bluuebunny/crossref_metadata_2025_split huggingface dataset:
Climate change adaptation
Authors: Ireland Philip 
Published: June 2012

PurposeClimate change adaptation (CCA) has emerged as a significant new theme in development and many large development agencies, including bilateral, multilateral or non‐government, are embarking on new programs focusing on CCA. However, the development sector has witnessed the rise and fall of many new development themes over the past 60 years around which funding has coalesced, only to see them fade away. The purpose of this paper is to investigate how the new concept of CCA is being conceptualised and utilised by aid workers in order to shed light on challenges and opportunities for effective CCA and development practices.Design/methodology/approachThis paper has emerged from a broader study that involved 35 semi‐structured interviews, focus groups and participant observation with various stakeholders engaged in development and CCA. The research sought to understand how development actors defined CCA, what activities they associated with it, and how they were using the concept in their work.FindingsThis paper finds that there is a range of different, and at points contradictory, conceptualisations of CCA within the field of development. CCA discourses are being used in at least two different ways: to enable the re‐legitimisation and repetition of old development practices as well as to open a space for new practices and imagining of alternatives.Originality/valueThis paper offers a unique perspective of how a set of development actors are conceptualising and utilising the concept of climate change adaptation in their work. This timely contribution builds on a long history of critical development theory, which has interrogated development discourses, by investigating original data that explores this increasingly prominent theme in aid and development.
Economic impacts of international migration and remittances on household welfare in Vietnam
Authors: Viet Cuong Nguyen , Mont Daniel 
Published: June 2012

PurposeThe purpose of this paper is to examine the impact of international remittances on different household welfare indicators including child education, assets, durable goods, and reservation wages of other working age household members. It examines how international remittances are spent for production and consumption by receiving households.Design/methodology/approachThis paper uses fixed‐effect regressions to estimate the impact of international remittances on household spending in Vietnam using Vietnam Household Living Standard Surveys 2006 and 2008.FindingsIt is found that most of international remittances are spent on housing and land, debt repayment and saving. A small proportion of remittances are used to buy durable goods. Remittances are not spent in production as well as living consumptions. The effect of international remittances on consumption‐based poverty is very limited.Originality/valueThe findings from this paper suggest that current international remittances are not an effective measure for poverty reduction in the short‐run in Vietnam.
The mobile termination rate debate in Africa
Authors: Stork Christoph 
Published: June 2012

PurposeThis paper aims to demonstrate that call termination is not one side of a two‐sided market and that a “waterbed effect” does not exist for calling‐party's‐network‐pays (CPNP) markets where mobile termination rates are being reduced towards the cost of an efficient operator.Design/methodology/approachThe cases of Namibia, Kenya, South Africa, Nigeria and Botswana are investigated and the impact of cost‐based termination rates on subscriber numbers, investment and profits of dominant operators is analysed.FindingsIn Kenya, the reduction in mobile termination rates in August 2010 led to an immediate reduction in retail prices, allowing smaller operators to compete with dominant operators. In Namibia, lower retail prices led to an expansion of the market, which, in turn, led to higher investment and profits for the dominant operator. On the strength of the most recent empirical evidence from Africa, the paper shows that cost‐based mobile termination rates increase competition between operators and lead to lower prices, more subscribers and more investment in networks and services.Originality/valueThe paper provides empirical evidence for five African countries on impact on regulatory interventions.
Investment models and regulatory constraints for broadband backbone roll‐out in selected African countries
Authors: Calandro Enrico , Moyo Mpho 
Published: June 2012

PurposeThis paper seeks to identify policy and regulatory bottlenecks that need to be overcome in order to stimulate private sector investment in backbone networks in selected African countries (Côte d'Ivoire, Ethiopia, Kenya, South Africa and Uganda).Design/methodology/approachIt does so by exploring policy and regulatory frameworks and market structures that influence investment decisions on backbone infrastructure roll‐out; it investigates models and strategies adopted by the public sector to finance national backbone infrastructure; and it provides recommendations on how to stimulate private investment in backbone roll‐out by creating an enabling policy and regulatory environment.FindingsResearch findings show that the telecommunications sector in the selected African countries has witnessed the return of state‐led investment in the roll‐out of fibre backbones. The rationale for state‐led intervention has often been cited as market failure regarding investment in broadband backbone roll‐out. However, many of the policy and regulatory barriers to market entry remain, including protectionist legislation, which has limited private sector participation in investing in backbone.Practical implicationsThe reality is that African governments are maintaining control over national backbones and, in some markets where the telecommunications infrastructure sector has been liberalised, the state‐owned operators may enter into direct competition with the private sector or may delay delivery by the private sector.Originality/valueThe value of the paper is that it provides evidence on how to improve the roll‐out and extension of national broadband backbone networks through the development of a policy and regulatory framework which facilitates private sector investment in this sector. The paper also makes recommendations to governments for the facilitation of private investment in backbone networks through the development of an enabling policy and regulatory environment.
Will telecommunications development improve the quality of life in African countries?
Authors: Kholilul Rohman Ibrahim 
Published: June 2012

PurposeThis study aims to measure quality of life (QOL) at the individual level in African countries in relation to the accessibility of mobile phones and the internet. QOL is proxied by self‐reported data on household income, participation in decision‐making and productivity, which is measured in additional working hours.Design/methodology/approachThe main methodology is a descriptive analysis that presents a cross‐tabulation of the QOL indicators before and after access to mobile phones and the internet. A specific index of the Gini coefficient and Lorenz curve is also presented in relation to income distribution.FindingsThe study found that access to telecommunication devices has contributed very little to closing the income gap in places where the mobile phone has had a slightly higher impact than internet access. The impact on self‐reported participation and productivity is also similar in places where there is no strong evidence that access to both devices is sufficient to motivate users to become more involved and productive.Research limitations/implicationsThe choice of the QOL variables is still under discussion. It also has to be said that the proxies for QOL are still very raw, as is the way of measuring it. The descriptive analysis does not provide the causality between the variables, and is rather an indication of the phenomenon – whether access to telecommunication devices leads to a better QOL index.Practical implicationsThis paper indicates a need to design policies for the telecommunications sector in African countries with a stronger connection between access to and use of the devices and economic activities. The policy should also aim to reduce the polarisation of access and use by providing a telecommunications infrastructure in all the countries, thereby decreasing the cost of access and usage. Such policies require close collaboration between the governments and the private sector.Originality/valueThis paper attempts to answer the research question of whether access to telecommunication devices, particularly mobile phones and the internet, has led to a better QOL in African countries. It indicates a need for telecommunications policies and infrastructure to reduce the polarisation of access and use.
Factors influencing usage of new technologies in low‐income households in Kenya: the case of Nairobi
Authors: Nyambura Ndung'u Margaret , Mwololo Waema Timothy , Mitullah Winnie V. 
Published: June 2012

PurposeUse of e‐mail, the internet and mobile phones, collectively referred to as the “new technologies” in this paper, is influenced by various factors in low‐income households. These factors, which range between individual, social, economic, environmental, cultural and knowledge, have not been explored fully, particularly in low‐income households in Kenya. This paper aims to argue that access to the new technologies does not lead automatically to use thereof, since a combination of the factors determines if (and how) the technologies are used.Design/methodology/approachThis paper uses data collected through a survey conducted in 2010, which complemented the 2007 Research ICT Africa (RIA) data. The 2010 survey focused on three clusters based in Nairobi, a subset of RIA (2007). The three clusters are Ofafa 1 (A), Umoja II (B) and Riruta Satellite (C). Data from 40 households are used. Qualitative and quantitative data were collected from the households.FindingsAge, income, gender, education level, skills and marital status influenced usage of the new technologies in diverse ways. With innovations such as M‐Pesa, the respondents who used the technology and were confident with the usage cut across education levels. Males used the new technologies more than females did. A possible reason for this may be found in a further finding which shows that males had acquired more years of education than had females. The implication of this is that if equal education opportunities were available for all, then the usage differences would be addressed across the gender divide.Originality/valueThe paper uses the capability approach developed by Nobel laureate, Amartya Sen as the theoretical framework. A rigorous research design and methodology was used to collect and analyse the data.
How to educate engineers for/in sustainable development
Authors: Mulder Karel F. , Segalàs Jordi , Ferrer‐Balas Didac 
Published: June 2012

PurposeThe purpose of this paper is to analyse the process of changing engineering universities towards sustainable development (SD). It outlines the types of changes needed, both in respect of approaches, visions, philosophies and cultural change, which are crucial for engineering universities which want to implement sustainable development as part of their progammes.Design/methodology/approachThe paper describes various experiences which show how SD education programmes can be implemented at universities, and some of the challenges faced in efforts towards achieving such a goal. It considers the various processes involved and raises some questions which can help to understand how universities, as learning organisations, can engage in the implementation of SD programmes.FindingsThe paper has established that engineers have to learn to think long term and position their activities in a pathway towards long‐term sustainable solutions. This requires insight into the social environment of engineering as a technology, and the extent to which engineers should know about the intricacies of SD problems.Originality/valueThe paper shows that engineers should understand the complexities of the societal setting in which they are developing solutions, and the complexities of making short‐term improvements that fit into a long‐term SD.
The university and transformation towards sustainability
Authors: Holmberg John , Lundqvist Ulrika , Svanström Magdalena , Arehag Marie 
Published: June 2012

PurposeThe purpose of this paper is to present the strategy used for achieving change towards sustainability at Chalmers University of Technology (Chalmers). Examples of how this strategy has been used are described and discussed, and exemplified with different lines of activities in a project on Education for Sustainable Development, the ESD project.Design/methodology/approachThe strategy consists of three important building blocks: Create a neutral arena; Build on individual engagement and involvement; and Communicate a clear commitment from the management team. The analysis is made along three different lines of activities in the ESD project: The work to improve the quality of the compulsory courses on sustainable development; The efforts to integrate ESD into educational programmes; and The work to collect and spread information on good teaching practices within ESD. Some other related examples where the strategy has been applied are also presented.FindingsThe ESD project functioned as a neutral arena since it was not placed at any specific department but rather engaged participants from many departments. This neutral arena has been important, for example, to increase the willingness of teachers to share their good teaching examples. The process was successful in creating a shared responsibility and for starting learning processes in many individuals by the involvement of a broad range of educational actors at Chalmers. The strong and clear commitment from the management team has worked as a driving force.Originality/valueThis paper can provide valuable input to universities that struggle with change processes.
Teaching engineering ethics with sustainability as context
Authors: Byrne Edmond P. 
Published: June 2012

PurposeThe purpose of this paper is to ascertain the engagement and response of students to the teaching of engineering ethics incorporating a macro ethical framework whereby sustainability is viewed as context to professional practice. This involves incorporating a broader conception of engineering than is typically applied in conventional teaching of engineering ethics.Design/methodology/approachA real life wicked problem case study assignment was developed. Students' understanding and practical application of the concepts were considered. A survey was conducted to gauge students' appreciation of the professional importance and their enjoyment of the subject matter.FindingsIt was found that students appreciate and enjoy a macro ethical sustainability informed approach, but find it more challenging to apply in practice.Practical implicationsThe paper demonstrates an approach to the teaching of engineering ethics using a practical example, which can help broaden engineers' self‐perceived role towards one where sustainability is context. It also shows how students can find such an approach to teaching ethics to be both enjoyable and relevant.Social implicationsEngineers educated to perceive the importance of engaging with macro ethical issues as part of professional practice will be significantly better placed to inform public and industry policy towards greater good and engage with other professional and expert groups.Originality/valueIn this paper, an approach to engineering ethics which diverges from the traditional is proposed. This can be of value to those involved in the teaching of engineering ethics, particularly those seeking to incorporate sustainability and other macro ethical issues.
Exploring key sustainable development themes through learning activities
Authors: Cruickshank Heather , Fenner Richard 
Published: June 2012

PurposeThe purpose of the paper is to examine how a number of key themes are introduced in the Master's programme in Engineering for Sustainable Development, at Cambridge University, through student‐centred activities. These themes include dealing with complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade‐offs.Design/methodology/approachThe range of exercises and assignments designed to encourage students to test their own assumptions and abilities to develop competencies in these areas are analysed by mapping the key themes onto the formal activities which all students undertake throughout the core MPhil programme. The paper reviews the range of these activities that are designed to help support the formal delivery of the taught programme. These include residential field courses, role plays, change challenges, games, systems thinking, multi criteria decision making, awareness of literature from other disciplines and consultancy projects. An axial coding approach to the analysis of routine feedback questionnaires drawn from recent years has been used to identify how a student's own awareness develops. Also results of two surveys are presented which test the students' perceptions about whether or not the course is providing learning environments to develop awareness and skills in these areas.FindingsStudents generally perform well against these tasks with a significant feature being the mutual support they give to each other in their learning. The paper concludes that for students from an engineering background it is an holistic approach to delivering a new way of thinking through a combination of lectures, class activities, assignments, interactions between class members, and access to material elsewhere in the University that enables participants to develop their skills in each of the key themes.Originality/valueThe paper provides a reflection on different pedagogical approaches to exploring key sustainable themes and reports students' own perceptions of the value of these kinds of activities. Experiences are shared of running a range of diverse learning activities within a professional practice Master's programme.
Creating sustainable development change agents through problem‐based learning
Authors: Dobson Helen E. , Bland Tomkinson C. 
Published: June 2012

PurposeThe purpose of this paper is to examine the issues involved in designing appropriate problems or scenarios suitable for sustainable development (SD) education, in the context of problem‐based learning (PBL) and experiential learning. Manchester's PBL approach to interdisciplinary Education for Sustainable Development (ESD) has been well reported, for example, in papers at the Educating Engineers in Sustainable Development conference in 2008. This paper poses the question: to achieve transformational education, is design of student problems for ESD itself a wicked problem? The design process that has been used to generate ESD projects for one PBL unit is reflected upon, to share good practices and highlight points of ongoing contention.Design/methodology/approachWorking from the background to the original pilot project to develop an inter‐disciplinary course to heighten student skills in sustainability and change management, the paper looks at some of the theoretical approaches taken to the design of PBL scenarios and tries to place these in the context of education for SD.FindingsThe initial project found that using inter‐disciplinary, problem‐based approaches to embedding SD in the curriculum is not only practicable but also desirable. However, the approach to design of problem scenarios has to be adjusted to the nature of the “wickedness” of sustainability issues and be appropriate to the student cohort and institution.Research limitations/implicationsThe approaches are felt to be applicable to a much wider range of situations than is demonstrated in the paper but, clearly, the findings can only be grounded on the particular situation of the project.Originality/valueThe 2006 curriculum development action research project was intended to help other institutions to replicate the process but, much of the external attention since that time has focussed, inappropriately, on simply re‐using the scenarios that were described in the initial project rather than applying the design process that has been developed in order to devise new scenarios more appropriate to another course or institution.
Embedding of ESD in engineering education
Authors: Svanström Magdalena , Palme Ulrika , Knutson Wedel Maria , Carlson Ola , Nyström Thomas , Edén Michael 
Published: June 2012

PurposeThe purpose of this paper is to report on methods developed, within a three‐year Education for Sustainable Development (ESD) project at Chalmers University of Technology in Gothenburg, Sweden, to achieve a higher degree of embedding of ESD in engineering programmes. The major emphasis is on methods used, results achieved and lessons learned from the work.Design/methodology/approachThe basic idea that methods and activities were built on was that the only way to achieve long‐term changes is to increase the motivation and capacity of lecturers and program directors to perform the required changes.FindingsActivities that were developed and tested focused on coaching discussions and on workshops for teachers, gathering teachers from one programme at a time. These activities aimed at starting learning processes in individuals. Special care was taken into keeping the feeling of responsibility and initiative in the faculty members within the programmes. A special “resource group” of experienced ESD teachers was available as support for programme directors and lecturers.Originality/valueThe methods reported on are further developments of a method that has been used in Delft University of Technology (the Individual Interaction Method) in the Netherlands. The experiences from Chalmers are discussed in such a way that they provide useful insights for others aiming at similar changes at university.
Are we educating engineers for sustainability?
Authors: Hanning Andreas , Priem Abelsson Anna , Lundqvist Ulrika , Svanström Magdalena 
Published: June 2012

PurposeThe aim of this study is to contribute to the quality improvement and long‐term strategic development of education for sustainable development (ESD) in engineering education curricula.Design/methodology/approachThe content in 70 courses in environment and SD were characterized and quantified using course document text analysis. Additionally, two questionnaires were sent to students and alumni at Chalmers, and interviews and focus group discussions were conducted with representatives from 16 Swedish companies and five organizations.FindingsIt was found that industry demands a broader range of competences in SD amongst engineers in general than what is currently provided. In total, 35 per cent of alumni claim they encounter sustainability issues from sometimes to daily in their work. However, only half of them believe they possess enough competences to make decisions from a sustainability perspective. Quantity, coverage and the level of integration in the educational programme all appear to be important for the students' perceived competences on SD and for the importance that they put on achieving SD.Originality/valueEarlier research has reported on how to further develop the idea and design of ESD and on competence needs in general. Few attempts have been made to assess industry's needs of competences in SD. This paper sheds light on how engineering universities educate for SD and benchmarks this to industry's needs in an exploratory case study, using Chalmers as an example.