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Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐17; Journal of Property Investment & Finance Volumes 8‐17; Property Management Volumes 8‐17; Structural Survey Volumes 8‐17.

Policy instruments are specific policies – policy content, which is associated not just with policy texts, but also with how they are negotiated and practised (Dolowitz & Marsh, 2000; Fimyar, 2008). In the context of Bologna, policy instruments are Bologna action lines (such as the credit system, the study cycles, etc.).

This Chapter explains the development of the Bologna instruments in Ukraine until 2014 through the interaction of the policy continuity and change. In particular, I review how the development of the Bologna instruments in Ukraine was triggered and guided by the Bologna action lines, as well as by the old national higher education policies. I look at the cases of four Bologna instruments. They are the system of credits, the study cycles, the diploma supplement and quality assurance. All of these instruments have been developed through the reconfiguration of the pre-Bologna policies, which were chosen by the Ministry to represent these instruments. Namely, the national module system became the basis for the Bologna system of credits. The pre-Bologna education-qualification and scientific cycles made a foundation for the Bologna study cycles. The old national diploma supplement was a reason for the delay in dealing with the Bologna diploma supplement, given that a diploma supplement existed. The national diploma supplement was taken as the Bologna instrument even though their structure and content differed. Apart from this, the pre-Bologna higher education quality assurance policies started representing the Bologna quality assurance instruments at the outset of the reform in Ukraine.

The examination of these four cases of policy instruments shows that their development began with a mere change of labels for the old policies and proceeded with building up innovations to gradually alter the old national higher education policies.

This chapter reflects upon the trajectory of research in the geography of tourism in Spain. It begins with a review, including the evolution of the main topics present in the subdiscipline, with a special focus on developments since the 1990s. This is followed by an analysis of the current role and potential impact of academic tourism geography and a discussion on the recent growth in the publication of research results in international journals. Of importance are the institutional factors that explain the increasing recognition of research on the geography of tourism in Spain. Finally, the chapter discusses the hegemony of positivist approaches pivoting on land use, local and regional development, impact analysis, and landscape transformation, as well as the emerging links between Spanish tourism geography and the international mainstream schools of thought.

This paper aims to present a new master’s programme for promoting energy access and energy efficiency in Southern Africa.

A transdisciplinary approach called “participatory integrated assessment of energy systems” (PARTICIPIA) was used for the development of the curriculum. This approach is based on the two emerging fields of “multi-scale integrated assessment” and “science for governance”, which bring innovative concepts and methods.

The application of the PARTICIPIA methodology to three case studies reveals that the proposed transdisciplinary approach could support energy and development policies in the region. The implementation of the PARTICIPIA curriculum in three higher education institutions reveals its ability to respond to the needs of specific contexts and its connection with existing higher education programmes.

Considering energy issues from a transdisciplinary approach in higher education is absolutely critical because such a holistic view cannot be achieved through engineering curricula. Deliberate and greater efforts should be made to integrate methods from “multi-scale integrated assessment” and “science for governance” in higher education curricula to train a new breed of modern-day energy planners in charge of coming up with solutions that are shared by all relevant stakeholders.

This paper presents an innovative higher education curriculum in terms of the attention given to energy access and energy efficiency that affect the southern Africa region and the nature of the methodology adopted to face these issues.

The universal “promise of entrepreneurship” has gone far beyond the borders of countries where it emerged. Education systems might play an important role in this process by legitimizing entrepreneurship related myths, principles, and social hierarchies. Surprisingly, against the literature on the role of education in producing and allocating human capital, entrepreneurship education development on organizational, national, and global scale is only emerging as a theme of mainstream academic discussions. This paper applies multi-level approach to get insights on what role might higher education have in promoting global “entrepreneurial culture,” with a focus on post-Soviet countries. We analyze supra-national initiatives, national policies, leading universities’ practices, and the actual characteristics of entrepreneurship education programs in these universities. Our results suggest that drivers of entrepreneurship education development in national higher education systems of post-Soviet countries are not only the “concrete” and “technical” institutional factors on the national level, but also the broader cultural environment. Though institutional environment in post-Soviet countries does not always objectively meet high international standards we found many cases when official policy documents state goals related to teaching entrepreneurship in higher education and there are concrete programs devoted to entrepreneurship education sharing largely similar “entrepreneurial” worldviews. We also found that the actual perceptions and strategies of the actors directly involved in entrepreneurship education practices demonstrate much higher similarity than formally declared education policies in the related countries.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

Sustainable Development Goal 4 (SDG 4), based on the principle of leaving no one behind, ensures that equitable and quality education, as well as inclusion, are available to all, promoting opportunities for those who are disadvantaged and vulnerable including persons with disabilities (PWDs). The Indonesian government has demonstrated a commitment to the rights of PWDs in education. In this chapter, the history, the present, and the future of inclusive education will be presented following the master plan for the development of inclusive education. Strategies including accessibility, reasonable accommodation, and collaboration will be discussed as well as the challenges in implementing inclusive education.