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The role of children and young people is not outlined in the sustainability transitions literature. The aim of this work is to illustrate the significance of young people's agency by showcasing Hare Krishna eco-farms organising cultural/eco-spiritual events. This work forms part of a wider sustainability study focussing on food in spiritual communities in Europe. Data were collected through observation and interviews on three Hare Krishna farms. The agency of children and youths and the significance of their presence at eco-events emerged as an unexpected theme. Findings show that Hare Krishna events in Europe are visited by a relatively high number of children and young people who learn about more sustainable practices through extracurricular activities. By describing the cognitive and experiential encounters, the authors draw attention to the significance of children's involvement in ecologically geared events in the context of sustainability transitions.

Actors of territories faced with new managerial innovations have to develop new knowledge and behaviours to seize these innovations and create a vision of the territory. This is part of what we call governance learning: the ability of individuals to create new knowledge and behaviour for collective action within the territory. The purpose of this chapter is to explore this concept.

Drawing from a case study of a periurban territory in France, we analyse how the board members of a Community of Communes can learn to work together, articulating organisational learning theories, actor-network theory and the concept of organisational myths.

We explore the enrolment process necessary to ‘build’ the network and interest them in using the innovation; identify three types of governance learning that turn the network into a collective: sensemaking, instrument-seizing and sensegiving; show how these myths are necessary to turn collective knowledge into organisational knowledge.

With both a behavioural and evolutionary approach to governance, we show that power, relationships and learning processes are tightly intertwined within the governance networks. Our use of organisational learning theory also demonstrates how it can be used in a more systematic way to describe the learning processes witnessed in governance situations.

This research brings new light to the understanding of how territorial governance can be developed and how managerial innovations can provoke learning situations and more specifically how stakeholders learn to define common goals and a shared vision of their territory to enable collective action.

Scientific research and delivering education at undergraduate and graduate levels are the main responsibilities of higher education institutions. Considering these points, we aimed to provide insights into an array of topics pertaining to scientific research and tertiary education in Turkey and the future of Turkish higher education. We focused on research-based education, lifelong learning, research and higher education institutions, research grants and funding in Turkey, performance management in higher education, international collaborations, future of hands-on approaches, and lastly the issue of brain drain in Turkey. In the endeavor to present these issues in detail, we employed sector analysis method. Throughout the chapter, we aimed to provide detailed and comparative evaluations making use of both national and international literature.

Researchers in the social sciences have studied the process by which new ideas are adopted (implemented) and how acceptance is generated among those charged with accepting and implementing an innovation. Sociology, in particular, has developed an extensive literature on diffusion analysis which examines how innovations are diffused (see Coleman, Katz, & Menzel, 1966; Leagans & Loomis, 1971; Rogers, 1971; Rogers & Shoemaker, 1971). While many of these studies dealt with the adoption and diffusion of a new product, for example, seed corn or drugs, the same analysis has been applied to process innovations, that is, system and organizational change.

This chapter aims at building a conceptual framework that could inspire innovation policies able to take into account the emerging agricultural and rural agenda, based on a comprehensive conceptualization of the innovation system. The systems of innovation and the broader processes of knowledge creation (and co-creation), transfer and adoption represent a crucial set of conditions influencing family farms' trajectories in response to the various opportunities and drivers of change, as well as their capability to contribute to sustainable food systems and FNS. This chapter analyzes the concept of innovation in relation to transition towards new configurations with a non-linear and multidimensional vision based on actors assembling themselves in a geographical space where resources and information are used to generate change. This leads to consider knowledge as an asset co-generated by the interaction of different actors within agricultural knowledge and innovation systems (AKIS) (Leeuwis & van den Ban, 2004). Agriculture and countryside are experiencing deep transformations towards concentration and globalization on one side and post-productivism and rural development on the other (Van der Ploeg et al., 2000). These processes of change require innovation policies aimed at pursuing ‘second-order’ innovation based on new goals and new rules. From a transition perspective (Geels, 2004) these radical innovations can develop within niches to a certain extent protected from mainstream market forces, to be then progressively embodied into higher structuration levels (the ‘regimes’).

First and second order learning lie at the center of an organization's ability to exploit its core competencies or explore for new opportunities. Strategic leadership lies at the center of this learning process. Strategic leaders enable organizations to learn by telling stories about what the organization is, what the organization does, and what the organization can become. They also enable competence carriers to come together to solve current and future problems by networking. These processes are explored.

Strange and Soule (1998) outlined the processes of innovations as follows. “Innovations are novel (at least to the adopting community), making communication a necessary condition for adoption. Innovations are also culturally understood as progressive, strengthening the hand of change agents. And since innovations are risky and uncertain, adopters carefully weigh the experience of others before acting” (p. 267).