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Large scale research infrastructures (LSRIs) are rising in the competitive and globalized research environment, since they offer to external researchers-users, inputs and services for cutting-edge, large scale researches. Such researches would not be possible with usual infrastructures and budgets of single universities and research institutions. However, despite the strategic relevance acknowledged to LSRI by the nascent literature and by national policymakers, there is a lack of understanding of configurations and key performances of a LSRI. This paper aims to bridge this gap by identifying key morphologies of LSRIs and analysing their performances.

The research is carried out adopting a mixed research methodology, merging a literature review with a survey conducted on a sample of 11 LSRIs; they provided the data set for the parametrization of a morphological matrix.

The research led to the identification of seven LSRIs morphologies, with different performance linked to their structure.

To the best of the authors’ knowledge, this paper originally proposes the data set needed to develop a morphological analysis of LSRIs.

We revisit the problem of redesigning the Master in Business Administration (MBA) program, curriculum, and pedagogy, focusing on understanding and seeking to tame its “wicked problems,” as an intrinsic part and challenge of the MBA program venture, and to render it more realistic and relevant to address major problems and their consequences. We briefly review the theory of wicked problems and methods of dealing with their consequences from multiple perspectives. Most characterization of problems classifies them as simple (problems that have known formulations and solutions), complex (where formulations are known but not their resolutions), unstructured problems (where formulations are unknown, but solutions are estimated), and “wicked” (where both problem formulations and their resolutions are unknown but eventually partially tamable). Uncertainty, unpredictability, randomness, and ambiguity increase from simple to complex to unstructured to wicked problems. A redesigned MBA program should therefore address them effectively through the four semesters in two years. Most of these problems are real and affect life and economies, and hence, business schools cannot but incorporate them into their critical, ethical, and moral thinking.

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.

In the modern digital realm, while artificial intelligence (AI) technologies pave the way for unprecedented opportunities, they also give rise to intricate cybersecurity issues, including threats like deepfakes and unanticipated AI-induced risks. This study aims to address the insufficient exploration of AI cybersecurity awareness in the current literature.

Using in-depth surveys across varied sectors (N = 150), the authors analyzed the correlation between the absence of AI risk content in organizational cybersecurity awareness programs and its impact on employee awareness.

A significant AI-risk knowledge void was observed among users: despite frequent interaction with AI tools, a majority remain unaware of specialized AI threats. A pronounced knowledge difference existed between those that are trained in AI risks and those who are not, more apparent among non-technical personnel and sectors managing sensitive information.

This study paves the way for thorough research, allowing for refinement of awareness initiatives tailored to distinct industries.

It is imperative for organizations to emphasize AI risk training, especially among non-technical staff. Industries handling sensitive data should be at the forefront.

Ensuring employees are aware of AI-related threats can lead to a safer digital environment for both organizations and society at large, given the pervasive nature of AI in everyday life.

Unlike most of the papers about AI risks, the authors do not trust subjective data from second hand papers, but use objective authentic data from the authors’ own up-to-date anonymous survey.

As historic cities evolve, change in their urban form can be expected. Yet, uncontrolled change of land plots, which represent a significant element of urban form, leads to uncontrolled change in buildings' configurations and typologies threatening accordingly the urban character of heritage contexts. Mechanisms controlling plot subdivision, however, can play an effective role in guiding developments and in controlling urban change in heritage settings. The present study seeks to assist decision-makers in their attempt to control urban change in heritage areas through a plot-based approach.

This paper is divided into three sections: the first focuses on plot subdivision as a key aspect of urban form; the second illustrates the case of the heritage village of New Gourna in Luxor and the third includes discussion and implications of adopting a plot-based morphological approach to control morphological transformation in heritage contexts. For the morphological analysis of New Gourna, the study relied on comparative cartographic analysis of original drawings of the village versus the situation in 2022. The morphological analysis focuses mainly on qualitative and quantitative aspects of plot configurations and building patterns.

Findings support the urgency of establishing a plot-based strategy to maintain urban character of heritage contexts in Egypt and call for a plot-based morphological approach to control change and inform new development attempts.

The present research provides an assessment of the morphological transformation of the heritage village of New Gourna. In addition, it proposes a plot-based approach for heritage contexts under transformation.

The purpose of this paper is to investigate the effect of different levels of place understanding (primarily typo-morphological analysis) on the nature of interventions within historic urban setting and buildings within the City of Amman.

The research methodology depended on an extensive thematic survey and analysis. The typo-morphological analysis addressed several of Amman's residential hills and their connections with the downtown area. The thematic place survey tool included different units of analysis (e.g. buildings, public spaces, streets and sloped lands between streets) and addressed the values of these various buildings and spaces, their typology, typo-morphology and relation to the urban context, nature of change and transformations over time to mention a few. The extensive survey also included semi-structured interviews about these buildings addressing their emergence, historic context and values.

The paper presents an architectural typology for Amman's architecture and its relationship with the city's morphology stressing the specificity of Amman's historic core and residential hills. The paper also discusses the effect of this level of place understanding on the nature and levels of interventions within historic settings and buildings.

This level of place understanding (typo-morphological analysis) can have a positive impact on the practice of architectural and urban conservation by informing the nature of interventions within historic urban setting and buildings within the city. More specifically, this level of place understanding can, first, inform the development of urban and heritage guidelines within conservation areas in one of Amman's residential neighborhoods (Weibdeh) and, second, inform the nature of interventions to existing historic buildings based on respect of building typology.

This paper contributes to the disciplines of architectural and urban conservation illustrating how place understanding can inform practices of heritage conservation and future policies and strategies concerning new intervention within such heritage places.