Gotowe bibliografie tematyczne / Capacity building

Gotowa bibliografia na temat „Capacity building”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 28 lipca 2024

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Artykuły w czasopismach na temat "Capacity building"

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Orzolek, Douglas C. "Building Capacity". Journal of Music Teacher Education 23, nr 1 (16.09.2013): 3–6. http://dx.doi.org/10.1177/1057083713495374.

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Jurie, Jay D. "Building capacity". Journal of Organizational Change Management 13, nr 3 (czerwiec 2000): 264–74. http://dx.doi.org/10.1108/09534810010330913.

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Linsner, Jean. "Building Capacity". Journal of Museum Education 30, nr 2-3 (marzec 2005): 14–17. http://dx.doi.org/10.1080/10598650.2005.11510520.

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Keller, Ingrid. "Building capacity". Public Health Nutrition 9, nr 1 (luty 2006): 94. http://dx.doi.org/10.1079/phn2005906.

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Alexander, G. Rumay. "Building Capacity". Nursing Education Perspectives 39, nr 4 (2018): 199. http://dx.doi.org/10.1097/01.nep.0000000000000370.

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Webster, Emma, Margaret Thomas, Narelle Ong i Linda Cutler. "Rural Research Capacity Building Program: capacity building outcomes". Australian Journal of Primary Health 17, nr 1 (2011): 107. http://dx.doi.org/10.1071/py10060.

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The Rural Research Capacity Building Program commenced in 2006 with the aim of developing research skills in rural health workers. The program was based on the capacity building principles of workforce development, organisational development, resource allocation, partnership and leadership. Qualitative methods were used to assess capacity building outcomes. A sample of candidates from the 2006 and 2007 cohorts were selected for interview using stratified random sampling and supplemental purposive sampling. Twenty-five individual semi-structured interviews were conducted with candidates, their managers and mentors. Interviews were thematically analysed. The program components of teaching, mentoring and networking led to the development of research skills in candidates undertaking the program. This workforce development resulted in workplace change, particularly where the candidate’s project was ‘close to practice’ and they had management support. The leadership shown and partnerships developed by the program managers enhanced the workforce development and organisational change outcomes. Resources, such as backfill and incidentals, were useful for candidates, but practicalities, such as availability of replacement staff, limited effectiveness. This study showed the value of using a capacity building framework and demonstrated that undertaking research on a topic close to practice positioned candidates to drive change within their organisation.
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Squires, Gregory D., Robert J. Chaskin, Prudence Brown, Sudhir Venkatesh i Avis Vidal. "Building Community Capacity". Contemporary Sociology 31, nr 2 (marzec 2002): 173. http://dx.doi.org/10.2307/3089501.

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Meyer, Christine B. "Building Innovation Capacity". Journal of Applied Behavioral Science 58, nr 3 (20.07.2022): 369–76. http://dx.doi.org/10.1177/00218863221110427.

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Weinberg, Dana Beth, Dianne Cooney-Miner, Jennifer N. Perloff, Lynn Babington i Ariel Chanan Avgar. "Building Collaborative Capacity". Medical Care 49, nr 8 (sierpień 2011): 716–23. http://dx.doi.org/10.1097/mlr.0b013e318215da3f.

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Martin, Edward J. "Building Community Capacity". Administrative Theory & Praxis 23, nr 4 (grudzień 2001): 639–43. http://dx.doi.org/10.1080/10841806.2001.11643555.

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Rozprawy doktorskie na temat "Capacity building"

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McLellan, Cathy. "Building capacity for change". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0017/MQ49197.pdf.

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Heslop, Vivienne Rosemary. "Sustainable capacity : building institutional capacity for sustainable development". Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5905.

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The task of converting the rhetoric of sustainable development to real action and change is one that poses significant challenges for local and central government agencies. The complexity of this task is compounded by the increasing acceptance that the impediments to advancing the sustainable development agenda are largely institutional. This thesis argues that, unless explicit consideration is given to understanding institutional change for sustainable development and the ways in which it can be enabled, little progress is likely to be made. This thesis sets out to examine the contribution of building institutional capacity in enabling institutional change for sustainable development. In doing so it starts by developing conceptual frameworks for both institutional capacity and institutional change. The institutional capacity framework illustrates the integrated nature of capacity building for progressing sustainable development, and the conceptual framework of institutional change is designed to help agencies understand the complexity and holistic nature of institutional change. These conceptual frameworks were developed initially from an analysis of empirical material relating to the institutional issues associated with advancing sustainable development and were informed by the theoretical perspectives provided by new institutionalism and capacity building. Further refinement of the conceptual frameworks was possible by using a case study of a multi-agency public sector sustainable development initiative in the Auckland region of New Zealand. Analysis of interviews revealed that the building of institutional capacity is enmeshed with institutional change for sustainable development. The failure to understand the ii integrated and holistic nature of capacity building has an impact on the success of multi-agency public sector initiatives seeking to change current policy and practice. From the case study and further analysis of the empirical and theoretical literature it was possible to develop a set of institutional design principles that incorporate the conceptual frameworks and seek to make them applicable for the design of multiagency initiatives. These institutional design principles were tested and refined through further interviews with case study participants, resulting in the development of a process for designing and implementing multi-agency public sector sustainable development initiatives. The design process embeds the conceptual frameworks for institutional capacity and institutional change, and demonstrates that the task of progressing sustainable development is a process of change and can be enabled by a focus on applying the institutional design principles developed through this research. It is critical, first, that design of new initiatives takes account of the existing institutional landscape and identifies the necessary shifts in each dimension of institutions to ensure institutional change, makes as much use of existing structures as possible, is clear on the purpose of the initiative, specifies the extent of coordination sought between agencies and identifies specific mechanisms to steer integration. The second key component of institutional design is the identification of the institutional capacities required to support the institutional change sought from the initiative, their development during the course of an initiative, and the incorporation of evaluation and reflection as a key element of the process of implementation. iii The findings of this research contribute to our understanding of the capacities required to facilitate institutional change and the elements of institutional design that can shape efforts by the public sector to advance sustainable development.
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Maras, Melissa Ann. "Building Evaluation Capacity in Schools". Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1215117424.

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Stavros, Jacqueline M. "Capacity Building: An Appreciative Approach". Case Western Reserve University Doctor of Management / OhioLINK, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1560435084090361.

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Kennedy, Helen, i Helen E. Kennedy@hotmail com. "Cultivating Indigenous Capacity Building Through Leadership Development". RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091015.154146.

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This research explored how my own life experiences and leadership journey have informed my professional practice in Indigenous capacity building. The relationship between Indigenous capacity building and the promotion of Ieadership development is the underlying basis of my research. This is an increasingly important area in Aboriginal Affairs and public policy given the currency of debates around Indigenous capacity building as a strategy towards overcoming entrenched disadvantage experienced by so many Indigenous people. This is juxtaposed with the increasing recognition of the need to promote new and emerging Indigenous leadership as a strategy to ensure the future survival and growth of strong, self-determining Aboriginal communities. A key element of my research is the development and construction of a model which describes the key characteristics or determinants of Indigenous capacity building through developing Indigenous leadership. This has been constructed from my own experiences, research and analysis and reflects the primacy of leadership in debates around Indigenous capacity building. The model demonstrates that there are three key separate yet interrelated components of Indigenous capacity building through promoting leadership development. Interwoven through and between each of these components is the importance of culture which is the all permeating centre of the model and cannot be underestimated. The first component in the model focuses on the importance of internally based capacity building which I have described as 'intra capacity building.' This represents a cluster of interdependent characteristics that combined together, contribute towards building stronger 'internal' capacities as a necessary strengthening factor which builds resilience and are all essential leadership qualities. They includes attributes such as the development of self knowledge, self confidence and self awareness, cultural identify and healing from the impacts of colonisation. The second component in the model focuses on the importance of the more externally developed 'inter capacity building' which explores the importance of connection to supportive and quality relationships, an increase in the building of networks and their application to the workplace as well as pathways to employment and education. The third component of the model focuses on the combined impact of intra-personal and inter-personal capacity development on the broader Aboriginal community through contributing towards growing and sustaining the leadership base and ensuring on-going community engagement through governance arrangements. This exegesis will provide a major contribution to the growing amount of work on Indigenous capacity building and recognition of the integral role of leadership development in this context. The project element of my research will further contribute to this by promoting key learnings from my research by making available a training resource guide for use in education, training and community settings. My conclusion acknowledges the significant life experiences and leadership journey I have personally experienced, which are parallel in nature to the experiences of the many Koorie leadership participants.
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Turner-Bourne, Rachel. "Community capacity building and the Vancouver Agreement". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ54588.pdf.

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Mansour, Abla. "Building leadership-capacity for sustained school-improvement". Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9396.

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The third wave of school reform in Quebec that started in 2000, emphasized developing student leadership. For a school to become successful, it became mandatory for the administration to build leadership-capacity and developing teacher-leadership in curriculum and professional-development and school governance. Building leadership-capacity and sustaining school improvement are the focus of this thesis. It describes the basic actions that schools should take to build leadership-capacity and investigates the characteristics of a capacity-building head and the ultimate effect of building leadership-capacity on student development. It also suggests that leadership-capacity is context specific and differentiated among schools. Leadership-capacity is defined as ‘broad-based skilful participation in the work of leadership’ (Lambert 1998:5) and a way of understanding sustainable school improvement (Lambert 2006:239) given each school culture and context. Following a review of literature, five key-research questions were formulated, addressed through three interpretive case-studies carried out in three private secondary schools in Montreal, Quebec. The research tried to investigate the process of building leadership-capacity and how it sustains school improvement. The study predominantly used a flexible multiple case-study design, using qualitative methods of data collection. In each school, semi-structured interviews, non-participant observations and document checking were conducted, providing method and data triangulation. Given that this research involves multiple case-studies, data analysis was conducted in two stages: within-case and cross-case analysis (Yin 1994:112). Analysis revealed that building leadership-capacity usually starts by broadly and skilfully involving teachers in leadership activities. Sustainable improvement can be supported by transforming the school into a professional-learning-community where learning and improvement become a habit of mind, daily practiced by teachers and students. Knowing that the ultimate goal of school improvement is to enhance student learning and achievement, this can be achieved when schools develop students to become leaders of their own learning journey. Developing teacher-leadership in a school ultimately reflects on student leadership and learning. In addition to these internal leadership-capacity processes, each school has its unique contextual factors, consequently, capacity-building is “multifaceted” (Fullan 2006), based on developing strategies that are unique to each school given its context, internal leadership-capacity predispositions and culture that ensure sustainable improvement for each particular school. The suggested leadership-capacity model provides a visual display for building leadership-capacity based on the dynamic interaction between internal capacity, culture and external context.
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Todd, Kevin M. "Local festivals and their community building capacity". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1266024.

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Many small towns in the state of Indianan hold yearly festivals. This thesis asks the question, "Do small town festivals have the capacity to build community?" The answer to this question was sought by first looking at prior research and then devising an Index to determine the primary components to community. The index identified Networks, Communion, Collaboration, and Behavior as the four primary components of community. Field study and data collection were conducted by the means of surveying festival visitors at seven small town festivals in Indiana and also by observing the visitors, events, and booths of each festival. Through statistical analysis of the data, it was determined that small town festivals do have the capacity to build community in that they possess and encourage the four main components of community.
Department of Urban Planning
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Taha, Kofi A. (Kofi Abdul Malik). "Creative capacity building in post-conflict Uganda". Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/63238.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 49-51).
Creative Capacity Building (CCB) is a methodology that emphasizes the ability of people living in poverty to create livelihood technologies, i.e., machines and tools that increase income, improve health and safety, decrease manual labor or significantly save time. By distilling key elements of the design process into a hands-on curriculum that is accessible to any educational level, and relying upon the principles of participatory development and appropriate technology, CCB promotes a democratic framework for the application of technology in development that encourages people to become active creators of technology, not just recipients or users of technology. This thesis describes my personal experiences developing and implementing this new approach with Amy Smith, Director of D-Lab @ MIT, in several post-conflict communities in Northern Uganda. The principle claims of this paper are: 1) by emphasizing local participation and innovation, CCB is software for the hardware of Appropriate Technology 2.0, an updated and strengthened version of the appropriate technology movement that is no longer in favor in development circles; 2) the CCB curriculum is not effective as a stand alone intervention and requires a broader methodology that includes ongoing trainings, resources and venues that develop local capacity; 3) CCB also requires a reinterpretation of the role of the development professional from that of an external, "expert consultant" to a self-reflective participant and facilitator that enhances the abilities of others to transform their own lives and communities 4) the positive impact of every technology intervention, including CCB, is contingent upon successful navigation of the local setting-- in particular the cultural, political, economic, organizational and interpersonal dynamics that affect implementation; and 5) the ethics embedded in CCB have provided me with a framework for a personal theory of practice and a practice of action that prioritizes engagement in short-term poverty elimination strategies over long-term economic or political strategies, and that embraces the vulnerability that is required to bear witness, to reflect, to practice mindfulness in working and interacting with people, and to always maintain hope.
by Kofi A. Taha.
M.C.P.
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Ramaccia, Elizabeth M. (Elizabeth Marie). "Creative agencies : a model for building community capacity". Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67234.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 219-226).
This research investigates how existing initiatives based in artistic and non-artistic disciplines build indigenous capacity for leadership in disenfranchised communities through the application of the creative process. There is a perceived disparity between the missions and processes of community-based arts initiatives and non-arts initiatives in practice and in literature. However, this thesis evaluates both types of initiatives against a set of measurements for successful capacity building and finds that all cases enlist a similar creative process. Often considered only in relation to artistic endeavors, an agenda-drive, democratic, creative process can incubate leadership. The components for such a process are identified and discussed in this research through in-depth narratives and analyses of three initiatives: the Highlander Research and Education Center in eastern Tennessee, Appalshop in eastern Kentucky, and the Village of Arts and Humanities in North Philadelphia. Despite widely varying vehicles for capacity-building - popular education and organizing, arts and media production, and spatial transformation and arts programming, respectively - all enlist the creative process. This research finds that the creative process can provide an analogous experience to that which community leaders enact to create change while concurrently developing a skill set that is transferable to the activities of community leadership. Additional benefits and impediments because of the use of the arts in capacity-building endeavors are discussed in this thesis. While indigenous cultural expression and artistic production are valuable when integrated, the initial motivations and backgrounds of the founding artists, the perceived competition between artistic production and leadership development, and the misconception of the purpose of their efforts by a broader audience, introduce challenges to capacity building. Additional challenges to all capacity-building initiatives stem from a mismatch between the measurements required by their funding sources and those that capture their most meaningful output.The findings of this research can provide guidance for new and veteran practitioners of leadership development, community development, or community-based artistic enterprises.
by Elizabeth M. Ramaccia.
M.C.P.
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Książki na temat "Capacity building"

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Kenny, Sue, i Matthew Clarke, red. Challenging Capacity Building. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230298057.

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Project, Alberta Heart Health. Building community capacity. Edmonton?]: Heart of the Land, 1999.

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J, Chaskin Robert, red. Building community capacity. New Brunswick, N.J: AldineTransaction, 2007.

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J, Chaskin Robert, red. Building community capacity. New Brunswick, N.J: AldineTransaction, 2007.

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Uganda. Ministry of Finance and Economic Planning., red. Capacity building plan. [Kampala]: Ministry of Finance and Economic Planning, 1994.

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Kenya Consortium to Fight AIDS, Tuberculosis, and Malaria., red. Capacity building toolkit. Nairobi: Point A Creative Multimedia, 2006.

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J, Chaskin Robert, red. Building community capacity. New Brunswick, N.J: AldineTransaction, 2007.

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Kenya Consortium to Fight AIDS, Tuberculosis, and Malaria., red. Capacity building toolkit. Nairobi: Point A Creative Multimedia, 2006.

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J, Chaskin Robert, red. Building community capacity. New York: A. de Gruyter, 2001.

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Heims, Eva. Building EU Regulatory Capacity. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97577-1.

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Części książek na temat "Capacity building"

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Eade, Deborah. "Prelims - Capacity-Building". W Capacity-Building, i—v. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.000.

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Eade, Deborah. "1. Introduction - Capacity-Building; Capacity-building: where has it come from?" W Capacity-Building, 1–22. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.001.

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Eade, Deborah. "2. What is capacity-building?" W Capacity-Building, 23–49. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.002.

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Eade, Deborah. "3. Whose capacities?" W Capacity-Building, 50–76. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.003.

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Eade, Deborah. "4. Investing in people". W Capacity-Building, 77–105. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.004.

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Eade, Deborah. "5. Investing in organisations". W Capacity-Building, 106–45. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.005.

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Eade, Deborah. "6. Investing in networks". W Capacity-Building, 146–65. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.006.

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Eade, Deborah. "7. Building capacity in crisis". W Capacity-Building, 166–90. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.007.

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Eade, Deborah. "8. Building the capacities of others:qyestions for donors". W Capacity-Building, 191–205. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.008.

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Eade, Deborah. "Back matter- Capacity Building". W Capacity-Building, 206–26. UK and Ireland: Oxfam Publishing, 1997. http://dx.doi.org/10.3362/9780855986735.009.

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Streszczenia konferencji na temat "Capacity building"

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Holloway, Leona, Kirsten Ellis i Louise Curtin. "Building Capacity". W ASSETS '19: The 21st International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308561.3354619.

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Zegura, Ellen W., i Rebecca E. Grinter. "Community building for capacity building". W the Sixth International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2517899.2517936.

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Hughes, Kimberly, Carol L. Fletcher, Leigh Ann DeLyser i Anthony Owen. "Building CS Teaching Capacity". W SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017685.

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Byrd, Vetria L., i Joseph A. Cottam. "Facilitating Visualization Capacity Building". W VINCI '16: The 9th International Symposium on Visual Information Communication and Interaction. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2968220.2968249.

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de Graaff, Erik, i Jennifer Deboer. "Capacity building for engineering education". W 2015 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2015. http://dx.doi.org/10.1109/icl.2015.7318170.

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Gabriel, C., D. Altamirano, D. Bilitza, R. D'Amicis, J. L. Fellous i A. Glover. "The COSPAR Capacity Building Initiative". W 3rd Symposium on Space Educational Activities. University of Leicester, 2020. http://dx.doi.org/10.29311/2020.66.

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Stary, Christian, i Georg Weichhart. "Enabling Digital Craftsmanship Capacity Building". W ECCE 2017: European Conference on Cognitive Ergonomics 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3121283.3121287.

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MacDonald, Craig M. "User Experience (UX) Capacity-Building". W DIS '19: Designing Interactive Systems Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3322276.3322346.

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Norris, Donald M., i Linda Baer. "Building organizational capacity for analytics". W the 2nd International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2330601.2330612.

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Nevmerzhitskaya, Julia, Elisa Norvanto i Csaba Virag. "HIGH IMPACT CYBERSECURITY CAPACITY BUILDING". W eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-113.

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The shift of our societies towards automation and connectivity is accompanied by growing vulnerabilities that can be exploited to cause effects ranging from nuisance to large-scale breaches of sensitive personal data, terrorism and destabilisation of democratic processes . To achieve preparedness and resilience, cybersecurity skills need to be continuously advanced at all levels of ICT and security personnel, in a constant learning process, to address complex demands of individual and organizational level capacity building through trainings and exercises. In this article authors describe a proposal for a common cybersecurity training framework enabling practical, operational and hands-on trainings that are adaptable to changing threat conditions, and a methodology to transform user needs into interoperable training specifications to be used by cyber range and cybersecurity training providers and that can take advantage of simulations and knowledge transfer solutions. Such a framework improves cybersecurity training capabilities by leveraging dynamic simulation environments for delivery of realistic training scenarios enabling participants and organisations to prepare for current and future threats. The framework provides the foundation for systematic development of cybersecurity skills at the individual and organizational levels. It consists of a multidisciplinary cybersecurity training methodology; a model that describes the various skills required to perform cybersecurity duties, as well as the levels of proficiencies; and the training and skills evaluation methodology. The innovation potential of the proposed training framework comes from a holistic approach to understanding capacity building in terms of translating end-user needs into training scenarios and applying a human-centred and organisational approach to cybersecurity, taking into consideration behavioural aspects of training.
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Raporty organizacyjne na temat "Capacity building"

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Yarger, Harry R. Building Partner Capacity. Fort Belvoir, VA: Defense Technical Information Center, luty 2015. http://dx.doi.org/10.21236/ada619818.

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Fortier, Collin. Enabling Partner Capacity Building. Fort Belvoir, VA: Defense Technical Information Center, marzec 2013. http://dx.doi.org/10.21236/ada589228.

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Sledge, Carol A. Information Assurance Building Educational Capacity. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2006. http://dx.doi.org/10.21236/ada452451.

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Foreit, James R. FRONTIERS capacity building: An overview. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1005.

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The Population Council’s Frontiers in Reproductive Health Program is a cooperative agreement with USAID to improve family planning and reproductive health service delivery through operations research (OR). Frontiers builds on more than 20 years of research to improve family planning service delivery programs. A major goal of Frontiers is to transfer skills in OR so that public and private agencies in developing countries can conduct OR and apply research findings to reproductive health programs and policies. OR addresses problems in operational effectiveness, access, quality, and efficiency by investigating facets of programs that managers can control and change. As concluded in this overview report, Frontiers seeks to institutionalize capacity building by increasing the number of service delivery organizations that use OR and increasing the number of research organizations capable of conducting and teaching OR. Investment in capacity building will ensure that OR will make a continuing, significant contribution to reproductive health and family planning programs and policies.
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Hocevar, Susan, Erik Jansen i Gail F. Thomas. Building Collaborative Capacity for Homeland Security. Fort Belvoir, VA: Defense Technical Information Center, listopad 2004. http://dx.doi.org/10.21236/ada431358.

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Bratt, John, Rick Homan, Barbara Janowitz i James Foreit. Financial capacity building for NGO sustainability. Population Council, 2008. http://dx.doi.org/10.31899/rh14.1019.

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Hibbert, Angela, i Begona Pérez Gómez. Documentation associated to the capacity building. EuroSea, 2023. http://dx.doi.org/10.3289/eurosea_d5.6.

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WP5’s Coastal Resilience and Operational Services demonstrator aimed to deliver capacity-building work in a developing country (Colombia) to enable local stakeholders to install a state-of-the-art sea level monitoring system independently. In practice, the WP5 team met this objective and has additionally delivered capacity-building work in tide gauge installation in 2 other countries (Spain and Italy), in order to support the longevity of the EuroSea tide gauge systems. As planned, training material was delivered in relation to the maintenance of these systems in all 3 locations. All installation procedures were fully-documented to support the tide gauge operators in case the systems are to be relocated, refurbished or decommissioned at a future data (for example, in the event of port redevelopment works). Training in the use of quality control software and the OSPAC (Operational Services at the Service of Ports and Cities) tool is planned (but pending) and this deliverable will be updated once that work is complete. (EuroSea Deliverable, D5.6)
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Grabarz, Theodore L. Operationalizing Capacity Building in Theater Security Cooperation Plans - A New Operational Function: Capacity Building-Lost in Translation? Fort Belvoir, VA: Defense Technical Information Center, maj 2009. http://dx.doi.org/10.21236/ada597932.

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Lange, John K. Building Partner Capacity Through Combat Training Centers. Fort Belvoir, VA: Defense Technical Information Center, marzec 2012. http://dx.doi.org/10.21236/ada561279.

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Halford, Alison. Building Capacity: HEED Slills Audit and Recommendations. Coventry University, marzec 2021. http://dx.doi.org/10.18552/heed/2021/0002.

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This report aims to explore how HEED approached and delivered capacity building for the research team, project partners and the communities the team worked within Rwanda and Nepal. This report's purpose is threefold: first, to be evidential on how HEED planned, delivered and captured impact around capacity building so similar projects can develop best practice when skills development is a key deliverable. Second, to encourage other energy projects to document the impact produced by researchers and practitioners' involvement while working with communities. Therefore, to recognise the tacit and dynamic aspects of knowledge production, not only the more explicit aspects. Third, suggest recommendations to support a skills-led approach to capacity building that provides personal and professional development opportunities to deepen knowledge production and impact.
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