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Creating high quality, liveable urban settings that facilitate a transition to lower carbon living and work environments is central to achieving more sustainable cities and communities. For over two decades, city builders and planners have advocated compact growth to facilitate these transformations. The impact of the COVID-19 pandemic has heralded a conceptual shift in debates on urban density, mobility and accessibility with the idea of the ‘15-minute city’ (Moreno, 2016) gaining increased prominence and traction among policymakers. Popularised by Mayor Anne Hidalgo of Paris, proximity and accessibility, together with density, underpin an ideal that privileges the relocalisation of work, home and leisure activities. Broadly described, the concept centres on the (re)development of urban neighbourhoods where basic services – access to public transport, grocery, social and healthcare, leisure and amenity – can be provided within a 10-, 15- or 20-minute walk or cycle from home. Since the publication of the National Planning Framework in 2018, more compact urban growth has become a core principle underpinning spatial planning at a range of scales in Ireland and the development of low-carbon and vibrant urban centres is now a key objective of Irish policymakers. The Southern Regional Assembly has been promoting the ‘10-minute town’ ideal through its Regional Spatial and Economic Strategy (RPO 176) and pilot projects in 3 medium sized towns (Carlow, Tralee and Ennis). However, scaling up the concept to accommodate the region's larger cities is relatively unexplored. As the smallest of the three cities in the southern region, and with significant redevelopment potential at the heart of the urban core, Waterford is in a dynamic position to accommodate the 15-minute concept. Furthermore, Waterford's more recent population growth suggests the need to cement the 15-minute city concept as a baseline for the design of the city as it develops and evolves in both new and emerging neighbourhoods. This chapter examines the potential and challenges of embracing the 15-minute city concept in Waterford as a way to meet the objectives set out in the National Planning Framework, Regional Spatial and Economic Strategy and by Waterford City Council, and discusses lessons for the Irish context more broadly. The chapter concludes that while the framework conditions for success appear to be largely in place, whether the governance and political system at the metropolitan and local levels is courageous enough to embrace and harness these opportunities remains to be seen.

This paper aims to use the origin story of Dalhousie’s Faculty of Management as a foil for unpacking the tensions between deep disciplinary specialization and liberal education in business schools in Canada and the USA. Ultimately, the paper reveals that those tensions are not irreconcilable, and that through the fortunes of historical contingencies and deliberate decision-taking, a faculty can embrace the benefits of both breadth and depth.

The paper proposes a critical organizational history of management education through a case study. By drawing on secondary literature and archival sources, the authors focus on moments in business education, such as the founding of the Wharton School of Business, the release of the Carnegie and Ford Reports and the trend towards increased specialization to situate a case study of Dalhousie University’s Faculty of Management.

The authors find that the evolution of business education in North America from its broad, liberal origins towards narrow, specialization has come at a cost to some of the benefits of business and management education. An alternative approach, one reflected in the design of Dalhousie’s Faculty of Management, its programme offerings and its interconnection with other disciplines, enables the advantages of deep disciplinarity to co-exist (and cross-inform) with the advantages of liberal approach to knowledges.

The Dalhousie model offers business schools an example of a faculty that balances the rich insights of liberal interdisciplinarity with the need for sophisticated approaches to more granular, often disciplinary, topics. In addition, the paper offers the story of a multidisciplinary management faculty, some explanation for how that faculty was maintained despite pressures towards specialization; and in doing so, contributes to the limited historical research of management education, particularly in Canada, post-2000.

The study compares how work-integrated learning (WIL) placement positioning, duration, assessment strategies and environment at three Southern African universities influence engineering students' academic and employability outcomes.

The study used a qualitative case study approach that drew on the principles of collaborative autoethnography (CAE). The researchers reflected on WIL placement practices, structure, assessment, environment and outcomes at their universities and then analysed the reflections using comparative descriptive techniques.

The study reports no uniformity among the universities in positioning WIL placement in the curriculum. It is done during end-of-year vacations, between the penultimate and final year or in the last year. The study found WIL placement positioning does not influence academic outcomes; however, the influence on employability outcomes needs further investigation. Components of WIL placement assessment are similar, presentations, logbooks and reports. However, there are differences in the weightings of the various assessment components and the contribution of the industry supervisor. There is a growing trend towards placing students within universities to mitigate the challenges of limited opportunities of placements available in the industry. The impact of this also needs to be further investigated. Lastly, there are policy-related challenges in placing international students. Work restrictions on student visas limit international students’ access to WIL placement. Southern African universities need to lobby the waivers to student visa restrictions that limit their participation in WIL programs if there are to succeed in their internationalisation efforts.

The study highlights the gaps in understanding Southern African universities' WIL placement practices, particularly relating to the positioning of WIL placement in the curriculum, the assessment methods used and the theory to work integration and employability outcomes.

The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals.

Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK).

The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the “active-learner-centred” approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities.

To the best of the authors’ knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings.