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Chapter12KnowledgeManagementforSustainability:TheSpatialDimensionofHigherEducationasanOpportunityforLandManagementJensSchulz,ThomasKhler,andThomasWeithAbstractTheproductionanddisseminationofknowledgeareseenasessentialelementsofsustainablelandmanagement(Salet2014;Kaiseretal.
2016).
Digital-isationcreatesavarietyofopportunitiesforknowledgecreationandcommunica-tion.
Knowledgecooperationanddigitalisationforgovernanceoflandisaconceptcoinedbythevariousandperhapsdiverseinterestsofdiversestakeholders.
Intheeraofdigitalisation,newdevelopmentstriggerfurtherchangesthatmaybeofachallengingnature.
However,digitalisationalsooffersinnovativeoptionsforcollab-orativeactivityinlanduse,bringingtogetherthesediverseinterestsandeventuallyenablingnewpatternsofcollaboration.
Theauthorsaddressprincipalpatternsofcollaborationinmulti-stakeholdernetworksthathaveonlyrecentlybeenconsid-eredmeaningfulforresearch.
Conceptsfrombothdomains—highereducationandlandmanagement—areadvantageouslycombined,allowingnewinterpretationsofspatialanddigitalartefacts.
Digitalisationisdramaticallychangingtheknowledge-relateddomainitselfattheendofthe2010s.
Besidesencouragingnewteachingandlearningactivities,newtechnologiesalsohaveanimpactonknowledgespacesandontheinstitutionalandpersonnelknowledgecarriersestablishedtherein.
However,theinstitutionalandsectoraldevelopmentofacademiceducationpracticehasrarelybeenaddressedinthecontextofhighereducationresearch.
Toillustratethenewwayinwhichknowledgemanagementisdirectedundersuchconditions,theauthorsbrieypresentdigitalnetworksfrombothsectors.
Obviously,differentlayersofJ.
SchulzInstituteofKnowledgeTransferandDigitalTransformation,UniversityofAppliedSciences,Technikumplatz17,Mittweida,Germanye-mail:Schulz3@hs-mittweida.
deT.
Khler(B)FacultyofEducation,TUDresden,Weberplatz5,Dresden,Germanye-mail:Thomas.
Koehler@tu-dresden.
deT.
WeithInstitutfürUmweltwissenschaftenundGeographie,UniversityofPotsdam,Campus-Golm,Karl-Liebknecht-Str.
24-25,Potsdam14476,Germanye-mail:Thomas.
Weith@zalf.
deWorkingGroup"Co-DesignofChangeandInnovation",LeibnizCentreforAgriculturalLandscapeResearch,EberswalderStr.
84,Müncheberg15374,GermanyTheAuthor(s)2021T.
Weithetal.
(eds.
),SustainableLandManagementinaEuropeanContext,Human-EnvironmentInteractions8,https://doi.
org/10.
1007/978-3-030-50841-8_12227228J.
Schulzetal.
stakeholders(stateministriesandotherauthorities;highereducationinstitutionsandtheirsub-units,andothersocietalactors,etc.
)needtocollaborateinordertodeneandruntheprocessesprevailinginandforhighereducation.
Howdothesespatiallydistributedinstitutionsinterrelateinordertoco-designthehighereducationland-scapeacrossanentirefederalstateWhichstructuresandprocessesareappliedinco-designpracticesConsequently,thispaperoutlinesthesedevelopments,andcombinesknowledgeeconomics,educationalgeographyandeducationalscienceapproachesinthecontextofhighereducationresearch.
KeywordsLandmanagement·Highereducation·Digitalisation·Knowledgemanagement·Sustainability12.
1IntroductionTheproductionofnewknowledgeandthedisseminationofknowledgeareseenasessentialelementsofsustainablelandmanagement(Salet2014;Kaiseretal.
2016).
Digitalisationcreatesavarietyofopportunitiesforknowledgecreationandcommu-nication.
Untilnow,newmethodshavemainlybeendiscussedandimplementedinresearchprojectsandprogrammes.
ButhowcanknowledgecreationbecombinedwithprocessesinthehighereducationsysteminthecontextofdigitalisationAndwhatopportunitiesexistforsustainablelanduseandspatialdevelopmentunderthesecircumstancesBesidesdevelopingsinglecurricula,thefollowingchapterwillreectonthespatialconceptualmodelsbehindcurrentpracticesinhighereducation,enablingtheauthorstodiscussalternativesforthefutureinthiseldofknowledgecreationanddissemination.
Digitalmedia,asacorecomponentandimportantoutputofdigitalisationprocesses,differssignicantlyfromconventionalknowledgemedia,giventhatitemphasisescooperativeaction—whetherintheformofhuman-machineinteractionorasinterpersonalmediatedcommunication(Khler2006).
FriedrichW.
Hesse,thefoundingdirectoroftheLeibnizInstituteforKnowledgeMediainTübingen,pointedout:"Throughdigitalresources,aknowledgespaceischangingandknowledgeworkischanging"(Hesse2017).
Althoughinthiscaseknowledgespacestandsforamath-ematicalstructurethatreectstheresultsofthelearningprocess,theknowledgeworkclearlyreferstoaspatiallyeffectivesizeinthegeographicalunderstanding,sinceproduction,storageandtransferofknowledgerequireappropriateinfrastructuresorpeople.
Scienticdiscourseinspatialsciences(e.
g.
Kaiseretal.
2017)outlineshowrele-vantopportunitiesforcollaborativeactivityinlanduseoccur,possiblybringingtogetherdiverseinterestsandeventuallyenablingnewpatternsofcollaborationtobedetected.
Hasresearchbeenabletoidentifyprincipalstructuresofcollaborativeinterrelationsinmulti-stakeholdernetworksAndhowwillgovernancemodelsbeaffectedThisaspectisespeciallyrelevantintheEuropeancontext,whereequal12KnowledgeManagementforSustainability:TheSpatialDimension…229livingconditionsarequiteoftenanunderlyingpoliticaltargetofspatialdevelop-ment,andwherespatialjusticeisoftenseenasabasisforthedistributionofbothinfrastructureandsubsidies.
Addressingtheserathercomplexquestions,theauthorsseektoopenuptheagendaforatheoreticaldiscourseandsubsequentlyanempiricaldiscourse,tobedocumentedinthepresentchapter.
Apossiblyinnovativemomentumwillbedevelopedfromthecombinationoftheoreticaldomains—knowledgecoop-erationanddigitalisationinhighereducationforthegovernanceofland,whichhavesofarbeenratherindependent.
Aninterdisciplinaryanalysisofthetechnological,social,(organisation)didacticandpolicy-relatedchallengesisrequiredsoasnotonlytoaccompany,butalsotoshapedevelopmentsintheconcretecase.
Thelinkbetweendigitalisationandtheconceptofspaceisaddressedbyintroducingtheconceptofknowledgeasaninterface.
Futureresearchindigitisedknowledgecooperationwillbelinkedwithresearchandexplanatoryapproachesofhighereducationresearchandresearchoninformationallanduse,applyingaspectssuchasorganisationalresearch,theknowledgeeconomyandeducationalgeography.
First,theauthorsprovideabriefintroductiontothestatusquoofthetwochosendomains—researchonknowledgeinlandmanagement(relatedtoinformationandcommunication,andrelevanttechnologies)andhighereducationresearch(focusingone-learning,organisationaldevelopmentanddigitalisation).
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1.
1GeneratingandDisseminatingKnowledgeforSustainableLandUseKnowledgecangenerallybeunderstoodastheconsciousprocessingandadoptionofinformation.
Inthesamevein,knowledgeisalsodenedastheprocessofpurposefulconnectionofinformation(North2011:36f).
Changeprocesses,alsoinlanduse,arecharacterisedbymakingindividualknowledgeaccessibletotheactorsinvolved(NonakaandTakeuchi1995).
Newknowledgeisgeneratedbythecyclicalrepetitionoftheinternalisationofinformationandprocessingintoknowledge(learning),anditsexternalisation(communication).
Learning,feedbackandcommunicationthusservethepurposeofknowledgegenerationandknowledgedissemination,supportedbythemoderationofintermediaries.
Inrecentyears,considerableprogresshasbeenmadewithregardtothedevelopmentandavailabilityofcodiedknowledgestocksandnewknowledgegenerationprocessesbydigitalisation.
Thehandlingofrealsustainabilityproblemssuchaschallengesinlandusedependsontheproductionanddisseminationofnewknowledgeproducedinthisway.
Thisisoftendevelopedintransdisciplinarysettingsinaco-designapproach.
Suchpracticeenablestheintegrationofdifferentformsofknowledge,resulting,inparticular,fromthediversityofpractitionersinvolvedintheresearchprocess.
Asaresult,contributionstothesolutionofcomplexsocietalchallengesaregroupedaroundproblems,ratherthanscienticdisciplines(Pohl2014).
230J.
Schulzetal.
Withsustainabilityresearchinmind,severalauthorsstresstheneedforthiskindofresearch;thecurrentlackofknowledge;andnewmethodsofknowledgemanagement(e.
g.
Milleretal.
2014:244;Kajikawaetal.
2014).
Forseveralyears,researcheffortshavefocusedmoreonproducingtheknowledgerequiredtounderstandthechallenges.
Untilnow,the'qualityandvalidityofknowledgesystemsinthecontextofsustainabilityresearch'havebeenamajorchallenge(Cornelletal.
2013)withinknowledgesystems(ibid.
:61).
Scienticdebatesinthiscontextareaccompaniedbysciencepolicydebatesandpoliticaldiscourses.
TheSustainableDevelopmentGoals(SDGs)documentisanimportantpoliticalstatementinthiscontext.
KnowledgemanagementisaddressedinthreeSDGobjectives(Goal4:qualityeducation;Goal16:peace,justiceandstronginstitutions;andGoal17:partnershipsforthegoals).
Itissimultaneouslylinkedtoeducationandlifelonglearning.
AnexplicitreferencetodigitalisationisalsomentionedforthersttimeintheSDGs.
Besidesbeingrelevanttomanysustainabilitygoals,digitalisationisexplicitlyaddressedinsub-goal9c(Industry,InnovationandInfrastructure):"TosubstantiallyimproveaccesstoinformationandcommunicationtechnologyandtoensureuniversalandaffordableaccesstotheInternetinatleastdevelopedcountriesby2020".
1Theaccompanying"FutureEarth"researchprocessisofgreatimportanceforthedevelopmentandimplementationoftheSDGs.
Thisglobalnetworkfocusesonthedevelopmentanddisseminationofnewknowledgeandtheexchangeofknowledge(www.
futureearth.
org).
Oneofthenetwork'sexplicitgoalsistosupportthetransformationtowardssustainability.
Theassociatedresearchagendastatesthatthisalsorequiresanewformofknowledgegenerationacrossdisciplinaryboundaries,togetherwithsocialpartners.
Whileknowledgeisapreconditionforaction,co-designedprocessesforthegenerationandmanagementofknowledgeareconsideredtobecoreelementsforsustainablespatialdevelopmentandlanduse(Salet2014).
Davoudi(2015)graspstheknowledge-actionrelationshipinamannerthatdenes"planningaspracticeofknowing".
Inthiscontext,knowledgeisquiteoftenbasedonavarietyofexperiencesinpractice,embeddedinsocialnetworksandorganisationalstructures(Zimmer-mann2010:118).
Inthisway,knowledgeproductionanddisseminationisnotasingletasktobeaddressedbyseveralexperts,butisaccompaniedbyregionalandlocalknowledgefromavarietyofactors.
Theprocessesmustbecomplementedbyactorswhomanagetheprocessesofknowledgecooperationorlearning.
Thistaskofteninvolvesmoderating,comparabletothetasksoffacilitatorsand,insomecases,mediatingactors(cf.
Stützeretal.
2013).
Moderationimplementsthe"cohesionfunction",i.
e.
guidinggroupwork,keepingthegrouptogether,introducingrules,overseeing,andharmonisinggroupmembers,aswellasthe"locomotionfunction",i.
e.
settinggroupworkinmotion,andensuringeffectiveandfocusedworkingmethods(Ziegler1993).
Onthisbasis,themediatingactorfullstwofunctions:thoseofdiscussionleaderandconsultant.
Anotherconceptoffacilitatedinteractionisthatofintermediaries,whichisclosetothemethodofmoderation.
MillarandChoi(2003)deneknowledgeintermediaries1https://www.
un.
org/development/desa/disabilities/envision2030.
html12KnowledgeManagementforSustainability:TheSpatialDimension…231asorganisationsthat"facilitatearecipient'smeasurementoftheintangiblevalueofknowledgereceived"(ibid.
:269).
Onefunctionoftheknowledgeintermediaryistoprovidermsand/orknowledgeproducerswithtechnologyandknowledgetransferprocessesinthecontextofregionalinnovationsystems(ParkerandHine2013).
Thendingsaboutintermediariesprovidehelpfulinformationfordeterminingwhoisresponsibleforknowledgemanagement.
Recentapproachesoftenrefertothechangingroleofknowledgeprofessionals.
Thisrolemayevendisappearcompletely,suchasinthecasewherethequestionisasked:"Doesaclassneedateacher"(KhlerandKahnwald2005).
Indeed,greateremphasisisplacedonsharinginterestsinpracticethanonfollowingapredenedcurriculum(KahnwaldandKhler2007).
Regardingthetransferofknowledge,theuseofaunidirectionalorone-waytransferfromknowledgeproducerstoknowledgeconsumers(alsocalled"mode1")todealwithinformationandknowledgeowscannotadequatelyreectthechallengesofadecision-makingprocessorofaplanningsupportprocessinacomplexmulti-stakeholderenvironment.
Thismodeofscience-policyinteractioncanbedescribedasthe"sciencepush"and/orthe"demandpull"model(DillingandLemos2011).
Thenewfocusofknowledgetransferactivitiesalsoconsidersthecommunication,translationandmediationofknowledge(Cashetal.
2003).
Gibbonsetal.
(1994)callthisfocus"mode2knowledge"inthecontextoftrans-disciplinaryresearch.
Theexperiencesoftransdisciplinaryresearch,primarilychar-acterisedbythecooperationofscientistsandpractitionerstakeholders,conrmthebarriersanddisadvantagesof"mode-1"versus"mode-2"knowledgeproduction(cf.
HirschHadornetal.
2008).
Thus,assemblingdifferentstakeholdersinvariousgroupsthroughouttheplanningprocessisoneofthecrucialconditionsforasustain-abledecision-makingprocessandakeypillarofthecurrentlyconsolidatingconceptoftransdisciplinarity(Gibbonsetal.
1994;Pohl2011;Opdametal.
2015).
Fromthispointofview,mutualcollaborationofthestakeholdersconcernedisrequiredinordertosupportknowledgeproduction,transferandimplementation—thisistheideabehindtheconceptoftheco-productionofknowledge(Pohletal.
2010;Enengeletal.
2012).
LemosandMorehouse(2005)arguethataniterativeandinteractivemodelfortheco-productionofscienceandpolicyrequiresinterdisciplinarity,stakeholderparticipationandtheproductionofusableknowledge,whichcanbeincorporatedintoallstakeholders'decision-makingprocesses.
Theyalsoacknowledgeinthiscontextthatusableknowledge"notonlymustbetailoredtotstakeholders'needsanduses,butmustalsobemadeaccessibletothoseusers"(ibid.
:62).
Usability,accessibilityandtransferabilitydependinmanywayson"producers"and"producingprocesses".
Perspectivesonchallengesandproblemsdenethestartingpointsofagendaprocesses.
Co-designprocessesareessential,followedbytheco-productionofknowledge,accompaniedbyexchangeandinteraction(Mauseretal.
2013:427).
Inconsequence,oneofthemostimportantquestionsatthebeginningoftheprocessiswhomtodeneasanimportantactor.
Inaddition,actornetworksandorganisationalunitsarehighlyrelevant,becausesingleactorsareembedded,232J.
Schulzetal.
andalsodevelopandshareknowledgewithintheirorganisations.
Inconsequence,theuseoftransdisciplinaryapproachesalsomeansexchangingknowledgebetweenorganisationsthatstartbargainingprocesses,anddevelopingframingnarrativesininstitutionalsettings.
Thiswillraiseawarenessbeyondprojectstowholesystemssuchashighereducation.
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2NewWaysofKnowledgeGeneration,DisseminationandManagement:HigherEducationResearchwithaFocusonE-Learning,OrganisationalDevelopmentandDigitalisationTheinstitutionalandsectoraldevelopmentofacademiceducationpracticehasrarelybeenaddressedinthecontextofhighereducationresearch.
Whileamajorinterestofeducationresearchislinkedtounderstandingspecicdidacticeffects,theinterdisci-plinaryapproachiscrucialtocopewiththecomplexityoforganisationalrelationshipsandtheinstitutionalcontextsinwhichthedigitalisationofhighereducationtakesplace.
Decision-makingandtheforecastingofsuchprocessesappeartobechal-lenginginthissector.
Dimensionstobecoveredincludethefollowingaspectsorareasofresearchandpractice:Structuresandactors,Administration,governanceandorganisationaldevelopment,Didacticsandcompetencedevelopment,andEducationaltechnologiesandtechnicalinfrastructures.
Theprofessionsrepresentedinhighereducationdevelopmentcommitteesshouldideallyreectthesefourpoints.
ButwhatdoesthismeanforknowledgepracticesinacompletelydigitisedknowledgesocietywithmoreandmoreimmaterialgoodsIndeed,itisalsopossibletorecruitexpertiseatanytimeanddisseminateitthroughvariousexchangeformatswithinresearchorpracticecommunities,ortoelaboratesuchexpertiseinprojectsviadigitalmediaandrelevantformatsofcollaboration.
Asaresult,highereducationresearchmustconsidersocietyingeneralinordertogainanappropriateunderstandingofhowknowledgeisgenerated,sharedandtransferred.
Extendingsuchunderstandingwouldalsorequireideasaboutspatialorganisationbeyondtheembeddingofthisknowledge-relatedpracticeinthephysicalspaceofeducationalbuildings.
12KnowledgeManagementforSustainability:TheSpatialDimension…23312.
2DigitalisationofHigherEducation12.
2.
1ClassicationintoMegatrendsoftheTwenty-FirstCenturyTwothematicareasareparticularlystrikingwhenanalysingcurrentglobalmega-trends:therearedemographicandsocialscienticconsiderationsaswellaseconomicinterpretations.
Inmanycases,however,theboundariesbetweenthesedomainsareuidbecausethereareinteractionsandlinksbetweenthem.
Inaddition,eachofthesemegatrendscanbeaccompaniedbycurrentdevelopmentsintheeldofeduca-tion,whichrequiredetailedanalysisintermsofdigitalisationprocesses.
Interestingconnectionscanbeestablished,particularlyforuniversities(seeTable12.
1).
Thechallengespresentedhereareonlyexamples,andarenotconsistentinthelist.
Theyprovideanoverviewinthesenseofimpetus,seekingtorevealtheconnectionsthatarecurrentlyimportanttotheeducationsystem.
Withregardtoconclusionsandconsequences,thetableshowshowimportantitistocombinenewformsofknowledgemanagementwithhighereducation.
Thisgoeshandinhandwiththechangingframeworkconditions,particularlyinhighereducation,fromagreaterfocusonthelabourmarket,todigitalisation,globalisationandnewformsofgovernance.
Table12.
1Globalmegatrends(StangandEigenbrodt2014:233ff)andexemplarychallengesforhighereducationinthecontextofGermanapproachesGlobalmegatrendExemplarychallengesforhighereducationDemographicchangeLifelonglearningIndividualisationofthemassmarketNew(multi-site)studyandlearningopportunitiesSocialfragmentation"Ascensionthrougheducation";"openaccessuniversities"UrbanisationCompetitionbetweenuniversitylocationsMobilityOnlinelearning/studyingversus"globalvillages"aDigitalisationofallareasoflifeSkills,competences,habitsandpreferencesofteachersandstudentsAutomationandexibilityincollaborativeworkingenvironmentsLearninganalytics;articialintelligence;bigdataKnowledge-basedeconomyKnowledgetransferinknowledgeregionsandglobally;newrequirementsforeducationandtrainingSignicanceofeducationWeakeningtheprohibitionofcooperationunderArticle30oftheGermanConstitution;"QualityPactTeaching"oftheBMBFaThisterm,rstintroducedbyMarshallMcLuhanin1962,isamedia-theoreticaldescriptionoftheworldthatgrowstogetherthroughelectronicnetworking(inthesenseofelectronicinterdependence)(McLuhan2008)234J.
Schulzetal.
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2DigitalMediaandtheResultingChangesinHigherEducationTeachingandLearningThedigitalisationof(higher)educationunfortunatelyremainsanissuethatfailstocreateanoptimisticandpositiveimageofthefutureamongthepublic(Schulz2018).
Thisiscertainlynotunfoundedandissometimesimportant;butasasocietalcross-cuttingtask,thereshouldatleastbeavisionforactioninthefuture.
However,digitaltransformationineducationisparticularlyevidentwhencomparingcoursesrequiringpresencetoonlinecourses.
Theexampleof"seminarversuswebinar"showstheextenttowhichchangeisgenerallyunderstood.
Inuniversities,studentsoftensitinrowsfacingthelecturer,withanotebookortabletontheirdesksinfrontofthem,whilestudentsinteractwithteachersoreachother,dependingonthenatureofthecourse.
ThelecturerusesadigitalprojectortoshowPowerPointslides.
Thedifferencetoface-to-facecourses20yearsagoisastounding:notebooksandtabletstaketheplaceofbooksandpaper;PowerPointpresentationshaveoustedtheblackboard.
Featuresmay,ofcourse,dependontheteacherandthesubjectculture,butmostcourses,whetherseminarsorlectures,nowtakeplaceinsuchaformat.
Indeed,recentforecastingusingscenarioandDelphitechniquessuggeststhattherewillnolongerbeanypureofineeducationalsituationsby2030(Khleretal.
2018,2019).
Webinarsarepurelyonlineseminars.
Theydissolvethephysicalspaceofthecourse,asbothlecturersandstudentscanparticipatefromanywhere.
Citizensofthe"globalvillage"cometogetherinavirtualspace;linkupwithknowledgeofothersinrealtime;generatetheirownknowledge;andnallysharethatknowledgewithothers.
Oncloserinspection,however,mostoffersarea1:1transferoftheseminarconcepttoanon-physicalspace:thelecturerdeterminesthedegreeofinteractionbyassigningrights;studentssit(orlie)infrontofacomputerwithanimagetransferofthelecturerandthePowerPointslides,andnoteimportantinformationinvirtualand/orphysicalexercisebooks.
Althoughtherehasbeensignicantprogresswithdigitallyenhancedcoursesintermsofparticipationineducationalprocesses,theopportunitiesassociatedwithdigitaltechnologiesarerarelyfullyexploited.
Asmentionedabove,digitalteachingandlearningtechnologiesalsoopenupnewopportunitiesforimpartingknowledgeandlearningmaterial.
Mediadidacticsdiffer-entiatebetween"traditional"and"new"mediaformats.
Traditionalmediaformatsareunderstoodtobemainlyanaloguetexts,images,graphics,presentations,lms,videosandaudioles.
Inthiscase,informationandcommunicationtechnologiesareusedforunidirectionalperformanceorinstruction.
Newermediationformatsallowstudentstoapplyknowledge,obtainfeedbackorinteractwithfellowstudentsinamoreconnectivist,co-constructionistway.
Asaconsequence,thespatialdistanceisnolongerdecisive,butonlineaccessandinteractionpossibilitiesare12KnowledgeManagementforSustainability:TheSpatialDimension…235Excursus:Onlineinteractionsincludevideo,audioandchatconferences,anddigitallybasedforums,aswellasdigitalsimulationsandbusinessgames,e-tests,commonmediaproducts,wikisandblogs.
Riedeletal.
(2017)foundinasurveyamongalllecturersatuniversitiesinSaxonythattheuseoftraditionalmediaformatsclearlypredominates.
Morethan98percentoftherespondentsstatedthattheyusedtexts,presentations,graphicsandimagesindigitalform,almost77percentusedlms,videosandaudioles.
Incontrast,thenewmediaformatsmentioned,whichencourageinteraction,areonlypartoftheteachingportfolioforaboutathirdoftheteachingstaff(e.
g.
forums:37.
3%;e-tests:24.
8%).
Atrstglance,theprimarymedia-didacticquestionabouttheuseofdifferentmediaformatsinteachingseemstohavelittlespatialimpactinthegeographicalsense.
However,ifoneincludessocialandcommunicativeaspectsofvirtualcooper-ation,changesintheroomcanbeexpected.
Regardlessofanincreaseinthedegreeofuseofsuchnewmediaformats,devaluation,oratleastareclassicationofcurrentlyusedlearningspaces,mayoccur.
Incontrast,newlearningspacesarebeingcreatedinplacesthatarenotyetintendedforsuchuse.
Examplesincludespacesusedwhilecommutingtouniversity,andstudentservicescafés.
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3SpatialDimensions:InformalSpacesandNewLearningWorldsinAdultandContinuingEducation12.
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1GovernmentalArgumentationinFavourofDigitalContinuousEducationOfcialeducationpolicy,however,seemstoconsideronlineelementsofeducationasbeingratherrelevantforpostgraduateeducation.
Yeteducationalprocessesalsotakeplaceoutsideofschoolsanduniversities.
Inadultandcontinuingeducationinparticular,far-reachingdevelopmentscanbeobserved,andareexpectedintheyearsahead.
TheFederalMinistryforEconomicAffairsandEnergy(BMWi),forexample,helpscompaniestodigitisetheirbusinessprocessesorsaleschannels,ortodeveloppersonnelbywayofdigitisedtrainingande-learning.
Theministryarguesforthelatterasfollows:"Ifemployeescanusedigitalmediaforfurthertraining,companiesandemployeesbenet:Alargenumberofemployeescanbecontinuouslytrained.
Furthertrainingcantakeplaceregardlessoftimeandlocation.
Standardisedcontentcanbepreparedinteractively,quicklyandinawaythatpromoteslearning.
Compulsorytrainingcanbedemonstratedmoreeffectively(compliance).
236J.
Schulzetal.
Learninggroupscanbevirtuallynetworkedacrosslocations.
Customertraining(producttraining)cantakeplacedigitally.
Costscanbesavedby,e.
g.
shorteninglearningtimesorbyeliminatingtravelcosts"(BMWi2016:24).
Inthecontextofequalspatialdevelopmentthroughdigitalisationineducation,thekeywordsinthislistare"locationandtimeindependent","networkedacrossloca-tions…"and"notravelexpenses".
Theinterpretationcangosofarthatdigitalisededucationaloffersmeanthattradersandtheiremployeesinperipheral,ruralareasnolongerhavetofearlocationdisadvantageswithregardtofurtherandadvancedtraining.
Allthenecessaryeventsandtrainingcourses,includingtheproducttrainingmentioned,wouldbeubiquitouslyavailable,contributingtoequalopportunitiesbetweendifferentlycharacterisedareasandregions.
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2ChangesinOrganisationalLearningandCommunicationBehaviourWhatconclusionscanbedrawnconcerningthedomainofeducationalgovernanceOntheonehand,politicalaimsandtargetsstressthedesireforequallivingconditionsandfairopportunitiesfordevelopment.
Inrecentyears,discoursesaboutnewmodesofgovernancehavestresseddevelopmentpoliciesawayfromsimplystate-drivenhierarchicalsystemstowardsintegrativeapproaches,adoptingthevarietyofactors'positionsandnetworkorganisation.
Theorganisationalandregulatorysystemcoor-dinatesinteractionbetweenstateandnon-stateactorsofallkinds.
"Itis…abouthowweestablishgoals,howwedenerulesforreachingthedenedgoals,andnallyhowwecontroloutcomesfollowingfromtheuseoftheserules"(Vatn2005).
Therewillbefewerconicts,andcommongoalswillbeachieved.
Ontheotherhand,therearestilldifferencesbetweenruralareasandurbanregionsconcerningtheuseandacceptanceofdigitalresources.
2Anadditionalaspectthathasonlybeensofarbeengivenlittleconsiderationisthepotentialdifferentpatternsofinformationculturebetweenurbanversusruralregionsandtheirinhabitants.
Indeed,theresearchliteratureshowsthatthistopicoforganisationallearningandcommunicationbehaviourisarelativelyundiscoveredterritorywhenitcomestothequestionofimplementinginformationandcommunicationstechnologies(ICT).
Anothercontradictoryobservationinrelationtothefar-reachingpotentialoftechnologiesistheobservationthatadministrativeadvantagesareoftenserveaneasyentrypointofICTintoanydomain,beforeapplicationsarriveinthesectoralpractices.
Forexample,ineducationlearningwasmainlyadoptingadministrativemomentsbeforeeducationalpracticestartedtoreform(Erberetal.
2004).
However,recentstudiesonICT-basedmanagementproceduresingeneraleducation(Bergner2https://www.
spiegel.
de/netzwelt/web/breitband-ausbau-auf-dem-land-hinkt-hinterher-a-1302174.
html12KnowledgeManagementforSustainability:TheSpatialDimension…2372019)conrmthatvirtuallynoschoolsinGermanyapplyenterpriseresourceplan-ning(ERP)technologies,whicharecommonplaceinindustry,noteveninasimpleway.
Asinformationandcommunicationdevices,andrelatedapplications,increasinglypenetrateeverydayprivateandprofessionallife,behavioursalsochange.
However,learningcanalsotakeplaceininformalarrangements,whilstformalsettingscanbeconguredandenrichedinverydifferentwaystooneortwodecadesago.
Thisnewlearningbehaviourischaracterisedby:Interactivity,Anonymity,Individualisation,Hypermediality,TopicalityandGlobality(Semar2014:12f).
ThishasbeendescribedbrieyinSect.
12.
2.
Butasecondchangecanalreadybeobservedinadditionto"newlearning",becausethenewtechnicalconditionsareabletoturnalmostalllearnersintolecturers(wherebythistermshouldbeusedwithcaution,sinceitisusuallyassociatedwithaformallyproventeachingqualication).
Anyindividualwhobelievesthattheyhavespecicknowledgeorhavesolvedaprac-ticalproblemcancreateanexplanatoryvideowiththesimplestofmeans;uploaditontoanappropriateinternetplatform;andhopethatinterestedpartieswillndit.
Itinstantaneouslybecomesaneducationaloffer,eventhoughthematerialmayhavenotbeenelaboratedwithdidacticsinmind,andcanbeintegratedintoformallearningarrangementswithoutanybarriers.
Aseventhpoint"Knowledgetransferthroughproductionanddistribution"canthereforebeaddedtotheabovedescrip-tionoflearningbehaviour,whereby"Changedcommunicationbehaviourduringthelearningprocess"wouldbeamoreprecisedescriptioninmanycases.
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3EconomicVersusEducationalPerspectives:ASampleCaseToillustratethisdevelopmentintheeducationalversuseconomicdomain,theauthorsdecidedtopresentasamplecaseinthecontextofoneofthelargestGermanuniver-sityassociationsfordigitallearning,theEducationPortalSaxony(BildungsportalSachsen).
Thegoalofthiscollaborativeproject,establishedonlyin2019–2020,focusingon"virtualteachingcooperation",istopilotcross-universityteachingprocesses,takingintoaccountthedidacticsofcollaborativeteachingandlearning,ideallyinaspecialistdomainandpossiblybetweendifferentuniversitytypes.
Italsoseekstodevelopsolutionsforcooperationwithinternationalpartners.
Furthermore,theprojectseekstopromotethesubject-independent(interdisciplinary)qualicationofeducationalstafftostrengthentheeffectivenessoftheself-regulationofstudents238J.
Schulzetal.
inonlineorblendedlearningscenariosinsuchopencollaborativenetworks,forexamplebyacquiringonlinetutoringskillsandabilities.
Finally,individualSaxony-widepreliminarycoursesandonlineself-assessmenttestsaresupportedwiththeuseandcreationofopeneducationalresources(OER).
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4InteractionsofSpaceandEducationintheContextofDigitalisation12.
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1TheSpatialDimensionDigitalizationgoesfarbeyondpurelyeconomicapplications,andthereforeillustratesthespecicrelevanceforspatialandland-relateddevelopments.
Thelinkbetweendigitalisationandtheconceptofspaceisaddressedatthispointbyintroducingtheconceptofknowledgeasaninterface.
Anoutlinehasalreadybeengivenofhowtheacquisitionofknowledgeusingnewinformationandcommunicationtoolswillchange,andcontinuetochange.
Thepossibilitiesofthelocation-independentandtime-independentdesignofeducationalprocessesrevealthatdigitalisationisnotapoint-sourceevent,butonethattakesplaceinanarea.
Theconceptofknowledgeinitsspatialdimensionisanalysedasthecentralpointofthediscourse,sinceallactorsbecomeeffectiveaspartoftheircomplexspatialenvironments.
Newdynamicssubsequentlyarisefollowingthedetachmentofthephysicalconnectionofknowledgeandinformationtowardsindividuals.
Theconceptofknowl-edgeregions,which,whenunderstoodtraditionally,wasbasedongeographical,almostdemarcatedareasandeasilycomprehensibleactorinteractions,needstobereadjustedinthelightofdigitalisation.
Itcanbeassumedthattherewillbedevelop-mentstowardsdifferentiatedknowledgenetworksorglobalknowledgeclusters,i.
e.
thespatialdimensionwilldeclineinfavouroftheknowledgeeconomy,meaningthatplanningprocessesforanyeducationdomainwilltakeplaceinnewspatialthinkingpatterns.
12.
4.
2RelevantKnowledgeEconomicsandEducationalGeographicAssumptionsItmakessensetouseotherrelevantknowledge-economicandeducationalgeographicassumptionstounderstandthespatialdimensiondescribedabove.
Initially,thesemustbeinterpretedasbeingdetachedfromparalleldigitalisation.
Yetitisobvious3https://bildungsportal.
sachsen.
de/portal/parentpage/projekte/hochschulvorhaben/projekte-2019-2020/virtuelle-lehrkooperationen12KnowledgeManagementforSustainability:TheSpatialDimension…239thataprocessisalreadytakingplaceonanationalorglobalscale,receivingnewdynamicsthroughdigitalisation,whichwillcertainlybepreserved.
Therstassumptionrelatestotheproductionand(re)useofknowledge.
Inno-vationprocessesaredrivenaccordinglybydifferentknowledgebases(KujathandPeiker2014),i.
e.
bynetworkingknowledgeproducersinspecialistcommunitiesortheubiquityofclassicandnewknowledgemedia.
Theemergenceofinnovationsisbasicallyconceivableanytime,anywhere.
Inthesetraditionalknowledgenetworks,placesandregions,institutionsandorganisationsareinterconnected,formingthecommonbasisforprocessesthatcanthenculminateinaresult.
Thisisfollowedbyasecondassumption,whichstatesthatcompetitionandcoop-erationwithinacommonthemearenotmutuallyexclusive,andtakeplaceregion-ally,supra-regionallyandglobally.
Therearexedinteractionmechanismsbetweenactors,whichmaybebothdifferentandofthesameinstitutionaltype,e.
g.
Collegesanduniversities,R&Dinstitutions,Primaryandsecondaryeducationalinstitutions,Actorsinknowledge-intensiveregionaldevelopment,Thepopulationasacarrierofknowledge-relatedidentity,andEstablishedandnewlyfoundedknowledge-intensivecompanies.
Thisislikelytohavethegreatestpossibleimpactoneachindividualnetworkmember(Fromhold-Eisebith2010).
Inadditiontothisconcept,Kujath(2010)offersathirdassumptionfortheabove-mentionedinteractionprocesses,whicharealsonotonlyasocialelement,butprimarilyatransferofknowledgeandknow-how:specialisedtransactionserviceproviderssupportthetransferofknowledgebetweenpeople,networknodes,knowledgeregionsandorganisations.
Thesearegroupsofactorswhocollect,storeandprocessknowledge,anddobusinesswithit.
Informationandknowledgehave,infact,becomeaglobalcommodity.
However,theeconomicpursuitofprotneednotnecessarilybeintheforeground,becausenotonlyinter-nationalconferencesor—withtheleaptowardsdigitalisation—operatorsofdigitalresearchandopenaccess,butalsopublicationnetworksmayactastransferserviceproviders.
SuchaprocesshasbeendescribedbyKhlerandSchilde(2003)forhighereducationinstitutionsbyadoptingtheinformationbrokerconceptfromindustry.
Themainndingwouldbemovingawayfromthinkingaboutterritoriesandplaces,tointer-relationalspaces.
Thiswouldhavetobereconsideredinthehighereducationsystem,inthesenseoftheoreticalanalysis.
12.
4.
3ExemplaryDevelopmentsintheContextofResearchonKnowledgeNetworksinLandUseinGermanyOneexampleofweb-basedknowledgeplatformsisthe"SustainableLandManage-ment"knowledgeplatform,whichsimultaneouslysupportsandimplementsaspectsofcommunicationandlearning(www.
nachhaltiges-landmanagement.
de/en/library/240J.
Schulzetal.
documents).
Theplatformalsocontainsadiscussionforum.
Theaimoftheplatformisprimarilytoenabletheexchangeofinformationandcodiedknowledge.
Anonlineforumisthebasisfordevelopingacommunityofpractice(CoP)forallthoseinvolvedinthefundingmeasureprovidedbytheGermanFederalMinistryofEducationandResearch,i.
e.
scientists,practitioners,representativesfromauthorities,andsoon.
Theplatformenablesresearchresultsandproductstobeexchanged,analysedanddiscussed,alsotojointlyinitiatelearningprocessesforsustainablelandmanagement(WeithandKaiser2015).
Theplatformhasagraphicaluserinterface.
Inadditiontofull-textsearch,theknowledgebasecanalsobeaccessedbycategory-basedsearch.
Knowledgeresourcesaredifferentiatedaccordingtoproducts,targetgroup,topics,regionsandprojectsinsustainablelandmanagement.
Onthenextlevel,thesevecategoriesaresubdividedagainintogroup-specicheadings,whichalsofeatureselectedkeywords.
Theinteractiveknowledgeplatformenabledallregistereduserstouploadtheirowncontributions(texts,images,etc.
)between2013and2018.
Indexingoftheuploadedcontributionsintheuploadarea(inputmaskforuploadingcontributions)playedamajorrole.
Indexingofcontributionsbytheknowledgeproviderensuresthatknowledgestockscanbeaccessedbycategory.
Category-basedaccessenablesknowledgeseekerstocontrolthesearchresults.
Theuploadedcontributionsweresimultaneouslymadeavailablefordiscussionintheforum.
Inadditiontothecreationofaknowledgeplatform,presentationsforformalisededucationalunitsforhighereducationwerealsodeveloped(Weiterbildungsmodule).
Theseunits,whichfocusonaspecictopic(e.
g.
theconnectionofsupplychainmanagementandsustainablelandmanagement),arealsoincludedintheknowl-edgeplatform,besidesbeingspecicallydisseminatedtoorganisationsthatdelivervocationaltraining.
Inarecentstudy,Khleretal.
(2019)arguethat,in10years'time,highereduca-tionwillresembleaugmentedhuman-computerinteractionthatactivelycombineseducationaloffersfromdifferenteducationalinstitutionsinavirtualspace.
Intheirfourthscenario,entitled"Openeducationalresources+openscience-informallearningusingtheoffersofseveraluniversitiesonthebasisofrecommendersystems",theystatethat"openingupoftheuniversitythroughdigitalisationmeansthatstudyprogramsorlearningobjectsfromvariousprovidersarebecomingmoreandmorewidespread"whensimultaneously"offersfromtheuniversityaremadeaccessibletoexternalusers–which,althoughtechnicallypossible,hasbarelybeenimplemented.
"Theauthorsprimarilyseethefollowingcharacteristicsinthisscenario:Students'sharedknowledgeproductioninaconnectivistlearningsetting;Learningobjectsthatarenotclearlyassignedtoasingleuniversity,buttakenfromavirtualinformationmarket;Theimplementationof'trustedrepositories'ascomprehensivesubject-relatedcollectionsofdigitalteachingandknowledgeobjectsintheformofOER,OAP,etc.
12KnowledgeManagementforSustainability:TheSpatialDimension…241Asaresult,universitiesmayenabletheportfolio-basednetworkingoflearners,broughttogetheronthebasisofsuitableportfolios,alsowhenworkingoninter-disciplinarytopics,knownas"knowledgedating"(ibid.
),whichleavegeographicallimitationsbehind.
12.
5DiscussionandSummaryRemarks12.
5.
1ASolutionMultifaceted,NetworkedDigitalKnowledgeConstructionasanOpportunityforEqualSpatialDevelopmentWhatoptionsareavailableforthegeographicdesignofeducationalspacesWenotetendenciestodissociatetheofferingsofplaceandtimedependencies,andnotetremendoustechnologicaladvances,whichalwaysseemtobeonestepaheadofthepreviouslyproventeaching/learningscenarios.
However,ifoneseeksacreativefuturistapproachnotjustintheeducationalmeaning,butalsointhespatialplanningsense,thenweneedanewinterpretationofgeographical/physicalspace.
Inthissense,spatialplanningwillshiftmorefromfunctionalplace-makingtowardsthecreationofavirtualnetworkofknowledgeco-creatorsandadopters.
Thismaybeeasytoimagineusingtheexampleof"grasslandbecomesalandforbuildingmaintenance"but,ofcourse,itisharderforustoshiftfromphysicalrealitytoadigital,mediatedrealityofdigitalproductsandenvironments.
Asaresult,atleasttwoperspectivesofknowledgecooperationanddigitalisationinthehighereducationsectorforspatialgovernancecanbeidentied:1.
Sofar,theintegrationofdifferentknowledgebasesineducationalprocesseshasbeencharacterisedbyinformationsystemsandthephysicalparticipationofactors(lecturers,students,andtoalesserextent,administrativestaff).
Thisisthecurrentlywidespreadapproachofe-learningoronlineeducation.
However,thepracticeofeducation,especiallyinthehighereducationsector,isstillstronglyrelatedtothephysicallocation;regionalvirtualisationishardlypracticed,ifatall.
Virtualuniversitycooperationisalsoneglected.
ForSaxony,thisisevidentinthegoalofajointproject,initiatedonlyin2019/2020,focusingon"vir-tualteachingcooperation"topilotcross-universityteachingnetworking,takingintoaccountthedidacticsofcollaborativeteachingandlearning,ideallyinaspecialistdomainandpossiblybetweendifferenttypesofuniversity.
Surpris-ingly,thenewlypublishedcoalitionagreementofDecember2019states:"Dig-italformsofteachingandlearningaswellasopenlearningmaterialsshouldndtheirwayintoallsubjects.
Wecreateincentivesforthisthroughaninnovationfundanddrivethedigitalnetworkingofstudyprogrammes.
Inthelongrun,the242J.
Schulzetal.
VirtualUniversityofSaxonycanactasasharedplatform.
"4Thiscouldalsoberegardedasasolutionforcooperationwithinternationalpartners.
Further-more,thesubject-independent(interdisciplinary)qualicationofeducationalstaffshouldbepromotedtostrengthentheeffectivenessoftheself-regulationofstudentsinonlineorblendedlearningscenarios,forexamplebyacquiringonlinetutoringskillsandabilities.
Finally,individualSaxony-widepreliminarycoursesandonlineself-assessmentsaresupportedwiththeuseandcreationofOER.
52.
Inthefuture,aninnovativeapproachcouldbethecross-locationconsiderationofpartlynewformsofgeneratinganddisseminatingknowledgeandlearningasastartingpoint.
Inthisrespect,thenetwork—themeaningtobegeneratedinco-construction—becomesthestartingpointandreplacestheprimarilylocalfocus,whichisusuallyonlybroughttogetherinafewcasesafterwards.
Area-relatedco-existenceisalsopracticed,especiallyinthehighereducationsector,over-comingtheprimarylocationreference.
Indeed,examplesexistofsuchcommonpracticesofoperatingand,aboveall,usingdigitaleducationalinfrastructures.
TheseincludetheSaxonyeducationalportal6(asmentionedabove),theeduca-tionserversofschooladministrations,andthenationwidenetworkforopeneducationalresources,representedbyOERInfo7attheGermanInstituteforEducationalResearch(DIPF).
Obviously,onemayndexamplesofshareddevelopmentsacrossindividualinstitutions,leadingtonewinstitutionalforms.
Whatarethelessonslearnedfromandopportunitiesforequalspatialdevelop-mentAsalreadyshown,digitalisationenablesespeciallyperipheralandruralareastoparticipatefullyineducationalprocesses.
However,thisaspirationhasonlybeenmettoacertaindegreeasyetbecausethereisnosuccessfulinterplayofanationallyavailable,powerfulandsustainabledigitalinfrastructure,digitalservices,andthehighestpossibledegreeofinnovation.
TheDigitalizationStrategyoftheFreeStateofSaxonycallsforthefacilitationofa"highqualityandattractivenessofadigitalofferforallareasoflife"(cf.
SMWA2019:15).
Itisimportanttonote,however,thatuninterruptedbroadbandaccessisanurgentrequirementthathadnotyetbeenmetby2019,especiallyintheruralareasofSaxony.
Inthisrespect,greathopesareassociatedwiththeintroductionofthenew5Gstandardinmobilecommunications,whichisanessentialelementoftheinfrastructurefornetworkedsystems,suchasrequiredforautonomousdrivingonroads.
Inhisrecentstudyonhowtoapplydigitalisationineducationinanefforttotriggeropportunitiesforequalspatialdevelopment,Schulz(2018)proposesreor-ganisingbroadbandexpansionandrelatedinvestmentsinthedigitalinfrastructureinspecial-purpose(publicormunicipal)associations.
Indeed,hesuggeststhatsuch4https://www.
spd-sachsen.
de/wp-content/uploads/2019/12/Koalitionsvertrag_2019-2024.
pdf(cf.
page16)5https://bildungsportal.
sachsen.
de/portal/parentpage/projekte/hochschulvorhaben/projekte-2019-2020/virtuelle-lehrkooperationen6https://bildungsportal.
sachsen.
de7https://open-educational-resources.
de12KnowledgeManagementforSustainability:TheSpatialDimension…243atransformationshouldalsotakeplaceinwastewaterdisposalandpublictransport.
Afterall,thedigitalinfrastructure,andtosomeextentwaterandwastewaterdisposalandpublictransport,arenotonlyneededinveyears'time,butarenowrequiredfortoday'ssustainablyplannedpublicservices.
Inthisway,apoliticalsolutioncouldbecreatedinwhichpublicinstitutionsoreventhemunicipalities,serveasstakeholdersandactindependentlyorinplaceofcommercialproviders.
Thefactthatthefederalstatesandthefederalgovernmentactasadrivingforcewouldcertainlysupportthisdevelopment,enablingruralcommunitiestomoveintothedigitisedfutureatgreaterspeed.
Withregardtotheeducationsectorand,detachedfromthediscussionaboutbroad-bandexpansion,Schulz(2018)suggeststhattheexistingphysicalanddigitalfunc-tionandareatypesincitiesandmunicipalitiesberecordedandrededicatedtonewlearning,information,knowledgeandtransferspaces.
Thesewouldbeinterlinkedplacesforeducation,enrichedwithdigitisedoffers,wherebynoclearassignmentispossibleornecessaryineverycase.
Afterall,notonlyclassrooms,publiclibraries,cafés,cityparks,orinfactanypublicspace,aswellasworkplacesandlivingroomsathomecanbeusedasplacesoflearning.
Inthisway,learningislandsarecreatedwhich,thankstotheirequipmentandcharacteristics,meetlearners'individualneeds.
Inadigitisedworld,thephysicalofferwouldfeatureinterfaces,enablingtheseislandstobeintegratedandlinkedtomultifaceted8educationalspacesthatgrowtogether.
Reallocationsandfunctionalextensionswouldendtheneedforaoneandonlyeduca-tionalinfrastructure.
Thephysicallocationisleftbehindtoenablelearningregardlessoftimeandlocation,withtheidealscenariobeingaconvergenceofphysicalanddigitalspace.
Mobilelearningalreadyaddressessuchamediadesign—butwhatfunctionsthenremainforphysicallocations12.
5.
2ThreeAssumptionsFinally,thequestionofequalspatialdevelopmentshouldbeaskedagain.
Theauthorssuggestthatdigitalisationoffersconsiderableopportunities,suchascompensatingforlocationdisadvantagesordevelopingperipheralregionsintoattractiveplacestoworkandlive.
Sincedigitalisationreducesdistancestoeducationaloffers,thistakesplaceintwodirections:aBerlinresidentcanattendaninterestingcourseonlinewithaproviderinParis,whilstaParisiancantakeadvantageofaneducationalprovider'sofferfromBerlin.
Withregardtolanduseandspatialdevelopment,governanceshouldreectactor-basedfunctionalinterrelationsincoupledspacesmorebroadly.
Currentscienticdiscussionshaveproposedinitialoptions(Newigetal.
2019).
Toconnectspatialplanningwiththedevelopmentofhighereducationsystems,theoverallframingconceptmustrstberevisedasdescribedabove.
Inaddition,actors'rolesmustbe8Theterm"multifaceted"isderivedfromthedescriptionofatransformationoptionforlibrariesbyEigenbrodt(2014)244J.
Schulzetal.
redened.
Specialistareasthatpreviouslyonlyheldadvisoryroles,aswellascivilsociety,withitsneedsandindependentinitiatives,mustbeinvolvedintheplanningprocess.
Bottom-upandtop-downactorsthenformaplanningprocessthattakesallaspectsintoaccount,contributingtotheequaldevelopmentofeducationalspaces.
AsshownbyKhlerandSchilde(2003)andSchulz(2018),manydifferentfactorsaffectthetopicofdigitalisation,educationandspace.
Ontheonehand,thereareusers'behavioursarisingfromthetechnicalpossibilities.
Thesearecharacterisedbyindividualinuencesdrivenbysocietyandpeergroups.
Asassociatedchangesoccurinsocialbehaviour,themethodologicalcaseoflearnersandtheireducationalneedsalsochange.
Digitalcomponentssupportindividualityandaresimultane-ouslybecomingincreasinglyimportant.
Similartothecaseofonlinemailorder,theproximityoftheofferalsoplaysalargelysubordinateroleinthiscase.
Asthedistancefromthelearnerincreases,theproportionofdigitallydepictedelementsandprocessesincreases,whichisanimportantpointforeducationproviders,beituniversities,schools,librariesorprivatefurthereducationcompanies.
However,intheabsenceoflocalproviders,thecompetitivesituationmaybeintensied,particu-larlyatlocalorregionalborders.
Thisisshowninexaggeratedforminthefollowingthreehypotheses:1.
DespitenewICTs,knowledge,controlandmonitoringfunctionsarespatiallyconcentrated,androutinefunctionsaregenerallyperformeddecentral(Meusburgeretal.
2011).
2.
Traditionalteaching/learningarrangementswillbelargelysupersededbyself-directed,exibleandindividualisedformsinthemediumterm(Khleretal.
2018,2019).
3.
Physicallearningspacesinschools,universities/collegesandvocationaleduca-tionandtraininginstitutionswillbereplacedbydigitallearningspaces,aslearnerscanaccessthesameresourcesanywhere,anytime(ibid.
).
Obviously,thenecessaryresearchwouldhavetoaddressthegreaterintegrationof(A)spatialideasaboutcooperationinthecontextofdigitalisationand(B)thedevel-opmentofnewvisionsandmodelsbasedonthis,includingalldomainsinvolvingthecreationofknowledgeanditsdisseminationintosociety.
12.
5.
3MethodologicalCritiqueandFutureResearchNeedsFinally,itisnecessarytobrieypresentamethodologicalcritiqueofthepresentedresearch,andtoaddresstheneedforfutureresearch.
Duetothemulti-perspectivesandthehighdynamicsofthe(socio-)technologicaldevelopmentarounddigitalisationandthevarietyinitsadoption(cf.
Fischer2012),therearecertainlyinaccuraciesinthescienticndings,bothintheoreticalandmethodologicalterms,whichmustbediscussedbrieyinthefollowing.
12KnowledgeManagementforSustainability:TheSpatialDimension…245I.
Dynamicsoftheresearchdomain:AsarguedbyMeusburgeretal.
(2011),researchhastotakeintoaccountthehistoricityoftheartefactunderinvestigation.
Thismeansthatcertainelementsorcongurationsarenolongerexistent,andthustheresearchobjectisnotalwaysconsistentinitself.
Duetoalearnerpotentiallychangingintoateacherorproviderofaneducationalofferviasocialmediachannels,openplatformsorresearchnetworks,itcanbeassumedthatdigitalisationwillblurtheboundariesbetweendecentralisedandcentralfunctionalspaces.
II.
Developmentanddisseminationofnewknowledge:Overall,theinuenceofdigitalisationonknowledgegenesisinthecontextofsustainable,fairdevelopmentshouldnotbeunderestimated—andisrelevantforachievingstrategicdevelopmentgoals(SDGs;WeithandKhler2019).
Thefocushereisonthedevelopmentanddisseminationofnewknowledgeandtheexchangeofknowledge(www.
futureearth.
org).
Supportingatransformationtowardssustain-abilityismentionedthereasanexplicitgoal.
Theassociatedresearchagendastatesthatthisalsonecessitatesanewformofknowledgegenerationacrossdisciplinaryboundaries—togetherwithsocialpartners.
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