Researcher Development

With current constraints of public funding of research the question
of principal investigator (PI) success has gained prominence. Yet
understanding grant success remains problematic. While often
associated with peer acceptance of the proposal text, research
fundability in large part is informed by PI participation in the social
systems of research funding, knowledge making, and academic
work. This article reports on part of an in-depth longitudinal
exploration of how three expert science PIs in Canada navigate
and negotiate these contexts to achieve sustained grant funding
success. It focuses on how one of these scientists develops and
draws on collaborative research networks in creating fundable
front-line knowledge. The findings contribute towards an understanding
of the role experiential learning and individual agency
play in PI success. Practical implications for early-career researchers
are outlined. Further questions about the interconnectedness of PI
navigating and negotiating research funding and knowledge and
academic work are raised.

Becoming a researcher is one of the roads travelled in the emotional, social, and intellectual process of PhD journeys. As such, developing a researcher identity during doctoral study is a social undertaking. This paper explores instances and practices where doctoral students identify as becoming researchers. Based on interviews with 30 PhD students from two Australian metropolitan universities, this paper presents students' experiences of moments when they feel like researchers. The paper finds identification as a researcher occurs early on in the PhD, and such instances are underpinned by external and internal validation of the student as a researcher. Validation is gained through research outputs (mainly publications), doing research, and talking about research. Such experiences are often mundane, occur daily, and constitute personal, social, informal, and formal learning opportunities for researcher development. Supervisors are largely absent as students draw on multiple individuals on and off campus in assuming a researcher identity.

A obra é orientada pela reflexão dos diferentes processos do mundo do estudante e da pesquisa, especialmente no sentido da formação e prática de professores. Na perspectiva da sociologia da educação contemporânea vê-se a imbricação da experiência simultânea da socialização-aprendizagem dos estudantes no meio ambiente do ensino superior. No campo da pesquisa sobre o trabalho docente percebem-se questões éticas nas pesquisas, com repercussões sobre a perspectiva pedagógica dos professores das escolas. Esses são os temas tratados pelos autores e autoras, provenientes de diferentes filiações: encontramos pesquisadores da UFRN-Universidade Federal do Rio Grande do Norte; da UNEMAT-Universidade do Estado do Mato Grosso; IFRN-Instituto Federal do Rio Grande do Norte; da SME-Secretaria Municipal de Educação de Natal; bolsistas de iniciação científica do PIBIC-CNPq; e, tem-se ainda a participação de Kenneth Tobin, da CUNY-City University of New York.

Researcher services have proliferated in recent years and numerous free or fee-based sites now promise increased visibility and impact for authors or contributors of publications and other research products. Not all services have the same goals, however, and it can be difficult to know with which services researchers should engage. In this article we establish three categories (author/researcher identification, academic/professional networking, and reference/citation management) and examine nineteen services that fit into those categories.

This e-learning/ self-directional learning Module includes two Units, namely Unit 1:The Publishing Process; Unit 2: Share Research Results in Open Access. This Module was produced under the UNESCO-CEMCA Project Development of Curriculum and Self-Directed Learning Tools for Open Access, 2013-2015.

This chapter examines the challenges of grant writing faced by new non-Anglophone academics who have taken positions in English North American universities. Drawing on a case study, which includes a discourse analysis of proposal drafts and interviews with a new non-Anglophone scientist, the chapter illustrates how the academic practice of grant writing in the “fiercely competitive” Anglophone academia (Hyland 2007) may be challenging for non-Anglophone scholars to master. The chapter explains how discursive practices of different national academic systems shape and require different scholarly identities. The chapter concludes by providing possible ways in which new non-Anglophone academics can be assisted in understanding the genre system of the grant proposal.

What does good operational research (OR) practice mean, and what can critical systems thinking (CST) do for it? This two-part essay proposes new answers to both questions. Part 1 first reviews the idea and history of systems thinking in OR, as a basis for properly situating CST within OR. It then offers a comparative, non-partisan account of the two strands of CST, critical systems heuristics (CSH) and total systems intervention (TSI), and identifies their combined potential in an ability to enhance the contextual sophistication of OR. The prevalent but inaccurate notion of the history of OR as a linear evolution from ‘hard’ to ‘soft’ and ‘critical’ systems thinking is replaced by an integrated perspective of OR as applied systems thinking.

Although up to 66% of Arts and Humanities doctoral researchers aspire to an academic career, within 3 years of PhD graduation, only 46.2% are employed in research or teaching roles in Higher Education. In the context of this startling discrepancy between Arts and Humanities doctoral researchers’ career aspirations and their post-PhD attainment, this paper asks: what’s the point of the doctorate? What does the PhD produce: the research or the researcher? And indeed, when an ECR goes on to pursue a career beyond Higher Education, what is the value of their doctorate?

Drawing on quantitative and qualitative data from an online survey investigating the professional development and career-planning behaviours of Arts and Humanities doctoral and early career researchers, this paper argues that there is a ‘cultural lag’ whereby the culture of Arts and Humanities doctoral research is struggling (or, perhaps, unwilling) to catch up with the reality of the postdoctoral employment landscape. This paper will illustrate how, by and large, Arts and Humanities doctoral research is still conceptualised as a gateway to an academic research career to the detriment of doctoral graduates’ employability. As in Vitae’s What Do Research Staff Do Next (2016), this paper shows how respondents’ fear of ‘failing’ as an academic and/or of ‘betraying’ their academic community stops doctoral researchers and ECRs from fully exploring a range of postdoctoral career options.

This paper concludes that affect and institutional culture are key drivers of doctoral researcher and ECR career-planning behaviour, and that a culture change is therefore urgently needed in Arts and Humanities doctoral education. A change which disrupts the interchangeability of the words ‘PhD’ and ‘thesis’, and (re)valorises doctoral graduates’ skills, competencies, and experiences. Crucially, shifting the focus of doctoral research away from the thesis will not only make space for professional development, but also yield a more inclusive research community in which equality and diversity are championed both within and beyond the doctorate.

How can critical systems thinking (CST) strengthen the competence profile of professionals? Considering the examples of operational research, policy analysis, and process consultation, and moving beyond the view developed in Part 1 of professional practice as applied systems thinking, an argumentation-theoretical turn of the understanding of professional competence is suggested. It yields an integrated perspective of competence in terms of systems thinking and argumentative practice, in which CST finds a systematic place.

Accessing narrative oral history and phenomenological lifeworld experiences was significant for my doctoral research of teacher learning because I was able to explore individual post-reflection as story and the pre-reflective meaning on lifeworld in order to understand interconnections across experience. Education research predominately reports on teacher learning outcomes aligned to professional standards, while case studies using combined qualitative methods for understanding teacher learning are dearth in the literature.
This case study focuses on a combined narrative and phenomenological inquiry approach to garner views of expert teachers. I outline the three-interview process to access the learning experiences of five teachers, from my PhD study completed in 2014. The research practicalities for encouraging participants who may not be open to volunteer for a study are addressed in relation to clearly communicated research intention, combined purposive sampling and criteria sampling, snowball or chain sampling, and ethical implications for participants and researcher.
The research design accessed the context of unique human experience by capturing participant story and searching for meaning often embedded at an implied level. I offer technology tips for researchers working with interview meaning representations (data).
The case study offers an approach that requires relying on qualitative principles of rigor, determining saturation and identifying limitation of findings, and designing an interview protocol as pertinent to accessing the phenomena being researched. I conclude by suggesting that the significance of the personal for teacher learning is evident from my research because narrative oral history and phenomenological lifeworld interviews accessed the uniquely insightful development of expertise.

Purpose
– The aim of this paper is to explore the types of social networks and relationships that PhD candidates identify as important in a successful PhD journey.

Design/methodology/approach
– We use an under-utilised yet rich data source: PhD thesis acknowledgements. The paper employs a sample of 79 PhD acknowledgements drawn from diverse disciplines across Australian universities to illustrate the types of social support provided, who and what is acknowledged as providing support and the intersections between the types and providers of support.

Findings
– Key findings of the paper are that three types of support are evident – emotional, academic and instrumental – and that families, colleagues and supervisors, as well as others, are acknowledged for providing all three forms of support. Further, acknowledgements give insights into students’ personal and professional development and identification as researchers.

Research limitations/implications
– This research helps higher degree research recognise the breadth of relationships in the PhD process to make provisions that encourage such network building. It delineates the meaning and value of social support in successful doctoral candidature. So far, little empirical research has outlined the types of support valued by students.

Originality/value
– The study confirms the critical place of candidates’ networks in the PhD journey, broadens the view of what constitutes support and identifies the range of individuals involved in the process. It identifies potential in acknowledgements as a source of evidence of social support and researcher development in the PhD experience.

By shedding light on training preferences and motivations, and identifying key barriers to engagement, this project has developed a better understanding of Arts and Humanities doctoral researchers’ and Early Career Researchers’ (ECRs) professional development within a challenging labour market.

This survey paints a picture of Arts and Humanities doctoral researchers as career-conscious but time-poor: although 94.2% are interested in developing professionally, only 71.8% of doctoral researchers regularly devote time to professional development. Half of the respondents report that they struggle to balance professional development and the timely completion of their thesis. Time constraints and financial pressure thus contribute to the perception that development activities are a ‘distraction’ from what is perceived as the ‘real’ work of the PhD: the thesis. This study therefore advocates a cultural change whereby professional development is viewed as integral to the doctorate. In respondents’ view, a longer funded period is essential to such a shift.

Supervisors emerge as the potential gatekeepers of doctoral researcher development. While the majority of respondents are engaged in some form of Professional Development Planning (PDP), this survey finds that this process is largely self-directed and unsupported by supervisors. There is considerable variation in supervisory involvement, with up to 29.3% of respondents reporting that their supervisors play little to no role in their PDP. This report therefore argues that securing supervisory engagement is key to improving professional development support provision.

Furthermore, this survey highlights that doctoral researchers have unequal access to professional development. Many respondents report that their development needs are not being met because they do not fit the ‘typical’ profile assumed by their institutions. Part-time or distance students, mature learners, individuals with disabilities or mental health issues, and those with caring responsibilities find it difficult to access appropriate training and support. Since inaccessibility can work to exacerbate existing inequality, this project notes that further progress is required under Principle 6 of the Concordat to Support the Career Development of Researchers1, which highlights institutions’ responsibilities in promoting equality and diversity.

Finally, this project brings to light some of the unique challenges facing Arts and Humanities ECRs in today’s labour market. The survey reveals that ECRs’ capacity to devote time and commit resources to professional development is contingent upon their employment status. ECRs are a heterogeneous demographic comprising individuals in a range of employment circumstances, from hourly-paid contracts and fixed-term fellowships to permanent roles. In practice, they receive highly unequal levels of career development support, with those employed on teaching-only contracts increasingly falling through the cracks. This project therefore stresses the urgent need for ECRs on hourly-paid, fixed-term and teaching-only contracts to be recognised and supported as ‘researchers’ in line with the principles of the Concordat.

The literature review is often the worst-written part of most dissertations and articles. It usually reads as if the author just dumped studies and theories like a pile of bricks, without a clear logic to the writing. As a result, in many articles one can skip the literature review, because it adds little to the overall argument. Novice researchers also struggle with the literature review for many reasons: the literature can be overwhelming, since it is very difficult to know what to even write about, how to organise the writing and how to give it that elusive ‘argumentative’ (or ‘critical’) quality.

In this workshop I show you how to overcome all these challenges, and write a literature review that is argumentative and logically flowing, will deepen your understanding and actually contribute to the originality of your research. A warning: the approach I follow here is quite unconventional and creative. It will not work for you if you wish to write the conventional list-like literature review.

This is the third intermediate workshop in my series, and it assumes that the reader grasps the ideas from the second workshop on argumentation.

Sekadar ingin berkongsi tips yang diberikan oleh pemenang Anugerah Saintis Muda Negara mengenai cara bagaimana anda juga boleh menjadi seorang penyelidik. Penerangan diberikan secara langkah-demi-langkah bermula dengan (1) dapatkan mentor (2) bagaimana untuk bermula (3) mendapatkan geran (4) menerbitkan (5) citation (6) Komersialisasi (7) kemahiran komunikasi dan (8) anugerah. Moga beroleh manfaat!

Boğaziçi Üniversitesi, Barış Eğitimi Uygulama ve Araştırma Merkezi ile Doğan Gazetecilik tarafından ''Baba Beni Okula Gönder'' Projesi kapsamında, kız öğrenci yurtlarında çalışan görevlilerin ihtiyaçları ve yurtlar hakkında görüş ve önerilerin belirlenmesi için ihtiyaç analizi çalışmaları yapılmıştır. Bunun yanında Yurt Ortamı Ölçeği (Moos,19, Kerimol-Orçan19) ve Duygusal Zeka Ölçeği (Coleman, Bar-On) kullanılarak katılımcıların yurtlarla ilgili ölçek çerçevesinde algıları ve bireysel yaklaşımları ele alınmıştır. Yurt müdürleri ve belletmenlerin maddi manevi ihtiyaçlarını hem kendileri hem de kız öğrenciler açısından saptamak için odak grup çalışması (4 grup)  ve de ölçekler kullanılmıştır.
    Çeşitli illerde yaptırılan toplam 32 adet kız öğrenci yurdunda bölgesel olarak farklılıklar görünmesine rağmen koşullar genellikle birbirine benzemektedir. Kız öğrenci yurtlarında kalan kız çocuklarının çoğunlukla ilgi alanlarını geliştirebilecekleri veya sosyalleşebilecekleri alanların ve olanakların kısıtlı olması, yurttan sorumlu müdür yardımcısı ve belletmen öğretmenlerin çocuklara karşı ilgisi, iş yapabilme becerisi çocukların koşullarını etkilemekte ve gelişimlerini destekleyici yaşam alanı oluşturma ihtiyacını artırmaktadır.
    Bu raporun amacı, yurt görevlileri ve öğrencilerin ihtiyaçlarının belirlenmesinden sonra geliştirilecek faaliyet modellerinin hazırlanması için daha sistemli bir alt yapı oluşturulmasıdır. Kız öğrencilerin okul-yurt arasında geçen yaşamlarında evleri sayılabilecek yurtlarının daha yaşanabilir olması, ilgi alanlarını geliştirebilecekleri, sosyalleşebilecekleri ve aynı zamanda yurt görevlilerinin de benimseyip yürütebileceği daha iyi bir yaşam alanı oluşturmak için önemli bir bilgi kaynaği oluşturmaktadır.

In policy debates related to innovation potential, the limited mobility from academia to industry is often explained by the supposed mismatch of skills needed in these different settings. We contribute to this debate by (1) examining the attitudes of Flemish doctoral candidates towards careers in industry, and (2) by analysing the extent to which doctoral candidates and employers in industry in Flanders differ in their views on the skills needed to perform well in this sector. We combined survey data with qualitative research. The Survey of Junior Researchers (SJR) provides information on the doctoral candidates’ perspective on these matters, whereas the Research & Development survey of Flemish companies reflects the employers’ views. Additional data obtained through interviews with both doctorate holders and employers provide a more in-depth understanding of the transition from academia to industry. A mismatch between what doctoral candidates consider important skills for a job in industry and what employers expect from researchers is observed. The importance of technical skills and more transferable competencies such as project management and business skills are underestimated by doctoral candidates. The findings raise questions on the awareness among doctoral candidates of the skills needed for a career outside academia. Addressing possible negative attitudes and providing adequate training and career planning could improve their preparation for work in non-academic settings. This is the first study in Flanders comparing researchers' and employers' views on skills, confirming findings in other countries that institutional programmes have a role to play in bridging the gap between employers' expectations and those of doctoral candidates

Podcast interview discussing this chapter:
https://lostinthecitations.podbean.com/e/humphries-s-2020-please-teach-me-how-to-teach-the-emotional-impact-of-educational-change/

Abstract:
  Despite the messiness that is often involved in fieldwork (Naveed et al., 2017), published studies tend to contain data that can be categorised and generalised. The unusable data remain unreported. However, we can learn a great deal from when things go wrong. Focusing on interviewing, Prior (2016: 156) says ‘I hope that we fail more often and that we fail in unexpected ways’. He notes that researchers can learn from challenging situations and calls for greater reflexivity into the emotional work that goes into research and the interactions between researcher and participants.
  This chapter returns to an earlier study (Humphries, 2014; Humphries & Burns, 2015), where four male Japanese teachers of English (JTEs) struggled to use communicative language teaching (CLT) textbooks in an engineering college. Data from one teacher seemed largely unusable, due to his unpredictable behaviour during interviews and classroom observations. It was difficult to categorise and compare him with other JTEs using the constant comparison framework (Corbin & Strauss, 2008) that underlay the original study. Moreover, my presence in the classroom appeared to provoke some disruption and my interview questions may have stimulated some anxiety for him. In turn, this caused stress for me and I frequently considered halting his part of the study to avoid causing him emotional strain. Therefore, this chapter re-analyses this intrinsic case (Stake, 1995) from a post-hoc self-reflexive emotional labour perspective. In other words, readers of this Emotional Rollercoaster volume can see how the process of data collection has emotional consequences for both the participant and the researcher.

Purpose - The paper aims to demonstrate the value of establishing a baseline at the beginning of a major development initiative, to help with diagnosis and then demonstrate how subsequent interventions are evidence-based. By undertaking a detailed assessment pre-operation, a framework is then also established against which future outcomes and impact can be measured. This paper intends to share good practice in establishing a baseline, by reporting and reflecting on a case study.

Design/methodology/approach - The paper predominantly presents analysis of primary data. This includes c.40 in-depth interviews, the results of a survey completed by 60 respondents, and commentary on the results of three other previously-conducted surveys. Reference has been made to the relevant literature that frames this work, although no detailed discussion of it has been attempted.

Findings - The paper presents the challenges and opportunities relating to the 'people' element of the research environment of the case study institution. It also makes recommendations on interventions and suggests the measures that will be used to evaluate the impact of them.

Practical implications - This paper intends to showcase the use of an organisational development approach (data collection, diagnosis, action planning, intervention and evaluation) in a researcher development context, which may inform the practices of others.

Originality/value - Although many institutions will utilise an organisational development approach to researcher development, the author is not aware of many cases where the initial stages have been recorded and presented as an academic article. The contribution of teaching-led institutions to the researcher development discourse has been slightly marginal, so coming from this perspective also adds to its originality.

Keywords: Researcher Development, Baseline, Evidence-Based Interventions, Organisational Development Approach, Diagnosis, Teaching-Led

A obsolescência programada é um assunto que tem se mantido em evidência ao longo do tempo. Ela diz respeito à vida útil de produtos tecnológicos e às suas consequências para o meio ambiente. Assim, é através de políticas e outros mecanismos inibidores ou mitigadores que se podem enfrentar seus impactos. Este estudo se debruça sobre a contribuição do Direito Brasileiro no que se refere ao papel das empresas, do poder público e dos indivíduos quanto ao consumo e à troca de produtos. Com base no método dedutivo, ele se vale de uma pesquisa sobre a legislação para o estudo da teoria e o entendimento da doutrina. Os resultados mostram que o assunto ainda é pouco debatido no âmbito jurídico, o que indica a inexistência de impedimentos legais para a poluição do meio ambiente a partir da obsolescência programada. Logo, cabem medidas que combinem a formulação de políticas com o cumprimento da legislação já existente para diminuir o impacto ambiental derivado da obsolescência programada. Com ...

We are new academics involved in the process of becoming researchers. We believe that gathering, reflecting, sharing and producing knowledge are important parts of constructing a strong identity as a researcher that we produce and own rather than being produced by the prevailing academic discourse. We decenter research as a product and bring into focus how as researchers we understand our selves, our work, and our processes. We interweave our stories with those of our research participants who are also new to the professoriate. Our experiences transcend our academic world and we believe that the narratives we discuss may help inform others.

This article is based on reflexive research, which served as a tool to
consolidate significant insights into the author’s scholarly growth as
a researcher specialising in teacher education. These insights are
presented with universal meaning by proposing a three-phase
model of scholarly growth for higher education faculty. Critical
retrospective examination helped identify the features of each
phase of the model. At the fundamental phase, the focus is on
building professional identity through the acquisition of skills of
operating as researchers. At the model’s next phase, the focus is on
conduct as scholars, including carrying out research and writing
academic outputs. At the model’s third phase the focus is on
conduct as experts who act to benefit the teacher education profession,
the scientific world and society. The reflexive research has
clearly revealed the structure of the model and established the
added value of scholarly growth over a decade.

In this editorial for the most recent issue of Exchanges, the editor-in-chief reflects on some of the small positives which have emerged from the Covid-19 mandated lockdown period of working. He talks a little more about the work of the podcast in supporting the twin role of the journal in disseminating interdisciplinary research but also enabling a learning environment. The editorial continues by providing an overview of the articles appearing in this issue, before moving to announce a new call for papers in the area of ‘AI: Panic or Panacea’. The editorial closes with advice for submitting authors, and acknowledgement of the efforts for those who have brought the issue together.

This paper was presented at LIBER Conference 2017, 5-7 July, University of Patras, Greece.

The role of libraries and librarians in supporting researchers is changing due to an evolving research environment. Changes in the scholarly communications landscape and in researcher skills development, as well as the emphasis placed on using bibliometrics to evaluate academic performance, have shifted the focus in many academic libraries, encouraging them to re-think how best to support their institutional research strategy. The challenge is understanding the needs of researchers and ensuring that research support librarians have the right skills to respond to these needs.

Expansion in numbers of PhD students in the UK in recent years has been accompanied by the professionalisation of researcher skills development, equipping students with transferable skills for careers outside, as well as inside, academia.  Are the new generation of researchers therefore more suited to support the needs of other researchers than they have been previously, and can they offer a different, but complementary, skill-set and perspective, to library school graduates without research experience?  The peer-level support offered by library staff with research backgrounds, who can demonstrate a shared experience, understanding, and a personal enthusiasm for research, arguably has a role in developing stronger relationships between the library and the academy.

This paper surveys and discusses the changes in the skill-set, qualifications, and professional experience, of research support staff employed at Leeds University Library, and other UK research libraries. It explores whether the changes in library research support services and the development of specialist library teams has resulted in the recruitment of staff with different professional backgrounds, including researchers themselves.

As practitioners who work directly with postgraduate researchers (PGRs) in order to help them develop their non/research/related skills, we are constantly interpreting demand and  shifting focus in researcher development; based around what it is that ensures researchers a  brilliant future and what it is that researchers need to ensure they contribute to the  economy of UK p.l.c.  This paper aims to explore the current thinking regarding development requirements for this group, in the context of recent developments, an  increasing awareness of the national skills agenda and our own practice, and to offer up  some conclusions.

The paper examines the impact of the transformations in UK doctoral education over the past decade in the Arts, Humanities and Social Sciences. It focuses on the introduction of formal research training and Codes of Research Practice, and in the first longitudinal candidate cohort study examines their impact on doctoral outcomes, especially Ph.D. submission rates. Results from this quantitative study show that engagement with research training, completion of a project outline and plan and appointment of a supervisory team were statistically positively associated with submission of the thesis within four years. It is concluded that the professionalization of doctoral education by research training and Codes of Research Practice has had a positive impact on doctoral educational outcomes.

With current constraints of public funding of research the question of principal investigator (PI) success has gained prominence. Yet understanding grant success remains problematic. While often associated with peer acceptance of the proposal text, research fundability in large part is informed by PI participation in the social systems of research funding, knowledge making, and academic work. This article reports on part of an in-depth longitudinal exploration of how three expert science PIs in Canada navigate and negotiate these contexts to achieve sustained grant funding success. It focuses on how one of these scientists develops and draws on collaborative research networks in creating fundable front-line knowledge. The findings contribute towards an understanding of the role experiential learning and individual agency play in PI success. Practical implications for early-career researchers are outlined. Further questions about the interconnectedness of PI navigating and negotiating research funding and knowledge and academic work are raised.

Resumo A obsolescência programada é um assunto que tem se mantido em evidência ao longo do tempo. Ela diz respeito à vida útil de produtos tecnológicos e às suas consequências para o meio ambiente. Assim, é através de políticas e outros mecanismos inibidores ou mitigadores que se podem enfrentar seus impactos. Este estudo se debruça sobre a contribuição do Direito Brasileiro no que se refere ao papel das empresas, do poder público e dos indivíduos quanto ao consumo e à troca de produtos. Com base no método dedutivo, ele se vale de uma pesquisa sobre a legislação para o estudo da teoria e o entendimento da doutrina. Os resultados mostram que o assunto ainda é pouco debatido no âmbito jurídico, o que indica a inexistência de impedimentos legais para a poluição do meio ambiente a partir da obsolescência programada. Logo, cabem medidas que combinem a formulação de políticas com o cumprimento da legislação já existente para diminuir o impacto ambiental derivado da obsolescência programada. Com o apoio da cidadania, essas medidas poderiam contemplar tanto o aumento da vida útil dos produtos quanto uma fiscalização mais adequada. Assim, contribuir-se-ia para o tão debatido desenvolvimento sustentável. Palavras-chave | Desenvolvimento sustentável; direito brasileiro; meio ambiente; obsolescência programada; políticas públicas. Código JEL | K33 O38 Q01