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Book part
Publication date: 8 November 2010

Ulla Johansson and Jill Woodilla

This chapter considers problems and opportunities for design and management to contribute to creating a sustainable world. We consider the epistemology of two discourses bridging…

Abstract

This chapter considers problems and opportunities for design and management to contribute to creating a sustainable world. We consider the epistemology of two discourses bridging design and management, design management and design thinking, and that of appreciative inquiry, which we suggest has much in common with design thinking. We discuss problems with combining discourses from different paradigms, and highlight opportunities when paradigms are similar. We illustrate these opportunities with examples of three projects lead by designers, and comment on ways these discourses contribute to the concept of sustainability and ways in which practitioners create sustainable value.

Details

Positive Design and Appreciative Construction: From Sustainable Development to Sustainable Value
Type: Book
ISBN: 978-0-85724-370-6

Book part
Publication date: 9 July 2010

Armand Hatchuel, Ken Starkey, Sue Tempest and Pascal Le Masson

We develop a discourse of strategic management as design, using a conceptual base drawing upon the work of Michel Foucault, as an alternative to the prevailing strategy discourse

Abstract

We develop a discourse of strategic management as design, using a conceptual base drawing upon the work of Michel Foucault, as an alternative to the prevailing strategy discourse (strategy as “economizing”). We then use contemporary design theory to theorize strategic management as a design activity in which the focus is on innovation, with the emphasis on future strategies based on the creation of desirable unknowns.

Details

The Globalization of Strategy Research
Type: Book
ISBN: 978-1-84950-898-8

Article
Publication date: 21 March 2022

Sandra Becker and Michele Jacobsen

Using Johansson-Sköldberg et al.’s (2013) descriptions of design discourses, this study aims to analyze teacher interviews, research notes and teacher and student artifacts to…

Abstract

Purpose

Using Johansson-Sköldberg et al.’s (2013) descriptions of design discourses, this study aims to analyze teacher interviews, research notes and teacher and student artifacts to determine if engagement in design practices led to changes in the teacher’s thinking.

Design/methodology/approach

This article presents results from a year-long study that explored how a teacher enacted design discourses to engage in curriculum learning within an elementary school makerspace. The design-based study involved a collaborative partnership where a teacher and researcher co-designed, co-enacted and co-reflected on three cycles of making featuring curriculum studies in science, mathematics and social studies.

Findings

The authors determined that engagement in all four design discourses led to transformative changes in the teacher’s thinking about herself as a teacher and her students as learners. The evidence suggests the school makerspace can serve as a liminal design space for professional learning, given that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection.

Research limitations/implications

Engaging in design discourses in the makerspace can lead teachers to question the frames they hold about teaching and learning. However, teachers need ongoing support in developing discipline knowledge and prioritizing the time required for designing, iterating and reflecting on learning in the makerspace.

Practical implications

The makerspace provides a liminal space for teachers’ professional learning in that implicit in the makerspace is the embodiment of design practices such as problem finding, iteration and reflection.

Originality/value

This study is unique, in that it places the importance of teacher learning in the elementary school makerspace on equal footing with student learning, thereby creating a culture of inquiry for all.

Details

Information and Learning Sciences, vol. 123 no. 5/6
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 24 November 2021

Asif R. Khan and N. Lakshmi Thilagam

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence…

Abstract

Purpose

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.

Design/methodology/approach

A systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.

Findings

A pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.

Research limitations/implications

The research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.

Originality/value

The study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.

Article
Publication date: 23 October 2007

Klaus Krippendorff

The purpose of this paper is to connect two discourses, the discourse of cybernetics and that of design.

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Abstract

Purpose

The purpose of this paper is to connect two discourses, the discourse of cybernetics and that of design.

Design/methodology/approach

The paper takes a comparative analysis of relevant definitions, concepts, and entailments in both discourse, and an integration of these into a cybernetically informed concept of human‐centered design, on the one hand, and a design‐informed concept of second‐order cybernetics, on the other hand. In the course of this conceptual exploration, the distinction between science and design is explored with cybernetics located in the dialectic between the two. Technology‐centered design is distinguished from human‐centered design, and several axioms of the latter are stated and discussed.

Findings

This paper consists of recommendations to think and do things differently. In particular, a generalization of interface is suggested as a replacement for the notion of products; a concept of meaning is developed to substitute for the meaninglessness of physical properties; a theory of stakeholder networks is discussed to replace the deceptive notion of THE user; and, above all, it is suggested that designers, in order to design something that affords use to others, engage in second‐order understanding.

Originality/value

The paper makes several radical suggestions that face likely rejection by traditionalists but acceptance by cyberneticians and designers attempting to make a contribution to contemporary information society.

Details

Kybernetes, vol. 36 no. 9/10
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 28 November 2023

Ezequiel Aleman

This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms…

Abstract

Purpose

This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses.

Design/methodology/approach

This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies.

Findings

The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing.

Research limitations/implications

The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure.

Originality/value

This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.

Details

Information and Learning Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 12 November 2021

Rosanna Spanò, Andrea Tomo and Lee D. Parker

This paper aims to understand how training programs fostering discourses centred on individuals’ identity construction may turn resistance into a generative and enabling force to…

Abstract

Purpose

This paper aims to understand how training programs fostering discourses centred on individuals’ identity construction may turn resistance into a generative and enabling force to elicit more relationally and negotiated solutions of change.

Design/methodology/approach

The study used Foucault’s conceptualisation of “regimes of truth” to show how even potentially resistant public managers may generatively contribute to change processes if given the chance to restate the macro discourses of the hegemonic new public management movement at their own micro level. It relied upon an ethnographic approach based on verbal interviews, photo-elicitation, DiSC behavioural tests and observation of 29 Italian public managers participating in a training course.

Findings

The findings allow us to unveil how helping public managers to think about their self-identity in new ways enabled them to approach changing processes differently turning their resistance efforts into a generative force.

Originality/value

The paper offers a noteworthy contribution to the literature on public sector change by examining neglected issues relating to the identity of change agents and the implications of their multiple roles. It presents an alternative to the deterministic view of resistance as impeding or dysfunctionally shaping change under the new public management approach. This has important implications for both practice and policymaking.

Details

Qualitative Research in Accounting & Management, vol. 19 no. 1
Type: Research Article
ISSN: 1176-6093

Keywords

Book part
Publication date: 18 December 2007

Wendy Jansen and Rombout van den Nieuwenhof

In this chapter we consider the meta-models that are applied to the design of organizations and information systems, and especially the implicit assumption about organization and…

Abstract

In this chapter we consider the meta-models that are applied to the design of organizations and information systems, and especially the implicit assumption about organization and information that are at the core of these models. We explore these assumptions and suggest that they share common dimensions which can be used to structure the current discourse on design and design processes.

Details

Designing Information and Organizations with a Positive Lens
Type: Book
ISBN: 978-1-84950-398-3

Article
Publication date: 9 August 2011

Claudia Westermann

The purpose of this paper is to discuss the relevance of second‐order cybernetics for a theory of architectural design and related discourse.

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Abstract

Purpose

The purpose of this paper is to discuss the relevance of second‐order cybernetics for a theory of architectural design and related discourse.

Design/methodology/approach

First, the relation of architectural design to the concept of “poiesis” is clarified. Subsequently, selected findings of Gotthard Günther are revisited and related to an architectural poetics. The last part of the paper consists of revisiting ideas mentioned previously, however, on the level of a discourse that has incorporated the ideas and offers a poetic way of understanding them.

Findings

Gotthard Günther's conception of “You” is specifically valuable in reference to a theory of architectural design in the sense of an architectural poetics.

Originality/value

The research furthers the field of architecture by contributing to it a new theory in the form of an architectural poetics. It addresses questions of design with a procedural framework in which critical engagement is an intrinsic principle, and offers an alternative to existing discourses through a poetry of architectonic order that is open to the future.

Details

Kybernetes, vol. 40 no. 7/8
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 1 March 2021

Carin Combrinck and Caitlin Jane Porter

Despite the proven importance of co-design as a way of improving the social relevance of architecture, there is a lack of opportunity for meaningful co-design processes in the…

Abstract

Purpose

Despite the proven importance of co-design as a way of improving the social relevance of architecture, there is a lack of opportunity for meaningful co-design processes in the current professional Master of Architecture programme in South Africa as it is largely modelled on the professional work stages of the South African Council for the Architecture Profession (SACAP), which are based on the assumption of primary authorship and authority of the architect.

Design/methodology/approach

This problem has been investigated by way of ten workshops with high school learners in the Mamelodi East township in South Africa, as part of a professional master’s degree in architecture.

Findings

The findings of the workshops indicate that the initial stages of design could benefit directly from the participation processes and could be critiqued constructively. However, increased resistance to the process by crit panels was experienced once the sketch design phase was completed and the expectation of primary authorship increased. Engagement of the learners in the latter part of the design decision-making process also diminished as levels of experience in spatial design became evidently further removed from the expected outcomes.

Research limitations/implications

In terms of co-design discourse and the evident value of participatory skills in practice, it is evident that the initial work stages of concept, brief and ideation are fairly easily assimilated into the pedagogical requirements of the degree programme and as such could enable a more socially relevant and responsive approach to professional practice.

Practical implications

The South African standard of practising architecture leaves little space for the process of co-design, even within the educational environment. The value of co-design within this context lies predominantly in the values and conversations generated rather than the aesthetics of the end product. The process of co-design opens up the opportunity for new dialogues to emerge and for relationships to form.

Social implications

Co-design illustrates how architectural intelligence can be exercised in a much broader spatial field that acknowledges more than just the building itself but social, global, ecological and virtual networks, thereby changing how the authors design, what the authors design and who designs it.

Originality/value

It is in the realm of co-design that the beauty of architecture oscillates between strangeness and the ordinary. If the authors embrace the power of the collective and collaborative thinking, the authors are able to conceive new ways in the making of architecture. In order to arrive at this, however, the straightjacketed approach of modelling the master’s programme on professional work stages and outcomes needs to be challenged so that true transformation of the profession can be enabled through its pedagogical instruments.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 15 no. 3
Type: Research Article
ISSN: 2631-6862

Keywords

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