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Einleitung
(2012)
Einleitung
(2012)
Societal integration of Turkish immigrants with higher education does not go hand in hand with cultural assimilation. Educational success is accompanied by the individual-strategic integration of German and Turkish identity attributes, because new diversity management concepts of international organizations are offering new career opportunities. The process of social-emotional integration is "selective" as well, because socialization of Turkish students in German educational institutions leads to disaffection with their ethnical heritage and their social connections to German communities remains incomplete. Questions of cultural-authentic integration, connected with a strong bias for individualism, are answered by a new culture of immigration beyond class and ethnic community. Communicative Integration, enabled by public discourse, is causing a distancing from German and Turkish life-worlds. Turkish immigrants with a higher education do not accept a categorization of themselves through ethnic characterization; instead they construct hybrid identities, post-traditional communities, and active trust through the process of reflexive integration.
Strategisches Managment
(2011)
Neue Haushaltssteuerung
(2011)
Ausbildung und Fortbildung
(2011)
Vorwort
(2011)
In terms of the constructivist-orientated sociology of knowledge the social change of Christian religion turns out to be a reconstruction of central forms of knowledge. Mission and Ecumenism are two cornerstones of development This will be demonstrated using, Protestantism as an example. While the recourse on the notion of mission is enabling Christian religion to objectify itself as an integrative world religion against its societal environment, the Ecumenical leitmotif focuses on the denominational fragmented inner relations. Thereby Mission and Ecumenism are not only acting as semantics of,self-description. As distinct knowledge systems they are also standing for a programmatic change of the theological reservoir of knowledge.
Review article: Democratic inclusiveness : a reinterpretation of Lijphart's patterns of democracy
(2010)
This contribution to the study or democratic inclusiveness advances three main claims, based on Lijphart's original data First, his measurement of executive inclusiveness is incoherent and invalid. Secondly, executive inclusiveness is best explained by the interaction of many parties and strong legislative veto points. This implies that executive inclusiveness should not be contained in either of Lijphart's two dimensions of democracy. Thirdly, parties have incentives to economize on the costs of inclusive coalitions by avoiding strong legislative veto points, and these incentives are greater in parliamentary than in presidential systems. Hence. Lijphart's favourite version of consensus democracy - characterized by a parliamentary system and a high degree of executive inclusiveness - is unlikely to be a behavioural-institutional equilibrium.
This article addresses the different institutional and cultural contexts which must be considered when implementing E-Government in sub-Saharan Africa. Although E-Government is a global phenomenon, simply transferring ICT solutions and related organizational concepts from developed to developing countries seems inappropriate. E-Government undoubtedly has the potential to reduce administrative and development problems. However, it is obvious that compared to developed countries, additional effort is necessary when implementing E-Government in developing countries. More than in developed countries, the different initial institutional, cultural, and wider administrative contexts must be considered to avoid unintended effects. It is oversimplifying the issue to merely state that E-Government projects fail in Africa and other developing regions. Although E-Government in African countries lags far behind developed countries, this should be considered more as a state failure or lack of capacity in general. In particular, the different administrative contexts and rationalities must be taken into an account when implementing E-Government projects and strategies. Therefore, especially for African countries, a context-oriented approach seems to be a more promising route to the successful implementation of E-Government. The results of this approach may not seem ambitious from a western perspective, but could contribute to the solution of real-life and development problems in African societies.
This article discusses how much the clean development mechanism (CDM) can contribute to the deployment of renewable energies (RE) in China. While there are at least two general barriers to utilizing CDM finance for RE deployment - namely high project costs and the proof of additionality - this article argues that an appropriate national regulation Can lead RE technologies to a stage of commercialisation at which CDM financing can become crucial. For an assessment of the current policy mix in place in China for the deployment of renewable energies, the article compares the national Chinese regulations for renewable energies and China's specific CDM rules for their impact: where do general and CDM-specific regulations for the promotion of renewable energies provide synergies, where does the policy- making on these two levels collide?
Manuscript Type: Empirical Research Question/Issue: Why do firms in China, which has a higher level of economic development, communicate less CSR than firms in India? We use a model that includes country-, industry-, and firm-level factors to predict CSR communications intensity, a proxy for CSR activities. Research Findings/Insights: Using data on 68 of the largest multinational companies in China and India, our study shows that Indian firms communicate more CSR primarily due to a more rule-based, as opposed to relation-based, governance environment. Firms in the manufacturing industry tend to communicate more CSR. Firm-level characteristics such as size, duality of CEO and board chairperson, and percentage of external members on the board also have a significant influence on CSR communications. Theoretical/ Academic Implications: The main theoretical contribution of our study is to bring a three-level perspective, relying not only on firm- and industry-specific factors, but also on the governance environment, to the study of firms' CSR behavior. We show that the national governance environment dominates the national income level in affecting CSR communications intensity. We demonstrate that the macro institutional environment in a country strongly affects firm CSR behavior. Our findings suggest that CSR should be studied by considering multilevel antecedents. Practitioner/Policy Implications: Our study suggests that in order to improve the CSR of firms, policy makers in India and China must first try to improve public governance at the national level. Executives doing business with Chinese and Indian companies need to better understand the contrasting governance and their effects on the CSR practices in each country. For the international community and those concerned about product safety and other social issues related to China and India, our findings suggest that improvement will not be immediate since the governance environment changes relatively slowly.
This article examines the relation between policies, institutions and time by addressing the case of eastern enlargement policy and the European Commission. Our main question is how the special challenges and requirements of EU eastern enlargement policy impacted on the administrative level of the Commission, i.e. the level in charge of structuring, monitoring and steering the policy's implementation. We provide empirical data on institutional change in the Commission from the mid-1990s until 2004 and examine temporal categories at both the policy level and the institutional level. This analysis shows that - especially the temporal - requirements of enlargement policy drove the Commission to adapt its internal organization and time management; internal structures and procedures changed; actors were bound in a temporal grid. This allowed the mobilization of the actors and the in-time synchronization of their input. On the whole, our results open a new perspective on institutional change and time in the context of European governance.
Many parliamentary systems are marked by regular periods of higher and lower legislative activity. This legislation cycle is characterized by an increase in the legislative output shortly ahead of elections and a decrease in legislative initiatives in the second half of the legislative term. This article shows that legislative cycles at the European level are different. First, it shows that the initiation of legislation peaks at the end of parliamentary terms rather than at the beginning. Second, the article shows that the adoption of legislation is only partially connected to the electoral cycle. Instead, the reallocation of agenda powers within the European Parliament twice during a legislature better explains the timing of the adoption of bills than the end of Parliament's term. This finding is especially relevant for legislation adopted under the co-decision procedure. The 'procedural cartel theory' of Cox and McCubbins (2005) combined with the 'economic theory of legislation' provide the theoretical basis that may explain this finding.
Preferential trade agreements pose a big challenge for the multilateral trading system. Throughout the first decade of the twenty-first century, their number has grown significantly. However, these agreements have a range of disadvantages compared with the multilateral regime, for example, in trade facilitation and in dispute settlement. Whereas it will be difficult to stop the further spreading of this wave of preferential agreements, attempts can be made to reduce the negative effects of trade agreements that do, by definition, discriminate against other countries. In this article, a range of potential remedies are discussed, from a moratorium to the better enforcement of World Trade Organization rules on preferential agreements as well as improved monitoring.
Praktische Fragen und theoretische Antworten : 50 Jahre Policy-Analyse und Verwaltungsforschung
(2009)
Personalmanagment
(2011)
Neues Steuerungsmodell
(2011)
Das vorliegende Papier wurde im Auftrag der Gesellschaft für Fachdidaktik (GFD) von Bernd Muszynski (Politikdidaktik/Universität Potsdam), Jakob Ossner (Deutschdidaktik/ PH St. Gallen), Martin Rothgangel, (ev. Religionspädagogik/Universität Göttingen), Horst Schecker (Physikdidaktik/Universität Bremen), Helmut J. Vollmer (Englischdidaktik/Universität Osnabrück) verfasst. - Zusammenfassung: Trotz der Forderung der Expertise von Klieme u.a. (2003), dass es zu den Aufgaben der nächsten Zeit gehöre, Mindeststandards zu formulieren, liegen bis heute nur die 2003/04 formulierten Regelstandards der KMK vor. Mit dem vorliegenden Papier versucht die Gesellschaft für Fachdidaktik (GFD), die Diskussion über Mindeststandards voranzubringen. Dabei werden Mindeststandards mit dem Ziel der individuellen Entfaltung und gesellschaftlichen Partizipation unter Berücksichtigung unterschiedlicher Modi der Weltbegegnung ausgewiesen. Die Bezugnahme auf die Modi der Weltbegegnung, wie sie Baumert (2002) in die Diskussion eingeführt hat, garantiert, dass ein breites Verständnis von Bildung auch den Mindeststandards zu Grunde gelegt wird. Unter dieser Perspektive werden im Rahmen der Anerkennung einer Fachlichkeit von Bildungsprozessen nicht nur einzelfachliche, sondern vor allem auch fachübergreifende Zugänge erforderlich mit der Konsequenz, ein auf Mindeststandards hin ausgerichtetes Kerncurriculum über die Einzelfächer hinaus einzuführen. Hinzu kommen überfachliche Standards wie Teamfähigkeit, Konfliktfähigkeit etc., die zwar auch in Fächern aufgebaut, die aber zugleich von der Institution Schule als Ganzes verantwortet werden müssen. Mindeststandards sind nach Auffassung der GFD als normative Setzungen zu sehen, die das Recht des Einzelnen auf grundlegende Bildung fokussieren und den Anspruch der Gesellschaft an die Institution Schule, dies für jedermann zu gewährleisten. Schulunterricht muss explizit solche Kompetenzen, die alle Schülerinnen und Schüler als Mindestmaß für die eigene individuelle Entfaltung und die gesellschaftliche Partizipation sowie als Grundlage für lebenslanges Lernen erwerben müssen, über Schularten hinweg stärker in den Blick nehmen und sichern.