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The purpose of this study was to determine in what ways the competence frameworks analyzed converge or diverge and whether they are similar enough to be considered equivalent.

This study is based on a comparative analysis of competence frameworks describing sustainability education and foresight and futures education.

This study finds that sustainability education and futures and foresight education differ in significant ways in terms of expected outcomes as described by competence frameworks. The two educational fields cannot be considered equivalent. Rather, we find that they are complementary.

This study is based on an analysis of competence frameworks that have been published in peer-reviewed publications. They do not necessarily reflect what is actually practiced in educational environments. Also, competence frameworks may be in circulation that have not been described in scholarly publications and are therefore not included in this study.

The results of this study can be helpful for further refining and developing both sustainability education and futures and foresight education by clarifying the different roles that they play in promoting the skills needed to address long-term challenges in uncertain futures.

The rapid rise in prominence of sustainability education, in particular, but also foresight and futures education, is indicative of current concerns about the future of our planet and the beings that inhabit it. There is a sense that a key role of education should be to contribute to a pursuit of positive futures for all. By clarifying how current educational practices address this need, this study contributes to the overall goal of education.

Sustainability education and foresight and futures education have been regarded as being at least similar enough that implementing one may preclude the necessity for the other. This study shows that there are significant differences between the two as they have been defined in published competence frameworks. In particular, it shows that sustainability education emphasizes the use of anticipatory intelligence for strategic planning, while foresight and futures education emphasize the generation of anticipatory intelligence. The two fields are found to be complementary in that they address different, but equally necessary, skills needed to address long-term challenges.

The purpose of the study is to investigate the role of the strategy tripod premises, mediated by future foresight and its effect on merger effectiveness in the higher education industry.

A quantitative survey method was implemented, with the data provided by senior managers of 14 universities that went through a merger from the years 2013–2016. The proposed model was tested using partial least squares (PLS) of structural equation modeling (SEM).

The results indicate that government support, competitive intensity and knowledge creation capability relate positivity to merger effectiveness, and these relationships are mediated by future foresight competence.

The study provides a better understanding of merger effectiveness in the higher education industry by identifying the role of future foresight competence in the application of strategy tripod and its contribution on merger effectiveness. Results indicate that future foresight competence contributes to the merger effectiveness and enables the effective implementation of the strategy tripod dimensions in higher education mergers.

This paper aims to explore the possibilities of combining foresight techniques and intellectual capital management, as two approaches of participatory strategic management, in higher education institutions. The objective is to generate concrete benefits for prospective strategic management in the academic sector. It also aims to focus on how it may be possible for universities to address the challenges of major change management programmes by implementing foresight and intellectual capital management models.

The paper reviews recent literature both on conceptual issues and experiences in relation to foresight and intellectual capital. The paper presents an ongoing project focused on the development of a vision for the future of the higher education system in Romania and a frame to differentiate Romanian universities.

A proposal of an integrated use of foresight and intellectual capital management for universities is suggested. The case study presented illustrates how foresight provides an excellent approach to address the question of how to develop a shared vision of the future and jointly define a strategy to best adapt an organization to the new context, and intellectual capital management models play a role in strategic management, resource allocation and monitoring of objectives and organization performance.

The issues addressed in the paper could provide the starting point for better integration of strategic management in higher education institutions.

The paper explores two concepts closely related but that have not been analysed together: the relationship between Intellectual capital approaches and foresight.

The science of Foresight differs from the commonplace notion of what a science is because it is a metadiscipline – a logical type of science higher than the logical type of disciplinary sciences. It is practical, uses transdisciplinary processes that combine scientific disciplines and often examines counterfactuals in a scientific manner. This study aims to demonstrate that Foresight is a science, by presenting a number of best practices and potential innovations in higher education that could facilitate obtaining skills for Foresight science.

The methods of scientific education that have served us well in the past are inadequate for metadisciplinary sciences such as Foresight. The paper discusses what metadisciplinarity is, using a variety of examples, and distinguishes it from disciplines and ways of crossing disciplinary boundaries. Understanding the essential characteristics of Foresight as a metadisciplinary science leads to identifying current best practices and possible educational innovations in undergraduate education that will facilitate obtaining Foresight skills. Throughout the paper, examples are drawn from the education and professional experience of the author in the USA and Europe.

This paper demonstrates that Foresight is a science and presents a number of best practices and potential innovations in higher education that could facilitate obtaining skills for Foresight science. It identifies barriers to those innovations and approaches to overcome them.

This viewpoint paper clarifies the meaning of the terms interdisciplinarity, transdisciplinarity and metadisciplinarity to identify the essential characteristics of Foresight as a science. Then, it identifies and advocates needed changes in North American higher education to provide earlier and more efficient opportunities for Foresight researchers and users to obtain the skills they need.

The purpose of this paper is to examine how a foresight project supports institutional positioning efforts through joint sensemaking.

This paper describes a case study that investigated the design, implementation, and outcomes of a foresight project at a Finnish higher education institution that selected sales and services as its institutional focus areas. According to the institutional strategy, all students should have acquired solid sales and service skills before the completion of their studies. The foresight methods used in this study were e-Delphi, futures workshops, and futures narratives. The data gathered in this iterative foresight process resulted in the delineation of eight future sales and service roles and their related competences, which were subsequently used for redesigning curricula, new programme development, and personnel training.

With the careful choice of foresight methods, the organisation was not only able to define future competence needs based on the collective wisdom of its stakeholders, but also fostered the organisation’s strategic transformation process.

This paper gives insight into how to use a foresight process to foster institution-wide change.

This is one of only a few studies on how higher education institutions could implement their positioning strategies.

The human efforts to be prepared better for the future challenges of natural disasters go back ages. Natural disasters occur when a natural event, such as an earthquake, triggers the social vulnerability. These natural disasters kill thousands of people worldwide annually and cause economic losses in millions of dollars. Moreover, the global cost of natural disasters has increased substantially, and mega-disasters occur when the need for recovery truly becomes national or international. There are several trends in nature and society, which suggest that this pattern may continue, with mega-disasters occurring more frequently in the future. In the past 100 years, the number of disasters and the number of people affected by these disasters have exponentially up surged. Thus, there is no other way to improve preparedness in a meaningful or diverse future-oriented manner.

This paper focuses on how to design and customize a conceptual foresight model in “disaster risk management” in Iran, and offers an executive model to help decision-makers in disaster management, through which an appropriate practical framework for the implementation of foresight has been developed.

The model has presented a possible framework for implementing a foresight practice within the context of disaster management. This paper particularly addresses different elements of a customized model, developed through a substantial literature review and comparative study for defining the suitable model in the disaster management context. The final model is validated using two rounds of the Delphi method, with the participation of national disaster management experts, practitioners and scientists.

Although the whole model could be used all around the world, the main source of data validating the proposed model is limited to the expert’s opinions in a developing country (I. R. Iran.) and the geographical conditions of Iran are considered as a core of attention in response to natural disasters. Based on the indicators for choosing Delphi participants and experts, only 43 qualified experts are selected to validate the model. The main focus of this research is on natural disasters issues.

This study showed that while there has been a scattered global effort to recognize the increasing uncertainties in diverse disciplines, very little work in academic foresight has been undertaken to identify how it could be implemented. In particular, a series of factors in foresight processes is identified based on the comparative study and some additional elements are added to precisely identify the disaster management context and the most suitable model for national foresight implementation in disaster management.

The main value of this research paper is to clarify the exact relationship between the two interdisciplinary fields; the relationship between the key concepts of “futures studies” and “disaster management” has been thoroughly established. Also, a specific conceptual model for enriching the “pre-foresight” stage and selecting a proper “foresight approach” in “disaster management” is provided. This model has been validated through two rounds of the Delphi method. Finally, a cumulative framework of foresight patterns that includes the new model is presented to be applied in areas especially related to “natural disaster management”.

The study aims to discuss the role of strategic foresight in determining and mapping possible property futures. In particular, the briefing will explore the importance of determining alternative futures and creating scenarios to help determine a flexible and adaptable strategy.

This education briefing is an overview of property futures and strategic foresight.

This is an education briefing of existing knowledge.

Strategic foresight provides a framework and structure by identifying a focal point that looks at alternative futures and a preferred future that feed into the implementation of a strategic plan.

This is a review of existing models.

A generic foresight process framework is outlined, based on prior independent work by Mintzberg, Horton and Slaughter. The framework was developed as part of work carried out by the author during the introduction of foresight into the formal strategic planning of a public‐sector university in Australia. The framework recognises several distinct phases, leading from the initial gathering of information, through to the production of outputs intended as input into the more familiar activities of strategy development and strategic planning. The framework is also useful as a diagnostic tool for examining how foresight work and strategy are undertaken, as well as a design aid for customised foresight projects and processes. Some observations and reflections are made on lessons learned from a two‐and‐a‐half year engagement as an organisationally‐based foresight practitioner.

This paper aims to describe the approach used by the research team to explore the topic of future student needs. It described the specific method, Framework Foresight, and how it was adapted to meet the circumstances of topic and client.

This paper focuses on the approach that guided the original research study on which this special issue is based. It describes the use of the Framework Foresight method developed by the Houston Foresight program and how it was adapted for the project.

The paper demonstrates how the Framework Foresight method can be effectively used to explore the future of a topic, in this case future student needs. It points out how it can be adapted or customized to suit particular topic or client needs.

The research focused on the student perspective and identified implications of those findings for higher education institutions and their stakeholders. It did not explicitly focus on how to “fix” higher education or its institutions.

The Framework Foresight method is presented as an effective way to way to explore the future of a topic, in this case future student needs. The paper makes the case that the method develops a solid foundation for developing interesting and useful findings and recommendation for action.

This paper is the first to explicitly identify and describe the application of the Framework Foresight and how it can be customized to explore the future of a topic.

Global economies are involved with enormous activities of internationalization that provide pure and untapped opportunities for entrepreneurs and businesses to place and promote their products.

The authors applied structural equation modeling (SEM) analysis with the partial least squares (PLS), conducting an empirical analysis of data from 28 European countries.

The results reveal that the higher level of education/knowledge in a country enhances the foresight competencies of entrepreneurs and that they both have a positive influence on the effective business creation. The findings of this paper also stress on the positive relationship between the effect of business creation and international intensity in economy level.

The limitation of this study lies in the impossibility of obtaining a larger and more complete data. Consequently, this study uses national-level data from 28 European countries, which makes the sample too small. In addition, although innovation is one of the driving factors in both internationalization and entrepreneurship, because of the limitation, it has not been considered in this study.

The authors assert that countries, specifically European nations studied in this research, can improve their employment rate and value creation (through their products in international markets) by giving a special attention to the entrepreneurial-oriented human capitals.

This research warns policymakers that they can have a serious contribution in promoting (international) entrepreneurship. They should draw a rigorous plan for formal and informal educational systems that effectively develops essential knowledge for launching new businesses and fosters the innovation and entrepreneurship.

This study set out to improve the understanding of the role of level of education/knowledge and foresight competencies, as the elements of human capitals, on international entrepreneurship.