Search results

In Mexico, only 19.3 per cent of industrial water is treated (Green-Peace, 2014, pp. 3-4), whereas municipal treatment levels are approximately 50 per cent (CONAGUA, 2014a). This paper aims to focus on how the wastewater treatment plant policy, from a circular economy perspective, is affected by the governance context at the Presa Guadalupe sub-basin. Circular economy can contribute to water innovations that help in improving water quality. However, such benefits are not easily achieved. This case provides an example of the complexity and challenges that the implementation of a circular economy model can face.

Data are collected via semi-structured in-depth interviews with the stakeholders that are members of the Presa Guadalupe Commission. The contextual interaction theory (CIT) is the theoretical basis for this analysis (Boer de and Bressers, 2011; Bressers, 2009).

The findings show that the wastewater treatment plant policy plays an important role in a circular economy model. Some incentives towards a circular economy model are already in place; however, the hurdles of a top-down implementation perspective, low availability of resources, prioritisation of short-term results, lack of enforcement of the “polluter pays” principle and a linear model of water systems need to be overcome. If Mexico wants to move towards a circular economy model and if the government wants to enforce sustainable development principles, wastewater treatment is a challenge that must be addressed.

There are few studies in the circular economy literature that have analysed its implementation under a governance arrangement perspective.

Given the importance of multi-stakeholder processes in managing water resources, this paper aims to shed light on various project management strategies being used in The Netherlands to increase the effectiveness and efficiency of implementing multifunctional water projects.

Using two sub-projects of the restoration of the Regge River as a case study, ten strategies used by project managers are uncovered through interviewing involved actors and analysing the results according to contextual interaction theory.

These strategies support local sustainable development through the overlapping of various local goals of different stakeholders and reducing risk of failed projects. Co-management can thus be used as a strategic way to achieve goal alignment, increased information and resources and trust.

Given the pressures related to adaptation for climate change, these lessons can be used to support increasing both the natural buffering capacity of river resources in a way that also improve the economic and social values associated with the river basins.

Sustainable regional development is often accompanied by the introduction and gradual implementation of innovative concepts, like, e.g. “integrated natural resources management” or “sustainable tourism”. From a managerial perspective, in order to contribute to improved sustainable regional development, the innovative concepts need to become rooted in everyday policy practice in such a way that they enable rather than hinder collective action. The paper aims to discuss these issues.

Enabling collective action is a managerial challenge that is partly dependent on the presence of a sufficient degree of integration in the governance system that forms a context for the action. This challenge can be studied with the help of the concept of boundary judgments. Boundary judgments are normative and cognitive perceptions of actors on the relevancy of specific actors, factors, issues, etc. for their domain of action (what is “fit”, what is acceptable, what is needed?). The paper illustrates the importance of boundary judgments through two empirical studies in The Netherlands.

Divergent boundary judgments hamper the inclusion of the innovative concept in everyday actions for improving sustainable regional development. However, managers avoiding this complexity by relying on old definitions of their tasks also block the possible innovation. The challenge is to keep the balance between these two extremes.

The paper explains and illustrates the concept of “boundary judgments” and their importance for different types of managers (project leaders and policy makers) to take them into account, alongside the more obvious variation of values and interests among stakeholders.

In this chapter, the authors interrogate the structures, natures, processes, and variables that shape globalized collegiate desegregation. The authors pay attention to the history of segregation in South African culture, then proceed to current efforts to dismantle and rebuild the country’s educational enterprise. Drawing parallels with segregation policy in the United States, the authors argue that both nations may draw from global lessons about systemic global anti-Black oppression and its structural forms (e.g., apartheid, inequities in higher education). More specifically, the authors ground arguments in an analysis of the linguistic hegemony that continues to inculcate the college-aspiring students of South Africa. Understanding fundamental desegregation characteristics of racial hegemonic nations (e.g., United States) vis-à-vis racial and linguistic hegemonic nations (e.g., South Africa) is imperative to increase understanding of democratization of educational systems throughout the world.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Instructional design students’ training may not include game-based learning (GBL). This paper aims to review the literature on GBL to determine the role of the instructional designer who is interested in GBL approaches to enhance learning especially for the novice learner.

The methodology for determining the instructional designers’ roles is based on the comparison of game-based and traditional instructional design and the identification of what is needed to aid instructors and designers in development and evaluation of GBL products.

The literature reveals that GBL shows learning potential. The existence of slim empirical research cannot posit GBL effectiveness in general, within specific disciplines, or with specific learner types. If GBL is to be effectively included in instructional design, the instructional designers, game designers and educational stakeholders need to collaborate to understand and combine optimal design features that meet both game and education objectives and to develop a common nomenclature so that research and its findings can be effectively communicated.

This review identifies specific digital game-based strategies that align with the learning goals sought in instructional design, differences between game and instructional design and steps needed for the instructional designer to bridge gaps in knowledge or practice between educators, researchers, game designers and instructional designers. These identifications may aid all GBL stakeholders in development of future GBL.