Scaling Success: Lessons from Adaptation Pilots in the Rainfed Regions of India

"Scaling Success" examines how agricultural communities are adapting to the challenges posed by climate change through the lens of India's rainfed agriculture regions. Rainfed agriculture currently occupies 58 percent of India's cultivated land and accounts for up to 40 percent of its total food production. However, these regions face potential production losses of more than $200 billion USD in rice, wheat, and maize by 2050 due to the effects of climate change. Unless action is taken soon at a large scale, farmers will see sharp decreases in revenue and yields.Rainfed regions across the globe have been an important focus for the first generation of adaptation projects, but to date, few have achieved a scale that can be truly transformational. Drawing on lessons learnt from 21 case studies of rainfed agriculture interventions, the report provides guidance on how to design, fund and support adaptation projects that can achieve scale

Mapping and Developing Service Design Research in the UK.

This report is the outcome of the Service Design Research UK (SDR UK) Network with Lancaster University as primary investigator and London College of Communication, UAL as co-investigator. This project was funded as part of an Arts and Humanities Research Council Network grant. Service Design Research UK (SDR UK), funded by an AHRC Network Grant, aims to create a UK research network in an emerging field in Design that is Service Design. This field has a recent history and a growing, but still small and dispersed, research community that strongly needs support and visibility to consolidate its knowledge base and enhance its potential impact. Services represent a significant part of the UK economy and can have a transformational role in our society as they affect the way we organize, move, work, study or take care of our health and family. Design introduces a more human centred and creative approach to service innovation; this is critical to delivering more effective and novel solutions that have the potential to tackle contemporary challenges. Service Design Research UK reviewed and consolidated the emergence of Service Design within the estalished field of Design

Market-based Approaches to Environmental Management: A Review of Lessons from Payment for Environmental Services in Asia

Market-based approaches to environmental management, such as payment for environmental services (PES), have attracted unprecedented attention during the past decade. PES policies, in particular, have emerged to realign private and social benefits such as internalizing ecological externalities and diversifying sources of conservation funding as well as making conservation an attractive land-use paradigm. In this paper, we review several case studies from Asia on payment for environmental services to understand how landowners decide to participate in PES schemes. The analysis demonstrates the significance of four major elements facilitating the adoption and implementation of PES schemes: property rights and tenure security, transaction costs, household and community characteristics, communications, and the availability of PES-related information. PES schemes should target win-win options through intervention in these areas, aimed at maintaining the provision of ecological services and improving the conditions for local inhabitants

The role of public policy in stimulating radical environmental impact reduction in the automotive sector: The need to focus on product-service system innovation

This is the post-print version of the Article. The official published version can be accessed from the link below - Copyright @ 2010 InderscienceProduct-service system (PSS) innovation is a promising approach to address sustainability challenges in the automotive industry. Starting form this assumption, this paper presents and discusses the potential contribution that policy measures can have in fostering the automotive sector in innovating on a PSS level. A set of policy instruments (general instruments and specific PSS-targeted ones) are presented and classified, underlining the effects they could produce at the company and environmental levels. In order to effectively support sustainable PSS diffusion in the automotive industry, the paper suggests the integration of general policy measures (such as internalisation of external costs, extended producer responsibility programmes and informative policies), with the PSS-targeted ones (such as Green Public Procurement focused on sustainable PSS, support of companies in acquiring information related to PSS, support of demonstrative pilot projects). In addition, the paper suggests the necessity to involve actively universities and research centres

Strategic Research Agenda for organic food and farming

The TP Organics Strategic Research Agenda (SRA) was finalised in December 2009. The purpose of the Strategic Research Agenda (SRA) is to enable research, development and knowledge transfer that will deliver relevant outcomes – results that will contribute to the improvement of the organic sector and other low external input systems. The document has been developed through a dynamic consultative process that ran from 2008 to 2009. It involved a wide range of stakeholders who enthusiastically joined the effort to define organic research priorities. From December 2008 to February; the expert groups elaborated the first draft. The consultative process involved the active participation of many different countries. Consultation involved researchers, advisors, members of inspection/certification bodies, as well as different users/beneficiaries of the research such as farmers, processors, market actors and members of civil society organisations throughout Europe and further afield in order to gather the research needs of the whole organic sector

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo