Teaching method
GRAZ MODEL FOR INTEGRATIVE DEVELOPMENT
Prof. Dr. Clemens Mader
Leuphana University Lüneburg
October 2012
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.
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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?
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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.
Mader, C., 2009
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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)
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FIVE PRINCIPLES
Mader, C., 2009
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LEADERSHIP & VISION
• Every development process starts with an aim/ a
vision. What do we want to achieve? What drives us
forward?
• Responsible leadership
can be seen as a
prerequisite to
successfully plan and
manage sustainability
processes.
Leadership traits
(cp. Kirkpatrick and Locke, 1991)
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LEADERSHIP & VISION – 3 LEVELS
• 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.
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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
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SOCIAL NETWORK – 3 LEVELS
• Information networks: basic form of social networks; are based on the
•
Co-creation
exchange of information between the actors, but do not pursue a common
goal.
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:
Cooperation
• Innovation networks: are based on a
Collaboration
• to foster common value clarification
• to foster research capacities
• to identify and implement a common strategy
common vision and identification-based trust
between the stakeholders. Aim at developing
innovations; participative and creative process
Calculus
based trust
Knowledge
based trust
Identification
based trust
Mader, C., 2009
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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.
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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.
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EDUCATION & LEARNING– 3 LEVELS
3 levels of learning (cp. Argyris & Schön,
1996):
Mader, C., 2009
Single loop learning
•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.
Double loop learning
•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.
Deuteron learning
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RESEARCH INTEGRATION – 3 LEVELS
• 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.
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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
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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.
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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.
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LITERATURE
• Mader, Clemens (2012) Sustainability process assessment on transformative potentials: the
Graz Model for Integrative Development, Journal of Cleaner Production,
http://dx.doi.org/10.1016/j.jclepro.2012.08.028
• Mader, Clemens, Mader, Marlene, Diethart, Mario (2011) Der Nachhaltigkeitsprozess der
Universität Graz – analysiert durch das Grazer Modell für Integrative Entwicklung, S. 63-69; 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. 311-321; 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.
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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.48-60.
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,
http://dx.doi.org/10.1016/j.jclepro.2012.08.028
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 (2005-2014), Paris, UNESCO.
Wassermann, St., & Faust, K., (1994) Social Network Analysis – Methods and Applications,
Cambridge University Press.
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