236
J. Schulz et al.
• Learning groups can be virtually networked across locations.
• Customer training (product training) can take place digitally.
• Costs can be saved by, e.g. shortening learning times or by eliminating travel
costs” (BMWi 2016: 24).
In the context of equal spatial development through digitalisation in education, the
key words in this list are “location and time independent”, “networked across locations …” and “no travel expenses”. The interpretation can go so far that digitalised
educational offers mean that traders and their employees in peripheral, rural areas
no longer have to fear location disadvantages with regard to further and advanced
training. All the necessary events and training courses, including the product training
mentioned, would be ubiquitously available, contributing to equal opportunities
between differently characterised areas and regions.
12.3.2 Changes in Organisational Learning
and Communication Behaviour
What conclusions can be drawn concerning the domain of educational governance?
On the one hand, political aims and targets stress the desire for equal living conditions
and fair opportunities for development. In recent years, discourses about new modes
of governance have stressed development policies away from simply state-driven
hierarchical systems towards integrative approaches, adopting the variety of actors’
positions and network organisation. The organisational and regulatory system coordinates interaction between state and non-state actors of all kinds. “It is … about how
we establish goals, how we define rules for reaching the defined goals, and finally
how we control outcomes following from the use of these rules” (Vatn 2005). There
will be fewer conflicts, and common goals will be achieved.
On the other hand, there are still differences between rural areas and urban regions
concerning the use and acceptance of digital resources.
2 An additional aspect that
has only been so far been given little consideration is the potential different patterns
of information culture between urban versus rural regions and their inhabitants.
Indeed, the research literature shows that this topic of organisational learning and
communication behaviour is a relatively undiscovered territory when it comes to the
question of implementing information and communications technologies (ICT).
Another contradictory observation in relation to the far-reaching potential of
technologies is the observation that administrative advantages are often serve an
easy entry point of ICT into any domain, before applications arrive in the sectoral
practices. For example, in education learning was mainly adopting administrative
moments before educational practice started to reform (Erber et al. 2004). However,
recent studies on ICT-based management procedures in general education (Bergner
2 https://www.spiegel.de/netzwelt/web/breitband-ausbau-auf-dem-land-hinkt-hinterher-a-130
2174.html
J. Schulz et al.
• Learning groups can be virtually networked across locations.
• Customer training (product training) can take place digitally.
• Costs can be saved by, e.g. shortening learning times or by eliminating travel
costs” (BMWi 2016: 24).
In the context of equal spatial development through digitalisation in education, the
key words in this list are “location and time independent”, “networked across locations …” and “no travel expenses”. The interpretation can go so far that digitalised
educational offers mean that traders and their employees in peripheral, rural areas
no longer have to fear location disadvantages with regard to further and advanced
training. All the necessary events and training courses, including the product training
mentioned, would be ubiquitously available, contributing to equal opportunities
between differently characterised areas and regions.
12.3.2 Changes in Organisational Learning
and Communication Behaviour
What conclusions can be drawn concerning the domain of educational governance?
On the one hand, political aims and targets stress the desire for equal living conditions
and fair opportunities for development. In recent years, discourses about new modes
of governance have stressed development policies away from simply state-driven
hierarchical systems towards integrative approaches, adopting the variety of actors’
positions and network organisation. The organisational and regulatory system coordinates interaction between state and non-state actors of all kinds. “It is … about how
we establish goals, how we define rules for reaching the defined goals, and finally
how we control outcomes following from the use of these rules” (Vatn 2005). There
will be fewer conflicts, and common goals will be achieved.
On the other hand, there are still differences between rural areas and urban regions
concerning the use and acceptance of digital resources.
2 An additional aspect that
has only been so far been given little consideration is the potential different patterns
of information culture between urban versus rural regions and their inhabitants.
Indeed, the research literature shows that this topic of organisational learning and
communication behaviour is a relatively undiscovered territory when it comes to the
question of implementing information and communications technologies (ICT).
Another contradictory observation in relation to the far-reaching potential of
technologies is the observation that administrative advantages are often serve an
easy entry point of ICT into any domain, before applications arrive in the sectoral
practices. For example, in education learning was mainly adopting administrative
moments before educational practice started to reform (Erber et al. 2004). However,
recent studies on ICT-based management procedures in general education (Bergner
2 https://www.spiegel.de/netzwelt/web/breitband-ausbau-auf-dem-land-hinkt-hinterher-a-130
2174.html