Economics in Action summarizes the insights of economics (microeconomics, development economics, and institutional economics) for development practitioners who work in governmental and non-governmental organizations and civil society activists who do not have formal training in economics
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Economic Analysis of Institutions provides a case studies-based tool kit to help readers analyze institutional changes, reforms, and efforts to improve governance in the nation. The author applies the concepts of new institutional economics to a number of real-world problems and public policy issues relevant for developing economies.
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This paper analyses the impact of citizens' actions for protecting the environment in the context of the institutional features of developing countries. The enforcement of environmental regulation is likely to be weak in developing countries, and thus their citizens are being compelled to sue the polluters or take direct actions that are costly to the polluter. The theoretical and empirical analysis, based on 25 cases of citizens' action from the Kerala State of India, show that their impact is influenced by the institutional deficiencies of the country. Such deficiencies include the delay in resolving conflicts through court interventions and the lower cost of taking actions of civil disobedience due to poor law and order enforcement. The analysis leads to the conclusion that citizens' actions may not be very effective in controlling pollution from existing factories, and may be effective in blocking the establishment of new factories. Both these outcomes, i.e., the continued pollution in existing factories, and zero-pollution (or non-establishment) of new factories/projects, cause social losses, in the former case for the citizens and in the latter for the polluter.
Preface -- Prologue: social purpose, challenges to achievement, the possibility of universities with specific social purposes and a response -- Chapter 1 Universities and Social Purpose: setting the scene for a conversation on social purpose -- Chapter 2 Participation, social mobility and social purpose -- Chapter 3 Teaching in Universities and Specific Social Purposes -- Chapter 4 Research and social purpose -- Chapter 5 Community engagement and social purpose -- Chapter 6 Competitive individualism, intellectual independence and imagining some alternatives and consequences -- Chapter 7 Governance of universities' social purposes and monitoring, measuring, evaluating or researching universities' progress -- Epilogue.
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This paper presents the operational procedures involved in incorporating the environmental costs in the cost–benefit analysis of a hydro-electric project. The proposed project, if implemented, would result in the loss of 2,800 hectares of tropical forests and dislocation of two settlements of about 200 families who are currently dependent on the forests for their livelihood. The forests are mainly used for extracting reed – a material used both by traditional artisans and the paper-pulp industry. The potential environmental costs and benefits of the project are identified and approximate estimates of some of these costs are made for items such as carbon sequestration, bio-diversity, and so on, based on similar estimates made elsewhere. These estimated environmental costs are incorporated into the analysis, and the hypothetical estimate of the non-use value, which would make the project's net benefit zero, is estimated under different discount rates. The analysis brings into sharp focus some crucial factors that have a direct bearing on the social trade-off involved in the project choice.
This paper attempts to interpret the known failure of the Green Revolution in Kerala in light of the crucial influence of climatic and geographical factors on the performance of the Green Revolution package in the region. Based on the analysis of the experiments conducted by the scientists of the Kerala Agricultural University (KAU), this paper shows that the net effect of the Green Revolution technology was not impressive even in the research stations. However, an analysis of the discourses on, and the policies of, agricultural development in Kerala shows the complete neglect of these "natural" limiting factors. The authors also examine the socio-political forces and the ideological elements which result in the neglect of climatic and geographical factors.
The volume critically analyses the primary drawbacks of the Indian education system-non-enrolment, dropouts, irregular attendance, and inadequate learning. It establishes the need to strongly encourage parents to recognize the importance of education for their children's future. Arguing that supply-side strategies-free education, midday meals, opening more schools-have not proved effective since the problem of inadequate demand is much larger, the authors delineate the measures that are required to boost the demand for education in India.
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Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target.
Design/methodology/approach This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions.
Findings Respondents' disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement.
Practical implications This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity.
Originality/value This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.
