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This study documents the role of relational trust in an afterschool organization and its influences on young people’s experiences.

Through a 10-month ethnographic study of one afterschool program that teaches teens how to make documentaries, I demonstrate that the confluence of blurred organizational goals; weak relational trust among staff; and funding pressures may have the unintended consequence of exploiting students for their work products and life stories.

The study finds that, while not all organizations function with student work at its center, many afterschool organizations are under increasing pressures to document student gains through tangible measures.

Implications from these findings reveal the need for developing strong relationships among staff members as well as establishing transparency in funding afterschool programs from within the organization and from foundations in order to provide quality programming for young people.

This study informs organizational theory, specifically in terms of measures of variation in relational trust within an organization and its influence on young people. This chapter includes student accounts of experiences with staff to enhance the significance of relational trust.

Performance framework (PF) is a well-established practice to measure innovation performance and identify improvement opportunities. However, whether PFs academic research are applicable to companies remains unclear, as well as their support in the definition of improvement actions. This study aims to present the implementation and assessment of a new and updated PF proposed in previous research in a real industrial context.

The PF was implemented through an in-depth case study carried out in a European machinery manufacturer and further assessed by practitioners.

The results indicate that the PF enabled the creation of a multidimensional view of the innovation performance and the definition of improvement projects in the company. Additionally, the findings also reveal an overall positive assessment of the PF by senior managers who work with the innovation process.

As a case study, this research is inherently limited in the extent to which results can be generalised. Thus, the analyses are reductive and rationalising. Future research is needed to assess the replicability of the PF.

The study's practical contribution is based on the combination of insights and steps that provide a straightforward and actionable approach for the company to improve performance.

This study aims to advance the importance of implementing the new and updated PF after its proposition, which is often overlooked in preceding research. Furthermore, the assessment of the PF also enables to infer its value to the company's employees.

Measurement of the innovation process performance is critical for both managers and researchers. However, existing performance frameworks (PFs) neglect performance indicators (PIs) and dimensions relevant to the current innovation landscape in companies as well as lack support in the definition of action plans. Thus, this paper aims to introduce a new and updated PF for measuring innovation performance and defining improvement actions.

The proposed PF is developed from literature and action-oriented case studies in two European manufacturing companies. First, the literature review enabled the synthesis of framework elements into a “conceptual” PF capable of illustrating the current state of knowledge in the field. Then, this PF was applied in the case studies that enriched the conceptual form with empirical insights, resulting in a new and updated PF.

The review enabled the systematisation of nine dimensions and 259 PIs that were fragmented throughout the literature. In turn, empirical insights from the case studies gave rise to an actionable procedure for providing a comprehensive diagnosis of the company's situation considering the new trends as well as defining improvement actions. Although the results from the two cases cannot be generalised, the findings encourage broader applicability.

The novelty of this research resides on the fact that the PF consolidates elements from the literature but combined with empirical insights in a new actionable way that supports managers in performance measurement and provides researchers with an extensive systematisation of dimensions and PIs.

The Information Superhighway is at this stage a vision, and not a reality; conduit, content and connectedness are discussed as the prerequisites for a high speed network, which is still some years away. Possible service scenarios for future networked public libraries are outlined, together with some current issues to be be solved. The importance of a shared view is emphasised.

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

The paper is based on a literature survey and author research.

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

The debate concerning the Quantified-Self Movement (QS) has been extremely polarised. As Tamar Sharon has pointed out, each aspect of the lifestyle promoted by Gary Wolf and Kevin Kelly has provoked opposite reactions, generating a debate that revolves around some basic conceptual dichotomies: empowerment versus surveillance, self-awareness versus reductionism, and personalised healthcare versus disintegration of public assistance (Sharon, 2017). The aim of this chapter is to provide a critique of QS, namely an assessment of its limits and its (technological and social) conditions of possibility. In particular, the author’s analysis will focus on the relationship between technology and subjectivity, and its main theoretical framework will be Michel Foucault’s research on the notion of ‘care for the self’ (Foucault, 1986, 2005). Quantification is an essential and unescapable aspect of our present technological environment. The devices that make our onlife (Floridi, 2014) possible are connected with a complex technological system made of GPSs, satellites, computers, and networks. Health is no longer managed through a distinct set of practices within the limits of a well-defined space (the hospital or the ambulatory), but it rather becomes a dataset integrated into a system where all aspects of life (health, law, leisure, work, social relations) are treated and managed simultaneously. This technological condition implies a new form of cognitive and practical delegation (Ippolita, 2016; Morozov, 2013), which makes the very notion of ‘self-tracking’ at least problematic. Individuals do not track themselves anymore: on the contrary, they are tracked by prosthetic extensions of their own bodies. This, however, does not mean that they do nothing. Our digital devices require a specific set of practices, a determinate way of life. The author will argue that these practices are the product of design, understood as a specific way of conceiving and organising the interaction between subject and technical object (Flusser, 1999). Through our technological environment, design reshapes the social and political function of bodies, their interaction and the set of practices connected to them (Bratton, 2015; Dyer, 2016; Vial, 2014). Automated quantification is an aspect of our designed user experience. As such, this chapter discusses design as a key element to understand the role of quantification in our digital milieu. It analyses the QS movement as a specific way of responding to our new technological condition. The main research question will be the following: is QS to be regarded as a simple acceptance of a new form of delegated – and thus alienated – subjectivity, or is it a kind of practice that allows the subject to overcome his passivity, and to take part in the process through which quantification is designed and managed? Is it possible to understand QS as a technology of the self (Foucault, 1988, 2005)?

The objective of this paper is to make a case for a scenaric stance that holds high road and low road futures in mind at once. Opening with regrets about the total eclipse of Utopian thinking, the paper aims to move on to embrace both aspirational futures and a forthright recognition of the many ways in which things could go wrong. Adopting a scenaric stance amounts to a new, fourth attitude toward historical time and the future. The ancients lived in an ahistorical, cyclical time. Second, modernity embraced a progressive and optimistic approach to the future. Third, post‐modernity turns pessimistic about the future. Fourth, a new scenaric stance vindicates Utopian optimism by pairing it with a forthright recognition of pessimistic possibilities.

This is a reflective, almost philosophical paper that articulates a new attitude toward the future, which demonstrates the significance of scenario planning for attitudes toward the future.

A scenaric stance can restore the liberatory potential of Utopian thinking by yoking optimistic, aspirational futures together with a clear‐eyed recognition of the several ways that plans can misfire.

This is a philosophical, reflective piece that does not rely on any quantitative evidence or rigorous modeling.

The practical implications are major: to the extent that the health of the economy relies on confidence and a willingness to take risks, a lemming‐like race to the bottom will result in a Japan‐like endless recession. A vindication is needed for aspirational scenarios.

Everyone is better off when fewer people are living in crouch.

After three decades of reviewing and contributing to the literature on future studies, the author has seen nothing that remotely resembles the argument of this paper. Its value consists in its potential for lifting people's sights. One stands in danger of a loss of confidence and an endless recession. One needs to restore a sense of possibility and optimism, but can do so responsibly only if one holds on to an honest sense of the real dangers one faces.

The purpose of this paper is as follows: this is a short excursion into the changing world of post‐secondary education through a review of two books: Reinventing Higher Education: The Promise of Innovation, by Ben Wildavsky, Andrew P Kelly and Kevin Carey; and DIY U, by Aya Kamenetz.

The paper presents reviews of two recently published books.

The economics and functions of post secondary education at the baccalaureate and post‐baccalaureate (research) levels are changing in a world where knowledge flows freely across geo‐political boundaries. The Ivory Tower no longer commands from a fixed location or as the center of knowledge, both the historic and the new.

Individuals as well as public and private sector entities have multiple sources for knowledge and new abilities of sharing and obtaining knowledge. “The Academy” as created in the seventeenth and eighteenth centuries as an independent home for scholarly endeavors has changed as new demands are placed upon the institutions and the faculty.