TY - CHAP A1 - Baier, Ralph A1 - Brauner, Philipp A1 - Brillowski, Florian A1 - Dammers, Hannah A1 - Liehner, Luca A1 - Pütz, Sebastian A1 - Schneider, Sebastian A1 - Schollemann, Alexander A1 - Steuer-Dankert, Linda A1 - Vervier, Luisa A1 - Gries, Thomas A1 - Leicht-Scholten, Carmen A1 - Mertens, Alexander A1 - Nagel, Saskia K. A1 - Schuh, Günther A1 - Ziefle, Martina A1 - Nitsch, Verena ED - Brecher, Christian ED - Schuh, Günther ED - van der Alst, Wil ED - Jarke, Matthias ED - Piller, Frank T. ED - Padberg, Melanie T1 - Human-centered work design for the internet of production T2 - Internet of production - fundamentals, applications and proceedings N2 - Like all preceding transformations of the manufacturing industry, the large-scale usage of production data will reshape the role of humans within the sociotechnical production ecosystem. To ensure that this transformation creates work systems in which employees are empowered, productive, healthy, and motivated, the transformation must be guided by principles of and research on human-centered work design. Specifically, measures must be taken at all levels of work design, ranging from (1) the work tasks to (2) the working conditions to (3) the organizational level and (4) the supra-organizational level. We present selected research across all four levels that showcase the opportunities and requirements that surface when striving for human-centered work design for the Internet of Production (IoP). (1) On the work task level, we illustrate the user-centered design of human-robot collaboration (HRC) and process planning in the composite industry as well as user-centered design factors for cognitive assistance systems. (2) On the working conditions level, we present a newly developed framework for the classification of HRC workplaces. (3) Moving to the organizational level, we show how corporate data can be used to facilitate best practice sharing in production networks, and we discuss the implications of the IoP for new leadership models. Finally, (4) on the supra-organizational level, we examine overarching ethical dimensions, investigating, e.g., how the new work contexts affect our understanding of responsibility and normative values such as autonomy and privacy. Overall, these interdisciplinary research perspectives highlight the importance and necessary scope of considering the human factor in the IoP. KW - Responsibility KW - Privacy KW - Digital leadership KW - Best practice sharing KW - Cognitive assistance system KW - Human-robot collaboration KW - Human-centered work design Y1 - 2023 SN - 978-3-030-98062-7 U6 - http://dx.doi.org/10.1007/978-3-030-98062-7_19-1 N1 - Part of the book series: Interdisciplinary Excellence Accelerator Series (IDEAS) SP - 1 EP - 23 PB - Springer CY - Cham ER - TY - JOUR A1 - Berg-Postweiler, Julia A1 - Steuer-Dankert, Linda A1 - Leicht-Scholten, Carmen T1 - One size does not fit all: Applying antibias trainings in academia JF - The International Journal of Organizational Diversity N2 - Antibias training is increasingly demanded and practiced in academia and industry to increase employees’ sensitivity to discrimination, racism, and diversity. Under the heading of “Diversity Management,” antibias trainings are mainly offered as one-off workshops intending to raise awareness of unconscious biases, create a diversity-affirming corporate culture, promote awareness of the potential of diversity, and ultimately enable the reflection of diversity in development processes. However, coming from childhood education, research and scientific articles on the sustainable effectiveness of antibias in adulthood, especially in academia, are very scarce. In order to fill this research gap, the article aims to explore how sustainable the effects of individual antibias trainings on participants’ behavior are. In order to investigate this, participant observation in a qualitative pre–post setting was conducted, analyzing antibias training in an academic context. Two observers actively participated in the training sessions and documented the activities and reflection processes of the participants. Overall, the results question the effectiveness of single antibias trainings and show that a target-group adaptive approach is mandatory owing to the background of the approach in early childhood education. Therefore, antibias work needs to be adapted to the target group’s needs and realities of life. Furthermore, the study reveals that single antibias trainings must be embedded in a holistic diversity management approach to stimulate sustainable reflection processes among the target group. This article is one of the first to scientifically evaluate antibias training effectiveness, especially in engineering sciences and the university context. KW - Antibias KW - Diversity Management KW - Organizational Culture KW - Engineering Habitus Y1 - 2023 U6 - http://dx.doi.org/10.18848/2328-6261/CGP/v24i01/1-23 SN - 2328-6261 (Print) SN - 2328-6229 (Online) VL - 24 IS - 1 SP - 1 EP - 23 PB - Common Ground Research Networks ER - TY - CHAP A1 - Steuer-Dankert, Linda T1 - Training future skills - sustainability, interculturality & innovation in a digital design thinking format T2 - Proceedings of the 19th International CDIO Conference N2 - The complex questions of today for a world of tomorrow are characterized by their global impact. Solutions must therefore not only be sustainable in the sense of the three pillars of sustainability (economic, environmental, and social) but must also function globally. This goes hand in hand with the need for intercultural acceptance of developed services and products. To achieve this, engineers, as the problem solvers of the future, must be able to work in intercultural teams on appropriate solutions, and be sensitive to intercultural perspectives. To equip the engineers of the future with the so-called future skills, teaching concepts are needed in which students can acquire these methods and competencies in application-oriented formats. The presented course "Applying Design Thinking - Sustainability, Innovation and Interculturality" was developed to teach future skills from the competency areas Digital Key Competencies, Classical Competencies and Transformative Competencies. The CDIO Standard 3.0, in particular the standards 5, 6, 7 and 8, was used as a guideline. The course aims to prepare engineering students from different disciplines and cultures for their future work in an international environment by combining a digital teaching format with an interdisciplinary, transdisciplinary and intercultural setting for solving sustainability challenges. The innovative moment lies in the digital application of design thinking and the inclusion of intercultural as well as trans- and interdisciplinary perspectives in innovation development processes. In this paper, the concept of the course will be presented in detail and the particularities of a digital implementation of design thinking will be addressed. Subsequently, the potentials and challenges will be reflected and practical advice for integrating design thinking in engineering education will be given. KW - Design Thinking KW - Sustainability KW - Future Skills KW - Interculturality KW - Interdisciplinarity Y1 - 2023 N1 - Proceedings of the 19th International CDIO Conference, hosted by NTNU, Trondheim, Norway, June 26-29, 2023 ER - TY - CHAP A1 - Steuer-Dankert, Linda T1 - A crazy little thing called sustainability T2 - 51st Annual Conference of the European Society for Engineering Education (SEFI) N2 - Achieving the 17 Sustainable Development Goals (SDGs) set by the United Nations (UN) in 2015 requires global collaboration between different stakeholders. Industry, and in particular engineers who shape industrial developments, have a special role to play as they are confronted with the responsibility to holistically reflect sustainability in industrial processes. This means that, in addition to the technical specifications, engineers must also question the effects of their own actions on an ecological, economic and social level in order to ensure sustainable action and contribute to the achievement of the SDGs. However, this requires competencies that enable engineers to apply all three pillars of sustainability to their own field of activity and to understand the global impact of industrial processes. In this context, it is relevant to understand how industry already reflects sustainability and to identify competences needed for sustainable development. KW - Transformative Competencies KW - Future Skills KW - Transdisciplinarity KW - Interdisciplinarity KW - Sustainability Y1 - 2023 U6 - http://dx.doi.org/10.21427/9CQR-VC94 N1 - 51st Annual Conference of the European Society for Engineering Education, Technological University Dublin 10th-14th September, 2023 ER - TY - GEN A1 - Steuer-Dankert, Linda A1 - Berg-Postweiler, Julia A1 - Leicht-Scholten, Carmen T1 - One does not fit all: applying anti-bias trainings in academia T2 - Twenty-third international conference on diversity in organizations, communities & nations June 22 - 23, 2023 Toronto Metropolitan University, Rogers Communication Centre Toronto, Canada N2 - Anti-bias trainings are increasingly demanded and practiced in academia and industry to increase employees’ sensitivity to discrimination, racism, and diversity. Under the heading of “Diversity Management”, anti-bias trainings are mainly offered as one-off workshops intending to raise awareness of unconscious biases, create a diversity-affirming corporate culture, awake awareness of the potential of diversity, and ultimately enable the reflection of diversity in development processes. However, coming from childhood education, research and scientific articles on the sustainable effectiveness of anti-bias in adulthood, especially in academia, are very scarce. In order to fill this research gap, the paper explores how sustainable the effects of individual anti-bias trainings on the behavior of participants are. In order to investigate this, participant observation in a qualitative pre-post setting was conducted, analyzing anti-bias trainings in an academic context. Two observers actively participated in the training sessions and documented the activities and reflection processes of the participants. Overall, the results question the effectiveness of single anti-bias trainings and show that a target-group adaptive approach is mandatory due to the background of the approach in early childhood education. Therefore, it can be concluded that anti-bias work needs to be adapted to the target group’s needs and reality of life. Furthermore, the study reveals that single anti-bias trainings must be embedded in a holistic diversity management approach to stimulate sustainable reflection processes among the target group. This paper is one of the first to scientifically evaluate anti-bias training effectiveness, especially in engineering sciences and the university context. KW - Academia KW - Engineering Habitus KW - Organizational Culture KW - Diversity Management KW - Anti-Bias Y1 - 2023 ER - TY - GEN A1 - Steuer-Dankert, Linda A1 - Bernhard, Sebastian A1 - Langolf, Jessica A1 - Leicht-Scholten, Carmen T1 - About the paradox of sustainable production and what we can do about it! T2 - Joint SCORAI-ERSCP-WUR conference on transforming consumption-production systems toward just and sustainable futures (SCP23), July 5-8, 2023, Wageningen, The Netherlands N2 - Sustainability is playing an increasingly important role. Not least due to the definition of the sustainable development goals (SDGs) in the framework of the agenda 2030 by the United Nations (UN) in 2015 (United Nations, n.d.), it has become clear that the cooperation of different actors is needed to achieve the defined 17 goals. Industry, as a global actor, has a special role to play in this. In the course of sustainable production processes and chains, the industry is confronted with the responsibility of reflecting on the consequences of its own trade on an ecological, economic, and also social level and deriving measures that, according to the definition of sustainability (Hauff, 1987), will also enable future generations to satisfy their needs. While the ecological pillar of sustainability is already being addressed by different industrial initiatives (Deloitte, 2021), it is questionable to what extent the economic and, above all, the social pillars of sustainability also play a decisive role. Accordingly, it is questionable to what extent sustainability in its triad of social, ecological, and economic aspects is taken into account holistically at all, and thus to what extent the industry contributes to achieving the 17 goals defined by the UN. This paper presents a qualitative study that explores these questions. Interviewing 31 representatives from the manufacturing industry in Germany, results indicate a Paradox of Sustainable Production expressed by a theoretical reflection of the need for focusing on people in production processes on the one hand and a lack of addressing the social pillar of sustainability in concepts on the other hand. However, while it is a troublesome finding given the striking need for sustainable development (The-Sustainable-Development-Goals-Report-2022; Kropp 2019; von Hauff 2021; Roy and Singh 2017), the paradox directly lays out a path of resolving it. This is because, given its nature, we can see that we could resolve it via the implementation of strong educational efforts trying to help the respective people of the manufacturing industry to understand the holistic and interdependent character of sustainable development (The-Sustainable-Development-Goals-Report-2022). Y1 - 2023 N1 - Volltext auf dem Opus-Server verfügbar ER -