trust), and social (e.g., social exclusion) motives influence belief in conspiracies about the war among young people. However, while the taxonomy suggests equal influence of the three motives, the effects of feelings of social exclusion on war‐related conspiracy beliefs among youth are mainly mediated by a strong influence of political distrust. In this way, our findings contribute to a better understanding of conspiracy beliefs among young people and highlight the importance of increasing young people's political trust to prevent the spread of conspiracy theories.

Volunteering plays a central role in cultural and arts education in rural areas in Germany. However, a decrease in the number of volunteers in structurally weak regions can be observed in recent years. This poses existential challenges for cultural and arts education. The promotion of social networks and regional cooperation, as well as a sense of place, can counteract this decline. This article aims to explore how sense of place influence cooperation and thus social networks between actors of different institutions in the context of cultural and arts education in rural areas. A total of 34 interviews and egocentric network maps were conducted with different local actors (e.g., volunteers in the theatre association, mayors, etc.) in four municipalities. The data were analysed using qualitative content analysis. Our results show that, through active participation in cultural events and associations, new cooperation is created and maintained, which also expands the social network. This active participation can be positively influenced by the existing attachment to the region and cultural places.

Measuring the influence of international public administrations has traditionally been conducted with 'offline' data, using interviews, surveys or official documents. However, an emerging strand of the literature argues that influence can also be observed 'online', with data based on online social networks, such as Twitter. Our contribution aims at bringing these two strands closer together. We triangulate offline data from a large-N survey with online data from Twitter to examine to what extent they provide distinct theoretical and methodological insights into the role of international public administrations in global governance. As a case study, we use the policy area of global climate governance, an issue area where the influence of international public administrations has raised increasing scholarly interest. Our findings show that international public administrations occupy potentially influential positions in both 'offline' and 'online' networks. They are more often central actors in the survey network than in Twitter network, but in both networks, they constitute the primary source of issue-specific information.Points for practitionersFirst, online social networks provide practitioners with opportunities to connect and interact with other political actors and help shape public discourse through communication. Second, online social networks provide important forums for societal actors who aim to protect global public goods. Third, online social networks offer actors the opportunity to shape values and norms, and to persuade persons or organizations beyond one's own circle. Therefore, it is particularly important that online communication strategies are carefully designed and implemented in view of their potential power.

Measuring the influence of international public administrations has traditionally been conducted with 'offline' data, using interviews, surveys or official documents. However, an emerging strand of the literature argues that influence can also be observed 'online', with data based on online social networks, such as Twitter. Our contribution aims at bringing these two strands closer together. We triangulate offline data from a large-N survey with online data from Twitter to examine to what extent they provide distinct theoretical and methodological insights into the role of international public administrations in global governance. As a case study, we use the policy area of global climate governance, an issue area where the influence of international public administrations has raised increasing scholarly interest. Our findings show that international public administrations occupy potentially influential positions in both 'offline' and 'online' networks. They are more often central actors in the survey network than in Twitter network, but in both networks, they constitute the primary source of issue-specific information. Points for practitioners First, online social networks provide practitioners with opportunities to connect and interact with other political actors and help shape public discourse through communication. Second, online social networks provide important forums for societal actors who aim to protect global public goods. Third, online social networks offer actors the opportunity to shape values and norms, and to persuade persons or organizations beyond one's own circle. Therefore, it is particularly important that online communication strategies are carefully designed and implemented in view of their potential power.