TY - JOUR A1 - Lauth, Hans-Joachim A1 - Pickel, Susanne A1 - Richter, Thomas T1 - Gero Erdmann-Preis für vergleichende Area-Forschung 2022 JF - Zeitschrift für Vergleichende Politikwissenschaft N2 - No abstract available. KW - Gero Erdmann-Preis KW - Area-Forschung Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324782 SN - 1865-2646 VL - 16 IS - 1 ER - TY - JOUR A1 - Goldan, Lea A1 - Jaksztat, Steffen A1 - Gross, Christiane T1 - How does obtaining a permanent employment contract affect the job satisfaction of doctoral graduates inside and outside academia? JF - Higher Education N2 - Previous research has shown that temporary employment is negatively associated with many psychological and job-related outcomes, such as well-being, health, wages, organisational commitment, and job satisfaction. Among recent doctoral graduates, the proportion of temporary contracts is particularly high. However, research on the association between contract type and job satisfaction specifically among doctoral graduates is scarce. Therefore, whether and how obtaining permanent employment affects doctoral graduates’ job satisfaction remains a notable research gap that we intend to narrow by using panel data from a recent doctoral graduation cohort and by adopting a panel research design. We examine what effect obtaining permanent employment has on doctoral graduates’ job satisfaction and whether this effect differs by labour market sector. We use panel data that are representative of the 2014 doctoral graduation cohort in Germany and their career trajectories up to five years after graduation. We apply fixed-effects regression to approximate the within-effect of obtaining a permanent employment contract on job satisfaction. The analyses indicate that obtaining permanent employment increases doctoral graduates’ job satisfaction and that this increase is not driven by time-varying confounders. We also find that doctoral graduates’ labour market sector moderates the effect: the increase in job satisfaction is highest in the academic sector and statistically significantly different from that in the private sector. Overall, this paper offers new insights into the effect of obtaining a permanent contract on the job satisfaction of recent doctoral graduates throughout their first years after graduation, when they are often employed on temporary contracts. KW - permanent employment KW - temporary employment KW - job satisfaction KW - doctoral graduates KW - Germany Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324766 SN - 0018-1560 VL - 86 IS - 1 ER - TY - JOUR A1 - Zeigermann, Ulrike A1 - Ettelt, Stefanie T1 - Spanning the boundaries between policy, politics and science to solve wicked problems: policy pilots, deliberation fora and policy labs JF - Sustainability Science N2 - Current crises have highlighted the importance of integrating research, politics and practice to work on solutions for complex social problems. In recent years, policy deliberation fora, policy pilots and policy labs have increasingly been deployed to mobilise science to produce solutions, help create popular support and guide implementation of policies addressing major public policy problems. Yet, we know little about how these approaches manage to transcend the boundaries between research, politics and practice. By systematically comparing policy deliberation fora, policy pilots and policy labs, this paper explores their mechanisms of boundary spanning including relationship and trust building, knowledge translation and developing solutions. We situate our analysis in healthcare policy and climate change policy in Germany, two contrasting policy fields that share a perpetual and escalating sense of crisis. Our findings suggest that deliberation fora, policy pilots and policy labs address different dilemmas of policymaking, namely the idea dilemma, the implementation dilemma and the legitimacy dilemma. All three approaches reduce wicked problems to a manageable scale, by grounding them in local decision-making, reducing their scope or reducing the problem analytically. We argue that despite their ambition to modernise democratic practices, unless they are institutionally well embedded, their effects are likely to be small scale, local and temporary. KW - boundary spanning KW - policy pilot KW - deliberation KW - policy lab KW - health policy KW - climate policy Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324806 VL - 18 IS - 2 ER - TY - JOUR A1 - Senaratne, Hansi A1 - Mühlbauer, Martin A1 - Kiefl, Ralph A1 - Cárdenas, Andrea A1 - Prathapan, Lallu A1 - Riedlinger, Torsten A1 - Biewer, Carolin A1 - Taubenböck, Hannes T1 - The Unseen — an investigative analysis of thematic and spatial coverage of news on the ongoing refugee crisis in West Africa JF - ISPRS International Journal of Geo-Information N2 - The fastest growing regional crisis is happening in West Africa today, with over 8 million people considered persons of concern. A culmination of identity politics, climate-driven disasters, and extreme poverty has led to this humanitarian crisis in the region and is exacerbated by a lack of political will and misplaced media attention. The current state of the art does not present sufficient investigations of the thematic and spatial coverage of news media of this crisis in this region. This paper studies the spatial coverage of this crisis as reported in the media, and the themes associated with those locations, based on a curated dataset. For the time frame 12 March to 15 September 2021, 2017 news articles related to the refugee crisis in West Africa were examined and manually coded based on (1) the geographical locations mentioned in each article; (2) the themes found in the articles in reference to a location (e.g., Relocation of people in Abuja). The dataset introduces a thematic dimension, as never achieved before, to the conflict-ridden areas in West Africa. A comparative analysis with UNHCR (United Nations High Commissioner for Refugees) data showed that 96.8% of refugee-related locations in West Africa were not covered by news during the considered time frame. Contrastingly, 80.4% of locations mentioned in the news do not appear in the UNHCR repository. Most news articles published during this time frame reported on Development aid or Political statements. Linear multiple regression analysis showed GDP per capita and political stability to be among the most influential determinants of news coverage. KW - West African refugee crisis KW - news media reporting KW - spatio-thematic coverage Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-313607 SN - 2220-9964 VL - 12 IS - 4 ER - TY - THES A1 - Djakowski, Paul T1 - Schulische politische Bildung in Deutschland und Polen. Eine kompetenzbasierte komparative Analyse der Leitfächer für politische Bildung anhand von Stundentafeln und Curricula allgemeinbildender staatlicher Schulformen der Primarstufe sowie der Sekundarstufen I und II im Schuljahr 2019/20 T1 - Scholastic political education in Germany and Poland. A competence-based comparative analysis of the key subjects for political education by means of the timetables and curricula of general state school types at primary, lower secondary and upper secondary level in the 2019/20 school year T1 - Szkolna edukacja obywatelska w Niemczech i w Polsce. Analiza porównawcza oparta na kompetencjach kluczowych przedmiotów edukacji obywatelskiej na bazie ramowych planów nauczania oraz podstaw programowych dla szkół państwowych podstawowych i ponadpodstawowych ogólnokształcących w roku szkolnym 2019/20 N2 - Politische Bildung übt nicht nur einen großen Einfluss auf die zukünftige Konstellation des politischen Systems aus, sondern beeinflusst ebenfalls das soziale Miteinander prägend. Damit werden entscheidende Weichen für die Entwicklung der Gesellschaft, der Nation und des Staates gestellt. Im Zuge dieses Prozesses durchläuft jeder junge Bürger einen politischen Bildungsweg an Schulen. Die Vorgaben darüber, wie schulische politische Bildung auszusehen hat und welche Kompetenzen Schüler in diesem Zusammenhang erwerben sollen, geben die Kultus- bzw. Bildungsministerien in Curricula vor, verbindlich für alle Lehrer. Durch eine komparative Analyse der Curricula kann damit eindeutig die staatlich vorgegebene politische, gesellschaftliche und soziale Richtung festgestellt werden, die junge Menschen einschlagen sollen. Welche edukativen Ziele der politischen Bildung werden verfolgt? Was sollen Schüler lernen, um mit diesen Kompetenzen die Zukunft ihres Kollektivs zu gestalten? Wo liegen die Gemeinsamkeiten und Unterschiede zweier Staaten, in unserem Fall Deutschlands und Polens, im Hinblick auf die schulische politische Bildung? Beantwortet werden diese Fragestellungen durch das Anwenden zweier Methoden der qualitativen Sozialforschung, der komparativen Inhaltsanalyse, zum einen der strukturierenden zum anderen der induktiven. Davor erfolgt eine komparativ quantitative Untersuchung, die den Umfang der Unterrichtszeit in den Leitfächern für politische Bildung in allen Bundesländern und in Polen vergleicht, was einer empirischen Totalerhebung der komplex umfangreichen Daten entspricht. Die quantitativen Forschungsergebnisse zeigen deutliche Differenzen zwischen Deutschland und Polen, in einem der beiden Staaten wird signifikant mehr Zeit für politische Bildung im Leitfach dieser Disziplin investiert als im anderen. Anhand der qualitativen Daten ist zu erkennen, dass einerseits eine gemeinsame Grundbasis von Kompetenzen der politischen Bildung zwischen Deutschland und Polen besteht. Anderseits stechen in beiden Ländern eindeutige Unterschiede hervor, deren Ursprung zum einen historische Erfahrungen der Nationen und Staaten abbildet, zum anderen aktuell gegensätzliche politische Interessen untermauert. N2 - Political education not only exerts a major influence on the future constellation of the political system, but also has a formative influence on social interaction. It sets the course for the development of society, the nation and the state. In the course of this process, every young citizen undergoes political education at school. The curricula set out by the ministry of education and cultural affairs are binding for all teachers and specify what political education at school should look like and what skills pupils should acquire in this context. Through a comparative analysis of the curricula, the political, societal and social direction that young people should take can be clearly determined by the state. What are the goals of political education? What should pupils learn in order to use these skills to shape the future of their collective? What are the similarities and differences between two countries, in our case Germany and Poland, with regard to political education in schools? These questions are answered by applying two methods of qualitative social research, comparative content analysis, one structuring and the other inductive. This is preceded by a comparative quantitative study that compares the amount of teaching time in the key subjects for political education in all German federal states and in Poland, which corresponds to a complete empirical survey of the complex and extensive data. The quantitative research results show clear differences between Germany and Poland; in one of the two countries, significantly more time is invested in political education in the key subject of this discipline than in the other state. The qualitative data shows that, on the one hand, there is a common basis of competencies in political education between Germany and Poland. On the other hand, clear differences stand out in both countries, the origin of which reflects the historical experiences of the nations and states and underpins opposing political interests. N2 - Edukacja obywatelska nie tylko wywiera znaczący wpływ na przyszłą konstelację systemu politycznego, ale także ma formacyjne oddziaływanie na interakcje społeczne. Wyznacza ona kierunek rozwoju społeczeństwa, narodu i państwa. W trakcie tego procesu każdy młody obywatel odbywa edukację obywatelską w szkole. Wydane przez ministerstwo edukacji podstawy programowe, które są wiążące dla wszystkich nauczycieli, określają, jak powinna być realizowana edukacja obywatelska w szkole i jakie umiejętności uczniowie powinni nabyć w tym zakresie. Na podstawie analizy porównawczej szkolnych podstaw programowych można jasno określić kierunek oraz postawę polityczną i społeczną, jaką wobec państwa powinni obrać młodzi ludzie. Jakie są cele edukacji obywatelskiej? Czego uczniowie powinni się nauczyć, aby wykorzystać zdobyte kompetencje do kształtowania swojego środowiska? Jakie są podobieństwa i różnice między Niemcami a Polską w odniesieniu do szkolnej edukacji obywatelskiej? Odpowiedzi na te pytania udzielono stosując dwie metody jakościowe w obszarze badań społecznych, to znaczy porównawczą analizę treści strukturyzującej i indukcyjnej. Poprzedza je porównawcze badanie ilościowe, którego celem jest porównanie czasu przeznaczonego na nauczanie przedmiotów istotnych dla edukacji obywatelskiej we wszystkich krajach związkowych w Niemczech oraz w Polsce, co pozwala ostatecznie ukazać model działania edukacji obywatelskiej stworzony na podstawie badań empirycznych i analizy danych zastanych. Badania ilościowe wskazują na istotne różnice między Niemcami a Polską. W Niemczech więcej czasu poświęca się na edukację obywatelską w ramach głównego przedmiotu tej dyscypliny niż w Polsce. Z badań jakościowych wynika, że z jednej strony istnieje wspólna podstawa katalogu kompetencji w edukacji obywatelskiej w Niemczech i Polsce, z drugiej zaś strony w obu krajach uwidaczniają się wyraźne różnice, które odzwierciedlają historyczne doświadczenia narodów i państw oraz leżą u podstaw przeciwstawnych interesów politycznych. KW - Politische Bildung KW - Curriculum KW - Lehrplan KW - Deutschland KW - Polen KW - Schule KW - Wirtschaft KW - Schulanalyse KW - Bildung KW - Bildungsministerium KW - Gymnasium KW - Primarstufe KW - Sekundarstufe I KW - Sekundarstufe II KW - Unterricht KW - Sozialkunde KW - Gesellschaftslehre KW - Politik Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-326799 SN - 978-3-95826-230-0 SN - 978-3-95826-231-7 N1 - Parallel erschienen als Druckausgabe bei Würzburg University Press, ISBN 978-3-95826-230-0, 40,90 Euro. PB - Würzburg University Press CY - Würzburg ER -