Prof. Dr. Clemens Mader Leuphana University Lüneburg October 2012 Teaching method GRAZ MODEL FOR INTEGRATIVE DEVELOPMENT

BACKGROUND & OBJECTIVE The Graz Model for Integrative Development aims at: holistically reflecting, and evaluating sustainability processes, as well as to provide support in the planning and further development of these processes. Development processes can be monitored from the vision to the implementation. 2

INTEGRATIVE DEVELOPMENT PROCESSES TOWARDS SUSTAINABILITY Sustainable development requires a holistic approach on environmental, social and economic issues Future developments are complex and uncertain. → Which principles are required to achieve an integrative sustainability process? → Which strategies can be recommended in order to achieve an integrative sustainability process? 3

PRINCIPLES FOR INTEGRATIVE DEVELOPMENT PROCESSES The following five principles present core elements for integrative development processes: Leadership & Vision Social Network Participation Education & Learning Research integration (cp. Mader, 2009). The principles are further divided into three levels. 4 Mader, C., 2009

APPLICATION OF THE GRAZ MODEL The Graz Model has been applied to various processes: Global RCE network: for annual reporting and assessment of almost 120 RCEs worldwide Regional developments: urban development in Malmö (Western Harbour), New York City (PlaNYC 2030), city of Graz, Eco-region Kaindorf Organisations/Institutions: University of Graz, UN Global Compact Austria, COPERNICUS Alliance, One World Foundation in Sri Lanka Enterprises: Sekem Group (Egypt), Zotter chocolates (Austria), Voelkel juices (Germany), studienaktie.org (Switzerland) 5

FIVE PRINCIPLES 6 Mader, C., 2009

LEADERSHIP & VISION Every development process starts with an aim/ a vision. What do we want to achieve? What drives us forward? 7 Responsible leadership can be seen as a prerequisite to successfully plan and manage sustainability processes. Leadership traits (cp. Kirkpatrick and Locke, 1991)

Administration: passive, administration, organisation Transactional Leadership: transactional leaders transfer leadership, but vision and direction are still defined by the leader Transformational Leadership: additionally to transactional leadership, the vision is shared and commonly developed; this may be achieved by means of innovation, intellectual and creative ideas, research, respect and trust. Leadership occurs in a transparent and participative way. Transformational leaders with an innovative spirit and a vision incorporating social and environmental aspects have the potential to contribute to integrative development processes towards sustainability. 8 LEADERSHIP & VISION – 3 LEVELS

SOCIAL NETWORK „A social network consists of a finite set or sets of actors and the relation or relations defined on them“ (Wassermann & Faust, 1994) A social network thus describes people and groups of stakeholders, who cooperate and pursue a common goal. Activities and networks are crucial for sustainability processes and their further development. Social networks are defined on the basis of: the level of trust between the stakeholders the level of cooperation 9

Information networks: basic form of social networks; are based on the exchange of information between the actors, but do not pursue a common goal. 10 Calculus based trust Knowledge based trust Identification based trust Collaboration Cooperation Co-creation Knowledge networks: not only exchange information but also seek development and collaboration (Kogut et al. 1993). Trust between each other builds on experiences and previous collaboration. 3 characteristics: to foster common value clarification to foster research capacities to identify and implement a common strategy Innovation networks: are based on a common vision and identification-based trust between the stakeholders. Aim at developing innovations; participative and creative process Mader, C., 2009 SOCIAL NETWORK – 3 LEVELS

PARTICIPATION – 3 LEVELS Participation describes how the social network is involved in the process. Information: a way to make decisions transparent; people concerned are informed about the process, but do not have the possibility to express their opinions: e.g. via websites, brochures,.. Consultation: people concerned have the possibility to participate and express their opinions and experiences in an organized way (e.g. via surveys, online forums,…). Consultation enables the decision makers to consider the opinion of others, before continuing with the decision making process. Decision influencing: stakeholders and people concerned have the possibility to actively engage in the decision making process (e.g. via research groups); based thereon, innovation networks can develop between decision makers and people concerned. 11

EDUCATION & LEARNING Education “… is the process by which educational institutions and people communicate the cultural heritage, knowledge, values or capacities among generations “ (Kellner, 1971) Education is the core element of Sustainable Development (Brundtland, 1987) “Education is a key for social and economic development” (UNESCO, 2005) Learning is a lifelong process and permanently taking place – consciously or unconsciously. Reflection presents an integral part of learning processes towards sustainability. 12

EDUCATION & LEARNING– 3 LEVELS 3 levels of learning (cp. Argyris & Schön, 1996): Single loop learning: actors reflect their actions, but the aims remain the same Double loop learning: not only the actions, but also the initial aims are reflected. Routines are reconsidered and aims adapted accordingly. 13 Single loop learning Double loop learning Deuteron learning Mader, C., 2009 Deutero learning: actors 'learn how to learn'. Aims as well as results are reflected. Learning processes at this level aim at optimizing the learning process and creating innovations.

Disciplinary research : focus on only one discipline Interdisciplinary research: combines aspects and interrelations of different disciplines; for sustainability processes the consideration of environment, society and economy is essential Transdisciplinary research: has an interdisciplinary approach, but transdisciplinarity involves also people in the research process in order to generate a mutual learning process. Issues that are relevant for society are researched; co-creation of knowledge Transdisciplinary research is a process applying different disciplines to application oriented research questions, involving researchers as well as the society in order to promote a mutual learning process between them. 14 RESEARCH INTEGRATION – 3 LEVELS

15 Graz Model for Integrative Development Integrative development is manifested by blurring of the individual principles and its intensity increases towards 'the center' of the model Mader 2009

REFLECTION & DISCUSSION Transformational processes are self-accelerated cycles (Mader C., 2012) Education, learning and research are accelerators of processes The filtering of different roles of stakeholders allows interpretations to change governance structures The combination of methodological approaches of both stakeholder analysis and system analysis facilitate the application of the Graz Model. 16

RESUME Graz Model for Integrative Development enables: Process evaluation by means of reflection The Graz Model allows a qualitative analysis and evaluation by reflecting own processes/projects  further potentials of improvements can be identified; similar processes can be compared to each other Support in planning and further development of processes/projects The model can support projects/development processes in their initial phase with structured and integrative planning. 17

LITERATURE Mader, Clemens (2012) Sustainability process assessment on transformative potentials: the Graz Model for Integrative Development, Journal of Cleaner Production, Mader, Clemens, Mader, Marlene, Diethart, Mario (2011) Der Nachhaltigkeitsprozess der Universität Graz – analysiert durch das Grazer Modell für Integrative Entwicklung, S ; in: Zimmermann, Friedrich M. (Hrsg.), (2011) Nachhaltigkeit, Regionalentwicklung, Tourismus – Festschrift zum 60. Geburtstag von Friedrich M. Zimmermann, Grazer Schriften der Geographie und Raumforschung, Band 46, Universität Graz, 380 S. (German only) Mader, Clemens (2010) Integrative Entwicklungsprozesse, S ; in: Lenz, Werner (Hrsg.), (2010) Interdisziplinarität – Wissenschaft im Wandel, Erhard Löcker Verlag, Wien, 369 S. (German only) Mader, Clemens (2009) Principles for integrative development processes towards sustainability in regions: cases assessed from Egypt, Sweden and the USA, University of Graz, 141 p. Wals, Arjen.E.J. (2012) Shaping the Education of Tomorrow: 2012 Full-length Report on the UN Decade of Education for Sustainable Development, UNESCO, 100 p. 18

REFERENCES Argyris, C., Schön, D., (1996) Organizational Learning II – Theory, method, and practice, Addison- Wesley. Brundtland, G.H., et al. (1987) Our Common Future – The World Commission on Environment and Development, Oxford University Press. Kellner, G.F., (1971) Introduction to the Philosophy of Education, John Wiley and Sons. Kirkpatrick, Sh.A., & Locke, E.A., (1991) Leadership: do traits matter?, Academy of Management Executive, 5(2), p Kogut, B. Shan, W. and Walker, G., (1993) Knowledge in the network and the network as knowledge: the structuring of new industries. In: Grabher, G. (ed) The Embedded Firm: on The Socio-Economics of Industrial Networks, London: Routlege. Mader, C. (2012) Sustainability process assessment on transformative potentials: the Graz Model for Integrative Development, Journal of Cleaner Production, Mader, C. (2009) Principles for integrative development processes towards sustainability in regions: cases assessed from Egypt, Sweden and the USA, University of Graz, 141 p. UNESCO (2005) Draft International Implementation Scheme for the United Nations Decade on Education for Sustainable Development ( ), Paris, UNESCO. Wassermann, St., & Faust, K., (1994) Social Network Analysis – Methods and Applications, Cambridge University Press. 19