Search results

This study demonstrates how artificial intelligence (AI) shapes the strategic planning process in volatile, uncertain, complex and ambiguous (VUCA) business environments. Having adopted various domains of the Cynefin framework, the research explores AI's transformative potential and provide insights regarding how organisations can harness AI-driven solutions for strategic planning.

This conceptual paper theorises the role of AI in strategic planning process in a VUCA world by integrating extant knowledge across multiple literature streams. The “model paper” approach was adopted to provide a theoretical framework predicting relationships among considered concepts.

The paper highlights potential application of the Cynefin framework to manage complexities in strategic decision-making process, the transformative impact of AI at different stages of strategic planning, the required strategic planning characteristics within VUCA to be supported by AI and the attendant challenges posed by AI integration in the uncertain business landscape.

This study pioneers a theoretical exploration of AI's role in strategic planning within the VUCA business landscape, guided by the Cynefin framework. Thus, it enriches scholarly discourse and expands knowledge frontiers.

This study aims to investigate the differences in spatial ability between students with a math learning disability and their normal peers.

To investigate these differences two groups, (60 students with a math learning disability) and (60 normal students) from fifth grade with a mean age (10.6 years) were administered with spatial ability test along with an IQ test. Students with a math learning disability were chosen using measures of the following: math learning disability questionnaire developed from learning disability evaluation scale – renormed second edition (LDES-R²) (McCarney and Arthaud, 2007) and the Quick Neurological Screening Test (Mutti et al., 2012), in addition to their marks in formal math tests in school.

Comparison between the two groups in four aspects of spatial ability resulted in obvious differences in each aspect of spatial ability (spatial relations, mental rotation, spatial visualization and spatial orientation); these differences were clear, especially in mental rotation and spatial visualization.

This paper contributes to gain more insights into the characteristics of pupils with a math learning disability, the nature of spatial abilities and its effect on a math learning disability. Moreover, the results suggest spatial ability to be an important diagnose factor to distinguish and identify students with a math learning disability, and that spatial ability is strongly relevant to math achievement. The results have significant implications for success in the science, technology, engineering and mathematics domain.