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The purpose of this paper is to formally introduce the future persona, a futures method to let scenarios come to life. A future persona is a scenario-specific fictional individual living in the future scenario (s)he is meant to depict. The paper provides a formal, systematic and clear step-by-step guide on how to create engaging and effective future personas after a scenario planning exercise.

After having introduced the future persona method, tracing it back to the customer persona method in user centered design (UCD) and differentiating it from previous uses of futures characters in the futures studies literature and in other domains, an example of the creation process of four future personas based on four scenario archetypes of the futures of work is provided, illustrated with pictures and discussed.

Future personas, with their narratives and graphical illustrations, are found to be particularly useful to convey scenarios to a target audience.

Futures personas can be used in a scenario planning exercise to increase the clarity of scenarios in the mind of scenario planners and to let scenarios be known inside an organization.

Future personas can substantially enrich scenarios, increasing their liveliness, playfulness and empathy.

The purpose of this paper is to propose drivers that may impact the development of solo tourism in the near future.

This paper identifies and briefly examines four key factors that, it is suggested, will be significant in solo tourism in the near future.

It is proposed that future solo tourism will be increasingly fragmented based on the desires, living circumstances and motivations of the individual. A key element will be the level of solitude or controlled or uncontrolled companionship that the individual desires. Three possible personas of the future solo tourist are highlighted.

Solo tourism is currently underresearched, and this paper provides a starting point in looking specifically at the varying motivations and behaviours of the solo tourist.

In the era of digital disruption and customer loyalty loss, it has become even more important to shape the experience journey of a firm’s stakeholders. The benefits of experience data (XD) analysis for a competitive advantage and firm performance are well proven in the business-to-customer context. Therefore, this study aims to explore the limited exploitation of XD in the business-to-business (B2B) context.

The data of 338 B2B firms is generated through computer-assisted telephone interviewing using a structured interview guideline. A Mann–Whitney U test and binary linear regression are applied to test hypotheses derived from literature.

The results suggest that XD non-collectors see XD increase efficiency, whereas XD collectors view XD strategically beyond customer data. Additionally, the successful application of XD in firms can be fostered by connecting XD with operational data through digitalised processes, strategic usage and data collection at certain defined points of time.

This study contributes to the understanding of XD perception between collectors and non-collectors and develops determinants for the successful application of XD management. Based on the results, B2B marketing executives from academics and practice can foster the implementation of XD management to improve all firm’s stakeholders’ experiences. In this way, this study contributes to the understanding of managing not only customers’ but other stakeholders’ experiences.

The “what is beautiful is good” (WIBIG) effect implies that observers tend to perceive physically attractive people in a positive light. The authors investigate how the WIBIG effect applies to user personas, measuring designers' perceptions and task performance when employing user personas for the design of information technology (IT) solutions.

In a user experiment, the authors tested six different personas with 235 participants that were asked to develop remote work solutions based on their interaction with a fictitious user persona.

The findings showed that a user persona's perceived attractiveness was positively correlated with other perceptions of the persona. The personas' completeness, credibility, empathy, likability and usefulness increased with attractiveness. More attractive personas were also perceived as more agreeable, emotionally stable, extraverted and open, and the participants spent more time engaging with personas they perceived attractive. A linguistic analysis indicated that the IT solutions created for more attractive user personas demonstrated a higher degree of affect, but for the most part, task outputs did not vary by the personas' perceived attractiveness.

The WIBIG effect applies when designing IT solutions with user personas, but its effect on task outputs appears limited. The perceived attractiveness of a user persona can impact how designers interact with and engage with the persona, which can influence the quality or the type of the IT solutions created based on the persona. Also, the findings point to the need to incorporate hedonic qualities into the persona creation process. For example, there may be contexts where it is helpful that the personas be attractive; there may be contexts where the attractiveness of the personas is unimportant or even a distraction.

The findings point to the need to incorporate hedonic qualities into the persona creation process. For example, there may be contexts where it is helpful that the personas be attractive; there may be contexts where the attractiveness of the personas is unimportant or even a distraction.

Because personas are created to closely resemble real people, the authors might expect the WIBIG effect to apply. The WIBIG effect might lead decision makers to favor more attractive personas when designing IT solutions. However, despite its potential relevance for decision making with personas, as far as the authors know, no prior study has investigated whether the WIBIG effect extends to the context of personas. Overall, it is important to understand how human factors apply to IT system design with personas, so that the personas can be created to minimize potentially detrimental effects as much as possible.

The purpose of this paper is to introduce the Futures Triangle 2.0, a methodological advancement of the Futures Triangle method (Inayatullah, 2008), which better integrates the original method with Scenario Planning by visually representing scenarios against the three dimensions of the Triangle, i.e. pulls, pushes and weights.

The paper explains the theoretical rationale behind the creation of the method, outlines the steps required to use it in a futures workshop or in a futures research project with a step-by-step procedure and reports a case study of its application in practice.

The Futures Triangle 2.0 encourages a deliberate and systematic discussion on the three dimensions of the Futures Triangle in each scenario and on whether scenarios differ in these attributes. The method allows the foresight researcher/practitioner to capture the valuable tensions between weights on the past on one hand and pushes of the present/pulls of the futures on the other hand, and to make sure that the scenarios differ substantially in these three attributes.

The method integrates the Futures Triangle and Scenario Planning in an intuitive, easily reproducible and visually pleasant graphical procedure.

Personas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design by focusing on real users’ needs. However, the use of personas in educational research and design requires certain adjustments from its original use in human-computer interface design. This paper aims to propose a process of creating personas from phenomenographic studies, which helps us create data-grounded personas effectively.

Personas have features that can help address design problems in educational contexts. The authors compare the use of personas with other common methodologies in education research, including phenomenology and phenomenography. Then, this study presents a six-step process of building personas using phenomenographic study as follows: articulate a design problem, collect user data, assemble phenomenographic categories, build personas, check personas and solve the design problem using personas. The authors illustrate this process with two examples, including the redesign of a professional development website and an undergraduate research program design.

The authors find that personas are valuable tools for educational design websites and programs. Phenomenography can productively help educational designers and researchers build sets of personas following the process the authors propose.

The use and method of personas in educational contexts are scarce and vague. Using the example contexts, the authors provide educational designers and researchers a clear method of creating personas that are relatable and applicable for their design problems.

The purpose of this paper is to evaluate the usability of different design methods in understanding the customer experience from a contextual and systemic standpoint.

Three design methods (i.e. personas, observations and collaborative service mapping) were applied to analyze customer experiences in two service settings. These methods’ usability was compared across the two settings.

Personas, as informed by phenomenological interviews, provide insights into the customer’s broader lifeworld context. These insights assist in connecting with and understanding the customer experience from a dyadic customer-firm perspective. The involvement of the customer in service mapping activities supports the validation of findings and gives access to experience dimensions beyond the immediate service setting.

The analysis is limited to three design methods and is based on small samples. Future research should systematically review design methods to provide a basis for a more comprehensive evaluation.

To successfully capture the contextual and systemic nature of the customer experience, managers should apply interpretive approaches and actively involve selected customers as “experts of their experiences”. The study provides guidelines on how design methods can be combined and applied to a more holistic customer experience analysis.

The paper shows that design methods, when applied in a combined form, can support an analysis that captures both in-depth insights into the customer’s lifeworld and the complexity of value constellations.

The purpose of this paper is to document the development path of a specific concept during its first 20 years.

Evidence was extracted of the citation-counts of relevant articles, uses of the term in other articles that do not cite the original articles, and uses of terms with similar meanings. Examination of the data took into account insights from epidemiology, memetics and diffusion of innovations theory.

The concept has had insufficient impact to overcome the weaknesses in theory and practice that it was intended to address. It has lacked champions. It has proven to be sufficiently fit to survive, but not to flourish.

Google Scholar has a wide catchment area, and hence provides a basis for tracking the path of development of new ideas. However, the tools remain fairly blunt, and do not, for example, enable efficient extraction of patterns of citation over time, or the nature of the uses made of terms by the citing articles.

Neologisms take on a life of their own, losing the associations that they were intended to have with other ideas, and shedding their embedment in a body of theory. For a new term to successfully project a meme, its proponent must enthuse a critical mass of early adopters to apply it, and to generate a further round of adopters.

Concepts are seldom tracked over time. This paper shows that a new term and its associated body of theory require more than publications in top-level journals if they are to have significant impacts on academic research and industry practice.

This paper aims to articulates how educators are ideal candidates to become “brand ambassadors”, triggering dormant qualities to influence behavioral change. The study aims at advocating a call for environmental futures by mobilizing pedagogues for changemaking. The research purpose was to deduce insights of real-life experiences when dealing with social influencers.

A design research approach was adopted. A sample of educators and students representing two universities of applied sciences was selected for qualitative. An experimental participatory experience was facilitated and observed.

This paper provides empirical insights. Design research findings include a persona profile, and an experimental prototype, designed to activate findings for real world impact. The outcome is for impact in the real world.

The research was conducted locally at a Dutch university of applied sciences, on behalf of a Norwegian commissioner. Therefore, cultural contextual conditions were factored.

An applicable advice is sketched, tested and shared with non governmental organization’s, institutions or stakeholders who aspire to mobilize and activate educators, turning them into ambassadors for their cause.

This paper aims at contributing and taking a position within the current tensions in academia and in the educational sector, in the light of the2012 San Francisco Declaration of Research Assessment declaration and of the urgency of enabling educators to partake to climate change activism.

Besides the engaged topic, this paper is uniquely based on a highly experiential, design thinking approach, which was co-created and facilitated in an experimental setting.

This paper reflects on the author’s experience of an education foundation’s developing a robust and nationally recognized futures studies practice over a period of 14 years. In so doing, this paper aims to inform other futures studies practitioners about the kinds of considerations that can be encountered, and which must be managed, in starting, developing and maintaining a futures studies practice.

Organized around KnowledgeWorks’ triennial forecasts on the future of learning, the paper takes a narrative approach to describe the organization’s and the author’s future studies journeys, examining ways in which organizational learning and dynamics, as well as audience reception, affected the relative success of the study.

The paper begins by describing KnowledgeWorks’ excitement when publishing its first forecast on the future of education as a client of the institute for the future put KnowledgeWorks on the national map. It goes on to examine the organization’s capacity development in learning how to engage education audiences in exploring the future of learning, situating the study in the field of futures studies and developing internal capacity and thought leadership in the field. The paper concludes by reflecting on key aspects of KnowledgeWorks’ organizational learning; the organization’s leadership, moment and culture; and the author’s professional development journey.

The paper will help other future studies practitioners, along with organizations interested in considering investing in futures studies, anticipate considerations that could help them strengthen their practice or set up their organizational investment for success.