The role of innovations in modernization theory

Zapf, Wolfgang

doi:10.1080/03906701.1991.9971098

Cited by 30 publications

(23 citation statements)

References 10 publications

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“…The most comprehensive approach, individualization theory (Beck 1986), assumes that individuals are gaining greater control over their lives in the process of modernization and accordingly pursuing a wider variety of life designs and life trajectories. This concept will be contrasted against various other, partly contradicting approaches to life-course development such as pluralization (Zapf 1991), institutionalization (Kohli 1985), deinstitutionalization (Shanahan 2000), standardization (Kohli 1985), and destandardization (Modell et al 1976). These concepts offer powerful and theoretically informed tools for comparing the educational pathways of different cohorts.…”

Section: The Life-course Perspective On Educational Histories and Adumentioning

confidence: 96%

Erwachsenenbildung und lebenslanges Lernen

et al. 2011

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Stage 8 of the German National Educational Panel Study focuses on the adult working age population in Germany and serves, in many respects, as a capstone for the National Educational Panel Study structure. Its main purpose is to collect data on adult education, on competence endowment and its development over the life course, and on returns to initial and adult education in a life-course perspective. The data includes a large number of theoretically informed determinants of adult education and competencies as well as information on how labor market and non-labor market outcomes are influenced by previous educational participation and 284 J. Allmendinger et al.competencies. With detailed information on learning environments at the workplace and in the household it will be possible to contextualize these determinants. The data allows immediate analyses of the adult population as well as the delivery of long-term perspectives on educational, occupational, and private life courses across various educational stages. Erwachsenenbildung und lebenslanges LernenZusammenfassung: Etappe 8 bildet mit dem Fokus auf die Population von Erwachsenen im erwerbsfähigen Alter in vielerlei Hinsicht den Schlussstein der gesamten Erhebungsstruktur des Nationalen Bildungspanels. Diese Etappe sammelt insbesondere Daten zu formalen, nonformalen und informellen Weiterbildungsaktivitäten, zur Entwicklung von Kompetenzen im Erwachsenenalter und zu monetären und nicht-monetären Bildungserträgen von Erstausbildung und Weiterbildung über den Lebensverlauf. Die Daten beinhalten eine Vielzahl theoretisch abgeleiteter Determinanten zur Erklärung von Weiterbildungsverhalten, von Kompetenzen sowie von spezifischen Erträgen innerhalb und außerhalb des Arbeitsmarktes. Diese Determinanten sowie das Weiterbildungsverhalten, die Kompetenzen und die Bildungserträge selbst können durch zusätzlich erhobene Informationen zu Lernumwelten am Arbeitsplatz und im privaten Haushalt kontextualisiert werden. Die Daten der Etappe 8 ermöglichen durch die retrospektive Erhebung detaillierter Bildungs-, Arbeitsmarkt-und Haushaltsinformationen unmittelbar zahlreiche Analysen über verschiedene Lebensphasen hinweg. Durch den prospektiven Charakter der Panelstudie können darüber hinaus in den kommenden Jahren weitere soziologische, ökono-mische, psychologische und erziehungswissenschaftliche Theorien getestet werden.Schlüsselwörter: Weiterbildung · Lebensverlauf · Kompetenzentwicklung · Arbeitsmarkt · Panelstudie

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Section: The Life-course Perspective On Educational Histories and Adumentioning

confidence: 96%

Erwachsenenbildung und lebenslanges Lernen

et al. 2011

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“…Whereas Schumpeter (1934;1942) defined innovation as a combination of new elements (invention of new goods, methods, raw materials in organization or industry) that is a novelty for the existing economic system. So far, several attempts to structure the field of social innovation have been made, for example by Dedijer (1984), Zapf (1991), Moulaert and Nussbaumer (2005), Pol and Ville (2009), Ruede and Lurtz (2012), Butkeviciene (2009), Dobele (2015) and Surikova, Oganisjana, Grinberga-Zalite (2015). In addition, these categorizations often lack a systematically grounded methodology that covers the social innovation concept in various disciplines at the same time.…”

Section: The Concept Of Social Innovationmentioning

confidence: 99%

“…As a result of social innovation, social value is created (Dobele, 2015). The definition is based on a fact that important characteristics of social innovation is "newness" (Dawson, Daniel, 2010;Zapf, 1991;Schumpeter, 1942), "introduction of change" (Mahdjoubi, 1997), importance in "solving social problems" (Mulgan et al, 2007;Tanimato, Doi, 2007;Neamtan, 2003), "creation of value or benefit to the whole community" (Khutrakun, 2013) as well as "sustainability and effectiveness' (Phills et al, 2008).…”

Section: The Concept Of Social Innovationmentioning

confidence: 99%

“…Important characteristic of social innovation is newness. Social innovations can be broadly described as "new ways of doing things, especially new organizational devices, new regulations, new living arrangements that change the direction of social change, attain goals better than older practices, become institutionalized and prove to be worth imitating" (Zapf, 1991). Also, social entrepreneurship often includes the element of novelty (Svirina et al, 2016) that can find its expression in the management of social enterprise, its structure, strategy as well as creation of products or services.…”

Section: Analysis Of Social Entrepreneurship and Social Innovation Comentioning

confidence: 99%

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Social entrepreneurship and social innovation: theoretical discourse

Licite¹,

Grīnberga-Zālīte²

2018

Economic Science for Rural Development

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Lately, international academic interest is evolving around a number of interconnected concepts that intrinsically include two apparently contradictory dimensions: social and economic. Among them, the most visible are the concepts of social entrepreneurship and social innovation, which are closely linked. The aim of the research paper is to clarify the relation between the concepts of social innovation and social entrepreneurship. Within the research, the authors used the following methods: monographic method, the methods of analysis and synthesis as well as the method of scientific induction and deduction. In scope of the research, the authors used scientific literature on social entrepreneurship and social innovation. The research shows that social entrepreneurship and social innovation are closely interrelated concepts, since social entrepreneurship often creates and promotes social innovation. Social innovation is a mechanism in actual innovation but a social entrepreneur is a driving force for social change. In addition, a significant difference is the fact that social innovation is not necessarily linked to commercial interests, while in social entrepreneurship the involvement in commercial activities is a mandatory precondition to ensure efficient operation of the enterprise and solving of social problems.

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“…This category can include sociotechnical and business innovations, as well as societal innovation (Howaldt & Schwartz, 2010). This type of social innovation can be defined as "new ways of doing things, especially new organizational devices, new regulations, new living arrangements, that change the direction of social change, attain goals better than older practices, become institutionalized and prove to be worth imitating" (Zapf, 1991as cited in Ruëde & Lurtz, 2012. An institution here can be defined as a set of laws, regulations, organizations, .…”

Section: Social Innovationmentioning

confidence: 99%

Developing Multi-Layer Information Infrastructures: Advancing Social Innovation through Public–Private Governance

Klievink

Janssen

2014

Information Systems Management

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Information infrastructures of businesses and government are increasingly interwoven. The development of these information infrastructures often has a technological focus and the concurrent social innovation is ill understood. To address this gap, we study public-private information infrastructure developments at three layers over a prolonged period of time. Stakeholders have to alter existing social practices to realize the potential of information infrastructures. New social practices need to be developed and sustaining innovations requires new governance mechanisms.

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The role of innovations in modernization theory

Cited by 30 publications

References 10 publications

Erwachsenenbildung und lebenslanges Lernen

Erwachsenenbildung und lebenslanges Lernen

Social entrepreneurship and social innovation: theoretical discourse

Developing Multi-Layer Information Infrastructures: Advancing Social Innovation through Public–Private Governance

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