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To support schools, improve learning outcomes, create innovative learning opportunities, and reduce social disadvantage, many countries have introduced policies to mandate or incentivize educational networks in the last decade. This study focuses on Germany, where around 80% of municipalities established area-based initiative (ABI) structures follo...
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Citations
... Additionally, even though it has been highlighted several years ago [28], current research still emphasizes the need to focus more on projections that have, for instance, a higher desirability but a lower probability [25]. Furthermore, in studies addressing discrepancies [17,20,27], a deeper elaboration of concrete proposals to help decision-makers act on the results remains limited [6,80]. Consequently, there is a risk that valuable knowledge for promoting sustainable transitions is left undiscovered, such as on how reactions can be encouraged in the absence of consensus [58]. ...
... Nevertheless, the Foresight literature also points out limitations that can impede the valuable analytical toolbox from fully contributing to sustainability transitions by inspiring research and innovation agendas. Firstly, current studies are calling for a more nuanced assessment of future options, such as by looking at combinations within future options or working out more specific instructions from different viewpoints [16,20,39]. However, this imperative remains only partially addressed in current practices. ...
... Secondly, studies delving deeper into discrepancies e.g., between desirability and probability or contested opinions, could offer more concrete recommendations for action [17,20,27,44,58]. This could complement research by showing for instance,how proactive strategies can be developed that not only help to act more sustainably in the presence of less desirable scenariosnot only [6] but also to move from less desirable to more desirable scenarios. ...
In response to pressing global challenges, sustainability transitions research has emerged as an interdisciplinary field focused on fundamental changes, necessitating novel approaches for strategy-making from research and innovation. Foresight practitioners need to extend their well-established methodological toolkit, which can inform subsequent planning processes about managing conflicts and shaping futures, to include the articulation of response options for contributing to the creation of more sustainable future systems. This research aims to contribute to this need by exploring future options characterized by discrepancies. Drawing from the Responsible Research and Innovation (RRI) literature to understand discrepancies between “desirability” and “probability” of future options as missed opportunities to secure social desirability in the future or as threats to it, this research argues for the collective identification and anticipation of discrepancies to reflect on options for making more responsive strategies. Thus, informed by RRI, a Delphi exercise was modified to engage experts from the German agri-food sector (n = 21) to assess divergent innovation-driven changes in the German agri-food sector that had been collectively anticipated and reflected upon beforehand. The results speak for a reduction of complexity by revealing specific actions necessary to redirect research and innovation processes away from unsustainable paths, as well as identifying determinants of discrepancies to do good or avoid harm.
... The Delphi method was originally developed in the 1960s as a tool for finding a consensus among experts regarding the future development of issues that were difficult to model [7,8]. The method is often used to construct visions of the future, future images, and/or scenarios [9][10][11]. Usually, the Delphi method relies on expert views, but here, we rely on a more fluid definition of expertise where also practitioners, such as farmers, are experts on their own field [12]. ...
... Based on the first-round farmers' interviews, a total of 126 codes were initiated, which were then grouped according to their analogies to form 53 themes (Appendix 2). Climate change as a descriptive code included the highest number of codes (12), followed by larger farm size (10) and fewer farms (9). In total, 30 out of the 53 themes had only one mention. ...
In Finland, agriculture is practiced in variable growing conditions that are further challenged by climate change and under external pressure caused by international competition, changing consumer preferences and demands, and the renewal of the European Union Common Agriculture Policy and Paris Agreement climate targets. Futures studies in agriculture have focused on scenario building with expert panels, though usually without farmers’ involvement. This study focuses on farmers’ views of shaping the future of Finnish agriculture. It builds on the disaggregative Delphi method and combines interviews and a representative survey of Finnish farmers. The study is based on a bottom-up process in which a farmer panel of 20 farms defined their views of the future in a semi-structured thematic interview. The views were turned into statements in a structured survey sent to the second panel, which comprised all Finnish farmers who had received agricultural subsidies in 2016, with 4401 respondents. The results were analyzed using quantitative factor analysis, which produced five future images for Finnish agriculture. The images were shown to the original farmer panel for reflection. They considered the probability of each future image and their own role in it. Technology solves as a future image was most favored by farmers, followed by Ecological and specializing small-scale production image. Business-as-usual was the least likely future images according to the interviewed farmers. This paper describes the process and discusses both methodological benefits and pitfalls, as well as farmers’ future views of the forthcoming decades.
... Vi kan ikke se at det finnes studier som undersøker hvordan områdesatsinger relaterer til laereres praksis i skolen. Dette framstår også som tilfellet internasjonalt, til tross for at ulike utdanningsorienterte områdesatsinger har blitt gjennomført i land som England (Dyson et al., 2012;Rees et al., 2007), Tyskland (Duveneck et al., 2021) og Sverige (Bunar, 2011). For å sette søkelyset på hvordan områdesatsinger relaterer til laereres praksis i skolen, tar vi i denne artikkelen utgangspunkt i et teoretisk perspektiv som beskriver forholdet mellom skolepolitikk og laererpraksis. ...
Hensikten med denne artikkelen er å bidra til mer kunnskap om forholdet mellom utjevningspolitikk og lærerpraksis, gjennom å undersøke praksisbeskrivelser fra lærere som er tilknyttet en skoleorientert områdesatsing. Analysefunnene framhever hvordan lærerne står i et spenningsforhold mellom utjevningspolitiske intensjoner, deres tilgjengelige ressurser og opplevde praksisutfordringer, under de krevende omstendighetene som informantene beskriver. I diskusjonsdelen drøftes lærernes utfordringer i lys av den utjevningspolitiske konteksten som de befinner seg i, og hvordan informantene gjennom den politiske innramningen av lærerrollen gir uttrykk for en pedagogisk stigmatisering av elever i området. English abstract “Schools Have a Mandate to Equalize Social Inequality” – Teacher Practice in an Equity Policy Context The purpose of this article is to contribute more knowledge on the relationship between equity policy and teacher practice in Norwegian schools, by studying practice descriptions from teachers who are embedded in an area-based initiative. The analysis shows how the teachers find themselves in a professional predicament between equity policy intentions, their available resources, and challenges, under the difficult circumstances that the informants describe. In the following chapter, we discuss the teachers challenges against the equity policy context in which they find themselves in. We also discuss how the informants through the political framing of the teacher’s role, express a pedagogical stigmatization of pupils in the area.
... For example, a number of studies indicated the percentage only to decide consensus while others prefer to add other methods. [6], [14], [21], [25][26][27], [33], [38], [45], [48], [49], [54], [61], [65] Percentage & other methods [7][8][9], [11], [18], [19], [24], [29], [42], [44], [47], [53], [57], [67] IQR [20], [29], [35], [39], [42][43][44] Mean, Median, SD [7], [8], [10], [11], [13], [16], [17], [19], [32], [34], [36], [37], [39], [42], [46], [47], [50], [52], [53], [56], [59], [62][63][64] Fuzzified Values [18], [30], [51] Thematic Analysis [28], [76] Ranking [9], [31], [41], [57], [58] Confirmatory factor analysis [40] coefficient of variation [34] Consequently, it is recommended for the researcher to set an agreed percentage to decide the consensus; Table 3 illustrates the used pre-agreed percentage in each of the studies. [21], [27], [33] ...
The Delphi technique is a research methodology that facilitates expert consensus in addressing complex problems in various fields, including higher educational (HE) research. This review article presents an overview of Delphi studies in education, focusing on their application in HE researches. The review examines the evolution of sixty Delphi studies in educational research and identifies key considerations for conducting a successful investigation. These include selecting appropriate participants, framing research questions carefully, and using appropriate data analysis methods. The paper emphasizes the need for careful planning and execution when conducting Delphi studies and identifies areas for future research. The article provides a comprehensive outline of the primary aspects of Delphi studies in education, including the core topic of each study, the number of experts involved, the types of Delphi methods used, and the findings obtained. The review highlights the significance of the Delphi technique in facilitating expert consensus, which can be beneficial in addressing complex educational challenges. Overall, the article emphasizes the importance of the Delphi technique in HE researches and provides valuable insights for researchers who are planning to use this methodology in their studies. It serves as a valuable guide for future Delphi research in the field of education, as well as other areas where consensus-building is required.
... Such spatial patterns tend to be prevalent in many cities and metropolitan areas, across OECD member states and non-member economies (Organisation of Economic Co-Operation and Development [OECD] 2018) and are often exacerbated by a number of intersectional issues, including notions of race, ethnicity, class and migration status (European Commission 2020;OECD 2018). Policymakers have long grappled with how to intervene effectively to disrupt these patterns, with many governments making specific efforts to develop targeted area-based initiatives to improve children's educational outcomes in disadvantaged places (Duveneck et al. 2021;Kerr and Dyson 2017). In the English context, upon which this article focuses, these have most recently been termed place-based initiatives and have been gaining renewed policy attention (Department for Education [DfE] 2021). ...
... However well intentioned, such initiatives have, though, typically reported modest, poorly sustained outcomes (Kerr and Dyson 2017;Duveneck et al. 2021;Rees, Power, and Taylor 2007). A factor widely identified as contributing to this is that place-based initiatives have tended to perpetuate deficit narratives about their target areas and those living in them (Durose and Richardson 2016). ...
Background
Internationally, young people experiencing poverty and related disadvantages do least well in school. These inequalities tend to be concentrated in places with high levels of poverty and poor outcomes across multiple domains. Although place-based initiatives are sometimes used by policymakers as a vehicle to improve outcomes, such programmes often fail to engage meaningfully with local resources, further marginalising disadvantaged communities.
Purpose
This article considers what asset-based approaches, which seek to understand existing resources (assets) in disadvantaged places, might bring to such situations. Focused on a disadvantaged inner-city neighbourhood in England, it explores professionals’ and young people’s understandings of assets through an assets-mapping approach.
Method
During a two-year study, a university researcher was embedded in a secondary school, and 10 students (aged 13) were trained as co-researchers. Utilising visual mapping methods, they conducted 17 focus groups (45 minutes each) with around 225 of their peers in total. In addition, the researcher conducted 14 semi-structured interviews with a group of local multi-agency professionals and with the co-researchers. Data were analysed thematically.
Findings
The analysis indicated that professionals and young people understood the neighbourhood’s assets in relation to perceived ‘lived territories’. Professionals described different residential groups as ‘owning’ different geographical ‘territories’, identifying professionally-led institutions as assets that could transcend these. Conversely, young people talked about ‘territories’ primarily in terms of power and control: they identified self-defined social spaces, away from professional scrutiny, as among the neighbourhood’s most valuable assets.
Conclusion
Exploring the students’ and professionals’ contrasting positions through Giddens’ notion of regionalisation, which distinguishes front spaces (i.e. professional and public-facing) and back spaces (i.e. private and personally developed), suggests that the tangible nature of assets is perhaps less important than the different power relationships at play within them. The study highlights the necessity of working in partnership with young people throughout the development of place-based initiatives.
Im Rahmen dieses Beitrages wird Kritisches Denken als Konzept im Kontext von transformativer Bildung und Bildung für nachhaltige Entwicklung verortet, um hiervon ausgehend Kritisches Denken anhand von Äußerungen von Schüler*innen (Gymnasium, N = 593) empirisch zu betrachten. Hierzu wird ein Dilemma im Themenbereich Nachhaltigkeit ausgewertet. Ausgehend von den Ergebnissen wird diskutiert, inwiefern Kritisches Denken im Kontext von Schule gefördert werden kann.
Download unter https://www.waxmann.com/index.php?eID=download&id_artikel=ART105390&uid=frei
The goal of equity in education in England is damaged by regional disparities in outcomes and a marked social gradient in school exclusion. The most vulnerable groups are disproportionately represented in in-year transfers. Drawing on 24 interviews with school leaders and education decision-makers in a socioeconomically deprived area, this study examined institutional strategies to promote inclusion by reducing pupil mobility in an area-based initiative. The analysis highlights the interaction of administrative, professional and market logics, and the significance of the “middle tier” in mediating inter-local tensions. Further research is needed on “hidden” pupil moves and diverse forms of within-school segregation-reintegration.
Bir grup uzmandan bir konuda fikir birliği elde etmek amacıyla kullanılan Delphi yöntemi, uzman grup yargılarının bireylerin yargılarından daha yüksek geçerliliğe sahip olduğu varsayımına dayanan bir araştırma yöntemidir. Ancak bu yöntem kullanılırken uzman grupların kaç kişiden oluşacağı, görüşmelerin kaç tur yapılacağı, verilerin nasıl toplanacağı, verileri analiz ederken hangi parametrelerin sunulacağı gibi bir takım belirsizlikler oluşabilmektedir. Bu araştırmada Delphi yönteminin, son yıllarda, özellikle işletme ve yönetim alanındaki araştırmalarda nasıl kullanıldığının ayrıntılı bir biçimde incelenmesi amaçlanmaktadır. Bu amaçla, araştırmacılar, kütüphaneciler, kurumsal yöneticiler ve fon sağlayıcılar tarafından güçlü bir analiz ve keşif aracı olarak kabul edilen Scopus hakem denetimli veritabanı üzerinde, “Delphi” anahtar kelimesi ile son iki yıl içinde (2020-2021) açık erişimli şekilde yayınlanan, işletme ve yönetim bilimi alanına yönelik makaleler incelenmiştir. İncelenen çalışmalarda kullanılan araştırma yöntemi, kullanılan araştırma tekniği, veri toplama yöntemi, tur sayısı, katılımcı sayısı ve analizlerde kullanılan parametreler karşılaştırılmıştır. Elde edilen bulguların işletme ve yönetim bilimi alanında ileriye yönelik yapılabilecek araştırmalardaki yöntemlere ışık tutması beklenmektedir.
Anahtar Kelimeler: Delphi yöntemi, İşletme, Yönetim
Abstract
The Delphi method, which is used to obtain consensus on a subject from a group of experts, is based on the assumption that judgments of an expert group have higher validity than the judgments of individuals. However, when using this method, there are some uncertainties such as how many people the expert groups will consist of, how many rounds will be conducted, how the data will be collected, and which parameters will be presented while analyzing the data. This study is aimed to examine in detail the use of the Delphi method, especially how it is used in the fields of business and management in the last years. For this purpose, a set of open access articles published in the last five years (2017-2021) period is examined. The search is conducted with the keyword "Delphi" in the fields of business as well as management sciences on the Scopus peer-reviewed database. Scopus is accepted as a powerful analysis and discovery tool by researchers, librarians, corporate managers, and funders. The research method, the research technique, and the data collection method used in the studies are examined. The number of rounds, the number of participants, and the parameters used during Delphi analyzes were compared. The findings are expected to shed light on methods of future research in the field of business and management science.
Keywords: Delphi method, Business, Management
Der Beitrag beschreibt das Konzept der Kommunalen Bildungslandschaften, das auf eine bessere Unterstützung junger Menschen durch die Vernetzung von Bildung auf kommunaler Ebene abzielt. Die empirische Studie untersucht die Entwicklung von Handlungsspielräumen am Beispiel des Campus Rütli in Berlin-Neukölln. Dabei wird deutlich, warum sie unter Bedingungen des interkommunalen Wettbewerbs unbeabsichtigt ökonomisch in Wert gesetzt werden und wie die beabsichtigte Erweiterung von Handlungsspielräumen gelingen kann.
