bluuebunny/crossref_metadata_2025_split huggingface dataset:
A meta‐analysis of the relationship between debt and growth
Authors: Moore Winston , Thomas Chrystol 
Published: September 2010

PurposeDeveloping countries tend to be characterised by relatively high levels of indebtedness. The proceeds from debt can potentially have positive effects on growth, if the funds are employed to expand the productive capacity of the nation. The paper aims to investigate whether debt can be used to finance growth.Design/methodology/approachThe paper utilizes meta‐analysis approach to address the issue. This approach allows researchers to combine the results from both published and unpublished research to gain insights regarding the directional and statistical significance of the relationship between the two variables.FindingsThe results suggest that there exist a positive relationship between debt and economic growth.Research limitations/implicationsThe findings from the paper suggest that future research should be conscious of the effect model specification can have on the results on their studies. Indeed, when external debt, the fiscal balance, debt relief where included in the econometric specification the relationship between debt and growth was weakened.Practical implicationsEconomic growth should be stimulated, if the proceeds from debt issues are utilized to finance investment in productive areas of economic activity.Originality/valueWhile the relationship between debt and growth has stimulated a number of research papers, seminars and conferences, to date, however, no clear answer to the question is available. Through the use of meta‐analysis, this paper allows the reader to glean the main findings from this body of research.
Does corruption foster growth in Bangladesh?
Authors: Paksha Paul Biru 
Published: September 2010

PurposeThe purpose of the paper is to unveil the relationship between corruption and economic growth in Bangladesh.Design/methodology/approachThe paper is designed to combine both theory and empirical work.FindingsBangladesh poses a positive relation between corruption and growth. This relationship has been significant since 1977 when Bangladesh embarked on a market economy and unleashed private investment, but failed to implement corresponding reforms in bureaucracy and major public utilities. As a result, consumers with rising income and producers with thriving business opportunities confronted public regulatory bodies for utilities and permits, and indulged in increasing corruption. Thus, both corruption and economic growth increased with the pace of privatisation and the market economy in Bangladesh. Hence, a positive association between corruption and growth, though spurious and co‐incidental, becomes apparent.Research limitations/implicationsA bigger sample size for survey can be covered in the future.Practical implicationsWhile corruption does not foster growth, it greases the wheels of commerce in Bangladesh's regulation‐heavy systems that would otherwise impede businesses.Social implicationsIt can be argued that Bangladesh has the potentials to make growth performance even brighter if corruption can be further reduced through comprehensive liberalisation and bureaucratic reform.Originality/valueConventional wisdom suggests that corruption impedes economic growth. But this relationship is not that simple and straight forward in Bangladesh as it initially appears to be. Other institutional factors must be addressed before spurring growth in the country. This finding has implications to the development policymakers of Bangladesh or other emerging economies that experience both high growth and high corruption.
Simulation for emergency care process reengineering in hospitals
Authors: Shim Sung J. , Kumar Arun 
Published: September 2010

PurposeUsing computer simulation, this paper seeks to model the emergency care process in a hospital and evaluate the effects of some proposed changes to improve patient wait times in the process.Design/methodology/approachThe paper is based upon a case study conducted at the hospital and uses historical data provided by the hospital to simulate the emergency care process.FindingsThe simulation results demonstrate that the changes proposed can shorten patient wait times in the emergency care process. The proposed changes involve adding another payment station and a new short‐stay ward in the process. Based upon the results, the paper supports the implementation of the changes proposed.Research limitations/implicationsA couple of limitations are recognized in this paper. First, the simulation does not consider varying the capacity of resources and locations involved in the emergency care process. Second, the simulation does not consider patients by clinical disciplines in which they are treated.Practical implicationsThe simulation results show that computer simulation can be an effective decision support tool in modelling the emergency care process and evaluating the effects of changes in the process. The results would be helpful to those who are considering reengineering and improving emergency care or other similar processes in hospitals.Originality/valueBased upon a case study using real‐world data, this paper extends the line of studies on computer simulation in healthcare by considering not only patient wait times in the emergency care process but also some ways to improve patient wait times and their effects on the process.
Performance effects of information systems integration:
Authors: Georgantzas Nicholas C. , Katsamakas Evangelos G. 
Published: September 2010

PurposeThe purpose of this paper is to understand the relationship between information systems (IS) integration and business performance in the context of the ad traffic system of a media company.Design/methodology/approachA system dynamics (SD) model that shows ad traffic system structure was developed and simulation scenarios were examined.FindingsSimulation scenarios identify the dysfunctional effects of the lack of IS integration. The model shows how IS integration problems increase the dynamic complexity of business processes, resulting in poor business performance. It also shows how and why IS integration improvements can lead to superior performance.Research limitations/implicationsResearchers of business process management will benefit from a wider adoption of simulation and SD modeling approaches. The modeling process and model validation are discussed.Practical implicationsSD modeling can help organizations analyze and streamline their business processes through IT, significantly and sustainably improving their business performance.Originality/valueModeling the relationship between IS integration and business performance through time.
Developing a multi‐agent system of a crisis response organization
Authors: Gonzalez Rafael A. 
Published: September 2010

PurposeThe purpose of this paper is to present the development of a multi‐agent system (MAS) used to simulate a crisis response organization.Design/methodology/approachFollowing an agent‐based approach, the model is developed using the GAIA methodology and implemented in the Java Agent Development framework.FindingsThe GAIA methodology can be combined with an additional GAIA2JADE process to bridge the gap between design and implementation. Keeping the MAS organization separate from the crisis scenario model enables testing different configurations of the crisis response organization in different scenarios.Research limitations/implicationsThe simulation model is provided as proof of concept along with preliminary experiments. Additional detailed experiments and validation are ongoing.Practical implicationsThe model can be configured differently to deal with an emergency scenario developed separately, providing a test bed for simulating coordination in crisis response. Such simulation forms the basis for exploring different coordination mechanisms and can also be adapted and extended for training and decision support.Originality/valueThe characteristics of the response organization and the study of structured vs emergent coordination fit with the capabilities and nature of a MAS. The structure and process are useful for modelling similar ad hoc, multidisciplinary organizations.
Sustainable enterprise modelling and simulation in a warehousing context
Authors: Tan Kah‐Shien , Daud Ahmed M. , Sundaram David 
Published: September 2010

PurposeThe paper seeks to propose the concept of sustainable enterprise simulation models. The social, environmental and economic models are developed and simulated using iThink in the context of a warehousing and distribution company.Design/methodology/approachThe paper has leveraged the systems dynamic paradigm to conduct sustainable enterprise modelling and iThink™ system to implement the models. It uses the design science research methodology for the proof of concept of the models and modelling processes. The models have been developed for a logistics management company and tested in the business settings. These models were finalised through a number of revisions and iterations of the design, develop, simulate and test and evaluate.FindingsThe paper addresses the interconnectivity between disparate sustainability dimensions for developing the models. The validity and usefulness of the sustainability models for the day‐to‐day decision making has been authenticated by the management of the warehousing organisation.Originality/valueThe paper implements system dynamics concepts of sustainability modelling and produces models of various sustainability dimensions which are original in nature and evolution. While the domain in which sustainable enterprise modelling was carried out was warehousing, the concepts and principles that were explored, developed and validated is applicable across most enterprises.
Real‐world learning opportunities in sustainability: from classroom into the real world
Authors: Brundiers Katja , Wiek Arnim , Redman Charles L. 
Published: September 2010

PurposeAcademic sustainability programs aim to develop key competencies in sustainability, including problem‐solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and extent to which, these key competencies can be acquired in real‐world learning opportunities.Design/methodology/approachThe paper summarizes key competencies in sustainability, identifies criteria for real‐world learning opportunities in sustainability programs, and draws on dominant real‐world learning models including project‐ and problem‐based learning, service learning, and internships in communities, businesses, and governments. These components are integrated into a framework to design real‐world learning opportunities.FindingsA “functional and progressive” model of real‐world learning opportunities seems most conducive to introduce students (as well as faculty and community partners) to collaborative research between academic researchers and practitioners. The stepwise process combined with additional principles allows building competencies such as problem solving, linking knowledge to action, and collaborative work, while applying concepts and methods from the field of sustainability.Practical implicationsThe paper offers examples of real‐world learning opportunities at the School of Sustainability at Arizona State University, discusses general challenges of implementation and organizational learning, and draws attention to critical success factors such as collaborative design, coordination, and integration in general introductory courses for undergraduate students.Originality/valueThe paper contributes to sustainability education by clarifying how real‐world learning opportunities contribute to the acquisition of key competencies in sustainability. It proposes a functional and progressive model to be integrated into the (undergraduate) curriculum and suggests strategies for its implementation.
Competencies for interdisciplinarity in higher education
Authors: Parker Jenneth 
Published: September 2010

PurposeThe overall purpose of this paper is to clarify the current state of the debate with regard to competencies for interdisciplinarity (ID) for sustainable development (SD) in higher education, to provide further analysis, and to make suggestions for next steps on this basis.Design/methodology/approachThe paper employs a critical literature review to identify key themes and gaps in the debate and considers how competencies for ID might be further supported.FindingsThe literature review demonstrates developments towards action competencies in ID for sustainability but with an over‐reliance on students guiding their own practice and reflection. Findings highlight potential elements of a more widely informed knowledge literacy, including philosophical, sociological and cultural aspects, that is needed to support the development of these competencies.Research limitations/implicationsThe paper is limited to discussion of foundational aspects and does not cover possible pedagogical strategies, nor does it cover ways of assessing the attainment of competencies. The literature review is also limited by reasons of space.Practical implicationsThere is a need for a concerted research effort in order to develop coherent sets of competencies to equip students for ID for SD and other‐related fields.Social implicationsThese competencies are at the heart of the new forms of inter‐agency and inter‐professional working that is increasingly recognised as essential to deliver care and sustainability in a joined‐up world.Originality/valueThe originality is high as very little in the sustainability literature to date specifically analyses competencies and supporting knowledge for ID in an accessible manner.
A whole‐person approach to educating for sustainability
Authors: Margaret Podger Dimity , Mustakova‐Possardt Elena , Reid Anna 
Published: September 2010

PurposeThe purpose of this paper is to explore the concept of a whole‐person approach to educating for sustainability (EfS), with a focus on persons' identity, motivation and higher order dispositions. To propose that approach as an alternative to the prevalent focus on specific capabilities and competencies in higher education for sustainability. The paper brings to bear psychological research on the development of critical moral consciousness, research on dispositions for learning in higher education, and field research on spiritually inspired service‐learning.Design/methodology/approachIn this paper, critical analysis is undertaken on the discourses that represent two fields of study in order to explore the application of the theory of the ontogenesis of “critical moral consciousness”. The model is applied to two discrete areas to consider implications for higher education – field research on grass‐root Baha'i‐inspired service‐learning and EfS, and students involved in design education.FindingsThe findings suggest that a whole‐person approach to EfS may yield more fruitful societal and personal benefits than traditional, and predominantly, behavioural approaches.Research limitations/implicationsThe paper only refers to two case studies. One case study is of a faith based organisation used to represent a whole‐person approach to EfS in a social context. It could be that the findings of this case are influenced by perceptions of religious activity (for both authors and readers). The second case study is of a particulate discipline area – design. Whilst the findings represent learners in the design context, it may be that learners in different contexts have different (or similar) results.Originality/valueSustainability has now become a common orientation for learning. The paper contributes conceptual understanding of the types of dispositions higher education needs to foster, as well as congruent pedagogies, in order to nurture human motivations necessary to advance sustainability. In particular, there is a need for EfS to focus on the cultivation of critical moral consciousness and higher order dispositions as a specific orientation towards studies, work, and social interactions.
Teacher capacities for working towards peace and sustainable development
Authors: Helu Thaman Konai 
Published: September 2010

PurposeThe purpose of this paper is to highlight the importance of values and beliefs rooted in “non‐Western” cultures in implementing global education initiatives such as education for sustainable development (ESD) at the regional and local levels. This is because many of these initiatives are often derived from “Western” cultures and values. Also to reaffirm the importance for educators to respect and use local and indigenous ways of life and knowledge systems in order to make teaching and learning more relevant and meaningful for Pacific students; and to advocate for the development of teachers' capacities to better contextualize their teaching and create more culturally inclusive learning environments.Design/methodology/approachInformed by the findings of her research on cultural values, educational ideas and teachers' role perception in Tonga, plus her work as the UNESCO Chair in Teacher Education and Culture at the University of South Pacific, the author presents her reflections on the need to further enhance teachers and teacher educators in the Pacific region.FindingsThe findings suggests that teacher education programmes that are designed to cultivate teachers' cultural competence may better contribute to making Pacific education more relevant and effective.Originality/valueThe ESD discourse often attaches importance to traditional and indigenous knowledge, but there is limited literature discussing how and for what purposes indigenous ways of knowing should be integrated into teacher education. This paper challenges the neglect of teachers in the international education reform discourses; points out the vital role of teachers in facilitating educational reforms, and contributes understanding of the types of teacher capacities higher education needs to foster for peace and sustainability through the case of the Pacific region.
Practical pedagogy for embedding ESD in science, technology, engineering and mathematics curricula
Authors: Hopkinson Peter , James Peter 
Published: September 2010

PurposeThe purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses.Design/methodology/approachA review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum.FindingsThere are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re‐orientation are more likely to be successful than calls for radical, transformational models.Practical implicationsEmbedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt‐on approaches.Originality/valueThe treatment of ESD in STEM subjects is relatively under‐developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM‐related subjects are integral to sustainable development and therefore STEM education must be re‐oriented to sustainable development.
Mirroring, Gestaltswitching and transformative social learning
Authors: Wals Arjen E.J. 
Published: September 2010

PurposeThe purpose of this paper is to identify components and educational design principles for strengthening sustainability competence in and through higher education.Design/methodology/approachThis is a conceptual paper that uses an exemplary autobiographical empirical case study in order to illustrate and support a line of reasoning.FindingsA number of “Gestalts” of mind‐sets of sustainability competence and key elements of the learning processes needed for developing such competence have been identified.Originality/valueThis is one of the first papers to consider sustainability competence from a transformative social learning perspective. The value of the paper lies in its potential to help teachers of university courses in re‐designing their educational processes with sustainability competence in mind.
Competences for sustainable development and sustainability
Authors: Mochizuki Yoko , Fadeeva Zinaida 
Published: September 2010

PurposeThe purpose of this paper is to draw attention of the education for sustainable development (ESD) community to recent discussions on competence approaches and to examine the adequacy of a competence‐based model as the means of achieving educational and societal transformation towards sustainability. The paper analyses and highlights some important aspects of case studies of the contributing authors to the special issue.Design/methodology/approachThe paper is based on the review of relevant literature and reflections on the articles that constitute this special issue. It also reflects the authors' observations through their extensive interactions with theoreticians, practitioners and policy makers on ESD in the context of the United Nations decade of education for sustainable development (DESD) and higher education for sustainable development (HESD).FindingsThe paper recognises a highly complex nature of the conceptualizations of competences for SD and their articulation in educational programmes. It also highlights a growing interest in competence‐based approaches from institutions of higher education and their stakeholders in different parts of the world.Practical implicationsThe paper provides a broad picture of influential international processes and diverse players driving competence‐based approaches in ESD and indicates a need for more coherent critical multi‐level analysis of such processes.Originality/valueThe paper contributes to a broader debate on strategies of implementation of ESD and education for sustainability (EfS) by mapping arguments on competences for SD and sustainability with a particular focus on higher education institutions.