8,001 research outputs found
A Design Science Research Approach to Smart and Collaborative Urban Supply Networks
Urban supply networks are facing increasing demands and challenges and thus constitute a relevant field for research and practical development. Supply chain management holds enormous potential and relevance for society and everyday life as the flow of goods and information are important economic functions. Being a heterogeneous field, the literature base of supply chain management research is difficult to manage and navigate. Disruptive digital technologies and the implementation of cross-network information analysis and sharing drive the need for new organisational and technological approaches. Practical issues are manifold and include mega trends such as digital transformation, urbanisation, and environmental awareness.
A promising approach to solving these problems is the realisation of smart and collaborative supply networks. The growth of artificial intelligence applications in recent years has led to a wide range of applications in a variety of domains. However, the potential of artificial intelligence utilisation in supply chain management has not yet been fully exploited. Similarly, value creation increasingly takes place in networked value creation cycles that have become continuously more collaborative, complex, and dynamic as interactions in business processes involving information technologies have become more intense.
Following a design science research approach this cumulative thesis comprises the development and discussion of four artefacts for the analysis and advancement of smart and collaborative urban supply networks. This thesis aims to highlight the potential of artificial intelligence-based supply networks, to advance data-driven inter-organisational collaboration, and to improve last mile supply network sustainability. Based on thorough machine learning and systematic literature reviews, reference and system dynamics modelling, simulation, and qualitative empirical research, the artefacts provide a valuable contribution to research and practice
A Decision Support System for Economic Viability and Environmental Impact Assessment of Vertical Farms
Vertical farming (VF) is the practice of growing crops or animals using the vertical dimension via multi-tier racks or vertically inclined surfaces. In this thesis, I focus on the emerging industry of plant-specific VF. Vertical plant farming (VPF) is a promising and relatively novel practice that can be conducted in buildings with environmental control and artificial lighting. However, the nascent sector has experienced challenges in economic viability, standardisation, and environmental sustainability. Practitioners and academics call for a comprehensive financial analysis of VPF, but efforts are stifled by a lack of valid and available data.
A review of economic estimation and horticultural software identifies a need for a decision support system (DSS) that facilitates risk-empowered business planning for vertical farmers. This thesis proposes an open-source DSS framework to evaluate business sustainability through financial risk and environmental impact assessments. Data from the literature, alongside lessons learned from industry practitioners, would be centralised in the proposed DSS using imprecise data techniques. These techniques have been applied in engineering but are seldom used in financial forecasting. This could benefit complex sectors which only have scarce data to predict business viability.
To begin the execution of the DSS framework, VPF practitioners were interviewed using a mixed-methods approach. Learnings from over 19 shuttered and operational VPF projects provide insights into the barriers inhibiting scalability and identifying risks to form a risk taxonomy. Labour was the most commonly reported top challenge. Therefore, research was conducted to explore lean principles to improve productivity.
A probabilistic model representing a spectrum of variables and their associated uncertainty was built according to the DSS framework to evaluate the financial risk for VF projects. This enabled flexible computation without precise production or financial data to improve economic estimation accuracy. The model assessed two VPF cases (one in the UK and another in Japan), demonstrating the first risk and uncertainty quantification of VPF business models in the literature. The results highlighted measures to improve economic viability and the viability of the UK and Japan case.
The environmental impact assessment model was developed, allowing VPF operators to evaluate their carbon footprint compared to traditional agriculture using life-cycle assessment. I explore strategies for net-zero carbon production through sensitivity analysis. Renewable energies, especially solar, geothermal, and tidal power, show promise for reducing the carbon emissions of indoor VPF. Results show that renewably-powered VPF can reduce carbon emissions compared to field-based agriculture when considering the land-use change.
The drivers for DSS adoption have been researched, showing a pathway of compliance and design thinking to overcome the âproblem of implementationâ and enable commercialisation. Further work is suggested to standardise VF equipment, collect benchmarking data, and characterise risks. This work will reduce risk and uncertainty and accelerate the sectorâs emergence
A Comparative Study on Studentsâ Learning Expectations of Entrepreneurship Education in the UK and China
Entrepreneurship education has become a critical subject in academic research and educational policy design, occupying a central role in contemporary education globally. However, a review of the literature indicates that research on entrepreneurship
education is still in a relatively early stage. Little is known about how entrepreneurship education learning is affected by the environmental context to date. Therefore, combining the institutional context and focusing on studentsâ learning expectations as
a novel perspective, the main aim of the thesis is to address the knowledge gap by developing an original conceptual framework to advance understanding of the dynamic learning process of entrepreneurship education through the lens of self-determination theory, thereby providing a basis for advancing understanding of entrepreneurship education.
The author adopted an epistemological positivism philosophy and a deductive approach. This study gathered 247 valid questionnaires from the UK (84) and China (163). It requested students to recall their learning expectations before attending their entrepreneurship courses and to assess their perceptions of learning outcomes after taking the entrepreneurship courses. It was found that entrepreneurship education policy is an antecedent that influences students' learning expectations, which is
represented in the difference in student autonomy. British students in active learning under a voluntary education policy have higher autonomy than Chinese students in passive learning under a compulsory education policy, thus having higher learning
expectations, leading to higher satisfaction. The positive relationship between autonomy and learning expectations is established, which adds a new dimension to self-determination theory. Furthermore, it is also revealed that the change in studentsâ entrepreneurial intentions before and after their entrepreneurship courses is explained by understanding the process of a business start-up (positive), hands-on business start-up opportunities (positive), studentsâ actual input (positive) and tutorsâ academic qualification (negative).
The thesis makes contributions to both theory and practice. The findings have far reaching implications for different parties, including policymakers, educators, practitioners and researchers. Understanding and shaping students' learning expectations is a critical first step in optimising entrepreneurship education teaching and learning. On the one hand, understanding students' learning expectations of entrepreneurship and entrepreneurship education can help the government with educational interventions and policy reform, as well as improving the quality and delivery of university-based entrepreneurship education. On the other hand, entrepreneurship education can assist students in establishing correct and realistic learning expectations and entrepreneurial conceptions, which will benefit their future entrepreneurial activities and/or employment. An important implication is that this study connects multiple stakeholders by bridging the national-level institutional context, organisational-level university entrepreneurship education, and individual level entrepreneurial learning to promote student autonomy based on an understanding of students' learning expectations. This can help develop graduates with their ability for autonomous learning and autonomous entrepreneurial behaviour.
The results of this study help to remind students that it is them, the learners, their expectations and input that can make the difference between the success or failure of their study. This would not only apply to entrepreneurship education but also to
other fields of study. One key message from this study is that education can be encouraged and supported but cannot be âforcedâ. Mandatory entrepreneurship education is not a quick fix for the lack of university studentsâ innovation and
entrepreneurship. More resources must be invested in enhancing the enterprise culture, thus making entrepreneurship education desirable for students
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After Creation: Intergovernmental Organizations and Member State Governments as Co-Participants in an Authority Relationship
This is a re-amalgamation of what started as one manuscript and became two when the length proved to be more than any publisher wanted to consider. The splitting consisted of removing what are now Parts 3, 4, and 5 so that the manuscript focused on the outcome-related shared beliefs holding an authority relationship together. Those parts were last worked on in 2018. The rest were last worked on in late 2021 but also remain incomplete.
The relational approach adopted in this study treats intergovernmental organizations and the governments of member states as co-participants in an authority relationship with the governments of their member states. Authority relationships link two types of actor, defined by their authority-holder or addressee role in the relationship, through a set of shared beliefs about why the relationship exists and how the participants should fulfill their respective roles. The IGO as authority holder has a role that includes a right to instruct other actors about what they should or should not do; the governments of member states as addressees are expected to comply with the instructions. Three sets of shared beliefs provide the conceptual âglueâ holding the relationship together. The first defines the goal of the collective effort, providing both the rationale for having the authority relationship and providing a lode star for assessments of the collective effortâs success or lack of success. The second set defines the shared understanding about allocation of roles and the process of interaction by establishing shared expectations about a) the selection process by which particular actors acquire authority holder roles, b) the definitions identifying one or more categories of addressees expected to follow instructions, and c) the procedures through which the authority holder issues instructions. The third set focus on the outcomes of cooperation through the relationship by defining a) the substantive areas in which the authority holder may issue instructions, b) the bases for assessing the relevance actions mandated in instructions for reaching the goal, and c) the relative efficacy of action paths chosen for reaching the goal as compared to other possible action paths.
Using an authority relationship framework for analyzing cooperation through IGOs highlights the inherently bi-directional nature of IGO-member government activity by viewing their interaction as involving a three-step process in which the IGO as authority holder decides when to issue what instruction, the member state governments as followers react to the instruction with anything from prompt and full compliance through various forms of pushback to outright rejection, and the IGO as authority holder responds to how the followers react with efforts to increase individual compliance with instructions and reinforce continuing acceptance of the authority relationship. Foregrounding the dynamics produced by the interaction of these two streams of perception and action reveals more clearly how far intergovernmental organizations acquire capacity to operate as independent actors, the dynamic ways they maintain that capacity, and how much they influence member governmentsâ beliefs and actions at different times. The approach fosters better understanding of why, when, and for how long governments choose cooperation through an IGO even in periods of rising unilateralism
A Consideration of Cooperative Learning to Enhance Pre-service Teachersâ Achievement in Tertiary English as a Foreign Language (EFL) Classrooms in Thailand
Cooperative learning has become a popular instructional practice around the world. It requires students working together in small groups to help support each other in maximising their own learning as well as that of others to accomplish a shared goal. A cooperative learning method, especially, Student Teams Achievement Divisions (STAD) developed by Slavin (1982) was implemented in the study. The study investigated the effectiveness of cooperative learning to enhance the English achievement of EFL (English as a foreign language) students in tertiary teacher education in Thailand. It also examined participantsâ attitudes towards cooperative learning.
The study began with a structured review of existing empirical studies to establish whether STAD could be a promising method to use in developing English proficiency in EFL and ESL (English as a second language) contexts. The review also helped identify the challenges and barriers to implementing the method and informed the primary research in terms of achievement tests, instructor training, time allowance for team study and material preparation. The review and synthesis of 28 studies revealed several beneficial suggestions regarding cooperative learning implementation in normal educational settings. However, the credibility of the overall evidence was weak, with most studies involving key methodological flaws.
To examine the effectiveness of the method, a cluster randomised controlled trial (RCT) at the university level was used. The participants were 13 instructors and 614 students from 13 universities (forming 13 clusters). A total of eight universities that agreed to participate in the intervention were randomly assigned to experimental and control groups with four universities in each group. Another five universities agreed to complete the pre-test and post-test and are described in this thesis as an additional comparison group. The participating instructors were 13 Thai university instructors of English language from 13 Rajabhat Universities in Thailand. Their students were first-year pre-service teachers who were majoring in English in the Faculty of Education. The trial was carried out in one term consisting of 16 class sessions. The research instruments consisted of two parallel standardised English achievement tests, two attitude questionnaires (teacher and student) and classroom observations with ad hoc interviews.
The results showed that the use of cooperative learning in tertiary EFL classrooms in Thailand is feasible. In terms of attitudes, both instructors and students were generally positive towards cooperative learning and supported its activities.
Students in the treatment group did slightly better (ES = +0.09) when compared to all comparator groups. However, when considering the randomised experimental and control groups, the control group improved their post-test score (+0.26) while the experimental group declined (-0.20). Overall, cooperative learning showed no clear benefit for studentsâ English language achievement.
The process evaluation revealed the key factors that facilitated the implementation were teacher training and support, preparation and availability of teaching resources and materials, teachersâ positive attitudes and the duration of cooperative learning instruction. Some barriers were also found, including studentsâ negative attitudes, inappropriate classroom settings and facilities, and instructorsâ workload.
Unfortunately, since the study was carried out during the COVID-19 pandemic, none of the universities were able to complete the course of 16 classes as planned. The number of classes students could meet in their normal classroom conditions was approximately 8 to 12. Different modes of lesson delivery (face-to-face, online and hybrid) were also reported. A replication of the study is needed for a more accurate assessment of the STAD method.
Both the structured review and the cluster RCT suggest no strong evidence that the cooperative learning method, namely STAD, led to improved pre-service teachersâ English language achievement in Thailand. However, this does not necessarily mean the method does not work. The lack of impact might be due to the challenges faced in the delivery of the intervention during the pandemic. This was compounded by the lack of complete randomisation used in the study. It is, therefore, difficult to draw more definite conclusions about the effectiveness of STAD. It might be wise to conduct further robust evaluations involving a large number of educational institutions before any considerable investment can be made to introduce this method in higher education institutions in Thailand. In the meantime, there may be other approaches with a more promising evidence base which may enhance studentsâ English language achievement
Hunting Wildlife in the Tropics and Subtropics
The hunting of wild animals for their meat has been a crucial activity in the evolution of humans. It continues to be an essential source of food and a generator of income for millions of Indigenous and rural communities worldwide. Conservationists rightly fear that excessive hunting of many animal species will cause their demise, as has already happened throughout the Anthropocene. Many species of large mammals and birds have been decimated or annihilated due to overhunting by humans. If such pressures continue, many other species will meet the same fate. Equally, if the use of wildlife resources is to continue by those who depend on it, sustainable practices must be implemented. These communities need to remain or become custodians of the wildlife resources within their lands, for their own well-being as well as for biodiversity in general. This title is also available via Open Access on Cambridge Core
The geographies of care and training in the development of assistance dog partnerships
Human-assistance-dog partnerships form a significant phenomena that have been overlooked in both animal geographies and disability geographies. By focusing on one Assistance Dogs UK (ADUK) charity, âDog A.I.Dâ., a charity that helps physically disabled and chronically ill people to train their own pets to be assistance dogs, I detail the intimate entangled lifeworlds that humans and dogs occupy. In doing so, I also dialogue between the sub-disciplinary fields of animal geographies and disability geographies, by exploring two broad thematic areas â embodiment and care. As such, this thesis examines the geographies of assistance dog partnership, the care and training practices involved, the benefits and challenges of sharing a lifeworld with a different species, and the changing relationship from a human-pet bond to a human-assistance-dog partnership.
Drawing on lived experience and representations of assistance dog partnerships gathered through qualitative (and quantitative) research methods, including a survey, semi-structured interviews (face-to-face, online, and telephone), video ethnography, and magazine analysis, I contribute to research on the assistance dog partnerships and growing debates around the more-than-human nature of care. The ethnomethodological approach to exploring how training occurs between disabled human and assistance dog is also noteworthy as it centres the lively experiences of practice at work between species.
The thesis is organised around interconnected themes: the intimate worlds of assistance dog partnerships, working bodies, and caring relations. These thematics allow for a geographical interpretation into the governance, spatial organisation, and representations of dog assistance partnerships. I also explore the training cultures of Dog A.I.D. whilst also spotlighting the lived experiences of training through the early stages of âsocialisationâ, âfamiliarisationâ, âlife skills trainingâ, through to âtask workâ. Finally, the thesis focuses on the practices of care that characterise the assistance dog partnership, showing how care is provided and received by both human and nonhuman. I pay attention to the complex potentiality of the partnership, illustrating how dogs are trained to assist, but also how dogs appear to embody lively, agentic, moments of care. The thesis contributes original work which speaks to animal and disability geographies and attends to the multiple geographies of care-full cross-species lives
Buddhist Poetics, Beat âCosmo-Politics,â and the Maker Ethos: Asian Americanist Critiques of Whiteness in Midcentury American Beat Writing
Buddhist Poetics, Beat âCosmo-Politics,â and the Maker Ethos: Asian Americanist Critiques of Whiteness in Midcentury American Beat Writing employs Walter Benjaminâs notion of the âruinââwhich is not just a noun or notion, but also a verb, a mode of criticismâto intervene in the ostensibly well-trodden ground of what is known as âBeat literature.â The project broadly argues for the âruinationâ of Beat literature, where ruination means not destruction or annihilation, but a return to an unkempt state (as in the image of a ruined building) that more accurately reflects this literatureâs many layers of cultural, interpersonal, and transpacific exchange and extraction. Though many have rightly suggested that Beat literature is broadly Orientalist and transpacific in nature, I reveal the specific cultural appropriations, adaptations, and translations that occurred in this period and in these literary texts: the broadly East Asian cultural materials (like Zen Buddhism) so valued in Beat literature and its social communities were derived not solely from âthe Eastâ nor from translated Chinese and Japanese texts, but also from the Asians in America with whom Euro Americans were friends and worked alongside. My chapters on Asian diasporic poetry, letters, and autobiographical writing highlight Beat literatureâs connections to ethnic studies, settler colonial studies, gender studies, and critical race theory, applying an interdisciplinary approach to text and culture and bringing forward the cultural productions and expertise of Asian/Americans during this midcentury period. Because I am suggesting the work of Asian/Americans be read alongside other canonical Beat texts, their work destabilizes or âruinsâ Beat literature, which has been seen as a body of texts that articulate a political, anticapitalist critique of post-WWII and Cold War-era America, but which I show to be reflective of a specific, European American identity grounded in a politics that does not accommodate the effects of settler colonialism and imperialism. The seeming stability and coherence of the category of âBeatâ has only been possible because the work of Asian/Americans in this period was erased, unacknowledged. My projectâs major intervention may be found in its combination of critiqueâwhere I show how whiteness influenced Euro Americansâ artistic choices and cultural appropriationsâand recovery, where I reveal from whom and how these appropriations occurred. Further, I suggest that we begin to analyze American Buddhist writing beyond the limited rubrics formerly available to us in âBeatâ and avant-garde literatures and in their communities of reception
Human Rights practitionersâ approach to refugees and migrants. A therapeutic psychosocial perspective.
This thesis advances the argument that the best way to address the needs of involuntarily dislocated populations is to develop a combined framework that includes both psychosocial and therapeutic perspectives as well as human rights principles. Based on my professional experience as a refugee lawyer, I argue that only such a combined framework can adequately respond to the complexity of the refugee realities. Moreover, I demonstrate that, in some circumstances, the application only of human right rules can violate the same rights that they are meant to protect.
I suggest that human rights practitioners are more likely to become aware of the real needs of those we help and, thus, provide them with targeted interventions, once we add a psychosocial perspective to our work. It is in this sense that our endeavours become therapeutic, which should be distinguished from offering them psychotherapy.
The added therapeutic dimension also benefits refugees by rescuing them from developing victim identities. This empowering and participatory model of interaction also assists them with an awareness of their existing resources as well as of those new strengths they acquire from their exposure to adversity. Finally, they benefit from an improved level of self reflexivity and a deeper consideration of the socio-political and cultural contexts that act as background to the migratory experience.
This study examines various possible applications of this proposed combined framework, ranging from the enrichment of the refugee lawyers curricula with tenets of psychosocial perspectives to the addition of a therapeutic dimension to the hearings of migration/asylum courts
SUBSUMPTION AS DEVELOPMENT: A WORLD-ECOLOGICAL CRITIQUE OF THE SOUTH KOREAN "MIRACLE"
This work offers a critical reinterpretation of South Korean "economic development" from the perspectives of Marxian form critique and Jason Moore's world-ecology. Against the "production in general" view of economic life that dominates the extant debates, it analyzes the rise, spread, and deepening of capitalism's historically specific social forms in twentieth-century (South) Korea: commodity, wage-labor, value, and capital. Eschewing the binary language of development and underdevelopment, we adopt Marx's non-stagist distinctions regarding the relative degree of labor's (and society's) subsumption under capital: hybrid, formal, and real. Examining the (South) Korean experience across three dialectically interrelated scales â regional, global, and "national" â we outline the historical-geographical contingency surrounding South Koreas emergence by c.1980 as a regime of (industrialized) real subsumption, one of the only non-Western societies ever to do so. Crucial to this was the generalization of commodification and proletarianization that betokened deep structural changes in (South) Korea's class structure, but also a host of often-mentioned issues such as land reform, foreign aid, the developmental state, and a "heaven sent" position within the US-led Cold War order. Despite agreeing on the importance of these latter factors, however, the conclusions we draw from them differ radically from those of the extant analyses. For although regimes of real subsumption are the most materially, socially, and technologically dynamic, they are also the most socio-ecologically unsustainable and alienating due to the dualistic tensions inherent to capital's "fully developed" forms, in particular the temporal grounding of value. US protestations about the generalizability of these relations aside, moreover, these regimes have always been in the extreme minority and, crucially, have depended on less developed societies for their success. Historically, this has been achieved through widening the net of capitalist value relations; however, four decades of neoliberalization has all but eliminated any further large-scale "frontier strategies" of this sort. Due to its relatively dense population vis-a-vis its geographical size, contemporary South Korea faces stark challenges that render it anything but a model of "sustainable development," but rather signal the growing anachronism of value as the basis for regulating the future of nature-society relations in the "developed world" and beyond
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