Gotowe bibliografie tematyczne / Supporting change

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Gotowa bibliografia na temat „Supporting change”

Autor: Grafiati

Data publikacji: 29 marca 2025

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Artykuły w czasopismach na temat "Supporting change"

Gundy, Morag S., i Marie Josée Berger. "Towards a Model Supporting Educational Change". International Journal of Information and Education Technology 6, nr 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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Dzik-Jurasz, Debbie. "Supporting sustainable change". Nursing Management 13, nr 4 (lipiec 2006): 26–29. http://dx.doi.org/10.7748/nm.13.4.26.s14.

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Walker, Penny. "Supporting the Change Agents". Greener Management International 2006, nr 54 (1.06.2006): 9–22. http://dx.doi.org/10.9774/gleaf.3062.2006.su.00004.

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Holst, Jesper. "Supporting Change in Schools". British Journal of Special Education 24, nr 2 (czerwiec 1997): 76–79. http://dx.doi.org/10.1111/1467-8527.00019.

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Maximova, Vesselina. "Change-Supporting Organizational Structures: Challenges and Limitations". Izvestia Journal of the Union of Scientists - Varna. Economic Sciences Series 12, nr 2 (1.11.2023): 99–106. http://dx.doi.org/10.56065/ijusv-ess/2023.12.2.99.

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In the dynamic modern world, organizations are faced with the challenge of increasingly frequently undergoing changes as a response to the changed environment they operate in. The effectiveness of the undertaken changes, the time their implementation requires, and how easily they occur are strongly determined by organization design and, in particular, by organizational structure. Based on a review of findings by a number of researchers, consultants and practitioners, this paper outlines the dimensions of structuring which would enable organizations to incorporate change in their daily routine, to include it in their organizational mindset, and, in this way, to become continuously changing organizations instead of such that are required to undergo radical changes. The advantages and limitations of those structures that are considered to be change-supporting, are discussed. The conclusions can be of use to managers in revising the existing structures in their organizations and in choosing such ones which would facilitate the implementation of whatever changes are necessary and whenever they are necessary.

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Croghan, Emma. "Supporting adolescents through behaviour change". Nursing Standard 19, nr 34 (4.05.2005): 50–53. http://dx.doi.org/10.7748/ns.19.34.50.s52.

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Croghan, Emma. "Supporting adolescents through behaviour change". Nursing Standard 19, nr 34 (4.05.2005): 50–53. http://dx.doi.org/10.7748/ns2005.05.19.34.50.c3860.

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Draper, Roni Jo, Leigh Smith i Brenda Sabey. "Supporting Change in Teacher Education". Computers in the Schools 21, nr 1-2 (7.09.2004): 25–42. http://dx.doi.org/10.1300/j025v21n01_03.

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Malhotra, Sanjeev. "Supporting the Winds of Change". Civil Engineering Magazine Archive 80, nr 8 (sierpień 2010): 76–94. http://dx.doi.org/10.1061/ciegag.0000307.

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Mabry, Linda, i Laura Ettinger. "Supporting Community-Oriented Educational Change". education policy analysis archives 7 (13.04.1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

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Rozprawy doktorskie na temat "Supporting change"

Gretton, Jud Lorna. "Supporting sustainable change : executive summary". Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/2618/.

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A review of modern business literature demonstrates that despite a proliferation of best practice models for managing change, none leads to consistent and sustainable success. In this work, action research within three separate projects leads to a model that facilitates change at a project level. Three main arguments for success are made: individuals and their relationships are more critical to success than technology and structure; an ability to look at problems from a systems point of view provides the key to identify excellent solutions; and making room for individuals to use their uniqueness leads to sustainable change. The final model developed is an innovative, content free support framework for change that guides the change team in creating options and making choices throughout the change process. Its role is to support the application of existing tools and techniques. The framework can lead to consistent and sustainable success because its use ensures congruence with the needs of the individuals and the business.

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Stephenson, Hannah Joan. "Supporting teachers in a time of change". Thesis, De Montfort University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676107.

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King, Susan. "A national curriculum for art : supporting change to primary practice". Thesis, University of York, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242165.

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Webb, Justin. "Physical activity behaviour change : supporting cancer survivors to move more". Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/850020/.

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This thesis is presented in five chapters. Chapter one offers a review of the literature, divided into six sections. The first section of this chapter provides an understanding of cancer as a disease and a public health concern, including detail on its incidence and prevalence, the biology of cancer and its treatment. The second section of this chapter reviews the literature on physical activity and cancer across the cancer continuum, from prevention of cancer, through cancer treatment, living with or beyond cancer, advanced cancer, and detail on physical activity and cancer mortality and recurrence. The third section of this chapter discusses the determinants of physical activity in cancer survivors, framed within behavioural theories and models to support the identification of intervention opportunities. The identified intervention opportunities are covered in the fourth section. The fifth section of this chapter presents the scope and relevance of the research included in this thesis. The sixth section provides a summary of chapter one. Chapter two presents the first study included within this thesis, a service evaluation investigating the reach, adoption, and impact of a training intervention to influence UK healthcare professionals to give very brief advice on physical activity to cancer survivors. This study also includes an assessment of the predictive value of the behavioural theory upon which the intervention is based, the COM-B model of behaviour (Michie, van Stralen, & West, 2011). Chapter two includes four sections covering an introduction, the method, results, and discussion. Chapter three presents the second study within this thesis. The second study is a randomised waiting list control trial to investigate the impacts of a remote-print based intervention supported by Internet-based tools on the physical activity, self-efficacy, and health-related quality of life (HRQOL) of cancer survivors. The randomised waiting list control trial also includes a cost-consequence analysis. Chapter four presents the third study of this thesis, a process evaluation of the remote-print based intervention supported by Internet-based tools. This process evaluation aimed to contextualise use and perceived usefulness of the intervention, supporting the identification of what works and for whom. Chapter five then closes this thesis with a discussion on the theoretical and practical contributions of the body of research as a whole. This final chapter also includes discussion on how the interventions under assessment influence the identified determinants of physical activity in cancer survivors, and identification of future research possibilities.

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Fresk, Maja, i Martin Magnell. "Readiness to Change in a Project-based Organization : Factors supporting change implementation at individual level". Thesis, Högskolan i Gävle, Industriell ekonomi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25358.

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Problem - The challenge investigated in this present study is for a project-based organization to create a well-planned implementation by knowing the current state of the organization and its readiness for a change. This while also taking the time for unexpected events and communicating the issue while also taking their organizational structure into consideration. Purpose - The purpose of this study is to analyze the readiness to change for the case company with focus on three aspects of readiness: information sharing, common views and implementation approach, while also taking into account the distinct features of a PBO-structured organization. The study aims to identify supporting factors for successfully managing an implementation of a new business system at the individual level. Method - This study is a case study based on a single case company: Sweco, which is a Swedish technical consulting firm that is about to change their business system. A literature review was conducted in order to collect previously conducted research within the research area. The primary methods used for data collection in this study have been semi-structured interviews and a questionnaire, the data was mainly analyzed though thematic analysis. Results – The readiness for change for the case company is affected by their organizational structure. The results of the questionnaire show that collaboration within Sweco works relatively well, but there are some aspects that can be improved, such as communication and information sharing. The results of the conducted interviews show that most employees at the case company perceive the change of business system to be good, but they were unsure about why it would be carried through. Guides on how the change would affect the specific individual and knowing where to turn for feedback and information was pointed out as a suggested improvement by the employees. A lot of responsibility of implementing the new system was put on the unit managers. Conclusions - The study strengthens the existing theory regarding change readiness and individual supporting factors for successful change implementation. It confirms some of the strengths and drawbacks for organizations working with projects. The study also concludes how the case-company and other companies in a similar situation can utilize some advantages of being familiar with working in projects.

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Dam, Khanh Hoa, i s3007289@student rmit edu au. "Supporting Software Evolution in Agent Systems". RMIT University. Computer Science and Information Technology, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090319.143847.

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Software maintenance and evolution is arguably a lengthy and expensive phase in the life cycle of a software system. A critical issue at this phase is change propagation: given a set of primary changes that have been made to software, what additional secondary changes are needed to maintain consistency between software artefacts? Although many approaches have been proposed, automated change propagation is still a significant technical challenge in software maintenance and evolution. Our objective is to provide tool support for assisting designers in propagating changes during the process of maintaining and evolving models. We propose a novel, agent-oriented, approach that works by repairing violations of desired consistency rules in a design model. Such consistency constraints are specified using the Object Constraint Language (OCL) and the Unified Modelling Language (UML) metamodel, which form the key inputs to our change propagation framework. The underlying change propagation mechanism of our framework is based on the well-known Belief-Desire-Intention (BDI) agent architecture. Our approach represents change options for repairing inconsistencies using event-triggered plans, as is done in BDI agent platforms. This naturally reflects the cascading nature of change propagation, where each change (primary or secondary) can require further changes to be made. We also propose a new method for generating repair plans from OCL consistency constraints. Furthermore, a given inconsistency will typically have a number of repair plans that could be used to restore consistency, and we propose a mechanism for semi-automatically selecting between alternative repair plans. This mechanism, which is based on a notion of cost, takes into account cascades (where fixing the violation of a constraint breaks another constraint), and synergies between constraints (where fixing the violation of a constraint also fixes another violated constraint). Finally, we report on an evaluation of the approach, covering both effectiveness and efficiency.

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Burns, Robert. "Supporting staff development through change in learning technologies in higher education". Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10324/.

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The challenge to enhance staff development processes in a way that reflects a changing global learning environment and supports academic staff in their efforts to integrate the affordances of the rapidly changing learning technology opportunities into their learning environments is a common one for many of the institutions in higher education. This dissertation records a response to this challenge in the context of a higher education institution in Ireland. In an attempt to understand how a selected cross-section of the academic staff of the institution were aware of the pedagogical underpinning required for the effective use of learning technologies, a grounded theory approach was used to interpret their individual and degree group responses to a guided interview process. Co-raters independently identified learning issues raised by the informants in the recorded data, and, reliability tests were performed on the results from the co-raters. Having identified the highest occurring learning issues from this phase of analysis these key issues were taken back to the informants for further discussion in focus groups aimed at clarifying their thinking regarding these issues. Cluster Analysis was used at the next phase to inform how best to analyse the recordings of the focus groups. The application of grounded theory methods is set out in a way to provide transparency, seeking to respond to the, sometimes critical, comment made regarding the use of this methodology. The use of grounded theory methods enabled themes to be identified from the focus group data leading to a definition of theory that affirmed some existing theoretical positions and extended others by more specific identity of the role that academic management need to play in understanding, and planning for the integration of, the use of learning technologies by the academic staff for whom they have management responsibility.

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Eger, Tido. "Design freeze during product development : supporting change prediction during detail design". Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612771.

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Eddington, Margaret Maree. "Informing and supporting climate change adaptation in British Columbia’s forests through monitoring". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/45750.

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Given the large uncertainties associated with climate change, regular and systematic measurement of various aspects of the natural environment is the primary means for understanding what changes are actually taking place. This research is focused on the development of a strategy for monitoring the biophysical attributes of British Columbia’s forest and rangelands in order to supply the information needed to bring climate change adaptation considerations into decision-making in the Province. A framework of indicators for monitoring the impacts of climate change was developed through iterative, bottom-up processes involving both expert and end-user participation. The former involved interviews with key experts and an indicator development workshop attended by 58 delegates from across the Province. The latter involved a web-based survey designed to better identify the indicator framework’s target audience as well as their key information needs and management questions with regard to climate change adaptation. The resultant framework identifies seventeen indicators of varying importance for monitoring in light of climate change. I developed approaches to measuring some of the indicators and analyzed the capacity of current monitoring and inventory programs to support their evaluation. Where possible, the data available to support the indicators was tested in south eastern British Columbia. This was designed to assess the capacity of the existing data sources to meet decision makers’ climate change adaptation needs. The results of these tests showed that, while there are some relatively good data sources that can be used to support climate change adaptation in forests and rangelands, there are some indicators for which there is a paucity of data. Through this research I have been successful in developing a solid foundation for increasing the information available to incorporate climate change adaptation considerations into British Columbia’s forest and range management. My research also offers an example to other sectors, countries and regions who are seeking to use their data to track climate change and better understand its impacts.

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Blanchard, Anne. "Reflexive interdisciplinarity : Supporting dialogue on the role of science for climate change". Versailles-St Quentin en Yvelines, 2011. http://www.theses.fr/2011VERS021S.

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Cette thèse de doctorat porte sur l'interdisciplinarité mise en oeuvre dans le cadre de problématique en lien avec le changement climatique. L'interdisciplinarité a trouvé une expression très large dans la littérature, particulièrement depuis les années 1980, avec la reconnaissance grandissante des changements environnementaux planétaires et de leur nature complexe et incertaine. Dans ce contexte, cette thèse cherche à mieux comprendre comment émergent et se développent les coopérations au-delà des frontières disciplinaires. Ainsi, nous proposons, afin de faciliter leur mise en oeuvre, de relier de façon innovante l'interdisiplinarité au concept de réflexivité; la réflexivité étant comprise comme étant un questionnement et une analyse pluriels des représentations des présupposés, des motivations et des intêréts personnels et disciplinaires. Au-delà de cet objectif pragmatique, l'exploration de la question de l'interdisciplinarité permet de structurer un ensemble d'arguments critiques sur le rôle, les contributions et l'organisation des sciences du climat (au sens large) dans le contexte du changement climatique
This PhD dissertation is about interdisciplinarity for climate change: a research dynamic that has found a very broad expression in the literature, especially since the 1980s. This PhD tries to better understand how cooperations across disciplinary boundaries emerge and develop. More specifically it proposes an emphasis on reflexivity, in the sens of individual and collective scrutiny of the personal as well as disciplinary assumptions, motivations and interests, to facilitate innovative and authentic interdisciplinarity. Beyond this pragmatic objective, the exploration of interdisciplinarity for climate change allows for critical discussions on the role and organisation of science for this issue

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Książki na temat "Supporting change"

Wortman, Robert. Administrators: Supporting school change. York, Me: Stenhouse Publishers, 1995.

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Wortman, Robert. Administrators: Supporting school change. Los Angeles, Calif: Galef Institute, 1995.

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Gretton, Jud Lorna. Supporting sustainable change: Executive summary. [s.l.]: typescript, 1999.

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Fullan, Michael. Supporting educational reform in developing countries. Ottawa, Ont: Canadian Bureau for International Education, 2003.

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Stephenson, H. Joan. Supporting teachers in a time of change. Leicester: De Montfort University, 2004.

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Ioannides, George. Tool supporting the analysis of business process change. Manchester: UMIST, 1998.

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Moyra, Bentley, i Sullivan Mike, red. Supporting change and development in the primary school. Harlow: Longman, 1991.

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Mehan, Hugh. Sociological foundations supporting the study of cultural diversity. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning, 1991.

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Service, Great Britain National Health. Healthcare scientists career framework: Supporting agenda for change documentation. England]: Dept. of Health, 2005.

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Justice, Alliance for. Investing in change: A funder's guide to supporting advocacy. Washington, DC: Alliance for Justice, 2004.

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Części książek na temat "Supporting change"

Farah, Yara N., i Lindsay M. Nixon. "Supporting Teacher Change". W Assessment of Gifted and High-Ability Learners, 119–25. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233114-13.

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Auster, Ellen R., Krista K. Wylie i Michael S. Valente. "Supporting emotional transitioning". W Strategic Organizational Change, 115–29. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230508064_8.

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Reeve, Johnmarshall, Richard M. Ryan, Sung Hyeon Cheon, Lennia Matos i Haya Kaplan. "Discipline, structure, and behavior change". W Supporting Students' Motivation, 120–29. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003091738-16.

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Hayes, John. "Supporting others through change". W The Theory and Practice of Change Management, 255–70. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28902-5_13.

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Guest, Ann Hutchinson, i Tina Curran. "Supporting; Change of Support". W Your Move, 193–213. Wyd. 2. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003421856-9.

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Hayes, John. "Supporting others through change". W The Theory and Practice of Change Management, 265–78. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00132-7_15.

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Packer, Rhiannon, Catherine Jones, Amanda Thomas i Philippa Watkins. "Practitioner Discourse: Preparing for and Supporting Transitions". W All Change!, 67–82. London: Routledge, 2025. https://doi.org/10.4324/9781041054153-6.

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Barrett, Stephen, i Brendan Tangney. "Wilde: Supporting Change in Groupware". W Coordination Languages and Models, 329–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/3-540-45263-x_24.

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Thompson, Susan R., i Mo Lockwood. "Supporting People Through Behaviour Change". W The Essential Guide to Public Health and Health Promotion, 81–93. Wyd. 2. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003411321-7.

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Phillips, Annie. "Goal setting and supporting change". W Developing Assertiveness Skills for Health and Social Care Professionals, 275–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781908911063-21.

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Streszczenia konferencji na temat "Supporting change"

Viger, Torin, Logan Murphy, Simon Diemert, Claudio Menghi i Marsha Chechik. "Supporting Change Impact Assessment with LLMs". W 2024 IEEE 35th International Symposium on Software Reliability Engineering Workshops (ISSREW), 203–4. IEEE, 2024. https://doi.org/10.1109/issrew63542.2024.00079.

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Dam, Hoa Khanh, i Michael Winikoff. "Supporting change propagation in UML models". W 2010 IEEE 26th International Conference on Software Maintenance (ICSM). IEEE, 2010. http://dx.doi.org/10.1109/icsm.2010.5609712.

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Yoachim, Ann, Emilie Taylor i Nick Jenisch. "Collaborative Design: Supporting Lasting Social Change". W AIA/ACSA Intersections Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.aia.inter.19.6.

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"Deeply engaged and collaborative design is the hallmark of any good architectural design practice or institution. Private practices are increasingly interested in transforming their pro-bono and public work to meet the rigorous standards necessary to both strive for design excellence and effect meaningful change. This paper offers guiding principles that our practice uses as we work toward lasting social change through collaborative design."

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Emhmed, Slem, Musab A. M. Ali i Shahad Al-Yousif. "Drivers of Supporting Change to ERP". W 2019 IEEE 7th Conference on Systems, Process and Control (ICSPC). IEEE, 2019. http://dx.doi.org/10.1109/icspc47137.2019.9068056.

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Partogi, Michelle, i Nassim JafariNaimi. "Fostering Organizational Change through Co-Designing Collaborative Media". W GROUP '16: 2016 ACM Conference on Supporting Groupwork. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2957276.2996289.

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Anshari, Muhammad, Mohammad Nabil Almunawar, Masairol Masri, Mahani Hamdan, Mia Fithriyah i Annisa Fitri. "Digital Wallet in Supporting Green FinTech Sustainability". W 2021 Third International Sustainability and Resilience Conference: Climate Change. IEEE, 2021. http://dx.doi.org/10.1109/ieeeconf53624.2021.9667957.

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Laval, Jannik, Simon Denier, Stéphane Ducasse i Andy Kellens. "Supporting incremental change in large system models". W the International Workshop. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1735935.1735937.

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Rubart, Jessica, i Frank Freykamp. "Supporting daily scrum meetings with change structure". W the 20th ACM conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1557914.1557927.

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Lee, Jisoo. "Supporting self-experimentation of behavior change strategies". W UbiComp '13: The 2013 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2494091.2501090.

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Löcken, Andreas, Wilko Heuten i Susanne Boll. "Supporting lane change decisions with ambient light". W AutomotiveUI '15: The 7th International Conference on Automotive User Interfaces and Interactive Vehicular Applications. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2799250.2799259.

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Raporty organizacyjne na temat "Supporting change"

Hauser, Michael, Serene Philip i John Mugonya. Theory of change supporting transitions from emergency cash transfers to rebuilding livelihoods. Washington, DC: International Food Policy Research Institute, 2021. http://dx.doi.org/10.2499/p15738coll2.134921.

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Al-Shakeri, Hayder. Iraq's young agents of change: Supporting youth-led civic engagement after Tishreen. Royal Institute of International Affairs, 2024. http://dx.doi.org/10.55317/9781784136284.

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Fleishman, Erica. Sixth Oregon climate assessment. Oregon Climate Change Research Institute, Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1161.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This sixth Oregon Climate Assessment builds on the previous assessments by continuing to evaluate past and projected future changes in Oregon’s climate and water supply. Like the fifth assessment, it is structured with the goal of supporting the state’s mitigation planning for natural hazards and implementation of the 2021 Oregon Climate Change Adaptation Framework.

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Fleishman, Erica, red. Seventh Oregon Climate Assessment. Oregon Climate Chnage Research Institute, Oregon State University, styczeń 2025. https://doi.org/10.5399/osu/1181.

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Consistent with its charge under Oregon House Bill 3543, the Oregon Climate Change Research Institute (OCCRI) conducts a biennial assessment of the state of climate change science, including biological, physical, and social science, as it relates to Oregon and the likely effects of climate change on Oregon. This seventh Oregon Climate Assessment builds on the previous assessments by continuing to evaluate past and projected future changes in Oregon’s climate and water supply. It is structured with the goal of supporting the state’s mitigation planning for natural hazards and implementation of the Oregon Climate Change Adaptation Framework.

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Yuille, Andy, Alice Garvey i Sarah Higginson. Engaging citizens on policy scenarios for dietary change. Energy Demand Research Centre (EDRC), styczeń 2025. https://doi.org/10.20919/thcc3242.

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This policy brief presents findings from the EDRC Citizens’ Panel on changing the UK diet to cut emissions and improve health. The findings show support for reducing meat and reducing meat and dairy, by driving education, public engagement, and food industry collaboration, while also cutting food waste and supporting sustainable farming

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Noviski, Maya. Supporting Women and Under-Represented Minorities in the Sciences: Implementing Equitable Approaches to Organizational Change. National Institute of Standards and Technology, kwiecień 2021. http://dx.doi.org/10.6028/nist.gcr.21-030.

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Joyce, Linda A., David T. Price, David P. Coulson, Daniel W. McKenney, R. Martin Siltanen, Pia Papadopol i Kevin Lawrence. Projecting climate change in the United States: A technical document supporting the Forest Service RPA 2010 Assessment. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2014. http://dx.doi.org/10.2737/rmrs-gtr-320.

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Kubiske, Mark E., Anita R. Foss, Andrew J. Burton, Wendy S. Jones, Keith F. Lewin, John Nagy, Kurt S. Pregitzer, Donald R. Zak i David F. Karnosky. Supporting 13 years of global change research: the history, technology, and methods of the Aspen FACE Experiment. Newtown Square, PA: U.S. Department of Agriculture, Forest Service, Northern Research Station, 2015. http://dx.doi.org/10.2737/nrs-gtr-153.

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Winkler-Portmann, Simon J. Knowledge transfer supporting sustainable development: implications for regional intermediaries. Sonderforschungsgruppe Institutionenanalyse, listopad 2021. http://dx.doi.org/10.46850/sofia.9783941627970.

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The wicked sustainability challenges of current socio-technical systems, crossing the planetary boundaries vital for human life, call for fundamental and radical change in the form of transitions. These sustainability transitions require a knowledge basis of relevant actors in the system, which intermediary structures organizing knowledge transfer can support. Over the last decades, sustainability researchers have not only increasingly studied the dynamics of transitions (Rip and Kemp 1998; Geels 2002; Papachristos et al. 2013), but have also gained insights on activities contributing to the acceleration of transitions and the sup-portive role of intermediaries in that regard (Wieczorek and Hekkert 2012; Kanda et al. 2018; Kivimaa et al. 2019). This paper revisits the literature on the dynamics of transitions, the activities of intermediaries in contributing in order to formulate implications of the characteristics of sustainable development and sustainability transitions and the related knowledge types for the organization of knowledge transfer by regional intermediaries.

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Howard, Jo, Evert-jan Quak i Jim Woodhill. A Practical Approach for Supporting Learning in Development Organisations. Institute of Development Studies, wrzesień 2022. http://dx.doi.org/10.19088/k4d.2022.120.

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The Knowledge, Evidence and Learning for Development (K4D) Programme, which started in 2016, comes to an end in September 2022. K4D is a programme funded by and for the UK Government’s Foreign, Commonwealth and Development Office (initially with the Department for International Development, DFID, which was merged with the FCO in 2020). To reflect on the processes and approaches of learning that K4D enabled over the years, a special Working Paper series will be published. One important pillar of the programme was to facilitate learning processes through learning journeys. A total of 33 learning journeys took place during K4D. This summary looks back at the K4D concept, the learning journeys, the learning processes it supported, and the outcomes enabled. The paper finds that there is evidence that K4D learning journeys have helped enable sound, informed decision-making through collective understanding of issues and options, and through internal consensus on directions. Effective learning spaces were created and the methods used (including online tools for participation) were able to capture and share internal learning, foster internal connections, present external evidence and bring in other perspectives. However, success in enabling external alliances for decisions and change was more constrained, since most learning journeys engaged only in limited ways with external organisations. Further challenges were encountered when staff were redeployed to respond to political (Brexit) or international development (COVID-19, Ukraine) priorities.

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