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Learning across borders: Establishing transboundary coordination in Maritime Spatial Planning in the North Sea Region – Lessons from the NorthSEE project.
Get PDFThe diversity and intensity of human activities in the North Sea region (NSR) and other maritime regions are increasing. This necessitates transboundary coordination at the sea basin level, which is required but yet insufficiently established. Through European co-funded projects, national policymakers, stakeholders, and scientists in MSP are enabled to develop transboundary coordination (TBC) mechanisms. TBC requires, alongside other factors, a form of social and policy learning between these actors in different countries. The NorthSEE project (2016–2022) was an example of such an EU-co-funded project and was aimed at enhancing coherence in MSP processes and plans across the NSR. This article examines the project's key learning outcomes, the role of the MSP Challenge Simulation Platform in supporting these outcomes, and factors that enabled or constrained learning within the project. Data was collected during the project via document analysis, questionnaires from participatory stakeholder workshops, interviews with sixteen project participants and ten workshop participants, and observations. The study highlights that project participants have gained more insight into each other's planning systems, are able to contact each other more easily, and have initiated several follow-up initiatives. Furthermore, it shows that interactive and participatory tools, such as the MSP Challenge Simulation Platform, can contribute to individual and social learning by providing participants with instant feedback on their decisions. These learning outcomes have been influenced by various enabling and constraining conditions, including time, resources, and the differing levels of expertise and knowledge among project partners and participants. Assessing the broader societal impact remains a challenge and warrants further attention.</p
The impact of retail strategies, utilitarian benefits, shopping and holiday habits on consumer’s food waste behavior.
No full textReducing food waste at the consumer level is a critical component of the U.N. sustainable development goals, yet consumer behavior in this domain remains complex and multifaceted. This study extends the Theory of Planned Behavior (TPB) to develop a comprehensive model of food waste behavior in a developed economy, integrating both cognitive and structural factors that influence consumer decisions. Using survey data from 309 U.S. households, we empirically test the impact of retail strategies, perceived utilitarian food waste benefits, and holiday habits on food waste behavior. The findings reveal that retail strategies, such as promotions and packaging tactics, encourage over-purchasing, contributing to increased waste. Additionally, consumers who perceive benefits in discarding food–such as making space for fresher items or avoiding the effort of meal planning–exhibit higher food waste tendencies. Seasonal consumption patterns further amplify waste, as holiday-related shopping habits drive excessive food acquisition. These results underscore the need for interventions that address both individual decision-making processes and broader market-driven influences. By integrating structural and habitual determinants into the TPB framework, this study enhances the theoretical understanding of food waste behavior and offers practical implications for policymakers and retailers seeking to reduce consumer-level food waste.</p
Marie and Stefan’s photo album: interactive storytelling technology at the Maczek Memorial.
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Leveraging digital transformation to develop a data-driven culture for supply chain resilience: an empirical investigation.
No full textThe case of cities: skylines versions—affordances in urban planning education.
Get PDFStudies on city‐building games as educational tools show positive results in addressing different learning objectives, but also identify a missing link to reality, as they are mostly computer‐based. Given the differences between existing games and their capabilities, the exact function of these games in an urban planning curriculum is unclear. The city‐building game Cities: Skylines currently has three different versions (Digital, Tabletop, VR). Through an affordance analysis of the game’s three versions, this study analyses how the versions afford four primary knowledge dimensions, and in doing so identifies different educational applications for each version of Cities: Skylines in different planning disciplines. The results show that: (a) the board game is strong in fostering player participation and critical thinking more suited for the social and health studies, public policy, and citizen participation domains of urban planning; (b) the digital version functions as moddable simulator, ensuring familiarity with existing systems and monitoring their effects, useful in logistics and transportation planning; (c) the VR form viscerally involves players in the simulated processes, applicable in design‐focused segments of urban planning, such as sustainable design theory, housing, and land‐use management. The results of this study can help urban planning educators identify possible uses for different versions of Cities: Skylines.</p