Session Information
32 SES 16, Climate Change, Urban Migration, Development and Organisational Learning
Symposium
Contribution
The UMIMCC (Urban Management of Internal Migration due to Climate Change) project has operated in two large cities in Bangladesh. In the first paper in this symposium the project’s team leader reports actions and results that denote a degree of success in the operation of the project. In addition the third paper reports empirical and externally organised field work that found that a large proportion of beneficiaries and local government and community actors also consider the project to be fairly successful in giving training, creating employment opportunities, absorbing migrants into the community and humanising living conditions in the slums. It was decided by the team leader of the project that it would be useful to examine not only the specifically reported measures of success, but also a theoretical framework that addressed the organisational and operational factors that lead to success, and that could provide a basis for not only critical analysing what has occurred so far in the project but also for assisting in future planning. I was invited to suggest a theoretical framework. It needs to be acknowledged that success is evolving and relative. It is also multifaceted, involving considerations such as use of expenditure, number of outcomes, quality of outcomes, sustainability of changes, future prospects. In a project involving the survival and development of people it needs to involve more than what can be fitted on a spreadsheet. In this particular project success needs to be considered in terms of the people who are urban migrants because of climate change. This paper explains the original development through case study research of the framework (Greenwood & TeAika, 2010), its further testing, and its adaption (in terminology) to the context of Bangladesh. It presents and unpacks five overarching factors as integral to successful organisational implementation of programme designed to develop communal capacity as well as to aid individuals, particularly in a context that entails profound cross-cultural interaction and involves multiple stakeholders. They are: Support from the Top, Local Relevance, Knowledges, Co-learning, and Active Removal of Barriers. They are interrelated. Learning is explicitly identified as one overarching factor but indeed each of the factors and framework as a whole recognises the importance of inquiry and preparedness to continuously (un)learn and embody such learning in practice. Like any model, the framework is intended as provocation rather than a ritualising format, and a resource for further, preferably internal, continuing and reflective action research.
References
Anmol, K. (2018). Success Factors of Urban Management of Internal Migration due to Climate Change (UMIMCC) Project. Keynote paper at Third Annual National Conference on Urban resilience to Climate Change. Dhaka 18-20 November. Greenwood. J. (2018). Factors leading to csuccess: Developing a theoretical framework. Keynote paper at Third Annual National Conference on Urban resilience to Climate Change. Dhaka 18-20 November. Greenwood J. (2018) Operational trust: Reflection from navigating control and trust in a cross-cultural professional development project. Educational Philosophy and Theory : 1-10 Greenwood, J. & TeAika, L.-H. (2010): Hei Tauira: Teaching and Learning for Success for Maori in Tertiary Settings. Wellington: Ako Aotearoa. Greenwood, J. (2017). Navigating cross-cultural complexities in change management: A case study of a ‘training’ project between New Zealand and Bangladesh. ECER Conference, Copenhagen. Neupert, U. (2018) the UMIMCC Project. Keynote paper at Third Annual National Conference on Urban resilience to Climate Change. Dhaka 18-20 November. United Nations. (2015). Resolution adopted by the General Assembly on 25 September 2015: Transforming our world: the 2030 Agenda for Sustainable Development A/RES/70/1. http://www.un.org/ga/search/view_doc.asp? symbol=A/RES/70/1&Lang=E Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press
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