From Power to Knowledge Relationships: Stakeholder Interactions as Learning Partnerships

2005 ◽  
pp. 125-147 ◽  
Author(s):  
Elena P. Antonacopoulou ◽  
Jérôme Meric
2019 ◽  
Vol 27 (1) ◽  
pp. 86-100 ◽  
Author(s):  
Pedro Gomes

Despite the vigorous debate on the extent, modalities and impacts of public space privatization, there have been few analyses of the processes of its emergence in specific places. Based on 36 stakeholder interviews and desk research, this paper does so through an analysis of how the Martim Moniz square, in Lisbon, became the city’s first square under private management in 2012. To do so, the paper goes through the local governance context and the importance of convivial public spaces as a political objective, leading to regular partnerships with non-state actors. The square is adjacent to Mouraria, a derelict neighbourhood that was a testing ground for the city’s new urban policies. The square’s private management scheme – branded the Mercado de Fusão – rather than a rupture with existing practices, is the result of a coincidence of interests of both actors. Moreover, it reassembles typical local policy responses and the company’s expertise in a unitary management scheme. The seamless implementation of the Mercado is made possible by the pre-existing relationship between the company and the municipality. The paper thus shows that there is no fundamental shift towards private governance in Lisbon. Rather, it is the generalized commodification of public spaces resulting from the emergence of conviviality as a political objective that opened up the conditions for the square’s privatization. The relationship between conviviality as a political objective and privatization is presented as a promising subject for further research.


2019 ◽  
Vol 24 (2) ◽  
pp. 271-300 ◽  
Author(s):  
Joshua Aboah ◽  
Mark M.J. Wilson ◽  
Karl M. Rich ◽  
Michael C. Lyne

Purpose The analysis of the concept of resilience in supply chain management studies mostly focuses on the downstream side of the value chain and tacitly assumes an unlimited supply of raw materials. This assumption is unreasonable for agricultural value chains, as upstream disruptions clearly have a material impact on the availability of raw materials, and indeed, are a common source of supply problems. This paper aims to present a framework for the operationalisation of the concept of socioecological resilience in agricultural value chains that incorporates upstream activities. Design/methodology/approach A citation network analysis was adopted to review articles. A conceptual framework is then advanced to identify elements of resilience and indicators relevant to tropical agricultural value chains. Findings There are limited studies that assess resilience in the food chain context. Flexibility, collaboration, adaptability and resourcefulness are key elements for assessing resilience at the individual chain actor level. However, the paper argues that adaptability is the relevant element for the assessment of resilience at an aggregate food system level because it considers the alteration of a system’s state of resilience. Practical implications The proposed framework and propositions accommodate stakeholder interactions in the value chain and could serve as a tool to guide the assessment of resilience in agricultural value chains. Originality/value This paper is one of the few to extend resilience to cover the socioecological interaction aspects for supply chains that yield the raw materials needed for continuity in channel-wide value creation processes.


TechTrends ◽  
1994 ◽  
Vol 39 (5) ◽  
pp. 30-38
Author(s):  
Nancy Feyl Chavkin ◽  
Paul A. Kennedy ◽  
Mark Carter

Author(s):  
Garrett Waycaster ◽  
Christian Bes ◽  
Volodymyr Bilotkach ◽  
Christian Gogu ◽  
Raphael Haftka ◽  
...  

Author(s):  
Patrick Griffin ◽  
Esther Care ◽  
Pam Robertson ◽  
Judith Crigan ◽  
Nafisa Awwal ◽  
...  

This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.


2014 ◽  
pp. 360-375
Author(s):  
Patrick Griffin ◽  
Esther Care ◽  
Pam Robertson ◽  
Judith Crigan ◽  
Nafisa Awwal ◽  
...  

This chapter shows how the online environment is used to promote quality teaching within a research project conducted by the Assessment Research Centre at the University of Melbourne. The project investigates how teacher teams use assessment data to inform teaching decisions and extensive efforts are made to check their learning through performance assessment procedures that monitor their discipline and pedagogy skills development. Teachers from the project are involved in a professional development course. The ways in which they adopt the knowledge, skills, and attitudes addressed by the course are tracked, along with assessment data from their students. The online environment is used to deliver the professional development course and to deliver online assessments for students and teachers. The authors are careful to ensure that the online experience for both teachers and students reinforces the ideas of the project. These include the notions of developmental approach rather than deficit, evidence rather than inferential decision making and collaboration rather than isolation.


Author(s):  
Noel B. Habashy

This chapter explores key theoretical concepts relevant to the planning and implementation of international (and domestic) service-learning programs. This chapter explores the power dynamics of international service-learning through four key theoretical concepts: the politics of power, local knowledge, framing, and problem definition. While these ideas are particularly appropriate for international service-learning program, they are also relevant for domestic service-learning partnerships in nearby communities. In addition to providing theoretical frameworks, this chapter identifies recommendations for practice in order to address each of the four challenges identified. Universities must consider these factors if they wish to develop stronger programs with reciprocal benefits to communities and students. With stronger partnerships, better development will occur for both students and community members.


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