Science parks as area developments have existed for decades and captivated the attention of academia and policy-makers for their potential impact on firms and regions. Only limited attention is given to the needs of science park firms regarding what science parks offer. Therefore, this study focused on science park facilities and services and how firms perceive the benefits associated with these attributes. An online survey distributed among tenants on seven science parks in the Netherlands yielded 103 respondents. An a priori list of science park attributes was presented in order to gain insight in how the respondents associated these facilities and services with potential benefits. The benefits considered were derived from proximity and innovation literature within the science park context. In general, science park attributes were associated with either proximity benefits or benefits related to the SP real estate. Based on a cluster analysis of organisational characteristics three tenant types were identified. The three tenant types sought different benefits through different attributes. Commercially-orientated firms associated science park attributes as ways for being near customers. Mature science-based firms associated attributes with a wider range of benefits, such as image benefits, being near customers and other firms. Young technology-based firms were more cost-driven and focused on image benefits. The associations between various types of facilities and the benefits that tenant types seek, provide insights for practitioners in terms of the design and management of science parks and add to the body of knowledge of science parks within the context of innovation management.

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Classroom management is a central aspect of effective teaching. It is related to student motivation and learning achievement. Unfortunately, pre-service and beginning teachers lack on classroom management competence. Therefore, this study aims to find out, which classroom management facets pre-service and beginning teachers struggle with and how they are associated with each other. Professional knowledge, self-efficacy, professional vision, and performance of 206 pre-service and beginning teachers were measured. As a result, medium to high levels of classroom management competence were found. Although self-efficacy and knowledge were partially associated with professional vision, professional vision was not significantly related to performance. Implications for further research on classroom management are discussed.

Zusammenfassung Die Etablierung von Innovationsnetzwerken im Bildungswesen erfreut sich seit zwei Jahrzehnten als Reformstrategie im deutschen Bildungssystem stetig steigender Beliebtheit. Um solche, teilweise sehr komplexen Gefüge adäquat zu regulieren, werden oftmals Netzwerkkoordinatoren eingesetzt. Bisher wurde jedoch noch nicht untersucht, welche relationalen Merkmale die Netzwerke der eingesetzten Koordinatoren aufweisen. Daher untersucht diese explorative Studie 24 egozentrierte Netzwerke von acht Netzwerkkoordinatoren aus dem Projekt "Netzwerk Hochbegabtenförderung NRW" und die dazu erhobenen quantitativen Daten hinsichtlich der Beziehungen zu den angegebenen Alteri über drei Monate. Die egozentrierten Netzwerke wurden in kumulativer Form dargestellt, wohingegen die quantitativen Daten der Beziehungserfassungstabelle mit der Mehrebenenanalyse ausgewertet wurden. Die Ergebnisse sprechen für stabile Netzwerkbeziehungen, allerdings auch für ein unterschiedliches Maß an Vernetzung innerhalb und außerhalb regionaler Grenzen. Zudem konnten Prädiktoren für ausschlaggebende relationale Dimensionen der Netzwerkarbeit identifiziert werden.Schlüsselwörter Beziehungsstrukturen · Egozentrierte Netzwerkanalyse · Netzwerkkoordinatoren · Relationalismus · Schulische Innovationsnetzwerke 30 R. Junker, N. Berkemeyer 1 3 Relationship structures in innovative school networks An ego-centered network analysis of network coordinators in North RhineWestphaliaAbstract The establishment of innovation networks in education has steadily raised its popularity as a reform strategy in the German education system within the last two decades. To regulate those complex structures adequately network coordinators are often employed. However, the relational characteristics of the networks of such coordinators were not yet investigated sufficiently. Therefore, this explorative study examines 24 ego-centered networks of eight network coordinators of the project "Netzwerk Hochbegabtenförderung NRW", and its quantitative data collected on the relations with the specified alteri, for the time of three months. The ego-centered networks were presented and evaluated cumulatively, whereas the quantitative data of the relationship items were calculated by using a multilevel model. The results indicate stable network-relationships over the measurement period and a different degree of cross-linking within and beyond regional boundaries. In addition, predictors for crucial relational dimensions of networking were identified.

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