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Applying critical analysis as the methodological framework for assessing the literature, the review seeks to present a summary and evaluation of the existing body of knowledge. This approach helps to establish the basis for developing forthcoming recommendations.

The articles were selected through a Systematic Literature Review following the PRISMA guidelines, and utilising Scopus, Web of Science, Science Direct, and the Education Resources Information Center database. Field taxonomy is presented based on the outcomes.

Through a critical review, we offer narrative arguments that document the shortcomings in the existing literature by scrutinising study designs and highlighting suboptimal approaches. Finally, we issue a call to action for future research, envisioning its potential to reorient and reconstruct the field while enhancing the quality of future studies. This proactive stance aims to foster the development of more competent and insightful perspectives, theories, and policy recommendations within design thinking in management education and training.

The research in this field holds significant potential for providing valuable practical and policy insights, contingent upon the rigorous and thorough execution of studies.

This article presents a robust critical review of 57 state-of-the-art articles investigating design thinking in the context of management education and training.

This research aims to introduce an anxious product-shaking effect, whereby consumers regulate the emotion of anxiety (i.e. anxious, nervous and jittery) elicited through product packaging design by shaking a product, which decreases eating intentions and behavior. Shaking product interaction as a result of anxiety-inducing product packaging design is introduced as a strategy to counter emotional eating, as an effective preventive measure of obesity.

Three laboratory studies (Studies 1–3) and one online study (Study 4) are conducted. Study 1 examines the effect of anxiety-inducing product packaging design on product interaction (i.e. shaking vs pouring). Study 2 investigates whether product shaking is a form of emotional regulation to anxiety-inducing product packaging design. Study 3 explores the effect of emotional regulation suppression (i.e. pouring) and facilitation (i.e. shaking) on eating behavior. Study 4 examines the moderating role of phobia severity on the effect of anxiety-inducing product packaging on emotional regulation and the downstream consequences on eating intentions.

Results demonstrate that the presence of anxiety-eliciting product packaging design results in shaking of the product (Study 1) as a form of emotional regulation (Study 2). Results from Study 3 find that emotional regulation facilitation (i.e. shaking) decreases eating, while emotion regulation suppression (i.e. pouring) increases eating. Results of Study 4 show that when exposed to anxiety-inducing product packing design, those with low phobia severity are less likely to regulate their emotions, which subsequently increases their eating intentions.

This research is limited as it focuses only on product interaction and consumption of food products.

This research has important implications for marketers and product managers, as well as public policymakers, in encouraging responsible consumption behaviors in consumers. Marketing, product managers and policymakers should consider packaging design to introduce anxiety-inducing imagery on the packaging itself as a way to encourage shaking emotional regulation and to reduce eating, especially of unhealthy foods such as confectionary.

This research introduces and provides evidence of an anxious product-shaking effect that can reduce consumption of unhealthy food products. Anxiety-inducing packaging design strategy results in the emotional regulation of product shaking, which can reduce eating intentions and behavior.

This paper aims to present an integrative review of the research studies on nursing unit layouts.

Studies selected for review were published between 1956 and 2014. For the purpose of this review, a framework for integrative review was developed using research orientations. The three primary dimensions – technical, psychological and social – of the designed environment and various combinations of these dimensions were used to define the research orientations of these studies.

Of all the publications reviewed for the paper, 21 presented technical orientations, 16 psychological orientations, 3 social orientations, 20 psychotechnical orientations, 10 sociotechnical orientations, 2 psychosocial orientations and 13 presented psychosociotechnical orientations. With only a few exceptions, several issues related to nursing unit layouts were investigated no more than one time in any one category of research orientations. Several other seemingly important issues including patient and family behavior and perception, health outcomes and social and psychosocial factors in relation to unit layouts have not been studied adequately.

Future studies on nursing unit layouts will need to focus on patient and family behavior and perception, health outcomes and social and psychosocial factors in different units. They will also need to focus on developing theories concerning the effects of layouts on the technical, psychological and social dimensions of nursing units.

Despite a long history of research on nursing unit layouts, an integrative review of these studies is still missing in the literature. This review fills in the gap using a novel framework for integrative review developed based on research orientations.

The purpose of this paper is to contribute to the conceptual classification of learning study as a research approach.

The paper is mainly theoretical, drawing on articles concerning classroom‐based research approaches as well as on some distinctions between a university‐based science of the universal and a clinical science of the particular.

The main argument of the article is that learning studies can neither be subsumed under “design and development research” (because this type of research does not include the professional actor) nor under “teacher research” (because it does not pay much attention to theoretical knowledge) nor should it be regarded as a hybrid between design experiments and lesson studies. In spite of similarities to both it should rather be described as clinical research (in analogy to medical clinical research). The use of teachers’ experiences and tacit knowing in the knowledge‐producing process, the iterative process of specification of theory, and the uniqueness of the learning problems among different groups of pupils are central aspects of a particularistic clinical research process. In comparison with lesson study, the learning study is more focussed on constructing knowledge concerning objects of learning as well as teaching‐learning relations. Teachers are included in the research as interpretative professionals making professional sense of particular educational events.

The paper promotes the conceptual discussion of the learning study approach, as well as of both lesson and learning studies as research approaches, i.e. as knowledge‐producing practices.

The purpose of this study is to theoretically link design thinking with behavioural strategy, using empirical results that relate three cognitive dimensions: design thinking personality traits, cognitive passive resistance and linear thinking, and, consequently, determine: if there is a negative relationship between design thinking traits and cognitive passive resistance and if this relationship is mediated by linear thinking.

This study used a quantitative methodology of covariance-based structural equation modelling. The data were collected from a three-scale, self-completed questionnaire, which was constructed using the existing modelling of the academic literature. The questionnaire was validated by confirmatory factor analysis and applied to a sample of 342 professional engineering and business graduates in Colombia.

The results of the structural equation modelling demonstrate a negative relationship between design thinking traits and cognitive passive resistance, and this relationship is mediated by linear thinking. These findings link design thinking and behavioural strategy and build new foundations for future studies, providing further theoretical support to the academic literature’s discussion of the relationship between design thinking and theories of managerial practices and innovation management.

The main limitation of this study is the subjectivity of the answers because of potential bias from the respondents in completing the questionnaire. Another limitation is that the research was conducted only in the context of Colombia, so it is recommended that other studies be carried to generalise the results. This study has several theoretical implications. This study contributes to existing research on design thinking, evidencing a promising field of study to support it theoretically, such as the behavioural strategy. This study also contributes to the literature on innovation management deepening into a field of study that has received less attention in the literature, such as passive cognitive resistance to innovation. Likewise, this study presents a theoretical contribution to the dual process of cognition, proposing a new dimension to the construction of the multidimensional concept of nonlinear thinking. This study also contributes to the behavioural strategy field, evidencing a growing area of application in strategic management, such as design thinking. Finally, this research also proposes the development of a new research avenue about the concept of knowledge hiding as a possible source of innovation resistance.

This research also has implications for business and engineering education and practice. This study’s results suggest that before implementing an organisational initiative such as design thinking, which seeks to change people's behaviour, it is necessary to approach it as a cognitive process and develop strategies to mitigate passive cognitive resistance to change. This research’s results also present implications for business and engineering education, evidencing the need to include other perspectives of thinking that allow non-designers to develop creative thinking.

To the best of the authors’ knowledge, this is the first quantitative study on design thinking as a business management concept using linear thinking of non-designers to relate design thinking traits with cognitive passive resistance. This research provides theoretical and empirical support for framing design thinking within the field of behavioural strategy.

This study aims to analyze and synthesize the design features of existing digital transformation maturity models with a developed classification scheme and propose a generic maturity model development wireframe based on design science research.

A systematic literature review is conducted on digital transformation maturity models in peer-reviewed journals, including the Emerald Insight, Science Direct, Scopus, Taylor & Francis and Web of Science databases, which resulted in 21 studies. A concept-centric tabular approach is used to analyze the studies, and intersectional demonstrations are used to synthesize the findings regarding the design features.

The classification scheme derived from the tabular concept-centric approach and iteratively evolved results in three main and 25 subcategories related to the design features. Analysis and synthesis of the studies reveal the granularity of the existing digital transformation maturity models concerning the design features. Furthermore, considering the design features in the classification scheme, a generic maturity model development wireframe is proposed to guide the researchers.

The generic maturity model development wireframe and the classification scheme that represents the design features of existing maturity models guide the researchers for the maturity model development roadmap.

The existing literature review studies do not focus on the design feature of digital transformation maturity models within a systematic literature review perspective. A unique classification scheme derived from the tabular concept-centric approach aims to analyze the granularity level of the existing models. Furthermore, the generic maturity model development wireframe includes the guidelines and recommendations of design science studies and presents a roadmap for maturity model researchers.

The purpose of this study is to systematically review the existing literature on the blood supply chain (BSC) from a network design perspective and highlight the research gaps in this area. Moreover, it also aims to pinpoint new research opportunities based on the recent innovative technologies for the BSC network design.

The study gives a comprehensive systematic review of the BSC network design studies until October 2021. This review was carried out in accordance with preferred reporting items for systematic reviews and meta-analyses (PRISMA). In the literature review, a total of 87 studies were analyzed under six main categories as model structure, application model, solution approach, problem type, the parties of the supply chain and innovative technologies.

The results of the study present the researchers’ tendencies and preferences when designing their BSC network models.

The study presents a guide for researchers and practitioners on BSC from the point of view of network design and encourages adopting innovative technologies in their BSC network designs.

The study provides a comprehensive systematic review of related studies from the BSC network design perspective and explores research gaps in the collection and distribution processes. Furthermore, it addresses innovative research opportunities by using innovative technologies in the area of BSC network design.

This study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.

Seventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.

The findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.

The article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

The purpose of this paper is to examine the potential biases in research designs used to assess the efficacy of sex offender treatment.

In all, 50 treatment studies (n=13,886) were examined using a random effects meta-analysis model.

Results indicated a positive effect of treatment for both sexual (OR=0.58, 95%, CI 0.45-0.74, p < 0.0001), and general recidivism (OR=0.54, 95%, CI 0.42-0.69, p < 0.0001), indicating that the likelihood of being reconvicted after treatment was around half compared to no treatment. RCTs showed no significant effect for sexual or general, recidivism. Significant effects were found for non-RCT designs (i.e. incidental cohort, completers vs non-completers designs). Assignment based on need (i.e. giving treatment to those who were high-risk) indicated a negative effect of treatment.

The results highlight the importance of considering study design when considering treatment efficacy.

The current research reports studies identified up until 2009, and examined both published, and unpublished, research originating from a variety of samples employing a random effects model. Consequently, it can be argued that the results are both original and are reflective not only of identified studies, but are also representative of a random set of observations drawn from the common population distribution (Fleiss, 1993). The results of the study suggest that what is required in future research is methodological rigour, and consistency, in the way in which researchers measure the effectiveness of sexual offender treatment.

The paper aims to examine whether (1) deviation of design (i.e. objective design newness) is distinct to consumers' perception of design newness (i.e. subjective design newness) and (2) subjective design newness rather than objective design newness evokes the emotion of interest and enhances product evaluation.

In total five sets of quasi-experiments were conducted on the natural manipulations of design newness. Specifically, the first four studies examine consumers' perception of design newness, feeling-of-interest and product evaluation toward old and new Apple's iOS (i.e., iPhone OS) icons when a new Apple's iOS is released. The fifth study generalized the findings to the new design of XiaoMi MiPhone.

Across five quasi-experimental studies, the authors found that (1) consumers do not necessarily perceive an objectively new design to be subjectively new; (2) subjective design newness, but not objective design newness, evokes interest and (3) interest, in turn, enhances product evaluation and behavioral intention toward an innovation.

The current finding extended the current literature on design newness by demonstrating that subjective (vs objective) design newness provides a more holistic account of consumers' interest and positive product evaluation toward the innovations.

The research showed that simply updating or altering the design of a product does not evoke consumers' perception of design newness and positive product evaluation. Instead, designer and managers must explore ways to evoke consumers' perception of novelty, complexity, unfamiliarity, atypicality and difference. Furthermore, the current finding demonstrated that subjective design newness can be used to evoke consumer interest and, therefore, result in positive purchase evaluation.

The current research is the first to examine (1) the difference between objective and subjective design newness, (2) the emotional response toward design newness and (3) the emotion of interest as a mediator that explain the strong relationship between design newness and positive product evaluation.