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Session Overview
Session
INNOVATION LABORATORIES AS METHODIZED DE-BOUNDARING: Organizational Education Perspectives
Time:
Tuesday, 15/Mar/2022:
9:00am - 11:30am

Virtual location: Zoom Seminar room 31

937 9854 4993, 057582
Session Topics:
14. Organisational Pedagogy, No Subdivision, qualitative, non-empirical theoretical, English

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Presentations

INNOVATION LABORATORIES AS METHODIZED DE-BOUNDARING: Organizational Education Perspectives

Chair(s): Prof. Susanne Maria Weber (Philipps-Universität Marburg, Deutschland), Prof. Andreas Schröer (Universität Trier)

Discussant(s): Prof. Antonius Schröder (TU Dortmund), Prof. Susanne Maria Weber (Philipps-Universität Marburg)

The symposium examines boundary crossing by innovation labs as part of Social Innovation infrastructure. From an education research perspective, labs are analyzed in the context of a) social organizations and the role of intrapreneurship, b) care organizations and care discourses, c) welfare regimes as framing conditions of labs and d) modeling boundaryless research and innovation collaborative environments. Based on a general typology of social innovations transforming the formal education system, papers present specific forms of boundary-crossing and their practices, relational barriers, disruptions, transgressions and micro, meso and epistemic de-boundarings.

Shedding light on the interplay of disciplinary, sector, organizational, regional, national boundaries within the practice of innovation labs as methodized de-boundaring arrangements for social innovations provides insights for further organizational education research and for overcoming borders in various sectors of society.

 

Presentations in this panel

 

1) Innovation Labs in a Systematization of Social Innovations

Prof. Antonius Schröder, Marthe Zirngiebl
TU Dortmund

Social Innovation and Innovation Labs are of growing importance for improving and complementing the education system. However, education systems are often characterised as reluctant and innovation resistant. Based on the empirical results of the international project SI-DRIVE (www.si-drive.eu) we will show how different types of social innovation in education encounter the boundaries imposed by the education system and which role Social Innovation could take over. As an interplay between social innovation and the formal condensed system we are looking at four ideal types describing the formal system’s reaction to social innovation: (1) Repairing, (2) Modernising, (3) Transforming, (4) Separating. Within this typology Social Innovation Labs could take over different parts, permeating and dissolving existing boundaries with new impetus from a comprehensive, not fragmented perspective for new de-boundaring solutions for educational and societal challenges.

References:

Rabadijeva, Maria; Schröder, Antonius; Zirngiebl, Marthe (2018): Building blocks of a typology of social innovation; In: Howaldt, Jürgen; Kaletka, Christoph; Schröder, Antonius; Zirngiebl, Marthe (Hrsg.): Atlas of social innovation; S. 84-87; Dortmund: sfs

Schröder, Antonius; Krüger, Daniel (2019): Social innovation as a driver for new educational practices -
Modernising, repairing and transforming the education system; In: Sustainability, Band: 11 (4)/2019, S. 1070 ff.

 

2) Social Innovation between Social Organizations: Intrapreneurial learning as transgressing boundaries

Prof. Andreas Schröer
Universität Trier

‘Intrapreneurship labs’ for social innovation analyzed by organizational education research operate at the intersection between universities, welfare associations and social service organizations. Seeking to promote and support social innovation processes they work with intrapreneurs from various social service organizations. From a practice theoretical perspective we present results from participatory observation, qualitative interviews with participants and managers from social service organizations. The data show different levels of boundary transgressing among participants and their disciplinary backgrounds, the professional fields as well as organizational and sector boundaries (non-profit/public; nonprofit/private). From an organizational education perspective, methods of intrapreneurial learning support are understood as practices of boundary transgression, whereas modes of boundary-crossing are inferred as strategies to develop a sustainable operating model for innovation labs.

Schröer, A./Rosenow-Gerhard, J. (2019). Lernräume für Intrapreneurship. Eine praxistheoretische Perspektive auf Grenzziehung und Grenzbearbeitung im Spannungsfeld zwischen Arbeitsalltag und Innovationsentwicklung. Zeitschrift für Weiterbildungsforschung Nr. 42, 221–233

Schröer, A./Händel, R.B. (2020). Social Intrapreneurship Labs – organisationspädagogische Grundlegung und empirische Befunde. In: Schröer, A. et al. (Hrsg.), Organisation und

Zivilgesellschaft. Wiesbaden: Springer VS, S. 189-202

 

3) De-Boundaring Care towards ‘Integrated Care Networks’: Innovation Labs as heterotopic spaces and epistemic interventions

Marlena van Munster, Prof. Susanne Maria Weber
PhilippsUniversität Marburg

Against a fragmented service delivery within distinct organizational and professional cultures, against accountability and economization and against rising numbers of chronic conditions of the elderly, health care organizations need to be ‘re-invented’, as Laloux (2014) puts it. The vision of ‘Integrated Care’ needs the transformation and de-boundaring of health care organizations. The development of multi-professional and -organizational ‘integrated care networks’ can be supported by innovation labs.

From an organizational education perspective, the paper theorizes innovation labs in a Foucauldian perspective as alternative, ‘heterotopic’ spaces (Adler & Weber 2018). As methodized de-boundaring, innovation labs as ‘epistemic interventions’ address ‘epistemic liminality’ within health care regarding products and processes, systems-development and collective consciousness.

References:

Laloux, F. (2014). Reinventing organizations: A guide to creating organizations inspired by the next stage in human consciousness. Nelson Parker.

Adler, Annett; Weber, Susanne Maria (2018). Future and Innovation Labs as Heterotopic Spaces. In Weber, Susanne et al (Eds.). Organisation und Netzwerke. Wiesbaden. VS, pp. 375-383.

Weber, Susanne Maria (2014). Who speaks? Power, Knowledge and the Professional Field: A discourse analytical perspective on Educational Policy Consultancy and Advice. In Lazariou, George (Ed.): Education, Politics and the Cosmopolitan Order.

 

Innovation Labs within Welfare Regimes

Moritz Lackas
Universität Trier

Lab approaches systematically generate productive coincidences aiming on de-boundaring disruptions of organizational pre-formed solution structures. Lab processes allow to leave established organizational practices behind and to construct new institutional frameworks by involving customer and user groups in the business model development as actors of welfare state structures. Such innovative solutions are to be analyzed from an organizational education perspective in the horizon of different welfare regimes, based on an adapted version of Esping-Andersen model of welfare regimes.

Social innovation labs offer solutions, which respond to structures and needs of social service provision of welfare states. The labs therefore can be analyzed in terms of their impact dimension. Within the framework of D-Care Labs, the effects of SI labs in different welfare regimes are empirically investigated. A survey refers to the impact levels of stakeholder networks as well as the motivations of participating entre- and intrapreneurs.

Esping-Andersen, G. (1998): Die drei Welten des Wohlfahrtskapitalismus. Zur politischen Ökonomie des Wohlfahrtsstaates. In: S. Lessenich, I. Ostner (Hg.): Welten des Wohlfahrtskapitalismus. Der Sozialstaat in vergleichender Perspektive. Frankfurt & New York, 19 – 58.

Moghadam Samen, S. / Kaderabkova, A. (2015): Social Innovation in New Member States. Part I – Theoretical Investigation on Economic Underpinnings. SIMPACT Working Paper, 2015(2). Gelsenkirchen.

 

Towards boundaryless research and innovation collaborative environments – the 6i+ strategy

Prof. Antonia Caro
University of Deusto

Considering the highly volatile environment of a VUCA world, organisations are compelled to adopt alternative strategies to manage complexity and change. The paper therefore addresses a strategy towards boundaryless research and innovation collaborative environments, which uses Innovation Labs. The paper presents the 6i+ Strategy, which provides a multidimensional approach for research and innovation. Connecting common challenges that exist in policy and practice, this approach enables open boundaryless n-Helix stakeholder long-term collaborative environments between universities as well as economic and social contexts. This conceptualized strategy can become relevant not only for further organizational education research strategies. More so, it can extend its potential as a generalized research approach and outreach for educational research strategies in multiple fields of research.

Caro, A. & Anabo, I. (2020). Beyond Teaching and Research: Stakeholder Perspectives on the Evolving Roles of Higher Education. Economic and Social Changes: Facts, Trends, Forecast, 13(6), 252-266



 
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