This volume describes and analyzes the proliferation of new mechanisms for participation in Latin American democracies and considers the relationship between direct participation and the consolidation of representative institutions based on more traditional electoral conceptions of democracy.

This book analyzes climate policy integration processes by investigating cause-effect relations in cases of integrating climate policy in energy and land-use sectors of Indonesia and Mexico, taking a novel comparative case study approach. The book identifies root causes for integration outside of the public administration, discussing decisive factors in the political economy of the energy and land-use sectors. Showing how policy windows may open for the successful integration of climate policies nevertheless, the book addresses the need to identify and properly use these windows to establish the administrative and institutional arrangements for effective climate policy implementation. This book offers two-fold insights for overcoming the challenges posed by climate policy integration: Firstly, it contributes to theory-building by amending theories of the policy process and by taking a wider perspective on the role of integration in the context of transformational change processes in emerging economies. Secondly, it sets forth a set of research-based practical policy recommendations on how to foster climate policy integration in the political decision-making processes as well as the public administration structures. Therefore, this book will appeal to scholars and researchers of public policy, public administration, political science, and environmental sciences, as well as policy-makers and practitioners interested in a better understanding of climate policy integration in energy and land-use sectors.

In a world where innovation is considered to be a key driver for a new economy, Higher Education Institutions (HEI) can play a pivotal role. With this understanding, HEI in Latin America, have become significantly more entrepreneurial over the last decades in order to perform their 'third mission' - provide a greater benefit to society. UniTransfer, the project that gives birth to this book, emerges as a response to a better understanding of the nature of knowledge and technology transfer (KTT), presenting interesting alternative approaches to KTT such as; 'Science-to-business marketing', 'Partnering approaches for knowledge transfer' and 'Academic Entrepreneurship'; further it offers tools and proposes actions to implement change from within the structures of HEIs in Central America and Mexico. This publication portrays the projects developed by the participants from UniTransfer - Executive Training Course. Each chapter constitutes an approach and a good practice that can be further consulted by any other academic institution in a similar context striving for change to success. Moreover, the projects developed from each participant illustrate the specific profiles, visions and missions, as well as organisational and governance frameworks that the new leadership in higher education needs to embrace if it ought to fulfil its new entrepreneurial role beyond the traditional boundaries of the HEI. 'The UniTransfer Executive Training Course at Münster University of Applied Sciences, Instituto Tecnológico de Costa Rica and Universidad Autónoma del Estado de Hidalgo, helped me to think in markets and beyond my own institution and role as an academic. The visits to the technology parks and to the transfer agencies in Münster, San José and Pachuca helped me to bring new models to be adapted to our region.' José Luis Antón de la Concha, Vice rector of Research, Universidad Autónoma del Estado de Hidalgo, México 'After UniTransfer I realize that university-business linkages can make a great contribution to the development of our countries and societies. Sharing different points of views and experiences has been beneficial for new knowledge acquisition and invaluable friendship from Costa Rica, Mexico, Germany, Spain and Australia. Thank you all!' Marcelino Antonio Castro-Baltodano, Universidad Nacional de Ingeniaría, Nicaragua

This book examines how the European Union (EU) is perceived beyond its borders in the US; the Middle East: Israel, Palestinian territories, Lebanon, Iran; Russia; China; India; Brazil and South Africa. The book also analyses the main perceptions of the EU in some key international institutions, including the World Bank; World Trade Organization, United Nations, African Union; and transnational actors, including non-Western media such as Al Jazeera. It seeks to provide a thorough analysis of the implications that these perceptions might have for the global role of the EU. By taking this approach and by providing both conceptual and empirical arguments, the volume provides an innovative perspective on the analysis of the EU as a global actor. It also strengthens a research agenda on the EU external image: an underdeveloped area of investigation in which the editors and the main contributors to this volume have played a pioneering role in the past few years. It will be of strong interest to academics and students of international politics, European studies and development studies.

Desde una perspectiva general, la acreditación de programas educativos representa un mecanismo para orientar las tareas educativas de la formación profesional, con prácticas y resultados que se reconocen desde un horizonte nacional e internacional, convirtiéndose en la estrategia que han asumido las universidades e instituciones de educación superior, para impulsar el mejoramiento permanente y el logro de calidad educativa. Algunas preguntas que orientan el debate sobre el tema de la acreditación de programas educativos son, entre otras: ¿qué beneficios estructurales han tenido los procesos de acreditación de programas educativos en el sistema de educación superior en América Latina y España?, ¿cuáles son los cambios de carácter académico que en los últimos 15 años se han generado en el sistema de educación superior, en comparación con los sistemas de países con los que tenemos acuerdos bilaterales?, ¿los indicadores y estándares de calidad reportados por el Consejo para la Acreditación de la Educación Superior, qué significado tienen en el contexto nacional e internacional?, ¿cuál es la visión de la acreditación y certificación de la educación superior en España y América Latina? En esta obra de dos volúmenes se rescatan algunas respuestas a las interrogantes planteadas, mediante la recuperación de experiencias institucionales y productos de investigación sobre el tema. Finalmente, se caracterizan y explican las tensiones, desencuentros, conflictos y resultados de la acreditación de la educación superior y de la gestión de la calidad de los programas educativos en la Región Iberoamericana.