Browsing by Author "Schinnenburg, Heike"

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    Gute Arbeit verlangt gute Arbeitsbedingungen. Von den Konsequenzen inklusiver Schule für die Lehrkräfte
    (Blätter der Wohlfahrtspflege. Deutsche Zeitschrift für Soziale Arbeit, 2015-12) Walk, Marlene; Schinnenburg, Heike
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    Missing in Action: Strategic Human Resource Management in German Nonprofits
    (Springer, 2014-08) Walk, Marlene; Schinnenburg, Heike; Handy, Femida
    Human resource (HR) management is important for human service nonprofits because they rely on the quality of their employees for the provision of their services. Using a typology of nonprofit HR architecture developed by Ridder and McCandless (Nonprofit Volunt Sect Q 29(1):124-141, ), we attempt to unpack the black box between performance and HR practices. To this end, we conducted semi-structured interviews with HR managers and young employees to investigate their perceptions of HR practices in their nonprofit organizations. Based on the findings, we extend the research on HR management in nonprofit organizations and caution that success or failure of implementing HR practices may be directly influenced by the external environment. (English)
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    Success factors and (unintended) consequences of inclusive education in the United States: Implications for the German context
    (Beltz Juventa, 2015) Walk, Marlene; Schinnenburg, Heike
    Abstract (English) The United States has long been considered a pioneer in the integration of children with special education needs, since 95% of all children learn in general school settings, regardless of their dis-/abilities. This chapter identifies four (unintended) consequences of the movement towards inclusion for the US education sector: 1) a significant increase in the number of children diagnosed with special education needs and increases in public spending for special education, 2) tremendous growth of the teaching workforce, 3) blurring of professional identities of general and special education teachers, and 4) educational triage & teaching to the test. In the final section of the chapter, the authors draw connections between these consequences and the German case arguing that schools and the teaching professions may face similar challenges during the implementation of inclusive education. Abstract (deutsch) Die Vereinigten Staaten von Amerika werden seit Langem als Pionier im Bereich der Integration von Kindern mit sonderpädagogischem Förderbedarf betrachtet, da 95% aller Kinder – ungeachtet ihrer Fähigkeiten – gemeinsam im Regelschulsystem lernen. Dieses Kapitel identifiziert vier (ungeplante) Konsequenzen der Entwicklung zur Inklusion im US-amerikanischen Bildungssystem: 1) Anstieg der Anzahl der Kinder mit diagnostiziertem sonderpädagogischen Förderbedarf und Anstieg der öffentlichen Ausgaben für Sonderpädagogik, 2) enormes Wachstum der Lehrerprofession, 3) Verschwimmen der professionellen Identität der Regel-und Förderschullehrkräfte, 4) Bildungs-Selektierung und Unterrichten für standardisierte 2 Tests. Im letzten Abschnitt des Kapitels ziehen die Autoren Rückschlüsse aus diesen Konsequenzen für die Situation in Deutschland und die Entwicklung zu einem inklusiven Bildungssystem und weisen darauf hin, dass Schulen und Lehrkräfte dort vor ähnlichen Herausforderungen stehen wie in den USA.
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    What do talents want? Work expectations in India, China, and Germany
    (Rainer Hampp Verlag, 2013) Walk, Marlene; Schinnenburg, Heike; Handy, Femida
    International talent management becomes increasingly important, because companies compete on a global scale for qualified employees. Finding highly educated talent, however, is difficult, especially in the Asia-Pacific region. This research investigates the work expectations of Chinese (N=404), Indian (N=588), and German (N=257) students, the talent group from which companies hope to recruit their future workforce. Incorporating their specific expectations is essential; if these expectations are not met, decreases in job satisfaction, commitment, and performance are likely. Using factor analytic techniques, we develop a scale that reliably measures students' work expectations. A two-factor structure was established and generality was assessed across countries, age, gender, and study level. Findings show that students from all countries share more similarities than cultural differences might predict. Nevertheless the subtleties provide essential insights for international talent management and call for more targeted recruitment and retention strategies.