Monday, 20 February 2017

Youtube as e-learning tool for independent study/ dissertation projects

Youtube as e-learning tool for independent study/ dissertation projects


Students new to the subjects of Independent study and Research Methods are encouraged to use Youtube to access briefing videos on certain main ideas; my suggested key words for beginners are as follows (just type these key words on youtube and see what you could find from there) :


1. research objectives
2. research questions
3. hypothesis
4. literature review
5. plagiarism
6. harvard referencing
7. research proposal
8. research topic

Exhibit 1



Exhibit 2



Subsequently, students will also read textbooks on research methods and some academic articles to learn the academic writing style and the subjects in details.

Independent Study proposal section on rationale

About IS proposal section on rationale:


In IS proposal, rationale is about why the topic chosen has academic and practical values; rationale is about justification why the topic is worth doing because it addresses certain concerns in the academic and practitioner communities". It is not a declaration of research topic and research objectives.

Saturday, 18 February 2017

Mind mapping the topic of career development

Mind mapping the topic of career development




Joseph Kim-keung Ho
Independent Trainer
Hong Kong, China


Abstract: The topic of career development is a main one in career and personal development. This article makes use of the mind mapping-based literature review (MMBLR) approach to render an image on the knowledge structure of career development. The finding of the review exercise is that its knowledge structure comprises four main themes, i.e., (a) Descriptions of basic concepts and information (b) Major underlying theories and thinking, (c) Main research topics and issues, and (d) Major trends and issues related to practices. There is also a set of key concepts identified from the career development literature review. The article offers some academic and pedagogical values on the topics of career development, literature review and the mind mapping-based literature review (MMBLR) approach.
Key words: Career development, literature review, mind map, the mind mapping-based literature review (MMBLR) approach



Introduction
Career development is a main topic in Career and Personal Development. It is of academic and pedagogical interest to the writer who has been a lecturer for some tertiary education centres in Hong Kong. In this article, the writer presents his literature review findings on career development using the mind mapping-based literature review (MMBLR) approach. This approach was proposed by this writer in 2016 and has been employed to review the literature on a number of topics, such as supply chain management, strategic management accounting and customer relationship management (Ho, 2016). The MMBLR approach itself is not particularly novel as mind mapping has been employed in literature review since its inception. The overall aims of this exercise are to:
1.      Render an image of the knowledge structure of career development via the application of the MMBLR approach;
2.      Illustrate how the MMBLR approach can be applied in literature review on an academic topic, such as career development.
The findings from this literature review exercise offer academic and pedagogical values to those who are interested in the topics of career development, literature review and the MMBLR approach. Other than that, this exercise facilitates this writer’s intellectual learning on these three topics. The next section makes a brief introduction on the MMBLR approach. After that, an account of how it is applied to study career development is presented.

On the mind mapping-based literature review approach
The mind mapping-based literature review (MMBLR) approach was developed by this writer in 2016 (Ho, 2016). It makes use of mind mapping as a complementary literature review exercise (see the Literature on mind mapping Facebook page and the Literature on literature review Facebook page). The approach is made up of two steps. Step 1 is a thematic analysis on the literature of the topic chosen for study. Step 2 makes use of the findings from step 1 to produce a complementary mind map. The MMBLR approach is a relatively straightforward and brief exercise. The approach is not particularly original since the idea of using mind maps in literature review has been well recognized in the mind mapping literature. It is also an interpretive exercise in the sense that different reviewers with different research interest and intellectual background inevitably will select different ideas, facts and findings in their thematic analysis (i.e., step 1 of the MMBLR approach). Also, to conduct the approach, the reviewer needs to perform a literature search beforehand. Apparently, what a reviewer gathers from a literature search depends on what library facility, including e-library, is available to the reviewer. The next section presents the findings from the MMBLR approach step 1; afterward, a companion mind map is provided based on the MMBLR approach step 1 findings.

Mind mapping-based literature review on career development: step 1 findings
Step 1 of the MMBLR approach is a thematic analysis on the literature of the topic under investigation (Ho, 2016). In our case, this is the career development topic. The writer gathers some academic articles from some universities’ e-libraries as well as via the Google Scholar. With the academic articles collected, the writer conducted a literature review on them to assemble a set of ideas, viewpoints, concepts and findings (called points here). The points from the career development literature are then grouped into four themes here. The key words in the quotations are bolded in order to highlight the key concepts involved.

Theme 1: Descriptions of basic concepts and information
Point 1.1.              Career management … is the process by which individuals can make informed decisions regarding their work lives” (Greenhaus, Callanan and Kaplan, 1995);
Point 1.2.               “As career is considered as a succession of related jobs …. or the evolving sequence of a person’s work experiences …., career success should be a dynamic concept that may change over time …. Thus, when people assess their career success, they make judgments not only about ‘how successful their career has been so far,’ but also about ‘how successful their career will be in the future.’..” (Pan and Zhou, 2015);
Point 1.3.              “Schein … describes career anchors as stable collections of one’s career related needs, values, and talents. As a person gains a better understanding of his or her career anchor, it becomes “a stabilizing force [y] that guides and constrains [y] career choices”…” (Chapman and Brown, 2014);
Point 1.4.               “Career indecision …. refers to the absence (or presence) of a career goal, as well as the degree of certainty attached to the goal. Employees are “career undecided” if they have either: • not established a career goal; or • established a goal with which they experience substantial uncertainty and discomfort” (Greenhaus, Callanan and Kaplan, 1995);
Point 1.5.              Career optimism is defined as the tendency for individuals to “expect the best possible outcome or to emphasize themost positive aspects of one's future career development” …. While career optimism is positively related to work hope (i.e., a positive motivational state that enables individuals to derive a sense of successful agency, pathway, and goals in work situations, , it is established that they are conceptually and empirically distinct from each other” (Garcia, Restubog, Bordia, Bordia and Roxas, 2015);
Theme 2: Major underlying theories and thinking
Point 2.1.              ”Levinson …. suggests a punctuated equilibrium model of life development based on chronological age. …. life structures are defined by alternating periods of stability in which individuals pursue goals, values and related activities, and periods of transition in which the goals and activities of the previous period are re-appraised. …..The periods of stability permit individuals to focus on non-work issues, develop work skills, and mentally prepare themselves for transition periods” (Sullivan, 1999);
Point 2.2.              “A career goal can signify that an employee has a clear picture of his or her future, and it can provide a target that guides one’s actions towards the satisfaction of important needs. Moreover, from the organization’s perspective, a career goal is thought to promote effective job performance and can serve as a basis for effective human resource planning” (Greenhaus, Callanan and Kaplan, 1995);
Point 2.3.              Career adaptability is embedded in career construction theory … and refers to the psychosocial resources that enable people to cope with career developmental tasks, transitions, and work traumas … Career adaptability constitutes a self-regulatory construct consisting of four dimensions (concern, control, confidence, and curiosity) that aid in current and anticipated work-related transitions” (Taber and Blankemeyer, 2015);
Point 2.4.              “Consisting of a multifaceted range of content and process influences, the STF [Systems Theory Framework] illustrates the dynamic and complex nature of career development. Content influences depict the holistic nature of career development through three interconnecting systems (i.e., individual, social, and environmental–societal). The process influences, recursiveness (i.e., interaction between influences), change over time, and chance, depict career development as a dynamic and complex interplay of influences” (McMahon, 2011);
Point 2.5.              Hierarchical plateaus [in career] occur when the likelihood of additional hierarchical promotion is low…. Job content plateaus refer to lack of challenge or responsibility and overall staleness of the job itself ….. Employees who are not accomplishing career goals or lack status/seniority at work may believe their careers are stalling and experience hierarchical plateaus ….. Likewise, employees with unchallenging job tasks or boring routines may experience job content plateaus” (Wang, Hu, Hurst and Yang, 2014);
Point 2.6.              “Super’s …. theory of career stages uses a life-span approach to describe how individuals implement their self-concept through vocational choices.…. the process of choosing an occupation that permits maximum self-expression occurs over time and can be summarized in four career stages: (1) exploration, a period of engaging in self-examination, schooling, and the study of different career options; (2) establishment, a period of becoming employed and finding a niche; (3) maintenance, a period of holding on to one’s position and up-dating skills; and (4) disengagement, a period of phasing into retirement” (Sullivan, 1999);
Point 2.7.           “The aim of career construction theory is to be comprehensive in encouraging employment counselors to listen for a client’s career story from the perspectives of actor, agent, and author. Taking multiple perspectives on career stories enables counselors to offer clients a fitting intervention, whether it is vocational guidance for action, career education and coaching for agency, or career counseling to construct meaning” (Savickas, 2011);
Point 2.8.              The CareerCycles (CC) method of practice …. uses career narratives as its point of departure. This constructivist model focuses on language, discourse, and theme development …. with a central task of creating career stories that individuals narrate with the guidance and encouragement of counselors. By creating their own personal career narratives, clients empower themselves to make career transitions, focus on exploring new career possibilities, and, at the same time, clarify their career and life domains” (Zikic and Franklin, 2010);
Point 2.9.              “While it is widely acknowledged that both OCS [objective career success] and SCS [subjective career success] are crucial to individuals, increasingly more scholars directed their attention to SCS because of its far reaching influence on individuals as well as its complexity compared with objective success” (Pan and Zhou, 2015);
Point 2.10.         “….a creative idea development process wherein one begins by applying the image of “breaking the mold” to career development and then extending the process further by considering other related images…  the related images include synonyms for mold such as mould and mole-d (the mole is a small burrowing animal with limited vision). Together, these images reflect current career development issues, such as the need for flexibility, health, and vision (sight and insight). These concepts have both practical and theoretical relevance for employment counsellors” (Amundson, 2008);
Point 2.11.         “….not all career metaphors are journeys. Consider some other common ways that we, as career experts and practitioners, think about careers. We echo theories of vocational fit in our talk of “finding the right slot” or of “square pegs in round holes.” …. We find a basis for rootedness and stability in careers in Schein’s …. “career anchors.” ….. we also like the idea of the flexibility of the “protean career,” based on Hall’s …. metaphor of the mythical figure of Proteus, who could change shape at will” (Inkson and Amundson, 2002);
Point 2.12.         “Both players and purists [of undergraduates] recognise the competitive nature of the graduate labour market and are aware of the type of attributes and experience graduate employers are seeking in job applicants. However, players will engage in extra-curricular and other activities in order to enhance their employability. In contrast, purists believe they should simply be themselves. ….  purists present the “authentic self” to employers, while players present the “competent/packaged self” to employers – and it is the latter who tend to be the most successful in the graduate labour market”…” (Greenbank, 2011);
Theme 3: Main research topics and issues
Point 3.1.              “Traditionally, careers were thought to evolve within the context of one or two firms and were conceptualized to progress in linear career stages ….  Success was defined by the organization and measured by promotions and increases in salary … This traditional model dominated much of the empirical research on careers” (Sullivan, 1999);
Point 3.2.              “….while stage models imply long term employment with one or two firms, in reality most Americans change jobs every four-and-one-half years. Moreover, employment levels and new-job creation rates in large firms, where traditional careers typically flourish, are declining” (Sullivan, 1999);
Point 3.3.              “…it is never easy to distinguish true theoretical progress from fads …. This is particularly the case for the careers field, where the challenges of studying careers have been inspiring an ever increasing number of scholars. ……What makes the discipline even more complex is that the concept of career is not the property of a single theoretical or disciplinary view” (Baruch, Szücs and Gunz, 2015);
Point 3.4.              “A large body of research conducted over the past 40 or so years, designed to aid in understanding the nature of a persons’ career choice-making difficulties, has found that feelings of career indecision may be associated with a myriad of other constructs, including internal traits (e.g., self-esteem, trait anxiety) and states (e.g., choice and social anxiety) as well as contextual factors associated with external barriers (e.g., discrimination) and interpersonal conflicts. There have been several conceptual attempts to bring order to this mass of data by suggesting a smaller, overarching set of indecision sources” (Carr et al., 2014);
Point 3.5.              “Although both Super …. and Levinson …. have stated their theories are applicable to both men and women, one of the major research questions plaguing both theories has been whether these models are truly generalizable to women” (Sullivan, 1999);
Point 3.6.              “Based on the definition of career success as the accumulated positive work and psychological outcomes that are derived from one’s job or work experiences …., researchers proposed two types of career success: subjective career success (SCS) and objective career success (OCS). OCS [objective career success] is reflected by observable, measurable, and verifiable indicators …, such as salary, promotion, managerial level, and so on. SCS, in contrast, refers to an individual’s reaction to unfolding career experiences” (Pan and Zhou, 2015);
Point 3.7.              Career plateaus are associated with numerous negative consequences for employees, including lower job satisfaction and organizational commitment …. Findings from the few studies that have empirically examined the relationship between career plateaus and stress are inconsistent” (Wang, Hu, Hurst and Yang, 2014);
Point 3.8.              Future work self stems from the concept of possible selves that constitute the future-oriented aspects of the self-concept. These possible selves may be both positive and negative in terms of what one hopes to become and or hopes to avoid becoming ….. Theoretically, possible selves are a source of identity-based motivation that influences current behavior consistent with one's characteristics and aimed toward the attainment of a desired future …. Within the context of possible selves, research has demonstrated its motivational influence on behavior related to career aspirations” (Taber and Blankemeyer, 2015);
Point 3.9.              “Given the context and complexities of making career choices, several researchers have offered taxonomies of decision-making styles or strategies that have been observed ….These taxonomies show the myriad of agonizing, hesitant, paralyzed, emotional, no-thought, rational, impulsive, dependent, compliant, fatalistic, internal, external, thinking, feeling, spontaneous and systematic ways of approaching a career decision” (Ceschi, Costantini, Phillips, and Sartori, 2017);
Point 3.10.         “The Chaos Theory of Careers (CTC) …. construes both individuals and the contexts in which they develop their careers in terms of complex dynamical systems.  ….. The CTC was formulated to address identified shortcomings in existing career theory. Early theories had positive aspects but were partial, segmental, too rational, too individual focused” (Bright, and Pryor, 2011);
Point 3.11.         “The increase of women in the workforce worldwide and their global mobility has led to more research on international careers of women. Studies have shown that self-initiation of international work assignments is an increasing phenomenon among women” (Valk, der Velde, Engen and Godbole, 2014);
Point 3.12.         “While it is not the only motivation for entering higher education, research suggests that the main reason many students want to go to university is to enhance their employability ….. It is therefore surprising to find that many undergraduates do not engage in the type of activities (e.g. early engagement with career decision making, participation in extra-curricular activities, etc.) that would enable them  to compete better in the graduate labour market” (Greenbank, 2011);
Point 3.13.         “Many researchers …. have established competencies that hospitality management programs should teach in order to prepare their students for successful careers in the industry. These studies focus on knowledge, skills, and attitudes in areas such as written and oral communication, customer service, problem solving, and leadership. However, very little research has investigated the attributes and competencies necessary for students to develop career planning goals and strategies … and it is vitally necessary to understand this process” (Hertzman, Moreo and Winer, 2015);
Point 3.14.         “Mentoring literature suggests that mentors can benefit from mentorship by increasing job performance, developing leadership skills, and achieving higher career success ….. On the other hand, the career plateau literature suggests that seasoned employees may experience career plateauing perceptions, which are associated with negative consequences for employees such as negative job attitudes and organizational outcomes …... Surprisingly, there have been very few studies that examine the two constructs together from the perspective of mentors” (Wang, Hu, Hurst and Yang, 2014);
Theme 4: Major trends and issues related to practices
Point 4.1.              Reasons for the growth in men’s interest in nontraditional careers are numerous. As the labor market becomes more gender balanced, more men may need to consider moving into careers that have been traditionally dominated by women …In addition, there have been calls for men to become increasingly involved in specific careers, such as education, so they can serve as positive role models ….. Men who choose to enter these careers, however, often encounter obstacles” (Jackson, Wright and Perrone-McGovern, 2010);
Point 4.2.              Self-help career assessments slowly began to gain popularity in the early 1970s, along with other psychological self-help tools that emerged at that time. Two landmark publications, John Holland’s The Self-Directed Search (SDS) (1970) and Richard Bolles’s What Color Is Your Parachute (1970), foreshadowed the tidal wave of user-friendly, self-guided career tools that would emerge decades later. Similarly, the appearance of the first computer-assisted career guidance systems …. in the 1970s, stimulated a new technological approach to self-help career intervention that has flourished with the increasing sophistication and availability of Internet-based communications” (Prince, Most and Silver, 2003);
Point 4.3.              “Today’s careers are moving away from traditional, hierarchical trajectories and becoming more irregular and “boundaryless” ….In many instances, individuals can more proactively manage much of their careers on their own …. More focus exists on the specific interplay of work and family and of work and self, which, if viewed within the kaleidoscope metaphor, are dynamic and constantly in motion” (Zikic and Franklin, 2010);
Point 4.4.              “Within the current work environment, the complexity of professional jobs has considerably increased …, contemporary careers are viewed as boundaryless … and organizations must be considered as dynamic stakeholders needing to face constant change and emergent related career issues” (Ceschi, Costantini, Phillips, and Sartori, 2017);
Point 4.5.              “Workers outside of the traditional career model, who have “boundaryless careers,” are becoming the norm rather than the exception …. a boundaryless career is defined as “...a sequence of job opportunities that go beyond the boundaries of a single employment setting” … Some of the hallmarks of a boundaryless career include: portable skills, knowledge, and abilities across multiple firms …; personal identification with meaningful work …; on-the-job action learning …; the development of multiple networks and peer learning relationships ….; and individual responsibility for career management” (Sullivan, 1999);
Point 4.6.              “The Millennial generation …. consists of those people born 1979–1994. Those in the largest birth year of 1990 would have started college in 2008 and be graduating in 2011–2013 …. Their behaviors that influence their academic and career choices and performance include a preference for experiential learning and desire for flexibility, convenience, collaboration, customization, and balanced lives” (Hertzman, Moreo and Winer, 2015);


Each of the four themes has a set of associated points (i.e., idea, viewpoints, concepts and findings). Together they provide an organized way to comprehend the knowledge structure of the career development topic. The bolded key words in the quotation reveal, based on the writer’s intellectual judgement, the key concepts examined in the career development literature. The referencing indicated on the points identified informs the readers where to find the academic articles to learn more about the details on these points. Readers are also referred to the Literature on career and personal development Facebook page for additional information on this topic. The process of conducting the thematic analysis is an exploratory as well as synthetic learning endeavour on the topic’s literature. Once the structure of the themes, sub-themes[1] and their associated points are finalized, the reviewer is in a position to move forward to step 2 of the MMBLR approach. The MMBLR approach step 2 finding, i.e., a companion mind map on career development, is presented in the next section.

Mind mapping-based literature review on career development: step 2 (mind mapping) output
By adopting the findings from the MMBLR approach step 1 on career development, the writer constructs a companion mind map shown as Figure 1.





Referring to the mind map on career development, the topic label is shown right at the centre of the map as a large blob. Four main branches are attached to it, corresponding to the four themes identified in the thematic analysis. The links and ending nodes with key phrases represent the points from the thematic analysis. The key phrases have also been bolded in the quotations provided in the thematic analysis. As a whole, the mind map renders an image of the knowledge structure on career development based on the thematic analysis findings. Constructing the mind map is part of the learning process on literature review. The mind mapping process is speedy and entertaining. The resultant mind map also serves as a useful presentation and teaching material. This mind mapping exercise confirms the writer’s previous experience using on the MMBLR approach (Ho, 2016). Readers are also referred to the Literature on literature review Facebook page and the Literature on mind mapping Facebook page for additional information on these two topics.

Concluding remarks
The MMBLR approach to study career development provided here is mainly for its practice illustration as its procedures have been refined via a number of its employment on an array of topics (Ho, 2016). No major additional MMBLR steps nor notions have been introduced in this article. In this respect, the exercise reported here primarily offers some pedagogical value as well as some systematic and stimulated learning on career development in the field of career and personal development. Nevertheless, the thematic findings and the image of the knowledge structure on career development in the form of a mind map should also be of academic value to those who research on this topic.




Bibliography
1.      Amundson, N.E. 2008. “mold, mould, mole-d: the three m’s of career development” Journal of employment counseling 45 December: 168-177.
2.      Baruch, Y., N. Szücs and H. Gunz. 2015. “Career studies in search of theory: the rise and rise of concepts” Career Development International 20(1), Emerald: 3-20.
3.      Bright, J.E.H. and R.G.L. Pryor. 2011. “The chaos theory of careers” Journal of employment counselling 48, December: 163-166.
4.      Carr, A., J. Rossier, J.G. Rosselet, K. Massoudi, J. Bernaud, L. Ferrari, L. Nota, S. Soresi, M. Rowe-Johnson, S.D. Brown and M. Roche. 2014. “Career Indecision Profile: Measurement Equivalence in Two International Samples” Journal of Career Assessment 22(1), Sage: 123-137.
5.      Ceschi, A., A. Costantini, S.D. Phillips, and R. Sartori. 2017. “The career decision-making competence: a new construct for the career realm” European Journal of Training and Development 41(1), Emerald: 8-27.
6.      Chapman, J.R. and B.L. Brown. 2014. “An empirical study of the career anchors that govern career decisions” Personnel Review 43(5), Emerald: 717-740.
7.      Garcia, P.R.J.M., S.L.D. Restubog, P. Bordia, S. Bordia and R.E.O. Roxas. 2015. “Career optimism: The roles of contextual support and career decision-making self-efficacy” Journal of Vocational Behavior 88, Elsevier: 10-18.
8.      Greenbank, P. 2011. “Improving the process of career decision making: an action research approach” Education + Training 53(4), Emerald: 252-266.
9.      Greenhaus, J.H., G.A. Callanan and E. Kaplan. 1995. “The role of goal setting in career management” International Journal of Career Management 7(5), Emerald: 3-12.
10. Hertzman, J.L., A.P. Moreo and P.J. Winer. 2015. “Career Planning Strategies and Skills of Hospitality Management Students” Journal of Human Resources in Hospitality & Tourism 14, Routledge: 423-443.
11. Ho, J.K.K. 2016. Mind mapping for literature review – a ebook, Joseph KK Ho publication folder October 7 (url address: http://josephkkho.blogspot.hk/2016/10/mind-mapping-for-literature-review-ebook.html).
12. Inkson, K. and N.E. Amundson. 2002. “Career metaphors and their application in theory and counselling practice” Journal of employment counselling 39, September: 98-108.
13. Jackson, Z.V., S.L. Wright and K.M. Perrone-McGovern. 2010. “work-family interface for men in non-traditional careers” Journal of employment counselling 47, December: 157-166.
14. Literature on career and personal development Facebook page, maintained by Joseph, K.K. Ho (url address: https://www.facebook.com/personal.development.literature/).
15. Literature on literature review Facebook page, maintained by Joseph, K.K. Ho (url address: https://www.facebook.com/literature.literaturereview/).
16. Literature on mind mapping Facebook page, maintained by Joseph, K.K. Ho (url address: https://www.facebook.com/literature.mind.mapping/).
17. McMahon, M. 2011. “The systems theory framework of career development” Journal of employment counseling 48, December: 170-172.
18. Pan, J. and W. Zhou. 2015. “How do Employees Construe Their Career Success: An improved measure of subjective career success” International Journal of Selection and Assessment 23(1) March, Wiley: 45-58.
19. Prince, J.P., R.B. Most and D.G. Silver. 2003. “Self-Help Career Assessment: Ethical and Professional Issues” Journal of Career Assessment 11(1), February, Sage: 40-58.
20. Savickas, M.L. 2011. “Constructing careers: actor, agent, and author” Journal of employment counselling 48, December: 179-181.
21. Sullivan, S.E. 1999. “The Changing Nature of Careers: A Review and Research Agenda” Journal of Management 25(3), Elsevier: 457-484.
22. Taber, B.J. and M. Blankemeyer. 2015. “Future work self and career adaptability in the prediction of proactive career behaviours” Journal of Vocational Behavior 86, Elsevier: 20-27.
23. Valk, R., M.V. der Velde, M.V. Engen and R. Godbole. 2014. “International career motives, repatriation and career success of Indian women in Science & Technology” Journal of Global Mobility 2(2), Emerald: 203-233.
24. Wang, Y.H., C. Hu, C.S. Hurst and C.C. Yang. 2014. “Antecedents and outcomes of career plateaus: The roles of mentoring others and proactive personality” Journal of Vocational Behavior 85. Elsevier: 319-328.
25. Zikic, J. and M. Franklin. 2010. “Enriching careers and lives: introducing a positive, holistic, and narrative career counselling method that bridges theory and practice” Journal of employment counselling 47, December: 180-189.



[1] There is no sub-theme generated in this analysis on career development.

Thursday, 16 February 2017

MBA education and transferability of knowledge

I have been asked to provide some ideas on the following theme:

"MBA education and transferability of knowledge"


So, I offer my ideas as follows:

1. MBA education focus is on business knowledge application (e.g. subjects such as applied business research); learning objectives of MBA subjects emphasize analysis on real-world management practices and examples. This focus  and learning objectives endorses transferability of management knowledge to management practices.
2. MBA education stresses effective problem-solving, leadership and innovation; overall, MBA education is attentive to learning how to transfer management knowledge in order to make highly positive (e.g., strategic) impacts on business performance in contemporary business settings.
3. MBA education teaches multiple management disciplines in a multi- and trans-disciplinary learning and research mode. This mode enables MBA graduates to cope with real-world complex business problems in a holistic and creative way. Management knowledge so transferred has high actionable value.
4. MBA education adopts realistic case study and peer-group learning which is highly relevant to build up effective problem-solving skills. Such problem-solving skills is informed by management knowledge such that MBA graduates become scholar-practitioners. Scholar-practitioners can think in academic and practical terms in coping with real-world management problems. By definition, scholar-practitioners possess transferable management skills in order to be scholar-practitioners.
5. MBA alumni associations and mentoring schemes  provide a favourable networking infrastructure for MBA graduates to apply ("transfer") management knowledge to practices, promoting career success, life satisfaction and employability to MBA graduates as a result.

Monday, 13 February 2017

Mind mapping the topic of urbanism

Mind mapping the topic of urbanism



Joseph Kim-keung Ho
Independent Trainer
Hong Kong, China


Abstract: The topic of urbanism is a main one in Housing Studies. This article makes use of the mind mapping-based literature review (MMBLR) approach to render an image on the knowledge structure of urbanism. The finding of the review exercise is that its knowledge structure comprises four main themes, i.e., (a) Descriptions of basic concepts and information (b) Major underlying theories and thinking, (c) Main research topics and issues, and (d) Major trends and issues related to practices. There is also a set of key concepts identified from the urbanism literature review. The article offers some academic and pedagogical values on the topics of urbanism, literature review and the mind mapping-based literature review (MMBLR) approach.
Key words: Urbanism, literature review, mind map, the mind mapping-based literature review (MMBLR) approach


Introduction
Urbanism is a main topic in Housing Studies. It is of academic and pedagogical interest to the writer who has been a lecturer on Housing Studies for some tertiary education centres in Hong Kong. In this article, the writer presents his literature review findings on urbanism using the mind mapping-based literature review (MMBLR) approach. This approach was proposed by this writer in 2016 and has been employed to review the literature on a number of topics, such as supply chain management, strategic management accounting and customer relationship management (Ho, 2016). The MMBLR approach itself is not particularly novel since mind mapping has been employed in literature review since its inception. The overall aims of this exercise are to:
1.      Render an image of the knowledge structure of urbanism via the application of the MMBLR approach;
2.      Illustrate how the MMBLR approach can be applied in literature review on an academic topic, such as urbanism.
The findings from this literature review exercise offer academic and pedagogical values to those who are interested in the topics of urbanism, literature review and the MMBLR approach. Other than that, this exercise facilitates this writer’s intellectual learning on these three topics. The next section makes a brief introduction on the MMBLR approach. After that, an account of how it is applied to study urbanism is presented.

On mind mapping-based literature review
The mind mapping-based literature review (MMBLR) approach was developed by this writer in 2016 (Ho, 2016). It makes use of mind mapping as a complementary literature review exercise (see the Literature on mind mapping Facebook page and the Literature on literature review Facebook page). The approach is made up of two steps. Step 1 is a thematic analysis on the literature of the topic chosen for study. Step 2 makes use of the findings from step 1 to produce a complementary mind map. The MMBLR approach is a relatively straightforward and brief exercise. The approach is not particularly original since the idea of using mind maps in literature review has been well recognized in the mind mapping literature. The MMBLR approach is also an interpretive exercise in the sense that different reviewers with different research interest and intellectual background inevitably will select different ideas, facts and findings in their thematic analysis (i.e., step 1 of the MMBLR approach). Also, to conduct the approach, the reviewer needs to perform a literature search beforehand. Apparently, what a reviewer gathers from a literature search depends on what library facility, including e-library, is available to the reviewer. The next section presents the findings from the MMBLR approach step 1; afterward, a companion mind map is provided based on the MMBLR approach step 1 findings.

Mind mapping-based literature review on urbanism: step 1 findings
Step 1 of the MMBLR approach is a thematic analysis on the literature of the topic under investigation (Ho, 2016). In our case, this is the urbanism topic. The writer gathers some academic articles from some universities’ e-libraries as well as via the Google Scholar. With the academic articles collected, the writer conducted a literature review on them to assemble a set of ideas, viewpoints, concepts and findings (called points here). The points from the urbanism literature are then grouped into four themes here. The key words in the quotations are bolded in order to highlight the key concepts involved.

Theme 1: Descriptions of basic concepts and information
Point 1.1.              “…"urban" is defined solely in terms of population concentration-the greater the number of persons aggregated at a place of settlement the more urban the place. (Thus, the terms "urban" and "rural" are used solely as conveniences, not as references to a dichotomy)…” (Fischer, 1975);
Point 1.2.              “The concept of new urbanism was created for rebuilding communities which previously had automobile-oriented environments and residential areas that were disconnected from social and commercial areas. New urbanism is also referred to as neotraditional community design emphasizing a walking-friendly environment” (Kim, Lee and Bell, 2008);
Point 1.3.              “Urban studies and Urban Studies have long focused on studying the diverse and complex array of built environments and social relations that constitute urbanism. Urbanism, in this context, connotes the widest sense of the urban, addressing not only urbanisation and development but also ways of life that define urban areas in specific historical periods” (McCann, 2017);
Point 1.4.              “For a movement that goes by perhaps dozens of names, the lack of a unifying theory or definition of DIY urbanism is no surprise, at least partially because it is such a capacious and free flowing concept. The term and its variants have been used to describe everything from graffiti, skateboarding, parkour and flash mobs … to the creation of multi-acre, multi-million dollar parks” (Finn, 2014);
Theme 2: Major underlying theories and thinking
Point 2.1.              “… cities are disproportionately the locale of invention …; crime, particularly with regard to property ….; and behaviors and attitudes which contravene standard morality-for example, illegitimacy, alcoholism, divorce, irreligiosity, political dissent, violence for social change, and the smoking of marijuana” (Fischer, 1975);
Point 2.2.              “….rather than the clearly expressed hierarchy of landscape first, a promising and hopeful fusion of landscape and urbanism happens when landscape is only one generative medium, parlayed in conjunction with the traditional figure ground artifact of the city” (Sease, 2015);
Point 2.3.              “…cities are made coherent through the work of their inhabitants, through the efforts of actors located elsewhere, and through the power laden and uneven relations among these various actors, all set within larger social and material contexts which tend to complicate straightforward assumptions about causality” (McCann and Ward, n.d.);
Point 2.4.              Aesthetic urban planning is not only about creating ambient surroundings, but also creating images, symbolic representations, and fantasies discursively using books and advertising, newspapers and television, research, and political agendas. These discursive practices are used to signify an identifiable and/or imaginary place-identity to form a sense of place or feeling of belonging to place” (Pløger, 2001);
Point 2.5.              “An urban society is simply a society with cities. That is, it has places that are the physical settings for urban activities, practices, experiences, and functions. "Urbanism" denotes the prevalence of urban places in a society” (Cowgill, 2004);
Point 2.6.              Discourses and discursive formations in action produce truth, meaning-frames, and cultural schemes about the world. Political use of discursive planning is made (for example) to stage the possible meaning and interpretation of a community’s particular social and spatial qualities. Planners, experts and politicians use texts, maps and material objects in spatial planning and architecture so as to produce symbolic discourses to be read” (Pløger, 2001);
Point 2.7.              DIY urbanism and its many cousins (tactical, guerilla, pop-up, insurgent ad infinitum) are part of a burgeoning and much larger narrative about public space and citizens’ right and responsibilities in relation to it … Certain members of the public are increasingly unwilling to wait for bureaucracies to deal with pressing urban problems in traditional, methodical ways, instead addressing these issues on their own” (Finn, 2014);
Point 2.8.           “From the neighborhood standpoint, new urbanist communities should be compact, pedestrian-friendly, and have mixed-use developments …. New urbanist communities are also expected to provide many open spaces such as parks and community gardens that preserve natural environments and consider residents’ social interactions in such places. From the block/ street/ building standpoint, new urbanist communities emphasize interconnections between architecture and its surroundings such as streets and public spaces. Streets should be safe and comfortable for people to walk. Civic buildings and public places should be important sites that reinforce community identity” (Kim, Lee and Bell, 2008);
Point 2.9.              “In considering structure within cities, three sectors should be distinguished: the central political authority (which, in the case of a regional state or empire, may be located outside the city); lesser elites, such as religious communities, prosperous merchants, regional governors, and local hereditary nobles; and nonelite residents (grass roots). Amenities may be provided by any of these levels, and at least the upper two may explicitly shape physical features and impose specific practices. Other structured aspects, however, may arise from practices at any of these levels without explicit planning, through self-organizing processes(Cowgill, 2004);
Point 2.10.         “In thinking about cities as possibly having been creations, we should distinguish among "pristine" and mature and "planted" cities. Many think the term pristine is problematic, but it is a good term for settlements that exhibit a degree of urbanness previously unknown and unheard of in the local tradition, which means that occupants have neither a prior model to emulate nor prior experience with the consequences of urbanism. Over time, pristine cities mature and acquire features not previously present, often as responses or accommodations to earlier features. By planted cities I mean those created by people who did have some prior experience with urban life” (Cowgill, 2004);
Point 2.11.         Landscape urbanism has been articulated against the purported failures of traditional urban design approaches first to accommodate temporal dynamics of the contemporary city, and second to embrace environmental and ecological systems as generative and experiential elements of urbanism” (Sease, 2015);
Point 2.12.         Landscapes can represent multiple layers of meaning and there is a long tradition of reading landscapes as texts to understand how groups construct identity in space” (Arreola, 2012);
Point 2.13.         “Many scholars have thought of increasing urbanism as simply a by-product or even an unintended consequence of the creation of increasingly large and complex political systems.….. At issue is the extent to which early cities did not simply "happen" as consequences of technological, political, and economic innovations, but instead were actively and intentionally created” (Cowgill, 2004);
Point 2.14.         New Urbanism is committed to making physical improvements a public matter, emphasizing participatory design and publicly rather than privately produced plans as an approach that is likely to increase social interaction and collaboration” (Talen, 2002);
Point 2.15.         “Settlements or societies with no more than a few hundred members cannot sustain the degrees of specialization and sociopolitical power that we are accustomed to thinking of as urban. Populations of a least a few thousand seem a necessary, if not sufficient, requirement for a settlement or a society to be urban” (Cowgill, 2004);
Point 2.16.         “The more urban a place, the greater its subcultural variety.…. it does so through at least two related, but independently sufficient, processes: a) Population size encourages structural differentiation through the familiar process of "dynamic density" … b) The second process by which urbanism generates subcultural variety involves migration” (Fischer, 1975);
Point 2.17.         “The more urban a place, the more intense its subcultures .….. It [intensity] refers to the presence of, attachment to, and force of subcultural beliefs, values, norms, and customs” (Fischer, 1975);
Point 2.18.         “The traditional sociological approach to urban styles of community and personality was founded in the work of Durkheim …, Simmel …, and Park …, and fully presented by Wirth …. The concentration of large and heterogeneous populations, Wirth posited, eventually leads to the weakening of interpersonal ties, primary social structures, and normative consensus” (Fischer, 1975);
Point 2.19.         “The widened possibilities for human life which the city offered would … lead to the disappearance of local and tribal cultures, then in the process of fusion in the city” (Robinson, 2004);
Point 2.20.         “There is a clear, direct link between New Urbanism and the goal of accessibility. This link is provided through three interrelated principles: compactness, mix of housing units, and improvements in transportation” (Talen, 2002);
Point 2.21.         “Enclave urbanism in the twenty-first century is defined as the pattern of metropolitan development produced by the globalized real estate and financial sectors, and codified in planning regulations, whereby metropolitan regions are becoming agglomerations of unequal urban districts, sharply divided by race, class and other social distinguishers, and often physically separated. Enclave urbanism is not random. It reflects the conscious adoption of policies that shape the physical and social life of the metropolis; it is not the absence of planning but the presence of a particular kind of planning” (Iossifova, 2015);
Theme 3: Main research topics and issues
Point 3.1.              “Few planning theorists before the 1990s, however, emphasized how discourse analysis is a crucial way of understanding and outlining the different reasons, cultural schemes, meaning-frames and ontologies of urban planning” (Pløger, 2001);
Point 3.2.              “....a wealth of personal ties and thriving primary groups even in the innermost recesses of the large city. Consequently, …. "the variables of number, density and heterogeneity . . . are not crucial determinants of social life or personality" …” (Fischer, 1975);
Point 3.3.           “…there has been lack of comprehensive perspectives and related policy implications in the design and planning principles of new urbanism for comprehensive community planning. Most research has focused on the health benefits and economic value of walkable environments …, and sense of community” (Kim, Lee and Bell, 2008);
Point 3.4.              “Collections on topics like global cities, globalizing cities and city-regions, increasingly attempt to reflect the range of different urban contexts around the world …. But in response to now conventional postcolonial sensibilities, writers are also quick to locate their theoretical reflections in a specific context, and eager to abandon “western-centric assumptions” about cities …. How is it possible to write across diverse urban contexts, distinctive and unique, but also interconnected and part of widely circulating practices of urbanism?” (Robinson, 2004);
Point 3.5.              “For many years there has been substantial urban political and economic interest in exploiting the use of cultural and aesthetic planning in order to improve the position of cities, within an expanding inter-urban competition. Built environments, places and spaces, have been regenerated in order to exploit their aesthetic, cultural, and historical significance so as to enhance commercial, consumption and public value, either for their citizens and/or tourists and capital” (Pløger, 2001);
Point 3.6.              “For Zardini …, the singular actions emerging between the cracks of formal urbanism have in common a shared desire to ‘propose alternative lifestyles, reinvent our daily lives, and reoccupy urban space with new uses’. For Hou …, what gives these various experiments some kind of unity is that they explore, and potentially reveal, the alternative cities within the existing city, occupying urban spaces and ‘injecting them with new functions and meanings’.” (Iveson, 2013);
Point 3.7.              Latino Urbanism argues that Latino urban living in modern American cities can incorporate many of the principle tenets of New Urbanism: compact urban form, pedestrian activity, public transportation, sustainability, recycling and active use of public and private Spaces” (Arreola, 2012);
Point 3.8.              New Urbanist principles are evaluated in terms of three social goals: community, social equity, and the notion of the common good. Obviously, there are more than three types of social goals. These particular goals were selected because they are prevalent in discussions about the social implications of city design” (Talen, 2002);
Point 3.9.              “Questions about the ways in which cities are imagined and about how these imaginings are realised in particular urban settings are of considerable importance in the development of a critical understanding of urban experiences and the spaces, and they are also significant politically, being intertwined in how cities may be thought about, conceived, and lived” (Goldman, 2011);
Point 3.10.         “Saskia Sassen, Peter Taylor and the global-city theorists emphasize how global cities, as the home for the rule-makers of global capitalism, are unique spatial configurations generating socio-spatial dynamics geared toward extending and reproducing the power and authority of transnational elite social and corporate networks” (Goldman, 2011);
Point 3.11.         “The appraisal of New Urbanism is most often focused on its physical design, while analysis of its social goals is limited. This is not difficult to explain: Establishing a link between the physical design of cities and social goals like “sense of community” and “equity” is difficult” (Talen, 2002);
Point 3.12.         “The concept of governance, along with its parallel, cognate, and crosscutting concepts, is one lens through which urbanists have studied urbanism. The key question, from this general governance perspective, is not only why cities are the way they are at a particular time, or only how urban built environments, societies and political economies are shaped and reshaped in reference to wider forces and processes, but also how they are made to be the way they are, through the concerted actions of the state, other public and private institutions, social movements, civil society and the practices of everyday life” (McCann, 2017);
Point 3.13.         “The connection between physical design and community, particularly its affective component, is complicated. Some even view the linkage as potentially harmful. For example, a key paradox confronting attempts to build community through physically oriented policies and planning proposals is that, at least at the neighborhood level, such community building efforts have historically been linked to efforts to promote social homogeneity and exclusion” (Talen, 2002);
Point 3.14.         “The modern architectural movement Metabolism originated in the 1960s and represented a new conceptualization of architecture and the city landscape which embraced utopian futurism. Metabolism offered the opportunity to re-construct the national image and to establish the social role of modern architects in Japan. In doing so, the Metabolists followed the modern utopian architectural assumptions in believing that architects could change society and people’s habits for the good” (Tamari, 2014);
Point 3.15.         Urbanism as a way of life seems to be returning within various forms of community planning, not only as spatial planning or housing schemes, but also as imagined, mythical, segregated, ethnic and mobile lives” (Pløger, 2001);
Point 3.16.         “It is notoriously difficult to agree on a cross-culturally applicable definition of "the" city, but we cannot do without definitions altogether” (Cowgill, 2004);
Point 3.17.         “Scholars like Crawford have begun the important work of developing typologies to capture some of the shared dynamics of the myriad DIY urban practices across different cities. For her, key dynamics involved in these emergent ‘everyday urbanisms’ include: Defamiliarization …; Refamiliarization ; Decommodification …; Alternative economies ….; Collaboration across difference” (Iveson, 2013);
Theme 4: Major trends and issues related to practices
Point 4.1.              “…the majority of studies concerned with urban enclaves in China seem to neglect not only that enclaves are part of larger, complex urban systems, but also that they are interlinked and interconnected through spatial, social, ecological and economic networks and relationships on various scales, and that therefore, their adjacency and co-presence in patchworked urban space must have important implications for perceptions of inequality among urban residents” (Iossifova, 2015);
Point 4.2.              “In many cities around the world we are presently witnessing the growth of, and interest in, a range of micro-spatial urban practices that are reshaping urban spaces. …. At present, we are not quite sure how to describe what is happening. Those seeking to come to grips with such practices have begun to group them together for consideration under banners such as ‘insurgent’, ‘do-it-yourself’ (DIY), ‘guerrilla’, ‘everyday’, ‘participatory’ and/or ‘grassroots’ urbanism” (Iveson, 2013);
Point 4.3.              “One of the most powerful aspects of some of the practices being grouped together under the banner of DIY urbanism is that their participants are not content with lobbying for a better city some time in the future, and they often refuse to wait for permission to do things differently. Walls and billboards are appropriated as spaces of communication. Roads are appropriated as spaces for gathering. Benches and rooftops are appropriated as spaces for play” (Iveson, 2013);
Point 4.4.              “Talen … argues that the DIY movement in the United States is actually the latest in a long tradition of American self-help and urban beautification efforts starting at least as far back as the municipal art and civic improvement movements of the mid-to-late 1800s through the City Beautiful era and into the mid-20th century as urbanists like Jane Jacobs and William “Holly” Whyte promoted fine-grained, contextual design solutions” (Finn, 2014);
Point 4.5.              “The key movers and shakers for urban transformation in India’s largest cities include coalitions of local business elites (such as the Confederation of Indian Industry and NASSCOM, the software industry’s chamber of commerce), professionals from the IFIs and bilateral aid agencies, non-resident Indians living abroad (NRIs), internationally connected NGOs, along with India’s elite urban bureaucrats and officials” (Goldman, 2011);
Point 4.6.              “The Mexican housescape has become a landscape fixture in Garfield for both immigrant and non-immigrant ethnic Mexicans. The ensemble of front property enclosure, bright house color and yard accents including religious statuary, plantings and furniture, creates a Mexican Latino cultural space. This landscape signals cultural stability in the community” (Arreola, 2012);
Point 4.7.              “The rise of the modern skyscraper in New York was an essential element in the changing urban landscape of the 1920s. These buildings, grand in scale and utopian by design, looked unimpeded toward the future. They were architectural displays of a particular vision of America: sturdy, immobile, and theoretically unaffected by the changing world around them” (Gordon, 2005);
Point 4.8.              “Fundamentally, landscape urbanism is about constructed ground …., not a re-creation of some preexisting natural or ideal state. Indeed, in the design for the Toronto Don Lands, the sinuous curves of the Don River hearken not to an excerpted, fixed moment in history but rather to facilitating variously scaled experiential engagement with the river and its attendant ecologies” (Sease, 2015);
Point 4.9.              Radio’s emergence as a popular medium brought the invisible to the forefront of everyday life and significantly altered how the city could be imagined. The city’s interface was conceived as a network. It deemphasized its center and placed importance on the hubs surrounding it in a radial fashion” (Gordon, 2005);
Point 4.10.         “The West has reached a state where segregated areas are not usually visually apparent as “fortified enclaves”; rather, they “are presumed to be part of an open city where freedom, diversity and equality reign”; thus, the “contemporary enclave city is all the more difficult to challenge because of its semblance of openness”…” (Iossifova, 2015);
Point 4.11.         “There is good evidence that the layouts of many cities in East and Southeast Asia were designed to be cosmograms, or at least to physically embody some important religious concepts…. However, the use of city layouts to express such concepts is less clear in other parts of the world, and there seems to be great variation” (Cowgill, 2004);

Each of the four themes has a set of associated points (i.e., idea, viewpoints, concepts and findings). Together they provide an organized way to comprehend the knowledge structure of the urbanism topic. The bolded key words in the quotation reveal, based on the writer’s intellectual judgement, the key concepts examined in the urbanism literature. The referencing indicated on the points identified informs the readers where to find the academic articles to learn more about the details on these points. Readers are also referred to the Literature on urbanism Facebook page for additional information on this topic. The process of conducting the thematic analysis is an exploratory as well as synthetic learning endeavour on the topic’s literature. Once the structure of the themes, sub-themes[1] and their associated points are finalized, the reviewer is in a position to move forward to step 2 of the MMBLR approach. The MMBLR approach step 2 finding, i.e., a companion mind map on urbanism, is presented in the next section.

Mind mapping-based literature review on urbanism: step 2 (mind mapping) output
By adopting the findings from the MMBLR approach step 1 on urbanism, the writer constructs a companion mind map shown as Figure 1.





Referring to the mind map on urbanism, the topic label is shown right at the centre of the map as a large blob. Four main branches are attached to it, corresponding to the four themes identified in the thematic analysis. The links and ending nodes with key phrases represent the points from the thematic analysis. The key phrases have also been bolded in the quotations provided in the thematic analysis. As a whole, the mind map renders an image of the knowledge structure on urbanism based on the thematic analysis findings. Constructing the mind map is part of the learning process on literature review. The mind mapping process is speedy and entertaining. The resultant mind map also serves as a useful presentation and teaching material. This mind mapping experience confirms the writer’s previous experience using on the MMBLR approach (Ho, 2016). Readers are also referred to the Literature on literature review Facebook page and the Literature on mind mapping Facebook page for additional information on these two topics.

Concluding remarks
The MMBLR approach to study urbanism provided here is mainly for its practice illustration as its procedures have been refined via a number of its employment on an array of topics (Ho, 2016). No major additional MMBLR steps nor notions have been introduced in this article. In this respect, the exercise reported here primarily offers some pedagogical value as well as some systematic and stimulated learning on urbanism in Housing Studies. Nevertheless, the thematic findings and the image of the knowledge structure on urbanism in the form of a mind map should also be of academic value to those who research on this topic.


Bibliography
1.      Arreola, D.D. 2012. “Placemaking and Latino Urbanism in a Phoenix Mexican immigrant community” Journal of Urbanism 5(2-3), Routledge: 157-170.
2.      Cowgill, G.L. 2004. “Origins and Development of Urbanism: Archaeological Perspectives” Annual Review of Anthropology, Annual Reviews, 33: 525-549.
3.      Finn, D. 2014. “DIY urbanism: implications for cities” Journal of Urbanism 7(4), Routledge: 381-398.
4.      Fischer, C.S. 1975. “Toward a Subcultural Theory of Urbanism” The American Journal of Sociology 80(6) May: 1319-1341.
5.      Goldman, M. 2011. “Speculative Urbanism and the Making of the Next World City” International Journal of Urban and Regional Research 35(3) May: 555-581.
6.      Gordon, E. 2005. “Toward a Networked Urbanism: Hugh Ferriss, Rocketfeller Center, and the “Invisible Empire of the Air”” Space and Culture 8(3) August, Sage: 248-268.
7.      Ho, J.K.K. 2016. Mind mapping for literature review – a ebook, Joseph KK Ho publication folder October 7 (url address: http://josephkkho.blogspot.hk/2016/10/mind-mapping-for-literature-review-ebook.html).
8.      Iveson, K. 2013. “Cities within the City: Do-It-Yourself Urbanism and the Right to the City” International Journal of Urban and Regional Research 37(3) May: 941-956.
9.      Iossifova, D. 2015. “Borderland urbanism: seeing between enclaves” Urban Geography 36(1): 90-108.
10. Kim, S.K. J. Lee and R.A. Bell. 2008. “New Urbanism in Michigan: Case Studies, Public Opinions, and Evidence-based Policy Suggestions” Institute for Public Policy and Social Research, Michigan State University, USA.
11. Literature on literature review Facebook page, maintained by Joseph, K.K. Ho (url address: https://www.facebook.com/literature.literaturereview/).
12. Literature on mind mapping Facebook page, maintained by Joseph, K.K. Ho (url address: https://www.facebook.com/literature.mind.mapping/).
13. Literature on urbanism Facebook page, maintained by Joseph, K.K. Ho (url address: https://www.facebook.com/Literature-on-urbanism-380413252324951/).
14. McCann, E. 2017. “Governing urbanism: Urban governance studies 1.0, 2.0 and beyond” Urban Studies 54(2), Sage: 312-326.
15. McCann, E. and K. Ward. (n.d.) “Assembling urbanism: Following policies and ‘studying through’ the sites and situations of policy-making” (url address: https://www.sfu.ca/~emccann/McCann%20and%20Ward%20StudyingThrough.pdf) [visited at February 12, 2017].
16. Pløger, J. 2001. “Millennium Urbanism – Discursive Planning” European Urban and Regional Studies 8(1), Sage: 63-72.
17. Robinson, J. 2004. “In the tracks of comparative urbanism: difference, urban modernity and the primitive” Urban Geography 25(8): 709-723.
18. Sease, A. 2015. “Landscape (and) urbanism? Engaging Nolli” Journal of Urbanism 8(4), Routledge: 352-372.
19. Talen, E. 2002. “The social goals of new urbanism” Housing Policy Debate 13(1): 165-188.
20. Tamari, T. 2014. “Metabolism: Utopian Urbanism and the Japanese Modern Architecture Movement” Theory, Culture & Society 31(7/8), Sage: 201-225.



[1] There is no sub-theme generated in this analysis on urbanism.