Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe
ISSN (online) 1867-5808
URN urn:nbn:de:kobv:517-series-438
Herausgegeben von der Universität Potsdam
URN urn:nbn:de:kobv:517-series-438
Herausgegeben von der Universität Potsdam
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184
Über kaum ein Thema werden so hitzige Debatten geführt wie über Geschlechtsidentität. Das Wissen darum, dass Gender sozial konstruiert ist, wird von Anti-Gender Aktivist*innen häufig als ‚Gender-Ideologie‘ bezeichnet und ruft heftige Gegenreaktionen hervor. Dies gilt nicht nur in Deutschland – sondern länderübergreifend. Auffällig viele der transnationalen Anti- Gender Mobilisierungen der letzten 20 Jahre finden bezogen auf Bildungseinrichtungen statt. Dieser Beitrag widmet sich der besonderen Rolle der Universität und der Wissenschaft für transnationale Anti-Gender Diskurse. Anhand verschiedener Beispiele zeige ich auf, dass das Verhältnis zwischen Anti-Gender Bewegungen und Wissenschaft geprägt ist von widersprüchlichen Dynamiken, von Abgrenzung aber auch Imitation. In ihrem Zusammenspiel wirken beide Dynamiken mobilisierend und tragen zum Erstarken regressiver Rollenbilder und antidemokratischer rechter Bewegungen in der breiteren Gesellschaft bei. Der letzte Teil des Beitrags ruft daher zu mehr Selbstreflexion der wissenschaftlichen Praxis auf Grundlage feministischer und intersektionaler Ansätze auf.
162
Narratives are shaping our understanding of the world. They convey values and norms and point to desirable future developments. In this way, they justify and legitimize political actions and social practices. Once a narrative has emerged and this world view is supported by broad societal groups, narratives can provide powerful momentum to trigger innovation and changes in the course of action. Narratives, however, are not necessarily based on evidence and precise categories, but can instead be vague and ambiguous in order to be acceptable and attractive to different actors. However, the more open and inclusive a narrative is, the less impact can be expected. We investigate whether there is a shared narrative in research for the sustainable economy and how this can be evaluated in terms of its potential societal impact. The paper carves out the visions for the future that have been underlying the research projects conducted within the German Federal Ministry of Education and Research (BMBF) funding programme "The Sustainable Economy". It then analyzes whether these visions are compatible with narratives dominating societal discourse on the sustainable economy, and concludes how the use of visions and narratives in research can contribute to fostering societal transformations.
161
We investigate whether political ideology has an observable effect on decarbonization ambition, renewable power aims, and preferences for power system balancing technologies in four European countries. Based on the Energy Logics framework, we identify ideologically different transition strategies (state-centered, market-centered, grassroots-centered) contained in government policies and opposition party programs valid in 2019. We compare these policies and programs with citizen poll data. We find that ideology has a small effect: governments and political parties across the spectrum have similar, and relatively ambitious, decarbonization and renewables targets. This mirrors citizens' strong support for ambitious action regardless of their ideological self-description. However, whereas political positions on phasing out fossil fuel power are clear across the policy space, positions on phasing in new flexibility options to balance intermittent renewables are vague or non-existent. As parties and citizens agree on strong climate and renewable power aims, the policy ambition is likely to remain high, even if governments change.
160
Teaching and learning as well as administrative processes are still experiencing intensive changes with the rise of artificial intelligence (AI) technologies and its diverse application opportunities in the context of higher education. Therewith, the scientific interest in the topic in general, but also specific focal points rose as well. However, there is no structured overview on AI in teaching and administration processes in higher education institutions that allows to identify major research topics and trends, and concretizing peculiarities and develops recommendations for further action. To overcome this gap, this study seeks to systematize the current scientific discourse on AI in teaching and administration in higher education institutions. This study identified an (1) imbalance in research on AI in educational and administrative contexts, (2) an imbalance in disciplines and lack of interdisciplinary research, (3) inequalities in cross-national research activities, as well as (4) neglected research topics and paths. In this way, a comparative analysis between AI usage in administration and teaching and learning processes, a systematization of the state of research, an identification of research gaps as well as further research path on AI in higher education institutions are contributed to research.
159
Defining the metaverse
(2023)
The term Metaverse is emerging as a result of the late push by multinational technology conglomerates and a recent surge of interest in Web 3.0, Blockchain, NFT, and Cryptocurrencies. From a scientific point of view, there is no definite consensus on what the Metaverse will be like. This paper collects, analyzes, and synthesizes scientific definitions and the accompanying major characteristics of the Metaverse using the methodology of a Systematic Literature Review (SLR). Two revised definitions for the Metaverse are presented, both condensing the key attributes, where the first one is rather simplistic holistic describing “a three-dimensional online environment in which users represented by avatars interact with each other in virtual spaces decoupled from the real physical world”. In contrast, the second definition is specified in a more detailed manner in the paper and further discussed. These comprehensive definitions offer specialized and general scholars an application within and beyond the scientific context of the system science, information system science, computer science, and business informatics, by also introducing open research challenges. Furthermore, an outlook on the social, economic, and technical implications is given, and the preconditions that are necessary for a successful implementation are discussed.
158
Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research.
157
A multidimensional and analytical perspective on Open Educational Practices in the 21st century
(2022)
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.
156
Studies from several countries suggest that COVID-19 vaccination rates are lower among migrants compared to the general population. Urgent calls have been made to improve vaccine outreach to migrants, however, there is limited evidence on effective approaches, especially using social media. We assessed a targeted, low-cost, Facebook campaign disseminating COVID-19 vaccine information among Arabic, Turkish and Russian speakers in Germany (N = 888,994). As part of the campaign, we conducted two randomized, online experiments to assess the impact of the advertisement (1) language and (2) depicted messenger (government authority, religious leader, doctor or family). Key outcomes included reach, click-through rates, conversion rates and cost-effectiveness. Within 29 days, the campaign reached 890 thousand Facebook users. On average, 2.3 individuals accessed the advertised COVID-19 vaccination appointment tool for every euro spent on the campaign. Migrants were 2.4 (Arabic), 1.8 (Russian) and 1.2 (Turkish) times more likely to click on advertisements translated to their native language compared to German-language advertisements. Furthermore, findings showed that government representatives can be more successful in engaging migrants online compared to other messengers, despite common claims of lower trust in government institutions among migrants. This study highlights the potential of tailored, and translated, vaccination campaigns on social media for reaching migrants who may be left out by traditional media campaigns.
154
Creative thinking is an indispensable cognitive skill that is becoming increasingly important. In the present research, we tested the impact of games on creativity and emotions in a between-subject online experiment with four conditions (N = 658). (1) participants played a simple puzzle game that allowed many solutions (priming divergent thinking); (2) participants played a short game that required one fitting solution (priming convergent thinking); (3) participants performed mental arithmetic; (4) passive control condition. Results show that divergent and convergent creativity were higher after playing games and lower after mental arithmetic. Positive emotions did not function as a mediator, even though they were also heightened after playing the games and lower after mental arithmetic. However, contrary to previous research, we found no direct effect of emotions, creative self-efficacy, and growth- vs. fixed on creative performance. We discuss practical implications for digital learning and application settings.
153
Background
Wearables, as small portable computer systems worn on the body, can track user fitness and health data, which can be used to customize health insurance contributions individually. In particular, insured individuals with a healthy lifestyle can receive a reduction of their contributions to be paid. However, this potential is hardly used in practice.
Objective
This study aims to identify which barrier factors impede the usage of wearables for assessing individual risk scores for health insurances, despite its technological feasibility, and to rank these barriers according to their relevance.
Methods
To reach these goals, we conduct a ranking-type Delphi study with the following three stages. First, we collected possible barrier factors from a panel of 16 experts and consolidated them to a list of 11 barrier categories. Second, the panel was asked to rank them regarding their relevance. Third, to enhance the panel consensus, the ranking was revealed to the experts, who were then asked to re-rank the barriers.
Results
The results suggest that regulation is the most important barrier. Other relevant barriers are false or inaccurate measurements and application errors caused by the users. Additionally, insurers could lack the required technological competence to use the wearable data appropriately.
Conclusion
A wider use of wearables and health apps could be achieved through regulatory modifications, especially regarding privacy issues. Even after assuring stricter regulations, users’ privacy concerns could partly remain, if the data exchange between wearables manufacturers, health app providers, and health insurers does not become more transparent.