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The purpose of this paper is to illustrate and discuss the main features and key challenges of an original post-graduate education program designed according to an innovative theoretical framework promoting design thinking in a rhizomatic approach. By involving different stakeholders, the aim of this entrepreneurship education program is to disseminate rhizomatic, design-based learning competencies and thereby contribute to revitalizing a region’s socio-economic fabric.

Through the use of a pilot case, the paper exemplifies the application of the design thinking approach combined with the rhizomatic logic. Design thinking enables dealing with the complexity, uncertainty, and ill-defined problems that often characterize a business reality while the rhizomatic process combines the production of collective knowledge through a non-linear, complex and emergent path that nurtures innovation.

This entrepreneurship education program exemplifies a viable strategy to deal with a regional economic crisis by engaging different local actors including enterprises, local institutions, municipalities, and universities. It demonstrates the potential value of a new educational approach as a powerful lever to activate the energy of people, their competencies, relationships, shared projects, and new entrepreneurial ventures. The first edition of the program offers ideas, practices, and challenges to all stakeholders of potentially similar education projects.

The depicted pilot case allows us to exemplify how a design thinking framework reinterpreted on the basis of a Deleuzian rhizomatic perspective can enable developing innovation as a way of overcoming difficulties and succeeding, an essential prerequisite for many entrepreneurial organizations today.

The present study aims to contribute to the understanding of digital participation in heritage collections as a democratizing practice by identifying and challenging silent assumptions concerning how the insufficient influence of participants is conceived of as a problem.

Three carefully selected scholarly texts incorporating problematizations of insufficient participatory agency were analyzed in detail using a method inspired by Carol Bacchi's approach “what's the problem represented to be?” (WPR), with special emphasis on analysis of ontological elements of the problematizations.

Participation is problematized based on the assumption that participatory agency risks jeopardizing the protection of heritage and leads to parts of the public memory being forgotten. To challenge the idea that participatory agency is destructive, the present article argues for elaborating an understanding of what forgetting entails for heritage. Framing forgetting as a potentially both harmful and generative concept enables a separation of destructive forgetting (e.g. destruction of historical evidence) and constructive forgetting (re-contextualization).

The study is based on a limited number of texts, and problematizations are investigated in relation to a specific perspective on participatory agency.

By understanding forgetting as a potentially beneficial activity for representation and heritage construction, the article provides a conceptual rationale for facilitating re-contextualization in the design of multi-layered information structures for heritage collections.

There is little earlier research on the silent assumptions that affect how participation is understood and implemented.

The purpose of this paper is to review mobility-oriented criteria that inform the on-the-move use of digital technology. It addresses aspects of mobile technology-enhancement learning and the perceived differences between mobile lecturers and mobile learners in a higher education (HE) context in an Architectural Technology domain.

A review of literature comprising journal and peer-reviewed conference papers, books and e-articles published between 2009 and 2016 was conducted. The review was supplemented by the administration among facilitating lecturers (n=3) and a cohort of undergraduate students (n=14) of custom-designed survey questionnaires, comprising open-ended and closed items. Qualitative analysis via ATLAS.ti of literature sources and questionnaire-based feedback led to a theoretically grounded codebook enhanced by empirically based items.

Qualitative analysis of literature sources and respondent feedback produced guidelines for mobility in HE environments and led to a set of 32 criteria grouped pragmatically in six themes, namely: mobile technology; stakeholder outlook; effectiveness; facilitation; capability and interactivity. Furthermore, perceived differences between mobile lecturers and mobile students emerged and informed institutional decisions regarding mobility in educational contexts.

The study was limited in the following ways: although the all facilitating lecturers (3) and the enroled cohort of students (14) was selected, this sample is small. The institutional comprises several campuses, faculties and departments covering a wide spectrum of domains. However, the study was purposively and conveniently limited to a single innovative and blended, undergraduate Architectural Technology programme. Face-to-face interviews were not feasible limiting primary data collection to online survey questionnaires; and finally, the study was not longitudinal but designed to be based on a “slice in time” context.

Strategic, tactical, and operational stakeholders such as institutional leadership; administrators; courseware designers; lecturers; and students benefit from this study.

This study contributes to the body of knowledge by speaking to capabilities of mobile technology in a digital milieu. It guides practical mobility considerations in HE environments and supports competitive advantage decision-making. The paper establishes awareness of mobility differences between mobile lecturers and mobile students thus highlighting concepts associated with the ad hoc use of mobile technology among HE stakeholders.

The purpose of this paper is to describe the taking of land from American citizens, mostly Latinos, and the public policies by the national government that gives it the power to override all federal, state, and local laws. Previous laws were established to protect property owners. Environmental regulations were designed to prevent the erosion of unique ecosystems in the USA. The legal ability to use such power has allowed the DHS secretary to effectively strip economically poor and politically powerless citizens of their personal property and to force wildlife refuges to surrender their holdings in order to build the fence.

The author explains what this all means in terms of political power using primarily the work of Herbert Marcuse on power and repression and Michel Foucault and his concepts of heterotopias, and emplacement.

The idea is to provide the means and build upon Marcuse's and Foucault's works to better understand and build public administration theory.

The value of this work is constituted in an exploration of a largely neglected border region and the impact upon people subjugated and oppressed by the State and its overall implications for governance and humanity.

Due to the diversity of academics engaging with research into higher education, there is no single methodological approach or method that would embody higher education research. In this chapter, we put forward the case that this is a good thing and argue that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches, more commonly associated with sociological or anthropological research and performance-based disciplines. In order to frame this attitude of creativity, playfulness and openness, we start by providing a brief delineation of the research field and methods of higher education research. In this context we introduce the Deleuzoguattarian concept of rhizomes and assemblages to provide the grounding for what we mean by creativity and playfulness, which leads to our proposal of a renewed approach to research into higher education. We draw upon our own work on embodied academic identity and trainee teachers’ perceptions of their placement experiences in order to critically explore the benefits and potential pitfalls of incorporating this creativity and playfulness into higher education research.

Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.

First, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.

At first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.

For investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.

Academics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.

This study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.

The purpose of this paper is to identify the centrality of anxiety in health care, especially in the context of leading change. It identifies the importance of emotional labour for clinical professionals and the resultant development of defensive routines. The idea of containment is central to addressing anxiety.

The approach involves identification of anxiety as a key factor in leading change in health care, but one which is often ignored.

Anxiety is the elephant in the room vis-a-vis leading change in health care. To address the use of defensive routines, a range of activities can act as “containers” for anxiety and help with leading change.

To lead change in health care implies addressing the existence and importance of anxiety and the emotional labour which health-care professionals undertake.

The existence of anxiety and the profound impact it has on leading change in health care has typically been under-estimated or avoided. The paper aims to remedy this.