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The identification and traceability of assets throughout their lifecycle is an important prerequisite for the efficient management of circular value creation and the reuse of components and products. This is a particular problem in complex and dynamic value chains. This paper examines the challenges of identifiers in circular supply chains and presents current solution approaches for identification systems by the means of the Digital Product Pass and the Asset Administration Shell. Architectures are presented for ensuring consistent identification in a circular economy and effective traceability systems in global supply chains. The paper highlights the need for both the physical identification features and the associated digital identification information to make an object consistently and uniquely identifiable.
Circularity is one of the most promising innovative business models for tackling the challenges posed by climate protection, resource conservation and biodiversity conservation. Circularity requires changed business structures; therefore, it is necessary to adapt existing approaches and reconcile economic and ecological interests. By focusing on the importance of horizontal integration and cross-company cooperation, this book offers valuable insights to help companies generate cross-industry synergy and symbiosis effects and secure competitive advantages along sustainable supply chains. The emphasis is on an expanded understanding of the various R principles, and on theoretical and practical application examples that help to prepare corporate business models for the ecological and social challenges of global supply chains.
Given its scope, the book represents an indispensable guide for companies worldwide that want to contribute to sustainable development by adopting circular business models. It analyses the drivers and challenges of implementing these models and presents concepts and insights from pioneering companies in the circular economy, providing a global perspective for managers and researchers alike.
Digitization is one of the main drivers of changing the way of work within enterprises because new business models evolve from recent digitization processes. Besides the ongoing information technologies in the world of business, it is important for small and medium-sized enterprises to care for their employees and to ensure employee satisfaction. This paper aims at assessing the influence of digitization on employee satisfaction in small and medium-sized companies. This paper is based on qualitative empirical research with focus on expert interviews. The transcribed expert interviews were evaluated using the Grounded Theory approach. Grounded Theory is a method that is particularly suitable for theory building and for identification of new and unknown relationships. The objective of this study is to provide recommendations for small and medium-sized enterprises regarding when they face increasing challenges as a result of volatile market environments and versatile digitization processes to ensure employee satisfaction. Our study identifies emerging factors which influence employee satisfaction.
Our explorative, qualitative study uncovers the dynamic processes of agility unleashing or inhibiting potentials within German small and medium sized enterprises through the lens of digitization. Based on an analysis of 22 interviews, we propose a conceptual model, which illuminates antecedents and external determinants of agility and their impact on potentials and performance in organizational settings. In this process we determine digitization both as an external driver and as an internal provider of agility. Resource constraints and traditional leadership styles are SME-specific barriers to agility. How extensively the potentials of agility can be utilized dependents on the moderating factors firm size and department.
Dynamic personalization of learning trajectories that integrate different perspectives and variable scenarios is a viable way to improve the effectiveness and efficiency of training and education. Serious games offer a designated platform for this by aggregating learner interactions and using these to dynamically configure, adjust, and tailor the game to individuals and contexts. An architecture is presented to support the creation of serious games for specific scenarios in a faster, more effective, and efficient manner. Following a research-by-design approach, the architecture is simultaneously developed and applied in case studies, with the experiences infused as enhancements for subsequent design iterations.
This paper uses child care reforms in Germany to investigate the effects of the legal and economic environment on publicly provided early child care quantity and quality. The analysis is based on administrative data covering all child care centers and family day carers in Germany and school entrance examination data. I find that regulations of staff quality have negative effects on the quantity of care. The results show that family day care is beneficial for children's development.
Denominational schools and returns to education : gender socialization in multigrade classrooms?
(2016)
Denominational schools are an important provider of education in many countries around the world. Due to their focus, these schools often operate with multigrade classes, in which more than one age cohort is taught in one classroom. Multigrade classes are a cost-effective way to provide education and play a crucial role in education policy in the context of demographic change. This paper presents estimates of the causal effect of attending denominational schools with multigrade classes on schooling and shortrun labor market outcomes. The analysis combines administrative records of schools with comprehensive population census data, and exploits the abolition of denominational schools in the Saarland, a German state, in 1969, for identification of the effect. The findings document significantly detrimental effects on final grade attainment, labor market participation and socioeconomic mobility. Notably, the negative impact is most pronounced in the outcomes of girls. Disentangling the confounding role of variation between Catholic and Protestant schools suggests that this effect might be driven by socialization early in life.
Child care and education are important inputs in the human capital production function. The research of Nobel prize winner James Heckman shows that skills are built from the early childhood on and increase the returns of later educational inputs, in short: skill begets skill. Therefore, it is crucial for a society to know how the public education system can support the skill development of children and thus its labor force’s skills of tomorrow. This thesis aims to provide knowledge on the effects of some important aspects of education policies. It comprises an introduction and four core chapters which cover microeconometric evaluations of child care and schooling reforms in Germany using unique administrative data and rich survey data. These empirical evaluations contribute to three understudied fields in the literature on individual returns to education: first, the intensive margin of child care, second, the quality of child care, and finally, denominational sorting and classroom composition.
Im ersten Teil berichten wir Ergebnisse einer Umfrage von über 1.000 Eltern von Schulkindern zu den Corona-bedingten Schulschließungen. Die Zeit, die Schulkinder mit schulischen Aktivitäten verbracht haben, hat sich während Corona von 7,4 auf 3,6 Stunden täglich halbiert. 38% der Schüler*innen haben höchstens zwei Stunden pro Tag gelernt, 74% höchstens vier Stunden. Dafür ist die mit Tätigkeiten wie Fernsehen, Computerspielen und Handy verbrachte Zeit von 4,0 auf 5,2 Stunden täglich gestiegen. Bei Akademikerkindern war der Rückgang der schulischen Aktivitäten ähnlich stark wie bei Nicht-Akademikerkindern, der Anstieg der passiven Tätigkeiten war etwas geringer. Vor allem leistungsschwächere Schüler*innen ersetzten Lernen durch passive Tätigkeiten. Mehr als die Hälfte der Schüler*innen (57%) hatte seltener als einmal pro Woche gemeinsamen Online-Unterricht, nur 6% täglich. Noch seltener hatten die Schüler*innen individuellen Kontakt mit ihren Lehrkräften. Besonders davon betroffen waren Nicht-Akademikerkinder und leistungsschwächere Schüler*innen. Fast alle Schüler*innen (96%) erhielten wöchentlich Aufgabenblätter zur Bearbeitung, knapp zwei Drittel (64%) bekamen dazu zumindest einmal pro Woche Rückmeldung. Im zweiten Teil untersuchen wir anhand einer repräsentativen Stichprobe die Meinung der deutschen Bevölkerung zur Bildungspolitik während Corona. Große Mehrheiten befürworten verpflichtenden Online-Unterricht bei Schulschließung (79%), Anweisungen der Lehrkräfte zu täglichem Kontakt mit den Schüler*innen (78%) und eine intensivere Betreuung von Kindern aus schwierigen sozialen Verhältnissen (83%). Verschiedene Corona-Schutzmaßnahmen in der Schule sind ebenfalls mehrheitsfähig.
This paper studies the effect of longer school days - induced by voluntary all-day programs in German primary schools - on school performance. Facing the challenge of selection into all-day school programs, we instrument all-day school expansion with construction subsidies from a large federal investment project. We combine data from the representative National Educational Panel Study covering more than 5'000 primary school students with municipality-level information on federal subsidies. Results show that all-day programs lead to improvements in language and math grades and to a higher probability of attending the academic track after primary school. Heterogeneity analysis suggests that the programs do not reduce educational inequality.