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Social fields have garnered increasing interest among practitioners and researchers, particularly due to the need to address multiple intersecting crises and their societal and organizational impacts. A recent conceptualization by Pomeroy and Herrmann (2023) proposes that social fields have a degree of autonomy that perpetuates phenomena like interaction patterns. The study adopts this lens to empirically examine the shifts at three schools during a longitudinal awareness-based change program. In-depth interviews with school professionals provide insights into the potential of relational awareness to “dive below the vortex” of autonomous and de-generative interaction cycles, facilitating a transition towards responsive and generative cycles. However, while field autonomy was transformed across the entire organization in some cases, persistent patterns were observed in others, indicating variations in the malleability of social fields. The implications of these findings for promoting organizational change are discussed.

Structural features and the heterogeneity of disease transmissions play an essential role in the dynamics of epidemic spread. But these aspects can not completely be assessed from aggregate data or macroscopic indicators such as the effective reproduction number. We propose in this paper an index of effective aggregate dispersion (EffDI) that indicates the significance of infection clusters and superspreading events in the progression of outbreaks by carefully measuring the level of relative stochasticity in time series of reported case numbers using a specially crafted statistical model for reproduction. This allows to detect potential transitions from predominantly clustered spreading to a diffusive regime with diminishing significance of singular clusters, which can be a decisive turning point in the progression of outbreaks and relevant in the planning of containment measures. We evaluate EffDI for SARS-CoV-2 case data in different countries and compare the results with a quantifier for the socio-demographic heterogeneity in disease transmissions in a case study to substantiate that EffDI qualifies as a measure for the heterogeneity in transmission dynamics.

As automated construction processes require large workspaces and high payloads, the use of cables is a reasonable approach to span wide distances and share loads. Therefore, a cable-driven parallel robot is a suitable choice for automated masonry construction. Another possible robotic system for this task consists of a set of cooperative drones, each connected to the end effector and the payload by a cable. Because of the similarities between the two robotic systems, the same object-oriented programmed software can be used for trajectory planning and subsequent investigations, making minor adjustments. The implemented optimizing path planning algorithm takes into account the physical boundaries, motion time, collision avoidance and energy requirements. Thus, a simulation-based comparison of the characteristics of both systems can be made. In this paper, the necessary physical models for both the drone system and the cable robot are derived in detail. Based on the common framework, this paper presents a comparison between the two robotic systems, defining two different scenarios. The first scenario demonstrates the functioning of the optimizer approach. The second scenario is used to compare the two systems. For this purpose, the trajectories for all 1720 masonry units of the first floor of a house are optimized. The analysis of the results shows that both systems can transport heavy loads, with the cable robot having advantages on smaller sites, while the drone system covers larger distances for the price of slower performance and higher energy consumption.

Social-emotional education and the relational competence of school staff and leaders are emphasized in research since they strongly impact childrens’ social, emotional, and cognitive development. In a longitudinal project—Empathie macht Schule (EmS)—we aim at evaluating the outcome and process of an empathy training for the whole school staff, including leaders. We compare three treatments to three control elementary schools via a mixed-methods approach employing qualitative and quantitative research methods targeting both, the school staff and the schoolchildren. Since the start of the project in 2019, the COVID-19 pandemic has disrupted the global education process, that is, the range of training activities for school staff in an unprecedented manner. First the lockdown and then the hygienic measures impact the habits and certainties in schools on multiple levels, including artifacts (e.g., physical distancing measures and virtual platforms), processes (e.g., virtual learning and home-schooling), social structures (e.g., separation of a high-risk group), and values (e.g., difficulties in building relations and showing empathy due to physical distance). Leaders and staff are facing an uncertain situation, while their actions and decisions may—also unintentionally—shape the social reality that will be inhabited to a significant extent. In this context, a number of questions become salient. How does the disruption of the pandemic affect interpersonal relationships, interactions, and the social field—the sum of relationships within the system of a school—as a whole? And specifically, how do the actors reflect on changes in the social field, their relationships, and the schools’ and classrooms’ overall relationship quality due to the crisis? The assessment combines qualitative interviews with leaders and teachers (N = 10) along with a self-report survey (N = 80) addressing the effects of the pandemic on interpersonal aspects in schools. Surprisingly, a number of positive effects were mentioned regarding the learning environment in the smaller-sized classes, which were caused by hygienic measures, as well as increased cohesion among faculty. The potential influence of these effects by consciously shaping relationships and cultivating empathy is discussed in the article.

In this piece we share our discovery process as action researchers in an online, global change initiative that emerged during the first lockdown of the Covid-19 pandemic, 2020. In the spirit of sharing our work "in the making" we aim to make visible our own reflection process and the questions that surface from it. In particular, we share and explore our realization that in order to fully serve the transformational intention of the initiative and the research itself, we needed to expand our research framework mid-process. The framework that best serves the emergent and transformative nature of the initiative is one that both supports awareness-based action and generates widely applicable knowledge; that integrates a variety of perspectives on social phenomena (first-, second-, and third-person); and that aims to bring systematic inquiry both to the observable phenomena and the deeper underlying dimensions. The approach requires us to make visible our assumptions and to integrate and validate different epistemologies, including relational, intuitive and aesthetic knowing. As such, the approach to research we suggest here can be thought of as an epistemological framework itself.