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This chapter contextualizes futuristic learning in a distance education (DE) context for empowering and transforming students. Futuristic learning involves a continuous progress to higher levels of critical and creative thinking in a collaborative environment of academic freedom. Futuristic learning encourages classroom engagement and learning to students to use modern and advanced approaches of teaching and learning. The skills acquired should facilitate students’ intellectual, social, and emotional development. Futuristic pedagogy advocates the acquisition of systematized knowledge and skills and encourages the idea of engaging analytical and practical skills during learning. The chapter describes a practice that provides educational opportunities to a large section of students who study alone most of the time but get the opportunity of learning at organized tutorial sessions. This teaching approach may be the most viable option to mobilize futuristic learning in South Africa. A descriptive research methodology employed literature analysis of documents using data extracted from secondary sources of information, which entailed peer reviewed journal articles and books published between 2000 and 2018. A key finding is that the traditional form of education should pave way for futuristic pedagogy to allow schools to respond to the learning needs of students. The significance of the study is that it will offer opportunities for the change in learning approach to organize how student engagement will be carried out in the future. Informed by this finding futuristic learning should be committed to the provision of quality education to all DE students.

The purpose of this paper is to increase understanding of how sensemaking occurs as a holistic, processual phenomenon during an organisational change.

A longitudinal, qualitative case study was conducted by analysing video-recorded meetings among the staff of two recently merged surgical departments in a university hospital. Sensemaking was approached through the lens of socio-material practices.

The analysis revealed that material-discursive practices produce sensemaking in various ways, creating a holistic process and a dynamic agency. Four sensemaking practices were identified through which personnel made sense of the development of ward inpatient rounding: facilitated meetings, a status board, video analysis and humour.

This paper identifies diverse sensemaking practices, each of which increases understanding of sensemaking as a holistic, processual phenomenon that emerges through socio-material practices. The paper also enhances practical understanding of how sense is made of a working practice, as well as how a working practice is developed and improved during an organisational change.

Provides a critique of the conventional approach to property management, highlighting the inadequacies of this approach in accommodating the needs of modern property owners and users. Explains inadequacies in relation to the management of property portfolios where high performance is demanded and greater reliance on professional judgement is required.

This paper aims to describe a recently proposed algorithm in terrain‐based cooperative UAV mapping of the unknown complex obstacle in a stationary environment where the complex obstacles are represented as curved in nature. It also aims to use an extended Kalman filter (EKF) to estimate the fused position of the UAVs and to apply the 2‐D splinegon technique to build the map of the complex shaped obstacles. The path of the UAVs are dictated by the Dubins path planning algorithm. The focus is to achieve a guaranteed performance of sensor based mapping of the uncertain environments using multiple UAVs.

An extended Kalman filter is used to estimate the position of the UAVs, and the 2‐D splinegon technique is used to build the map of the complex obstacle where the path of the UAVs are dictated by the Dubins path planning algorithm.

The guaranteed performance is quantified by explicit bounds of the position estimate of the multiple UAVs for mapping of the complex obstacles using 2‐D splinegon technique. This is a newly proposed algorithm, the most efficient and a robust way in terrain based mapping of the complex obstacles. The proposed method can provide mathematically provable and performance guarantees that are achievable in practice.

The paper describes the main contribution in mapping the complex shaped curvilinear objects using the 2‐D splinegon technique. This is a new approach where the fused EKF estimated positions are used with the limited number of sensors' measurements in building the map of the complex obstacles.

The purpose of this paper is concerned with developing two integrable Korteweg de-Vries (KdV) equations of third- and fifth-orders; each possesses time-dependent coefficients. The study shows that multiple soliton solutions exist and multiple complex soliton solutions exist for these two equations.

The integrability of each of the developed models has been confirmed by using the Painlev´e analysis. The author uses the complex forms of the simplified Hirota’s method to obtain two fundamentally different sets of solutions, multiple real and multiple complex soliton solutions for each model.

The time-dependent KdV equations feature interesting results in propagation of waves and fluid flow.

The paper presents a new efficient algorithm for constructing time-dependent integrable equations.

The author develops two time-dependent integrable KdV equations of third- and fifth-order. These models represent more specific data than the constant equations. The author showed that integrable equation gives real and complex soliton solutions.

The work presents useful findings in the propagation of waves.

The paper presents a new efficient algorithm for constructing time-dependent integrable equations.

This chapter presents five differentiated models of curriculum, each designed with templates created from learning theories. The discipline of distributed leadership is chosen to develop a cognition-based curriculum, a behavior-based curriculum, a performance-based curriculum, a values-based curriculum, and collectively arranged into a competency-based curriculum. The research literature frames the attributes of a competency-based curriculum on psychological competence.

In this chapter, curricula are developed to demonstrate the process of adapting theories of learning, instruction, and environment into design templates with which to differentiate the dimensions and components of a curriculum. In these curricula, multiple conceptual frameworks are employed to translate the content and structure of the discipline into instructional objectives, instructional engagement, instructional experience, and instructional environment to align the instructional processes with the intended learning. For these demonstrations, the discipline of organizational leadership is chosen due to the multidimensional structure of this discipline and the opportunities it presents to differentiate the curriculum and learning. Each component of the curriculum adapts an appropriate framework to align and interconnect the instructional processes into an optimized learning experience. The result is curricula that have a coherent flow horizontally across the components for each outcome as well as interconnectedness vertically between the outcomes. This approach creates coherence, alignment, and interconnectedness to the curricula and order to the learning process for the learners.

This methodology is applied to design the curriculum for five instructional modules. Module 1 focuses on dualistic thinking developed through a cognition-based curriculum. Module 2 presents a multiplistic learning experience through a behavior-based curriculum. Module 3 presents relativistic learning through a performance-based curriculum. Module 4 delivers complex learning through a values-based curriculum. Module 5 compiles these four modules into a competency-based curriculum model.

Each of these modules employs a unique set of theories to configure the components of the curricula to reflect the structure of each discipline. The use of each theory is explained and demonstrated in the design process.

This chapter elaborates on the usefulness of embracing complexity theory, modeling outcomes rather than directionality, and modeling complex rather than simple outcomes in strategic management. Complexity theory includes the tenet that most antecedent conditions are neither sufficient nor necessary for the occurrence of a specific outcome. Identifying a firm by individual antecedents (i.e., noninnovative vs. highly innovative, small vs. large size in sales or number of employees, or serving local vs. international markets) provides shallow information in modeling specific outcomes (e.g., high sales growth or high profitability) – even if directional analyses (e.g., regression analysis, including structural equation modeling) indicate that the independent (main) effects of the individual antecedents relate to outcomes directionally – because firm (case) anomalies almost always occur to main effects. Examples: a number of highly innovative firms have low sales while others have high sales and a number of noninnovative firms have low sales while others have high sales. Breaking-away from the current dominant logic of directionality testing – null hypothesis significance testing (NHST) – to embrace somewhat precise outcome testing (SPOT) is necessary for extracting highly useful information about the causes of anomalies – associations opposite to expected and “statistically significant” main effects. The study of anomalies extends to identifying the occurrences of four-corner strategy outcomes: firms doing well in favorable circumstances, firms doing badly in favorable circumstances, firms doing well in unfavorable circumstances, and firms doing badly in unfavorable circumstances. Models of four-corner strategy outcomes advance strategic management beyond the current dominant logic of directional modeling of single outcomes.

This study applies asymmetric rather than conventional symmetric analysis to advance theory in occupational psychology. The study applies systematic case-based analyses to model complex relations among conditions (i.e., configurations of high and low scores for variables) in terms of set memberships of managers. The study uses Boolean algebra to identify configurations (i.e., recipes) reflecting complex conditions sufficient for the occurrence of outcomes of interest (e.g., high versus low financial job stress, job strain, and job satisfaction). The study applies complexity theory tenets to offer a nuanced perspective concerning the occurrence of contrarian cases – for example, in identifying different cases (e.g., managers) with high membership scores in a variable (e.g., core self-evaluation) who have low job satisfaction scores and when different cases with low membership scores in the same variable have high job satisfaction. In a large-scale empirical study of managers (n = 928) in four (contextual) segments of the farm industry in New Zealand, this study tests the fit and predictive validities of set membership configurations for simple and complex antecedent conditions that indicate high/low core self-evaluations, job stress, and high/low job satisfaction. The findings support the conclusion that complexity theory in combination with configural analysis offers useful insights for explaining nuances in the causes and outcomes to high stress as well as low stress among farm managers. Some findings support and some are contrary to symmetric relationship findings (i.e., highly significant correlations that support main effect hypotheses).