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The purpose of this paper is to explore the impact of using a living case study method to teach graduate students in an organizational development (OD) course. A living case is defined as one where participants study a current, ongoing situation over the entire semester. Students worked with an authentic client to solve an authentic problem. After the course concluded interviews were conducted. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.

This is an instrumental case study of a work-based instructional design used to improve student engagement and learning outcomes.

Students worked with an authentic client to solve an authentic problem. Learners expressed a sense of feeling more connected and engaged with the course content because of the living case. Students also exhibited significant learning – new skills and mindsets developed during the course that are valued and used in their work, school, and personal lives.

Higher education (HE) instructors are expected to teach students knowledge and skills that will be valuable at work and in life after graduation. Using a living case allows students to extract learning directly from the work experience. By using the concepts and the tools in an authentic, living case, students gain experience and concrete knowledge.

This study extends past research on connecting classroom learning and work experience. It looks at how a course designed using a living case study can be used to improve learner engagement and create longer term value for students.

The purpose of this paper is to explore the introduction of the concept of co-opetition in an MBA classroom through the use of a live case study competition. As part of a capstone course at the University of Guelph, teams of three to four MBA students were required to work with a corporate partner in the food industry during a five-day intensive workshop. After spending one week analyzing and working on a plan, students were asked to compete in the MBA Boardroom Challenge, which is held on the last day of the course at the corporate partner’s headquarters. During the course of the week, while developing their plans, teams could choose to interact and met on two occasions with the corporate partner as a class to ask questions. This meant that teams operated in both a cooperative and competitive context during the course. While presentations were academically evaluated by the instructor, scholarships were offered to the winning team by the company using another set of criteria. This paper analyzes the effectiveness of blending cooperation and competition in a graduate business classroom and finds that the introduction of co-opetition enhanced outcomes for both students and partners. The limitations of this process are considered, and future research directions are suggested.

This project, the focus of this paper, was in partial fulfillment of a capstone strategic management course for the University of Glebe’s MBA program in Spring 2013. For this iteration, Longo’s Brothers, a well-established food distribution company, was brought in as the case study. The mandate of the course was to set a strategic view of Longo’s and Grocery Gateway (a division of Longo’s), a Canadian-based food e-distributor owned and operated by Longo’s Brothers. The concept of co-opetition and its application was introduced as part of the course.

Longo’s Brothers provided an ideal environment for a live case study. It was open, available end engaged at all levels. Its status as a family-owned business offered a unique perspective on the food industry as well. Students benefited from the company’s openness to share sensitive information with the group, and were able to ask information on finances, marketing, human resources and the organizational structure of the company. The level of cooperation was more than adequate for a MBA-level course. But students faced a few challenges.

The unpredictable nature of the entire process did not allow for measurement of knowledge acquirement and skill development. This is something such a course should address in future iterations. Future research could usefully explore a number of research questions around this area; namely, how live case studies might enable MBA students to better understand the element of co-opetition in their industry, while going through the interplay between theory and the practical application of theory over time. Also to be assessed is the choice of an incentive for the winning team and the overall effectiveness of doing so. The impact of this crucial elements on the course needs to be measured over a greater length of time.

Live case studies may be integrated into multiple courses, however, they require a lot of work on the part of the instructor, particularly when dealing with a company to negotiate an incentive and leverage the competitive environment. Setting up and maintaining relationships with collaborative corporate partners for the program takes significant time and effort, and the schedule of inputs into the students’ learning may not synchronize with the normal pattern of teaching. Whether this type of course can be sustained within a normal university environment is a moot point.

While presentations were evaluated academically by the instructor, scholarships were offered to the winning team by the company using another set of criteria. Criteria for grading are readily available to students at the start of the course, as per the University Senate bylaws. However, criteria used by the corporate partner are not disclosed, not even to the instructor. In fact, for the Longo’s Brothers project, the winning team failed to receive the highest grade. The winning team received the third highest grade of all seven teams competing.

The element of co-opetition in a MBA classroom seems to elevate the quality of projects, but more evidence need to be gathered to reinforce this hypothesis. It is believed that university courses cannot fully negotiate the emotional turmoil or complexity that live case studies encompass with conventional models of evaluation.

This paper aims to demonstrate how a Contemporary Marketing Practices (CMP)‐based living case study approach can be used to enhance student learning, and to develop new theory about marketing practice.

The paper compares and contrasts teaching cases and research cases to create context. It then describes two examples of the living case study approach: one project directed at understanding the impact of information technologies (IT) on marketing practice, and the other at examining managerial understandings of customer value.

The study finds that a living case approach extends insight into antecedents and consequences of marketing practice, consistent with CMP research objectives. New conceptual frameworks for the IT adoption process and conceptions of customer value are co‐created by executive students and the authors. It shows that managers are able contributors to theory development. The paper concludes that the living case approach provides a rich “zone of mutuality” between research and teaching.

Action learning can be used in business schools to enhance theoretical and practical understanding of complex process‐based phenomena.

The living case study is suited to post‐experience students rather than undergraduates. In addition to considering the nature of the student body, faculty should also consider fit with their personal competencies and the curriculum prior to taking this approach. However, it should be done so advisedly.

The study stimulates reflection on alternative approaches to teaching and learning in executive education, and to theory development in marketing practice.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

An increasingly urbanized global population is facing multiple, inter-related and inter-connected challenges. By applying the so-called Living Lab concept, the authors open up innovation processes through online and offline collaborations between urban policymakers, non-profit organizations, citizens and other stakeholder groups. However, much of the current research being conducted on Living Labs is lacking in empirically tested methodologies for the co-creation of sustainable urban innovations in defined contexts. This research is intended to fill this gap by presenting a systemic approach to digital co-creation processes in Living Labs. The purpose of this paper is to present the first evaluation results of European Living Labs by applying the new developed digital co-creation monitoring technique.

By emphasizing the interplay between places, technology and people, the Digital Co-Creation Index (DCCI) calculation methodology provides a systemic understanding of the basic factors shaping the co-creative processes in Living Labs. DCCI has been used to evaluate such labs in four different European cities: Aukštamiestis in Vilnius, Lithuania; Alvalade in Lisbon, Portugal; Città Studi in Milano, Italy and Zuid Park in Ghent, Belgium. The empirical data for assessment and index calculation were collected by using a mixed-method approach (i.e. qualitative and quantitative analysis).

While the findings are complex and varied, the case studies in this paper share several characteristics and patterns – the attractiveness of physical spaces, opportunities for experimentation, the density and diversity of stakeholders involved and the emergence of creative communities that co-design novel initiatives. The results show that digital technologies are underused in the evaluated Living Labs.

The results are limited to a comparison of the European Living Labs in the research sample. In the absence of an index that was obtained, designed and tested in other territorial contexts, the comparative value of the outcomes of this research can be established between only four case studies. The authors anticipate that the implementation of the C3Places project and other research activities will yield even more scientific results. The findings and their implications should be discussed and tested in the broadest context possible. By focusing on creative synergy between places, technology and people, this paper presents a unified and empirically validated systemic approach to assessing digital co-creation efforts in urban planning.

Unlike previous research, this paper presents a unified and empirically based approach to assessing digital co-creation efforts in urban planning by emphasizing interplay between place, technology and people.

The purpose of this paper is to explore social living labs as a participatory methodology and context for fostering digital literacy and community well-being. This approach is examined through a case study of Food Rescue Townsville, a voluntary community organisation in North Queensland, Australia.

Using qualitative case study methodology, the research investigated volunteers’ experience of a social living lab where they selected, installed and used open source Food Rescue Robot software.

The social living lab enhanced volunteers’ digital literacy and the organisation’s efficiency. The participatory nature and transformative intentions of social living labs are similar to action research as both promote social change through collaboration.

The case study intentionally focuses on one community organisation to gain in-depth insights of a real-life social living lab.

The paper models an innovative approach that contributes to community learning and well-being. It presents a social living labs framework for digital literacy development that is underpinned by participatory action research cycle and integrates informed learning principles. Social living labs provide a learning context and approach that extends beyond digital skills instruction to a holistic process of using information to learn. They enable individuals to participate as digital citizens in the creation, curation and use of digital information.

Informed digital learning through social living labs addresses the digital divide by fostering digital participation, volunteering and community engagement.

The paper is of interest to researchers, information literacy educators and community groups. Theoretical insights and participatory practices of the Food Rescue Townsville case, and the proposed social living labs framework are transferable to other communities.

This paper describes and evaluates the use of two methods of case analysis in the conduct of “live” case studies undertaken by MBA students as part of their curriculum. Five small New Zealand businesses were involved and teams of students had to use a “Harvard” or “Western” approach. The paper proposes that in a rapidly changing and complex business environment, with significant emphasis placed on “learning”, the dialectical “Harvard” type approach facilitates much more effectively the development of organisational learning in small businesses. The paper outlines the issues involved in the use of both methods in “live” cases. It also suggests that “live” cases should be an integral part of all MBA curricula.

The paper aims to investigate and evaluate the impacts of the voids combination as a passive design feature on wind-driven ventilation performance in high-rise residential building units. It proposes a series of building models and thereon indoor ventilation performance and outlining why and how these building models designed with architectural design features are important. This study aims to provide a comprehensive understanding of how natural ventilation as a passive cooling strategy in living units of high-rise residential buildings can be applied through improving the provision of the architectural design feature of voids configurations.

The study was carried out through field measurements experiment and the computational fluid dynamics methods. A series of numerical simulations were carried out to calculate the indoor ventilation rate inside the case studies of the generated building models based on various variables such as horizontal voids type, size and wind directions.

The results indicate that the provision of a single-sided horizontal voids in building models can improve the indoor ventilation rate in units with cross ventilation mode up to 4 times, depending on wind direction and living unit location. The indoor ventilation performance in units located in models with single-sided horizontal voids is 17.54% higher than the units located in models without voids configuration. Furthermore, higher indoor ventilation performance was achieved in the case scenarios located at higher levels compared to the middle and lower levels in both horizontal voids types.

This study explores the application of voids combinations for natural ventilation performance, investigates the numerical simulation results and validates field measurements experiment data using CFD simulation.

The purpose of this study is to address the challenges faced by rural areas and promote their sustainable development. It emphasizes the importance of re-establishing connections and cultivating a sense of belonging within rural communities, while safeguarding their cultural heritage. The study explores the potential of digital and creative tools in enhancing learning, supporting food production and tourism, facilitating research and providing engaging experiences. It also examines the economic condition of rural areas and the potential for their contribution to the national economy. Additionally, the study highlights the significance of sustainable community development, the role of rural areas in resilience and climate change adaptation and the complexities surrounding rural migration. The aim is to provide insights and recommendations for policymakers and stakeholders involved in rural development initiatives, focusing on the Mediterranean region.

This study develops an understanding of the role of digital and creative strategies in rural communities, highlighting their significance in preserving food heritage, culture and community capital while driving economic development. It specifically focuses on the Unesco Intangible Mediterranean Diet (UIMD) as a potential catalyst for regeneration through the integration of creative and digital tools and three cases are presented. The first is the impact of the Future Food Institute (FFI) ecosystem in the Living Lab in Pollica (Salerno, Italy); the second focuses on the digital tools provided by the CKF to support rural areas; and the third is a new identity and promotion of territorial development, co-designed in the Val di Vara (VdV) a rural region of the Ligurian inland in Italy, through digital strategies, heritage preservation and slow tourism development. The three cases highlight different ways of enhancing environmental and cultural heritage and demonstrate how collaborative creativity and digital tools contribute to the co-construction of knowledge and addressing critical issues to promote sustainable growth in rural areas.

The findings of this study indicate that re-establishing connections and fostering a sense of belonging within rural communities is crucial for their sustainable development. The use of digital and creative tools presents significant opportunities in enhancing various aspects such as learning, food production, tourism and research in rural areas. The study also reveals the potential economic contributions of rural areas to the national economy. It emphasizes the importance of sustainable community development and highlights the role of rural areas in resilience and climate change adaptation. Additionally, the study addresses the complexities surrounding rural migration and emphasizes the need for comprehensive policies to ensure the well-being and rights of migrant workers. The insights and recommendations provided in this study aim to guide policymakers and stakeholders involved in rural development initiatives, particularly in the Mediterranean region.

Nonetheless, it is imperative to acknowledge certain limitations within the scope of this study, primarily associated with the specific sample selection, potentially influencing the broader applicability of the findings. There is potential to explore a wider geographic area in future research. Additionally, the research underscores the importance of conducting further inquiries into certain aspects that have received limited attention. Living labs are a relatively recent phenomenon, warranting further in-depth scientific research. Additionally, the existing literature on this subject is often limited in scope.

The study and project aim to illustrate the feasibility of initiating a transformative process, centered on a visionary approach with a core focus on creative knowledge and the Mediterranean diet as a way of life, to revitalize marginalized communities. Furthermore, it seeks to emphasize that these neglected regions possess untapped potential for innovative ideas and opportunities. Rural communities, in their role as farmers of primary goods, are the ones who nurture the environment, and the landscape, and are the true protagonists of every era. Rurality is the place that preserves the most resources and potential in terms of biodiversity and rural knowledge. Every territory, like every human being, has its own characteristics and vocations to pursue. The existing Genius Loci is already an existing value that requires policies and governance to rediscover roots, identity and worth. The stratification of existing collective intelligence must become central and must be individually assessed and enhanced, also taking advantage of new digital technologies.

The social implications of this study are significant. By emphasizing the importance of re-establishing connections and cultivating a sense of belonging within rural communities, the study recognizes the social value of strong community ties. This can lead to increased social cohesion, a sense of identity and improved overall well-being within rural areas. The study also highlights the potential of digital and creative tools in enhancing learning, which can contribute to the empowerment and educational opportunities of individuals in rural communities. Furthermore, by promoting sustainable community development and addressing the complexities surrounding rural migration, the study acknowledges the social impact of inclusive policies that protect the rights and well-being of both local populations and migrant workers. Overall, the study's recommendations have the potential to foster social resilience, equity and a more vibrant social fabric within rural areas.

This study can offer valuable insights and recommendations for policymakers and stakeholders involved in rural development initiatives, particularly those focused on preserving food and cultural heritage in rural areas. By analyzing real-life examples, it bridges the gap between theory and practice, illustrating how these ideas have been effectively applied in specific contexts. This paper emphasizes the potential of the Mediterranean Diet as a sustainable and nutritious model with sociocultural, health, economic and environmental benefits, highlighting the importance of bottom-up approaches that empower local communities as custodians of knowledge and culture. It also provides practical strategies, such as investments in educational programs, the establishment of international campuses and the use of multichannel platforms for immersive experiences, which can be adapted for broader rural development initiatives, promoting sustainability and community engagement.

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database. Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master’s program across a decade. Alumni’s retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.