Journal Articles by Nina Kolleck
Zeitschrift für Erziehungswissenschaft, 2018
Bildungsverbünde stellen eine neue Form der Steuerung dar, bei der aktuelle Herausforderungen im ... more Bildungsverbünde stellen eine neue Form der Steuerung dar, bei der aktuelle Herausforderungen im Bildungssystem durch eine abgestimmte Zusammenarbeit aller beteiligten Akteure bearbeitet werden sollen. Solche Verbünde leben von den sozialen Beziehungen der Beteiligten untereinander, wobei das Vertrauen von besonderer Relevanz ist. Wir wenden uns dem interpersonalen Vertrauen im Bildungsnetzwerk zu und skizzieren eine empirisch fundierte Theorie der Vertrauensdimensionen im multiorganisationalen Zusammenschluss. Dafür analysieren wir halbstandardisierte Interviews mit 21 Akteuren eines exemplarischen Bildungsverbunds. Die Interviews fokussierten die Beziehungen der Befragten im Verbund. Ausgewertet wurden sie mithilfe der Grounded Theory und der Analysesoftware MAXQDA. Unsere Ergebnisse resultieren in eine Theorie der fünf Vertrauensdimensionen: (1) Individuelle Einstellung, (2) Zeit, (3) Fachlich-organisationale Zugehörigkeit, (4) Macht sowie (5) Multiplexität. Diese Dimensionen stellen eine Annäherung an ein besseres Verständnis der Vertrauensbeziehungen in Bildungsverbünden dar und müssen in weiteren, insbesondere repräsentativen Studien auf ihre Gültigkeit hin überprüft werden.
Educational networks constitute a new way of governance, which aims
at collaborating on current challenges in the educational system. Such networks are
based on the social relationships of their members, whereby trust is of particular
relevance. In this article, we focus on this interpersonal trust within an educational
network and take a first step towards an empirically grounded theory on dimensions
of trust in a multi-organizational coalition. To that end, we analyze semi-structured
interviews with a total of 21 actors of an exemplary educational network. The
interviews were mainly focused on the interviewees’ network relationships. These
relationships were analyzed by means of Grounded Theory using the data analysis
software MAXQDA. Our analyses resulted in a theory of five dimensions of trust:
(1) individual attitude, (2) time, (3) organizational and issue-specific proximity,
(4) power, and (5) multiplexity. These dimensions represent an approximation of
a better understanding of trustful relations in educational networks and have to be
verified in further – particularly representative – studies for their validity.
Despite the relevance of education-specific negotiations under the United Nations Framework Conve... more Despite the relevance of education-specific negotiations under the United Nations Framework Convention on Climate Change (UNFCCC) and the influential role of the secretariat therein, research in this area is still scarce. We contribute to closing this research gap by exploring how the UNFCCC secretariat becomes involved in and has latent influence on the education-specific debates surrounding global climate conferences and the related information exchange on Twitter. Our analysis extends previous findings by combining theories and methods in novel ways. Specifically, we apply social-network theory and derive data from participant observations and Twitter, which enables us to analyze the role and influence of the UNFCCC treaty secretariat within education-specific negotiations. We find that the secretariat increases its influence by strategically establishing links to actors beyond the negotiating parties and show that it occupies a central and influential position within the education-specific communication networks in UNFCCC negotiations.
Sustainability, 2017
While there is little doubt that social networks are essential for processes of implementing soci... more While there is little doubt that social networks are essential for processes of implementing social innovations in community education such as Climate Change Education (CCE) or Education for Sustainable Development (ESD), scholars have neglected to analyze these processes in the multilevel governance system using Social Network Analysis. In this article, we contribute to closing this research gap by exploring the implementation of CCE and ESD in education at the regional and global levels. We compare the way CCE is negotiated and implemented within and through the global conferences of the UN Framework Convention on Climate Change (UNFCCC) with the way the UN Decade of ESD is put into practice through networks in five different German municipalities. We argue that the role of social networks is particularly strong in policy areas like CCE and ESD, which are best characterized as multi-level and multi-actor governance. Based on data derived from standardized surveys and from Twitter we analyze the complex interactions of public and private actors at different levels of governance in the two selected policy areas. We find, amongst others, that the implementation of CCE and ESD in community education depends in part on actors that had not been assumed to be influential at the outset. Furthermore, our analyses suggest the different levels of governance are not well integrated throughout the phases of the policy innovation cycle.
This article explores the role of out-of-school organizations (OSOs) in regionalization programs ... more 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 diff erent actors and their coordination mechanisms based on the rule structure of regionalization programs. We fi nd 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.
Despite the relevance of education-specific negotiations under the United Nations Framework Conve... more Despite the relevance of education-specific negotiations under the United Nations Framework Convention on Climate Change (UNFCCC) and the increasingly influential role of the UNFCCC secretariat therein, research in this area is still scarce. In this article, we contribute to closing this research gap by exploring how the UNFCCC secretariat becomes involved in and has latent influence on the education-specific debates surrounding global climate conferences and the related information exchange on Twitter. Our analysis extends previous findings on the impact of environmental treaty secretariats by combining theories and methods in novel ways. Specifically, we apply Social Network Theory (SNT) and derive data from participant observations and Twitter, which enables us to analyze the particular role and influence of the UNFCCC treaty secretariat within education-specific negotiations. We find that the secretariat increases its influence by strategically establishing links to actors beyond the formal negotiation parties and thereby gathering support for its preferred policy outcomes. Furthermore, we show that the climate secretariat occupies a central and influential position within the education-specific communication networks in UNFCCC negotiations.
Der Beitrag wendet sich den Fragen zu, inwiefern Stiftungen ihr Agieren im Bildungsbereich als in... more Der Beitrag wendet sich den Fragen zu, inwiefern Stiftungen ihr Agieren im Bildungsbereich als innovativ deklarieren und welche impliziten Verständnisse von Bildung ihrem Engagement zugrunde liegen. Zunächst werden im zweiten Abschnitt aus einer feldtheoretischen Perspektive die strukturelle und die relationale Dimension des Stiftungshandelns beleuchtet. Der dritte Abschnitt fokussiert diskursive Auslegungen des Bildungsverständnisses von Stiftungen. Hier gehen wir von der Prämisse aus, dass Veränderungen in sozialen Feldern vor allem durch normative und semantische Verschiebungen angestoßen werden. Wir analysieren die programmatischen Aussagen von Stiftungen zu Bildung, um u. a. zu zeigen, in welcher Weise dort auf Innovation Bezug genommen wird. Abschließend werden im vierten Abschnitt die argumentativen Linien des Beitrags zusammengeführt.
Zeitschrift für Pädagogik, 2015
Im Bildungssystem ist spätestens seit der Etablierung der empirisch vergleichenden Messung von Sc... more Im Bildungssystem ist spätestens seit der Etablierung der empirisch vergleichenden Messung von Schulleistungen eine Zunahme an inhaltlich und strukturell tief greifenden Reforminitiativen zu beobachten. Während die aktiv in der Bildungsarbeit stehenden Akteure, vor allem die Schulen und ihre Lehrerinnen und Lehrer, lange Jahre „in Ruhe gelassen wurden“ (so Baumert in Kerstan, 2010), sehen sie sich heute mit einem erhöhten „Reformdruck“ seitens staatlicher und nicht-staatlicher Akteure konfrontiert. Es scheint, als ob sie die Anlässe und die Zielrichtungen der schnell wogenden Reformwellen immer weniger nachvollziehen können und sich von ihnen oft überrollt fühlen. Nicht selten handelt es sich bei Reformen um technische Innovationen, deren Logik sich schwer erschließt und deren Implementation mit betroffenen Akteuren nicht abgestimmt wurde. Prominente Beispiele sind die Einführung – und teils wieder Abschaffung – von jahrgangsübergreifenden Lehrplänen („JüL“) in der Grundschule oder die Verkürzung – und teils wieder Verlängerung – der gymnasialen Oberstufenzeit von neun auf acht bzw. acht auf neun Jahre („G8/G9“). Reformen erscheinen so mitunter als willkürliche technokratische Veränderungen, die bewährte Routinen außer Kraft setzen und Bildungsinstitutionen und -akteure überfordern. Die Einführung – sowie die teilweise zeitnah erfolgenden Abschaffungen – solcher Reformen werden oft nicht als Fortschritt im Sinne einer positiv verstandenen Veränderung bestehender Zustände bzw. einer besseren Bewältigung bestehender Probleme verstanden. Vielmehr werden Reformen häufig als Ausdruck der Umsetzung gesellschafts-, kultur- und zunehmend auch wirtschaftspolitischer Zwecke wahrgenommen, die in der Regel nicht pädagogisch begründet und begründbar sind, oft über die Köpfe von Bildungsakteuren hinweg umgesetzt werden und sie deshalb zu Erfüllungsgehilfen bei der Umsetzung von mitunter wenig kommunizierten Absichten werden lassen.
Journal of Futures Studies, 2011
This article suggests the role of social networks for Education for Sustainable Development (ESD)... more This article suggests the role of social networks for Education for Sustainable Development (ESD) as an element of path creation. While past choices and past behavior influence the present, ESD helps to create new opportunities by promoting processes of ...
Zeitschrift für Erziehungswissenschaft, 2014
ABSTRACT
European Journal of Futures Research, 2013
The success of innovations essentially depends on two types of trust. First, innovations are impl... more 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.
Zeitschrift für Erziehungswissenschaft
ABSTRACT
Revista de Gestão Social e Ambiental, 2009
Significant attention has recently been paid to the role of business in global governance. There ... more Significant attention has recently been paid to the role of business in global governance. There is a general 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). Changing attitudes, expectations of investors and public pressures have urged businesses to integrate ecological and social norms into their practices. Recently, business representatives have begun to create networks that contribute to shaping the sustainable development agenda by influencing the establishment of new norms, novel institutions and discourses. Political science has for a long time tended to neglect the role of transnationally organized actors as well as transnational processes of legitimization. In the past few years, new theoretical frames have been developed in order to better understand the power of private actors and identify different dimensions of business power in global governance. These authors adopt diverse theoretical perspectives but they commonly observe the growing importance of the discursive power of business and the lack of theoretically based empirical studies in this field. At the same time, there is an apparent need to analyze and assess the discursive use of development concepts by businesses. This paper aims to show how business networks influence the discourse on sustainable development. Furthermore it is argued that the specific social constructions of the concepts of 'sustainable development' and 'growth' demonstrate ambivalences that the corporations have to deal with. The discourses of pan-sectoral organized business actors within the business network econsense provide evidence and examples for studying how and why private actors exert influence within the system of global governance. This study introduces an alternative methodological approach which draws on constructivist ideas and implements the qualitative content analysis and a discourse analytical approach.
Neue Gesellschaft Frankfurter hefte, 2010
So häufig Milton Friedmans Aussage: »The social responsibility of business is to make profits« au... more So häufig Milton Friedmans Aussage: »The social responsibility of business is to make profits« auch zitiert wurde, seit einigen Jahren werden auch Unternehmen mit wachsenden politischen Erwartungen konfrontiert und für Probleme wie Umweltzerstörungen, Menschenrechtsverletzungen und Korruption verantwortlich gemacht. Unsere Autorin geht der Frage nach, wie sich multinationale Unternehmen an den diskursiven Auseinandersetzungen über nachhaltige Entwicklung beteiligen.
Zeitschrift für Erziehungswissenschaft, 2014
Although the role of trust in quality management is clear, there is a lack of research work in th... more Although the role of trust in quality management is clear, there is a lack of research work in this area. This is due to the fact that trust is difficult to capture theoretically. Because analyzing trust requires understanding the influence of everchanging human negotiations and social context, social network analysis (SNA) can play a valuable part. This article searches for answers to the questions of how and to what ends SNA can be used in examining quality management. Furthermore, the role of trust in this context is examined. It will present results from studies that use SNA in order to explore the quality management of an innovation in the field of educational policy in five different communities. The article argues that SNA is especially well-suited to studies of quality development processes that focus on cooperation, trust, and communication structures. It therefore allows affected actors to be included in quality management.
Zeitschrift für Erziehungswissenschaft, 2014
Scholars of diverse disciplines have begun to observe the growing importance of social networks f... more 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.
Zeitschrift Fur Wirtschafts Und Unternehmensethik Journal For Business Economics Ethics, 2012
Dieser Text wird unter einer Deposit-Lizenz (Keine Weiterverbreitung -keine Bearbeitung) zur Verf... more Dieser Text wird unter einer Deposit-Lizenz (Keine Weiterverbreitung -keine Bearbeitung) zur Verfügung gestellt. Gewährt wird ein nicht exklusives, nicht übertragbares, persönliches und beschränktes Recht auf Nutzung dieses Dokuments. Dieses Dokument ist ausschließlich für den persönlichen, nicht-kommerziellen Gebrauch bestimmt. Auf sämtlichen Kopien dieses Dokuments müssen alle Urheberrechtshinweise und sonstigen Hinweise auf gesetzlichen Schutz beibehalten werden. Sie dürfen dieses Dokument nicht in irgendeiner Weise abändern, noch dürfen Sie dieses Dokument für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, aufführen, vertreiben oder anderweitig nutzen. Mit der Verwendung dieses Dokuments erkennen Sie die Nutzungsbedingungen an.
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Journal Articles by Nina Kolleck
Educational networks constitute a new way of governance, which aims
at collaborating on current challenges in the educational system. Such networks are
based on the social relationships of their members, whereby trust is of particular
relevance. In this article, we focus on this interpersonal trust within an educational
network and take a first step towards an empirically grounded theory on dimensions
of trust in a multi-organizational coalition. To that end, we analyze semi-structured
interviews with a total of 21 actors of an exemplary educational network. The
interviews were mainly focused on the interviewees’ network relationships. These
relationships were analyzed by means of Grounded Theory using the data analysis
software MAXQDA. Our analyses resulted in a theory of five dimensions of trust:
(1) individual attitude, (2) time, (3) organizational and issue-specific proximity,
(4) power, and (5) multiplexity. These dimensions represent an approximation of
a better understanding of trustful relations in educational networks and have to be
verified in further – particularly representative – studies for their validity.
Educational networks constitute a new way of governance, which aims
at collaborating on current challenges in the educational system. Such networks are
based on the social relationships of their members, whereby trust is of particular
relevance. In this article, we focus on this interpersonal trust within an educational
network and take a first step towards an empirically grounded theory on dimensions
of trust in a multi-organizational coalition. To that end, we analyze semi-structured
interviews with a total of 21 actors of an exemplary educational network. The
interviews were mainly focused on the interviewees’ network relationships. These
relationships were analyzed by means of Grounded Theory using the data analysis
software MAXQDA. Our analyses resulted in a theory of five dimensions of trust:
(1) individual attitude, (2) time, (3) organizational and issue-specific proximity,
(4) power, and (5) multiplexity. These dimensions represent an approximation of
a better understanding of trustful relations in educational networks and have to be
verified in further – particularly representative – studies for their validity.