@misc{Sperfeld2006,
  type      = {Master Thesis},
  author    = {Sperfeld, Robert},
  title     = {Decentralisation and establishment of local government in Lesotho},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-10867},
  school      = {Universit{\"a}t Potsdam},
  year      = {2006},
  abstract  = {This diploma thesis deals with the process of political and administrative decentralisation in the Kingdom of Lesotho. Although decentralization in itself does not automatically lead to development it became an integral part of reform processes in many developing countries. Governments and international donors consider efficient decentralized political and administrative structures as essential elements of "good governance" and a prerequisite for structural poverty alleviation. This paper seeks to analyse how the given decentralization strategy and its implementation is affecting different features of good governance in the case of Lesotho. The results of the analysis confirm that the decentralisation process significantly improved political participation of the local population. However, the second objective of enhancing efficiency through decentralisation was not achieved. To the contrary, in the institutional design of the newly created local authorities and in the civil service recruitment policy efficiency considerations did not matter. Additionally, the created mechanisms for political participation generate relevant costs. Thus it is impossible to judge unambiguously on the contribution of decentralisation to the achievement of good governance. Different subtargets of good governance are influenced contrarily. Consequently, the adequacy of the concept of good governance as a guiding concept for decentralisation policies can be questioned. The assessment of the success of decentralisation policies requires a normative framework that takes into account the relations between both participation and efficiency. Despite the partly reduced administrative efficiency the author's overall impression of the decentralisation process in Lesotho is positive. The establishment of democratically legitimised and participatory local governments justifies certain additional expenditure. However, mistakes in the design and the implementation of the decentralisation strategy would have been avoidable.},
  subject      = {Dezentralisation},
  language  = {en}
}
@misc{DirnitrovHoviSprinzetal.2019,
  author    = {Dirnitrov, Radoslav and Hovi, Jon and Sprinz, Detlef F. and Saelen, H{\aa}kon and Underdal, Arild},
  title     = {Institutional and environmental effectiveness},
  series = {Wiley interdisciplinary reviews : Climate change},
  volume    = {10},
  journal   = {Wiley interdisciplinary reviews : Climate change},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {1757-7780},
  doi       = {10.1002/wcc.583},
  pages     = {12},
  year      = {2019},
  abstract  = {The 2015 Paris Agreement (PA) has been widely hailed as a diplomatic triumph and a breakthrough in global climate cooperation. However, it is commonly accepted that the PA's collective goal—keeping global warming "well below" 2°C above preindustrial levels—remains ambitious. Making matters even more challenging, in 2017, global CO2 emissions resumed growth after 3 years of near standstill. In 2018, this growth accelerated. It is therefore extremely important that the PA's institutional architecture meet expectations concerning its ability to induce member countries to promise and deliver emissions reductions. This study offers a review of the rapidly growing literature on the PA, to assess its strengths and weaknesses, its significance, and its prospects. We focus on evaluations of its institutional structure and its ability to induce member countries to implement policies. We frame the issues as a trilemma: the challenge of simultaneously satisfying all three main conditions for effectiveness—broad participation, deep commitments, and satisfactory compliance rates. Based on our review, we conclude that the key challenge for the PA will likely be to facilitate sufficiently fast ratcheting-up of nationally determined contributions, while keeping compliance rates high.},
  language  = {en}
}
@article{HanKuhlicke2019,
  author    = {Han, Sungju and Kuhlicke, Christian},
  title     = {Reducing Hydro-Meteorological Risk by Nature-Based Solutions: What Do We},
  series = {Water},
  volume    = {11},
  journal   = {Water},
  number    = {12},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {2073-4441},
  doi       = {10.3390/w11122599},
  pages     = {23},
  year      = {2019},
  abstract  = {Nature-based solutions (NBS) have recently received attention due to their potential ability to sustainably reduce hydro-meteorological risks, providing co-benefits for both ecosystems and affected people. Therefore, pioneering research has dedicated efforts to optimize the design of NBS, to evaluate their wider co-benefits and to understand promoting and/or hampering governance conditions for the uptake of NBS. In this article, we aim to complement this research by conducting a comprehensive literature review of factors shaping people's perceptions of NBS as a means to reduce hydro-meteorological risks. Based on 102 studies, we identified six topics shaping the current discussion in this field of research: (1) valuation of the co-benefits (including those related to ecosystems and society); (2) evaluation of risk reduction efficacy; (3) stakeholder participation; (4) socio-economic and location-specific conditions; (5) environmental attitude, and (6) uncertainty. Our analysis reveals that concerned empirical insights are diverse and even contradictory, they vary in the depth of the insights generated and are often not comparable for a lack of a sound theoretical-methodological grounding. We, therefore, propose a conceptual model outlining avenues for future research by indicating potential inter-linkages between constructs underlying perceptions of NBS to hydro-meteorological risks.},
  language  = {en}
}
@phdthesis{Schindler2021,
  author    = {Schindler, Eva Marie},
  title     = {"What we have done is just to put the people in form of a structure"},
  school      = {Universit{\"a}t Potsdam},
  pages     = {XIV, 288},
  year      = {2021},
  abstract  = {Participation has become an orthodoxy in the field of development, an essential element of projects and programmes. This book analyses participation in development interventions as an institutionalised expectation - a rationalized myth - and examines how organisations on different levels of government process it. At least two different objectives of participation are appropriate and legitimate for international organisations in the field: the empowerment of local beneficiaries and the achievement of programme goals. Both integrate participatory forums into the organisational logic of development interventions. Local administrations react to the institutionalised expectation with means-ends decoupling, where participatory forums are implemented superficially but de facto remain marginalised in local administrative processes and activities. The book furthermore provides a thick description of the organisationality of participation in development interventions. Participatory forums are shown to be a form of partial organisation. They establish an order in the relationship between administrations and citizens through the introduction of rules and the creation of a defined membership. At the same time, this order is found to be fragile and subject to criticism and negotiation.},
  language  = {en}
}
@article{Brandenburger2022,
  author    = {Brandenburger, Bonny},
  title     = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century},
  series = {Frontiers in education},
  volume    = {7},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2022.990675},
  pages     = {17},
  year      = {2022},
  abstract  = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.},
  language  = {en}
}
@misc{Brandenburger2022,
  author    = {Brandenburger, Bonny},
  title     = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschaft- und Sozialwissenschaftliche Reihe},
  number    = {157},
  issn      = {1867-5808},
  doi       = {10.25932/publishup-58777},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-587770},
  pages     = {17},
  year      = {2022},
  abstract  = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.},
  language  = {en}
}