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This article aims to contribute to futures theory building by assessing the inherent ontological and epistemological presumptions in foresight studies. Such premises, which are usually embedded in foresight studies, are contrasted with sociological imagination and contemporary social science discourse.

This paper is a conceptual analysis of theoretical assumptions embedded in foresight studies.

Sociological lenses, including concepts like anticipation, latency, time, uncertainty, complexity, ambiguity, change and plurality of images, offer clarity in terms of both futures studies and foresights.

Explicating presumptions embedded in foresight methods helps recognition of how such methods shape the concepts of future and time. This is vital for assessment of the analytical products of foresights studies.

This research contributes to the ambition of linking the theoretical world of futures research and the practical world of foresights closer together by explicating key concepts and implicit assumptions in both fields.

This article seeks to investigate the knowledge sharing processes in expert teams working with foresighting, creating knowledge for and about the future in electronic work groups.

Observations and assessments have been made this study in two expert workshops conducted on the European level aimed at assessing the true status of plausible hydrogen technologies and their potential.

Building on an understanding of knowledge sharing as cyclic in its orientation, it is proposed that knowledge creation in expert teams draws heavily on latent knowledge embedded in the individual experts. Explicating latent knowledge is seen as occurring during reconstructions that involve questioning, confrontations and debates. Such reconstructions are not fully explicated in the dualistic representation of knowledge often referred to as explicit and tacit.

Based on the assumption that expertise used in foresighting is embedded in some sort of implicit knowledge, which is latent, but not necessarily expressed previously, two hypotheses are proposed to be explored and pursued by means of a quasi‐experimental design to improve the understanding of the nature of knowledge creation and sharing processes as well as the linkage between implicit and explicit knowledge.

As a nominal group process, the use of an interactive electronic workshop seemingly produces information (ideas, assessments, measures, actions, etc.) more unbiased, more effectively and more abundantly than traditional expert groups.

This research contributes to the discussions of the linkages between the use of electronic work groups as a mode for eliciting expert information, and the foresight strategic planning processes.

Investigations of food-borne outbreaks are complex and require multidisciplinary collaboration. The purpose of this paper is to help food technologists face this challenge and be competent members of a multidisciplinary team, a study module on the investigation of a “real-life” food-borne outbreak was developed.

The module design was based on the principles of inquiry-based learning with the purpose to motivate and activate students with challenging assignments. The didactic impact of the module was evaluated as a qualitative case study with questionnaires, reflection assignments and interviews of students and lecturers.

A teaching module developed by an external professional taking part in the academic environment provides a learning environment well adapted to the curriculum, as well as bringing first-hand realism and enthusiasm into the classroom. The external lecturer’s dedication to the subject was appreciated by the students. A majority of the students believed that the outbreak investigation simulation play gave a better understanding of how food-borne outbreaks are investigated. A majority of the students 68 per cent (2011) and 82 per cent (2012) believed that what they learned in this module would be useful in a future work situation.

There are some limitations to the study, the most important one being the small sample size, and as the classes rarely exceeds 30 students, the use of a control group was not logistically feasible.

Teaching food technologists to become knowledgeable professionals in this field will constitute a valuable contribution to the multidisciplinary food-borne outbreak investigation team. In turn, this may increase confidence among the general public in the food industry.