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One of the Colombian strategies to diversify and decarbonize the energy sector is encouraging the use of non-conventional renewable resources (NCRR). This thesis measures the environmental rebound effect (ERE) when increasing the shares of wind power into the Colombian power grid in the residential (household) sector. For doing so, a process-based Life Cycle Assessment (P-LCA), an environmental extended input output (EEIO) model and re-spending models (almost ideal demand system AIDS) were applied. Direct rebound effect was measured thought the elasticity price of the electricity demand; furthermore, the environmental savings for increasing the shares of wind power into the grid were calculated via P-LCA. For doing so, a P-LCA for a wind farm in Colombia was performed, whereas the information for other energy resources (Hydro, Coal, Gas, Solar and Thermal) where collected from Ecoinvent 3.4 database. To calculate the environmental indirect rebound effect the monetary savings obtained for the environmental efficiency were calculated. For doing so, an AIDS was applied to obtain the marginal budget shares (MBS). Combining the MBS obtained with the EEIO model the monetary savings were translated into environmental indicators. The ERE is presented for ten impact categories (climate change (CC), acidification (A), ecotoxicity (E), marine eutrophication (MEUT), terrestrial eutrophication (TEUT), carcinogenic effects (CE), non-carcinogenic effects (NCE), ozone layer depletion (OD), photochemical ozone creation (POC), and respiratory effects, inorganics (RES)). Moreover, a sensitive analysis was conducted to measure the variability of the ERE to different values of the direct rebound effect and different percentages of price efficiency. The results show that the inclusion of the environmental rebound effect has generally a non-negligible impact on the overall environmental indicators across all studied years. Such impacts ranging across impact categories from 5% (eutrophication) and 6,109% (photochemical oxidant creation) for the combined model, whereas for the single model the values fall on the ranges of 1% (eutrophication) and 9,277% (photochemical oxidant creation). Further, a sensitivity analysis of the elasticity price of the electricity and the price of the electricity reveals that the ERE varies in different ways, specifically, changes in these parameters could vary the impacts, respectively, by up to about <1% and 38%. Backfire effects are present for 8 of the 10 environmental impacts studied in different magnitudes across the years, depending meanly of the savings available to re-invest.
This doctoral dissertation aims to contribute to clarification of the potential of learning for water governance. The goal is to trace and understand the environmental impacts of learning through participation (research aim 1) and adaptive management (research aim 2), and the effect of learning on participation as a governance mode (research aim 3). For this goal, the researcher engages in a predominantly qualitative research design following the case study method. For every specific research aim cases are selected and analysed qualitatively according to conceptual categories and mechanisms which are defined beforehand. Quantitative studies are used to corroborate the results for research aim 1 and 2 in a mixed-method approach to enhance the validity of results. The empirical research context is European water governance, the implementation of the EU Water Framework and EU Floods Directive (WFD, FD) specifically. Eight cases of participatory decision-making across three European countries and five cases of adaptive management in Northern Germany for WFD implementation are examined to identify whether learning in these processes enhanced environmental outcomes. To detect whether governance learning by public officials occurred, the design of participatory processes for FD implementation in ten German federal states is assessed. The findings of research aim 1, understanding learning through participation and its effects on water governance, reveal that participatory planning led to learning through improved understandings at an individual and group level. Learning did, however, hardly shape effective outcomes. In the AM cases (research aim 2) managers and participants of implementing networks improved their knowledge as well as capacities, and spread the results. Nonetheless, environmental improvement was not necessarily linked to ecological learning. Regarding learning about participation as a governance mode (research aim 3) all interviewed public officials in German federal states reported some degree of governance learning, which emerged not systematically but primarily drawing on own experiences and intuition. These findings are condensed into three overarching lessons for learning in water governance: (1) Interactive communication seems to form the overall frame for participant and group learning. Framing of learning experiences turned out to play an important and potentially distorting role, for which professional facilitation and structured knowledge aggregation methods might be an im-portant counterbalance. (2) Learning did not automatically enhance environmental outcomes. It may thus not be an explanatory variable for policy outcomes, but a conditioning or intervening variable related to collective action, motivation for participation, and situating the issue at hand at wider societal levels. (3) The concepts of puzzling and powering might help understand learning as a source for effectiveness in the long-term when complemented with interest-based debates for creat-ing sufficient political agency of policy issues. Learning seen as puzzling processes might instruct acceptance and legitimization for new powering efforts. The perpetuation of learning in systematic ways and structures appears to characterize an alternative to this reflexive and strategic interplay, for which the water-related EU directives provide the basis.
Das Bildungskonzept Bildung für nachhaltige Entwicklung (BNE) gilt als Schlüsselfaktor für eine nachhaltige Entwicklung. Die Stärkung der Kompetenzen von Multiplikatoren und somit Lehrkräften als Gestalter formaler Bildung ist ein Ziel auf dem Weg zu einer qualitativ hochwertigen Bildung. Es gilt, im Verlauf der Lehrkräftebildung Möglichkeiten zu schaffen, die Entwicklung relevanter Kompetenzen gezielt zu unterstützen, um effektivere Ergebnisse im Bereich BNE zu erreichen. Für den universitären Teil der Lehrkräftebildung geht dies einher mit einer entsprechenden Gestaltung von Lernumgebungen, durch die angehende Lehrkräfte relevante Kompetenzen zu Beginn ihres individuellen Bildungsweges entwickeln können. Darüber hinaus sollen durch entsprechende Fort- und Weiterbildungsformate auch bereits im Schuldienst tätige Lehrkräfte erreicht werden. Das als transdisziplinäres Format angelegte Entwicklungsteam Sachunterricht, bestehend aus Sachunterrichtslehrkräften, Vertretern außerschulischer Bildungsorte und Forschenden der Universität, bildet den Ausgangspunkt dieser Arbeit. Die vorliegende Arbeit fokussiert die Untersuchung von Möglichkeiten der Professionalisierung von (angehenden) Lehrkräften zu BNE im Kontext des Entwicklungsteams. Dazu wurde zunächst theoretisch-konzeptionell der Frage nachgegangen, welche Kompetenzen relevant für die Integration von BNE in Schule und Unterricht sind und wie Lehr-Lernsettings gestaltet werden sollten, um die Entwicklung entsprechender Kompetenzen zu unterstützen. Im Rahmen zweier empirischer Studien wurde anschließend einerseits die Kompetenzentwicklung seitens der Studierenden analysiert, die an einem durch das Entwicklungsteam begleiteten Seminar teilnahmen. Andererseits liegt der Fokus auf dem spezifischen Format des transdisziplinären Entwicklungsteams und es wurde untersucht, inwiefern wechselseitiges Lernen zwischen den Entwicklungsteammitgliedern initiiert werden und dies in einer Veränderung der pädagogischen Praxis resultieren kann. Aufgrund seiner hohen Anschlussfähigkeit an den bildungswissenschaftlichen Diskurs wurde das Modell der BNE-spezifischen professionellen Handlungskompetenz den konzeptionellen Überlegungen und den darauf aufbauenden empirischen Untersuchungen zugrunde gelegt. Die Gestaltung eines Lehr-Lern-Settings für angehende Lehrkräfte mit dem Ziel der Förderung entsprechender Kompetenzen wurde anhand des Konzepts der offenen Lernumgebung vorgenommen. Die Ergebnisse zeigen zum einen, dass das in enger Zusammenarbeit mit dem Entwicklungsteam als offene Lernumgebung durchgeführte Seminar die Professionalisierung der Studierenden unterstützt und der Aufbau von (BNE-spezifischer) professioneller Handlungskompetenz durch kollaboratives Gestalten in Kooperation mit der Praxis ermöglicht wird. Zum anderen zeigt sich, dass die transdisziplinäre Zusammenarbeit ein wechselseitiges von- und miteinander Lernen zu BNE im Entwicklungsteam Sachunterricht fördert und Professionalisierungsprozesse sowohl seitens der Lehrkräfte als auch des außerschulischen Akteurs zumindest in einigen Bereichen angestoßen wurden.
This dissertation includes an introduction and five empirical papers focusing on the educational and career decision-making process of individuals in Germany. The five papers embrace different determinants of educational and career decisions including school performance, social background, leisure activities as well as professional expectations, and contribute to the existing literature in this research area. Chapter 2 of this dissertation begins by analysing the nexus between students’ time allocation and school performance in terms of grades and satisfaction with their own performance in mathematics, the German language and a first foreign language, as well as overall achievement. This chapter looks at the heterogeneity of three important extracurricular activities: student jobs, sports and participation in music. Moreover, the heterogeneity of each activity is addressed by accounting for different types of the particular activity and differences in the number of years the activity has been pursued. For this purpose, data from the German SOEP, as a representative panel survey of private households and people in Germany, in particular cross-sectional survey data of 3388 students who are about 17 years old and enrolled in a German secondary school, were used. The main findings are that having a job as a student is negatively correlated with school performance, whereas participation in sports and music is positively correlated. However, the results reveal heterogeneity in each activity, especially with respect to intensity. Chapter 3 addresses the concrete post-school decision of school students, in particular whether to study or to enter the German VET system (Vocational Education and Training). It focuses on individual risk preferences and the social background of individuals and how these determinants affect the ultimate decision to enrol in university or to start an apprenticeship given the same level of qualification. For the empirical approach data from the German SOEP were used, in particular information on individuals' educational decisions between 2007 and 2013. The results indicate that (i) individual risk preferences do not have an overall effect on the real transition; (ii) privileged individuals are more likely to take up higher education; and (iii) compared to highly educated parents, parents without an academic background are less likely to guide their children into tertiary education, regardless of how much they support their children with their school work. Chapter 4 deals with the reconsideration of educational decisions in terms of early contract cancellations in VET. In particular, the effects of a second job on the intention to cancel a VET contract early are analysed for apprentices in Germany. For the empirical approach the representative German firm-level study "BIBB Survey Vocational Training from the Trainee's Point of View 2008", conducted by the Federal Institute for Vocational Education and Training (BIBB), is used. The survey contains 5901 apprentices that were interviewed during their second year of apprenticeship (205 schools, 340 classes, and 15 common occupations). Furthermore, it includes the design, procedures, basic conditions, and quality criteria of apprenticeships. The applied probit regressions show a higher intention to quit if apprentices require a secondary job to cover their living costs. In Chapter 5, new data on 191 apprentices from a vocational school, located in a northern German federal state, are used to validate the empirical results of Chapter 4. This chapter presents new insights into secondary-job-related burdens during apprenticeship. Due to limitations in the data, the applied empirical approach in Chapter 4 lacks to analyse how holding multiple jobs increases the intention to leave an apprenticeship early. Therefore, Chapter 5 includes the investigations of burdens related to the second job. The results indicate a lower intention to quit the apprenticeship if an apprentice holds a second job to cover living costs. However, secondary jobs are linked to lower quality of training, which, on the other hand, increases the intention to leave the apprenticeship early. Furthermore, the probability of secondary-job-related burdens increases with the number of working hours. Chapter 6 concludes the thesis by investigating subjective determinants of early contract cancellations in VET. It examines ten questions on what apprentices want to achieve and how unfulfilled expectations affect the intention to leave the apprenticeship early. The findings of this investigation contributes to the existing research on early contract cancellation. The questions considered include information on the performance, personal development, career development and prospects or position in society and their meaning to apprentices. For the research approach, the "BIBB Survey Vocational Training from the Trainee's Point of View 2008" is considered again. The probit and ordered probit regressions applied show significant effects of job characteristics that represent job security. The expectation of being retained after an apprenticeship and the encouragement to consistently train further decrease the intention to leave the apprenticeship early. Furthermore, women appear to be more affected by job security signals than men, but they also sort more often into occupations with lower retention probabilities. Consequently, this result may be an indication of occupational segregation rather than a sign of differences between sexes.
A Matter of Connection: Competence Development in Teacher Education for Sustainable Development
(2021)
Based on a dual case study, this cumulative dissertation investigates how individual "education for sustainable development" (ESD) courses, as part of the teacher education programs at Leuphana University in Lüneburg/Germany and Arizona State University (ASU)/USA, actually foster students' ESD-specific professional action competence. Furthermore, this work sheds light on the link between learning processes and outcomes, to reveal which factors actually affect the achievement of ILOs and competence development. The findings of this study indicate that both courses under investigation eventually live up to their role and increased student teachers' competence and commitment to implement ESD in their future careers; yet, mainly due to their different thematic foci, to varying degrees. Additionally, the four Cs (personal, professional, social, and structural connections) were revealed as significant factors that support students' learning and should be considered when planning and designing course offerings in TESD, with the goal of developing students' knowledge, skills, and attitudes.
The Macro Polity Revisited
(2021)
This dissertation includes six articles tied together by the overarching question of how changes in public opinion, economics and public policy co-evolve in mature democracies, with a focus on redistributive (in seven European democracies) and secessionist preferences (in Catalonia and Scotland). The theoretical inspiration derives from three sources: 1. the Macro Polity model by Erikson, MacKuen/Stimson, 2. the Thermostatic Responsiveness model by Soroka and Wlezien, and 3. the literature on representation gap models by Gilens, Elsaesser and others. The Macro Polity and Thermostatic Responsiveness models come with an optimistic undertone, emphasizing that public policies adapt to public opinion, producing the policy-opinion congruence that defines responsive government. The Representation Gap model, by contrast, is more pessimistic in highlighting that the preferences of low-income groups are generally worse represented in public policies than the preferences of middle-income and especially high-income groups. While there is evidence in favor of these models for the majoritarian political systems in the US, Canada and the UK, less is known about the validity of these models in proportional democracies of continental Europe. The contributions in this dissertation address this research gap by integrating the three models and combining nearly 500 surveys to study the evolution of European public opinion at the national and subnational level.
The principle of this thesis was to study the environmental fate of three highly used psychotropic drugs and this achieved through: 1) examining the biodegradability of TMI, DMI and CPTX, 2) studying the behaviour of TMP, DMI and CPTX in photodegradation tests using Xe and UV lamps with studying the effect of different environmental conditions on their UV-photodegradation behaviour, 3) monitoring the primary elimination of TMP, DMI and CPTX during photodegradation and biodegradation tests using HPLC, and measuring their degree of mineralization by means of dissolved organic carbon analyser (DOC), 4) elucidating the structures of the transformation products (TPs) which formed during the degradation of TMI, DMI and CPTX by using LC-MS/MS analysis, 5) analysing the biodegradability of their TPs by laboratory tests and in-silico assessments in order to determine the fate and persistence of these TPs in the aquatic environment, 6) conducting in-silico toxicity predictions for the selected psychotropic drugs and their TPs in human (carcinogenicity, genotoxicity and mutagenicity) and in eco-system (toxicity to microorganisms and toxicity in rainbow trouts). As an overall conclusion, the present work demonstrates that a combination of laboratory simulation tests, LC-MS/MS analysis and in-silico tools result in valuable new information regarding environmental fate of three important psychotropic drugs and their TPs. This dissertation also highlights that different environmental conditions such as temperature, initial drug concentration and pH can differently affect the degradation behaviour of pharmaceuticals even when they are highly structurally related. Therefore, one cannot conclude from one pharmaceutical to another but each one needs to be investigated individually and this present a great challenge for risk assessment kinetics of chemicals in the aquatic environment. The results presented here showed that the investigated pharmaceuticals and their TPs can negatively affect the environment which may be harmful to the ecosystem as they might have been present for decades in the aquatic environment without any knowledge of their environmental fate or connected risk. Therefore, further work needs to be done including analysis of environmental samples (e.g., surface waters), as well as laboratory toxicity tests to further expand knowledge on their exact environmental impact.
In zahlreichen, sowohl wissenschaftlichen als auch politischen Veröffentlichungen, wird die "Energiewende" als Transformationsprojekt eingeordnet. Zweifelsohne birgt eine Umstellung auf ein erneuerbares Energiesystem transformative Potenziale. Die Bedeutungsbestimmung von "Energiewende" oder auch Transformation bleibt in Politik und Forschung aber häufig unklar. Um dem zu begegnen, wird in der vorliegenden Studie die Bedeutung von "Energiewende", wie sie im Bundestag verhandelt wird, untersucht. Darauf aufbauend wird analysiert, ob und inwiefern die „Energiewende“ einem Anspruch als Transformationsprojekt gerecht werden kann, bzw. wie sich die Wirkrichtung der mit "Energiewende" verbundenen Politiken im Spannungsfeld beharrend – reformistisch – transformativ verorten lässt. Die besondere gesellschaftliche Bedeutung der Bundestags-Debatten um "Energiewende" leitet sich diskurstheoretisch unter anderem aus der ihnen zukommenden "Schaufensterfunktion" ab, wonach die Debatten strategisch auf eine außerparlamentarische Öffentlichkeit ausgerichtet sind. Hinzu kommt, dass sich der hier stattfindende Diskurs, bspw. in Gesetzen, unmittelbar materialisiert. Als Startpunkt der Untersuchung wird der Beginn der rot-grünen Regierungszeit gewählt (1998), da diese – u.a. wegen der Verabschiedung des Erneuerbaren-Energien-Gesetzes (EEG) und dem politischen Beschluss zum Atomausstieg – in besonderer Weise mit der "Energiewende" in Verbindung gebracht wird. Als Endpunkt dient die letzte vollständige Wahlperiode zum Zeitpunkt der Untersuchung. Die Diskursanalyse bezieht sich demnach auf die Bundestagsdebatten zur "Energiewende" zwischen der 14. und 18. Legislaturperiode (1998-2017). Das methodische Innovationspotenzial der Arbeit liegt insbesondere in der Verbindung aus einem Verfahren quantitativer, computerbasierter Diskursanalyse mit einer qualitativen Analyse. Als Ergebnis der Verknüpfung von Transformations- und Diskurstheorie wird ein methodisch komplexes Forschungsdesign präsentiert, das sich neben der Analyse des "Energiewende"-Diskurses auf weitere Bereiche der politischen Transformationsforschung übertragen lässt.
Excessive fertilizer use leads to nutrient imbalances and losses of these to the environment through leaching, runoff and gaseous emissions. Nutrient use efficiency (NUE) in agriculture is often low and improving it could increase the sustainability of agricultural systems. The main aims of this thesis were to gain a better understanding of plant-soil-microbe interactions in order to improve agricultural NUEs. The studies included experimentally tested how crops respond to addition of high carbon amendments, fertilizer application rates and timing, and crop rotations. Furthermore, methods for measurement of roots were compared and a protocol for measurement of roots was developed. The first experiment simulated an agricultural field using mesocosms. In this setting, the researchers tested the effect of 4 previous crops (precrops), which either had or did not have a symbiosis with arbuscular mycorrhizal fungi (AMF)/rhizobia, on the focal crop (winter barley). They also tested the addition of high carbon amendments (wheat straw/sawdust) for immobilization of residual soil nitrogen (N) at harvest of the previous crop. Overall, the findings were that non-AMF precrops had a positive effect on winter barley yield compared to AMF precrops. Wheat straw reduced N leaching, whereas sawdust addition had a negative effect on the yield of winter barley. The second experiment tested the effect of different fertilizer (N/phosphorus (P)) application timings on plant traits grown in rhizoboxes. Overall, delaying N application had a more detrimental effect on plant biomass than delaying P application. The root system increased its root length initially due to N-deficiency, but was quickly thus N-limited that root length was relatively lower than the control group. Because of the many root related measurements in the second experiment, a step-by-step method for measuring root traits under controlled and field conditions was developed and included in this thesis. This method paper describes precisely how root traits of interest can be measured, and helps with deciding which approach should be taken depending on the experimental design. Additionally, the authors compared the bias and accuracy of several popular root measurement methods. Overall, these results highlight the importance of crop choice in crop rotations and the plasticity of root systems in relation to nutrient application. The results show high carbon amendments could reduce nitrate leaching after the harvest of crops, especially those with high risk of nitrate leaching, although they had only small impacts on yield.
Despite growing research on sustainability transformations, our understanding of how transformative transdisciplinary research can support local actors who foster change towards sustainability is still somewhat limited. To contribute to this research question, the investigator conducted research in a transdisciplinary case study in Southern Transylvania, where non-governmental organizations (NGO) drive sustainability initiatives to foster desired changes (e.g., supporting small-scale farmers or conserving natural and cultural heritage). Interactions with these local actors and reflections on the research question shaped the research of this dissertation. In paper 1, the author conducted a literature review on amplification processes that describe actions, which local actors can apply to increase the impact of their sustainability initiatives. In paper 2, he conducted a literature review on the application of indigenous and local knowledge (ILK) in sustainability transformations research to understand whether this research engages with the conceptualization of transformations from local actors. The results show that ILK is generally applied to confirm and complement scientific knowledge in contexts of environmental, climate, social-ecological, and species change. In paper 3, the author derived principles that provide guidance for how to integrate sustainability initiatives from local actors in transformative transdisciplinary research. Based on his transdisciplinary research with the NGOs in Southern Transylvania and by using systems and futures thinking as an approach for analysis, he derived three principles that provide guidance for the co-design of sustainability intervention strategies that build on, strengthen, and complement existing initiatives from local actors. In paper 4, the author explored empirically how to identify relevant local actors for collaborations that seek to intervene in specific characteristics of a system (e.g., parameters or design of a system). He applied a leverage points' perspective to analyse the social networks of the NGOs in Southern Transylvania that amplify the impact of their initiatives. This dissertation as a whole contributes insights to three recommendations of how transformative transdisciplinary research can support local actors fostering change towards sustainability: First, by conducting research that studies and supports local actors who increase the impact of their sustainability initiatives via amplification processes (Paper 1 and 4); Second, by engaging specifically with the initiatives, networks, and knowledge from local actors, who foster bottom-up, place-based transformations (Paper 1-4); Third, by identifying and collaborating with local actors that are relevant for strategic systems interventions that build on, strengthen, and complement existing initiatives (Paper 3-4).
This doctoral thesis contributes to the vibrant discourse on boundary-crossing collaboration in the German teacher education system. It offers theoretical advancements, programmatic guidelines, and empirical findings which advocate for a transdisciplinary perspective. In order to do so, the framing paper critically links persistent challenges and current reform processes in the teacher education system with theoretical foundations and conceptual positions of transdisciplinarity. Against this backdrop, four articles provide further insights on: a) how to expand the prevalent systematic of innovation and transfer approaches (top-down, bottom-up, cooperative) by a transdisciplinary perspective, b) outlining guiding principles for the realization of transdisciplinary collaboration in the context of a boundary-crossing research and development project, c) providing empirical findings on effect relationships between transdisciplinary dimensions of integration characteristics, and d) identifying empirical types of actors based on specific assessment patterns towards these characteristics.
This thesis analyses how European merger control law is applied to the energy sector and to which extent its application may facilitate the liberalisation of the electricity, natural gas and petroleum industries so that only these concentrations will be cleared that honour the principles of the liberalisation directives. After having discussed the complex micro- and macro-economic considerations which accompany any concentration of business activities, this thesis discusses the merger control regime of the European Community (EC) so as to establish whether the merger control under either Art. 66 Treaty Establishing the European Coal and Steal Community (ECSCT), the case law under Art. 101 and 102 Treaty on the functioning of the European Union (TFEU) and (Art. 81 and Art. 82 Treaty Establishing the European Economic Community (ECT), as it was introduced by the Commission and reviewed by the CJEU, the original Merger Regulation (MR1989) or the amended Merger Regulation of 1997 (MR1997) or the amended Merger Regulation of 2004 (MR2004) facilitate the liberalisation of European electricity and gas markets. Said liberalisation was introduced by the Internal Electricity Market Directive (IEMD), the Hydrocarbons Licensing Directive and the Internal Gas Market Directive (IGMD). The paper focuses on the contestable idea that regulatory amendments - especially the introduction of third party access by means of the directives - only form a first necessary condition for attaining economic alterations whereas pro-active conduct of the marketers is the second and decisive one in order to increase the competitive performance of the European energy supply industries. The analysis is supported by a second argument which relates closely to the ambivalent nature of concentrations: A concentration may be used to increase the process of market opening and the expansion into new markets by pooling of scarce resources. It may also be used as a retro -active means so as to create national champions, increase barriers to market entry of new competitors, enable cross-subsidisation so as to expand dominant positions on heretofore competitive up- and downstream markets.