prof. dr. clemens mader leuphana university lüneburg october 2012 teaching method graz model for...
TRANSCRIPT
Prof. Dr. Clemens MaderLeuphana University Lüneburg
October 2012
Teaching methodGRAZ MODEL FOR INTEGRATIVE DEVELOPMENT
BACKGROUND & OBJECTIVE• The Graz Model for Integrative Development aims at:• holistically reflecting,• and evaluating sustainability processes,• as well as to provide support in the planning and further
development of these processes.
• Development processes can be monitored from the vision to the implementation.
2
INTEGRATIVE DEVELOPMENT PROCESSES TOWARDS SUSTAINABILITY
• Sustainable development requires a holistic approach on environmental, social and economic issues• Future developments are complex and uncertain.
→Which principles are required to achieve an integrative sustainability process?
→Which strategies can be recommended in order to achieve an integrative sustainability process?
3
PRINCIPLES FOR INTEGRATIVE DEVELOPMENT PROCESSES
• The following five principles present core elements for integrative development processes:• Leadership & Vision• Social Network• Participation• Education & Learning• Research integration(cp. Mader, 2009).
• The principles are further divided into three levels.
4Mader, C., 2009
APPLICATION OF THE GRAZ MODELThe Graz Model has been applied to various processes:
• Global RCE network: for annual reporting and assessment of almost 120 RCEs worldwide
• Regional developments: urban development in Malmö (Western Harbour), New York City (PlaNYC 2030), city of Graz, Eco-region Kaindorf
• Organisations/Institutions: University of Graz, UN Global Compact Austria, COPERNICUS Alliance, One World Foundation in Sri Lanka
• Enterprises: Sekem Group (Egypt), Zotter chocolates (Austria), Voelkel juices (Germany), studienaktie.org (Switzerland)
5
LEADERSHIP & VISION• Every development process starts with an aim/ a
vision. What do we want to achieve? What drives us forward?
7
• Responsible leadership can be seen as a prerequisite to successfully plan and manage sustainability processes.
Leadership traits (cp. Kirkpatrick and Locke, 1991)
• Administration: passive, administration, organisation• Transactional Leadership: transactional leaders transfer leadership,
but vision and direction are still defined by the leader• Transformational Leadership: additionally to transactional
leadership, the vision is shared and commonly developed; this may be achieved by means of innovation, intellectual and creative ideas, research, respect and trust. Leadership occurs in a transparent and participative way.
Transformational leaders with an innovative spirit and a visionincorporating social and environmental aspects have the potential
to contribute to integrative development processes towards sustainability.
8
LEADERSHIP & VISION – 3 LEVELS
SOCIAL NETWORK• „A social network consists of a finite set or sets of actors and the
relation or relations defined on them“ (Wassermann & Faust, 1994)
• A social network thus describes people and groups of stakeholders, who cooperate and pursue a common goal.
• Activities and networks are crucial for sustainability processes and their further development.
• Social networks are defined on the basis of:• the level of trust between the stakeholders• the level of cooperation
9
• Information networks: basic form of social networks; are based on the exchange of information between the actors, but do not pursue a common goal.
10Calculus based trust
Knowledge based trust
Identification based trust
CollaborationCooperation
Co-creation
• Knowledge networks: not only exchange information but also seek development and collaboration (Kogut et al. 1993). Trust between each other builds on experiences and previous collaboration.
3 characteristics:• to foster common value clarification• to foster research capacities• to identify and implement a common strategy
• Innovation networks: are based on a common vision and identification-based trust between the stakeholders. Aim at developing innovations; participative and creative process
Mader, C., 2009
SOCIAL NETWORK – 3 LEVELS
PARTICIPATION – 3 LEVELSParticipation describes how the social network is involved in the process. •Information: a way to make decisions transparent; people concerned are informed about the process, but do not have the possibility to express their opinions: e.g. via websites, brochures,..•Consultation: people concerned have the possibility to participate and express their opinions and experiences in an organized way (e.g. via surveys, online forums,…). Consultation enables the decision makers to consider the opinion of others, before continuing with the decision making process. •Decision influencing: stakeholders and people concerned have the possibility to actively engage in the decision making process (e.g. via research groups); based thereon, innovation networks can develop between decision makers and people concerned.
11
EDUCATION & LEARNING• Education “… is the process by which educational institutions and
people communicate the cultural heritage, knowledge, values or capacities among generations “ (Kellner, 1971)
• Education is the core element of Sustainable Development (Brundtland, 1987)
• “Education is a key for social and economic development” (UNESCO, 2005)
• Learning is a lifelong process and permanently taking place – consciously or unconsciously.
• Reflection presents an integral part of learning processes towards sustainability.
12
EDUCATION & LEARNING– 3 LEVELS3 levels of learning (cp. Argyris & Schön, 1996):•Single loop learning: actors reflect their actions, but the aims remain the same
•Double loop learning: not only the actions, but also the initial aims are reflected. Routines are reconsidered and aims adapted accordingly.
13
Single loop learning
Double loop learning
Deuteron learning
Mader, C., 2009
•Deutero learning: actors 'learn how to learn'. Aims as well as results are reflected. Learning processes at this level aimat optimizing the learning process and creating innovations.
• Disciplinary research: focus on only one discipline• Interdisciplinary research: combines aspects and interrelations of
different disciplines; for sustainability processes the consideration of environment, society and economy is essential
• Transdisciplinary research: has an interdisciplinary approach, but transdisciplinarity involves also people in the research process in order to generate a mutual learning process. Issues that are relevant for society are researched; co-creation of knowledge
Transdisciplinary research is a process applying different disciplines to application oriented research questions, involving researchers as well as
the society in order to promote a mutual learning process between them.
14
RESEARCH INTEGRATION – 3 LEVELS
15
Graz Model for Integrative Development
Integrative development is manifested by blurring of the individual principles andits intensity increases towards 'the center' of the model
Mader 2009
REFLECTION & DISCUSSION• Transformational processes are self-accelerated cycles
(Mader C., 2012)• Education, learning and research are accelerators of
processes• The filtering of different roles of stakeholders allows
interpretations to change governance structures • The combination of methodological approaches of both
stakeholder analysis and system analysis facilitate the application of the Graz Model.
16
RESUME • Graz Model for Integrative Development enables:• Process evaluation by means of reflection
The Graz Model allows a qualitative analysis and evaluation by reflecting own processes/projects further potentials of improvements can be identified; similar processes can be compared to each other
• Support in planning and further development of processes/projects The model can support projects/development processes in their initial phase with structured and integrative planning.
17
LITERATURE• Mader, Clemens (2012) Sustainability process assessment on transformative potentials: the
Graz Model for Integrative Development, Journal of Cleaner Production, http://dx.doi.org/10.1016/j.jclepro.2012.08.028
• Mader, Clemens, Mader, Marlene, Diethart, Mario (2011) Der Nachhaltigkeitsprozess der Universität Graz – analysiert durch das Grazer Modell für Integrative Entwicklung, S. 63-69; in: Zimmermann, Friedrich M. (Hrsg.), (2011) Nachhaltigkeit, Regionalentwicklung, Tourismus – Festschrift zum 60. Geburtstag von Friedrich M. Zimmermann, Grazer Schriften der Geographie und Raumforschung, Band 46, Universität Graz, 380 S. (German only)
• Mader, Clemens (2010) Integrative Entwicklungsprozesse, S. 311-321; in: Lenz, Werner (Hrsg.), (2010) Interdisziplinarität – Wissenschaft im Wandel, Erhard Löcker Verlag, Wien, 369 S. (German only)
• Mader, Clemens (2009) Principles for integrative development processes towards sustainability in regions: cases assessed from Egypt, Sweden and the USA, University of Graz, 141 p.
• Wals, Arjen .E.J. (2012) Shaping the Education of Tomorrow: 2012 Full-length Report on the UN Decade of Education for Sustainable Development, UNESCO, 100 p.
18
REFERENCES• Argyris, C., Schön, D., (1996) Organizational Learning II – Theory, method, and practice, Addison-
Wesley.• Brundtland, G.H., et al. (1987) Our Common Future – The World Commission on Environment and
Development, Oxford University Press.• Kellner, G.F., (1971) Introduction to the Philosophy of Education, John Wiley and Sons. • Kirkpatrick, Sh.A., & Locke, E.A., (1991) Leadership: do traits matter?, Academy of Management
Executive, 5(2), p.48-60.• Kogut, B. Shan, W. and Walker, G., (1993) Knowledge in the network and the network as
knowledge: the structuring of new industries. In: Grabher, G. (ed) The Embedded Firm: on The Socio-Economics of Industrial Networks, London: Routlege.
• Mader, C. (2012) Sustainability process assessment on transformative potentials: the Graz Model for Integrative Development, Journal of Cleaner Production, http://dx.doi.org/10.1016/j.jclepro.2012.08.028
• Mader, C. (2009) Principles for integrative development processes towards sustainability in regions: cases assessed from Egypt, Sweden and the USA, University of Graz, 141 p.
• UNESCO (2005) Draft International Implementation Scheme for the United Nations Decade on Education for Sustainable Development (2005-2014), Paris, UNESCO.
• Wassermann, St., & Faust, K., (1994) Social Network Analysis – Methods and Applications, Cambridge University Press.
19