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The traditional view of project management is beingchallenged by the globalization of markets, mergers ofinternational companies, and the integration of managerial andbusi-ness processes in global corporations. The development ofInformation Technology and the rapid growth of the Internet hascreated an opportunity to utilize global resources, resultingin new and unique problems within project management researchthat need to be addressed. This thesis focuses on problems in project managementexperienced by global system suppliers trying to adapt theirbusinesses to the rapid changes of customers needs. Itespe-cially focuses on geographically dispersed organizationsconsisting of several organizations in different countries,with disparate history and corporate culture, developing anddeliver-ing complex systems under the company's name. In order to identify potential problems faced by globalmulti-organizational companies, especially system supplierswith large research and development (R&D) budgets, aframe-work is suggested. This framework divides the problemsinto three categories: geographi-cal, organizational andcultural. The problems identified in the case studies are thenclassi-fied to these categories. Finally, a description of howthe identified problems can be man-aged is provided when themost important success factors identified in the studies arepresented. / QC 20100512

yes / This paper is a literature review of Logical Framework ideas for the management of the cycle for the planning and implementation of development projects - the "Project Cycle" (MacArthur 1994) The ideas and nature of the LogFrame (as it is generally called) are deceptively simple, with all the thinking and targets for a project represented in a simple 16 cell worksheet, which it is intended should be written on one or at the most two sheets of A4 paper. The underlying intention of this approach is for the objectives of a project or any other intervention to be explicitly defined from an early stage, so as to strengthen the logic of the planning at different levels of a project's performance, and the evaluation of progress when the plans are implemented. A summary matrix for the presentation of all this was first proposed in the US Government in 1970, and the idea not only soon took firm root there in AID, but has been adopted in original or modified form by a very large proportion of Development Assistance Agencies. The appeal of the simple logic behind the LogFrame idea has been very strong, and the ideas are an established part of all the set of tools of all development planners working at the micro level. / ID-7098D - Project Planning and Financial Analysis

Utvecklingsprojekt förutsätter konstruerade målgrupper – ”de fattiga”, ”de under-utvecklade”, ”analfabeter” – som man ämnar ”hjälpa”, ”utveckla” eller ”utbilda”. Vad som definieras vara ”problemen” baseras på kunskap som härrör från samma källa som idéerna till utvecklingsinsatser. Detta riskerar att ignorera lokalkännedom. Denna uppsats visar, genom analys av ett fall på mikronivå, att projektmål som syftar till att främja utveckling inte alltid lyckas.Denna studie är baserad på etnografiskt material hämtat från ett bostadsområde i Dondo, en landsortsbygd i centrala Moçambique, genom fältarbete. Studien utforskar hur en utvecklingsdiskurs och praxis införs i en lokal ort, hur detta påverkar människorna, samt hur de används och förändras.Mötet mellan utomstående och lokalboende i ekonomiska och materiella ojämlika förhållanden, och arbetsrelationerna mellan ledare och personer med lägre social status, kännetecknas av ömsesidiga fördomar och stereotypa bilder av ”den andre”. I Dondo har historiskt och kulturellt normaliserade sociala relationer kommit att marginalisera ekonomiskt mindre gynnade invånare. Uppdelningen mellan insiders och outsiders legitimerar och upprätthåller marginaliseringen av lokal kunskap och exkluderingen av lokala invånares deltagande. Samtidigt finns det en brist på tilltro till utomståendes expertis bland lokalboende, som hindrar erkännande av ”yttre” kunskap som kan bidra till lokal utveckling.Dessa faktorer hindrar skapandet av inkluderande arbetsrelationer, det vill säga ett ge-och-ta-förhållande där båda parter lär och drar nytta av varandras erfarenheter och kunskap. Denna uppsats hävdar därför att ömsesidigt lärande är en förutsättning för utveckling. En viss typ av ledarskap kan möjliggöra utveckling om den tillämpas i syfte att utmana befintliga ojämlika maktförhållanden och diskursivt konstruerade bilder av sig själv och andra som cirkulerar i utvecklingssammanhang. / Development projects often conceptualize target groups that are identified as – ‘the poor’, ‘the underdeveloped’, ‘the illiterate’ – with the aim to ‘help’, ‘develop’ or ‘educate’ them. The definitions of ‘problems’ are based on knowledge deriving from the same source as the ideas of development interventions, and therefore may ignore local knowledge. By analyzing one micro-level case this thesis suggests that projects aiming to promote development may in fact fail to accomplish their goals.This study is based on ethnographic material collected through fieldwork in one local neighbourhood of Dondo, which is a rural town in central Mozambique. It explores how development discourse and practice are introduced in a local setting, how they operate, and the way in which they are transformed and utilized.The encounters between outsiders and insiders in conditions of economic and material inequality, and the work relations between superiors and socially less privileged people, are characterized by reciprocal preconceptions and stereotyped images of ‘the Other’. In Dondo historically and culturally normalized social relations have come to marginalize economically less advantaged residents. The divisions between ‘insiders’ and ‘outsiders’ may legitimize and maintain the marginalization of local knowledge, as well as local people’s participation. At the same time, a lack of trust towards outsiders’ expertise exists amongst insiders, which impedes recognition of ‘outer’ knowledge that could contribute to local development.These factors obstruct the creation of inclusive work relations; a give-and-take relationship in which both sides learn and benefit from each other’s experience and knowledge. Therefore, this thesis argues for mutual learning as a precondition for development. Certain leadership approaches may enable development, if it is practiced with the aim to challenge existing power inequalities and discursively created images of self and others that operate within development contexts.

[ES] Mary Beaumont Crowley (1907-2005) y David Leslie Medd (1917-2009) trabajaron como arquitectos en el Ministerio de Educación de Reino Unido desde 1949 hasta pasada la década de 1970. Los Medd encabezaron el equipo del Development Group dentro del Architects & Building Branch, que desarrolló las nuevas bases para el diseño de escuelas tras el Education Act de 1944. El planteamiento ideado por los Medd se alejó de los tipos más tradicionales, formados por una serie de aulas, y presentó un nuevo modelo de escuela fundamentado en la variedad. Este principio, del que surgió la estrategia conocida como Built-in variety, y el sistema de los Planning Ingredients, fue una respuesta a los métodos educativos empleados por los docentes en aquel momento, inspirados en las corrientes más revolucionarias conocidas como Child-Centred Education. A lo largo del periodo de posguerra, a través de un proceso de experimentación e investigación, los arquitectos dirigieron un proceso que abordó cuestiones como la diversidad de lugares en los interiores de escuelas primarias, su domesticidad, la integración de las partes, la utilización de sistemas prefabricados o la participación de la comunidad, que tienen un amplio recorrido e interés desde el punto de vista del proyecto arquitectónico. En la presente investigación, tras una lectura de los escritos de los arquitectos, se han utilizado estos conceptos para comprender el proceso de proyecto llevado a cabo por los Medd durante casi tres décadas. Esta tesis toma el proyecto como objeto de estudio, pero no pretende documentar el proceso siguiendo un orden lineal, sino volver a proyectar las escuelas a través de un método interpretativo que ponga en relación las palabras de Mary y David Medd con las de otros autores, para comprender el significado de estas escuelas hoy, 60 años después. / [EN] Mary Beaumont Crowley (1907-2005) and David Leslie Medd (1917-2009) worked as architects in the Ministry of Education of Great Britain from 1949 until after the 1970s. The Medds were the acknowledged leaders of the well-known Development Group in the Architects & Building Branch, that developed the new school design bases after The Education Act of 1944 was approved. The approach of the new school design shifted from the more traditional types, with a series of self-contained classrooms, towards an alternative substantiated on variety. This principle from which the strategy known as Built-in variety emerged, and the system of the Planning Ingredients, was a response to the educational methods employed by teachers at the time, inspired by the most revolutionary principles of the Child-Centred Education. Throughout this post-war period, the Medds followed a process of experimentation and research to develop a school design approach that addressed issues such as the diversity of places within the teaching area, its domesticity, the integration, the use of prefabricated systems, the participation of the community, which have a broad path and interest from the design perspective. In the present research, having read the architects' documents, these concepts have been used to understand the design process carried out by the Medds for almost three decades. This research takes the design as an object of study; it is not intended to document the process following a linear order, but to re-design the schools through an interpretative method, which relates David and Mary Medds' words with those of other authors, to understand the meaning of these schools today, 60 years later. / [CA] Mary Beaumont Crowley (1907-2005) y David Leslie Medd (1917-2009) treballaren com arquitectes en el Ministeri d'Educació de Regne Unit des de 1949 fins passada la dècada de 1970. Els Medd encapçalaren l'equip del Development Group dins del Architects & Building Branch, que desenvolupà les noves bases per al disseny d'escoles després del Education Act de 1944. El plantejament ideat pels Medd s'allunyà dels tipus més tradicionals, formats per una sèrie d'aules, i presentà un nou model d'escola fonamentat en la varietat. Aquest principi, del que va sorgir l'estratègia coneguda com Built-in Variety, i el sistema dels Planning Ingredients, fou una resposta als mètodes educatius emprats pels docents d'aquell moment, inspirats en els corrents més revolucionàries conegudes com Child-Centred Education. Al llarg del període de postguerra, a través d'un procés d'experimentació i investigació, els arquitectes dirigiren un procés que abordà qüestions com la diversitat de llocs en els interiors d'escoles primàries, la seua domesticitat, la integració de les parts, la utilització de sistemes prefabricats o la participació de la comunitat, que tenen un ampli recorregut i interès des del punt de vista del projecte arquitectònic. En la present investigació, després d'una lectura dels escrits dels arquitectes, s'han utilitzat aquests conceptes per a comprendre el procés de projecte dut a terme pels Medd durant casi tres dècades. Aquesta tesi pren el projecte com a objecte d'estudi, però no pretén documentar el procés seguint un ordre lineal, sinó tornar a projectar les escoles mitjançant un mètode interpretatiu que pose en relació les paraules de Mary i David Medd amb les d'altres autors, per a comprendre el significat de les escoles hui, 60 anys després. / Esta tesis ha sido posible gracias a la financiación del Ministerio de Educación, Cultura y Deporte, a través de un contrato predoctoral y una ayuda para una estancia (mayo y junio de 2019) en un centro de investigación fuera de España, The Bartlett School of Architecture, University College London bajo la supervisión de Andrew Saint / Lacomba Montes, P. (2020). Casa y escuela: la aportación de Mary y David Medd a la arquitectura escolar británica de posguerra. Cinco Development Projects del Architects & Building Branch [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/149384

Community participation is a concept meant to ensure that community members are an integral part of processes that determine their destination in relation to their development needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate and make appropriate decisions for their development. Community participation, however, is not without its challenges. In most development projects initiated by local municipalities and other government departments in South Africa, community participation appears to be an afterthought. Most often, community members are consulted after decisions are made by government agencies with regards to the kind of development projects that need to be implemented. As a consequence, community development projects which are intended to improve the quality of life of the majority of communities in South Africa, do not meet this objective. The aim of this study was to evaluate community participation in rural development projects and focuses on the Mokgalwaneng community in the North West province of South Africa as a case study. The research asks the following questions: What is the nature of and extent to which community members participate in rural development projects? What are the challenges to community participation in rural development projects and how can these challenges be addressed? An evaluative research design and qualitative and quantitative methodologies were used. The sample groups were the community members and the DRDLR officials and semi-structured questionnaires as interview guides for data collection were used. The study revealed that the majority of the respondents did not participate in the initiation and planning stages of the projects. And the study further revealed that no income and low-income, politics, favoritism, long working hours, illiteracy, low self-esteem, lack of training, lack of resources, lack of communication, lack of information and transparency about the projects are the challenges of participation. It is therefore recommended that, the government should support the community in all levels to ensure a strong commitment to participation in their development projects. It is anticipated that this study will enable the community members and all role players involved in the Mokgalwaneng development projects to realize the importance and advantages of community participation and that they will work through the challenges in order to increase community participation in development projects. / Development Studies / M.A. (Development Studies)

Thesis (MPA (School of Public Management and Planning))--University of Stellenbosch, 2009 / ENGLISH ABSTRACT: The purpose of this study was to conduct a process evaluation of the Working for Water Social Development interventions as determined in the Medium Term Strategic Plan for 2003-2007. The study focused on the two projects namely Great Letaba and Mamathola projects within the Tzaneen Management Area in Limpopo. The study focused on whether the recruitment and selection process, followed within Working for Water, fosters the employment of equity targets as determined in the Expanded Public Works Programme Guidelines and the Ministerial Determination for Special Public Works Programme. The study also evaluated the process followed in the implementation of HIV and AIDS programmes as a Social Development intervention. Lastly, the study evaluated the processes followed during the implementation of the Skills Development and Training programme within Working for Water. The theoretical background focused on the Social Development theories as well as evaluation theories. In addition the study used the Working for Water Norms and Standards, HIV and AIDS policy, Skills Development and Training Guidelines as the basis for the process evaluation. Data was collected from three Working for Water job categories namely, the Contractors, HIV and AIDS Peer Educators and Workers by means of questionnaires. The responses were analysed by using the Moonstats statistical software where findings revealed gaps in the planning, monitoring and evaluation processes of Social Development interventions. Furthermore, the study recommended that there be improvements in the implementation processes of Social Development interventions particularly in planning, monitoring and evaluation. / AFRIKAANSE OPSOMMING: Die doelstelling van hierdie studie was om die proses van die Werk vir Water se Sosiale OntwikkelingIntervensie te evalueer soos gestipuleer in die Middel termyn Strategiese plan vir 2003-2007. Hierdie studie het op twee projekte gefokus naamlik, die Groter Letaba en Mamathola projekte in die Tzaneen Bestuursarea in Limpopo. Die fokus van die studie was of die werwing en seleksieprosesse wat binne die Werk vir Water Program gevolg word, wel gelyke werksgeleenthede en kwotas bevorder soos uiteengesit in die riglyne vir Uitgebreide Openbare Werke Program en die Ministeriele Determinasie vir Spesiale Openbare WerkeProgam Die studie het ook die proses geevalueer wat gevolg was in die implementering van MIV en VIGS programme as ‘n Sosiale Ontwikkeling intervensie. Laastens, het die studie die prosesse ge evalueer wat gevolg was tydens die implementering van die Opleidingsen Vaardigheids Ontwikkelings program binne die raamwerk van die Werk vir Water Program. Die teoretiese agtergrond het gefokus op die Sosiale ontwikkelingsteorieë sowel as die evalueringsteoriee. Verder het die studie gebruik gemaak van die Werk vir Water Norms en Standaarde, MIV en VIGS beleid en Vaardigheidsontwikkeling en Opleidingsriglyne as basis vir die evaluasieproses. Data was dmv vraelyste ingewin vanuit drie Werk vir Water poskategorieë naamlik, die Kontrakteurs, MIV en VIGS Eweknie Opvoeders en Werkers. Die inligting was geanaliseer deur gebruik te maak van Moonstats Statistical Software. Die bevindings het leemtes uitgewys in die beplanning, monitering en evalueringsprosesse van die Sosiale Ontwikkelingsintervensies. Verder het die studie aanbeveel dat daar verbeteringe gemaak moet word in die implementeringsprosesse van Sosiale Ontwikkelingsintervensies. Klem moet veral gelế word op die gebiede van beplanning, monitering en evaluering.

Community participation is a concept meant to ensure that community members are an integral part of processes that determine their destination in relation to their development needs. It is a means of empowering people by developing their skills and abilities to enable them to negotiate and make appropriate decisions for their development. Community participation, however, is not without its challenges. In most development projects initiated by local municipalities and other government departments in South Africa, community participation appears to be an afterthought. Most often, community members are consulted after decisions are made by government agencies with regards to the kind of development projects that need to be implemented. As a consequence, community development projects which are intended to improve the quality of life of the majority of communities in South Africa, do not meet this objective. The aim of this study was to evaluate community participation in rural development projects and focuses on the Mokgalwaneng community in the North West province of South Africa as a case study. The research asks the following questions: What is the nature of and extent to which community members participate in rural development projects? What are the challenges to community participation in rural development projects and how can these challenges be addressed? An evaluative research design and qualitative and quantitative methodologies were used. The sample groups were the community members and the DRDLR officials and semi-structured questionnaires as interview guides for data collection were used. The study revealed that the majority of the respondents did not participate in the initiation and planning stages of the projects. And the study further revealed that no income and low-income, politics, favoritism, long working hours, illiteracy, low self-esteem, lack of training, lack of resources, lack of communication, lack of information and transparency about the projects are the challenges of participation. It is therefore recommended that, the government should support the community in all levels to ensure a strong commitment to participation in their development projects. It is anticipated that this study will enable the community members and all role players involved in the Mokgalwaneng development projects to realize the importance and advantages of community participation and that they will work through the challenges in order to increase community participation in development projects. / Development Studies / M.A. (Development Studies)

published_or_final_version / abstract / toc / China Area Studies / Master / Master of Arts

CIDA, the leading Canadian agency in the area of international assistance, is responsible for approximately 78% of the country's aid budget. The Agency's mandate to "support sustainable development in developing countries, in order to reduce poverty and contribute to a more secure, equitable, and prosperous world" indicates that the Agency is concerned with social and cultural factors. However, CIDA does not have any specific mechanisms or tools such as SIA to help achieve its social and cultural sustainability goals. The objectives of this thesis were: a) to develop an analytical framework for undertaking and analysing SIA, and b) to compare CIDA's SIA-related strategies, procedures and mechanisms as they stand now to what is stated in the literature, so as to indicate how and when the Agency uses them, and also to assess their quality and effectiveness. The overarching question that constituted the pillar of this thesis was a two-pronged question: Do CIDA's strategies, procedures and mechanisms equal SIA without being SIA? And are those strategies, procedures and mechanisms adequate to cover issues that are normally dealt with through traditional SIA? This question was answered through 1) the application of the analytical framework on two proposals submitted to CIDA, and 2) an analysis of CIDA's SIA-related procedures based on the framework, key informant interviews, and a review of the literature on the Agency's policies, guidelines, and practices. Based on the literature review, the application of the analytical framework, and on the comments of the informants, the need for an SIA-type procedure for assessing social and cultural effects and impacts for CIDA funding is suggested. Such a practice might very well clarify the Agency's requirements in relation to the consideration of social and cultural factors in the development of projects. Also, it is important to stress that the process should not be reduced to a bureaucratic procedure blindly applied. CIDA could go without formulating a distinct protocol for SIA, as it already has several project planning tools and procedures that could lend themselves very well to the purpose of SIA. Indeed, the Agency's results-based management (RBM) framework could be altered so as to make it more holistic in that it would take into consideration both intended and unintended effects and impacts, and would better take into account social and cultural factors. The application of the logical framework analysis (LFA) can also be expanded to achieve similar goals. Further, the Agency could focus on developing a more integrated and comprehensive type of impact assessment that would touch on all the required types of assessments.