Addressing needs in the search for sustainable development: a proposal for needs-based scenario building

This study presents the first assessment of how an approach based on meeting fundamental human needs can assist regional planning. It uses the Human-scale Development methodology, based on fundamental human needs as a theoretical and methodological framework for scenario building. It offers a structured approach on how non-monetary values and practices (i.e. satisfiers or ways to satisfy needs) can help to open up the planning process highlighting a regional conflict. The study presents three dimensions of needs to address planning challenges. The data is taken from a case study of deliberative process for regional planning in Western Europe. The relevance lies in the ways we can learn from individual values and practices, that when shared with others, (1) help to diagnose behaviors and trends toward environmentalism; (2) foster listening and understanding of people’s sameness and differences that reduce conflict; and (3) provide a structured tool which predicts society dynamics, and develops integrated solutions that facilitate sustainable regional development

How to engage stakeholders in research: design principles to support improvement

Abstract Background: Closing the gap between research production and research use is a key challenge for the health research system. Stakeholder engagement is being increasingly promoted across the board by health research funding organisations, and indeed by many researchers themselves, as an important pathway to achieving impact. This opinion piece draws on a study of stakeholder engagement in research and a systematic literature search conducted as part of the study. Main body: This paper provides a short conceptualisation of stakeholder engagement, followed by ‘design principles’ that we put forward based on a combination of existing literature and new empirical insights from our recently completed longitudinal study of stakeholder engagement. The design principles for stakeholder engagement are organised into three groups, namely organisational, values and practices. The organisational principles are to clarify the objectives of stakeholder engagement; embed stakeholder engagement in a framework or model of research use; identify the necessary resources for stakeholder engagement; put in place plans for organisational learning and rewarding of effective stakeholder engagement; and to recognise that some stakeholders have the potential to play a key role. The principles relating to values are to foster shared commitment to the values and objectives of stakeholder engagement in the project team; share understanding that stakeholder engagement is often about more than individuals; encourage individual stakeholders and their organisations to value engagement; recognise potential tension between productivity and inclusion; and to generate a shared commitment to sustained and continuous stakeholder engagement. Finally, in terms of practices, the principles suggest that it is important to plan stakeholder engagement activity as part of the research programme of work; build flexibility within the research process to accommodate engagement and the outcomes of engagement; consider how input from stakeholders can be gathered systematically to meet objectives; consider how input from stakeholders can be collated, analysed and used; and to recognise that identification and involvement of stakeholders is an iterative and ongoing process. Conclusion: It is anticipated that the principles will be useful in planning stakeholder engagement activity within research programmes and in monitoring and evaluating stakeholder engagement. A next step will be to address the remaining gap in the stakeholder engagement literature concerned with how we assess the impact of stakeholder engagement on research us

Analyse de textes

Jolibert J. Analyse de textes. In: Repères pour la rénovation de l'enseignement du français à l'école élémentaire, n°20, 1973. p. 75

Annexe : Pour une autre pédagogie de l'écrit (à l'école élémentaire?) c' est-à-dire pour une pédagogie des situations.

Jolibert J. Annexe : Pour une autre pédagogie de l'écrit (à l'école élémentaire?) c' est-à-dire pour une pédagogie des situations.. In: Repères pour la rénovation de l'enseignement du français à l'école élémentaire, n°41, 1977. pp. 84-89

A Meta-Analysis of Country-of-Origin Effects

This not reports a quantitative analysis of the country-of-origin (COO) effect. Based on fifty-two articles or papers containing sixty-nine independent studies and 1,520 effect sizes, an analysis of fifteen study characteristics revealed that country-of-origin effects are only somewhat generalizable. Using omega-squared as the measure of effect size, verbal product descriptions produced larger COO effect sizes than did the presence of an actual product. Likewise, single-cue studies produced larger COO effect sizes than did multiple-cue studies, and larger samples produced effect sizes that on average were greater than those produced by smaller samples. The size of an observed COO effect was a function of whether the dependent variables was a quality/reliability perception or a purchase intention; the average effect size of quality/reliability perceptions was .30, whereas the average effect size for purchase intentions was .19. Purchase intentions were most susceptible to methodological artifacts than were quality/reliability perceptions. Study findings selectively confirm and refute common beliefs regarding the impact of a country-of-origin cue on product perceptions and purchase intentions.© 1995 JIBS. Journal of International Business Studies (1995) 26, 883–900