Farmers’ preferences for supermarket contracts in Kenya

With the modernization of global agri-food systems, the role of contract farming increases. This also involves smallholder farmers in developing countries. While previous studies have looked at economic impacts of contract schemes on smallholder farmers, little is known about farmers’ preferences for contracting in general, and for specific contract design attributes in particular. Better understanding farmers’ preferences and constraints is important to make smallholder contract schemes more viable and beneficial. This article builds on a choice experiment to analyze farmers’ preferences and preference heterogeneity for contracts in Kenya. In the study region, supermarkets use contracts to source fresh vegetables directly from preferred suppliers. However, farmer dropout rates are high. Mixed logit models are estimated to examine farmers’ attitudes towards critical contract design attributes. Having to deliver their harvest to urban supermarkets is costly; hence farmers require a significant output price premium. Farmers also dislike delayed payments that are commonplace in contract schemes. The most problematic contract attribute is related to unpredictable product rejection rates, substantially adding to farmers’ risk. Designing contracts with lower transaction costs, more transparent quality grading, and fairer risk-sharing arrangements could enhance smallholder participation in supermarket procurement channels.     

Smallholders’ land access in Sub-Saharan Africa: A new landscape?

While scholars long recognized the importance of land markets as a key driver of rural non-farm development and transformation in rural areas, evidence on the extent of their operation and the nature of participants remains limited. We use household data from 6 countries to show that there is great potential for such markets to increase productivity and equalize factor ratios. While rental markets transfer land to land-poor and labor-rich producers, their operation and thus impact may be constrained by policy restrictions. Their functioning may also be constrained by ill-defined or insecure rights that may arise from failure to fully compensate existing rights in cases of expropriation, a failure to implement more broadly land policies or to do so in a gender sensitive manner. Methodological and substantive conclusions are derived.     

A ‘Knowledge Trading Game’ for collaborative design learning in an architectural design studio

Knowledge-sharing and resource exchange are the key to the success of collaborative design learning. In an architectural design studio, design knowledge entails learning efforts that need to accumulate and recombine dispersed and complementary pieces of knowledge. In this research, firstly, ‘Knowledge Trading Game’ is proposed to be a way for promoting students’ design knowledge exchange, dissemination and refinement. Twelve students are randomly chosen as experimental participants. And secondly, ‘virtual value’ is used for students to trade their design knowledge. In this game, students buy others’ design knowledge to extend their design problem space; students decrease their design solution space through their sold design knowledge. Finally, ‘protocol analysis’ is adapted as the research methodology to examine the results of implementation. A positive outcome is identified that Knowledge Trading Game encourages collaborative design learning.     

Personality and other attributes,qualities, abilities and opinions of some ‘A’ level design students

Many claims have been made of a subjective nature that some students studying A level Design develop certain personal qualities and attributes not found in some students who study other academic A levels. The research describes attempts to quantify these claims and as a result provides a firmer basis for the understanding of the effects on students of studying design.     

Outsourcers’ control mechanisms,vendors’ contract schemas,and project performance in cross-border IT outsourcing: A vendor’s perspective

Relational conflicts are likely to occur in cross-border IT outsourcing between partners with different cultural backgrounds. Extant literature diverges on the role of contract and trust as control mechanisms in managing relational conflicts. Prior studies have examined the effectiveness of the control mechanisms primarily from the outsourcer’s perspective, with little consideration of how vendors interpret outsourcers’ control mechanisms. Based on psychological contract theory, this study addresses the effects of contract-based and trust-based control mechanisms on relational conflicts from the vendor’s perspective and further explores the contingency of the effects on vendors’ psychological contract schemas (transactional contract schema and relational contract schema) towards their relationships with outsourcers. Based on survey data from 180 offshore outsourcing IT projects, the results show that vendors’ transactional contract schema reduces the effect of trust-based control whereas vendors’ relational contract schema strengthens the effect of outsourcers’ contract-based control on relational conflict. Relational conflicts, in turn, exhibit a negative impact on project performance. The findings offer new insights into the role of outsourcers’ contract-based control and trust-based controls in relationship management from a vender’s perspective. The findings also extend the outsourcing governance literature by illustrating the contingency of the control mechanisms on vendors’ psychological contract schemas.     

Students’ interest and expectancy for success while engaged in analysis- and creative design activities

Inasmuch as design is a central activity in K-12 engineering education, understanding the students’ motivation during engaging in engineering design activities will help educators to develop and evaluate strategies for engineering design challenges, and improve curriculum. The objective of this study is to better understand the relationship between students’ interest and expectancy for success while engaged in two design activities in grades 9–12. The primary difference between the two activities was the strategy used to solve the design problems from a predictive analysis and a creative approach. Constructs of motivation for students’ interest include task value (TV) and intrinsic goal orientation (IGO) and extrinsic goal orientation (EGO). Expectancy for success includes control of learning beliefs and self-efficacy for learning and performance. In this study, students (n = 31) from three high schools that implement the Project Lead the Way curriculum in three states in the US participated in the study. Immediately after completing their design projects, each student was asked to complete a modified version of the Motivated Strategies for Learning Questionnaire survey instrument which evaluates their interest and expectancy for success. The results show that students were more intrinsically motivated to engage in a design activity that involves a predictive analysis than a creative approach. No significant correlation was found between students’ expectancy for success and EGO in design tasks that utilized either predictive analysis or creative approach. The study also found that TV and IGO were good predictors for students’ expectancy for success. Demographic information associated with students’ motivation in the design activities is also presented.     

Inclusive design in the Key Stage 3 classroom: an investigation of teachers’ understanding and implementation of user-centred design principles in design and technology

This paper starts out with a discussion of the importance of user-centred design, outlining its history and current embodiment in national and international standards and considers its particular relevance in addressing the needs of ageing populations. The paper moves on to examine how the premise of user-centred design has been taken up in education and focuses on the specific example of user-centred approaches as part of the Design and Technology requirement of the English National Curriculum, taught in England’s schools since 1989. The initial stage of the Designing our Tomorrow project presented in this paper was an investigation of the extent to which user-centred design was integrated in current teaching practice. Analysing baseline data collected from teachers and pupils at two state secondary schools the project team found that many of the tasks teachers planned for pupils did not provide opportunities to identify users’ needs when solving design problems. Finally, the paper presents a discussion of the project’s implications for pupils’ learning and understanding of Design and Technology.     

Colourful practice: Is design education informing architects’ use of colour?

This paper sets out to consider the relationship between design education, architects’ colour knowledge, colour orientations and colour use in design practice. Specifically, a survey of 274 architects, architectural academics and postgraduates in Australia and Iran addressed the questions—is design education informing colour knowledge, and does colour education and knowledge inform an architect’s colour use in their designs? The findings suggest colour use in architecture has two chief influences: (1) Colour Orientation (architects’ general attitudes and prejudices towards colour use); and (2) Contextual Variables (the cultural and physical context of designs). The study shows that while the amount of colour education that architects receive has little role in informing their colourfulness orientations (i.e., how colourful they believe architecture in general should be), the greater an architect’s colour knowledge the more colourful their designs will be. The study suggests that the colourfulness of contemporary buildings is likely influenced more by levels of architects’ theoretical colour knowledge and by their personal preferences rather than by contextual influences such as the cultural and physical context of a design, the building function, or client directives.     

Chinese consumers’ preferences for food quality test/measurement indicators and cues of milk powder: A case of Zhengzhou,China

Many food regulations focus on test/measurement indicators, such as hazard analysis and critical control points (HACCP) and traceability, etc. Other than these indicators, the food industry uses various cues such as product origin as indicators of product quality. However, in an environment where consumers’ confidence in food safety is low due to frequent food safety scandals, little is known about the efficiency of these test/measurement indicators and cues. This paper used the primary data collected in Zhengzhou (China) to estimate consumers’ preferences for test/measurement indicators and a new cue of “own farm” for milk powder. Our results show that country of origin is the most important cue attribute, followed by price and own farm. The importance of test/measurement indicators such as organic, traceability, and HACCP certification is relatively low. Also, the individual parameter estimates show that consumers’ preferences for test/measurement indicators currently in the market are weak and fragile. Interestingly, price has an inverse-U-shaped relationship with consumer utility, implying that Chinese consumers may perceive low-price milk powder as low quality. The results of this study provide important insight for regulatory authorities and the food industry to develop more effective policies and programs to improve consumer preferences for milk powder.     

Informing a pedagogy for design and problem-solving in hard materials by theorising technologists’ learning experiences

Design and problem solving are central to technology and have distinguished learning in technology from other curriculum areas. This research investigated how expert technologists learn design and problem solving through experience. Data was collected from four expert technologists and this information was analysed using learning theories that focus on learning through experience—that is experiential learning theory, situated cognition, distributed cognition and activity theory. This framework of analysis provided evidence that learning through experience is central to these experts’ development and justify a broader construct of experience than normally associated with hard materials. This information supports curriculum development in hard materials technology that employs a wide range of experiences and provides justification for curriculum developers and teachers to justify, inform and develop effective design and problem solving learning programmes focussed on a broadened construct of experience.     

User consultation during the fuzzy front end: evaluating student’s design outcomes

In this paper we evaluate the involvement of a partially blind user as lead user in the early stages of a product redesign during an undergraduate product design-engineering course. Throughout the early stages of product design, or fuzzy front end, there is a high level of uncertainty. End users, with their increased contextual knowledge can play an important role in this process, improving decision-making. Yet limited research has thus far been done on user types for involvement and concept generation efficiency. To study whether end user involvement will impact results, a group of students were given consults from a partially blind end user. Using a panel of four judges, we evaluate the results. We find no significant differences in the feasibility, user value or originality of the concepts created by students who received a user consult. We discuss these findings within the context of user involvement in design engineering education.     

Positioning industrial design students to operate at the ‘fuzzy front end’: investigating a new arena of university design education

This paper describes pedagogic research to instigate, support and understand a significant change in the education of undergraduate industrial design students. Design educators at Loughborough University, UK, have proposed that it will be critical for future industrial designers to learn new knowledge and abilities which will enable them to successfully operate at the ‘fuzzy front end’ of new product development. This is an arena before a traditional design brief exists (i.e. ‘pre-brief’), and typically involves in-depth investigation of such issues as users, experiences and brand, followed by exploitation of the findings. Curriculum development and new teaching, evolved over five annual cycles of implementation, reflection, planning and new implementation, is described. A model of the activities and processes of this ‘pre-brief’ arena is presented. Through structured investigation of the cycles of improvement and follow-up evaluation research, evidence gathered from stakeholders (students, educators, and industry) indicates that industrial design students can be taught to successfully operate at this fuzzy front end, and that this can be a highly effective strategy for students in their design project work. It also suggests that the students’ enhanced abilities will be in demand following their graduation.     

Consumers’ valuation for food traceability in China: Does trust matter?

Food safety is a very important topic in China. We investigate Chinese consumers’ preferences and willingness to pay (WTP) for food traceability using a choice experiment. Given that consumers’ trust in the food system may affect their preferences and WTP, we also assess the interaction between consumers’ trust in government’s supervision of food safety and food labels and consumers’ preferences for traceable food products. Using data collected from a choice experiment on Fuji apples in a face-to-face survey in six Chinese cities, the results show that (i) consumers are willing to pay for traceable food but their valuations can differ upon the degree of their trust in government’s supervision of food safety and food labels; (ii) consumers are willing to pay for traceability with strong evidence of preference heterogeneity; (iii) government is not the most trusted safety inspection and certificate authority as found in prior studies using animal food products in China.     

Implementing an exemplar-based approach in an interaction design subject: enhancing students’ awareness of the need to be creative

In higher education effective teaching includes making learning goals and standards clear to students. In architecture and design education in particular, goals and standards around assessment are often not well articulated. There is good evidence that when teachers engage students before an assessment in marking exemplars, and explain why the exemplars received the grades they did, students’ performance in their written assessment is consequently enhanced. However some teachers are concerned that exemplars may discourage students from being creative; this concern is particularly important in design education. In this small-scale mixed methods study we explore interaction design students’ perceptions of the effect of an exemplar-based teaching approach on their work in a design task. Our quantitative and qualitative results show that students developed their understanding of task criteria and standards; far from discouraging their creativity, most students perceived that their experience of the approach enhanced their awareness of the need to produce an original design. The exemplar-based approach used in this study complements the studio-based teaching approach in design education, and helps to make clear the design goals and standards that teachers expect their students to strive for.     

Cognitive radio systems specific for IMT systems: Operator’s view and perspectives

Cognitive radio (CR) is still an emerging and disruptive communication technology which is expected to improve the overall efficiency of the spectrum use. It is envisaged that cognitive radio systems (CRS) could impact many aspects of communications and in particular could facilitate accommodation of the increasing amount of services and applications in wireless networks. Intensive research on CR aims at maximising the utilisation of the limited radio spectrum resource. There have been many advances in CR regarding the technology development aspects; however supplementary research on regulation, policy and market structure reforms in relation with application specific deployment is still required before any CR-based spectrum access could be implemented for specific broadband mobile applications. Indeed, mobile community is still at an early stage of understanding and development of CR capabilities and it is premature to envisage wide deployment of CRS without careful consideration of regulatory and business issues. Therefore, this paper gives a classification of CR-based network and application scenarios, and investigates the feasibility of them from a regulatory perspective at a global level (ITU-R). Main part of this paper presents the wireless network operator’s approach to CRS specific for International Mobile Telecommunications (IMT) systems and proposes the radio environment map (REM) concept as a cognitive tool that increases environmental awareness in wireless network operator’s networks. Studies, which the authors performed internally and within the framework of a collaborative European project as well as within ITU-R yield the conclusion that, at shorter term, only intra-operator based CRS maximises the possibility for CR capabilities to be implemented.     

The impact of the internet on students’ enhancement of cultural aspects in design projects: a case study on interior design graduation projects,University of Dammam,Saudi Arabia

The paper explores the impact of the internet on students and their enhancement of their Identity and culture in the world of globalization. It is based on two stages; a theoretical background in the literature that provides criteria for examining the issue of the study. Then, the analytical study is done to the collected data. The paper incorporates two methods of data collection; a questionnaire survey to measure the instructors’ perception of how students should reflect the identity and local culture in their projects in the internet era, and statistical analysis of students’ implementation of cultural knowledge and identity features in their graduation projects in the new millennium before the usage of internet in the design education in the interval of 2001–2007 and after the usage of internet the interval between 2008 and 2015. Consequently, the paper is designed to generate both statistical quantitative and qualitative data. Despite the apparent impact of Globalization and internet based education on abandoning individual identity, yet it might lead to opening new horizons in front of dealing with cultural identity and heritage with a contemporary vision that integrates with nowadays architecture and at the same time refer to the unique identity.     

Middle-school teachers’ understanding and teaching of the engineering design process: a look at subject matter and pedagogical content knowledge

This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they introduced the eight steps of the engineering design process (from content standards for the state of Massachusetts, USA). The teachers demonstrated wide-ranging knowledge of the engineering design process, and this paper describes two of the steps the teachers showed a more sophisticated understanding—constructing a prototype and redesigning. Examples from the teachers illustrate strengths that can be built upon as well as some areas for further development.     

The effect of social capital on local suppliers’ exploitative and exploratory learning in global buyer–supplier relationships: the moderating role of contract specificity

Drawing on the theories of social capital (SC) and organizational learning, a contingency theoretical framework that examines the impact of structural, relational, and cognitive SC on local suppliers’ exploitative and exploratory learning in the context of global buyer–supplier (GBS) relationships in China was developed. The extent to which the impact is moderated by the contract specificity between the buyer and supplier is also examined. The empirical results show significant positive impacts of structural and relational SC on local suppliers’ exploitative learning but significant negative impacts on local suppliers’ exploratory learning. More specifically, contract specificity strengthens the positive effects of all three dimensions of SC on exploitative and the negative effects of structural SC and relational SC on exploratory learning. They put forward several potential implications for practicing managers and policymakers.