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Public involvement, climate change reactions, stakeholder management, and stakeholder management have all been identified as weaknesses in sustainable road infrastructure development (SRID) inquiry. Most scholarly studies on sustainable infrastructure development (SID) are undertaken in advanced countries, while limited academic studies on the SID in third-world countries cite challenges impeding utilization. This chapter examines the conceptual holes in the SID model and aims to solve three identified gaps: public participation, climate change response, and stakeholder management. The inclusion of highlighted challenges is based on the belief that successful SRIP implementation would be impossible without public participation and climate change adaptation. Public participation is essential for the efficient implementation of SID. It allows stakeholders and everyone affected by infrastructure projects to participate in discussions, recognizing possible problems and creating solutions. International organizations, such as the World Bank, have embraced the concept of public participation as a need for effective project implementation. In underdeveloped countries, most infrastructure projects exclude the general populace, so public participation should be seen as a vital variable in the effective implementation of SRIP in poor countries. Arnstein (1969) proposed an eight-stage stepping ladder for citizen involvement from exploitation through consultation to citizens in control. Information is the cornerstone of all types of engagement, and the mildest kind of real involvement is a meeting when project participants voice their concerns and opinions. Co-creation and co-choice are rare in industrialized countries, and the issue of involvement has become a concern. Notification and attendance are prerequisites for meaningful participation, which can begin when the public is given the opportunity to express their opinions. Players are seen as social establishments or gatherings having the power to influence the fate of the organization, and an evaluation of the players is needed to determine whom to include. Participation in projects boosts decision-making efficacy and sufficiency by widening the information base, encouraging innovation, and fostering public acceptance of methodologies. Stakeholder engagement can increase the speed and quality of strategic decision-making. The key takeaways of the chapter are that public participation in road infrastructure projects should have a say in decisions concerning activities that affect their lives or occupations, should take into account the people’s history, cultural, natural, political, and sociological foundations and should be involved in the following ways: initiated early in the life cycle, organized and well-arranged, phased and improved, non-partisan professionals, learning about members’ traits and interests, and focussing on contentious subjects. Public engagement in SRIP implementation must be efficient and well-managed to be successful. Public participation is essential for SRID.

The purpose of this chapter is to explain the concept of right to participation from the viewpoint of development and tries to establish nexus between participation and right to development in context of human rights-based approach and try to establish the co-existence between the two terminologies. The term participation is closely associated with the traditional democratic system; under this system people are entitled to participate in governance system directly or indirectly, which can be dated back from the ancient Greek civilization (Faruque, 2002a). In a democratic system, participation is people central and can be treated as “an valuable module of any system that considers itself a democracy” (Kweit & Kweit, 1981) “corner stone of democracy” (Sherry, 1969) or “instrument of legitimacy of government” (Falk & Strauss, 2000). Participation means a right by which one can exercise his/her function in the society and express his/her view or behavior toward the political system and governance. So the notion of participation is “effective in mobilizing and natural resources and combating inequalities, discrimination, poverty and exclusion” (UN.DOC, E/CN.4/1990/9/Rev. 1, 1990, Ch. 7). However, the concept of participation “should be viewed both as a means to an end and as an end itself” (UN.DOC, E/CN.4/1990/9/Rev. 1, 1990, Ch. 7, para 150). In environmental level, public participation has played a vital role in decision-making for measuring the protection of environment. Public participation in decision-making that affects the environment is recognized in the Aarhus Convention (Convention on Access to Information, 2001).

This chapter analyzes the determinants of adoption of sharing arrangements by companies. Using propositions from agency and strategic human resource management frameworks predicting the adoption of sharing arrangements, we test the relationships with a large international dataset. The study finds that adoption of sharing arrangements is related to human capital investments, individual incentives, involvement practices, and human resource management practices and that adoption is affected by country differences.

In this chapter, the authors aim to recontextualise the local picture of youth participation in Manchester in a wider European perspective. First, because the research framework was a comparative European research project and, second, because the relevance also of local research depends on the degree to which it provides general insight into a phenomenon. The authors share with the editors and the other authors of this book the aim of questioning dominant understandings that limit youth participation to institutionalised forms and to young people’s involvement in existing practices and processes predefined by others, in most cases adult professionals like educators, youth workers and policy-makers. Based on the identification and discussion of three aspects related to the recognition of young people’s practice as participation in formal, non-formal and informal settings, the current authors want to use their views from the outside to shed light on the tensions and ambivalences of youth participation that do not become obsolete by applying a wider notion of participation.

Eight propositions state how contexts shift citizen participation. Religion, consumption patterns, and varied political repertoires transform participation. Hierarchical, authoritarian contexts foster antiestablishment participation and protest activities. Trust only emerges from some contexts. Participation in the arts and culture vary with other contextual elements.

Purpose – This case study outlines, and critically reflects upon, Aston University's 10 year journey towards mainstreaming widening participation. It begins in 1999 when the institution had no Widening Participation Strategy or infrastructure, working towards the current position of a strategic and institution-wide focus on student diversity and inclusion. Critical reflection on this journey details key enabling factors, challenges faced and suggestions for practice.

Methodology/approach – The case study outlines the underlying principles of Aston's approach to widening participation. Key principles include a full student life cycle and evidence-based practice approach, inclusive practice for all, and staff development. These principles are illustrated through examples of practice such as the Student Peer Mentoring Programme, the Learning Development Centre and the Postgraduate Certificate in Professional Practice.

Findings – Practice has been informed through seeking to better understand the changing needs of an increasingly diverse student profile. Diversity goes beyond the student groups targeted through widening participation programmes.

Practical implications – The case study reflects on challenges and enabling factors for the management of change, and suggests practice which may be transferable to other HE institutions.

Originality/value of paper – Aston has adopted a full student-life cycle from outreach work with primary schools, through to pre-entry and transition support, learner development, and on to graduation and employment. This is in contrast to the more predominant focus within the HE sector, upon the early stages of the student life cycle. Aston University has also embedded widening participation within strategies for learning and teaching, and for employability.

Participation is a key concept in budgeting practice and research. While extant literature primarily focuses on the antecedents and modifiers of participation, here we focus on the measurement of participation.

Building on theoretical and empirical research on user involvement and influence from the information systems, decision–making, and organizational justice literature, we develop a new theoretical perspective on budgetary participation. This new perspective recognizes the complexity of participation and separates it into three dimensions: situational participation, intrinsic involvement, and influence. We provide evidence of these new insights by testing hypotheses based on the model via results from a survey.

Survey results from middle managers indicate that our three separate dimensions of budgetary participation impact motivation and satisfaction in different ways. Specifically, situational participation does not have a direct impact on either motivation or satisfaction; intrinsic involvement impacts both satisfaction and motivation; and influence impacts satisfaction, but does not impact motivation.

These new insights can enhance future budgeting research as well as help managers design participative budgeting processes to improve employee motivation and satisfaction to hopefully enhance organizational performance.

Does civic participation, especially in the arts, increase democracy? This chapter extends this neo-Tocquevillian question in three ways. First, to capture broader political and economic transformations, we consider different types of participation; results change by separate participation arenas. Some are declining, but a dramatic finding is the rise of arts and culture. Second, to assess impacts of participation, we include multiple dimensions of democratic politics, including distinct norms of citizenship and their associated political repertoires. Third, by analyzing global International Social Survey Program and World Values Survey data, we identify dramatic subcultural differences: the Tocquevillian model is positive, negative, or zero in seven different subcultures and contexts that we explicate, from class politics and clientelism to Protestant and Orthodox Christian civilizational traditions.

This paper aims to clarify the meaning of children’s participation in the relationship between children’s individual action and the social treatment and consequences of this action. For this purpose, the paper explores the integration of different theoretical approaches that can shape research on children’s participation, looking at interactions, complex social systems that include interactions, and narratives that are produced in these complex social systems. This integration allows the understanding of the ways in which children actively participate in communication processes, social structures condition children’s active participation, and children’s active participation can enhance structural change in social systems, through the implementation of promotional communication systems. The paper highlights the following paradox: the relevance of children’s action for social change depends on the relevance of adults’ action in promoting children’s actions. This theoretical perspective is exemplified in the case of promotion of children’s active participation in the education system through the empirical analysis of cases of videotaped and transcribed interactions, highlighting facilitation systems of classroom communication. The analyzed data are based on a field research in Italian classrooms regarding a specific methodology of facilitation of communication. The analysis of these data shows the ways in which the facilitation system creates the paradoxical relationship between structures that condition children’s active participation and children’s active participation that enhances structural change. The paper highlights a new way of dealing with children’s participation, based on a social constructionist, systemic, and interactionist approach.