"Zoning has for a century enabled cities to chart their own course. It is a useful and popular institution, enabling homeowners to protect their main investment and provide safe neighborhoods. As home values have soared in recent years, however, this protection has accelerated to the degree that new housing development has become unreasonably difficult and costly. The widespread Not In My Backyard (NIMBY) syndrome is driven by voters’ excessive concern about their home values and creates barriers to growth that reach beyond individual communities. The barriers contribute to suburban sprawl, entrench income and racial segregation, retard regional immigration to the most productive cities, add to national wealth inequality, and slow the growth of the American economy. Some state, federal, and judicial interventions to control local zoning have done more harm than good. More effective approaches would moderate voters’ demand for local-land use regulation—by, for example, curtailing federal tax subsidies to owner-occupied housing"--Publisher's description.

I am both pleased and honored to introduce this book to readers, and I want to take a few moments to explain why. Michael Romanos and Christopher Auffrey have produced a volume which will be of immense value to several different types of people. Planners and other specialists concerned with the development of the Southeast Asian region and the issues and opportunities associated with urban growth and sustainable development will find much to interest them in this book. But the book, I believe, has much wider appeal, and that is what I want to touch on briefly here. The University of Cincinnati, where Michael, Chris, and I work, is attempting to globalize itself - to develop its institutional capacity for international activities, to infuse its curriculum with international themes, and to promote and increase global competence among its graduates. Many American universities are doing this, of course. In the process, we are seeing some very interesting experiments in pedagogy, as faculty look for "learning moments" in new and sometimes exotic places. Michael, Chris, and their colleagues have, it seems to me, developed an outstanding model for learning across national and cultural boundaries. In the chapters which follow, you will read the results of their work. What will be less apparent, however, is the process by which that work was produced.