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This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model.

This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis.

The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources.

3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.

The present paper aims to identify, map and assess the existing empirical evidence on this body of knowledge to examine what actions for corporate climate change mitigation (3CM hereafter) decision-makers undertake, under what circumstances and with what results. Firm-level activities conducted to mitigate climate change are increasingly becoming a strategic issue for all corporations worldwide.

By using a systematic review, and a vote-counting approach, the vastly dispersed collection of qualitative and quantitative data available in the literature is integrated, to explore how 3CM is conceptualised and measured in empirical research. In particular, common trends and contradictory findings are illustrated.

The present review demonstrates that no researchers have yet analysed the role of 3CM in corporate management control systems. Furthermore, three shortcomings of existing empirical research were identified and some directions for future research were outlined. These regard analysing the positioning of 3CM in corporate management control systems, the further development of measurements of 3CM performance and a consideration of the evolution of 3CM over time.

Firm-level activities carried out to mitigate climate change are increasingly becoming a strategic issue for all corporations worldwide. However, the growing stream of management literature on climate change has not yet diffused across disciplinary boundaries, as it suffers from a remarkably diverse terminology and differing conceptualisations and measurements of its research objectives. The present review elaborates on the existing empirical evidence and suggests recommendations for future research.

This research paper is concerned with the problem of making “knowledge flow” practical for a wide variety of companies. The paper discusses the need for a practical solution to knowledge transfer and demonstrates how the challenges of knowledge transfer were overcome in a cross‐functional environment using the principles of object technology. The proposed concept, by offering a structured approach to knowledge transfer, allows organisations to create systems based on simple but effective knowledge transfer processes, which will integrate with legacy computing systems.

Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?

The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.

The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.

The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.

The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.

The purpose of this paper is to explore the meaning of sustainable development held by New Zealand “thought leaders” and “influencers” promoting sustainability, business, or sustainable business. It seeks to compare inductively derived worldviews with theories associated with sustainability and the humanity‐nature relationship.

Worldviews were explored through a cognitive mapping exercise. A total of 21 thought leaders and influencers constructed maps of their understanding of sustainable development. These maps were analysed to reveal commonalities and differences.

Participant maps illustrated disparate levels of detail and complexity. Those participants promoting business generally emphasized the economic domain, accepting economic growth and development as the key to sustainable development. An emphasis on the environmental domain, the future, limits to the Earth's resources, and achievement through various radical means, was more commonly articulated by those promoting sustainability. Participants promoting sustainable business held elements of both approaches, combining an emphasis on the environmental domain and achievement of sustainable development by various reformist means.

This study identified the range of worldviews expressed by 21 thought leaders and influencers across three main domains only – promoters of sustainability, business or both. Extending this sample and exploring how these and other views arise and are represented within a wider population could be the subject of further research.

Such divergence of opinion as to what connotes sustainable development across even a small sample does not bode well for its achievement. The elucidation of the worldview of promoters of sustainable business points to the need to consider more carefully the implications of environmentalism, and other aspects of sustainability, integrated into a business agenda.

This paper contributes to empirical research on environmental worldviews which has barely penetrated discussion of sustainability within the management and business literature. It shows cognitive mapping to be an effective technique for investigating the meaning of a conceptual theme like sustainable development.

This chapter focuses on individuals’ mental representations of complex decision problems in transportation. An overview of approaches and techniques in this recent area of research is given as well as an illustration. The illustration concerns an application of CNET (causal network elicitation technique) to measure mental representations in a shopping activity scheduling task. The presence of an online shopping alternative is varied to investigate the influence of an online alternative on how individuals represent the choice problem.

Mental-model and means-ends-chain theories are discussed. These theories state that individuals when faced with a decision problem construct a mental representation of the choice alternatives by activating relevant parts of their broader causal knowledge that allow them to evaluate consequences regarding their existing needs. Furthermore, these theories emphasise that situational and person dependence of this process can explain observed variability in preferences of travellers.

The results indicate that considerable variation exists between individuals in terms of both the complexity, and the attributes and benefits that are activated in the mental representation of the choice problem. Presence of an online alternative has an influence on the benefits that individuals consider important. The impact is however small.

The chapter provides an overview of recent developments in the study of mental representations underlying choice behaviour. Traditionally, this has been the exclusive domain of qualitative research methods. The techniques reviewed enable larger samples and a formal representation of mental representations. Thus, the approach can help to better understand preference heterogeneity and incorporate this in (transport) choice models.

This study aims to introduce management students to climate change by providing them with an opportunity to address it in their own lives, through a class exercise.

An in-class exercise was designed, carried out and described in this study. Student teams were assigned different questions on how to address major causes of climate change. Each team did research to generate answers, and ranked their answers based on the speed of implementation. Teams reported their answers to the class. The instructor facilitated a debriefing session, during which all responses were ranked with respect to other variables, including cost savings, time savings and lifestyle fit. This exercise uses few resources and can be adapted to different time lengths and teaching/learning formats (e.g. on-ground, virtual, asynchronous online).

This exercise can help students to gain an understanding of climate change and its causes and complexities. Students learn how to implement a diverse set of personal actions to mitigate climate change; these can start in the present and continue throughout their lives. In addition, this exercise may help students to make the leap from individual climate change mitigation practices to organizational and societal practices, when they are in the position to do so as future leaders.

Although classes, exercises, and assignments ask management students to consider issues such as climate change at the organizational level, this individual-level exercise can allow students with limited organizational experience to engage more quickly with climate change and better understand organizational and societal implications in the future. That is, if students first understand how to address climate change in their own lives, they may more effectively transfer and apply that understanding at organizational and societal levels and ultimately synthesize solutions to address climate change in the world.

Practical and useful guidance is given to those undertaking management research; and advice is given on how to manage the practicalities of the research project. Particular emphasis is placed on applied and action research culminating in implementation of findings within an organisational setting. A description of the aims of management research is followed by advice on the selection of a research subject and the importance of the planning stage. Details of the processes involved in gathering the relevant information; its careful analysis; and the presentation of the findings in a readable, structured and coherent form are presented. Finally, suggestions on how to implement the research findings within an organisation are offered, as well as advice on the publication of results.

This paper presents a pop-up technique based on origamic architecture as a technological design solution for post-disaster temporary shelter systems. First of all, the concepts of disaster and post-disaster are briefly introduced, and the roles and needs of post-disaster temporary shelter systems, particularly in emergency periods, are reviewed. Second, pop-up techniques based on origamic architecture are briefly discussed. Third, a formal language for opening the cards of origamic architecture is introduced, out of which a geometric elasticity has been developed. With the language, a variety of flexible and expandable designs for shelter structures can be generated by incorporating different pop-up techniques. Finally, a prototype shelter has been constructed to demonstrate the adaptability and sustainability of the shelter within the local environment and the affected society, considering portability, low-cost, and easy in assembling by any unskilled person.

This paper presents a review of published literature on robot reliability and safety. The literature is classified into three main categories: robot safety; robot reliability; and miscellaneous. Robot safety is further categorized into six classifications: general; accidents; human‐factors; safety standards; safety methods; and safety systems/technologies. The period covered by the review is from 1973 to 2001.