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Systemic Constellation describes an approach that enables practitioners to examine and address typical issues in diversity management from a different, relational perspective. Systemic Constellation utilizes the human ability to recognize the qualities of relationships between two or more people from their spatial alignment to each other (transverbal language) and the capability to illustrate inner pictures by placing humans or objects in a room as representatives (representative perception). Systemic Constellation originated in the field of family therapy and counseling, but through research, guidance work, and teaching activities over the last two decades, it has developed into a generic, structural, constellation logic with multiple methods of application. It has been adapted to a variety of topics and issues, and a number of constellation formats. This article serves as a starting point for the transfer of Systemic Constellation into diversity management. It appears that conventional approaches taught in traditional management classes (such as focusing on tools, setting targets, planning measures, and offering incentives) are of limited use when trying to deal with problematic situations in diversity management. Preliminary trials show that new solutions and insights into deeper underlying dynamics can be gained on personal and institutional levels when applying Systemic Constellation. Participants find the application of the model as very beneficial. Systemic Constellation is grounded in personal experience and particularly in a person’s own experience of the consistency of representative perception. This viewpoint can only be conveyed rudimentarily in a scientific article. Readers should feel encouraged to apply Systemic Constellations themselves and use it in their work, experimentally and professionally. To harness the full potential of Systemic Constellations in diversity management, further research needs to be done.
This article describes the concept and the implementation of an interdisciplinary seminar that was held at the University of Education in Freiburg, Germany. Student teachers for elementary school subjects were first taught in Design Thinking. Then they used their acquired knowledge to create learning scenarios for the subjects Art/Crafts and General Science and Social Studies. The article highlights the results and offers the opportunity to discuss the potentials of Design Thinking with regard to its transfer to classroom and teacher education against the background of fostering children’s creativity, problem-solving skills, and collaborative work.
The development and preservation of children’s innate creativity as they enter their professional career has grown in importance due to fundamental changes in today’s economy and society. It is therefore key to understand how teaching strategies can contribute to educational change in the early stages of schooling. Design teaching encompasses a variety of skills that can help schools shift their focus to foster children’s natural ability to “ask why” in their search for learning how to think and create. This article presents the results of an interdisciplinary workshop involving university students aiming to develop new educational approaches to foster children’s creativity through design to be implemented in the elementary school curriculum of the German federal state Baden-Württemberg. To support the workshop participants in providing a holistic concept within a compressed time period, a sustainability framework was included to further articulate their brief. The teams who were composed of chemists, computer scientists, designers, and engineers, followed the Design Thinking process to develop their proposals. A kick-off meeting presenting results of an international qualitative survey with elementary school teachers, as well as expert input during the workshop addressing the relevant topics, provided teams with key information to define their design directions. Concepts designed by each team exhibited a comprehensive solution resulting in both the abstract “education idea” and physical embodiments of the tools. Their outputs included products, interior concepts to be implemented in classrooms, exercises as well as games to support the newly developed educational models. The benefits and limitations of these concepts along with key observations of participants’ interdisciplinary collaboration are presented and discussed herein. Future work will investigate the Design knowledge of German elementary school teachers more in depth and will involve testing the new concepts in German elementary school environments.
This article highlights three major outcomes from global employability surveys about the topic of gender diversity. Students and graduates of two master programs at ESB Business School of Reutlingen University in Germany were asked about their study programs, their expected and their realized career paths, and their individual well-being. This article highlights selected gender differences that were discovered in the analysis and underlines results on specific gender issues. The three major outcomes are: firstly, men and women work in different industries, functions, and leadership positions; secondly, there is a potential for unfulfilled expectations of young managers regarding their achievement of certain positions and the realization of their private goals; thirdly, by looking at the graduates’ career paths in combination with their well-being, a low level of satisfaction with work-life balance and high levels of stress could be identified. The results give valuable insights into the conceptual world of students at the beginning of their career and as future managers. Looking at gender differences and gender issues leads to interesting findings which can be used for further research and discussions at ESB Business School. By contrasting the outcomes of the alumni survey with outcomes of the student survey, significant differences between the awareness of students and the reality of the graduates concerning gender diversity issues were discovered. The disclosed gap between students’ expectations and the real-life situations of the alumni indicates further areas for discussion. One major question is how students can cope with these challenges and issues of gender diversity management in future management positions as (female) managers while taking corporate social responsibility into consideration.
Ambush marketing in sports
(2014)
A sports event organizer sells exclusive marketing rights for his event to official sponsors, who, in return, acquire exclusive options to utilize the event for their own advertising purposes. Ambush marketing is the practice by companies of using their own marketing, particularly marketing communications activities, to create an impression of an association with the event to the event audience, although the companies in question have no legal or only underprivileged or non-exclusive marketing rights for this event sponsored by third parties. So, the objective of ambush marketing is to benefit from the success of sports sponsorship without having the duties of an official sponsor.
It is fine line between creative marketing communication and infringing on sponsorship rights. From the perspective of the event organizers and sports sponsors ambush marketing represents an understandable threat, while from the perspective of the ambushers it offers the opportunity to reach the target audience in an attractive environment and at affordable cost. The paper defines and structures the phenomenon of ambush marketing and analyses the impacts of ambush marketing in sports. The results of an empirical study on the effects of ambush marketing in the frame of the FIFA Soccer World cup are presented and discussed.