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The purpose of this study is to propose the notion of the value and contribution of the wisdom of older workers in working life.

Using a framework of organisational aesthetics, this paper presents an empirical case study analysing the material collected from Finnish municipal home care services and sheltered accommodation designed for older people. Through the analysis of the stories of older and younger employees, the case study shows how workers construct ideas of skills related to ageing, how the wisdom of older workers has been transformed into practices and how aesthetic wisdom might benefit this social process.

The findings reveal three characteristics of ageing wisdom – caring, graceful and joyful wisdom – that all present focused sensitivity, emphasizing the subject’s experience, feelings and emotions. The findings also illustrate how the authority of older workers made visible this feeling-driven wisdom and values, and through these means, enhanced the skills of younger employees.

The present paper challenges the debate on ageing which has mainly focused on the problems of older workers in a social context.

This paper provides new insights into the skills of older workers in the empirical and theoretical framework of organisational aesthetics.

This study aims to explore aesthetic atmospheres and their affordances in urban squares to advance knowledge on the research and design of attractive living environments.

Descriptions of pleasant and unpleasant experiences of urban squares were collected using qualitative questionnaires with open-ended questions. The theoretical framework and the lens of aesthetic affordances were applied to pinpoint and understand the connections between the place attributes and experiences.

This study found four distinct aesthetic atmospheres formed by perceived synergies of both the material and immaterial aspects of the environment. It was also found that the atmospheres may shift. A model that shows the aesthetic atmospheres and their potential affordances as layered and emerging is presented.

Everyday aesthetics considered as affordances open new research perspectives for the understanding of what generates attractive living environments – or not.

Aesthetics affordances may provide the design professionals and alike means on how to design places that engender specific aesthetic atmosphere.

Gathering and discussing commonplace aesthetic experiences in everyday life may enhance democratic participation in place development among people with different levels of design expertise.

This study combines theories of place with a novel concept of aesthetic affordances to identify distinct aesthetic atmospheres. A holistic overview structure of how the various constituents of aesthetic atmospheres relate to each other provides new ways of studying and understanding urban aesthetic atmospheres.

This paper aims at examining the prospects and possibilities of autoethnography in trust research. The focus of this study is on trust-building in a management team from an esthetic leadership perspective. The empirical context of the study is the organization of higher education during a funding reform.

This study adopted a qualitative research strategy with co-produced autoethnographic methods. The data comprised the researcher's diary, field notes and written texts from informants. Autoethnographic methods were applied in data gathering; more precisely, the data were collected by the moving observing method of shadowing and complemented with the management team's written texts reporting their feelings. The data were analyzed by constructing autoethnographic vignettes and a critical frame story.

The findings of the study contribute to the methodological discussion of autoethnographic research when studying a complex phenomenon such as trust-building. The findings suggest that the role of authenticity in trust-building may vary depending on the esthetic leadership style. Furthermore, the findings contribute to the esthetic leadership theory by a proposal of esthetic reassurance as intentional leader-embodied communication aiming to reinforce follower trust in a leader.

Co-produced autoethnography is applied in studying trust-building. Furthermore, this paper provides an inside view of the meaning of esthetics in leader-follower relationships in higher education organizations.

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

For over a century, traditional Japanese cotton crepe fabrics have been popular for men’s underwear in the humid summer. Now, consumer demand is for crepe fabrics that are more attractive, reflecting a shift in use from underwear to women’s dresses. The purpose of this paper is to clarify how the structures of the crepe and its constituent yarns affect the physical properties, handle and silhouette formability of crepe fabrics for dresses.

Three plain-weave gray fabrics were finished by four different processes to change their crepe structures. The mechanical and surface properties of the fabrics were measured using the Kawabata evaluation system for fabrics. The primary hand values and silhouette formability of the fabrics were calculated using conversion equations based on the physical properties. The handle of the crepe fabrics and the aesthetic appearance of flared collars made of them were assessed by female students using the semantic differential method.

Comparing the fabrics made from the same gray fabric, the piqué crepe fabrics showed larger Hari (anti-drape) and Shari (crispness) than the others. The subjective hand value of softness was closely related to fabric thickness. The assessors preferred the fine piqué crepe fabrics over the wide piqué fabrics regarding both the tactile feeling of the fabrics and the aesthetic appearance of the flared collars. The attractiveness of the flared collars was dominated by the shear stiffness of the fabrics.

The fine piqué crepe fabric made from fine yarns produced a more preferable handle. The fine piqué fabric made from thicker yarns produced flared collars with silhouettes that are more attractive. This indicates that the fine piqué structure is a positive feature that makes the fabric suitable for various types of dresses.