Search results
1 – 10 of over 187000Boris Eisenbart, Dan Lovallo, Massimo Garbuio, Matteo Cristofaro and Andy Dong
Does future thinking enhance managers’ innovative behavior? This study aims to posit that the ability to project events while considering current/future variables and their…
Abstract
Purpose
Does future thinking enhance managers’ innovative behavior? This study aims to posit that the ability to project events while considering current/future variables and their development (i.e. future thinking) – inextricably linked with the knowledge creation process – may enhance the manager’s accuracy and the number of potentially successful innovative ideas for organizations.
Design/methodology/approach
The authors use a between-group experiment to examine the innovation choices of 47 subjects with experience in evaluating the market potential of new products when asked to support or otherwise reject real-life innovation-related ideas. The authors test the accuracy of decisions made by participants primed to apply future thinking, practically implemented through abductive reasoning, in their decision-making.
Findings
The authors found a significant change in managers’ innovative choices, with participants primed for future thinking making significantly more accurate decisions than the control group. Those participants both correctly chose innovation-related ideas with significant future potential and rejected ideas with limited potential that ultimately failed.
Originality/value
This study explores how future thinking enhances managers’ innovative behavior in organizations. It provides empirical evidence on how future thinking, practiced through abductive reasoning, can work to foster innovative behavior, which is an antecedent of knowledge creation. Organizations that foster future thinking concurrently create knowledge, increasing their competitive advantage in the long run.
Details
Keywords
Alice Annelin and Gert-Olof Boström
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO…
Abstract
Purpose
The purpose of this paper is to review and provide propositions about survey assessment tools of the key sustainability competencies (KSCs) of education for sustainability. UNESCO points out how education plays an important role in transforming societies towards a sustainable future and achieving the United Nations’ sustainable development goals. To plan education for sustainability, teachers need to know the students’ competencies for sustainability before they come to class. Thus, a formative assessment about student competence for sustainability is needed.
Design/methodology/approach
Firstly, a structured literature review of assessment tools used to measure sustainability competencies by questionnaire survey is presented. Secondly, the authors’ conceptualise how the competencies influence each other and provide propositions for future research.
Findings
The literature demonstrates that there is much ambiguity between prior research about the scales used and what they represent. A lack of validation across disciplines is apparent and an assessment tool that includes all eight KSCs could benefit education for sustainability. Future research could investigate how the competencies influence each other and which drivers are stronger for each discipline across different countries. A formative assessment tool can address this need.
Originality/value
The findings provide a new analysis about questionnaire assessment tools used in prior research to measure sustainability competence. The authors’ offer a discussion about the strengths and weaknesses found in prior research and propose suggestions for future research. Their conceptualisation also provides propositions for validating the KSCs presented in a recent framework.
Details
Keywords
Hanna Chaikovska, Iryna Levchyk, Zoriana Adamska and Oleksandra Yankovych
The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes…
Abstract
Purpose
The purpose of this study is to examine the formation of sustainable development competencies (SDCs) in future primary school teachers during English for specific purposes classes, and to assess the correlation between English proficiency and the development of SDCs, including Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking.
Design/methodology/approach
The research experiment involved the application of content and language integrated learning and facilitation methods in three higher education institutions in Ukraine. The students’ level of English language proficiency was assessed based on the results of the online Cambridge English Language Assessment test, while the level of SDC formation was measured using research methods adapted to the Ukrainian context.
Findings
The experiment revealed positive changes in the levels of SDCs and English language proficiency through integrated learning and the application of facilitation methods.
Originality/value
The study established a correlation between the level of English language proficiency and the formation of competencies, such as Collaboration, Strategic thinking, Critical thinking, Modelling sustainable behaviour, Systems thinking and Future thinking, all of which are vital for sustainable development.
Details
Keywords
This systematic literature review investigates the contribution of design thinking (DT) as a process and tool to drive innovation in a sustainable built environment (SBE) and…
Abstract
Purpose
This systematic literature review investigates the contribution of design thinking (DT) as a process and tool to drive innovation in a sustainable built environment (SBE) and develops a new model for sustainability research integrating DT and future thinking approaches toward achieving a unified DT and foresight notion for future research and applications.
Design/methodology/approach
This review was based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Open-access English articles published between 2000 and 2022 identified using the EBSCOhost, Emerald Insight, DOJA, JSTOR, Scopus and Taylor and Francis database searches were reviewed. The review framework deploys a previously proposed modified Ansoff matrix with an integrated innovation matrix to identify and analyze the challenges and opportunities for innovation growth in SBE. Additionally, a citation analysis was conducted to explore the impact of DT for innovation in SBE, and a proposed framework based on design by drawing on foresight theory was developed.
Findings
Research on DT for innovation in SBE faces the challenge of unanticipated impacts. According to the average number of citations per document, innovation associated with new solutions within a new context seems to become highly influential. Additionally, research gaps exist in the integration of foresight and DT into sustainability research to identify new contexts and solutions to SBE. A model of foresight design thinking (FDT) is proposed to guide future research and support the practical application of DT in sustainability.
Research limitations/implications
This analysis was limited by the selection criteria as only certain keywords were used and English-only articles were selected. Future research should consider the use of DT for innovation in SBE using various important keywords, which would improve research findings and expand the contribution of DT to SBE.
Practical implications
The FDT model offers a new holistic framework for the iterative process of reframing and reperception, focusing on divergent and convergent thinking with the goal of contributing to SBE practices.
Social implications
The integrated framework of DT and foresight can contribute to the study and development of sustainable innovation and a strategic shift toward a sustainable society.
Originality/value
The integration of DT, foresight and sustainability can broaden the horizons of sustainability research by systematically addressing future challenges related to SBE, which can be translated into feasible and innovative solutions. Thus, the FDT model complements the application of DT in sustainable innovation in this research field.
Details
Keywords
Margie Foster, Hossein Arvand, Hugh T. Graham and Denise Bedford
In this chapter, the authors make the case that preserving and curating knowledge for the future involves more than changing methods and tactics or extending our current…
Abstract
Chapter Summary
In this chapter, the authors make the case that preserving and curating knowledge for the future involves more than changing methods and tactics or extending our current applications and technology to support knowledge capital. It means changing the way we think about the future. It means envisioning multiple futures where various elements may be known or unknown – a four-future quadrant. First, the authors explain what it means to think strategically in multiple known and unknown futures. Next, the chapter presents ideas for strategic thinking about future knowledge preservation and curation. Finally, the authors consider using the four futures to develop a flexible and relevant knowledge preservation and curation strategy.
The aim of this paper is to draw on the social theory of practice to show scenario thinking as an everyday practice and how the practice could be theorised at the meso‐level.
Abstract
Purpose
The aim of this paper is to draw on the social theory of practice to show scenario thinking as an everyday practice and how the practice could be theorised at the meso‐level.
Design/methodology/approach
Counterfactual analysis, scenario analysis and peripheral vision are presented as the constituting methodological triad through which scenario thinking comes into representation.
Findings
Scenario thinking is a temporally emerging everyday organizational practice. By placing emphasis on the mundane and taken for granted activities that come together to form the nexus of the practice, often deep underlying structures of organizational behaviour contributing to scenario thinking can be theorised.
Research limitations/implications
The practice conceptualisation of scenario thinking inverts and challenges existing management and practitioners' conventional understanding of the practice as an episodic phenomenon in waiting to be facilitated by an expert with specific end points and conformity.
Practical implications
Foresight practitioners and researchers can use this as an analytical starting point for the study and theorising of scenario thinking in self organized groups.
Originality/value
The paper provides a new angle of vision to extend understanding of the development and theorising of scenario thinking in autonomous working groups.
Details
Keywords
María-Soledad Ramírez-Montoya and May Portuguez-Castro
The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational…
Abstract
Purpose
The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.
Design/methodology/approach
This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education.
Findings
Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education.
Originality/value
This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.
Details
Keywords
The purpose of this article is to examine the nature and type of methods used in futures studies and foresight work which are explicitly concerned with creating “forward views”…
Abstract
Purpose
The purpose of this article is to examine the nature and type of methods used in futures studies and foresight work which are explicitly concerned with creating “forward views” and/or “images of the future” (“prospective” methods).
Design/methodology/approach
A new analytical technique, “mode‐level analysis”, is introduced and described, based on a classification of “modes” of futures thinking and levels of “depth” of interpretive frameworks. By choosing both a set of thinking modes and a series of interpretive levels as a basis, prospective methods may be analyzed in terms of which mode(s) and what level(s) they operate with or at.
Findings
Two modes of thinking and five levels of depth are chosen for this analysis. The resulting schema is used to classify such methods as: wildcards, forecasting, “trend breaks”, visioning, backcasting, and alternative histories and counterfactuals. An analysis is also carried out on the method of “scenarios”, revealing a variety of different approaches operating at multiple levels of depth. The historical development of prospective methods is also discussed.
Practical implications
Mode‐level analysis can be generalized to any number of modes or levels, depending on the application, context or objectives of the analyst. It may be used by academics for interest's sake and for teaching students, and by practitioners as both a design tool and a diagnostic one.
Originality/value
This paper introduces a new technique for classifying prospective methods, and may help lead to ideas for the creation of new methods.
Details
Keywords
Nanami Furue and Yuichi Washida
The purpose of this paper is to first suggest scanning focal areas in new product development (NPD) by comparing with design thinking and, second, to uncover what people in…
Abstract
Purpose
The purpose of this paper is to first suggest scanning focal areas in new product development (NPD) by comparing with design thinking and, second, to uncover what people in different occupations expect of NPD based on future scenarios.
Design/methodology/approach
Authors place scanning and design thinking into a matrix of product-market strategies. In addition, this study adopts several open-end-type questionnaire surveys of employees at Japanese companies who have taken part in idea generation workshops that take a medium- to long-term perspective.
Findings
Authors found that innovations generated through scanning can cover the most difficult and uncertain areas in practice compared with design thinking. This manuscript also reveals occupational categories can be divided into two groups according to different expectations of NPD: the rapid-fire NPD expectation group and late-bloomer NPD expectation group. The former group which consists of marketing and engineering experts tends to expect that NPD is simply a response to existing needs and that profit will be gained expeditiously through NPD, while the latter, which comprising design and research experts, tends to expect that NPD will realize future innovations.
Originality/value
This study shows some common and different points between scanning and design thinking by using a theoretical framework of product-market strategies. Also, this study reveals who will lead innovation based on foresight in business.
Details
Keywords
Sonya Remington-Doucette and Sheryl Musgrove
The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students…
Abstract
Purpose
The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. University sustainability programs intend to provide integrated education that fosters the key competencies students need to solve real-world sustainability problems. Translating sustainability competencies into effective pedagogical practice in integrated academic programs is not straightforward. This work builds on a previous study by both expanding the competencies evaluated and considering additional demographic characteristics.
Design/methodology/approach
The paper summarizes previously identified key sustainability competencies and describes teaching methodologies used to foster these competencies in students. Development of competencies in students during a semester-long course is assessed using a pre-/post-test based on two case studies. The implications of the findings for teaching practice and overall program structure are discussed.
Findings
Based on the assessment methods used here, four of the five sustainability competencies evaluated in this study developed differently in students according to gender, disciplinary affiliation and age. Females improved interpersonal competence more than males. Systems thinking competence improved for students associated with the three disciplinary affiliations considered in this study: sustainability major, sustainability minor and business major. Anticipatory competence improved for sustainability and business majors only, but not for students minoring in sustainability and majoring in other disciplines. Finally, normative competence improved for younger students only.
Research limitations/implications
Insights for teaching practice and overall program structure are based on assessment of one introductory transdisciplinary sustainability course. Much additional work is needed to draw strong conclusions about general teaching practices and program structure for sustainability education. This study provides a flexible and field-tested rubric for further evaluative work in other sustainability courses or degree programs.
Practical implications
Universities incorporate sustainability into their undergraduate curricula in many ways, ranging from certificates to entire degree programs focused on sustainability. The results of this study suggest that educators pay attention to gender diversity, classroom teaching practices, disciplinary perspectives and student attitudes and developmental stages as they figure out how to make sustainability part of undergraduate education. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education.
Originality/value
This research contributes to undergraduate sustainability education by providing insight into how sustainability education might thoughtfully be integrated into academic programs. It also offers an assessment approach for use by other sustainability educators to evaluate effectiveness of teaching practice and overall program structure based on five key sustainability competencies commonly cited in the literature.
Details