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This paper focusses on the aftermath of disruptions and the importance of the two largest canals (Suez and Panama), commenting on how during the pandemic the canal fees were lowered. Considering the ongoing efforts to decarbonize shipping, some of the ongoing disruptions will help reach these objectives faster.

Following a literature review of route choice in shipping, and a presentation of significant disruptions in recent years, the author deploys a simplified fuel consumption model and conduct case study analyses to compare different routes environmentally and economically.

The results explain why at times of low fuel prices as in 2020, canals provided discounts to entice ship operators to keep transiting these, instead of opting for longer routes. Considering the ongoing repercussions of the pandemic in supply chains, as well as the potential introduction of market-based measures in shipping, the value of transiting canals will be much higher in the coming years.

The main limitation in this work is that the author used the publicly available information on canal tolls, for the different ship types examined.

The envisioned model is simple, and it can be readily used for any ship and route (port to port) combination available, if ship data are available to researchers.

It is possible that canal tolls will increase, to account for the additional environmental benefits brought to ship operators.

The methodology is simple and transferable, and the author proposes several interesting research questions for follow-up work.

In these uncertain and risky times, the work that educators and educational researchers carry out may feel inconsequential. In preparing young people to live well in a world worth living in, educators must consider, firstly, what roles they can play in a global environment riven by volatile economic, social, and environmental contexts, and secondly, the responsibilities they bear as researchers to produce forms of understanding, modes of action, and ways of relating to one another and this world.

In this chapter, we introduce the pedagogy, education, and praxis (PEP) network and how it is that we, as researchers from around the world, came together to discuss our researching practices in coming to know and explore educational research problems concerning equity, diversity and social justice within and across different cultural settings. We share short stories of ourselves to reveal how it is that we have come to know, be, and act as researchers in our projects and how working alongside each other – our mutual relatings – have generated further understanding about our own and each other’s researching practices.

This chapter establishes the purpose of the book, where we share empirical work through the lens of practice architectures. For instance, what is considered to be an educational equity problem across international or cross-cultural sites? What are considered acceptable forms of evidence of coming to understand educational inequity in its diverse forms in different sites? How are taken-for-granted research practices enabling and/or constraining different forms of understandings about educational inequity, including the issues to be researched and/or the direction of the research project? We then provide an overview of the remaining chapters.

Research and development (R&D) projects are often pursued through a project portfolio (PP). R&D PPs involve many stakeholders, and without proactive management, their interactions may lead to conflict risks. These conflict risks change dynamically with different stages of the PP life cycle, increasing the challenge of PP risk management. Existing conflict risk research mainly focuses on source identification but lacks risk assessment work. To better manage the stakeholder conflict risks (SCRs) of R&D PPs, this study employs the dynamic Bayesian network (DBN) to construct its dynamic assessment model.

This study constructs a DBN model to assess the SCRs in R&D PP. First, an indicator system of SCRs is constructed from the life cycle perspective. Then, the risk relationships within each R&D PPs life cycle stage are identified via interpretative structural modeling (ISM). The prior and conditional probabilities of risks are obtained by expert judgment and Monte Carlo simulation (MCS). Finally, crucial SCRs at each stage are identified utilizing propagation analysis, and the corresponding risk responses are proposed.

The results of the study identify the crucial risks at each stage. Also, for the crucial risks, this study suggests appropriate risk response strategies to help managers better perform risk response activities.

This study dynamically assesses the stakeholder conflict risks in R&D PPs from a life-cycle perspective, extending the stakeholder risk management research. Meanwhile, the crucial risks are identified at each stage accordingly, providing managerial insights for R&D PPs.

This largely conceptual study aims to draw from the author’s experience of conversations with Svalbard’s educators, lessons for international higher education institutions’ engagement with climate change education and thinking for non-specialists.

In situ discussions with Svalbard’s educators informed the theoretical work of the author towards the development of conceptual conclusions. The theoretical frame used – “Red Biocentrism” – draws on both radical left and green thought to posit an emplaced, materialist understanding of author’s, participants’ and place’s intra-related contributions.

That, insofar as universities represent nodes in an ethical ecology, they have a capacity to realise that which is obvious in Svalbard – their role as embassies for their learning places, generative of spokespeople or ambassadors.

There is sparse published research into the work of Svalbard’s climate educators, as a pedagogical project undertaken under such extreme and rapidly changing environmental conditions. This study represents the first to reflect on what can be learnt from the educators of Svalbard by Universities elsewhere.

We revisit the problem of redesigning the Master in Business Administration (MBA) program, curriculum, and pedagogy, focusing on understanding and seeking to tame its “wicked problems,” as an intrinsic part and challenge of the MBA program venture, and to render it more realistic and relevant to address major problems and their consequences. We briefly review the theory of wicked problems and methods of dealing with their consequences from multiple perspectives. Most characterization of problems classifies them as simple (problems that have known formulations and solutions), complex (where formulations are known but not their resolutions), unstructured problems (where formulations are unknown, but solutions are estimated), and “wicked” (where both problem formulations and their resolutions are unknown but eventually partially tamable). Uncertainty, unpredictability, randomness, and ambiguity increase from simple to complex to unstructured to wicked problems. A redesigned MBA program should therefore address them effectively through the four semesters in two years. Most of these problems are real and affect life and economies, and hence, business schools cannot but incorporate them into their critical, ethical, and moral thinking.