This Diploma Thesis analyzes the Brownfield issue in the Czech Republic. Relevant strategic documents are presented and constitute a framework for the Thesis study of regional development and funding concerning Brownfields. In addition, evolution of past and current approaches taken to deal with the Brownfield issue across regions of the Czech Republic has been studied. Consequently, a complex, holistic approach to Brownfield regeneration is described as a result of integration of current best practice, lessons learnt, optimal combination of Structural funding with Public Private Partnerships, risk management and other key success factors including references to examples from relevant Brownfield regeneration projects.

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Indonesia achieved remarkable growth during the first 25 years of its series of Five Year Development Plans, which started in 1968. However, growth has not been well distributed across the regions, in part this is as a result of the Indonesian government development policy of a growth centre approach which has benefited �Western Indonesia� (Kawasan Barat Indonesia, KBI) more than �Eastern Indonesia� (Kawasan Timur Indonesia, KTI). Prosperity needs to be spread across Indonesian regions and needs to be more equitably shared. The thesis argues that government needs to search for other ways to overcome the imbalance by accelerating KTI development, to reduce this region�s resentment, which may increase the risk of disintegration. The central aim of this research is to describe and critically evaluate the potential usefulness of Public-Private Partnerships (PPPs) as a means to address the regional imbalance in economic development. It aims to make a contribution by: 1. Describing in detail the ways government decision-makers see the situation, in other words giving the viewpoints of the state; 2. Providing detailed transcriptions of the interpretations and opinions expressed by powerful decision makers in the public and private sectors; 3. Demonstrating how the public, private and non-government sectors operate; 4. Making the realistic point that the links across these sectors leads to both positive and negative outcomes; including 5. Illustrating through examples how corruption spreads from the public to the other sectors. This study examines the contributing factors to regional imbalance in Indonesia between KBI and KTI by means of a case study of policy and management challenges in KTI. It examines the current strategy used for accelerating the economic development of KTI and considers whether a new strategy of Public Private Partnerships would have relevance and can be developed and implemented to accelerate the development. Current strategies especially formulated for accelerating KTI economic development include: (i) The Policy and Strategy of the Eastern Indonesia Development Council (ii) The Program of the Ministry for Acceleration of Eastern Indonesian Development; and (iii) The Integrated Economic Development Zone program However, one of the weaknesses of these policies is the lack of cooperation across government and the private sector. This study has found that the government strategies and policies have neither matched local needs nor the implementation of economic development. The study, based on both interviews and secondary data, demonstrates that the causes of the economic imbalance are systemic and multiple. They span not only government policies contributing to the imbalance directly and indirectly but also other factors, such as: (i) Systemic corruption across the public, private and non-government sectors; (ii) Lack of willingness to address the issues, lack of capital, lack of capable human resource and lack of infrastructure, lack of domestic and international market access, lack of communication and coordination and lack of cooperation. To overcome these problems, the Indonesian government together with business and the watchful eye of diverse civil society organizations need to change policies, systems, and visions for developing this region. Public Private Partnerships through a mutual partnership program could be one way of accelerating the development in KTI. On the one hand there are some direct and positive consequences of this new vision, for example, the private sector sharing their knowledge, skills, funds, management and enhanced utilisation of market mechanisms to support the government in the development process. On the other hand there are many limitations to the approach such as government often accepts greater risk than is warranted, dangers of corruption and cronyism which may attend more intensive in long-term relationship and contracted services resulted in corruption and secret business influence in government. According to Transparency International, Indonesia remains one of the most corrupt nations internationally. Unless strategies are put in place to address systemic and endemic corruption and Public Private Partnerships are well managed, then the model for Public Private Partnership will only serve to exacerbate the problem. Systemic corruption also effects trust amongst stakeholders, which needs to be hand-in-hand with strategies to address �demoralisation� for developing prosperity. Government is becoming more responsive to the private sector�s needs by providing a conducive environment for investment, entrepreneurship and innovation. Public Private Partnerships could be a means to balance power between public, non-government and private sectors if there is more capacity building to enhance the competency and responsibility of the players. No development solution can come about by working with only the public or the private or the community sectors or just non-government organizations. This study makes a strong case that the �solutions need to be found in Partnerships�. However, in exploring the complexity of the social capital of trust-based networks between people (but which also unfortunately exclude others) which are important for partnerships and, correspondingly, with partnerships being important for social capital, the researcher finds that there is no neat or simplistic partnership that can produce miraculous results. Some partnerships can be corrupt, some can lead to better life chances for local citizens, but the merits of each case need to be considered contextually. Widespread change is only likely when there is systemic change across governance arenas (public, private and non-government) and with consideration of social, cultural, political, economic and environmental factors. Instead of blaming development problems on insufficient participation or the lack of capacity of the ordinary people, the problems lie equally with the state, big business and non-government organizations. More effective managerial skills and efficient processes are needed in the governance of all these organizations while the role played by civil society is essential in making this governance accountable. Better partnerships can provide models that could inspire others to follow. Overall this study describes the complex problems created by poor policy making from above. The �gaze� (in the sense used by Foucault) is shifted from the �non-participating and incapable� citizens to the �ineffective and inefficient� powerful. Why are ordinary people so often studied to find answers to societal or systemic problems? The thesis argues that this is because they are easier to ask, more tolerant of the researcher, more resigned to answering a number of questions, or perhaps think it is easier to answer questioners in order to �get rid of them�. Instead this thesis probes the viewpoints of the powerful. Researcher who is interested in understanding how the state operates in Eastern Indonesia could �trawl through this material� in order to develop a greater understanding of the dynamics of power. To conclude, the researcher is first and foremost a practical person, who wishes to find solutions by creating the conditions for better partnership arrangements. Instead, she found that the decision makers are part of the problem. For transformation in governance to occur, stronger civil society cooperation through �communities of practice� is needed. This would be in the interests of all sectors of society if a regionally more balanced sustainable future is to be achieved.

Despite calls for concerted, two-way engagement and for the development of reciprocal partnerships between institutions of higher education (IHE's) and their communities, IHE's continue to implement a disparate menu of activities that prove largely ineffective at addressing society's most challenging social and environmental problems. A relatively new conception of engagement lays out a framework by which IHE's engage with communities in democratic ways. Democratic engagement values inclusive, reciprocal problem-oriented work that brings together university and community stakeholders as co-generators of knowledge and solutions. The resulting democratically engaged partnerships position diverse members to take on roles as collaborators and problem solvers. They are mutually transformed through the processes of reciprocation, power diffusion, and knowledge generation. <br>How these democratically oriented roles and processes emerge and come to be enacted is unknown. Neither the literature on democratic engagement nor that on community-university partnerships addresses this gap. This dissertation study purposefully selected a case of community-university partnership that has a high degree of democratic engagement. Through interviews, observation, and document review, qualitative evidence was collected of the ways in which the roles and processes of democratically engaged partnerships emerged and were enacted. Atlas.ti 6.2 was used to code and retrieve themes related to democratic and technocratic engagement, stakeholder roles and processes, and the emergence and application of roles and processes. <br>Understanding how democratically oriented roles and processes emerge and are adopted is critical to building democratically engaged partnerships that support systems of democratic engagement. If we do not know how to be democratic within our partnerships, and if we cannot teach others, we will not be able to answer the calls for more purposeful, reciprocal engagement with our communities. / School of Education; / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD; / Dissertation;

The field of international development has always been intertwined with the economic thought dominant in the West. Even before its conception with the Marshall Plan to rebuild Europe, it carried a strong Keynesian preference for the state. The neoliberal assault on the welfare state in the 80s, followed by the partnership era that brought both the public and the private sector together to work for a common cause have been the focus of attention by development scholars and others alike. The present study focuses on a multilateral development aid agency, the Global Fund, which funds public-private partnerships in the field of health care in developing countries. Drawing on the debates surrounding the welfare state and the civil society, as well as the debates surrounding the public-privates partnerships, the present study poses three questions in relation to the Global Fund: (1) how are the diseases framed in the partnership framework, (2) what are the roles of the private sector in partnership, and (3) what are the roles of the public sector in partnerships. Based on the textual analysis of fifteen proposals approved by the Global Fund in the sixth round of funding, this dissertation tries to situate the working of the Global Fund, and the proposals it funds, within the larger debates surrounding development and partnerships. The findings of the present study are: (1) the diseases are framed largely in socio-economic terms, (2) the private (for-profit) sector is marginalized in the discussion and implementation of proposals, (3) the civil society participation is seen as essential to the success of the proposals, and (3) the state is seen as important in the discussion of the diseases, although there is a great deal of ambiguity surrounding the roles of the public sector in partnerships. It is hypothesized in the concluding chapter that the reason Global Fund is able to attract a great deal of funds and support from actors across the political spectrum could be because the organization funds programs that foreground civil society, liked by people of different political inclinations, and backgrounds the discussion of the state, the epicenter of controversies surrounding development. By being “strategically ambiguous” about the role of the state in the development of the people, the proposals are made apolitical and appealing to people both on the left and the right.

While service and support delivery for youth and families has been a priority within education in Saskatchewan for the past thirty years, educators and schools struggle to respond to the changing and often complex needs of students and families today.<p> The primary purpose of this study was to formulate a conceptual framework to explore the construct of social capital and the variables affecting social capital creation, acquisition and mobility. My secondary purpose was to then use network inquiry to investigate how networks of relations in a school community could be invested in and utilized to increase sources of social capital in an educational context for educators, students and families. As both an interpretive qualitative study and a critical qualitative study, this dissertation used focus groups to explore the experiences and sense-making of 16 participants in an educational setting to answer questions regarding social capital.<p> Having used network inquiry to investigate existing levels of social capital in a school community and the opportunities for social capital growth, the findings affirm the potential of network inquiry to contribute to the discourse on service delivery in schools. Furthermore, by identifying the academic and non-academic variables that contributed to successful collaborative partnerships and the determinants for increased capacity, process is emphasized before outcome, which holds potential for promising practices. Finally, because this study was conducted in an educational context, this may help policy makers to provide a framework to investigate processes for optimum service delivery and to frame educational policies for improved outcomes for youth and families.

This study examines the ways that knowledge on public-private partnerships in education (PPPE) spreads due to the knowledge mobilization (efforts to incorporate research into policy and practice in education) work of World Bank Education Sector. Specifically, this study looks at the role of the World Bank in research mediation between research producing contexts and research using contexts. Using bibliometric analysis this study a) traces the citations in five World Bank publications on PPPE in order to clarify the origins of the evidence used; and b) maps the spread of this research through its online take-up by other organizations. This study provides baseline data about the knowledge mobilization efforts of the World Bank around PPPE, and illuminates the broader discussion in the literature on who is included (and excluded) from this research enterprise.

This study examines the ways that knowledge on public-private partnerships in education (PPPE) spreads due to the knowledge mobilization (efforts to incorporate research into policy and practice in education) work of World Bank Education Sector. Specifically, this study looks at the role of the World Bank in research mediation between research producing contexts and research using contexts. Using bibliometric analysis this study a) traces the citations in five World Bank publications on PPPE in order to clarify the origins of the evidence used; and b) maps the spread of this research through its online take-up by other organizations. This study provides baseline data about the knowledge mobilization efforts of the World Bank around PPPE, and illuminates the broader discussion in the literature on who is included (and excluded) from this research enterprise.

Principals as agents in secondary schools shape the meaning of what goes on in the school. To some extent, what happens in the school is a reflection of their beliefs, values and the dominant societal norms. School-community partnerships are a result of competing values, beliefs and visions of what can contribute to the success of the school from the perspective of the principal, the policy of the district school board and the teachers’ interests. School-community partnerships are therefore generally a compromise between the values of the principal and the teachers in the school through nurturing relationships and interpersonal leadership style. This study focused on the role of principals in establishing and maintaining school-community partnerships in an urban district school board in southern Ontario. The study employed qualitative research methods, drawing on two case studies in secondary schools. Data for the study was collected over a period of eight months through in-depth interviews of two principals and sixteen teachers. I used a micropolitical conceptual framework to analyze the principal’s role in school-community partnerships. The conceptual framework contributes to revealing the role of agency in organizations. The study revealed that principals initiate, support, coordinate, approve, allocate resources and evaluate school community partnerships. Through these roles, principals influence how partnerships unfold in the school. Principals’ roles in school-community partnerships are a reflection of the leadership style they enact in schools. The role is indicative of her/his values, beliefs and preference. This insight is important as a variable to how policies are implemented at different levels on the chain of implementation. It confirms other research that have strongly suggested that policies can be implemented best if the principals’ and teachers’values and beliefs are consistent. The implementation of policies are negotiated on daily basis between the principal and the teachers and principals have upper hand in determining their outcome. The result from this study illustrates how the roles of individuals in an organization mirror their values and beliefs and in turn affect how policies are implemented. The presence of school-community partnerships in secondary schools, although mandated by the district school board policy are the result of the role played by principals rather than merely policy provision. The role of the principal that was not clear was evaluating partnerships. There is need for further study to examine the criteria of evaluating partnerships in schools in order to ascertain the total contribution of the same to the success of schools.

Planning practitioners and academics continually search for ways to help revive ailing downtowns and to better understand the factors that influence the success or failures of downtown revitalization. Most of the literature dealing with such revitalization attempts focuses on either larger urban areas or small rural municipalities -- much of it is based on anecdotal evidence drawn from a very limited number of observations (Filion, et al. 2004; Gratz and Mintz, 1998; Leinberger, 2005; Robertson, 1995, 1999). For the most part, downtown revitalization strategies have focused on either physical or functional improvements. For the mid-size city (population between 50,000 to 500,000), the need for new remedies grounded in an understanding of their present day downtown challenges, is becoming increasingly evident. Recent studies have observed that those mid-size cities ranked as having successful or very successful downtowns all shared distinctive attributes such as high levels of pedestrian activity; a strong tourist or visitor appeal; a well-preserved historical district; attractive natural features such as waterfronts; and the presence of a university in the downtown (Bunting et al. 1999; Filion et al., 2004; Lederer and Seasons, 2005). This dissertation focuses one such factor – the presence of a university. It examines the university role(s) in downtown revitalization and collaborative partnerships between community and university. Collaborative planning theory was used to help conceptualize this research by providing further insights into the dynamics, nature, and roles of these “town-gown” partnerships. Community-university partnerships continue to grow and appear to be helping meet the challenges and complexity of downtown planning issues. However, little empirical research is available on the role of universities in downtown revitalization initiatives, especially in mid-size cities. Using a conceptual framework that included a literature review, field trips, a web-based questionnaire survey, and telephone interviews, information was collected about mid-size city downtowns, roles of universities, university and downtown revitalization, and community-university partnerships. Given the review of the available literature and the information provided by surveyed respondents, universities appear to be playing an important role in downtown revitalization primarily through economic development and human capital investment. The ability for partners to engage more freely in a mid-size city is apparent because they are more readily known and available to each other unlike their counterparts in larger urban centres. Strong leadership, relationship building, accessibility, and open lines of communication limit issues of mistrust and alienation amongst partners. Collaborative planning theory (Healey, 1997, 2003) helped illustrate the importance of mutual learning and relationship building to members who have or are involved with a community-university partnership. Although the roles of partners varied, the weight placed on such roles must be considered as of equal value. The planning process in building vision, capacity building, and negotiating outcomes can be led by community and facilitated by university partners – two very different roles yet weighted equally. The research also suggests that the use of collaborative planning for downtowns is appropriate in settings where collective action is necessary to help provide resources toward revitalizing ailing downtowns. Planners, therefore, must handle a number of roles: listening, educating, facilitating, mediating, advocating, communicating, and organizing. For the university, service learning also plays an important role in educating and developing community -- especially in downtown revitalization. It challenges universities to broaden their missions towards becoming “engaged” campuses supporting not only what is important to them within their own domain but outside as well (i.e. their host community). However, the degree of collaborative effort with universities (i.e. faculty, staff, and students) is dependent on an institution’s culture and its level of support for community engagement and outreach. This research provides new insights into the collaborative nature of the community and university partnership. The knowledge gained from this research provides further understanding of the implications for planning by informing planners and policy-makers about how these partnerships can facilitate downtown revitalization.