Exploring the mechanics of city-to-city learning in urban strategic planning: Insights from southern Africa

Moodley, Sogen

doi:10.1016/j.ssaho.2020.100027

Cited by 6 publications

(5 citation statements)

References 16 publications

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“…c. Promote effective learning in the workplace Information sharing alone is not considered automatic learning [26]. Despite [27]. In the workplace, leadership is primarily essential during the implementation process, [10], [28]- [31].…”

Section: Methodsmentioning

confidence: 99%

“…d. Promote the use of modern technology Ilgen et al [32] mention that constant communication via pipelines (such as webinars, emails, and online meetings) results in cities becoming equal partners. However, pipeline construction should occur across the committee and throughout the process [27], [32], [33]. Hence, it is not be limited to a single step as proposed by Ilgen et al [32].…”

Section: Methodsmentioning

confidence: 99%

“…Knowledge traveled in each city should be managed by the leader. Always gain the trust of participants [27]. Moreover, interested in contributing to sustainable urban development and building new internal and external networks [28], [31].…”

Section: Methodsmentioning

confidence: 99%

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Citizen engagement and collaboration: The key to promoting learning city

Kaewhanam

Kaewhanam²,

Pongsiri³

et al. 2023

EduLearn

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The urban development of learning is a key goal of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). However, the drive to achieve urban learning requires several key points. Citizenship and cooperation are associated with developing the city of learning. This research studies the relationship between citizenship and cooperation in driving the learning city. The study uses the methodology of the structure-equation model (SEM) to study citizenship relationships. Cooperation and learning cities are based on civic data analysis of 500 samples. The result showed that the two observed variables were public participation and The four observed variables are: policy collaboration's positive effect on cooperation; citizen-subjectivity, citizen-intersubjectivity, citizen-sub politics, and citizen-globality's positive effect on citizenship; Furthermore, the six observed variables are: inclusive learning in the education system; revitalized learning in families and communities; effective learning for and in the workplace; expanded use of modern learning technologies; improved learning quality; and a vibrant culture of lifelong learning. In part of the regression between latent variables, we found that cooperation has a positive effect on learning cities (b=0.882), and citizenship has a positive effect on learning cities (b=0.056) and cooperation (b=0.217).

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Citizen engagement and collaboration: The key to promoting learning city

Kaewhanam

Kaewhanam²,

Pongsiri³

et al. 2023

EduLearn

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“…The authors attribute to a lack of proper institutional frameworks and urban laws when looking at literature on urban-to-city learning, especially regarding urban learning ecosystems, and additional complications arise. In contrast, there are many studies on exchanging knowledge on topics such as urban planning [36] and climate resilience [37]. A thorough search of literature about the exchange of knowledge about the urban learning ecosystem resulted in only a handful of documents [38].…”

Section: Literature Review 21 Concept Of a Learning Citymentioning

confidence: 99%

UNESCO building factors Thailand’s Kalasin learning city and citizenship

Kaewhanam

Pongsiri

et al. 2023

IJERE

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) promotes the city of learning and lifelong learning. The UNESCO factors influencing the construction of Kalasin Learning City in Thailand. This framework is applied in the study on Kalasin learning city. This research analyzes the relationship between citizenship and learning city from 500 Kalasin citizens, who responded to a questionnaire based on citizenship factors affecting the UNESCO city of learning. Where statistical analysis of average standard deviation and Multiple regression analysis of 10 others asked to participate in the interview found that it promoted learning from primary to higher education. Strong support for a lifelong learning culture. It has a statistically significant positive impact on citizenship (group level) at .05, so the factors that need to promote promotion to improve citizenship (group level) are the promotion of learning from primary to higher education. The interview results also supported data from the questionnaire. The results suggest that building Kalasin learning city requires a common factor. That states the implications of the findings and identifies possible new research fields as developing online participation processes under the COVID-19 pandemic to align with the online learning model, which is also a modern learning model.

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“…Even though there is limited empirical research available on city-to-city learning, we find an analysis in Ilgen et al (2019), which shows how the exchange of relevant knowledge between Rotterdam and Mexico City for building resilience for water-related challenges can lead to city-to-city learning. In Moodley (2020), stages in city-to-city learning have been modelled based on the insights gained in the context of the South African cities of Malawi and Namibia that participated in a mentorship programme coordinated by the international United Cities and Local Governments (UCLG).…”

Section: Learning Approachesmentioning

confidence: 99%

Learning in Cities from Within and Across Cities: A Scoping Review

Banerjee,

Petersen

2023

Triple Helix

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Cities evolve rapidly while providing both opportunities and posing challenges. To cope with the emerging behaviours of cities, contextual innovations and development are essential. Driving innovations through the learning of contextual knowledge in cities is crucial. In this study, we explore relevant studies to identify the frameworks for human-centric innovations in cities that consider learning from within and/or across cities. We analyse how learning in cities has been addressed in those studies and find that even though some aspects of learning in cities have been studied, a comprehensive framework for how cities can learn as an innovation ecosystem is missing. Based on the findings of a scoping review and insights from the theories of the Triple, Quadruple and Quintuple helices of innovation, we present a high-level conceptual model for cities as innovation ecosystems. The model is aimed to support sustainable human-centric development through the understanding of city learning through multilevel interactions and feedback.

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Exploring the mechanics of city-to-city learning in urban strategic planning: Insights from southern Africa

Cited by 6 publications

References 16 publications

Citizen engagement and collaboration: The key to promoting learning city

Citizen engagement and collaboration: The key to promoting learning city

UNESCO building factors Thailand’s Kalasin learning city and citizenship

Learning in Cities from Within and Across Cities: A Scoping Review

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