The politics of participation: Evaluating stakeholder equity in co-management regimes

Within natural resource management, there is increasing criticism of the traditional model of top-down management as a method of governance, as researchers and managers alike have recognized that resources can frequently be better managed when stakeholders are directly involved in management. As a result, in recent years the concept of co-management of natural resources, in which management responsibilities are shared between the government and stakeholders, has become increasingly popular, both in the academic literature and in practice. However, while co-management has significant potential as a successful management tool, the issue of equity in co-management has rarely been addressed. It is necessary to understand the differential impacts on stakeholders of co-management processes and the degree to which diverse stakeholders are represented within co-management. Understanding the interests of various stakeholders can be a way to more effectively address the distributional and social impacts of coastal policies, which can in turn increase compliance with management measures and lead to more sustainable resource management regimes. This research seeks to take a closer look at the concepts of co-management and participation through a number of case studies of marine protected areas (MPAs) in the Caribbean. (PDF contains 4 pages)

Supply network integration in multi-organisational network systems

This paper explores supply network integration in complex product service systems involving close collaboration between primes. Four case study networks are studied (aerospace, naval, power and telecoms), each involving equipment manufacture and service provision. Factors that support network integration, identified from the literature and refined in the in-depth pilot case, were used to explore which processes support integration of the extended enterprise. Results suggests that a select set of processes support integration of the extended enterprise and that the absence of a shared view on these critical enabling processes results from contextual complexity of the network rather than from competing commercial interests. Copyright © 2011 Inderscience Enterprises Ltd.

Graduate education for leadership and organisational change in sustainable development

This paper reflects on the motivation, method and effectiveness of teaching leadership and organisational change to graduate engineers. Delivering progress towards sustainable development requires engineers who are aware of pressing global issues (such as resource depletion, climate change, social inequity and an interdependent economy) since it is they who deliver the goods and services that underpin society within these constraints. They also must understand how to implement change in the organisations within which they will work. In recognition of this fact the Cambridge University MPhil in Engineering for Sustainable Development has focussed on educating engineers to become effective change agents in their professional field with the confidence to challenge orthodoxy in adopting traditional engineering solutions. This paper reflects on ten years of delivering a special module to review how teaching change management and leadership aspects of the programme have evolved and progressed over that time. As the students who embark on this professional practice have often extensive experience as practising engineers and scientists, many have already learned the limitations of their technical background when solving complex problems. Students often join the course recognising their need to broaden their knowledge of relevant cross-disciplinary skills. The programme offers an opportunity for these early to mid-career engineers to explore an ethical and value-based approach to bringing about effective change in their particular sectors and organisations. This is achieved through action learning assignments in combination with reflections on the theory of change to enable students to equip themselves with tools that help them to be effective in making their professional and personal life choices. This paper draws on feedback gathered from students during their participation on the programme and augments this with alumni reflections gathered some years after their graduation. These professionals are able to look back on their experience of the taught components and reflect on how they have been able to apply this key learning in their subsequent careers. Copyright © 2012 September.