international research network (irn) world educational research … · 2018. 4. 4. · 2 structures...
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Philipps-Universität – D- 35032 Marburg, Germany
Department of Education
Institute of Education
Prof. Dr. Susanne Maria Weber Tel.: 06421 28-22290 Fax: 06421 28-22296
E-Mail: [email protected]
marburg.de Sek.: Carmen Obstfeld
Tel.: 06421 28-24875
E-Mail: [email protected] Anschrift: Bunsenstraße 3
D- 35032 Marburg Web: www.uni-marburg.de/fb21/i-on
Marburg, 06.02. 2014
International Research Network (IRN) World Educational Research Association (WERA)
“Organizational Education - Futures in Organizing”
1. Abstract
Organizational education, organizational learning and organized futures becomes a highly relevant topic in educational research and practice all over the world. Under the given conditions of constant reforms in profit-, nonprofit- and administration-sector, organizational education is an important field of research. Which learning and innovation demands and programatics address organizations in educational fields? What are the notions of change, transformation and innovation in organizations of today? How do organizations react and deal with programatics and semantics given in the political, economical and cultural sphere? What are the impulses which foster and bring about change? Who are the actors of change – and of persistence? How is organizational learning and organizational futures situated and positioned in discourses and institutions – and how can it be analyzed from an organizational education perspective?
The WERA-IRN “Organizational Education – Futures in Organizing” researches the role of spaces and actors of change, of modes of transformation in organizing, of grammars of learning and newness, of organizational change practices and emerging dynamics in the negotiations of learning, future and newness in organizing. Our research initiative is interested in organizational orders of the emergence of learning – and methodological strategies and approaches for the empirical analysis. We are interested in strategies of path creation in organizing and in learning-, innovation- and future creation-practices. Our interest, too, lies in conceptualizing spaces of reflection and creation – and enabling practices in processes of organizing. “Organizational Education - Futures in Organizing” focuses international analysis of global and national trends, debates and analysis on organizational education research in the nexus of organization, self and society. It is interested in organizational learning, in transforming discourses, transgressing boundaries and designing newness in organizing.
2. “Organizational Education – Futures in Organizing”: General Outline
In order to internationalize research, exchange, teaching and the support of young researchers, national
and international societies of education research grow and merge together. Globalizing research
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structures allow not only the institutionalization and professionalization of organizational education
research, but to establish research connections and links for research cooperations.
Organizations being a crucial dimension in society today are in constant reform and processes of change.
There has been substantial shifts in administration concepts f. ex. in the field of New Public Management
(NPM). There has been new regulations set up by governments in the global context. Not only state
based, state funded and state related organizations, but the private sector and organizations of civil
society are shifting in their governance modes. Not only within organizations with specific educational
goals, but organizations in general as well face the shift towards new concepts of organizing, which often
carry the notions of market orientation. In an organizational education perspective, general trends will
be analyzed regarding their impact on organizing: what are the effects of bureaucratization or
marketization? What is the role of “openness” within organizing? Modes of organizational learning and
change are an issue of analysis. What are the rationalities of organizing which can solve organizational
design issues or development problems?
What is the contribution of educational perspectives here? Organizational education is grounded on
educational values such as democratization, participation, openness and socio-ecological sustainability. It
is based on an academic as well as professional reflective and action oriented analysis of the conditions
and prerequisites of successful organizing in a wholistic organizational and societal perspective. In a
systemic perspective, the need for futurability and innovation does not begin or end at the entrance
door of any institution or organization. In our knowledge societies one of the most critical aspects of
organizing the future today will be the “in between” of negotiation in governance. Cooperation in
institutional networks and in mostly local and regional settings and embeddings needs support in
institutional and network based development. Supporting learning processes of organizations and
networks is an educational task.
Be it schools, kindergarten, youth institutions, hospitals or industrial enterprises, organizations face
many challenges and have to learn, adapt and translate social change taking place in materializations of
discourses, in daily life experiences in organizing and in mediatized worlds. The paradigm of “openness”
is an important paradigm for organizational logics and modes of organizing today – becoming relevant in
virtual simulations or internet platforms. Organizations are challenged to change - to open new
possibilities for the interplay of generations, lifestyles (e.g. work-life-balance), intergenerational
knowledge transfer. Under the paradigm of innovation and newness especially given in the field of
vocational competences, knowledge transforms and reshapes rapidly given organizational knowledge
sets and underlying values.
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Especially the dynamics of a global knowledge society and economy are driving forces for the
educational search for adequate strategies to create future and innovation. An integral notion to
organizing is a not only economically driven concept of change. Social, ecological and cultural
dimensions of change are to be taken into account. Not only the trends above mentioned require
lifelong and life wide learning at the level of individuals, but also at a supraindividual, collective,
organizational and network level. Integral learning processes will become crucial for the survival of our
societies, they become essential for empowerment, democratization, as well as for design of “desired
futures” at the level of society, organization and individual. Not only technological approaches of
innovation, but societal and human needs will always imply ethical decisions and ethical strategies.
The educationalist knowledge about organizational learning and its support is growing. In our annual
conferences, since 2008 we address topics like “organization and experience” (2008), “organization and
consultancy” (2009); “organization and leadership” (2010), “organization and cultural difference” (2011),
“Organization and participation” (2012), “Organization and the New” (2013). In 2014, the topic
“Organization and Theory” is being addressed. The initiative for an international research network
connects different subdisciplines in education and establishes and institutional space for the topic of
organization in education, organizational futures and the future in organizing.
3. Expected Outcomes of the International Research Network
While the educationalist knowledge about organizational learning, organizational futures and futures in
organizing, about barriers and support of organization, education and learning, is growing, it urgently
needs more structured exchange at an international level. We expect to strengthen the international
cooperation and networking on organizational education and futures in organizing and expect to
contribute to conferences and international development of research networks. We expect to stimulate
future research in the field of organizational education and organized futures and wish to include young
researchers and emerging scholars.
Against the background of social innovation and organizational learning and the programatics in the
field, organizational education perspectives inquire into the changeability of organized systems as
cultural and symbolic orders. Based on the following perspectives, the IRN “Organizational Education –
Futures in Organizing” aims at systematizing this unfolding field of research: The IRN analyzes concepts
of organizing in the knowledge society and is interested in analyzing grammars, regimes and
organizational orders of learning, of the dealing with and transgressing of boundaries, of the capability
and ability to design learning and the new within the process of organizing. It is interested in enabling
learning at the level of organizations and societies.
The IRN, too, is interested in the analysis and development of methodologies for research and design
research in educational fields. Like this, processes of organizational learning and transformation can be
empirically observed and potentially shaped by feedback and co-creation. Especially research strategies
in the field of aesthetic transformation will offer new and innovative potentials for the future.
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Moreover, the IRN wants to be a platform for creativity in organizing, for future oriented perspectives
and discourses, for innovation in organizational learning strategies and for ecologies of future, of
newness and innovation in organizing. Like this, not only gradual, but radical innovation approaches in
organizing – and in educational organization research - can be analyzed, too. Outcomes of the IRN should
be concepts and meta-narratives, underlying assumptions of organizing, the social and cultural practice
of organizing organizational learning and the implications and consequences coming along with this.
Outcomes of the IRN will be an analysis and international comparison of national and international
academic and field discourses on organizational learning, strategies and practices. The IRN, too, is
interested in developing methodological perspectives for research and conceptualization of strategies of
organizational change. The IRN is interested in proposing alternatives, new impulses and innovative
future oriented research topics in the field of organizational education.
Understanding organizations in their historicity – as emergent, ephermeral, transitioning in their
existence and vanishing over time – places any organization in the societal and cultural background and
offers a complex understanding of the underlying norms and values, world views and concepts of the
Self and of organizing as such. This cultural and practice oriented perspective on organizing will be a
crucial perspective within the IRN.
The IRN wishes to offer international and global perspectives on organizational education at the level of
systematical insights into the global trends and national discourses of organizational education. The
future and innovation oriented view on organizing and organizational learning in an educational
perspective enables the global debate on organizational education, innovative thinking and future
oriented research approaches in an international and global comparison. It will allow to connect the
polyphony of languages and to give the multiplicity of language barreers in a global perspective openings
and new possibilities to interconnect.
In our organizational education research network, theory and practice on organizing will be merged in an
educational perspective. In this interconnected perspective, not only the development of academic
discourses and reflection, but links to fields of practice will be made. This perspective of sensemaking
and of organizing collective strategies into the future connects to the complex consequences of learning
regimes and potentials of educational perspectives within organizing.
4. Themes in the Research Field
The IRN will foster dialogue especially in the global exchange structure, established by the International
Research Network of “Organizational Education – Futures in Organizing” of the World Educational
Research Association (WERA). This research network intends to create country reports in the field of
“organizational education – futures in organizing” and like this get a first global perspective of scholarly
productivity in the field of organizational education by focusing on international and national literature
surveys – like this, we intend to come to insights in the horizon of global and intercultural comparisons of
organizational education knowledge. In this sense, the series will be a contribution to a global knowledge
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management regarding academic productivity in organizational education and learning in order to create
the future of organizing.
5. Strategic Plans for the next two years
The first task of the submitted WERA-network will be to transform the diverse existing relations into a
regularly meeting, matched researching and shared publishing network of educationalists research on
organizational education, organized futures and the future of organizing. As far as the core content is
concerned, there will be questions on organizational learning, its educational content, the relation of
individual, collective and organizational learning, resources, barriers and forms of support of such
learning processes as well as the dimension of the future of organizing and the educational processes in
this field of organizing the future.
Furthermore, its purpose is to reach a new quality of appropriate scientific and academic discourse and
to open new research questions by bundling the respective knowledge. Educational research on
organizations – whether quantitatively or qualitatively designed, and whether on schools, youth
institutions, adult education institutions, enterprises, urban administrations, hospitals or on other
organizations – shall get an own scientific and academic platform by this global network. The network
will also provide a place to theoretically identify the relation between organization and education. It is
obvious that the network also has to make contributions to the positioning of educational science in the
interdisciplinary discourse on organizational theory and research. Finally the network shall give an
international platform to young academics all over the world to present their research on this field. In
2014 the network can take up its work and prepare a symposium for the next WERA conference.
Symposia shall be interesting combinations of research contributions of established and young
academics. Symposia will lead to the publication of an issue “Organizational Education” in an
internationally reviewed journal. The link will prepare an international handbook in this field of expertise
within the next years. At present, the international research proposal group is planning to organize and
participate in a conference which will take place in Thimphu, Bhutan and is co-organized by the link
convenor in cooperation with Dr. Dorji Thinley, Thimphu, Bhutan and with collegues from New Zealand
and the Creative University Network (ICUN). The call for paper and workshops is ongoing (see document
after CVs). The conference bridges academic and practitioner discourses, addressing academic discourse
in “fora” and workshops.
Time Line Activity Outcome
CONFERENCE BHUTAN Institutional Networking; Network Development for Research Network
Dec 2013 Call for papers and proposals for workshops International networking for members of the IRN
Jan 2014 Selection Process and conference program Webpage for Conference Bhutan (see cfp attached)
Feb 2014 CONFERENCE GERA „Organization and Theory“, Koblenz, Germany
Institutional Networking; Network Development for Research Network
March 2014 GERA General Conference / International Symposium „University at the Crossroads“, Berlin, Germany
International Publication of the Symposium „University at the Crossroads“
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April 2014 Bhutan CONFERENCE „Creative University“, Thimphu, Bhutan
Academic and practical contributions, Media Contributions
May 2014 International Conference in Uppsala, Sweden „Creative University“
Academic and practical contributions
Sept 2014 „Futures of organizing and educational futures“ Symposium at ECER CONFERENCE Porto, Portugal
Institutional Networking; Network Development for Research Network
Oct 2014 Special issue of conference proceedings / journal issue
Nov 2014 Book of Bhutan Conference
Dec 2014 Book of Conferences Uppsala, Berlin and Koblenz
Jan 2015 Launch of new international book series
Feb 2015 International Symposium IRN WERA
March 2015 Detailed Planning of International Handbook on Organizational Education and Organizational Futures
April 2015 Set up of the Handbook Project
Sept 2015 ECER Symposium
Nov 2015 WERA Symposium
Dec 2015 WERA Symposium
6. Keywords Educational Research on Organizations, Organizational Learning, Educational Management, Knowledge Management, Organizational Culture, Learning Culture, Organizational Futures, Future in Organizing
7. Convenors (including address):
7.1 Link Convenor: Univ. Prof. Dr. Susanne Maria Weber, Marburg, Germany
Organizational Education, GERA (German Educational Research Association) (as Organizer of the Link and Network; and as vice-chair of the German Education Research Association commission Organizational Education)
Research Group Innovation – Organization - Networks Institute of Education Philipps University of Marburg D-35037 Marburg Germany office: 0049 (0)6421/ 28-22290 mobile: 0049 (0)162/ 4777755 fax: 0049 (0)6421/ 28-22296 [email protected] Page: http://www.uni-marburg.de/fb21/i-on YOUTUBE-CHANNEL: http://www.youtube.com/channel/UCctbXCXpFUrWhjSeOkb71bA
Co-Convenors in alphabetical order:
7.2 Dr. Anna Brake, Augsburg, Germany Research Associate University of Augsburg Unit of Empirical Social Research Building D, level 3 Universitystreet 10 D- 86159 Augsburg
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Germany
7.3 Prof. Dr. Helen Colley, UK, Huddersfield Professor of Lifelong Learning and Director of Graduate Education, SEPD, University of Huddersfield Visiting Professor of Adult Education, OISE, University of Toronto School of Education and Professional Development | University of Huddersfield | Queensgate | Huddersfield | HD1 3DH | United Kingdom | Tel: +44 (0)1484 478114 | SEPD Reception: +44 (0)1484 478249
7.4 Univ.-Prof. Mag. Dr. Agnieszka Czejkowska, Graz, Austria Head of the Institute of Educational Professionalization University of Graz Strassoldogasse 10, A-8010 Graz Austria tel +43 (0)316 380-3833 mail [email protected] web http://www.czejkowska.at http://paedagogisch-professionalisierung.uni-graz.at/
Private: 8 Branscombe Street SE 13 AY London
7.5 Univ. Prof. Dr. Nesta Devine, Auckland, New Zealand Associate Professor School of Education Te Kura Maatauranga Auckland University of Technology 90 Akoranga Drive Northcote Auckland New Zealand [email protected]
7.6 Univ. Prof. Dr. Bente Elkjaer, Copenhagen, Denmark Department of Education – Learning Aarhus University Campus Copenhagen Tuborgvej 164 Bygning D, lok. 148 2400 København NV Denmark [email protected] www.dpu.dk/om/elkjaer
7.7 Univ. Prof. Dr. Tara Fenwick, Stirling, Scotland Professor of Professional Education Director of ProPEL - Professional Practice, Education and Learning - www.propel.stir.ac.uk Room A33, Pathfoot Building School of Education University of Stirling Stirling, Scotland [email protected] Tel: +44 (0)1786 467611 http://www.stir.ac.uk/education/staff-directory/academic/tara-fenwick/
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7.8 Univ. Prof. Dr. Michael Göhlich, Erlangen, Germany (as chair of the German Education Research Association commission Organizational Education)
Institute of Education FAU University Erlangen-Nuremberg Bismarckstr. 1 a 91054 Erlangen Germany [email protected]
7.9 Univ.-Prof. Dr. Ruyu Hung, Ph.D., Chiayi, Taiwan Professor of Philosophy of Education Department of Education National Chiayi University Office: 85, Wenlong, Mingshong Chiayi 621 TAIWAN [email protected] ; [email protected] ; [email protected]
7.10 Prof. Dr. Andreas Schröer, Darmstadt, Germany (as second vice chair of the German Education Research Association commission Organizational Education)
Evangelische Hochschule Darmstadt Office Phone: +49 (6151) 8798 645 University of Applied Sciences Office Fax: +49 (6151) 8798 58 Institute for the future of Health and Social Services Management in Non-Profit-Organizations Zweifalltorweg 12 D-64293 Darmstadt Email: [email protected] Germany
Hatfield School of Governance Portland State University [email protected]
7.11 Dr. Dorji Thinley, Thimphu, Bhutan International Relations Royal University of Thimphu, Bhutan Dorji Thinley [email protected]
7.12 Univ. Professor Philip Woods, PhD FRSA, Hertfordshire, Great Britain
Chair in Educational Policy, Democracy and Leadership University of Hertfordshire, UK Chair, British Educational Leadership Management and Administration Society Co-founder, FreeSpirit Education (new website... www.freespiritedu.org) iPhone: 07540 094003 skype: philip.woods13 E-mail: [email protected]
7.13 Univ. Professor Byung Jun Yi, Pusan National University, South Corea
Department of Education Pusan National University 305-1, 2nd Education Building Geumjeong-gu Pusan 609-735 South Korea Telephone: 0082-51- 510- 2632 ; 0082-10-4177-2632 Email: [email protected] ; [email protected]
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8. Publications of the Collective Convenor (GERA OE): Weber, Susanne Maria; Göhlich, Michael; Maurer, Susanne; Schwarz, Jörg (ed.) (2014): Organization and the New.
Contributions of the Commission for Organizational Education. Wiesbaden. VS Weber, Susanne Maria; Göhlich, Michael; Schröer, Andreas; Schwarz, Jörg (ed.) (2014): Organization and the New.
Contributions of the Commission for Organizational Education. Wiesbaden. VS Weber, Susanne Maria; Göhlich, Michael; Fahrenwald, Claudia; Macha, Hildegard (ed.) (2013): Organization and
Participation. Contributions of the Commission for Organizational Education. Wiesbaden. VS Göhlich, Michael; Weber, Susanne Maria; Öztürk, Halit; Engel, Nicolas (ed.) (2012): Organisation and Cultural
Difference. Contributions of the Commission Organizational Education. Wiesbaden. VS Göhlich, Michael; Weber, Susanne Maria; Schiersmann, Christiane; Schröer, Andreas (ed.) (2011): Organisation and
Leadership. Contributions of the Commission Organizational Education. Wiesbaden. VS Göhlich, Michael; Weber, Susanne Maria; Seitter, Wolfgang; Feld, Timm (ed.) (2010): Organisation and Consultancy.
Contributions of the Commission Organizational Education. Wiesbaden. VS Göhlich, Michael; Weber, Susanne Maria; Wolff, Stephan (ed.) (2009): Organisation and Experience. Contributions
of the Commission Organizational Education. Wiesbaden. VS
9. CVs Network link Convenors & Co-Convenors
9.1 Prof. Dr. Susanne Maria Weber, Marburg, Germany:
Main areas of research
Organizational education, futures in organizing, Cross sector innovation, institutional network development, organization and network consultancy, transformational methodologies, research methodologies, esp. Creative methodologies in the nexus of power, knowledge and transformation, the role of higher education for transformational discourses
Academic Education and Professional Activities
Since 10/2009 Full Professorship of Social, Cultural and Political Contexts of Education in International Comparison, Philipps-University Marburg, Germany
10/2004 – 9/2009 Full Professorship of Social Management, Networks and Transformational Strategies (W2), School of Social Studies, University of Applied Sciences Fulda, Germany
5/1997 - 10/2004 Assistant Professor at the Department of Education, Philipps-University Marburg
10/1991 - 10/1996 Johann Wolfgang Goethe-University Frankfurt/M. Germany, Doctoral Thesis: Organizational Development and Gender Mainstreaming as Strategic Knowledge: An exemplary study of three organizational types in the private sector
10/1991 - 3/1994 Scholarship of the Hessian Postgraduate-Sponsorship (Hessian Graduate Scholarship Program)
Acquisition of third-party funds for research:
Sept. 2013 – Sept 2016 Grant for research project on “Trajectories in the academic field” – Institutional contexts as conditions for academic success”, funded by the national ministry of education and research (BMBF) (297.000 Euro)
Sept. 2007 – Jul. 2011 Grant for research project on “Familial Transmission of Entrepreneurial competencies and development of a biography oriented consulting approach. German Ministry Fund of Research and Education (BMBF) (280.000 Euro)
Apr. 2010 – Dec. 2010 Grant for research project „Educational Consulting and social Heterogeneity“. Funded by HKM (Hessian Ministry of Education) and BWHW (Institute of Recurrent Education for Industry and Commerce Hessen) (20.000 Euro)
Apr. 2009 – Dec. 2009 Grant for research project on „Interface stakeholders of regional networking“. Funded by HKM (Hessian Ministry of Education) und BWHW (Institute of Recurrent Education for Industry and Commerce Hessen) (20.000 Euro)
Jun. 2006 – Jun. 2008 Grant for research project on „Reflexive Meta-Evaluation“of the three model programs “experiential knowledge”, “process knowledge”, “knowledge management” of the National Institute for Vocational training. (BIBB) Department of experimental programs.
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Jun. 2005 – Dec. 2007 Monitoring evaluation „Systemic evaluation“ in the EU-program regional networks of education (RegNets) for networking Youth Welfare and Schools on behalf of the Hessian Ministry of Education. 20.000 Euro)
Overview Publications:
6 academic monographs
9 academic volumes edited
3 editorships in preparation
54 German - speaking academic book chapters
5 German - speaking academic book chapters in preparation
20 German - speaking academic articles in periodicals
15 English - speaking academic articles in renowned professional journals (amongst others Journal of Applied Behavioral Science (JABS), Journal of Multidisciplinary Evaluation (JMDE) as well as International Encyclopedia of Educational Science (2010)
3 Spanish - speaking articles in renowned professional journals
Overview Presentations:
64 academic German - speaking presentations
24 English-speaking academic presentation on international conferences and congresses
1 Spanish-speaking academic presentation
Editorships, Editorial Boards:
Associated Editor Journal „Knowledge Cultures“ (Addleton)
Member Academic Board of the MA-Program “Global Education” at Waikato-University, New Zealand.
Member of the Editorial Board of the Journal “Policy Futures in Education”. Symposium Journals Ltd UK.
Member Editorial Board of the Journal “Educational Philosophy and Theory” Wiley, Blackwell Publishers.
Member Editorial Board of the “Journal of Research in Gender Studies” of the Institute of Interdisciplinary Studies in Humanities and Social Sciences. Addleton.
Member of the Editorial Board of the Official Journal of The Contemporary Science Association “Geopolitics, History, and International Relations”. Addleton.
Memberships in Academic Organizations:
Chairing Member of the commission of Organizational Education (DGfE)
Member of German Educational Research Association (DGfE) / (GERA) (Section Adult Education)
Member of the German Higher Education Association
Member of Philosophical Educational Science Association Australasia (PESA)
Member of the Section Knowledge Sociology of the German Society of Sociology (DGS)
Member of the Standing Conference on Organizational Symbolism (SCOS)
Member of the European Group of Organization Studies (EGOS)
Member of German Sociological Association (DGS), Section Educational Sociology
Member of European Evaluation Society (EES)
Member of German Evaluation Society (DeGEval)
Selected Publications: Weber, Susanne Maria (forthcoming): Aesthetic Imagination, Organizational Transformation and Organization
Research. In: Aesthetic Knowledge. Special Issue of Journal „Knowledge Cultures“. Edited by Peter Murphy. James Cook University. Australia.
Weber, Susanne Maria (2013a): Transforming the Academic Field: Academic Success for Nontraditionals. Habitus- and Field-Reflexivity to Creativity and Future Design. In: Engels-Schwarzpaul, Tina and Michael A. Peters (ed.): Of Other Thoughts: Non-traditional Approaches to the Doctorate. A Handbook for Candidates and Supervisors - From Ontology to Action
Weber, Susanne Maria (2013b): Imagining the Creative University. Dispositives of Creation, Strategies of Innovation, Politics of Reality. In: Peters, Michael (ed): The Creative University. Sense.
Weber, Susanne Maria together with Michael Peters and Rolando Britez (2010): Evaluating Educational Policy in three political eras. In: International Encyclopedia of Educational Science. Elsevier. (12 volumes)
Weber, Susanne Maria together with Peters, Michael; Besley, Tina; Maurer, Susanne; Olssen, Mark (ed.) (2009): Governmentality and Educational Science. Sense. 600 p.
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Weber, Susanne Maria (2009): The “dispositive of democracy”. In: Besley, Tina; Maurer, Susanne; Olssen, Mark; Peters, Michael; Weber, Susanne (ed.): Governmentality and Educational Science. Sense.
Weber, Susanne Maria (2007): The “Intrapreneur” and the “Mother”: Strategies of “fostering” and “developing” the entrepreneur of the Self in organizational development and affirmative action. In: Peters, Michael (ed.): Why Foucault? Foucault and Education. University Press of America. Rowman and Littlefield. Pp.101-124.
Weber, Susanne Maria and Maurer, Susanne (ed.) (2006): Governmentality and Educational Science. Editorial of Social Sciences. (VS Verlag). Wiesbaden. 250 p.
Weber, Susanne Maria (2005a): Network Evaluation as a Complex Learning Process. In: Journal of Multi Disciplinary Evaluation (JMDE), Nr. 2, Feb. 2005; Ed. By Michael Scriven and E. Jane Davidson. Western Michigan University. 20 p. (Peer Reviewed). www.wmich.edu/evalctr/jmde/content/JMDE_002_full.htm
Weber, Susanne Maria (2005b): The dangers of success: The transition of Large Group Interventions from Innovation to Normalization in German-speaking Countries. In: Alban, Billie; Bunker, Barbara (ed.): Special Issue on Large Group Interventions. Journal of Applied Behavioral Science. pp.111-121.
Weber, Susanne Maria (2002): Designing the networking process. Experiences from consultancy with large groups and organizations; Gabler Verlag, Wiesbaden. 280 p.
9.2 Dr. Anna Brake (Augsburg University, Germany)
Main areas of research
Qualitative and quantitative methods of empirical social research
Theory and empirical analysis of social praxis
Education and social inequalities
Sociology of generations in families and organizations
Academic Education and Professional Activities
since 2013: Research Associate at the Unit for empirical social research of University of Augsburg, Germany
2010–2013: Interim Professorship for empirical social research at the institute for sociology at university of Erlangen-Nürnberg (W3) and University of Augsburg (W2)
2009–2010: Assistant Professorship (C1) unit empirical social research at University of Augsburg
2007–2009: Interim Professorship „Socialstructure of life course in intergenerational perspectives“ at Institute of sociology University of Münster
2003–2007: Assistant Professorship (C1) at unit empirical social research at University of Augsburg
2001–2003: Researcher at DFG- Research project „familial educational strategies“ at Philipps University of Marburg
Selected Publications: Brake, Anna/Bremer, Helmut/Lange-Vester, Andrea (Hrsg.)(2013): Empirisch arbeiten mit Bourdieu. Weinheim:
Juventa Verlag Brake, Anna (2013): Bourdieu und die Photographie: Übungen zur Konversion des Blicks. In: Brake, Anna/Bremer,
Helmut/Lange-Vester, Andrea (Hrsg.): Empirisch arbeiten mit Bourdieu. Weinheim: Juventa Verlag, S. 61-94 Brake, Anna/Büchner, Peter (2012): Bildung und soziale Ungleichheit. Grundriss der Pädagogik, Band 35,
Kohlhammer Verlag Brake, Anna (2011ba): Ungleichheit der Bildungschancen: eine relevante Größe in der Ganztagsforschung? In:
Soremski, Regina/Lange, Andreas/Urban, Michael (Hrsg.): Familie, Peers und Ganztagsschule. Weinheim: Juventa, S. 272-285
Brake, Anna (2011b): Kombinieren, mixen, verbinden? Integration als konstitutives Element methodentriangulierender Zugänge. In: Miethe, Ingrid/Ecarius, Jutta (Hrsg.): Methodentriangulation in der qualitativen Bildungsforschung. Opladen: Barbara Budrich-Verlag, S. 41-64
Brake, Anna/Bremer, Helmut (2010): Schule als Alltagswelt jenseits von Bildungsstandards und Leistungserbringung: Versuch einer Einordnung. In: Brake, Anna/Bremer, Helmut (Hrsg.)(2010): Alltagswelt Schule: Die soziale Herstellung schulischer Wirklichkeiten. Weinheim: Juventa Verlag, S. 7-30
Brake, Anna (2009): Photobasierte Befragung. In: Kühl, Stefan/Strodtholz, Petra/Taffertshofer, Andreas (Hrsg.): Methoden der Organisationsforschung. Ein Handbuch. VS Verlag für Sozialwissenschaften, S. 369-388
Brake, Anna/Büchner, Peter (2007): Dem familialen Habitus auf der Spur. In: Friebertshäuser, Barbara/Rieger-Ladich, Markus/Wigger, Lothar: Reflexive Erziehungswissenschaft. Forschungsperspektiven im Anschluss an Pierre Bourdieu. Wiesbaden: VS – Verlag für Sozialwissenschaften, S.59-80
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9.3 Prof. Dr. Helen Colley, UK, Huddersfield
Main areas of research Sociology of education: workplace learning, vocational education and training, career development, professionalism, professional ethics; class and gender, social justice, social theories of time; doctoral education, writing and publishing; Marxist-feminism, Bourdieusian theory
Academic appointments
2012- continuing Professor of Lifelong Learning and Director of Graduate Education, School of Education and Professional Development, University of Huddersfield;
2011- continuing Visiting Professor of Adult Education, University of Toronto;
2005- continuing Fellow of the National Institute of Career Education and Counselling
2009-2011 Professor of Lifelong Learning, Manchester Metropolitan University
2006-2008 ESRC Teaching and Learning Research Programme Fellow
2006-2008 Convenor of the British Educational Research Association Special Interest Group in Postcompulsory Education and Training and Lifelong Learning
2004-2009 Senior Research Fellow, Education and Social Research Institute, Manchester Metropolitan University
2001-2004 Research Fellow/Senior Research Fellow and Academic Co-ordinator, Lifelong Learning Institute, University of Leeds
Degrees
2001 PhD, Manchester Metropolitan University, Education
1998 Postgraduate Certificate in Post-Compulsory Education and Training, Manchester Metropolitan University
1996 Postgraduate Diploma in Career Guidance, University of Glamorgan
1981 BA (Hons) in Philosophy & Modern Languages, Class 2(i), Wadham College, Oxford University
Prizes and Awards
2013 Highly Commended Award Winner, Emerald Publishing Literati Network Awards for Excellence
2002 Annual Award for Best Doctoral Dissertation, British Educational Research Association
1999 John Tunnadine Prize for Research, Institute of Career Guidance
Editorial Board Memberships
British Journal of Sociology of Education
Journal of Vocational Education and Training (Editorial Management Committee)
British Journal of Guidance and Counselling
Funded projects (selected)
‘The Impact of Elder Care on Working Women’s Lives and Careers’ (2013-14) £4,500 University of Huddersfield
‘The impact of 14-19 reforms on career guidance’ (2008-2010) £82,000 Economic and Social Research Council
‘Sustainable Progression Post-16’ (2008) £13,500 Learning and Skills Council
‘Evaluation of the Greater Merseyside and West Lancashire Lifelong Learning Network’ (2007-2008) £20,000 GMWLLN
‘Evaluation of What Was in Walton Project’ (2006) £20,000 NESTA
‘Researching youth mentoring: building theory and evidence’ (seminar series 2006-2008) £14,500 Economic and Social Research Council
‘Identity, Agency and Structure in Learning through the Lifecourse’ (TLRP seminar series 2005-2007) £30,000 Economic and Social Research Council
‘Career Progression and Employability for UK Resident Full-time Masters Students’ (2002-2004) £214,000 Higher Education Careers Services Unit
‘Non-Formal Learning: The Conceptual Terrain’ (2002) £35,000 Learning and Skills Development Agency
Selected publications
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Colley, H., Henriksson, L., Niemeyer, B. & Seddon, T. (forthcoming, 2014) Putting time to 'good' use in educational work: a question of responsibility, in T. Fenwick & M. Nerland (eds), Reconceptualising Professional Learning: sociomaterial knowledges, practices, and responsibilities. London: Routledge.
Colley, H. (2013) What (a) to do about impact: a Bourdieusian critique, British Educational Research Journal (available online in EarlyView)
Colley, H., Henriksson, L., Niemeyer, B., & Seddon, T. (2013) Competing time orders in human service work: towards a politics of time. Time & Society 21 (3) 371-394.
Burr, V. and Colley, H. (2013) Women's work: Employment and elder care in the 21st century. In M.N. Turliuc (ed.) Gen, Munca, Familie si Schimbare (Gender, Work, Family and Change), pp.243-255. Iasi, Romania: Alexandru Ioan Cuza University Press.
Benozzo, A. & Colley, H. (2012) Emotion and learning in the workplace: critical perspectives, Journal of Workplace Learning 24 (5) 304-316.
Colley, H. (2012) Not learning in the workplace: austerity and the shattering of illusio in public service work, Journal of Workplace Learning 24 (5) 317-337.
Chadderton, C. & Colley, H. (2012) School to work transition services: marginalising ‘disposable’ youth in a state of exception, Discourse 33 (3) 329-343.
Colley, H. (2011) Mentoring young people: a saintly vocation or an alienating praxis? In S.Mojab and S. Carpenter (eds) Educating from Marx: Race, Gender, and Learning, Basingstoke: Palgrave Macmillan.
Colley, H. (2011) Learning to labour in the nursery. In P.Jones (Ed.) Marxism and Education: Renewing Dialogues. Vol.3: Pedagogy and Culture, Basingstoke: Palgrave Macmillan.
Colley, H. (2007) Understanding time in learning transitions through the lifecourse, International Studies in the Sociology of Education 17 (4) 427-443.
Colley, H. & Jarvis, J. (2007) Formality and informality in the summative assessment of motor vehicle apprentices: a case study, Assessment in Education 14 (3) 295-314.
Colley, H., James, D. & Diment, K. (2007) Unbecoming teachers: towards a more dynamic notion of professional participation, Journal of Education Policy 23 (2) 173-193.
Colley, H. (2006) Learning to labour with feeling: class, gender and emotion in childcare education and training, Contemporary Issues in Early Childhood 7 (1) 15-29
Colley, H., Hodkinson, P. & Malcolm, J. (2006) European policies on ‘non-formal’ learning: a genealogical review, in R.Edwards, J.Gallacher & S.Whittaker (Eds) Learning outside the academy: international research perspectives, London: RoutledgeFalmer.
Hodkinson, P. & Colley, H. (2005) Formality and informality in college-based learning, International Yearbook of Adult Education (31/32) 165-182.
Colley, H., James, D., Tedder, M. & Diment, K. (2003) Learning as becoming in vocational education and training: class, gender and the role of vocational habitus, Journal of Vocational Education and Training 55 (4) 471-496.
Malcolm, J., Hodkinson, P. & Colley, H. (2003) The interrelationships between formal and informal learning, Journal of Workplace Learning 15 (7/8) 313-318.
9.4 Prof. Dr. Agnieszka Czejkowska, Austria, Graz
Main Areas of Research critical theory of professionalism, the theme complex of difference and tension fields in institutions of education, informal learning and educational processes in a world of globalisation,
Academic Career
Since June 2012: Professor and Founding Head of the Institute of Professionalism in Education; University of Graz
Since May 2012: Appointed Council Member of the University Colleges of Teacher Education Burgenland (Federal Ministry for Education, the Arts and Culture)
Since September 2011: University Professor of Pedagogy and Teacher Education at the University of Graz, Institute of Education. Lecturer and Supervisor of Master Theses and PHDs at the Academy of Fine Arts in Vienna; Project Director of Facing the Differences, Co-Project between the Academy of Fine Arts Vienna and University of Graz)
October 2008: University Professor of Paedagogy, Arts and Culture with a focus on teacher education at the Institute of Education in the Arts, Academy of Fine Arts Vienna
March 2006 - September 2008: Assistant professor at the Department of Education at Vienna University
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November 2005: Graduation (Dr. phil.)
September 2003: Research Assistant at the Department of Education at Vienna University
October 2002: Lecturer at the Department of Education at Vienna University, Web editor Malmoe
Since April 2001: Freelance editor of Science.ORF.at
June-July 1998: Comparative field research on difference, political culture and democratisation processes in East and West with the Council of Europe, commissioned by the Centre français de recherche en sciences sociales in Strassbourg
August 1995: Independent representative in the Central Committee of the Austrian National Student Union
August 1994: Manager for women’s issues of the Austrian National Student Union at Vienna University
Academic Prizes and Awards
2006 – Leopold-Kunschak-Wissenschaftspreis (Dissertation)
2002 – Wissenschaftspreich der Arbeiterkammer Österreich (Diplomarbeit)
Funded Projects
Evaluation of the project zusammen.lernen (2012-2013), Bundesland Steiermark (federal state Styria/Austria)
Facing the Differences (2010-2012), Sparkling Science project (research programme of the Federal Ministry of Science and Research/Austria)
Exploring Diversity - Zur Relevanz von Widersprüchen und Differenzen für pädagogische Professionalität (2011), Hochschuljubiläumsstiftung (Vienna/Austria)
Bildungstopographien? Der Arbeitsmarkt und seine schwer vermittelbaren Jugendlichen (2005), OENB (Vienna/Austria)
Memberships in Academic Organizations
DGfE (Deutsche Gesellschaft für Erziehungswissenschaft
International Association for Development of the Information Society (IADIS).
International Society for Education Through Art's (InSEA)
Other relevant Activities
Editor of the book series (since 2009): Arts & Culture & Education. Vienna: Löcker Verlag. Volumes 1-9. (Volume 10 in print.)
Since 2011 Co-Editor of the journal Medienimpulse, a journal for media pedagogy (http://www.medienimpulse.at/)
Board member of the journal Art Education Research since 2010 (http://iae-journal.zhdk.ch/)
List of most important Scientific Publications Dzierzbicka, Agnieszka (2006): Vereinbaren statt anordnen – Neoliberale Gouvernementalität macht Schule. Wien:
Löcker Verlag. Editorship Bookseries (since 2009): Arts & Culture & Education. Vienna: Löcker Verlag. Volumes1-9. (Volume 10 in
print.) Dzierzbicka, Agnieszka/Bakic, Josef/Horvath, Wolfgang (2008) (Hg.): In bester Gesellschaft. Einführung in
philosophische Klassiker der Pädagogik von Diogenes bis Baudrillard. Wien: Löcker Verlag. Dzierzbicka, Agnieszka/Schirlbauer, Alfred (2008) (Hg.): Pädagogisches Glossar der Gegenwart. Von Autonomie bis
Zertifizierung. Wien: Löcker Verlag, 2. Überarbeitete und erweiterte Auflage. Dzierzbicka, Agnieszka/Kubac, Richard/Sattler, Elisabeth (2005) (Hg.): Bildung riskiert. Erziehungswissenschaftliche
Markierungen. Wien: Löcker Verlag.
9.5 Prof. Dr. Nesta Devine, Auckland, New Zealand B.A,(Otago), M.A (Hons) (Auck), DipTchg (Epsom STC), Phd (Auck), FPESA.
Educational Credentials
Phd: University of Auckland, 2001. Thesis title: 'Investigation into the nature and background of Public Choice Theory and its implications for education'.
Teacher's College Diploma Auckland College of Education. M.A. (History), (Hons) (Auck), 1972; B.A. (English), (Otago), 1969
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Positions:
Since 2008: At Auckland UniversityLeading the Ed D team; Research coordinator for the School of Education
Past President Philosophy of Education Society of Australasia (PESA). 2011/12: Acting Associate Dean Research and Postgraduate, Faculty of Applied
Humanities../Postgraduate Academic Co ordinator Senior Lecturer in Secondary Education and Professional Practice, Department of Professional
Studies in Education, School of Education, University of Waikato . (- 2008) Head of the History Department at Massey High School (1988-1998) Teacher of History at St Dominic’s School, Henderson (until 1988)
Contract research:
Peggy Fairbairn-Dunlop, Vaka o Manū Pasifika Success Project. Liz Gordon, N. Devine, History of the Howard League. (in progress) N. Devine, A.Begg, A. Gibbons, L. Reid, L. Benade, J. Craw. Evaluation of Student Engagement
Initiative in West Auckland Schools. Contract with Ministry of Education, Auckland Region. (complete)
Tony Brown, Nesta Devine et al, Pasifika teachers in New Zealand mainstream secondary education: issues and possibilities, 2005. (Ministry of Education Teaching and Learning Research Initiative)
Russell Bishop et al, The Experiences of Year 9 and 10 Maori students, Literature review, with Elizabeth McKinley, for Ministry of Education Maori Research Division, scoping contract. 2001.
Publications: (Selection) 2013 Graham, Bella, (Edited N. Devine and M. Tesar), Hegemony, Subjugation and Resistance: The Story and Profile
of Ngāti Hako in press (Huia Publishers). Chisnall, N. Life and Times of Maria Montessori (provisional title) eds N. Devine and S. Arnold In progress. N. Devine and M. Tesar, (eds) (forthcoming) Contemporary reflections on educational psychology. EPAT book series. N. Devine and A. Gibbons, (eds) (in progress). Selected papers from the 2011 PESA conference. EPAT 2014. Devine, Nesta (2004), Education and public choice, a critical account of the invisible hand in education, series
editor, Henri Giroux, Connecticut, Praeger.
Book Chapters (Selection) Devine. N. ‘Public Choice Theory and its implications for democracy’. In proposed book on neoliberalism, (ed David
Cooke and Ruth Irwin) in progress. Devine, N. (2010) ‘Prison education: a cautionary tale from the murky world of meta-analyses’. In Contemporary
New Zealand Education policy. Ed Martin Thrupp, Ruth Irwin, Cathy Savage. Hamilton, New Zealand, WMIER. Devine, N. (2006): ‘Autonomy, agency and education: He tangata, he tangata, he tangata’, Nesta Devine and Ruth
Irwin, Festschrift for James Marshall, ed, Michael Peters.
Journal articles: Devine N. (Dec 2013, forthcoming). 'Reflections on Elwyn Richardson commemoration' Educational Provocations.
AUT School of Education. Devine, N. (2013) ‘Mata Pasifika as Critique’ forthcoming in ACCESS Devine, N. (forthcoming) ‘The University and the ‘New’.forthcoming in Knowledge/Cultures 05 2014 Devine, N., Begg. A., Benade L., Craw, J., Gibbons. A. Reid L, Tesar M. (2013). Keeping students in school: a review of
the effectiveness of the Waitakere Exclusion Cluster Project, the Mt Albert exclusion Cluster Project and the Student Engagement Initiative (SEI Project. An Evaluative report prepared for the Ministry of Education. School of Education, AUT.
Devine, N. (2013). Spectral strangers: Charlotte Brontë’s teachers Educational Philosophy and Theory 45(4):383-395 Article number 3 01 Apr 2013
Devine N, (2013). Iuvenes economici: Children of Rogernomics: A neoliberal generation leaves school. Karen Nairn, Jane Higgins, and Judith Sligo New Zealand Sociology vol 27(2) 2013
Devine N, Teisina J, Pau'uvale L. (2012). Tauhi vā, Spinoza, and Deleuze in Education Pacific-Asian Education:The Journal of the Pacific Circle Consortium for Education 24(2):57-68 Article number 5 2012
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Devine, N. (2011, October 18). Approaching Spinoza through Deleuze School of Education Yearbook. Vol. 1. Auckland.
Reviewer: EPAT, (Educational Philosophy and Theory) Journal of Sociology NZJES (New Zealand Journal of Education Studies) Kotuitui: New Zealand Journal of Social Sciences Online. Waikato Journal of Education AERA (American Education Research Association, papers for Annual Meeting, Foucault SIG; ) TEFANZ Edited collection. 2002, ed Dr Deborah Fraser and Dr. Roger Openshaw. NZJTW New Zealand Journal of Teachers’ Work. MAI Review (Te Pae o Maramatanga) AlterNative.
9.6 Prof. Dr. Bente Elkjaer, Denmark, Arhus BA, MA, Diploma in Education, PhD (1988)
Organisational and workplace learning, lifelong learning, professionals’ learning, theories of learning, American Pragmatism, organisation and management studies, doctoral education, writing and publishing
2002 - present Professor, Department of Education, University of Aarhus, Campus Copenhagen 2011 - present International Coordinator of European Master of Lifelong Learning: Policy and
Management - MA LLL 2008 - 2011 Head of Department, Department of Learning, Danish School of Education, University of
Aarhus, Campus Copenhagen 2005 - 2010 Editor-in-Chief of Management Learning. The journal for managerial and organisational
learning. SAGE Publications, UK 2004 - 2010 Head of Doctoral School, Doctoral School of Organisational Learning, DOCSOL, The Danish
University of Education 1999 – 2001 Head of Department, Copenhagen Business School, Department of Informatics 1989 - 2002 Assistant Professor and Associate Professor, Copenhagen Business School, Department of
Informatics 1985 – 1988 Postgraduate fellow, Royal Danish School of Educational Studies, Department of Informatics 1984 – 1985 Teacher in Upper Secondary education (Gymnasium)
Publications: Antonacopoulou, E., Jarvis, P., Andersen, V., Elkjaer, B. & Høyrup, S. (eds.) (2006) Learning, Working and Living.
Mapping the Terrain of Working Life Learning. London: Palgrave. Macmillan. Elkjaer, Bente & Simpson, Barbara (2011) Pragmatism: A lived and living philosophy: what can it offer to
contemporary organization theory? Research in the Sociology of Organizations, 32: 55-84. Elkjaer, Bente & Sprogøe, Jonas (2010) Induction – organizational renewal and the maintenance of status quo.
Society and Business Review, 5(2): 130-143. Elkjaer, Bente (2005) From Digital Administration to Organisational Learning. Journal of Workplace Learning, 17(8):
533–544. Elkjaer, Bente (2004). Organizational Learning: 'The Third Way'. Management Learning, 35(4): 419-434. Elkjaer, Bente (2003). Organisational learning with a Pragmatic slant. International Journal of Lifelong Education,
22(5): 481-494. Broendsted, Jens & Elkjaer, Bente (2001) Learning with ICT in Communities of Practice. Trends in Communication.
Special issue on Communities of Practice. P. van Baalen and M. Huysman (eds.), 4(8): 45-62. Elkjaer, Bente (2001) The Learning Organisation: An Undelivered Promise. Management Learning, 32(4): 437-452. Elkjaer, Bente (2000) The Continuity of Action and Thinking in Learning: Re-visiting John Dewey. Outlines. Critical
Social Studies, 2: 85-101.
9.7 Prof. Dr. Tara Fenwick, UK; Stirling
Academic Appointments
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2010- continuing Professor of Education, University of Stirling, Director, Research Postgraduate Programmes, School of Education, Director, ProPEL (international research network for Professional Practice, Education, and Learning), University of Stirling
2013- continuing ESRC Council member 2013-continuing Assoc Director, Scottish Institute of Policing Research 2007-2010 Head of Department and Professor, Educational Studies, University of British Columbia,
Vancouver, Canada
Degrees 1996 PhD, University of Alberta, Educational Policy Studies 1987 MEd, University of Alberta, Educational Administration 1979 BA Honours, University of Alberta, English Literature
Editorial Boards Management Learning Journal; Vocations and Learning; Canadian Journal of Education Canadian Journal for University Continuing Education; Human Resources Development International Adult Education Quarterly; Studies in the Education of Adults
Research Interests and Experience Education and learning in the workplace, professional education and continuing development, gender studies in work and learning, sociology of work and professions. Special interest in emerging research approaches using sociomaterial theory, digital methods and complexity science. Methodological expertise includes qualitative methodology, ethnography, mixed methods research, and knowledge mobilisation. Most recent work focuses on co-production in professional practice (delivery of public services) and older workers.
Relevant Publications Fenwick, T (2013) Understanding transitions in professional practice and learning: towards new questions for
research, Journal of Workplace Learning 25 (6), 352-367 Fenwick, T. & M. Nerland (eds) (2013 forthcoming). Reconceptualising professional learning: sociomaterial
knowledges and practices. London: Routledge Fenwick, T. (2012). Co-production in professional practice: a sociomaterial perspective. Professions &
Professionalism. Fenwick, T. (2012). Older professional workers and continuous learning in new capitalism. Human Relations 65 (8),
1001-1020. Fenwick, T. (2012). Complexity science and professional learning for collaboration: a critical reconsideration of
possibilities and limitations. Journal of Education and Work, 25 (1). Fenwick, T. & Farrell, L. (2011). Knowledge Mobilization in Educational Research: politics, languages and
responsibilities. London: Routledge. Fenwick, T. & Edwards, R. (2011). Considering materiality in educational policy: messy objects and multiple reals.
Educational Theory 61 (6), 709-726. Fenwick, T. (2011). Learning social responsibility in the workplace: Conjuring, unsettling, and folding boundaries.
Pedagogy, Culture and Society, 19 (1), 41-60. Fenwick, T., Edwards, R. and Sawchuk, P. (2011). Emerging Approaches to Educational Research: Tracing the socio-
material. London: Routledge. Fenwick, T. & Edwards, R. (2010). Actor Network Theory and Education. London: Routledge. Fenwick, T. (2010). Standardization, innovation and learning in the workplace: Missions in complexity reduction. In
D. Osberg and G. Biesta (Eds.), Complexity Theory and the Politics of Education. Peter Lang. Fenwick, T. (2010). Policies for the knowledge economy: Knowledge discourses at play. In M. Malloch, L. Cairns, K.
Evans and B. O’Connor (Eds.), The Sage Handbook of Workplace Learning (pp.319-330). Sage. Fenwick, T. (2010). Rethinking the thing: Sociomaterial approaches to understanding and researching learning in
work. Journal of Workplace Learning, 22 (1), 104-116. Fenwick, T. (2009). Making to measure? Reconsidering assessment in professional continuing education. Studies in
Continuing Education, 31 (3), 229-244. Fenwick, T. (2009). Responsibility, complexity science and education: Dilemmas and uncertain responses. Studies in
Philosophy and Education, 28 (2), 101-118. Fenwick, T. (2008). Understanding relations of individual-collective learning in work: A review of research.
Management Learning 39 (3), 227-243.
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Fenwick, T. (2008). Women’s learning in contract work: Practicing contradictions in boundaryless conditions. Vocations and Learning, 1 (1), 11-26.
Fenwick, T. (2007). Knowledge workers in the in-between: Network identities. Journal of Organisational Change Management, 20 (4), 509-524.
Fenwick, T. (2007). Escaping/becoming subjects: Learning to work the boundaries in boundaryless work. In S. Billet, T. Fenwick & M. Somerville , Work, learning and subjectivity. New York: Springer.
Fenwick, T. (2007). Organizational learning in the knots: Discursive capacities emerging in school-university collaboration. Journal of Educational Administration, 45 (2), 138-153.
Fenwick, T. (2007). Towards enriched conceptions of work learning: Participation, expansion and translation/mobilization with/in activity. Human Resource Development Review, 5 (3
Fenwick, T. (2007) Learning on the line: Voices of garment workers at GWG. Labour/Le Travail, 59, Fenwick, T. (2006). Contradictions in portfolio careers: Work design and client relations. Career Development
International, 11 (1), 66-79. Fenwick, T. (2005). Ethical dilemmas of critical management education. Management Learning, 36 (1), 31-48. Fenwick, T. (2004). What will happen to the girls? Gender, work and learning in Canada’s ‘new economy’. Gender
and Education, 16 (2), 169-186. Fenwick, T. (2003). The good teacher in neo-liberal risk society: A Foucauldian analysis of professional growth plans.
Journal of Curriculum Studies, 35 (3), 335-354 Fenwick, T. (2003). Learning through Experience: Troubling Assumptions and Intersecting Questions. Krieger.
(Winner of 2004 Houle Award for Outstanding Book Contribution to Adult Education, American Association for Adult and Continuing Education)
Relevant Research Awards Note: Canadian national funders such as SSHRC (Social Sciences and Humanities Research Council) typically do not use full economic costings. Therefore large projects are awarded much lower funds than comparable projects in the UK.
2011-2012 ‘New levels of professional responsibility: exploring workplace pedagogies in transitions’, ESRC seminar series, Fenwick Co-I with S, Kilminster, M. Zukas, £15,000
2011-2012 ‘ Professional education and learning in knowledge societies’, Fenwick Co-I with K. Jensen, M. Nerland, European Science Foundation, 15, 000 euros
2009-2012 ‘Knowledge creation practices of older professionals’, SSHRC, Fenwick PI with K. Church, E. Lange, T. Webb, $171,185 CAD
2007-2009 ‘Informal learning practices, challenges and supports and the older professional worker’. Canadian Council of Learning, Fenwick PI, $69,922 CAD
2004-2007 ‘Learning social responsibility in self-employment, SSHRC, Fenwick PI, $129,540 2002-2005 ‘Knowledge networks in the new economy’, SSHRC, Fenwick PI with K Mirchandani, $107,456
CAD
9.8 Prof. Dr. Marlies Fröse, Lucerne, Switzerland
Lucerne University of Applied Science and Arts - Lucerne School of Social Work (HSLU SA) Werftestrasse 1, CH-6002 Luzern Switzerland Project Manager and Lecturer at the Institute of Social Management, Social Policy and Prevention CC Member Social Responsibility and Management Head of the Study Center (Lucerne) Master of Science in Social Work Supervisorin (DGSv), Organisationsberaterin T +41 41 367 48 48 www.hslu.ch Mail: [email protected]
Research Profile: For many years Marlies Fröse has been working in the field of Transformation of Organisations, Organisation Development, Management and Organisation Theories, Human Resource Management, Leadership, Mixed Leadership, Gender and Diversity Management, Conflict Management and Education. She is interested in the topics of leadership, organization development and conflict management. Her understanding of organizations is a combination of theory of management and organisations, analysis of organisations and personal governance / personal development (published as Darmstaedter Management Model, Froese 2004). She has a PhD in education from the University of Osnabrück (Germany) and is trained as consultant and supervisor.
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Current Position: Since 2010 - Lucerne University of Applied Sciences and Arts - School of Social Work (Switzerland) as a Lecturer and Project Manager at the Institute of Social Management, Social Policy and Prevention. She is a member of the Competence Center “Social Responsibility and Management” and the head of the Master’s Program in Social Work.
Previous Academic Position: 2009-2013 faculty member of the Austrian Business School (LIMAK) at the Johannes Kepler University
(Linz, Österreich) in the field of Leadership development. 2005-2010 she was also partly responsible for the Master’s-Program „Management in Church and
Diaconia“ of the University Heidelberg and four other universities of applied sciences. 1998 - 2010: professor at the Protestant University of Applied Science in Darmstadt (Germany), Director of
the MA-Programme "Management in Social Organisations"
Selected Publications: Fröse, Marlies W. / Kaudela-Baum, Stephanie / Dievernich, Frank (Hg.) (2014): Emotionen und Intuitionen in
Führung und Management. Eine Aufsatzsammlung. Heidelberg: Springer Science Verlag (in Vorbereitung). Fröse, Marlies W. / Bauer, Annemarie (2014): Verborgene Regeln und Barrieren in Organisationen. Aspekte
habitusorientierter Beratung für hochqualifizierte Frauen. 16 Seiten. In: Fröse, Marlies W. / Kaudela-Baum, Stephanie / Dievernich, Frank (Hg.): Emotionen und Intuitionen in Führung und Management. Eine Aufsatzsammlung (in Vorbereitung).
Fröse, Marlies W. / Bauer, Annemarie (2014): Bin ich das wirklich, was andere von mir sagen? Filigrane Regeln in Organisationen und Aspekte habitusorientierter Beratung für hochqualifizierte Frauen. 12 Seiten. In: Kubon-Gilke, Gisela / Lanwer, Willhad (Hg.): Festschrift für Alexa Köhler-Offierski. Im Erscheinen.
Fröse, MarliesW. (2013): Leadership. Lexikonbeitrag. In: Maelicke, Bernd et al. (Hg.): Lexikon der Sozialwirtschaft. Nomos Verlag: Baden-Baden.
Fröse,MarliesW. (2013):Mixed Leadership. Lexikonbeitrag. In: Maelicke, Bernd et al. (Hg.): Lexikon der Sozialwirtschaft. Nomos Verlag: Baden-Baden.
Fröse, Marlies W. / Gentile, Gian-Claudio / Stremlow, Jürgen (2013): Nonprofitorganisationen. Lexikonbeitrag. In: Maelicke, Bernd et al. (Hg.): Lexikon der Sozialwirtschaft. Nomos Verlag: Baden-Baden.
Fröse, Marlies W. (2012): Zur Theoriebildung in Sozialwirtschaft und Sozialmanagement. 94–124. In: Wöhrle, Armin (Hg.): Auf der Suche nach Sozialmanagementkonzepten und Management-konzepten für und in der Sozialwirtschaft. Eine Bestandsaufnahme zum Stand der Diskussion und Forschung in drei Bänden. Band 1: Übersicht, Einordnung und Bilanzen. Augsburg.
Fröse, Marlies W. (2012): Leadership-Diskurse: 205–231 (Zweitabdruck). In: Wöhrle, Armin (Hg.): Auf der Suche nach Sozialmanagementkonzepten und Managementkonzepten für und in der Sozialwirtschaft. Eine Bestandsaufnahme zum Stand der Diskussion und Forschung in drei Bänden. Band 2: Verschiedene Blickwinkel und bisherige Managementkonzepte. Augsburg.
Fröse, Marlies W. (2012): Strategisches Human Ressource Management (HRM) in Zeiten der Transformation – Ein Plädoyer für ein reflektiertes Wahrnehmen von Veränderungen. 61–83. In: Weiß, Kersti (Hg.): Strategisches Management. Erfolgreiche Entwicklung von Personen und Organisationen. Handbuch für Führungskräfte Supervisor/innen, Coaches, Personal- und Organisationsentwickler/innen. Kassel: Unipress Verlag.
Fröse, Marlies W. (2012): Abschied von der Monokultur. Diversity als ein Spiegel der Welt. 85–88. In: Perspektive Mediation. He 2, 9. Jahrgang.
Fröse, Marlies W. / Kappus, Elke / Funk, Julika / Zöhner, Malgorzata (2012): Deutschland – Diversity für Exzellenz. Forschungsbericht. 97–140. In: Meyerhofer, Ursula / Jeive, Michael: Gender und Diversity an Hochschulen: Praxisbeispiele aus Deutschland, Großbritannien und Norwegen und Empfehlungen zur Umsetzung. Ein vom Bundesamt für Berufsbildung und Technologie BBT gefördertes Projekt der Fachhochschule Nordwestschweiz FHNW in Kooperation mit weiteren Hochschulen. Brugg/Olten.
Fröse, Marlies W. und Astrid Szebel-Habig (Hg.) 2009: Mixed Leadership. Mit Frauen in die Führung. Haupt Verlag: Bern, Stuttgart, Wien.
Fröse, Marlies W. (2009): Mixed Leadership: Presencing Gender in Organisations. 17–58. In: Fröse, Marlies W. / Szebel-Habig, Astrid (Hg.): Mixed Leadership: Mit Frauen in die Führung. Bern / Stuttgart/Wien: Haupt Verlag.
Fröse, Marlies W., Rudi Ballreich und Hannes Piber (Hg.) 2007: Organisationsentwicklung und Konfliktmanagement. Innovative Konzepte und Methoden. Haupt Verlag: Bern, Stuttgart, Wien.
Fröse, Marlies W. (Hg.) 2005: Management Sozialer Organisationen. Beiträge aus Theorie, Forschung und Praxis – Das Darmstädter Management-Modell. Haupt Verlag: Bern, Stuttgart, Wien.
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She is also Managing Editor among others of the Journal „Perspektive Mediation“, a german/austrian/switzerland Journal.
Memberships in Academic Organizations: Member of German Educational Research Association (DGfE) (Adult Education / Organisationspädagogik) Member /Board of International Working Group Social Management (INAS) Member of German Society of Supervision Member of Swiss Society Organisation and Management (SGO)
9.9 Prof. Dr. Michael Göhlich, Erlangen, Germany
Research Profile: Michael Göhlich (*1954), Full Professor of Education (chair), has long-standing experience in working in an interdisciplinary research environment. His professional interest includes: organizational education, especially learning in and of organizations, supraindividual patterns of practice, and organizational ethnography; learning theory; intercultural education; further education. His research methods are mainly qualitative but also open for quantitative elements.
He is coordinator of the DFG project “Recognition in Organizations of Older People” (2013-2016). Before he was coordinator of the BMBF interdisciplinary research project “Management of Complexity by Humanities-based Expertise. Practice of Translation of Organizations in the Czech-German border region” (2009-2012) which combined educational, linguistic and sociological research on managing complexity, translation and identity in and of cross-border organizations. Before (1999 to 2007) he was member of the project team of project B 5 “The Genesis of the Social in Rituals” in DFG SFB 447 “Cultures of the Performative”, taking part both in the conceptualization of the project and in its realization. Besides (since 2007) he is chairman of the research network on organizational education (Commission Organizational Education) in the German Society of Educational Science (DGfE) and (since 2010) chairman of the Bavarian Conference of Educationalists.
10 most important publications: Zeitschrift für Pädagogik 5/2013: Cultural Difference and Translation into Organization – An ethnographic study in
institutions of cross-border youth work and further education (with N. Engel) Zeitschrift für Pädagogik 5/2008: Learning-Oriented Organization. The Staff Dialogue as Link between Personal and
Organizational Development (with I. Sausele-Bayer) Lernen. Ein pädagogischer Grundbegriff. Stuttgart 2007. Transkulturalität als pädagogische Herausforderung. In: Zeitschrift für Entwicklungspädagogik 4/2006, 2-8. System, Handeln, Lernen unterstützen. Eine Theorie pädagogischer Praxis. Weinheim 2001. School as a Ritual Institution. In: Pedagogy, Culture & Society. Vol. 9 (2001) No. 2, pp. 237-248. Grundlagen des Performativen (ed. with Ch. Wulf). Weinheim 2001 (therein as author: 9-24: Sprache, Macht und
Handeln. Aspekte des Performativen; 25-46: Performative Äußerungen. Austins Begriff als Instrument erziehungswissenschaftlicher Forschung).
Systémové myslení a pedagogické jednani (Systemisches Denken und pädagogisches Handeln). In: Pedagogická Orientace 14/1995, pp. 24-33.
Die pädagogische Umgebung. Weinheim 1993 Reggiopädagogik – Innovative Pädagogik heute. Frankfurt 1988 (10th ed. 2009).
9.10 Prof. Ruyu Hung, Ph.D., Chiayi, Taiwan
Academic career Professor of Philosophy of Education, Department of Education 2013-2014 Visiting Researcher, University of Luxembourg 2010- Professor, Department of Education, National Chiayi University 2009, Ph.D. University of Bath, UK 2005-2010 Associate Professor, Department of Education, National Chiayi University 2002-2005 Assistant Professor, Department of Education, National Chiayi University (NCYU) 2002, PhD. National Taiwan Normal University, Taiwan MA National Taichung University of Education, Taiwan BA National Chengchi University, Taiwan
Academic Awards
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2013/2014 NSC 薪傳學者Academic Mentor appointed by NSC 2012/2013 NCYU Outstanding Research Award of the Year. 2012-2015 Ministry of Education Distinguished Scholar Award 2012 Distinguished Scholar Award of the NCYU funded by NSC 2011 Distinguished Scholar Award of the NCYU funded by NSC 2011 National Chiayi University Good Teaching Award 1993 Ministry of Education Post-Doctoral Research Scholarship
Research Grants National Science Council (NSC) Research Project Grant: Différance of the Derridarian Pedagogy of
Deconstruction. NSC102-2410-H-415-013. 1 Aug 2013-31 July 2014. National Science Council (NSC) Visiting Research Grant: The Place Called School: In the Light of Derrida’s
Khora. NSC102-2918-I-415-004. 15 Aug 2013-14 February 2014. National Science Council (NSC) Research Project Grant: Educationally Engaging Body in Place: Ecophilia,
Place Aesthetics and Pedagogy. NSC100-2410-H-415-040-MY2. 1 Aug 2010-31 July 2013. National Science Council (NSC) Research Project Grant: An Exploration of the Aesthetic Pedagogy for
Human Rights: (I) (II): A Fusion of horizons of Rorty and Merleau-Ponty. 1 August 2009- 31 July 2011. National Science Council (NSC) Research Project Grant: An Exploration of Human Rights and Citizenship
Education from the Perspective of Rorty. 1 August 2008-31 July 2009. Postdoctoral Scholarship: Ministry of Education, Taiwan: (Nature and Education:) Ecophilia, Human Rights,
and Education. University of Bath, UK. September 2006-September 2008. National Science Council (NSC) Research Project Grant: The Study on the Mechanism of Promotion and
the Implementation of Human Rights Education in the International Contexts: Learning from the Experience of UK. 1 August 2006-31 July 2007.
National Science Council (NSC) Research Project Grant: Is postmodern moral education possible? Rorty, morality and human rights. 1 August 2004-31 July 2005.
Ministry of Education Research Project Grant: Education for Human Rights with related Issues: Theory and Practices. 15 April 2003-14 April 2005.
National Chiayi University Research Project: Exploring the Foundation of Ecopedagogy: Ecocentrism, Merleau-Ponty and Educational Paradigm. January – November 2004.
Publications
Articles in Referred Journals (selection of 2009-present) Hung, R. (online first May 2013) Learning as Existential Engagement with/in Place: Departing from Vandenberg and
the Reams. Educational Philosophy and Theory. Hung, R. (2013) An exploration of Edward Relph’s concept of place and its educational implications. Journal of
Liberal Arts and Social Sciences, 9(4), 1-23. (In Chinese) Hung, R. (2013) Caring about strangers: A Lingisian Reading of Kafka’s Metamorphosis. Educational Philosophy and
Theory, 45(4), 436-447. Special Issue (Book Series). In Peter Roberts (Ed.) Shifting Focus: Strangers and Strangeness in Literature and Education.
Hung, R. (2013) Educational Hospitality and Trust in Teacher-Student Relationships: A Derridarian Visiting. Studies in Philosophy and Education, 32(1), 87-99. (DOI) 10.1007/s11217-012-9326-3.
Hung, R. (2012) A lifeworld critique of ‘nature’ in the Taiwanese curriculum: a Perspective Derived from Husserl and Merleau-Ponty. Educational Philosophy and Theory 42(10), pp. 1121-1132.
Hung, R. (2013) The Exploration of Place Pedagogy: A Critical Analysis of the Views of Sobel, Theobald and Smith. Curriculum & Instruction Quarterly 16(1), 115-138. (In Chinese)
Hung, R. (2012) Being human or being a citizen? Rethinking human rights and citizenship education in the light of Agamben and Merleau-Ponty. Cambridge Journal of Education. 42(1), 37-51.
Hung, R. (2012) To dwell or not to dwell? Exploring critical pedagogy of place and the related debates. Taiwan Journal of Sociology of Education 12(1), 43-73. (In Chinese)
Hung, R. & Chen, H-C. (2012) An exploration of eco-phenomenology: On Merleau-Ponty’s nature. Journal of Environmental Education Research 9(2), 33-56. (In Chinese)
Hung, R. & Cheng, H-G. (2012) A study of comparative analysis of international human rights teaching materials. Journal of Educational Research and Development 8(2), 1-30. (In Chinese)
Hung, R. (2012) Ecological learning and general education: Introduction of Learning Nature: How the understanding of nature enriches education and life?, General Education Online 42, 33-35. (In Chinese)
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Hung, R. (2011) Natura naturans? Natura naturata? Book Review: What Is Nature? Culture, Politics and the Non-Human? General Education and Interdisciplinary Research 11, 137-149. (In Chinese)
Hung, R. (2011) Guest Editorial: Humanising, De-Humanising, Re-Humanising, In-Humanising in Education. Educational Philosophy and Theory. 43(9), pp. 905-907.
Hung, R. (2011) Citizenship with/in or without lifeworld? A critical review of contemporary perspectives of citizenship. Policy Futures in Education 9(2), pp. 172-182.
Hung, R. & Stables, A. (2011) Lost in space, located in place? Geo-phenomenological exploration and school. Educational Philosophy and Theory 43(2), pp. 193-203.
Hung, R. (2010) In search of affective citizenship: from the pragmatist-phenomenological perspective. Policy Futures in Education, 8(5), pp. 488-499.
Hung, R. (2010) Living and learning as responsive authoring: Reflections on the feminist critiques of Merleau-Ponty’s anonymous body. Indo-Pacific Journal of Phenomenology 10(1), pp. 1-8.
Hung, R. (2010) Journeying between home and nature: a geo-phenomenological exploration and its insights for learning. Environmental Values 19(2), pp. 233-251.
Hung, R. (2010) A critical exploration of the post-metaphysical citizenship and its implications for civic education: From the perspective of Rorty. Contemporary Educational Research Quarterly 18(2), 1-28. (In Chinese)
Hung, R. (2010) A critical examination of the legitimacy of the seven important issues of Grade 1-9 Curricula. Journal of Educational Research and Development 6(2), 33-58. (In Chinese)
Hung, R. (2010) An alternative reconsideration of educational reform and development in the global era: Place-based education. Journal of Early Childhood Education & Care 5, 73-82. (in Chinese)
Hung, R. (2009) An exploration of the issue of animal liberation/rights and its inspiration for considering the environmental ethics implied int eh curriculum guidelines. Contemporary Educational Research Quarterly 17(3), 125-148. (In Chinese)
Peters, M. & Hung, R. (2009) Solar ethics: a new paradigm for environmental ethics and education? Policy Futures in Education 7(3), 337-345.
Hung, R. (2007) Is ecological sustainability consonant or dissonant with human rights? Identifying theoretical issues in peace education, Journal of Peace Education 4(1), pp.39-55.
Hung, R. (2007) Is postmodern education possible? A study of Rorty’s liberal ironist view of education. Journal of National Taiwan Normal University, 52(2), pp. 45-62.
Journal Editor Member of Editorial Board of Educational Philosophy and Theory, 2013- Member of Editorial Board of Knowledge Cultures, 2013- Guest Editor, Policy Futures in Education, 12(6), 2014. Guest Editor, Educational Philosophy and Theory. Special issue
Journal Reviewer Cambridge Journal of Education (Routledge) The Asia-Pacific Education Researcher (Springer) Educational Philosophy and Theory (Blackwell, Routledge 2013-) Educational Review (Routledge) Environmental Education Research (Routledge) Journal of Curriculum Studies. (Routledge) International Journal of Peace and Development Studies. New Media & Society (SAGE) Emotion, Space and Society (Elsevier) Creative Education.
9.11 Prof. Dr. ANDREAS SCHRÖER, Darmstadt, Germany
Education Stanford University, School of Education, Stanford, CA: Postdoctoral Fellow, 2004-2005 Erlangen-Nuremberg University, Germany: Ph.D. in Education (Organizational Education), March 2003 Thesis: "Change Management in non-profit organizations for higher education". Tübingen University, Germany: M.A. in Philosophy, Education, Dec. 1994 (Cum Laude)
Professional Activities
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Since 4/2012 Professor of Nonprofit Management, Ev. Hochschule Darmstadt, University of Applied Sciences, Director of the Institute for the Future of Health & Social Services
9/2009 – 6/2012 Assistant Professor of Public Administration, Hatfield School of Government, Division of Public Administration & Institute for Nonprofit Management.
Since 9/2009 Senior Fellow of the Centre for Social Investment, Heidelberg University 3/2006 – 9/2009 Head of Research of the Centre for Social Investment (CSI), Interim Head of Education,
Assistant Professor of Sociology, Ruprecht-Karls University Heidelberg 10/2005 – 2/2006 Assistant Professor of Education, University of Erlangen-Nuremberg 8/2004 – 9/2005 Postdoctoral Visiting Fellow Stanford University Center on Adolescence, on leave from
teaching position in Germany for research project at Stanford. 7/2003 – 8/2004 Assistant Professor of Education, University of Erlangen-Nuremberg
Most recent publications Schröer, A. (2014): Success for All. In: Helmut K. Anheier, Ekkehard Thümler, Annelie Beller, Nicole Bögelein (eds.):
Strategies for Impact in Education. Routledge Schröer, A. (2014): Teach for America. In: Helmut K. Anheier, Ekkehard Thümler, Annelie Beller, Nicole Bögelein
(eds.): Strategies for Impact in Education. Routledge Jäger, U./Schröer, A. (2013): Integrated Organizational Identity: A Definition of Hybrid Organizations and a Research
Agenda. Voluntas: DOI: 10.1007/s11266-013-9386-1 Jäger, U.P./Höver, H./Schröer, A./Strauch, M. (2012): Experience of Solidarity: Why Executive Directors work for
Market-Driven Nonprofits. Nonprofit and Voluntary Sector Quarterly (Sept., 17, 2012): DOI: 10.1177/0899764012455698
Schröer, A. (in print): Führungskräftenachwuchs im Nonprofit Sektor: Situation, Herausforderungen, Ausbildung. In: Klaus Hildemann, Ralf Hoburg, Heinz Schmidt (eds.): Nächstenliebe und Organisation. Wissenschaftliche Gesellschaft für Theologie. Gütersloh: Gütersloher Verlagshaus
Jäger, U./Schröer, A. (2012): Erfolgsmessung in hybriden Organisationen der ökonomischen Entwicklungszusammenarbeit. In: Markus Gmür (eds.): NPO Colloquium 2012. Haupt Verlag
Schröer, A./Sigmund. S. (2012): Soziale Investitionen – zur Multidimensionalität eines ökonomischen Begriffs. In: Anheier, H.K./Schröer, A./Then, V. (Hg.): Soziale Investititonen [Social Investment]. (pp. 87-114) Wiesbaden: Verlag für Sozialwissenschaften.
Strauch, M./Schröer, A./Schmitz, B. (2012): Social Entrepreneurship [Social Entreprneurship]. In: Anheier, H.K./Schröer, A./Then, V. (Hg.): Soziale Investititonen [Social Investment].(pp. 205-224) Wiesbaden: Verlag für Sozialwissenschaften
Schröer, A., Anheier, H.K., Then, V. (2012): Soziale Investition. Schlußfolgerungen für Politik, Forschung und Sektorentwicklung. In: Anheier, H.K./Schröer, A./Then, V. (Hg.): Soziale Investititonen [Social Investment]. (pp. 357-366) Wiesbaden: Verlag für Sozialwissenschaften
Then, V., Schröer, A., Anheier, H.K. (2012): Soziale Investition – zur Einleitung. [Social Investment – an introduction]. In: Anheier, H.K./Schröer, A./Then, V. (Hg.): Soziale Investititonen [Social Investment]. (pp. 7-14) Wiesbaden: Verlag für Sozialwissenschaften
Schröer, A. (2012): Social Capital. In: Mark Juergensmeyer, Helmut K. Anheier (Ed.) Encyclopedia of Global Studies. Thousand Oaks, CA: Sage.
9.12 Dr. Dorji Thinley, PhD, Thimphu, Bhutan Director of Research and External Relations Royal University of Bhutan (RUB) PO Box 708, Thimphu: BHUTAN Phone : 00975 2 336455 (w)
Email : [email protected]
Education
PhD (with Cum Laude), University of New England, Australia Advanced Diploma (Counseling & Special Education), University of New Brunswick, Canada MA (English studies), North-Eastern Hill University, India BA Honours (English studies), St. Anthony’s College, India
Teaching and research Supervision
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Currently (2013-2016) Research Supervisor to 1 PhD student, Oulu University, Finland and Supervisor to Master’s students, Paro College of Education, Royal University of Bhutan
Has taught undergraduate and postgraduate courses in the colleges of education, Royal University of Bhutan from 1997 to 2011
Publications (selected)
Thinley, D & Maxwell, T. W. (2013). The Role of English in Culture Preservation in Bhutan. Journal of Bhutan Studies (forthcoming): The Centre for Bhutan Studies.
Thinley, D. et al (2013). Researching Women’s Participation in Local Government in Bhutan: A description of the methodology used in a recent study. Bhutan Journal of Research and Development, Volume 2, No. 1, pp. 75-86).
Thinley, D. et al (2013). Participation of Women in Local Governance in Bhutan. Royal University of Bhutan (forthcoming).
Thinley, D (2013). Those Eccentric Teachers in ‘The Centenarian: 100 Years of Educating the Nation’. Ministry of Education, Royal Government of Bhutan: MoE.
Thinley, D. (2009). Document Research: A Description of Procedures for Gathering and Analysing Mute Evidence. Rabsel: the CERD Education Journal, Volume XIII, pp. 1-10.
Thinley, D. (2008). No Longer the ploughman’s song: A Layman’s Description of Aspects of Change in a Bhutanese Village, ‘Bhutan: Ways of Knowing’, Mason, R and Rennie, F (Eds.). Information Age Publishing: Conn. USA.
Institutional Affiliations Board Director, Bhutan Centre for Media and Democracy (since June 2013). Elected Member of Executive Board, International Society for Teacher Education (October 2012 – October
2015) Managing Editor, Bhutan Journal of Research and Development, Royal University of Bhutan (since July
2011 ) Member, Dzongkha Expert Committee, Dzongkha Development Commission (since July 2012) Member, Council for Renewable Natural Resources Research of Bhutan (since 2011) Member, Research and Innovation Committee, Royal University of Bhutan (Since August 2011) Member of Academic Board, Royal University of Bhutan (since 2011)
9.13 Prof. Dr. Philip A Woods, UK, Hertfordshire
Academic Appointments (since 1990) 17 May 2010 - current University of Hertfordshire, UK Chair in Educational Policy, Democracy and
Leadership 2007 – 2010 University of Gloucestershire, UK Chair in Educational Leadership and Policy 2006 – 2007 University of Aberdeen, UK Chair in Leadership and Educational Management 2004 – 2006 University of the West of England, UK Chair in Applied Research in Education 1990 – 2004 Open University, UK Senior Research Fellow
Summary Professor Philip Woods is an internationally recognised scholar in leadership and policy in education and has wide-ranging experience and expertise in managing and participating in major funded projects, including research and evaluations undertaken for a range of organisations, such as the UK government, National College for School Leadership, Specialist Schools and Academies Trust, Learning and Teaching Scotland, Economic and Social Research Council and British Academy. He brings substantial practical experience in leading teams, conducting research and evaluations, developing recommendations on policy and practice to tight deadlines, and methodological expertise in both quantitative and qualitative research techniques, as well as international networks.
Professional Memberships These include Chair of BELMAS (British Educational Leadership, Management and Administration Society) and Fellow of the Royal Society for the Arts.
Research and Evaluation Projects (selected) European Policy Network on School Leadership, funded by the European Union, Expert Adviser and
Institutional Partner, 2011-2015.
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Transforming Leadership Capacity, investigating the impact of research into holistic democracy and associated degrees of democracy framework, supported by a grant from the University of Hertfordshire.
Co-coordinator of BELMAS (British Educational Leadership Management and Administration Society) Structural Reform Research Programme, 2011-2013.
Evaluating the Impact of the Rural Dimension, commissioned by the Specialist Schools and Academies Trust, 2010 - 2011.
Entrepreneurialism and Leadership in Academies, funded by British Academy, 2006 – 2008. Leadership Development Project, commissioned by Learning and Teaching Scotland, 2007. Distributed Leadership without Hierarchy, funded by British Academy, 2005 – 2006.
Publications (selected) Transforming Education Policy: Shaping a democratic future, P. A. Woods, Bristol: Policy Press, 2011. Alternative Education for the 21st Century: Philosophies, Approaches, Visions, P. A. Woods & G. J. Woods (eds),
New York: Palgrave, 2009. Democratic Leadership in Education, P. A. Woods, London: Sage, 2005. ‘Sense of Purpose: Reconfiguring entrepreneurialism in public education’, P. A. Woods, in Slater, C. L. & Nelson, S. (eds) Understanding the Principalship: An International Guide to Principal Preparation, Bingley, UK: Emerald, 2013. ‘Drivers to Holistic Democracy: Signs and signals of emergent, democratic self-organising systems’, P. A. Woods, in S. M. Weber, M. Göhlich, A. Schröer; H. Macha & C. Fahrenwald (eds) Organisation und Partizipation:
Beiträge der Kommission Organisationspädagogik, Berlin: Springer VS, 2013. ‘Understanding Understanding the Local: Themes and issues in the experience of structural reform in England.’, T.
Simkins & P. A. Woods, Educational Management Administration and Leadership, forthcoming 2014. ‘Deepening Distributed Leadership: A democratic perspective on power, purpose and the concept of the self’, P. A.
Woods & G. J. Woods, Leadership in Education (Vodenje v vzgoji in izobraževanju), 2: 17-40. ‘Degrees of School Democracy: A holistic framework’, P. A. Woods & G. J. Woods, Journal of School Leadership, 22
(4), 707-732, 2012.
9.14 Univ. Professor Byung Jun Yi, Pusan National University, South Corea
Education: Univ. Muenster (Germany) (1998) Ph.D., Adult Education Univ. Muenster (Germany) (1993) M.A., Adult Education Univ. Sung Kyun Kwan (1988) B.A. Education
Professional Experience and Appointments: Pusan National University, Pusan, Korea, Professor, 2001.2 – now Bielefeld University, Germany, Guest Professor, Invited Friedrich-Ebert- Foundation, 2010 - 2001.6 - 9
Publication List Yi, Byung-Jun / Lee, Yu-Ri “The Dance Education Methodology Research Based the Mimesis Theory: Revolved
around the Triple Mimesis Theory of Paul Ricoeur” (The Korean journal of dance studies, 2013, Vol.45, No.6, pp.1-15)
Yi, Byung-Jun / Jeong, Mi-Kyeong / Park, Eung-Hee / Hwang, Gyu-Hong “Education for Sustainable Development & Learning Community – Focusing on the Action Research on Case of S Elementary School in Busan” (Journal of Korean Practical Arts Education, 2013, Vol.19, No.4, pp.153-174)
Yi, Byung-Jun, Park, Eung-Hee / Jeong, Mi-Kyeong “The Cultural Cognition Considered by Civilization Theory of N. Elias” (Korean journal of culture and arts education studies, 2013, Vol.8, No.2, pp. 227-239)
Yi, Byung-Jun “A study on the model of cultural cognition and cultural learning theory : focusing on Christoph Wulf” (Korean journal of culture and arts education studies, 2013, Vol.8, No.1, pp. 1-17)
Yi, Byung-Jun / Park, Ji-Yeon “An analysis on pedagogical meaning of G. Simmel's discourse on the space - for implication of the discourses on lifelong learning city, creative city & village making-“) (Korean journal of culture and arts education studies, 2012, Vol.7, No.4, pp. 91-106)
Yi, Byung-Jun / Park, JI-Yeon / Yi, Su-Min “Looking museum through the Cultural-Historical Activity Theory” (Korean journal of culture and arts education studies, 2011, Vol.6, No.4, pp. 71-85)
Yi, Byung-Jun / Yi, Chan “Basic Study for Developing Media Competency Model” (Korean journal of culture and arts education studies, 2011, Vol.6, No.3, pp. 21-37)
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Yi, Byung-Jun “Educational Biographical Approach on the Lifelong Learning Study: A Theoretical Study” (Journal of Lifelong Education, 2010, Vol.16, No.1 pp. 91~112)
Academic activity (present) Editor in chief of International Journal “Culture, Biography/Narrative & Learning” (new) President of “The Korean Society for Culture and Arts Education Studies” President of “The Korean Society for Adult & Continuing Education Studies” Board member of “The Korean Society for Lifelong Education” Board member of “The Korean Society for Creative City Studies” Board member of the organizing committee for “2013 Yeongwol International Museum Congress” Member of ESREA Member of Japan Society for Adult Education
Recent International Special lecture 2010.10 2010.9. 2010.9. 2010.8 2010.2 2010.1 2010.1
“Korean-Japan-China International Lifelong learning Forum” in Shanghai
15th APEC Women Leaders Network Meeting in Japan Ochanomizu University (Global COE Program) in Japan Bielefeld University in Germany Kyoto University in Japan Tokushima University in Japan Kansai University in Japan
Research Interests Cultural learning theory Adult Education / Lifelong learning / Human Resource Development Culture & arts education Museum & Community education Learning culture & organization culture in company Learning city / Creative city / Cultural city consulting etc.
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JOINT CALL FOR PAPERS / CALL FOR WORKSHOP PROPOSALS
Creative Economy, Creative University and Creative Development Ideas, Knowledges and Paths towards Sustainability, Happiness & Wellbeing
3rd Creative University Conference
An International Conference organized by the Institute for GNH Studies (iGNHaS, Royal University of Bhutan), International Creative University Network (ICUN), Center for Global Studies in Education (CGSE, Waikato University, New Zealand), and Future Education, Groups & Organization Studies (FUEGOS, University of Marburg, Germany), and supported by the Commission of Organizational Education of the German Education Research Association (GERA–OE)
Royal University of Bhutan Convention Centre Thimphu, 14 - 16 April 2014
___________________________________________________________
In our dynamic, accelerating societies, innovation and creativity are on the agenda of economical, political and social actors. According to specific rationalities, global, national, institutional and professional discourses on future, innovation and creativity differ greatly. In this polyphonic structure, some voices are heard more than others and some paradigms have become dominant: especially the market and economic growth paradigm even at present seems to be unquestionable. In an obviously more and more challenged world, the global polyphonic scenery now has the potential to open up towards new ideas and visions. The role of public universities being under debate and the public mission of the university being reframed: How will universities interpret the present trends? According to dominant discourses, the university should become an economically shaped institution to advance and promote the production of market knowledge. Will universities react – or respond to this market-pressure? And how will universities contribute to develop our common future?
Nowadays, many academics and intellectuals intend to create and open up old and new spaces for critical reflection, for new ideas, visions for the future and alternative developmental paths. Reflecting on the idea and potential, mission and responsibility of the university helps to open up and foster spaces for a critical and transformative institution that shifts academic self-concepts from (dis-)interested scholarship towards the promotion of global citizenship. So what is the potential of universities, to contribute to a sustainable development and to strategies of happiness and wellbeing?
An alternative development agenda addresses the interconnectedness of economical and social development to academic knowledge creation and as well to higher education. Knowledge for development, “development education” and “education for sustainable development” approaches show that education has become central to development and community development. Democratic participation of all groups (especially women) in the developmental process is understood as foundational. What are the paradigms of development education that suggest new possibilities and spaces for “development” that take advantage of emerging world trends, critical knowledge development paths and the role of education in these processes?
At a local and global level, new communications- and information-technologies open up towards the emerging paradigm of development education. Global knowledge development brings about an open global society as well as the development of trust-relationships within learning societies. “Open knowledge” and “open knowledge production” and related models like “peer production” and “peer governance” provide emerging alternatives to traditional proprietary models of knowledge production. The agenda of non-rivalry, coproduction and collaboration defines new developmental trajectories, where sustainability, happiness and wellbeing become relevant at the level of individuals, communities, institutions and societies.
The 3rd
Creative Universities Conference is being held in the Royal University of Bhutan, which has promoted the concept of happiness and wellbeing as an alternative developmental paradigm. Organized jointly by the International Creative Universities Network (ICUN), the Global Studies program of Waikato University, New Zealand
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and the Future Education, Groups and Organization Studies (FUEGOS) Center Initiative at Philipps-University of Marburg, Germany, the conference aims to open up an international “polylogue” on the role and potentials of a Creative University, effectively advancing the notions and potentials of creative development.
The conference offers spaces for different kinds of papers and workshops. In order to connect theoretical reflections with creation, the practices of the conference combine different ways and formats of learning. Traditional (theoretical, methodological, empirical or conceptual) papers will be presented in assigned fora and connected to developmental workshops. Like this, the bridging of different ways of thinking, the emergence of thought out of practice will be supported. In order to explore integrated ways of learning, in workshop sessions, body and artistic interventions will be especially welcome. Combined with traditional academic approaches, the conference will enable the participants to engage in a transformative learning process through dialogue, introspection and self reflection. This leads to a deepening of understanding of how the creative university intersects its functioning with what the new development paradigm should look like. Also, the notion of co-creating and of enabling to prototype change as social practice is a principle to be followed here.
Forum 1 (1st
day): Creativity and the educational mode of development
Exploring the Agenda of Creative University and Creative Development leads to reflections on the educational mode of development. What are different notions of the educational mode of development? What role can universities play in developing a new agenda of institutional creativity? Which actors and groups of actors (do & can) initiate transitions towards integrated developmental strategies? Which role do diversity, heterogeneity and inequality of actors play and how can this be researched as well as addressed in institutional strategies? What are different notions and concepts in order to foster equality and wellbeing? How is the relationship between creative economy, creative university and creative development shaped in discourses of the presence, how can it be analyzed?
Workshop 1 (2nd
day): Creating Developmental Spaces and supporting Actors of Change
How do we create developmental spaces in our universities, societies, economies and cross sector innovation strategies? How can actors in creative universities and institutions in society and economy be supported to create happiness and wellbeing? How can students, staff, faculty, leadership, management, community become involved? How can we develop positive relationships and functional structures for our vision of the university and its relationship to society, communities and economy? How can transitory spaces, think spaces and creativity labs arise and be fostered by educational institutions, economical actors, organizations and initiatives in society?
Forum 2 (1st
day): Creative University: Strategies of Creation and Creative Development of the Future
Which patterns and grammars of awareness are the basis for the practice of organizational change towards an integrated development perspective? How do organizational awareness cultures contribute to the support, negotiation, dilution or prevention of creativity? Which notion of the “idea of university” brings about real change? How can creative development and possibilities for change be supported and how can the interaction and contradictions between bureaucratic, market-oriented and communal organizational cultures be opened by awareness rising and mindfulness? What can other partnering institutions contribute – in an overarching cross sector innovation perspective?
Workshop 2 (2nd day): Developing and Discovering Mindfulness approaches to teaching, learning and development
How can spaces of awareness, mindfulness and creative approaches in organizations emerge and be implemented? What are strategies of creation and practices belonging to a true mindfulness approach? How can a network culture of future orientation, of mindfulness and sustainability be created and how can it contribute regularly to positive dynamics of institutional change? Which kinds of ideas of university, of economy and society are brought about by a different practice? How does mindfulness integrate and fit together with other learning intentions? Which kinds of developmental paths can be created here? What are the knowledges and paths to happiness and wellbeing?
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Forum 3 (1rst
day): Methodology and Methods of (action-) research
What is the best way to theoretically and empirically reconstruct organizational, institutional and network rules of creating creative organizing? Which methodological strategies and methods are best suited to empirically analyze the emergence and implementation of open and creative futures in organizations? How are new and established methods combined in exploring the complex and multilevel phenomenon of creativity and future orientation in organisations, economy and society? What is the potential of innovative research designs? What is the benefit of multi-methods and triangulation approaches? How can action-research contribute to address both research and change? What is the implications and possibilities for organizational transformation in society and economy - and academic knowledge creation?
Workshop 3 (2nd
day): Using Action-(Research) for the transformation of society
How can we inspire change agents, actors and communities to develop in a mindful way? How can we use a methodology of action research focusing on the notion of action? How to use culturally adequate methods, which inspire articulation and envisioning desired futures? What is methodology and methods of creative action research and organizing in our societies, economy and university? What are new potentials for action research approaches in an interdisciplinary and international perspective? Which knowledges and paths can be created by open developmental strategies of innovation?
Forum 4 (1rst
day): Creativity, Open Science & Travelling Ideas
Exploring the question of creative economy, creative university and creative development is related to the debates on open science and to making ideas travel. This forum provides space for the discussion of the dimensions of the New, related to open science and the role of “creative university” for a creative economy and creative development. What are different patterns and options of generating creative futures and awareness in organizing? What is the nature of open science and open education – and how can international program development contribute to the creation of a global structure and global flows of “travelling ideas” and “travelling universities”? What are the paths into a sustainable future and the paths of sustainability oriented university programs?
Workshop 4 (2nd
day): Ideas and practices of partnerships, co-operations and the development of academic programs
What are ideas and practices, which contribute to a cross sector innovation approach and to an outreach of university to community learning, volunteerism and nation building as well as cosmopolitism? How does the creative university develop relationships outside academia – to community, government and industry? What are risks and possibilities of public private co-operations, partnering and innovating across sectors? What are technological requirements to realize international and global cooperation? How can decentralized and multi-campus settings be made fruitful in a global world? How can peer to peer technologies contribute to develop global education approaches? What can universities contribute to the educational mode of development?
Fora and Workshop Sessions
We’d like to invite you to hand in your abstracts and suggestions for a conference paper for one of the fora or a workshop proposal for one of the workshops (1000-1500 characters). The abstract should demonstrate the paper’s/workshop proposal’s relation to the above mentioned thematic areas as well as the theoretical, methodological, empirical or conceptual background of the paper or workshop. Please let us know in which forum or workshop you would like to present your paper or design-activity. All abstracts and workshop proposals will be peer reviewed and assigned to one of the fora or workshops. After the conference, a peer reviewed book in English with conference proceedings and workshop results will be published.
Submission of abstract/workshop proposal
Please send your abstract and/or proposal for a workshop session until January, 5th, 2014 to
Ms Tshering Choden: [email protected]
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