Integrated Education for Resilient Urban Adaptation: Wildfire Risk Reduction in Australia

Abstract

Urban and regional planning education seeks, often through highly applied teaching, to develop students’ abilities allowing them to work meaningfully on emergent urban and regional issues. However, it is relatively uncommon that education itself develops alongside government policy and research agendas. This paper documents the development of a new tertiary wildfire management qualification prepared in partnership with planning and building agencies after the devastating 2009 Victorian wildfires. It is argued that the process of developing educational outcomes in this case paralleled an interactive and ongoing agenda of research, policy development and education that represents adaptive-ness facilitating resilience as learning and institutional change.     

A communicative planning approach to combat graduate unemployment in Saudi Arabia

Abstract

This paper introduces and critically reviews the Saudi education and unemployment situation. It sets out the specialized nature of issues regarding education and unemployment which are seldom found in other countries. The governmental efforts and subsequent results in the employment sectors are investigated to illustrate the reasons behind prevailing and expected future graduate unemployment. In addition, this paper proposes the application of a combination of a rational planning model and the concept of communicative rationality in solving the problem of graduate unemployment in Saudi Arabia. It asserts the need for comprehensive data on the nature and magnitude of unemployment, and adequate consultation with all the stakeholders including the private sector. A brief survey conducted among the graduates of King Fahd University of Petroleum &; Minerals (KFUPM) reveals that, while they are competent and easily absorbed into the market, the scenario is not the same for other educational institutions. Similar studies for other educational institutions will facilitate an understanding of the extent of coordination with the job market. A study is being conducted to enhance the creation of a link between the market demand for educational programs and programs offered by educational institutes.     

e-Participation: Comparing Trends in Practice and the Classroom

This article reports an assessment of the growing use of Internet-based public participation methods, e-participation, in planning practice and university-level planning education in the USA. After documenting results from case study reviews of practice and a web-based survey of planning faculty, a comparative analysis reveals that academic programs are incorporating a range of e-participation tools; however, there is a need to increase curricula content to mirror trends in planning practice. The article concludes with recommendations on how to build on the strengths and to address the weaknesses observed in this study to better prepare students for the demands of planning practice.     

Educating spatial planners for the age of co-creation: the need to risk community,science and practice involvement in planning programmes and curricula

Abstract

Planners are often billed as leaders and change agents of the (un)built environment. It is, however, important to recognize that they are in reality only one of many players in a sea of actors involved in shaping future developments and projects. Plans and interventions today are co-created and in fact co-evolve relying as much on the input, cooperation and actions of inhabitants, users, developers, politicians as on expert planners and a wide variety of other professions. In this introductory section, we, as editors of this special issue, posit that planners therefore require skills for co-creation drawing on science and working with other disciplines. In turn, planning programmes and curricula need to incorporate learning and teaching approaches that prepare students in higher education for working in co-creation settings by purposefully exposing them to learning environments that involve community, science and practice. The collection of papers, which were presented initially at the 2014 Association of European Schools of Planning congress in Utrecht hereafter showcase curriculum developments and pedagogical research of planning educators from different world regions that in the round shed light on a variety of issues and challenges of embedding learning and teaching for co-creation and co-evolution. In particular, we elaborate on the tensions of employing transformational yet high-risk pedagogies in higher education settings that are becoming increasingly risk-averse and streamlined and we suggest an agenda for planning curriculum development.     

Corporate strategic planning in a university

This paper reviews the relevance of key constituents in modern corporate strategic planning to policy determination in universities. The emphasis is on corporate policy making at the level of the individual institution, not the universities or higher education as a whole. From the outset it is assumed that a university has a measure of autonomy within a wider negotiated environment of which the universities, as a group, are a sector for negotiating purposes. There are therefore important elements in the working of any university that are bound not only by general laws and customs but by specific standard policies, practices and conditions applicable to all universities within a country, e.g. salary and wage-scales.First the environment of universities is examined to ascertain the relevance of such an approach to their problems before passing to an appreciation of their unique features in terms of decision-taking and adaptability. Only in the light of this survey is an attempt then made to concentrate on the particular issues which a university may have to resolve and to which such longer term planning can make a contribution.Inevitably this paper is coloured by the experiences and observations of the author when involved in two U.K. institutions that have undergone rapid growth and change at a pace previously unprecedented in the history of higher education in the United Kingdom. This experience has been shared by many universities and replicated in other higher educational institutions such as polytechnics.     

Skill Acquisition in the Informal Economy and Schooling Decisions: Evidence from Emerging Economies

Informal jobs offer skill acquisition opportunities that may facilitate a future switch to formal employment for young workers. In this sense, informal training on the job may be a viable alternative to formal schooling in an economy with a large and diverse informal sector. In this paper, I investigate if these considerations are relevant for the schooling decisions of young individuals using panel data for 17 Latin American countries and micro‐level data for Turkey. Specifically, I ask if the prevalence of informal jobs distorts schooling attainment. I concentrate on three measures of schooling outcomes: (1) secondary education enrollment rate; (2) out‐of‐school rate for lower secondary school; and (3) tertiary education graduation rate. I find that the secondary education enrollment rate is negatively correlated with the size of the informal economy, whereas the out‐of‐school rate is positively correlated. Moreover, the tertiary education graduation rates tend to fall as the informal employment opportunities increase. This means that informal training on the job may be crowding out school education in developing countries. Policies that can potentially affect the size of the informal sector should take into consideration these second‐round effects on aggregate schooling outcomes.     

Planning in Nigerian business

This article focuses on two specific areas of Corporate Planning in Nigeria, i.e. what are the special problems of planning in a less developed economic environment and how have these problems affected the practice of corporate planning in such an economy? The author reviews the planning environment in Nigeria and finds that formal corporate planning is fairly widespread, a reflection of their association with multinational companies in many cases.     

Educational Landscapes and Urban Development. Contextual and Spatial Interfaces and Linkages

In the broad sociopolitical discussion on education quality within the last decade, it has become apparent that education is gaining importance for urban development, as well as space and the urban context are important dimensions of education. This becomes particularly evident in concepts for local educational landscapes (Ger. Bildungslandschaften). The young field of research on educational landscapes is currently lacking empirical research from spatial and planning sciences. In the paper, the current state of scientific research on educational landscapes in Germany and Europe and first insights to contextual and spatial interfaces and linkages between education and urban development in general are presented.     

MANAGEMENT INFORMATION SYSTEMS CURRICULA: STATE-OF-THE-ART*

Business and business/management schools were surveyed to determine the characteristics of management information systems (MIS) curricula. All academic degree levels–Bachelors, Masters, and Doctorate–were investigated. An encouraging 82% response from 260 academic institutions queried lends credibility to findings reported. These survey results should provide insights for the development of new and/or revised MIS curricula. They also indicate opportunities for expanding enrollments. The MIS field, still in its infancy, has not yet stabilized. This is causing difficulties in planning curricula for this newly-evolving discipline. The MIS area within both the academic and business communities is undergoing constant and rapid change due to environmental and technological advancements. In order to insure curriculum relevance and properly trained personnel in this field, these areas must respond to these changes. Suggestions as to where and how this discipline should proceed must be based upon the currently existing situation.     

The new health care civilization: integration of physician land and manageria

Changes occurring in health care demand that physicians expand their professional knowledge and skills beyond the medical and behavioral sciences. Subjects absent from traditional medical education curricula, such as the economics and politics of health care, practice management, and leadership of professional organizations, will become important competencies, particularly for physicians who serve in management roles. Because physicians occupy a central role in planning and allocating medical care services and other health care resources, they must be better prepared to work with other health care professionals to create a new civilization, even if this means leaving the cloistered domain of "physician land" to serve as interface professionals between the delivery of medical services and the management of health care. Our research findings and conclusions strongly suggest that economic, management, and leadership competencies need to be incorporated into the professional development of physicians, especially in postgraduate and continuing education curricula.     

GRADUATE EDUCATION IN QUANTITATIVE METHODS IN THE AACSB SCHOOLS

The status of Quantitative Methods in business education is perhaps less “standard” and less understood than any other field. This is probably even more true at the graduate than at the undergraduate level. Courses which are normally considered to be Quantitative Methods courses are often housed in a wide range of departments. Some courses which would normally be classified as Quantitative Methods courses are also housed in colleges other than Business Administration. In order to determine the current status of graduate quantitative methods curricula in schools of business, a survey was made of the member institutions of the American Association of Collegiate Schools of Business. This paper presents the survey findings.     

Planning for teaching-resource requirements in colleges of technology

With the increasing demand for higher education, the educational planners need to know more clearly what resources are required to meet the expansion. Teachers are a major cost component and the purpose of this paper is to develop a model to show how various planning decisions affect teaching-resource requirements. The necessity for efficient utilisation of teachers becomes more acute as costs rise rapidly, thus straining the education budget. This study is based on two colleges of technology, one being a large complex college in Dublin, the other being a regional college catering for the much broader regional needs but with a generally lower enrolment in individual courses.     

Notwendigkeit,Ziele und Inhalte einer Ethik-Ausbildung in der Betriebswirtschaftslehre

Although business administration scholars in German-speaking countries increasingly engage in business ethics research, their business schools have so far not systematically included ethics related contents into their standard curricula. Based on an understanding of business administration as an applied discipline that should not shun the scientific discussion of normative statements, this article argues that our field needs to address ethical questions not only in research but also in teaching. The subsequent analysis addresses aims, contents, and methods of teaching business ethics in higher education. Rather than teaching students ‘moral truths’, the main aim of business ethics education is seen in providing students with a variety of theories, concepts, and tools that are able to support them in ethical decision processes, which they are likely to encounter in their management careers.     

Quality in K-12 education: Parameters for world class achievement

It is widely believed by the American public that quality education is an unattainable goal in American elementary and secondary schools. A recent survey of twelfth grade students in the thirteen leading developed countries showed that American students ranked thirteenth. Another recent survey concluded that 25 million of our citizens are functionally illiterate and that an additional 25 million have to update their skills and/or knowledge to remain competitive in today's marketplace. The federal government and some state governments have finally recognized the relatively poor condition of our present educational system and have set initiatives to corect the educational crisis that exists. The authors describe former President Bush's “America 2000: An Educational Strategy” and President Clinton's “GOALS 2000: Educate America”, both of which have desirable goals but lack an approach for reaching the target and fail to specify any type of accountability for non-achievement. The authors then compare the American education system to an industrial or service organization and attempt to define the “customer”. Once the “customer” is identified, Deming's principles for management are shown to apply to education as well as to manufacturing and other service organizations. In developing this paper, the authors focus on:

1. government, initiatives to improve the educational environment,
2. the views of leading experts on the applicability of total quality management concepts to education, and
3. the strides that have been made toward educational quality improvement by some schools.

A case study describing the benefits which have resulted from implementation of a total quality system at an inner-city suburban New York City K-12 school is then presented.     

In pursuit of a new 'enterprise' and 'entrepreneurship' paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge

The paper argues for a new approach to the study of entrepreneurship and a new paradigm as a basis for entrepreneurship education. It also argues that such an approach is unlikely to come from university business schools. It needs an organisational revolution which, however, can be managed within a university as a whole. The paper is divided into two parts. The first explores the political imperative in Europe for development of the ‘enterprise culture’ and attributes this mainly to pressures for greater international competitiveness. The educational response is then examined and, with the help of a number of recent surveys, some of the key issues pertaining to the development of entrepreneurship education in higher education institutions in the UK and Europe are reviewed. The second part attempts to address the imperative at a more conceptual level. The pursuit of entrepreneurial behaviour is seen as a function of the degree of uncertainty and complexity in the task and broader environment and/or the desire of an individual, in pursuit of an opportunity or problem solution, to create it. It is argued that the key trigger for the growing interest in entrepreneurship is globalization. The way in which this has impacted on the role of the state, the organization of business activity and public services and on individuals to create greater uncertainty and complexity in the environment is explored. This leads to a conclusion that a wide range of stakeholders are being confronted with the need for entrepreneurial behaviour, for example, priests, doctors, teachers, policemen, pensioners and community workers and, indeed, potentially everyone in the community. Entrepreneurship is therefore not solely the prerogative of business. It follows that the traditional focus of entrepreneurship education on business, and new venture management in particular, provides an inadequate basis for response to societal needs. Moreover, the pervasive ideology of the ‘heroic’ entrepreneur can be seen as a dysfunctional when viewed against the needs of a wider community. The wider notion of ‘enterprise’ is therefore introduced as a means of moving away from the hitherto narrow paradigm. How this relates to the development of the individual and the design of enterprising organizations is explored. The paper explores the challenge of this broader context by reference to a number of issues central to the globalization debate including: culture, market liberalization, forms of governance and democracy. It then links these with the ontological and epistemological challenge to education. It concludes with discussion as to how this relates to the traditional concept of a university and argues that universities as a whole are in a much better position to respond to the challenge than are business schools.     

France's Almost Public Private Schools

This article uses a large and detailed dataset to characterize the enrollment and educational performance of regulated and subsidized French private schools. Individual ability reduces the probability of private secondary schooling. Structural models indeed find that both observable and unobservable initial ability matter less in private than in State schools for successful secondary school completion and access to tertiary education.     

Important Strategic and Tactical Manufacturing Issues in the 1990s*

This paper reports the identification and ranking of major manufacturing issues that American manufacturing managers and academics must focus on and resolve in the 1990s to be competitive on a global basis. Vice-presidents of manufacturing from over 75 companies across the United States were asked in a Delphi study to rank the key strategic and tactical issues facing American manufacturing in the next three to five years. Based on three rounds of a Delphi study, quality management, manufacturing strategy, and process technology emerged as the top ranked strategic issues. The top ranked tactical issues were quality control, manufacturing planning and control systems, and work force supervision. These issues were valid across diverse industry groups, since the industrial and educational background of the respondents was shown to have no impact on the final consensus rankings and opinions reported in this paper. Factor analysis of the responses by the panel revealed that certain issues tend to be consistently viewed together, and were interpreted accordingly to provide insights into the ranking of issues. Apart from building a consensus among experts on key manufacturing issues of present and future importance, this study can also be helpful for setting future academic research and pedagogical priorities for the field of production and operations management.     

Survey of manufacturing curricula from around the world

In the manufacturing organization cost or more specifically cost reduction is an everyday obsession with managers and engineers. To compete globally and win new contracts, manufacturing firms need to learn how to be responsive, lean and efficient. On the other hand, in order to retain and motivate workers, improve systems efficiency and conform to various regulations including health, safety and the environment, manufacturing firms need to continuously invest. Both opposing pressures create a challenging environment for manufacturing managers and engineers. This paper introduces research into how the manufacturing environment is changing and in particular the type of issues that manufacturing managers and engineers need to learn. The paper presents the first results of a study being conducted by a number of academic institutions and industries from around the world into manufacturing education issues. The principle aim of the research consortium is to anticipate the needs of manufacturing organization of the future and to provide a framework for curriculum development within universities that meet these needs. This paper specifically outlines the results of a study of existing manufacturing curricula from around the world and takes an in-depth look at four recently developed masters programmes.     

The same but different: HRD master’s programmes in the United States

In this study, we examined the curricular and institutional characteristics of HRD master’s programmes in the United States. Our sample included 108 programmes in 100 institutions that were self-identified as HRD programmes. Among our findings: (1) fewer programmes were located in schools of education (44%) and more were located in schools of business (28%) than indicated by previous research; (2) there was greater homogeneity in curriculum among programmes in the same institutional locations (e.g. schools of education or schools of business) and greater variation among programmes in different institutional locations; (3) the curriculum of programmes located in schools of education tended to focus on traditional educational topics such as adult learning and instructional design, while the curriculum of programmes located in school of business tended to focus on management topics such as organization development, staffing and employment law. Our findings suggest that the nature of HRD as an academic subject varies with institutional location, as do the skill sets of students who graduate from HRD programmes. Future research should take these differences into account.     

Trends and developments in management education: A comparative view

The development of human resources is considered to be a vital tool for implementing corporate strategies and change. With respect to this, management education is of particular importance.Based on his recent survey, Karlheinz Schwuchow presents some main points and issues relevant for management education undertaken by business schools and management institutes. First he describes the market for external management education which faces increasing competition. Subsequently, certain factors relevant for the success of management programmes and differences that became evident between Europe and the US are discussed. The article concludes with a look at innovative concepts and methods in management education.