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'Tools' in public management
(2022)
Tools are methods or procedures, and thus operational patterns of action, applied in public administrations to solve standard problems. It is also possible to consider them as structured communication according to professional standards aiming at complexity reduction. Regularly, tools in management stem on a deductive-synoptic rationale offering a seemingly ‘objective’ decision basis. They have a strong formative influence on the organization, regularly also beyond the intended effects. The prominence of tools is sometimes confused with management as such, e.g. introducing tools is mistaken as equivalent to managing for a particular purpose. However, tools have to be closely and carefully managed regarding the objectives and purposes they should serve.
The ability to reflect is considered an essential element of Education for Sustainable Development (ESD) and a key competence for learners and educators in ESD (UNECE Strategy for ESD, 2012). In contrast to its high importance, little is known about how reflective thinking can be identified, influenced or increased in the classroom. Therefore, the objective of this study is to address this need by developing an empirical multi-stage model designed to help educators diagnose different levels of reflective thinking and to identify factors that influence students’ reflective thinking about sustainability. Based on a 4–8-week project with grade 10 and 11 students studying sustainability, reflective thinking performance using weblogs as reflective journals was analysed. In addition, qualitative semi-structured interviews were conducted with the teachers to comprehend the learning environment and the personal value they assigned to ESD in their geography class. To determine the levels of reflective thinking achieved by the students, the study built on the work of Dewey (1933) and pre-existing multi-stage models of reflective thinking (Bain, Ballantyne, & Packer, 1999; Chen, Wei, Wu, & Uden, 2009). Using a qualitative, iterative data analysis, the study adapted the stage models to be applicable in ESD and found great differences in the students’ reflection levels. Furthermore, the study identified eight factors that influence students’ reflective thinking about sustainability. The outcomes of this study may be valuable for educators in high school and higher education, who seek to diagnose their students’ reflective thinking performance and facilitate reflection about sustainability.
As AI technology is increasingly used in production systems, different approaches have emerged from highly decentralized small-scale AI at the edge level to centralized, cloud-based services used for higher-order optimizations. Each direction has disadvantages ranging from the lack of computational power at the edge level to the reliance on stable network connections with the centralized approach. Thus, a hybrid approach with centralized and decentralized components that possess specific abilities and interact is preferred. However, the distribution of AI capabilities leads to problems in self-adapting learning systems, as knowledgebases can diverge when no central coordination is present. Edge components will specialize in distinctive patterns (overlearn), which hampers their adaptability for different cases. Therefore, this paper aims to present a concept for a distributed interchangeable knowledge base in CPPS. The approach is based on various AI components and concepts for each participating node. A service-oriented infrastructure allows a decentralized, loosely coupled architecture of the CPPS. By exchanging knowledge bases between nodes, the overall system should become more adaptive, as each node can “forget” their present specialization.
Mobile devices and associated applications (apps) are an indispensable part of daily life and provide access to important information anytime and anywhere. However, the availability of university-wide services in the mobile sector is still poor. If they exist they usually result from individual activities of students and teachers. Mobile applications can have an essential impact on the improvement of students’ self-organization as well as on the design and enhancement of specific learning scenarios, though. This article introduces a mobile campus app framework, which integrates central campus services and decentralized learning applications. An analysis of strengths and weaknesses of different approaches is presented to summarize and evaluate them in terms of requirements, development, maintenance and operation. The article discusses the underlying service-oriented architecture that allows transferring the campus app to other universities or institutions at reasonable cost. It concludes with a presentation of the results as well as ongoing discussions and future work
Manufacturing companies still have relatively few points of contact with the circular economy. Especially, extending life time of whole products or parts via remanufacturing is an promising approach to reduce waste. However, necessary cost-efficient assessment of the condition of the individual parts is challenging and assessment procedures are technically complex (e.g., scanning and testing procedures). Furthermore, these assessment procedures are usually only available after the disassembly process has been completed. This is where conceptualization, data acquisition and simulation of remanufacturing processes can help. One major constraining aspect of remanufacturing is reducing logistic efforts, since these also have negative external effects on the environment. Thus regionalization is an additional but in the end consequential challenge for remanufacturing. This article aims to fill a gap by providing an regional remanufacturing approach, in particular the design of local remanufacturing chains. Thereby, further focus lies on modeling and simulating alternative courses of action, including feasibility study and eco-nomic assessment.
The ongoing digitalization leads to a need of continuous change of ICT (Information and Communi-cation Technology) in all university domains and therefore affects all stakeholders in this arena. More and more ICT components, systems and tools occur and have to be integrated into the existing processes and infrastructure of the institutions. These tasks include the transfer of resources and information across multiple ICT systems. By using so-called virtual environments for domains of re-search, education, learning and work, the performance of daily tasks can be aided. Based on a user requirement analysis different short- and long-term objectives were identified and are tackled now in the context of a federal research project. In order to be prepared for the ongoing digitalization, new systems have to be provided. Both, a service-oriented infrastructure and a related web-based virtual learning environment constitute the platform Campus.UP and creates the necessary basis to be ready for future challenges. The current focus lies on e-portfolio work, hence we will present a related focus group evaluation. The results indicate a tremendous need to extend the possibilities of sharing resources across system boundaries, in order to enable a comfortable participation of exter-nal cooperating parties and to clarify the focus of each connected system. The introduction of such an infrastructure implies far-reaching changes for traditional data centers. Therefore, the challenges and risks of faculty conducting innovation projects for the ICT organization are taken as a starting point to stimulate a discussion, how data centers can utilize projects to be ready for the future needs. We are confident that Campus.UP will provide the basis for ensuring the persistent transfer of innovation to the ICT organization and thus will contribute to tackle the future challenges of digitalization.