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Die voranschreitende Digitalisierung und insbesondere der Einsatz von Künstlicher Intelligenz (KI) in der
Bildung eröffnen neue Möglichkeiten des Lernens. Bildung kann stärker individuell sowie zeitlich und
räumlich 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 präsentiert
drei Zukunftsszenarien für den Einsatz von KI in der institutionellen Bildung: Hochschule, Weiterbildung
und Schule. Im Fokus stehen die übergeordneten Fragestellungen nach Voraussetzungen und
Gelingensbedingungen einer erfolgreichen Anwendung sowie nach gemeinsamen Handlungsfeldern
für zentrale Stakeholder. Fünf Handlungsfelder für den Einsatz von KI in institutioneller Bildung sind auf
Grundlage der skizzierten Zukunftsszenarien hervorzuheben: (1) Interdisziplinäre Zusammenarbeit, (2)
Qualifizierungsangebote und Kompetenzentwicklung, (3) Digitale Infrastruktur und Personal, (4) Ethik
und Datensouveränität sowie (5) Interoperabilität von Daten in Bildungskontexten. Ziel des
vorliegenden Diskussionspapiers ist es, den kooperativen Austausch zwischen relevanten Stakeholdern
anzuregen.
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 selfmotivation. 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.
Application of the Effective Innovation Leadership Model in a Digital Innovation Project: Case Study
(2020)
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.
An integrative definition of digital, innovation, and sustainable: A bridge between disciplines
(2023)
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.
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.
Circular Innovator Education
(2021)
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.