For decades, the World Bank has been criticized for the social and environmental consequences of its practices in implementing projects. In response, many different groups, including NGOs, have demanded greater World Bank accountability. One avenue through which accountability can be achieved is organizational learning. The Operations Evaluations Department (OED) at the World Bank is one organization that can hold the World Bank accountable through learning. Therefore, this study examines the OED as a learning organization. It does this by applying Peter Senge's conceptualization of learning as "systems thinking." The study seeks to answer the question: Has "systems thinking" contributed to organizational learning in the case of the OED? The study finds that the answer to this question is "yes." This finding also has implications for the study of "systems thinking" itself through developing a method to measure "systems thinking" and for accountability at the World Bank through the OED organizational learning. / Master of Arts

This thesis is focused on The World Bank, it's beginning, organisation and analysis of critique. This thesis begins with reasons for foundation, historical aspects and problems. This involved the world stage before Second World War and the beginning of the IBRD. The thesis continues with a frame look at the organization, projects, finance and the World Bank position. The study shows the righteousnees of critique, analyse it and interpret it. The remainder of the thesis is concerned about the decision power in the bank and it's consequences.

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In 1992, the World Bank Group’s success rate - as evaluated the Bank’s unit, the Independent Evaluation Group - had substantially declined. In response, the Bank formed a task force to determine what factors had caused the decline. The Task Force report detailed several problems with the Bank’s project selection and implementation process. A review of the report and other literature concludes that projects often fail to achieve their goals because of overly optimistic ex-ante appraisals, and project delays. The project selection and design process should attempt to mitigate the risk of project delay by ensuring that financing is available on time, site conditions are stable, and the supply of materials is adequate. A regression analysis based on projects implemented in the 21st century investigates how project success has changed since the report, and how the Bank can continue to improve its project selection process. It concludes that the Bank’s projects are more successful when implemented in countries with a political environment conducive to businesses. In addition, projects experience more delays and are less successful when the borrowing country is responsible for funding a large percentage of the project.

A research report submitted to the Faculty of Science, School of Statistics and Actuarial Science in partial fulfilment of the requirements for the degree of Master of Science, University of the Witwatersrand. Johannesburg, 08 June 2017. Mathematical Statistics degree, 2017 / Country risk evaluation is a crucial exercise when determining the ability of countries to repay their debts. The global environment is volatile and is filled with macro-economic, financial and political factors that may affect a country’s commercial environment, resulting in its inability to service its debt. This re search report compares the ability of conventional neural network models and traditional panel logistic regression models in assessing country risk. The mod els are developed using a set of economic, financial and political risk factors obtained from the World Bank for the years 1996 to 2013 for 214 economies. These variables are used to assess the debt servicing capacity of the economies as this has a direct impact on the return on investments for financial institu tions, investors, policy makers as well as researchers. The models developed may act as early warning systems to reduce exposure to country risk. Keywords: Country risk, Debt rescheduling, Panel logit model, Neural net work models / XL2017

Thesis advisor: Robert Murphy / Much has been said, often negatively, of the role of the International Monetary Fund (IMF) and World Bank in the international system. Usually these criticisms focus on financial advice rooted in neoliberal ideology rather than in conditions within a given economy, or on the strict conditions attached to IMF or World Bank loans. The discussion of the role of these institutions often does not extend into the discussion of revolutions. This study seeks to draw connections between IMF or World Bank involvement in developing states and the revolutions that occurred within them. Using John Foran’s model for revolution in the Third World, the study aims to determine whether conditionality constitutes a “world-systemic opening”—a change in the international system that allows the structural inadequacies of a state to fall to the pressures of the society beneath it. This examination reaffirms the notion that revolutions are complex processes with roots in a state’s structures and its placement in the international system. The revolutionary consequences of IMF and World Bank involvement is not limited to conditionality, however; in the three situations studied, conditionality was limited, despite rules to the contrary. Throughout these revolutions, the work of the IMF and World Bank is pervasive, especially in economic policy advising and the extending of loans crucial to the survival of the old economic system. More often than not it is the withdrawal of funding due to political oppression or instability than it is conditionality that constitutes a world-systemic opening. / Thesis (BA) — Boston College, 2010. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: International Studies.

This paper critically evaluates guidelines concerning participatory development by the World Bank and USAID. It focuses on the different conceptual frameworks adopted in order to examine the differing ways of adopting participation in their development agenda. A literature –based method was adopted and the analysis included evaluation of five documented experiences including the Ghana Secondary Education Improvement Project and Ghana Water Sanitation and Hygiene Project from both the World Bank and USAID. Baum project cycle stages have been taken as activities for project participation. The findings are; the need for better planning; ensuring sustainability; and involving beneficiaries. / Article was sent as 4 word documents - I compiled into pdf version and let Farhad know 21/06/2016 - sm / The full text will be available at the end of the publisher's embargo, 31st July 2018.

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.

The author of this paper seeks to explore what strategies are available for a multinational organization to manage knowledge, and to what extent a non-profit organization (NPO) have applied the same tools for managing knowledge within the organization as a multinational corporation (MNC). Through studying how knowledge flows within a MNC (Nonaka et al., 1995; Polanyi, 1966; Dani, 2006; DeNisi et al., 2003; Szulanski, 1996) and then analyzing the strategies for handling these flows the thesis will have presented a picture of Knowledge Management (KM), the processes for dealing with learning in the organization, which can then be compared to how KM works in a NPO – the World Bank. Through this comparison, this case study shows that all strategies employed by the World Bank are also used in MNCs, giving us the indication that NPOs can adapt KM strategies from MNCs and face many of the same challenges as an MNC does.