Between Power and Irrelevance

2020 ◽  
Author(s):  
George E. Mitchell ◽  
Hans Peter Schmitz ◽  
Tosca Bruno-van Vijfeijken
Keyword(s):  
Organizational Change ◽  
Lessons Learned ◽  
Nongovernmental Organization ◽  
Change Processes ◽  
Transformative Change ◽  
Research Projects ◽  
Organizational Changes ◽  
The World ◽  
The Future ◽  
Societal Problems

Geopolitical shifts, increasing demands for accountability, and growing competition have been driving the need for change within the transnational nongovernmental organization (TNGO) sector. Additionally, TNGOs have been embracing more transformative strategies aimed at the root causes, not just the symptoms, of societal problems. As the world has changed and TNGOs’ ambitions have expanded, the roles of TNGOs have begun to shift and their work has become more complex. To remain effective, legitimate, and relevant in the future necessitates organizational changes and investments in new capabilities. However, many organizations have been slow to adapt. As a result, for many TNGOs’ the rhetoric of sustainable impact and transformative change has far outpaced the reality of their limited abilities to deliver on their promises. This book frankly explores why this gap between rhetoric and reality exists and what TNGOs can do individually and collectively to close it. In short, TNGOs need to change the fundamental conditions under which they themselves operate by bringing their own “forms and norms” into better alignment with their contemporary ambitions and strategies. This book offers accessible future-oriented analyses and lessons-learned to assist readers in formulating and implementing organizational changes to adapt TNGOs for the future. The book draws upon a variety of disciplines and perspectives, including hundreds of interviews with TNGO leaders, firsthand involvement in major organizational change processes in leading TNGOs, and numerous workshops, training institutes, consultancies, and research projects.

Epilogue

2016 ◽  
pp. 119-122
Author(s):  
Christian W. McMillen
Keyword(s):  
Public Health ◽  
Climate Change ◽  
Lessons Learned ◽  
The Past ◽  
Public Health Infrastructure ◽  
Health Infrastructure ◽  
The World ◽  
The Future ◽  
The Face ◽  
New Challenges

There will be more pandemics. A pandemic might come from an old, familiar foe such as influenza or might emerge from a new source—a zoonosis that makes its way into humans, perhaps. The epilogue asks how the world will confront pandemics in the future. It is likely that patterns established long ago will re-emerge. But how will new challenges, like climate change, affect future pandemics and our ability to respond? Will lessons learned from the past help with plans for the future? One thing is clear: in the face of a serious pandemic much of the developing world’s public health infrastructure will be woefully overburdened. This must be addressed.

Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

2017 ◽  
Vol 8 (4) ◽  
pp. 38-51
Author(s):  
Suwithida Charungkaittikul ◽  
John A. Henschke
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Academic Discipline ◽  
Lessons Learned ◽  
Practical Application ◽  
Learning Society ◽  
Facilitating Factors ◽  
The World ◽  
The Future

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance ‘andragogy' as a scientific academic discipline and to expand on the horizon of andragogical assumptions and processes put forth by Malcolm Knowles. The literature on andragogy demonstrates the need to consider the future of andragogy, which may strengthen the theory and allow for the assumptions and processes to further guide this aspect of adult education. While the journey towards a lifelong learning society will continue to evolve, the lessons learned may help to identify key facilitating factors as well as pitfalls to be avoided in formulating more comprehensive lifelong learning society development strategies in the future.

scholarly journals Lessons Learned in Leaving the Library and Coming Back Again

2020 ◽  
Vol 8 (2) ◽  
pp. 100-102
Author(s):  
Meg E. Massey
Keyword(s):  
Lessons Learned ◽  
State University ◽  
University Libraries ◽  
Interlibrary Loan ◽  
Staff Members ◽  
Working From Home ◽  
The World ◽  
The Future ◽  
Penn State ◽  
Remote Services

In early March 2020, libraries across the Commonwealth of Pennsylvania began to close in the wake of the COVID-19 crisis. On March 19, staff members in the Interlibrary Loan (ILL) Department at Penn State University Libraries pivoted to providing remote services to Penn State users and library partners from around the world. In addition to describing the difficulties of transitioning to and the realities of working from home, this piece describes the challenges experienced in returning to the library. Considerations for the future are also discussed.

scholarly journals Sustainable Tax Policy Through the Lens of Intergenerational Justice

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Neil Buchanan
Keyword(s):  
Environmental Degradation ◽  
Policy Issue ◽  
Intergenerational Justice ◽  
Research Projects ◽  
New Members ◽  
The World ◽  
The Future ◽  
The University ◽  
Policy Question

Professor Lind’s summary of the papers in this issue ably captures the range of topics addressed by the scholars who gathered for our conference at the University of Gävle last year. More importantly, she points out how well the various articles translate into the era of COVID-19. Even though no one could possibly have imagined the changes that we have experienced just since February of 2020, the issues of inequality, environmental degradation, international tax coordination, gender-and race-based unfairness, and so on have become even more important as the world explores how to move forward from this global tragedy. One of my long-term research projects has involved exploring the obligations between generations, in particular the “downward” obligations from older generations to younger generations that determine whether new members of society will thrive in the future.1 It is a source of inspiration but also some frustration that nearly every policy issue can be viewed from an intergenerational perspective—inspiration because it reminds us that all policy decisions have effects (direct and indirect) that carry into the future, but frustration because merely “having an impact in the future” does not necessarily make a policy question ripe for an intergenerational analysis and is thus too broad.

scholarly journals Twelve Tips to Successfully Conducting Virtual Clinical Assessment Using Zoom™ Lessons Learned from COVID-19 Pandemic

2020 ◽  
Author(s):  
Mohamed H. Shehata ◽  
Archana Prabu Kumar ◽  
Mona R. Arekat ◽  
Hani Atwa ◽  
Samar A. Ahmed ◽  
...  
Keyword(s):  
Medical Education ◽  
Clinical Examination ◽  
Clinical Assessment ◽  
Arabian Gulf ◽  
Lessons Learned ◽  
Medical Sciences ◽  
Clinical Assessments ◽  
The World ◽  
The Future

The COVID-19 pandemic changed the world of medical education, moving it years ahead of time into the future. Many concepts needed to be changed, so did the methodologies. Nevertheless, clinical assessment remained tricky. This work highlights the outcome of the work of College of Medicine and Medical Sciences at the Arabian Gulf University in Bahrain in performing virtual clinical examination using Zoom™. Tips in this article are meant to help plan, implement and evaluate clinical assessments virtually.

Full Steam Ahead: Hands-on Elementary Education and Persistence During COVID-19

2020 ◽  
Author(s):  
Madhurima Das
Keyword(s):  
Elementary Education ◽  
Curriculum Design ◽  
Social Issues ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Subjective Analysis ◽  
Key Skills ◽  
Hands On ◽  
The World ◽  
The Future

Abstract It is well recognized that the world needs to develop interdisciplinary problem solvers and creative thinkers to address the problems of the future. Training in the fields of Science, Technology, Engineering, Art, and Math (STEAM) is essential for understanding the complexity of the world around us and for identifying and tackling critical technical and social issues. To that end, many programs have been launched all around the world to expose students to STEAM fields and to encourage them to pursue STEAM careers. Hands-on, project-based learning has been shown to get more students engaged with STEAM and help them learn key skills for the future. However, most STEAM education programs target students in upper-middle or high school. If students are nurtured at earlier ages to love thinking critically, solving problems, and building, they are more likely to pursue STEAM fields. This paper describes the implementation of project-based STEAM curriculum with elementary school students from ages 6–13. It includes a detailed discussion of curriculum design, case studies of specific student work, subjective analysis of engagement level with various projects, and discussion of lessons learned. The paper also discusses how the makerspace environment where the students execute their projects has been set up to be accessible for students in this age range. Additionally, the paper describes how a hands-on STEAM curriculum that traditionally relies on in-person feedback, materials, and access to peers as teammates can be maintained while having students learning remotely. Educational techniques for hands-on learning while physical distancing due to the COVID-19 pandemic are discussed.

The future of emergency management

2004 ◽  
Vol 2 (1) ◽  
pp. 19 ◽  
Author(s):  
Jane A. Bullock ◽  
George D. Haddow
Keyword(s):  
Emergency Management ◽  
Homeland Security ◽  
Lessons Learned ◽  
Organizational Changes ◽  
Department Of Homeland Security ◽  
The Past ◽  
Emergency Managers ◽  
The Us ◽  
The Future ◽  
Us Federal Government

The discipline of emergency management (EM) is at a critical crossroads. Emergency managers around the world are faced with new threats, new responsibilities, and new opportunities. This paper examines the organizational changes made by the US federal government in shaping the new Department of Homeland Security (DHS) and presents three key lessons learned during the past decade that could guide emergency planners as they design and manage EM organizations of the future.

scholarly journals Pre-results Review at the Journal of Development Economics: Lessons learned

2020 ◽  
Author(s):  
Aleksandar Bogdanoski ◽  
Andrew Foster ◽  
Dean Karlan ◽  
Edward Miguel
Keyword(s):  
World Bank ◽  
Development Economics ◽  
Lessons Learned ◽  
Editorial Team ◽  
First Year ◽  
High Interest ◽  
The World Bank ◽  
The World ◽  
The Future ◽  
Positive Experiences

In this blog post originally published on the World Bank Development Impact blog, BITSS and the JDE Editorial Team reflect on lessons learned from the first year of pre-results review and offer perspectives on the future of pre-results review at the JDE and in the discipline as a whole. Given the high interest among authors and the largely positive experiences so far, the JDE has decided to make pre-results review a permanent track for article submission at the journal.

scholarly journals Surviving the world of academia: a brief commentary on strategies for success

2021 ◽  
Author(s):  
Suzanne Fredericks
Keyword(s):  
Lessons Learned ◽  
External Funding ◽  
The World ◽  
The Future ◽  
Teaching Research ◽  
Future Challenges ◽  
Strategies For Success ◽  
Number Of Publications

Academia is an environment in which teaching, research, and the pursuit of scholarship are characterized.1 It is routinely described as embodying an atmosphere of isolation, yet is highly competitive. Extreme sacrifices seem to be forefront and centre. Individuals are routinely asked to take on increasingly heavy teaching workloads, while at the same time are expected to produce a significant number of publications, in unison with obtaining external funding. The nature of academia has not always faired well for new scholars. This paper presents a discussion of various strategies new academics or those considering pursuing this arena can use to assist in not only the transition to working in this environment, but also thriving in it. It will provide an awareness of the lessons learned and an anticipation of the future from a scholar who has overcome the initial barriers and is optimistically looking forward to future challenges.

Resilient Sustainable Education for the Future of Education

2021 ◽  
pp. 16-43
Author(s):  
Ebba S. I. Ossiannilsson
Keyword(s):  
Lessons Learned ◽  
Social Dimensions ◽  
Review Of The Literature ◽  
Economic Sectors ◽  
The Social ◽  
Dimensions Of Learning ◽  
The World ◽  
The Future ◽  
Future Of Education ◽  
Global Initiatives

In 2020, the COVID-19 pandemic affected all economic sectors and disrupted many areas of our lives, especially education. More than 1.7 billion learners in over 200 countries around the world were affected, and these numbers will continue to increase in 2021 and beyond. Therefore, the effects of the COVID-19 pandemic must be understood in order to be better prepared for future disruptions. There is a need to recognize that education is an investment in rebuilding. The key lessons learned are that the future of education needs to be rethought without forgetting the past. Certainly, there is room for improvement in the technical area, but most importantly, it is critical to recognize the social dimensions of learning and education. This conceptual chapter provides a review of the literature on several global initiatives to shape the futures of education by focusing on resilient open education for all in the context of social justice, human rights, and democracy.

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