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J. Schulz et al.
stakeholders (state ministries and other authorities; higher education institutions and
their sub-units, and other societal actors, etc.) need to collaborate in order to define
and run the processes prevailing in and for higher education. How do these spatially
distributed institutions interrelate in order to co-design the higher education landscape across an entire federal state? Which structures and processes are applied
in co-design practices? Consequently, this paper outlines these developments, and
combines knowledge economics, educational geography and educational science
approaches in the context of higher education research.
Keywords Land management · Higher education · Digitalisation · Knowledge
management · Sustainability
12.1 Introduction
The production of new knowledge and the dissemination of knowledge are seen as
essential elements of sustainable land management (Salet 2014; Kaiser et al. 2016).
Digitalisation creates a variety of opportunities for knowledge creation and communication. Until now, new methods have mainly been discussed and implemented in
research projects and programmes. But how can knowledge creation be combined
with processes in the higher education system in the context of digitalisation? And
what opportunities exist for sustainable land use and spatial development under
these circumstances? Besides developing single curricula, the following chapter will
reflect on the spatial conceptual models behind current practices in higher education,
enabling the authors to discuss alternatives for the future in this field of knowledge
creation and dissemination.
Digital media, as a core component and important output of digitalisation
processes, differs significantly from conventional knowledge media, given that it
emphasises cooperative action—whether in the form of human-machine interaction
or as interpersonal mediated communication (Köhler 2006). Friedrich W. Hesse, the
founding director of the Leibniz Institute for Knowledge Media in Tübingen, pointed
out: “Through digital resources, a knowledge space is changing and knowledge work
is changing” (Hesse 2017). Although in this case knowledge space stands for a mathematical structure that reflects the results of the learning process, the knowledge work
clearly refers to a spatially effective size in the geographical understanding, since
production, storage and transfer of knowledge require appropriate infrastructures or
people.
Scientific discourse in spatial sciences (e.g. Kaiser et al. 2017) outlines how relevant opportunities for collaborative activity in land use occur, possibly bringing
together diverse interests and eventually enabling new patterns of collaboration to
be detected. Has research been able to identify principal structures of collaborative
interrelations in multi-stakeholder networks? And how will governance models be
affected? This aspect is especially relevant in the European context, where equal
J. Schulz et al.
stakeholders (state ministries and other authorities; higher education institutions and
their sub-units, and other societal actors, etc.) need to collaborate in order to define
and run the processes prevailing in and for higher education. How do these spatially
distributed institutions interrelate in order to co-design the higher education landscape across an entire federal state? Which structures and processes are applied
in co-design practices? Consequently, this paper outlines these developments, and
combines knowledge economics, educational geography and educational science
approaches in the context of higher education research.
Keywords Land management · Higher education · Digitalisation · Knowledge
management · Sustainability
12.1 Introduction
The production of new knowledge and the dissemination of knowledge are seen as
essential elements of sustainable land management (Salet 2014; Kaiser et al. 2016).
Digitalisation creates a variety of opportunities for knowledge creation and communication. Until now, new methods have mainly been discussed and implemented in
research projects and programmes. But how can knowledge creation be combined
with processes in the higher education system in the context of digitalisation? And
what opportunities exist for sustainable land use and spatial development under
these circumstances? Besides developing single curricula, the following chapter will
reflect on the spatial conceptual models behind current practices in higher education,
enabling the authors to discuss alternatives for the future in this field of knowledge
creation and dissemination.
Digital media, as a core component and important output of digitalisation
processes, differs significantly from conventional knowledge media, given that it
emphasises cooperative action—whether in the form of human-machine interaction
or as interpersonal mediated communication (Köhler 2006). Friedrich W. Hesse, the
founding director of the Leibniz Institute for Knowledge Media in Tübingen, pointed
out: “Through digital resources, a knowledge space is changing and knowledge work
is changing” (Hesse 2017). Although in this case knowledge space stands for a mathematical structure that reflects the results of the learning process, the knowledge work
clearly refers to a spatially effective size in the geographical understanding, since
production, storage and transfer of knowledge require appropriate infrastructures or
people.
Scientific discourse in spatial sciences (e.g. Kaiser et al. 2017) outlines how relevant opportunities for collaborative activity in land use occur, possibly bringing
together diverse interests and eventually enabling new patterns of collaboration to
be detected. Has research been able to identify principal structures of collaborative
interrelations in multi-stakeholder networks? And how will governance models be
affected? This aspect is especially relevant in the European context, where equal