Search results

This chapter brings new knowledge on the effects of transformation in metropolitan and urban ruralities, as well as focus on social sustainability in these localities. The case study Sundom, Vaasa, Finland, highlights areas under pressure of transformation. ‘Metropolitan ruralities’ is used here as an umbrella concept, subdivided into metropolitan ruralities and smaller (non-metropolitan) urban ruralities. Qualitative and quantitative research methods are combined in a triangular study. An octagon figure (Fig. 4), including the main variables of the triangular study, is configured, to visualize different variables as a whole. The statistical material is more limited in urban ruralities – for example fewer property trades, less inhabitants and fewer voters – which make these case studies more vulnerable for the impact of extremes. The core of the chapter is to study how and if current global trends in metropolitan ruralities are visible in localities further down the urban scale. A stricter rural gentrification is expected in metropolitan ruralities than in urban ruralities, as the Sundom case exemplifies transformation with mild gentrification. Both metropolitan and urban ruralities are considered ‘breeding grounds’ for new rurban identities, with variations on an urban-rural scale. Metropolitan ruralities are expected to attract more exurbanite migrants, and urban ruralities attract more ‘exruralite’ migrants. This chapter also outlines some practical and social implications, argues for strengthening social sustainability in metropolitan ruralities and puts some much needed focus on transformation in metropolitan as well as non-metropolitan urban ruralities.

This paper aims to examine implicit leadership theory (ILT) among Malaysian managers and the impact of the gap between the ILT and actual leader behavior on leader‐member exchange (LMX) quality.

A survey of 137 Malaysian managers working under the supervision of Malaysian and Japanese superiors in five Japanese multi‐national corporations (MNCs) in Malaysia was conducted to test the hypotheses of this study.

The results reveal that there is a distinct Malaysian ILT. It also found that there are differences in the ILT of different ethnic groups in Malaysia. Contrary to expectations, there is no significant difference in the leadership expectation gap among managers reporting to superiors from the same background compared to superiors from a different nationality and ethnic background. Duration of managers' relationship with their superior have a moderating effect on the relationship between leadership expectation gap and LMX quality.

The findings of this study can serve practitioners in organizational and leadership development by contributing to the awareness that ILT affects the quality of a leader's exchange within his or her followers.

This paper contributes to the literature by providing a first insight on ILT in the Malaysian context, particularly on the variation across the main ethnic groups in the country.

The purpose of this paper is to gain a deeper understanding of crisis management at the Swedish Government office level in an international crisis by using a multiperspective approach, and paying particular attention to factors contributing favorably to the management process.

The Eyjafjallajökull volcano eruption on Iceland in 2010 was accompanied by an ash cloud that caused serious air traffic problems in large parts of Europe. Interviews were conducted with seven high-level informants at the Swedish Government offices and two informants at the Swedish Aviation Authority. An interview guide inspired by governance, command and control, and leadership perspectives was used.

A Crisis Coordination Secretariat, organizationally placed directly under the prime minister, coordinated the operation. A combination of mandate (hard power) and social smoothness (soft power) on part of the Crisis Coordination Secretariat contributed to confidence building and a collaboration norm between the ministries, and between the ministries and their underlying agencies. Preparatory training, exercises and a high level of system knowledge on part of the Crisis Coordination Secretariat – contextual intelligence – also contributed to a favorable crisis management.

The study relies on retrospective self-report data only from a limited group of informants making generalizations difficult.

The organizational positioning of the Crisis Coordination Secretariat directly under the prime minister gave its members formal authority. These members in turn skillfully used social flexibility to build confidence and a will to collaborate. This combination of hard and soft power is recommended.

The multiperspective approach used when designing the interview guide and when interpreting the responses was new as well as the focus on factors contributing to crisis management success.

There is a growing demand in industry for engineering graduates who can think “sustainably.” However, there are many barriers to developing assessment that fosters sustainability learning in engineering classrooms. There is no consensus on the definition of sustainability and its key competencies and teaching resources are limited.

Staff are unclear about what to teach, how to teach, and how to assess learning. Assessment is an integral part of teaching and learning and should be planned from the earliest stages, but this is rarely done. Engineering relies heavily on traditional assessments such as tests and examinations, but these are known to encourage surface learning. Sustainability is complex, multidisciplinary, and needs context, which requires higher-order thinking characteristic of deep learning.

Current assessment types for sustainability include examinations, case study, concept maps, and project-based learning. However, more research is needed to develop best practice assessments. Recommendations for teaching approach are to use a rigorous approach to instructional design, use a systems approach, and use a teaching model that promotes deep learning, incorporates context, and promotes alignment of learning objectives and assessment. Community-oriented assessments are recommended that feature the interdisciplinarity and complexity of sustainability and promote higher-order thinking.

Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers' perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven University of Technology and describes the development and use of two educational resources aimed to facilitate conceptualization, design, and research of CBL for curriculum designers and teachers. The first resource is a set of CBL design principles for framing the variety of CBL and providing teachers with advice about how to develop CBL courses within an overall CBL curriculum. The second resource is a curriculum-mapping instrument called the CBL compass, which aims at mapping CBL initiatives and identifying gaps, overlaps, and misalignments in CBL implementation at a curriculum level. Both CBL design principles and the CBL compass have been developed by combining insights from theory and practical examples of CBL at TU/e into a higher order model of vision, teaching and learning, and support. We discuss the two educational instruments and showcase their application in the Eindhoven Engineering Education (E³) program, and we discuss preliminary findings and insights. The chapter concludes with recommendations for future practice and research.

Abusive supervision is associated with many detrimental consequences. In this theory-review chapter, we extend the abusive supervision literature in two ways. First, we argue that more attention needs to be given to the emotion contagion processes between the leader and followers. More specifically, leaders’ negative affect can lead to followers’ experiences of negative affect, thereby influencing followers’ perception of abusive supervision. Second, we explore how employees draw upon their cognitive prototypes of an ideal leader or Implicit Leadership Theories (ILTs) to evaluate leader behaviors. In this regard, we argue that ILTs can influence the (negative) emotional contagion process between the leaders’ negative affect and followers’ perception of abusive supervision. In our proposed model, leaders’ expressions of negative affect, via emotional contagion, influence followers’ negative affect, perception of abusive supervision, and two behavioral responses: affect- and judgment-driven. The negative emotional contagion process between the leader and followers also differs depending on followers’ susceptibility to emotional contagion and their ILTs. We conclude by discussing the theoretical and practical implications of our model.

The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses.

A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum.

There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re‐orientation are more likely to be successful than calls for radical, transformational models.

Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt‐on approaches.

The treatment of ESD in STEM subjects is relatively under‐developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM‐related subjects are integral to sustainable development and therefore STEM education must be re‐oriented to sustainable development.

The purpose is to develop a work-integrated learning (WIL) model for university-society research collaboration facilitating societal impact toward short lag yet sustainable societal impact for local innovation.

The methodology applied was engaged scholarship based on a WIL approach involving a network of collaborating partners from different sectors of society and cross-disciplinary university researchers. Mixed data collection methods were applied.

Conceptualization of university-society research collaboration for local innovation is presented as a WIL model including the elements of continuity and commitment, coordination, communication and relationships, trust, courage and creativity and co-creation opportunities. Short lag societal impact as local innovation was identified as product and process innovations.

Further validation of the model is encouraged for the model to be viable in various contexts and to generate different kinds of societal impact.

The model may act as a governing tool for project management to facilitate co-creative and short lag societal impact for local innovation to ensure that engaged and learning activities are embedded in the collaborative process.

The model has implications for inclusiveness and co-creation fostering transparency, respect and mutuality in university-society research collaboration and to equate both academic and practice knowledge.

The conclusions drawn support the understanding of a WIL approach practicing engaged scholarship in research collaborations. The main theoretical and practical contributions of the article are the conceptual model for university-society research collaboration generating short lag societal implications and local innovation.

This chapter aims to establish a positive vision for the technology-enhanced learning design field. It commences by summarizing the current state of technology-enhanced learning research, as established by the previous analysis, in order to clarify the foundations upon which the field can build. The future of learning technology is considered, in the first instance, by extrapolating trends in information and communication technologies throughout history. This process showcases how the most impactful technologies are those that bring information closer to us, support sharing, and offer more visceral learning experiences. The nature of learning technology trends occurring in recent Horizon Reports, for instance, gesture-based computing, augmented reality, Massive Open Online Courses, and table computing, are analyzed and explained in terms of Roger’s Diffusion of Innovation Theory and Gartner’s Hype Cycle. This leads to identifying teachers as the critical lynch pin in order for society to derive greatest educational benefit from the exponential advances in technology. Consequently, support for educators is argued as essential. Into the future the learning technology field will only optimize its progress if educators and researchers work together to understand design issues and possibilities. Directions forward for educators and researchers are proposed, emphasizing a research-driven, pedagogically focused, creative, and collaborative approach to technology-enhanced learning design.

This paper aims to present a comprehensive perspective on how tribology and sustainability are related and intertwined and are linked to CO₂ emissions. This paper emphasizes on how tribological aspects affect everybody’s life and how tribological research and progress can improve energy efficiency, sustainability and quality of life.

Based upon available data and predictions for the next 50 years, the potential of tribological research and development is addressed.

The effects of tribological design can significantly increase energy savings and reduce CO₂ emissions. Taking advantage of tribological technologies and applying them to current infrastructure would have the largest energy savings coming from the transportation and power generation at 25% and 20%, respectively. Implementing these technologies can also cut down global CO₂ emissions by about 1,460 megatons of CO₂ per year in the immediate future and 3,140 megatons of CO₂ per year in the long term. The extraction and processing of resources inevitably generates CO₂. Doubling the lifetime of machine components and the use of circular economy reduces the material footprint with associated reductions in CO₂.

This perspective summarizes concisely the interrelation of tribology and sustainability with CO₂.

The peer review history for this article is available at: https://publons.com/publon/10.1108/ILT-09-2020-0356/