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This study aims to identify the most relevant causal factors and the feedback loops of the dynamics between Tuta absoluta incidence in tomato crops and farmers' reactions to the problem. The authors seek to develop a conceptual model based on farmers' know-how to address crop damage by T. absoluta at a local and regional levels in order to determine how to confront this problem in the tomato-growing region of Sáchica, Colombia.

Community-Based System Dynamics (CBSD) is a participatory research methodology in which a group of stakeholders identifies relevant variables and the cause-effect relations among them which are then arranged into a causal loop diagram. The authors implemented this methodology in a workshop, focused on the farmers' insights related to the pest situation at the local and regional level, to achieve a causal loop diagram that explained pest dynamics and their potential management.

The relevant factors for the presence of T. absoluta, seen in the causal loop diagram, vary regionally and locally. At the local level, the pest impacts tomato production, farmers' well-being and their cash flow, while at the regional level, it affects market dynamics and environment and promotes regional coordination among farmers. Farmers propose product innocuity as a key regional objective. They also proposed establishing a planting calendar and census of greenhouses to control the pest throughout the region and the tomato supply.

First, the synthesized model could not be validated with the farmers due to the COVID 19 epidemic. However, the authors held sessions with experts to analyze each result. Second, decision-makers from the local government did not participate in the workshop. Nevertheless, the approach of the workshop was aimed at understanding the mental models of the farmers since they are the ones who decide how pests are managed. Finally, even though farmers showed interest in projects aimed at proposing area-wide, long-term and wide pest control strategies, there is a risk that they will not adopt the proposed changes, due to risk aversion.

CBSD has not been applied to agricultural systems to analyze impacts from pests at the local and regional levels. The results of this study contribute to designing future interventions for pest control in the region, along with the factors which may turn out to be “side effects” or unwanted results. To design pest control interventions at a regional level, a sound understanding of the variables or factors that control the system dynamics at various levels is required. This study represents the first step towards that end.

This book has presented theoretically driven empirical research that confirms the impact of workplace bullying on the community college campus. Theoretical insights and methods such as equal opportunity theory (Mithaug, 1996), Hochschild’s emotional labour (2003), McPhail’s culture management theory (2002), Bandura’s self-efficacy (1977), and theories on power (Goldblatt, 2007) provide a framework for these data. Further, social dominance theories, (Sidanius & Pratto, 1999) and employee disengagement theories (Samnani, Salamon, & Singh, 2014) give different lenses from which to consider bullying.

Theories provide solid backdrops, yet for those facing workplace bullying, there is nothing theoretical about the experience. The abuse is real and demoralizing; by the definition used throughout this book, bullying is escalating (Einarsen, 2003). In response to bullying, study respondents confirm filing EEO complaints, leaving the job, taking stress leave, and changing work schedules to find relief. The following scenarios provide an opportunity to reflect objectively on workplace bullying and its application to different community college constituencies.

The goal for each discussion is to find relief for the target, and develop recommendations to create a healthy environment. As one reflects on these scenarios, one also needs to consider: (1) A rationale reaction or strategy that is not informed by outrage, anger, or helplessness, (2) what resources can be or should be at the disposal of the target, and (3) what policies or legislations are available to assist the target. Readers should be encouraged to utilize the findings and data in this book and policy at their respective institutions to craft possible solutions. These scenarios are appropriate for those considering the nuances of workplace bullying and leadership in scholastic or practical arenas. Further, emerging leaders and graduate students can also consider solutions to workplace bullying.

This chapter aims to analyze whether member countries of the Pacific Alliance agreement showed economic and financial convergence during the 2010–2016 period. The sample consists of four Latin American countries that are members of the Alianza del Pacífico (Pacific Alliance): Mexico, Chile, Colombia, and Peru. We use an economic convergence index (ECI) to classify the degree of the countries’ convergence regarding a given monetary area, considering the size of their economy, and compute three criteria: (1) nominal variables (used to define the Maastricht criteria), which are inflation, long-term interest rates, public debt, fiscal deficit as percentages of gross domestic product (GDP), and exchange rate volatility; (2) real and cyclical variables such as real GDP growth, gap between real GDP and potential GDP, unemployment, current account balance as a percentage of GDP, and short-term interest rates; and (3) a conditional combination that unequally weights nominal and real variables. We also use correlation analysis to compare coefficients. The results can be analyzed in the medium term in terms of descriptive statistics of their real and nominal variables, convergence indexes, and correlation analysis. The results show that the countries of the Pacific Alliance under study are converging in terms of nominal variables such as interest rate, exchange rate, fiscal deficits, and government debt. Also it can be observed that convergence occurs in real and weighted variables, although to a lesser magnitude. In relation to real variables related to GDP growth and foreign trade, these variables adjust less quickly than nominal ones.

The purpose of this paper is twofold: first, to count the number of international program accreditations at universities in Kyrgyzstan and Kazakhstan; and second, to understand why Kazakhstan has dramatically more such accreditations.

The methodology included identifying agencies working in each country, reviewing data on their websites, and analyzing government documents and relevant literature.

Findings were that Kazakhstan has 645 international program accreditations and Kyrgyzstan has 9. Analysis of the reasons for this difference includes strong government support and incentives for internationalization of higher education in Kazakhstan, furthering the government’s goal of becoming one of the world’s 30 most developed economies by 2050; Kazakhstan’s financial wherewithal to support internationalization policies; and its membership in the Bologna Process. In Kyrgyzstan, on the other hand, few rewards result from the costly and time-consuming process of international accreditation; only programs with existing international connections or institutions with large international student populations seem interested.

Limitations are that the research was based on document analysis and did not include interviews with staff of programs seeking international accreditation.

One implication, i.e., international program accreditation, while an indicator of program quality, also denotes the financial and infrastructural wherewithal to carry it out, plus the perceived benefits and costs of doing so.

The value of this research is that it analyzes the reasons for divergence and different results in two countries that, 25 years ago, were part of the same higher education system.

This chapter defines a learning culture and discusses the relationship between knowledge and learning. The authors explain why learning is essential to bringing knowledge to life and incentivizing knowledge flows and use. The chapter addresses the interplay between knowledge and learning cultures. A key point in the chapter is the value of mistakes as learning opportunities. The authors explain how mistakes are viewed in the industrial economy and how this perspective impedes critical organizational learning. Specifically, we define mistakes, explain the double cognitive bias of mistakes, explain the tendency and impact of hiding mistakes, the side effects of double mistake bias, learn to learn from mistakes, and take on the challenge of reconciling mistake acceptance and avoidance. Finally, the chapter addresses the importance of cultivating a learning climate to realize your learning culture.

This paper aims to assess whether governance processes that are taking place in the Chinchiná River basin, a coffee culture region in the Andean region of Colombia, are adaptive to climate variability and climate extremes.

A mixed research method was used by reviewing secondary research sources surrounding the institutional governance system of water governance and disaster response and semi-structured qualitative interviews were conducted with producers and members of organizations within the institutional governance system.

This study found that there is a low response to extreme events. Hopefully, the growing national awareness and activity in relation to climate change and disaster will improve response and be downscaled into these communities in the future. Although, some learning has occurred at the national government level and by agricultural producers who are adapting practices, to date no government institution has facilitated social learning taking into account conflict, power and tactics of domination.

This paper improves the understanding of the vulnerability of rural agricultural communities to shifts in climate variability. It also points out the importance of governance institutions in enhancing agricultural producer adaptive capacity.

The purpose of this research is to contribute to a better understanding of deeper motivations and inhibitors of green consumer behavior in the context of emerging economies. Based on the findings, it aims to provide implications for marketers and policy making.

Based on an ethnographic approach, in‐depth interviews and observational data were used to study 15 Mexican families from four urban regions of Mexico with different incomes. Thematic analysis was used to develop and validate themes and codes.

The findings highlight three dominant themes related to uncertainty in the adoption of environmentally‐friendly behaviors: consumer confusion, trust and credibility, and compatibility. Overall, green behaviors seem to be ingrained in the traditional heritage of savings and frugality rather than based on strong environmental values. It is suggested that the factors that drive consumers from positive attitudes and intentions to the actual adoption of green behaviors are a combination of perceived personal benefits, decreased perceived risk and uncertainty, a sense of control over costs, and a decomposition and reconstruction of deeply embedded cultural values and practices.

Policy makers and marketers are advised to build on collaborative efforts in order to facilitate comprehension and adoption of environmentally‐friendly behaviors and green products. In order to construct modernity alongside environmental responsibility, it seems indispensable to provide affordable lower‐priced alternatives for the low‐income segments of the market which constitute the vast majority of the population in emerging economies.

Being one of very few available qualitative studies on green consumer behavior, this study delves into the tension between modernity and traditional heritage in the context of emerging economies.

The Revolution is 50, Raúl has succeeded Fidel, and many dissidents who participated in the 2002 Varela Project initiative are in jail. What hope for “cambio” (change) in Cuba? Legal dissent – constitutional proposals, a legislative agenda, and grassroots civil rights organizing – may be the key. The Movimiento Cristiano Liberación (MCL), led by the Nobel Peace Prize-nominated Oswaldo Payá, presents the strongest challenge to the power of Cuba's 50-year-old Revolutionary government. This dissident group is at the heart of the development of the 2002 Varela Project and forms the core of the leaders arrested in the 2003 Cuban Spring crackdown. This paper traces the history of MCL's “legal dissent” strategy, from the evolution of the Varela Project to their development of an entire legislative agenda, crafted with nation-wide grassroots participation over the last six years since the crackdown. Using data from international NGO surveys conducted within Cuba, we analyze the strengths and weaknesses of the MCL's proposal vis-à-vis the political and economic concerns and interests of the broader population. Cuba's government seeks to consolidate its rule through its institutions, specifically, through the Cuban Communist Party. It remains to be seen whether the MCL's legal dissent strategy can successfully mobilize a broad segment of the Cuban population, and channel the political aspirations of reformers whose interests are not served under one-party rule.

Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion rate and low ability for networking. The purpose of this paper is to analyze how incorporating entrepreneurial competencies in MOOCs develops attributes of educational innovation and collaborative projects.

The research followed a three-stage process: in first stage, a comprehensive literature review was conducted to identify dimensions of entrepreneurial skills and attributes of educational innovation in MOOCs. In the second stage, a quantitative study was carried out, based on the analysis of pre- and post-test surveys taken by a sample of 6,517 participants. In the last stage, the interaction analysis model/computer-mediated communication analysis model was applied through qualitative analysis, using the MAXQDA tool to identify if entrepreneurship opportunities were generated in the interactions within the discussion forums of the MOOCs.

The results show that the analyzed MOOCs have an overall completion rate of 12.55 per cent, above the average of the rates found in the literature review. However, only 14.29 per cent of the participants expressed at least one opportunity to generate ventures related to the topics of energy in the discussion forums.

This research could help instructional designers and universities to consider the inclusion of entrepreneurship issues in the design of MOOCs’ content and to encourage more activities that promote networking among participants, to identify business potential from the educational materials.

This research is one of the very few studies on entrepreneurship competencies in MOOCs to understand how the inclusion of issues related to entrepreneurship in MOOCs can generate a positive impact on participants.