@techreport{Schork2022, author = {Schork, Sabrina}, title = {CO2-Bindung durch Hydrokulturpflanzen und Cyanobakterien - ein Vergleich im B{\"u}ro Innenraum}, pages = {16}, year = {2022}, abstract = {In dem vorliegenden Bericht wird die Ver{\"a}nderung der Innenraumluft durch den Einsatz einer Hydrokultur Pflanzenwand und einem Cyanobakterien Bild im B{\"u}roraum verglichen.}, subject = {Hydrokultur}, language = {de} } @incollection{Schork2020, author = {Schork, Sabrina}, title = {Application of the Effective Innovation Leadership Model in a Digital Innovation Project: Case Study}, series = {Digital Innovations for Customer Engagement, Management, and Organizational Improvement}, booktitle = {Digital Innovations for Customer Engagement, Management, and Organizational Improvement}, publisher = {IGI Global}, address = {Hershey, Pennsylvania, USA}, pages = {20 -- 45}, year = {2020}, abstract = {Germany has become sedate and partially missed digital opportunities generating value. Since 1995, the term innovation leadership is getting increasing attention. Still, there exists no clear definition. The effective innovation leadership (EIL) model resulted from a Ph.D. thesis and is grounded in the iteration of six data sets. It has been used in industry since 2014. This chapter examines the application of the EIL model in one German middle-class enterprise in 2018/2019. Core challenges in the systemic context, which hinder the effectiveness of innovation leadership in the organizational context, are the support of people across functions and hierarchies as well as inflexible structures and digital access. Especially negative pressure coming from an overvaluation of the shareholder, egos fighting for power, extensive drama triangular, fixed mindsets, and freeloaders hinder the effectiveness of innovation leadership. A comparison of the EIL model with rival theory shows that innovation leadership is close to entrepreneurial approaches and an integral part of innovation management.}, subject = {Kundenbindung}, language = {en} } @incollection{Schork2021, author = {Schork, Sabrina}, title = {Innovation Leadership in the Digital Enterprise: Lessons From Pioneers}, series = {Handbook of Research on Management and Strategies for Digital Enterprise Transformation}, booktitle = {Handbook of Research on Management and Strategies for Digital Enterprise Transformation}, publisher = {IGI Global}, address = {Hershey, Pennsylvania, USA}, pages = {86 -- 109}, year = {2021}, abstract = {In this chapter, the EIL (Effective Innovation Leadership) framework is tested empirically. First, peer-reviewed journals in the innovation management, leadership, and transformation discipline are analyzed. Second, a pre-test with 58 executives takes place. The response behavior of the participants varies depending on the company's degree of digital maturity. Third, 20 innovation leaders employed in mature digital companies answer the survey. The participants perceive their company as innovative and state that up to 89\% of created innovations are digital. Values relevant to digital innovation leaders are innovation, responsibility, positivity, and transparency. Relevant strengths are creativity and learning. Both strongly correlate with a few efficacy items. Decisiveness correlates with innovation strategy. Entrepreneurship, self-regulation, and culture correlate with each other. Creativity connects the value of innovation and the practice of communication. The insights from this chapter contribute to building a reliable and valid factor-based effective digital innovation leadership questionnaire in the future.}, subject = {Innovationsmanagement}, language = {en} } @incollection{Schork2021, author = {Schork, Sabrina}, title = {Circular Innovator Education}, series = {Ability to Act}, volume = {2021}, booktitle = {Ability to Act}, publisher = {BoekenGilde}, address = {Enschede, Netherlands}, pages = {105 -- 124}, year = {2021}, abstract = {The following article is a first step towards raising the awareness of these new trainers (who are conscious and innovators themselves) and giving them methods, tools, and inspiration to develop sustainable innovators to think holistically. Innovators are the proportion of entrepreneurs who do not copy or optimize what already exists but commercialize new technologies or new ideas. Circular innovators are the doers who create systemic innovations solving our current social and ecological crisis.}, subject = {Innovationsmanagement}, language = {en} } @unpublished{SchorkLangemeyerSchmitt2022, author = {Schork, Sabrina and Langemeyer, Ines and Schmitt, Franz-Josef}, title = {Identification of Motivated and Creative Highly Gifted People: Development of the CMAC-Test}, year = {2022}, abstract = {The following contribution deals with the environmental conditions of highly gifted and sensitive people (HGSP). Three researchers from different perspectives (physics, pedagogy, and innovation management) empathize with the target group and try to understand their experiences. From three interviews with adults, a first point of view is defined adopting the Grounded Theory methodology. Adult interviews are compared with the perceptions of an adolescent from today moving between state and private education systems. By comparing both perspectives, differences and similarities are worked out. The discussions are used to develop an online test focusing on creativity, motivation for achievement, and cognitive capacities, as these are core categories identified that seem to be highly important in combination. The empirical test is intended to provide the state education system with a simple and interactive solution to identify a large group of people who need further support. To achieve a high participation rate, the test will be designed for a maximum of one hour and the implementation and evaluation will be carried out digitally. The authors' vision is to create an adaptive environment that can effectively adjust to and educate diverse groups of learners without over- or under burdening teachers and learners. A key finding of our case-based research is that the existing school and higher education structures are not able to provide sufficient support and challenge for HGSP. Support measures for HGSP are needed as well as a new understanding of learning and teaching, so that new competencies can be built that consider people's self-regulation, creativity, and motivation for achievement, in addition to cognition and meta-cognition. Kuhl (2004, 18) explains why the capacities of self-regulation are paramount for highly gifted students. When they want to meet a challenge, they face problems that are more difficult and therefore need more persistence, resilience, and self� motivation. However, to support these special needs, teachers are often not ready or capable to do so, nor do these needs fit with the performance requirements of the regular curriculum.}, subject = {Hochbegabung}, language = {en} } @techreport{SchorkSchleissMahetal.2023, type = {Working Paper}, author = {Schork, Sabrina and Schleiss, Johannes and Mah, Dana-Kristin and B{\"o}hme, Katrin and Fischer, David and Mesenh{\"o}ller, Janne and Paaßen, Benjamin and Schrumpf, Johannes}, title = {K{\"u}nstliche Intelligenz in der Bildung: Drei Zukunftsszenarien und f{\"u}nf Handlungsfelder}, volume = {Diskussionspapier / M{\"a}rz 2023}, year = {2023}, abstract = {Die voranschreitende Digitalisierung und insbesondere der Einsatz von K{\"u}nstlicher Intelligenz (KI) in der Bildung er{\"o}ffnen neue M{\"o}glichkeiten des Lernens. Bildung kann st{\"a}rker individuell sowie zeitlich und r{\"a}umlich entgrenzt stattfinden. ChatGPT verdeutlicht, wie dynamisch die Entwicklungen im Bereich KI sind. Das in Zunahme begriffene Interesse am Thema KI allgemein sowie KI in der Bildung kommt dem erforderlichen Austausch zwischen zentralen Akteur:innen zugute. Dieses Diskussionspapier pr{\"a}sentiert drei Zukunftsszenarien f{\"u}r den Einsatz von KI in der institutionellen Bildung: Hochschule, Weiterbildung und Schule. Im Fokus stehen die {\"u}bergeordneten Fragestellungen nach Voraussetzungen und Gelingensbedingungen einer erfolgreichen Anwendung sowie nach gemeinsamen Handlungsfeldern f{\"u}r zentrale Stakeholder. F{\"u}nf Handlungsfelder f{\"u}r den Einsatz von KI in institutioneller Bildung sind auf Grundlage der skizzierten Zukunftsszenarien hervorzuheben: (1) Interdisziplin{\"a}re Zusammenarbeit, (2) Qualifizierungsangebote und Kompetenzentwicklung, (3) Digitale Infrastruktur und Personal, (4) Ethik und Datensouver{\"a}nit{\"a}t sowie (5) Interoperabilit{\"a}t von Daten in Bildungskontexten. Ziel des vorliegenden Diskussionspapiers ist es, den kooperativen Austausch zwischen relevanten Stakeholdern anzuregen.}, subject = {K{\"u}nstliche Intelligenz}, language = {de} } @unpublished{SchorkOezdemirKalukZerey2023, author = {Schork, Sabrina and {\"O}zdemir-Kaluk, Dilan and Zerey, Cudi}, title = {An integrative definition of digital, innovation, and sustainable: A bridge between disciplines}, doi = {10.5281/zenodo.10143498}, year = {2023}, abstract = {It needs to be clarified how digital, innovation, and sustainable concepts are interdependent and what dimensions they encompass from an organizational perspective. This article aims to fill these gaps. 12,249 articles are analyzed, of which 776 are minimum C-ranked according to VHB-Jourqual, and 457 pass the quality filters. Only 48 publications deal with all three concepts, and 24 offer definitions. This results from an eight-step systematic literaturereview. Three dimensions for 'digital' (data, technologies, and networks), three dimensions for 'sustainable'(environmental, social, and economic), and four dimensions for 'innovation'(product, service, business model, and process) are elaborated in a framework. Based on this, an integrated definition is derivedusing a content analysis.The DIS-definition can be used for strategic decision-making processes and bridges the disciplines of technology, innovation, and sustainability management. Finally, a canvas that clarifies the concepts and their connections is proposed for interdisciplinary management discussions.}, subject = {Digitalisierung}, language = {en} } @book{Schork2025, author = {Schork, Sabrina}, title = {Future Skills an Hochschulen: Ein Spannungsfeld?}, editor = {Schork, Sabrina}, publisher = {Beltz Juventa}, address = {Weinheim}, isbn = {978-3-7799-8762-8}, pages = {207}, year = {2025}, abstract = {Das Buch richtet sich an Hochschullehrende, die Future Skills verstehen und vermitteln m{\"o}chten. Ziel ist eine pr{\"a}zise Definition dieser Kompetenzen, abgeleitet aus etablierten Frameworks, die Future Skills als essentiell f{\"u}r eine sich wandelnde Welt beschreiben. Es beleuchtet die Aufgaben der Hochschulen und unterschiedliche Perspektiven von Lehrenden und Studierenden. Projekte an verschiedenen Hochschulen bieten Einblicke in die praktischen Herausforderungen und Erkenntnisse. Ein unverzichtbarer Leitfaden f{\"u}r die aktive Gestaltung von Lehre und Hochschulentwicklung.}, subject = {Hochschulunterricht}, language = {de} } @incollection{Schork, author = {Schork, Sabrina}, title = {Sustainable Business Model Canvas}, series = {Creative Methods Toolkid}, volume = {2024}, booktitle = {Creative Methods Toolkid}, editor = {Julia, Bentz and Jelena Ristić, Trajković}, isbn = {978-972-9347-64-1}, doi = {https://doi.org/10.5281/zenodo.14000111}, pages = {239 -- 242}, abstract = {Imagining, designing and teaching regenerative futures is challenging. Educators often lack approaches that allow them to address the complexities of global challenges through new narratives, which make space for the imagination of desirable futures. Commonly in education, we retell the story of an apocalyptic future when speaking about global challenges such as biodiversity degradation and climate change. This narrative, which focuses on the risks and dangers of global environmental change, is built on the assumption that the induced fear might lead to action. This toolkit supports educators who wish to follow a different route. It is based on the assumption that "we can't create what we cannot imagine" (quote by Lucile Clifton). Consequently, imagining, designing, and teaching regenerative futures is the basis and starting point for actualizing them. The beginning of fundamental change is often hard to track because it first takes place in our minds. Visible, large-scale change arises from invisible, wild ideas and imaginations. According to the philosopher and educator John Dewey, imagination is "the ability to look at things as if they could be otherwise". This ability to ask "what if?" is central to envisioning and enacting better lives. The lack of broad-scale action towards regenerative ways of living can be seen as a lack of imagination to create shared visions of an alternative future. Collectively envisioning desirable futures provides the motivation and guidance for change, or as the poet Rainer Maria Rilke put it: "the future enters into us, in order to transform itself in us, long before it happens." This toolkit introduces a broad variety of creative and arts-based methods for regeneration and transformation that can be used in various educational settings. It harnesses the power of creative and arts-based practices, which are increasingly seen as a means of expanding future imaginaries and supporting the development of new scenarios of transformative change. The toolkit was developed within the COST Action SHiFT Social Sciences and Humanities for social transformation and climate change as an initiative of Working Group 3: Creative Practices and Outreach. It comprises a selection of 68 creative methods brought together in a collaborative effort by 124 authors from 31 countries and 6 continents. Its intention is to comprise a valuable resource for educators, teachers, lecturers, community workers, and change-makers who are aiming to empower their learners while providing competencies in regenerative design, climate action, futures thinking, human-nature connection, wellbeing and community engagement. This toolkit is more than a collection of methods but a call to action and a comprehensive resource developed through the synergistic efforts of contributors worldwide.}, subject = {Hochschulunterricht}, language = {de} } @article{SchorkOezdemirKalukZerey2024, author = {Schork, Sabrina and {\"O}zdemir-Kaluk, Dilan and Zerey, Cudi}, title = {Understanding Innovation and Sustainability in Digital Organizations: A Mixed-Method Approach}, series = {Sustainability}, volume = {2024}, journal = {Sustainability}, number = {17}, editor = {Chen, Ja-Shen}, doi = {https://doi.org/10.3390/su17020415}, pages = {415}, year = {2024}, abstract = {In recent years, organizations have increasingly turned to digital transformation (D) to drive innovation (I) and sustainability (S). However, the rapid growth of studies on this topic, particularly since 2019, has made it challenging to clearly define these concepts, operationalize their constructs, and understand their positive organizational impacts. This article addresses these gaps through a systematic literature review (SLR) that combines quantitative and qualitative analysis. This study begins with a comprehensive bibliometric analysis of 3099 articles published between 2010 and 2023 in the Scopus database containing the terms "digital," "innovation," and "sustainability" (or "sustainable"). It then covers a detailed qualitative review of 20 high-quality articles from VHB-JOURQUAL-C-ranked journals or higher. By employing an inductive-deductive approach, the authors identify consistent and conflicting definitions, diverse constructs for each D-I-S concept, and numerous positive organizational effects. This article provides a structured overview of existing D-I-S definitions and introduces a model to distinguish environmental, organizational, and solution levels. Additionally, it presents a visual framework of the direct and mediated positive effects of D-I-S in organizations. Overall, these insights underscore the critical role of digital transformation in advancing innovation and sustainability, offering valuable guidance for researchers and practitioners alike.}, subject = {Nachhaltigkeit}, language = {en} } @techreport{Schork2024, type = {Working Paper}, author = {Schork, Sabrina}, title = {GenAI as a collaborative creativity booster for innovation}, doi = {10.5281/zenodo.13281421}, pages = {2}, year = {2024}, abstract = {GenAI has the potential to enhance individual creativity but may also reduce the diversity of collective content. When combined with human interaction, GenAI can lead to more creative outcomes. This is particularly relevant in collaborative work.}, subject = {Innovationsmanagement}, language = {en} } @inproceedings{Schork2024, author = {Schork, Sabrina}, title = {From Data to Innovation}, series = {XXXV ISPIM Innovation Conference}, volume = {2024}, booktitle = {XXXV ISPIM Innovation Conference}, doi = {10.5281/zenodo.12652992}, pages = {10}, year = {2024}, abstract = {Data can be the source of innovation. Data can help to analyse the constitution of the people involved in the innovation process and to give them recommendations along the innovation process to increase their innovation performance, productivity in individual and group work and to optimise the quality of the results. The article proposes a long-term study in which the innovation potential of young adults in secondary schools, universities and companies is continuously recorded. The aim is to develop a chatbot that supports individuals in transforming their innovation potential into innovation performance, so that innovations develop that transform society. The aim is to improve the quality of innovation outcomes and the productivity of individuals involved in solving complex problems.}, subject = {Innovationsmanagement}, language = {en} } @inproceedings{Schork2023, author = {Schork, Sabrina}, title = {Sustainable Digital Innovator Program Workshop}, series = {25th Transformations Conference}, volume = {2023}, booktitle = {25th Transformations Conference}, editor = {{\"O}zdemir-Kaluk, Dilan}, pages = {Dilan -- {\"O}zdemir-Kaluk}, year = {2023}, subject = {Innovationsmanagement}, language = {en} } @inproceedings{Schork2023, author = {Schork, Sabrina}, title = {Happiness and Innovation}, series = {1st International Conference of Happiness and Well-Being}, volume = {2023}, booktitle = {1st International Conference of Happiness and Well-Being}, year = {2023}, subject = {Innovationsmanagement}, language = {en} } @incollection{Schork2024, author = {Schork, Sabrina}, title = {Effective Innovation Leadership Framework: Self-Reflection Method}, series = {Creative Methods Toolkid}, booktitle = {Creative Methods Toolkid}, publisher = {Springer}, pages = {289 -- 292}, year = {2024}, abstract = {Imagining, designing and teaching regenerative futures is challenging. Educators often lack approaches that allow them to address the complexities of global challenges through new narratives, which make space for the imagination of desirable futures. Commonly in education, we retell the story of an apocalyptic future when speaking about global challenges such as biodiversity degradation and climate change. This narrative, which focuses on the risks and dangers of global environmental change, is built on the assumption that the induced fear might lead to action. This toolkit supports educators who wish to follow a different route. It is based on the assumption that "we can't create what we cannot imagine" (quote by Lucile Clifton). Consequently, imagining, designing, and teaching regenerative futures is the basis and starting point for actualizing them. The beginning of fundamental change is often hard to track because it first takes place in our minds. Visible, large-scale change arises from invisible, wild ideas and imaginations. According to the philosopher and educator John Dewey, imagination is "the ability to look at things as if they could be otherwise". This ability to ask "what if?" is central to envisioning and enacting better lives. The lack of broad-scale action towards regenerative ways of living can be seen as a lack of imagination to create shared visions of an alternative future. Collectively envisioning desirable futures provides the motivation and guidance for change, or as the poet Rainer Maria Rilke put it: "the future enters into us, in order to transform itself in us, long before it happens." This toolkit introduces a broad variety of creative and arts-based methods for regeneration and transformation that can be used in various educational settings. It harnesses the power of creative and arts-based practices, which are increasingly seen as a means of expanding future imaginaries and supporting the development of new scenarios of transformative change. The toolkit was developed within the COST Action SHiFT Social Sciences and Humanities for social transformation and climate change as an initiative of Working Group 3: Creative Practices and Outreach. It comprises a selection of 68 creative methods brought together in a collaborative effort by 124 authors from 31 countries and 6 continents. Its intention is to comprise a valuable resource for educators, teachers, lecturers, community workers, and change-makers who are aiming to empower their learners while providing competencies in regenerative design, climate action, futures thinking, human-nature connection, wellbeing and community engagement. This toolkit is more than a collection of methods but a call to action and a comprehensive resource developed through the synergistic efforts of contributors worldwide.}, subject = {Hochschulunterricht}, language = {en} }