Examples of eParticipation Applications
These tools of eParticipation represent the architecture for real-time simulation ex- ercises. An example is the EU’s ‘Seventh Framework Programme (FP7) or ICT Challenge 7 in support of governance and policy modelling http://cordis.europa.eu. Other examples include simulation exercises like the US Army War College ‘Uni- fied Quested’ earlier cited, which employ the use of tools and processes similar to requirements for the Crisis Simulation Games of the NIPSS leadership training mod- ule. This aspect of eParticipation within the NIPSS Crisis Game component signifies the application of principles and practices of eParticipation in simulation exercise in leadership training in Nigeria. In theoretical sense, therefore, such processes also deal with how ways of doing things affect the way they are done, as seen in the NIPSS Crisis Game.
19.6 Leadership Training in Nigeria at the NIPSS
19.6.1 The NIPSS
The NIPSS is the premier leadership training institution in Nigeria with dual mandate of policy research and training of senior executives. It was born out of the need to improve government service delivery, or public administration. Its emergence as a government ‘think tank’ was also associated with the need to coordinate the ever-increasing complexity in government activities (Eleazu 1978, pp. 5–7).
The Institute conducts policy research for government and trains senior executives in policymaking and implementation skills. It serves as a centre where representa- tives from all walks of the Nigerian national life could come together. Its activities include research, lectures, workshops, seminars and other action-oriented courses, studies and conferences, to analyse and exchange views on long-term national goals. Its aims and objectives include the conduct of courses for top-level policymakers and executors; and research into social, cultural, economic, political, scientific, techno- logical, security and other problems for their solutions. Additionally, the Institute conducts seminars, workshops and other action-oriented programmes for leaders and potential leaders.
Participants going to NIPSS include professionals at the apex of their various careers spread across public and private sector. For example, the NIPSS senior ex- ecutive course No. 33 of 2011 consisted of 65 participants drawn from the military, security agencies, diplomats, federal and states civil service, academia, trade unions, associations, professional bodies and the organized private sector. The participants were subjected to rigours of leadership training module on strategic studies, pol- icy analysis, public administration, fieldwork and crowned with a Crisis Simulation Game.
19 eParticipation, Simulation Exercise and Leadership Training in Nigeria 427
19.6.2 The NIPSS Crisis Simulation Game
The NIPSS Crisis Simulation Game is conducted by an expert as convener and assisted by a Planning and Monitoring Committee supported by a logistics secretariat. The game is not a drama, so no script is necessary, but players are briefed on a theme, rules, roles and units’ allocation and scenario. Participants are encouraged to show commitment and dedication in making the event as real as possible. To accomplish all these, both organizers and players are encouraged to employ equipment, particularly electronic gadgets for enhancement of performance.
At its initial stages, the NIPSS Crisis Game was supported with primary electron- ics like microphones, cameras, television sets, recorders, video players and public address systems. The trend in electronic advancement and easier access to services and processes brought in new equipment like mobile or smart phones, computer platforms, social media and the Internet capable of enhancing eParticipation. An assessment of the NIPSS Crisis Game 2011 on application of principles and practice of eParticipation would determine its level on the global digital divide architecture and the way to bridge it.
19.6.3 An Assessment
Computer literacy and skills, the knowledge and ability to utilize computers and re- lated technology efficiently, are critical to eParticipation application. Calfee (1982) describes computer literacy as the starting point for knowledge required for partic- ipation in the computer age or eParticipation. The global digital divide architecture portrays developed countries with higher and more advanced computer literacy than developing countries. It is on this basis that the application of eParticipation prin- ciples and practice in bottom-up structure, as seen in the NIPSS Crisis Game, is assessed.
Equipment and applications used in the NIPSS Crisis Game are inferior to the more advanced Web 2.0 employed in similar exercises in developed Europe and America. The US Army War College ‘Unified Quest’ game, for example, employs the best, highest and most efficient means for achieving desired effect (Gardner 2008). Also, in a Focused Group interview with the NIPSS ICT Unit the following facts were revealed:
a. Course participants and staff were excited with the roles, tempo, and process of the game, but lack computer skills;
b. The game could have been better if adequate equipment and practices are provided;
c. No deliberate effort was made to provide higher equipment and special skills for upgrading of the Crisis Game programme;
d. Those in charge of budgeting do not take computerization of the institute very critical; and
428 T. Ahmed
e. The use of individual initiatives for use of smart phones, data mining software, and new methods were not logically pursued.
The above predicaments were compounded by low computer literacy of 50 % amongst both participants and staff of NIPSS, likened to an impasse of a catch- 22 circumstance. This outcome, emanating from the lower skills of both the players and organizers, add up to amplify the gap in digital divide from the bottom level of the Institute.
19.6.4 Findings
Major findings associated with the above assessment indicate the manifestation of the structuration, institutional and actor-network theories used in the work, as follows:
a. That a gap has been established as proof of global digital divide architecture and the existence of a ‘break point’ or threshold from which efforts on bridging can be implemented. It proves that human activity and larger structure relate with each other in such a way that structures are produced or altered by new ways and means, reflecting the tenets of the structuration theory;
b. The NIPSS staff and course participants are willing and eager to improve epartic- ipate in the Crisis Game process by diffusion of innovative structures and relevant environmental influence seen in the assumptions of institutional theory; and
c. However, lost opportunities for bridging the digital divide were at the same time incurred due to lack of initiative and willingness to change, on the side of the conveners of the NIPSS Crisis Game. This exhibits weakness in network of relationships associated with the actor-network theory.
19.7 Conclusion
This chapter sets out to discuss the application of eParticipation principles and practice to simulation exercise in leadership training in Nigeria. It conceptualized associated key terms, explained and utilized relevant theories, applied principles and explained practices of eParticipation. It analysed the NIPSS Crisis Game for leadership training in Nigeria and outlined some challenges and opportunities. The digital divide remains formidable in scaling ICT-enabled opportunities for effective leadership and development in countries lagging behind. In a diverse and divided country like Nigeria, leadership and development challenges often hinge on effective coordination, beneficial of eParticipation principles and practice.
This chapter also discusses the application of eParticipation principles and practice in ‘simulation exercise’ for ‘leadership training’ in Nigeria. The ‘Crisis Game’, a simulation exercise of the NIPSS is treated as case study with the theme of ‘political zoning’. The chapter employs three major theories of structuration, institutional and
19 eParticipation, Simulation Exercise and Leadership Training in Nigeria 429
actor-network to ascertain the significance of eParticipation for leadership capacity building. Its findings include low level and inadequate utilization of ICT equipment and processes for eParticipation at highest level of leadership training in Nigeria.
What appeared to be like a local ‘sink hole’ in loss of opportunity for ePartici- pation application in the NIPSS Crisis Simulation Game may be the nucleus of a ‘black hole’ in global context. The work concludes that the opportunities in ePar- ticipation, eGovernment and eDemocracy can expand e-applications from local to global spheres. In these ways and means, the bridging of the gap in digital divide, is feasible and will make the entire world a better place. That is, the bridging of digital divide requires deliberate, but systemic eParticipation at the lowest point for behind every technology is somebody who is using it and this somebody is a society.
For these to be achieved, the following recommendations are proffered:
a. eParticipation should be made accessible by global centres of activities in more developed countries, to enhance vertical and horizontal coverage across the world;
b. Local efforts in eGovernance should be intensified by less developed countries through basic and systematic eParticipation at individual, local, national, regional and global levels;
c. Individual citizens, particularly government officials, should be encouraged and provided with eParticipation skills for improved performance and general betterment of society;
d. Domestication and enactment of legislations and conventions on eParticipation, eGovernance and eDemocracy would enhance efforts at local, national, regional and global levels; and
e. The UN, the African Union, the ECOWAS, and other global efforts like the eGovPoliNet should continue to be involved in the promotion of eParticipation at the grassroots.
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- Preface
- Contents
- Contributors
- Chapter 1 Introduction to Policy-Making in the Digital Age
- 1.1 Introduction
- 1.2 Complexity and Uncertainty in Policy-Making
- 1.3 Developments
- 1.3.1 The Availability of Big and Open Linked Data (BOLD)
- 1.3.2 Rise of Hybrid Simulation Approaches
- 1.3.3 Ubiquitous User Engagement
- 1.4 Combining Disciplines in E-government Policy-Making
- 1.5 Overview of Chapters
- 1.6 Conclusions
- References
- Chapter 2 Educating Public Managers and Policy Analysts in an Era of Informatics
- 2.1 Introduction
- 2.2 Two Types of Practitioner Orientations to Policy Informatics
- 2.2.1 Policy Informatics-Savvy Public Managers
- 2.2.2 Policy Informatics Analysts
- 2.3 Applications to Professional Masters Programs
- 2.4 PA 301: Foundations of Public Administration
- 2.5 PA 306: Policy Systems
- 2.6 PA 308: Decision-Making Models
- 2.7 PA 317: Systems Analysis and Strategic Management
- 2.8 Conclusion
- 2.9 Appendix A: University of Vermont’s MPA Program Learning Competencies and Capacities
- References
- Chapter 3 The Quality of Social Simulation: An Example from Research Policy Modelling
- 3.1 Quality in Social Simulation
- 3.1.1 The Standard View
- 3.1.1.1 The Problem of Under-determination
- 3.1.1.2 The Theory-Ladenness of Observations
- 3.1.2 The Constructivist View
- 3.1.3 The User Community View
- 3.2 An Example of Assessing Quality
- 3.2.1 A Policy-Modelling Application of SKIN
- 3.2.1.1 Policy Modelling for Ex-ante Evaluation of EU Funding Programmes
- 3.2.1.2 The Data-to-Model Workflow
- 3.2.2 The INFSO-SKIN Example as Seen by the Standard View
- 3.2.3 The INFSO-SKIN Example as Seen by the Constructivist View
- 3.2.4 The INFSO-SKIN Example as Seen by the User Community View
- 3.2.4.1 Identifying User Questions
- 3.2.4.2 Getting Their Best: Users Need to Provide Data
- 3.2.4.3 Interacting with Users to Check the Validity of Simulation Results
- 3.3 Conclusions
- References
- Chapter 4 Policy Making and Modelling in a Complex World
- 4.1 Introduction
- 4.2 What is Complexity?
- 4.3 Two Common Mistakes in Managing Complex Systems
- 4.4 Complexity and Policy Making
- 4.4.1 Using Formal Models in Policy Making
- 4.4.2 The Use of Agent-Based Models to Aid Policy Formation
- 4.5 Conclusions
- References
- Chapter 5 From Building a Model to Adaptive Robust Decision Making Using Systems Modeling
- 5.1 Introduction
- 5.2 System Dynamics Modeling and Simulation of Old
- 5.3 Recent Innovations and Expected Evolutions
- 5.3.1 Recent and Current Innovations
- 5.3.2 Current and Expected Evolutions
- 5.4 Future State of Practice of Systems Modeling and Simulation
- 5.5 Examples
- 5.5.1 Assessing the Risk, and Monitoring, of New Infectious Diseases
- 5.5.2 Integrated Risk-Capability Analysis under Deep Uncertainty
- 5.5.3 Policing Under Deep Uncertainty
- 5.6 Conclusions
- References
- Chapter 6 Features and Added Value of Simulation Models Using Different Modelling Approaches Supporting Policy-Making: A Comparative Analysis
- 6.1 Introduction
- 6.2 Foundations of Simulation Modelling
- 6.3 Analysis of Simulation Models of Different Modelling Approaches
- 6.3.1 VirSim—A Model to Support Pandemic Policy-Making
- 6.3.2 MicroSim—Micro-simulation Model: Modelling the Swedish Population
- 6.3.3 MEL-C—Modelling the Early Life-Course
- 6.3.4 Ocopomo’s Kosice Case
- 6.3.5 SKIN—Simulating Knowledge Dynamics in Innovation Networks
- 6.4 Comparison of Simulation Models and Discussion of Added Value and Limitations of Particular Simulation Models
- 6.5 Conclusions
- References
- Chapter 7 A Comparative Analysis of Tools and Technologies for Policy Making
- 7.1 Introduction
- 7.2 Methodology
- 7.3 Tools and Technologies for Policy Making
- 7.3.1 Visualisation Tools
- 7.3.2 Argumentation Tools
- 7.3.3 eParticipation Tools
- 7.3.4 Opinion Mining Tools
- 7.3.5 Simulation Tools
- 7.3.6 Serious Games
- 7.3.7 Tools Specifically Developed for Policy Makers
- 7.3.8 Persuasive Tools
- 7.3.9 Social Network Analysis Tools
- 7.3.10 Big Data Analytics Tools
- 7.3.11 Semantics and Linked Data Tools
- 7.4 Summary and Discussion
- Appendix
- Visualisation Tools
- Argumentation Tools
- eParticipation Tools
- Opinion Mining Tools
- Agent-Based Modelling and Simulation Tools
- Serious Games
- Policy-Making Tools
- Semantics and Linked Data Tools
- References
- Chapter 8 Value Sensitive Design of Complex Product Systems
- 8.1 Complex Technology
- 8.2 Smart Meters in the Netherlands
- 8.3 Smart Meters as Complex Product Systems
- 8.3.1 Competing Standards
- 8.3.2 Actor or Stakeholder Analysis
- 8.3.3 Networks of Stakeholders
- 8.4 Values in the Design of Technical Artefacts
- 8.4.1 Value-Sensitive Design
- 8.4.2 Values in Our Research
- 8.5 Discussion
- 8.5.1 From Values to Design Requirements
- 8.5.2 Values Salience
- 8.5.3 Multidisciplinary Approach
- 8.6 Conclusion
- References
- Chapter 9 Stakeholder Engagement in Policy Development: Observations and Lessons from International Experience
- 9.1 Introduction
- 9.2 Foundations of Stakeholder Engagement
- 9.2.1 Defining Stakeholders
- 9.2.2 Stakeholder Identification and Analysis
- 9.2.3 Stakeholder Engagement
- 9.3 Cases
- 9.3.1 E-Government Strategic Planning in Afghanistan
- 9.3.2 Renewable Energy Policy for Kosice, Slovakia
- 9.3.3 Redesigning the European Union’s Inspection Capability for International Trade
- 9.3.4 Understanding Child Health Outcomes in New Zealand
- 9.3.5 Transportation and Urban Planning Indicator Development in the USA
- 9.4 Case Comparison
- 9.5 Discussion
- 9.6 Conclusion
- References
- Chapter 10 Values in Computational Models Revalued
- 10.1 Introduction
- 10.2 Technological Perceptions: The Debate
- 10.3 Technology and Public Decision Making
- 10.4 Methodology
- 10.5 Case Studies
- 10.6 Analysis
- 10.7 Conclusions
- References
- Chapter 11 The Psychological Drivers of Bureaucracy: Protecting the Societal Goals of an Organization
- 11.1 Introduction
- 11.2 Characteristics of Bureaucracy
- 11.3 Psychological Roots of Bureaucracy
- 11.3.1 Habits
- 11.3.2 Two Modes of Thought
- 11.3.3 Authoritarianism
- 11.3.4 Two Attitudes Toward a Complex World
- 11.3.5 The Authoritarian Dynamic
- 11.3.6 The Bureaucratic Dynamic
- 11.3.7 The Psychological Effects on the Bureaucrat
- 11.3.8 Summary of the Psychological Roots of Bureaucracy
- 11.4 Protecting the Societal Goals of an Organization
- 11.4.1 Management Paradigms for Nonprofits
- 11.4.1.1 Traditional Public Management
- 11.4.1.2 New Public Management
- 11.4.1.3 Public Value Management
- 11.4.1.4 Summarizing Key Properties of the Three Management Paradigms
- 11.4.2 Libertarian Organizations
- 11.4.3 The Dynamics of Encroaching Bureaucracy
- 11.4.4 Preventing Bureaucracy
- 11.4.5 Conclusion and Reflection
- Appendix
- References
- Chapter 12 Active and Passive Crowdsourcing in Government
- 12.1 Introduction
- 12.2 Background
- 12.2.1 Crowdsourcing
- 12.2.2 Public Sector Application
- 12.3 Research Method
- 12.3.1 Active Crowdsourcing
- 12.3.2 Passive Crowdsourcing
- 12.4 An Active Crowdsourcing Approach
- 12.4.1 Description
- 12.4.2 ICT Infrastructure
- 12.4.3 Application Process Model
- 12.5 A Passive Crowdsourcing Approach
- 12.5.1 Description
- 12.5.2 Application Process Model
- 12.5.3 ICT Infrastructure
- 12.6 Comparisons
- 12.7 Conclusions
- References
- Chapter 13 Management of Complex Systems: Toward Agent-Based Gaming for Policy
- 13.1 Introduction
- 13.2 Simulating Social Complex Phenomena
- 13.3 Managing Social Complex Phenomena
- 13.4 Leadership and Management in Complex Systems
- 13.5 Serious Gaming
- 13.6 Agent-Based Games for Testing Leadership and Management
- 13.7 Single and Multiplayer Settings
- 13.8 Experimentation with Management
- 13.9 Conclusions and Discussion
- References
- Chapter 14 The Role of Microsimulation in the Development of Public Policy
- 14.1 Introduction
- 14.2 A Brief History
- 14.3 What Is Microsimulation?
- 14.4 Types of Microsimulation
- 14.5 The Process of Microsimulation
- 14.6 Is Microsimulation Useful for Policy Development?
- 14.7 Strengths and Weaknesses
- 14.8 A Case Study: Modelling the Early Life Course
- 14.8.1 Aim
- 14.8.2 Methods
- 14.8.3 Implementing the Simulation
- 14.8.4 Scenario Testing
- 14.9 Conclusion
- Appendix
- References
- Chapter 15 Visual Decision Support for Policy Making: Advancing Policy Analysis with Visualization
- 15.1 Introduction
- 15.2 Background
- 15.2.1 Information Visualization and Visual Analytics
- 15.2.2 Policy Analysis
- 15.3 Approach
- 15.3.1 Characterization of Stakeholders
- 15.3.2 Bridging Knowledge Gaps with Information Visualization
- 15.3.3 Synergy Effects of Applying Information Visualization to Policy Analysis
- 15.4 Case Studies
- 15.4.1 Optimization
- 15.4.1.1 Involved Stakeholders
- 15.4.1.2 Underlying Technologies
- 15.4.1.3 Visual Design
- 15.4.1.4 Findings
- 15.4.2 Social Simulation
- 15.4.2.1 Stakeholders
- 15.4.2.2 Underlying Technologies
- 15.4.2.3 Visual Design
- 15.4.2.4 Findings
- 15.4.3 Urban Planning
- 15.4.3.1 Involved Stakeholders
- 15.4.3.2 Underlying Techniques
- 15.4.3.3 Visual Design
- 15.4.3.4 Findings
- 15.4.4 Summary of Case Studies
- 15.5 Conclusion
- References
- Chapter 16 Analysis of Five Policy Cases in the Field of Energy Policy
- 16.1 Introduction
- 16.2 Theoretical Grounds of Policy Implementation
- 16.2.1 Instruments for Climate Change Policy
- 16.2.2 Policy Instruments for Renewable Energy
- 16.3 Approaches to Policy Implementation
- 16.3.1 Top-Down Approach
- 16.3.2 Bottom-Up Approach
- 16.3.3 Macro- and Micro-implementation
- 16.3.4 Principal–Agent Theory
- 16.4 Investigating Five Cases of Climate Change and Renewable Energy Policy
- 16.4.1 Assessing the EU Policy Package on Climate Change and Renewables
- 16.4.2 German Nuclear Phase-Out and Energy Transition Policy
- 16.4.3 KNOWBRIDGE: Cross-Border Knowledge Bridge in the RES Cluster in East Slovakia and North Hungary
- 16.4.4 KSR’s Strategy for the Use of Renewable Energy Sources
- 16.4.5 MODEL: Management of Domains Related to Energy inLocal Authorities
- 16.5 Comparison and Lessons from Analysis
- 16.6 Conclusions
- References
- Chapter 17 Challenges to Policy-Making in Developing Countries and the Roles of Emerging Tools, Methods and Instruments: Experiences from Saint Petersburg
- 17.1 Introduction
- 17.2 Analytical Centres in the Russian Federation
- 17.3 Situational Centres and the Development of the Theory of Situational Administration
- 17.4 State Automated System “Administration”
- 17.5 Other Policy-Making Tools and Techniques
- 17.6 Conclusions
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