Evaluating megaprojects: from the “iron triangle” to network mapping

Evaluation literature has paid relatively little attention to the specific needs of evaluating large, complex industrial and infrastructure projects, often called ‘megaprojects’. The abundant megaproject governance literature, in turn, has largely focused on the so-called ‘megaproject pathologies’, i.e. the chronic budget overruns, and failure of such projects to keep to timetables and deliver the expected social and economic benefits. This article draws on these two strands of literature, identifies shortcomings, and suggests potential pathways towards an improved evaluation of megaprojects. To counterbalance the current overemphasis on relatively narrowly defined accountability as the main function of megaproject evaluation, and the narrow definition of project success in megaproject evaluation, the article argues that conceptualizing megaprojects as dynamic and evolving networks would provide a useful basis for the design of an evaluation approach better able to promote learning and to address the socio economic aspects of megaprojects. A modified version of ‘network mapping’ is suggested as a possible framework for megaproject evaluation, with the exploration of the multiple accountability relationships as a central evaluation task, designed to reconcile learning and accountability as the central evaluation functions. The article highlights the role of evaluation as an ‘emergent’ property of spontaneous megaproject ‘governing’, and explores the challenges that this poses to the role of the evaluator

Pathways from maternal depressive symptoms to adolescent depressive symptoms:the unique contribution of irritability symptoms

BACKGROUND: The authors tested three possible pathways linking prenatal maternal depressive symptoms to adolescent depressive symptoms. These pathways went through childhood Irritability Symptoms, Anxiety/Depressive Symptoms or Conduct Problems. METHOD: Data were collected from 3,963 mother–child pairs participating in the Avon Longitudinal Study of Parents and Children. Measures include maternal depressive symptoms (pre‐ and postnatal); toddler temperament (2 years); childhood (7–13 years) irritability symptoms, anxiety/depressive symptoms, conduct problems, and adolescent depressive symptoms (16 years). RESULTS: Irritability Symptoms: This pathway linked sequentially – prenatal maternal depressive symptoms, toddler temperament (high perceived intensity and low perceived adaptability), childhood irritability symptoms, and adolescent depressive symptoms. Anxiety/Depressive symptoms: This pathway linked sequentially – prenatal maternal depressive symptoms, toddler temperament (negative perceived mood), childhood anxiety/depressive symptoms, and adolescent depressive symptoms. Childhood conduct problems were not associated with adolescent depressive symptoms, above and beyond irritability symptoms and anxiety/depressive symptoms. CONCLUSIONS: Results suggest evidence for two distinct developmental pathways to adolescent depressive symptoms that involve specific early and midchildhood features

The reflective learning continuum: reflecting on reflection

The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research which considers reflection within the context of both the marketing and general business education literature. This paper describes the use of an instrument which can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection and intensive reflection and two conditions for reflection: instructor to student interaction and student to student interaction. Further we demonstrate the importance of reflective learning in predicting graduates’ perception of program quality. Although the focus was on assessment of MBA level curricula, the findings have great importance to marketing education and educators

Organizational learning and emotion: constructing collective meaning in support of strategic themes

Missing in the organizational learning literature is an integrative framework that reflects the emotional as well as the cognitive dynamics involved. Here, we take a step in this direction by focusing in depth over time (five years) on a selected organization which manufactures electronic equipment for the office industry. Drawing on personal construct theory, we define organizational learning as the collective re-construal of meaning in the direction of strategically significant themes. We suggest that emotions arise as members reflect on progress or lack of progress in achieving organizational learning. Our evidence suggests that invalidation – where organizational learning fails to correspond with expectations – gives rise to anxiety and frustration, while validation – where organizational learning is aligned with or exceeds expectations – evokes comfort or excitement. Our work aims to capture the key emotions involved as organizational learning proceeds

What lies beneath? The role of informal and hidden networks in the management of crises

Crisis management research traditionally focuses on the role of formal communication networks in the escalation and management of organisational crises. Here, we consider instead informal and unobservable networks. The paper explores how hidden informal exchanges can impact upon organisational decision-making and performance, particularly around inter-agency working, as knowledge distributed across organisations and shared between organisations is often shared through informal means and not captured effectively through the formal decision-making processes. Early warnings and weak signals about potential risks and crises are therefore often missed. We consider the implications of these dynamics in terms of crisis avoidance and crisis management

Multi-level optical signal generation using a segmented-electrode InP IQ-MZM with integrated CMOS binary drivers

We present a segmented-electrode InP IQ-MZM, capable of multi-level optical signal generation (5-bit per I/Q arm) by employing direct digital drive from integrated, low-power (1W) CMOS binary drivers. Programmable, multi-level operation is demonstrated experimentally on one MZM of the device

'Simultaneous Immersion' : How online postgraduate study contributes to the development of reflective practice among public service practitioners

This paper examines how the process of engaging simultaneously in study and work – through online distance-based study – affects students’ capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of “educational effectiveness” beyond course-based attainment to encompass the impact of learning within the workplace. It explores the interface between study and work, focusing on the case of online postgraduate programmes in public management at the University of York. It finds that simultaneous immersion in study and work can create the conditions for “public reflection” that underpin work-based learning and that a key factor is the student-practitioner's ability to mobilise “episodic power.” The paper suggests ways in which existing approaches to online postgraduate learning might be enhanced in order to capitalise on these conditions of simultaneous immersion

Tradeoffs in jet inlet design: a historical perspective

The design of the inlet(s) is one of the most demanding tasks of the development process of any gas turbine-powered aircraft. This is mainly due to the multi-objective and multidisciplinary nature of the exercise. The solution is generally a compromise between a number of conflicting goals and these conflicts are the subject of the present paper. We look into how these design tradeoffs have been reflected in the actual inlet designs over the years and how the emphasis has shifted from one driver to another. We also review some of the relevant developments of the jet age in aerodynamics and design and manufacturing technology and we examine how they have influenced and informed inlet design decision

The role of inhibitory feedback for information processing in thalamocortical circuits

The information transfer in the thalamus is blocked dynamically during sleep, in conjunction with the occurence of spindle waves. As the theoretical understanding of the mechanism remains incomplete, we analyze two modeling approaches for a recent experiment by Le Masson {\sl et al}. on the thalamocortical loop. In a first step, we use a conductance-based neuron model to reproduce the experiment computationally. In a second step, we model the same system by using an extended Hindmarsh-Rose model, and compare the results with the conductance-based model. In the framework of both models, we investigate the influence of inhibitory feedback on the information transfer in a typical thalamocortical oscillator. We find that our extended Hindmarsh-Rose neuron model, which is computationally less costly and thus siutable for large-scale simulations, reproduces the experiment better than the conductance-based model. Further, in agreement with the experiment of Le Masson {\sl et al}., inhibitory feedback leads to stable self-sustained oscillations which mask the incoming input, and thereby reduce the information transfer significantly.Comment: 16 pages, 15eps figures included. To appear in Physical Review

E-learning as a tool for knowledge transfer through traditional and independent study at two UK higher educational institutes: a case study

Much has been made of the advances in computer aided learning activities. Websites, virtual campus, the increased use of Web CT and chat rooms and further advances in the use of WebCT are becoming more commonplace in UK universities. This paper looks for ways of changing higher education students’ perception of the usefulness of recommended internet web sites for learning purposes, with the intention of increasing the usage rate of recommended module web-sites. The change could represent an adaptation of the existing, well-known technology to change students’ perception regarding its potentially formative role. Subsequently, the outcomes from this preliminary research could be used in order to enhance the quality of the Internet use for teaching and learning purposes