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Teaching students of architecture an open building way of designing in a studio setting can be fruitful. To be even more fruitful, however, “warming - up” exercises are useful, but take time to do properly and are not an easy fit in the studio setting. This paper offers some examples of both open building studio projects and “warming-up” exercises given in the studio setting. It also offers comments on lessons learned over the years in teaching in such a way in architectural studios and argues for the development of courses specifically focused on “warming-up” design exercises, not only in support of open building but more generally. These may be most helpful if offered outside but supportive of the design studio. But such opportunities are rare, because “design skill” courses do not exist in architectural curricula.

Morphological analysis presents a structured framework designed to stimulate new ideas and generate a more “creative” working environment. It is a more reliable method than brainstorming but needs an able leader to manage what can become a complex way to generate new directions of thought.

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator's LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

Little is known about the health, well‐being and social interaction benefits of physical activity in adults with a learning disability. This is probably due to the methodological barriers to research and the problem of gaining informed consent from the participants. This paper describes a feasibility study, where six adults with learning disabilities regularly attended a weight management and fitness session. An observation methodology was tested to see if it was possible to gather quantitative evidence on well‐being and social interaction during participation in the sessions. Issues about veridicality, consent, validity and controls are discussed.

This case study examined the effects of an enriched environmental language‐accessing programme on an individual with a severe traumatic brain injury (TBI). Using a holistic programme ‐ which involved greetings, singing songs, drawing, painting, word focus, poetry, story retelling, pictorial cards and farewells ‐ the rehabilitation set out to improve the participant's ability to access dormant language. The researcher chose familiar songs, stories and subject areas of interest to the participant.The language programme's daily half‐hour sessions were held for four weeks at a time, with a different theme for each week. Activities were chosen to link into the week's theme. After a two‐week break, the language programme was repeated for consolidation.Data was documented using video, transcription and word‐list collation. These word lists showed which language was accessed without help, with initial prompts and through repetition. Data was analysed by comparing sessions at time one and time two, using the McNemar test for significance of changes for repeated measures. For various sessions the findings showed significant improvements in language production from time one to time two. Compared to the participant's limited language production outside of the programme, the results showed how the participant's speech increased as a result of the rehabilitation.The implications of this case study suggest that a holistic language rehabilitation programme involving an empathetic interlocutor who encourages communication through music, story, familiar topics and art is beneficial to a participant with a severe TBI. Further research repeating the language programme with similar participants would help to generalise these findings.