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Citizen engagement can promote value creation in urban development projects. This potential stems from the granting of decision-making authority to citizens, labeled citizen enfranchisement in this study. Citizens are focal stakeholders of urban development projects and enfranchisement grants them an explicit say on such projects. Despite this potential for enhanced value creation, there remains limited understanding about how project organizations enfranchise stakeholders in the front end of urban development projects.

In this research, we designed a multiple-case study to analyze two novel citizen engagement processes in Northern-European cities. In these processes, citizens were enfranchised in ideating, designing, and making selections on urban development projects. We followed a multimethod approach to data collection. The collected datasets include document data, interview data and observation data.

Our findings demonstrated a distribution and redistribution of decision-making authority throughout the phases of the citizen engagement processes. Citizens’ voices were amplified throughout the project front end, although episodes of decision-making authority held by the cities took place periodically as well. By granting explicit decision-making authority to citizens, citizen enfranchisement facilitated a more democratic urban development process, promoting value creation.

In contrast to the earlier research, the findings of our study illustrate citizen engagement taking place at so-called higher levels of stakeholder engagement. In particular, our study reveals a granting of de facto decision-making authority to citizens, also known as citizen enfranchisement. These findings contribute to the earlier research on stakeholder engagement in projects, where the influence of stakeholder engagement has often been considered symbolic or limited.

This paper explores whether, in the context of university–industry (U–I) collaboration, new innovation strategies can be developed through actors' interactions, the exchange of resources and the co-creation of value for and within the system. In the context of the U–I relationship, the innovation perspective can highlight the need to develop strategies that elicit new formulas of value co-creation, which then facilitate innovation as a result of actor collaboration.

A total of 45 public universities in Spain, representing 95% of the total, participated in qualitative research. Personal in-depth interviews with technology transfer officers (TTOs) were conducted by an external firm; in a second phase, two of the researchers conducted eight interviews with the directors of TTOs in those universities with higher rates of transfer.

Findings reveal that enterprises with a technological focus are strengthening their relationships with universities and attempting to build a university business ecosystem by designing strategies for value co-creation such as co-ownership, co-patenting, and co-invention.

The empirical research is conducted in Spain, and results should be interpreted according to this context. Future research should examine new contexts (other countries) to improve the robustness of the data and enrich the results, thus enabling generalization of the management consequences.

The results provide a means to design strategies under a new collaborative and innovating logic. The theoretical framework contributes to theory, with implications for management.

The aim of this article is to map the use of AI in the user experience (UX) design process. Disrupting the UX process by introducing novel digital tools such as artificial intelligence (AI) has the potential to improve efficiency and accuracy, while creating more innovative and creative solutions. Thus, understanding how AI can be leveraged for UX has important research and practical implications.

This article builds on a systematic literature review approach and aims to understand how AI is used in UX design today, as well as uncover some prominent themes for future research. Through a process of selection and filtering, 46 research articles are analysed, with findings synthesized based on a user-centred design and development process.

The authors’ analysis shows how AI is leveraged in the UX design process at different key areas. Namely, these include understanding the context of use, uncovering user requirements, aiding solution design, and evaluating design, and for assisting development of solutions. The authors also highlight the ways in which AI is changing the UX design process through illustrative examples.

While there is increased interest in the use of AI in organizations, there is still limited work on how AI can be introduced into processes that depend heavily on human creativity and input. Thus, the authors show the ways in which AI can enhance such activities and assume tasks that have been typically performed by humans.

This study aims to examine the ability of Generative Pre-trained Transformer 4 (GPT-4), one of the most powerful large language models, to generate a literature review for peer-reviewed journal publications. The objective is to determine whether business scholars can rely on GPT-4’s assistance with literature reviews and how the nature of human–artificial intelligence (AI) interaction may affect the quality of the reviews generated by GPT-4.

A survey of 30 experienced researchers was conducted to assess the quality of the literature reviews generated by GPT-4 in comparison with a human-authored literature review published in a Social Science Citation Index (SSCI) journal. The data collected were then analyzed with analysis of variance to ascertain whether we may trust GPT-4’s assistance in writing literature reviews.

The statistical analysis reveals that when a highly structured approach being used, GPT-4 can generate a high-quality review comparable to that found in an SSCI journal publication. However, when a less structured approach is used, the generated review lacks comprehensive understating and critical analysis, and is unable to identify literature gaps for future research, although it performed well in adequate synthesis and quality writing. The findings suggest that we may trust GPT-4 to generate literature reviews that align with the publication standards of a peer-reviewed journal when using a structured approach to human–AI interaction.

The findings suggest that we may trust GPT-4 to generate literature reviews that align with the publication standards of a peer-reviewed journal when using a structured approach to human–AI interaction. Nonetheless, cautions should be taken due to the limitations of this study discussed in the text.

By breaking down the specific tasks of a literature review and using a quantitative rather than qualitative assessment method, this study provides robust and more objective findings about the ability of GPT-4 to assist us with a very important research task. The findings of this study should enhance our understanding of how GPT-4 may change our research endeavor and how we may take a full advantage of the advancement in AI technology in the future research.

The investigation into the influence of psychological capital on innovative behavior has typically been grounded in self-efficacy theory. However, individuals with high self-efficacy may encounter obstacles such as overconfidence and reluctance to accept feedback, potentially hindering successful innovation outcomes. Acknowledging the significance of collaborative efforts among organizational members in promoting innovation success, this study aims to examine the association between psychological capital and innovative behavior, with particular attention to the mediating influence of social capital.

The data utilized in this study were obtained from 6,409 participants enrolled in the Independent Study program “Merdeka Belajar Kampus Merdeka” in 2022. Data collection employed an online survey approach, while data analysis was conducted using Structural Equation Modeling through the SEM-PLS application.

Social capital serves as a mediator in the relationship between psychological capital and innovative behavior. The results highlight the importance of understanding innovation as an outcome emerging from intricate interactions between psychological and social factors.

This investigation, utilizing social capital theory, furnishes preliminary empirical insights into the intermediary role of social capital between psychological capital and innovative behavior, thereby augmenting the scholarly discourse within this field and paving the way for further scholarly inquiry.

Wind energy has developed rapidly becoming a promising source of renewable energy. Although wind energy is described as clean energy, the problem of blade disposal has emerged from decommissioned wind turbines in the renewable energy sector, these blades manufactured from composite materials are almost impossible to recycle.

This study proposed a methodological workflow for an educational approach toward accelerating the transition to a circular economy (CE) through a case study reusing wind turbine blade waste. The participants were undergraduate students. In the quantitative case study approach of students’ coursework, innovative architectural reuse was the basis of the methodology for creatively reusing blade waste. Students reused the blades as building elements.

The workflow could be beneficial to the renewable energy sector and the architecture, engineering and construction industry. The results show that the impact of creative reuse is positive as it reduces the energy consumed by conventional recycling processes, reduces carbon dioxide-equivalents and preserves the structural properties of the blades.

The research reported in this study is exploratory and findings may not be generalizable due to the location and limited number of participants in the design process. Also, the empirical data collected were limited to the views and opinions of the students and instructor.

The novel workflow provided evidence at the end of the course that participating students became more interested in CE and were able to think more independently about CE. Creative reuse promotes circularity, reducing virgin material extraction and carbon emissions.

Amid multiple crises and increasing volatility, sustainable development is a pressing concern. Higher Education for Sustainable Development, especially Responsible Management Education (RME), drives transformative change by fostering new perspectives on work, decision-making and leadership. Conferences serve as pivotal sustainability discussion platforms, yet many remain traditional and lack interactive student engagement. This hinders active involvement and collaborative problem-solving. The Global Goals Design Jam, a dynamic, nontraditional format explored in this study offers an alternative approach. By blending design thinking and playful learning and constructivist learning methods, the Global Goals Design Jam offers a space for collaborative and creative Sustainable Development Goals (SDGs) solutions. At the ninth Responsible Management Education Research Conference (RMERC) in September 2022, students from various universities took part in a Global Goals Design Jam. The current prestudy postulates that participation in a Global Goals Design Jam is primarily associated with positive attributes related to emotions and a sense of coherence. The potential for empowering learners to navigate real-world complexities and contribute to sustainability is highlighted, establishing formats like the Global Goals Design Jam as a valuable addition to educational conferences with a sustainability focus. The results also highlight potentials and limitations of the format and provide insights into further research requirements.

This study aims to explore the impact of experiencing virtual reality (VR) and three-dimensional (3D) printing during the design process on the creativity of interior design students in a luminaire design project.

This study used the case-study approach within the context of a nine-week luminaire design project. Collected data included self-reported interest and engagement of students from a Qualtrics questionnaire and the ratings of their creativity via the Creative Product Semantic Scale (CPSS) with two judges.

Descriptive statistics from the Qualtrics questionnaire indicated an overall high level of student interest and engagement with the VR and 3D printing learning experience. Paired t-tests from CPSS ratings of the two judges showed a moderate increase in novelty and a significant increase in style with the introduction of VR and 3D printing technologies, respectively.

Spearman’s correlations (rho) showed no statistical evidence for the relationships between CPSS ratings for creativity and students’ self-reported interest and engagement in VR and 3D printing learning experience.

Ample access time to VR technology and sufficient control over the 3D printing process are important for effective applications of Industry 4.0 technologies in organizations.

This study dissected the confounding variables in its results as practical considerations for intergrading VR and 3D printing technologies for organizations in Industry 4.0.

This study acknowledged VR and 3D printing technologies as simulants for interest and engagement, which benefit creativity.

With around 40% of global waste attributed to the built environment sector, architects play a significant role in how resources are consumed, produced and wasted. UK architectural educators have made good progress to embed climate emergency issues in design curricula but the challenges of resource use and waste, and the opportunities afforded by circular economy design principles are less well-considered. The purpose of this paper is to provide new insights on how to introduce circular design principles to early-stage architectural design students within university curricula.

The study described took an experimental approach to designing design project briefs across several interlinked studio design projects for 1st-year Architecture students. Structured as a case study, each section describes the project, learning objectives, teaching methods and project reflections informed by a qualitative assessment of student development, outputs and feedback gathered through a questionnaire and focus group.

Introducing circular design early is highly beneficial to the development of knowledge on sustainability issues, critical design thinking and creative solution generation. Examples of beneficial teaching approaches include building systems thinking, facilitating collaboration, supporting learning-through-making, using simple analogies and referencing best-practice examples.

This research builds on limited existing circular design literature for built environment fields and through practical insights fills a significant knowledge gap on ways to introduce a complex and dynamic topic such as the circular economy to early-stage architectural design students as they develop fundamental discipline-specific knowledge, skills and competences.

The purpose of this study is to investigate facilitator’s tools and actions in promoting interaction in virtual co-development.

In virtual environments, facilitation plays a crucial role. However, research does not provide many examples of tools and practices of virtual facilitation of co-development. To collect data, two virtual co-development processes were conducted. The data consisted of discussions during virtual workshops and was analyzed using both theory- and data-driven content analysis.

The discussions during the virtual co-development processes related on the topic and script of co-development and the use of digital technology. In co-development, both the facilitators and the participants take responsibility on the topic and the progression of the session. The facilitator needs to balance between offering the participants tools, supporting interaction and leaving empty space for the participants’ initiatives to enhance their agency.

The study underlines the importance of the script and tools in virtual facilitation as well as flexibility in the execution of co-development processes.