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John Colvin Chris Blackmore Sam Chimbuya Kevin Collins Mark Dent John Goss Ray Ison Pier Paolo Roggero Giovanna Seddaiu 《Research Policy》2014
Processes of designing for systemic innovation for sustainable development (SD) through the lens of three long-term case studies are reported. All case studies, which originated from the SLIM (Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale) Project, funded within the EU Fifth Framework Program (2001–2004), constitute inquiry pathways that are explored using a critical incident approach. The initial starting conditions for each inquiry pathway are compared; significant pathway dependencies are identified which foster the development of social learning processes locally, but constrain their uptake and embedding across the wider system of interest. In the first case study, in England & Wales, promising developments in the application of social learning approaches to river basin planning over an initial 3-year period were subsequently marginalised, only to resurface towards the end of the 10-year period of study. In the second, South African case study, significant spaces for social learning and innovation in integrated water resources management were opened up over a five year period but closed down again, primarily as the result of lack of policy support by national government. The third, Italian, case study was designed to assess options for adapting to climate change by opening up new learning spaces between researchers, stakeholders and policy makers. A case for investing in local level systemic innovation through social-learning praxis design approaches and in learning processes around well contextualised case-studies is supported. However, concomitant investment by policy makers in social learning as an alternative, but complementary, governance mechanism for systemic innovation for SD is needed. 相似文献
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Consumption efficiency and spectator attendance 总被引:1,自引:1,他引:0
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Shiju Sam Varughese 《Minerva》2012,50(2):239-254
The paper offers a political-philosophical analysis of the state and publics in the age of technoscience to propose three distinct categories of publics: scientific-citizen publics constituted by civil society, quasi-publics that initiate another kind of engagement through the activation of ??political society,?? and non-publics cast outside these spheres of engagement. This re-categorization is possible when the central role of the state in its citizens?? engagement with technoscience is put upfront and the non-Western empirical contexts are taken seriously by Science, Technology and Policy (STP) studies. The paper argues that in most of the world the state maintains a political contract with technoscience to form a functional coupling as the state-technoscience duo, which shapes public engagement with science through different functional modalities of government. Civil society is the sphere of legitimate engagement and participation in technoscientific issues for the scientific-citizen publics. The quasi-publics choose to be in the shady zone of political society establishing a paralegal relationship with the state-technoscience duo, while the non-publics come into being due to conditions of extra-legality created by the duo. The non-publics are implicated in the political community paradoxically as an excluded category who cannot be included in deliberation because of their status as being expelled from political community in a ??state of exception.?? The paper proposes that the scientific-citizen publics are mobilized in contrast to the quasi-publics and with reference to the non-publics, helping STP studies to identify the ??missing masses?? of technoscience. 相似文献
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Sam Shields 《Teaching in Higher Education》2013,18(6):614-624
This paper explores the emotional responses that assignment feedback can provoke in first-year undergraduates. The literature on the link between emotions and learning is well established, but surprisingly research on the relationship between emotions and feedback is still relatively scarce. This article aims to make an additional contribution to this emerging field. Semi-structured interviews with 24 first-year undergraduate students from the Humanities and Social Sciences department in a post-1992 institution were conducted. The interview narratives identified how the emotional impact of feedback was related to: prior experiences of education, the significance participants attached to the feedback received on their first assignment and how their interpretations of feedback comments were linked to beliefs about themselves as learners. The implications of these experiences on student ‘belonging’ and learning are discussed. The underlying themes that emerged from the findings are the polarised emotions of anxiety and confidence. Based on the findings, the paper concludes by making recommendations for reconceptualising feedback on first-year assignments. It suggests that a holistic assessment approach, which incorporates timely feedback indicating if students are ‘on the right lines’ with low-stakes assignments, is a practice that may both reduce anxiety and increase confidence to support students. 相似文献