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Written in dialogue form, the benefits and equality of Universal Design vs. Differentiated Design taking into account individual student needs will be explored while integrating literature, research, and both K-12 and higher education experiences. The danger of a singular lens is highlighted as well as the need for educators to be lifelong learners. Both Universal Design and differentiation theories will be tested against and/or aligned with disability studies, multicultural education, critical pedagogy, democratic education, LGBTQ voices, and educational leadership.

Chapter 2 explains and demonstrates a systematic and science-based approach to the design of instructional systems. These design characteristics are related to the attributes of an effective curriculum discussed in Chapter 1. The consequences of the lack of a conceptual framework and its effects upon learning are discussed.

This curriculum design process employs a systematic approach in which each component of the curriculum is designed to reflect the optimal model for configuring the engagement, experience, and environment for the intended learning. Multiple sciences, theories, and research findings are used to inform and order each component into an effective and efficient learning process. As these components communicate the content and articulate the structure of learning, this approach optimizes the ability of the curriculum to capitalize upon the known or suspected qualities of the human perceptual system.

In this system of curriculum design, both the content and structure of the curriculum emerge from the collective intelligence of the discipline. The curriculum designer translates that disciplinary content and structure into learning objects (content) or events (structure) that drives and constrains the learner’s ability to achieve the learning, as conceived by the discipline. In this model of curriculum design, three dimensions of curriculum design differentiate the contribution to the learning processes of the learner. The dynamic interaction of three instructional dimensions enables the learner to engagement, participate in the learning, and benefit from the characteristics of the learning environment.

These three dimensions function as design variables and differentiate each dimension of the curriculum by the characteristics of the intended learning, the processes of instruction, and the consideration of the predispositions of the learners. The theories most concerned with the psychophysics of learning are used to organize and articulate the learning engagement components (learning outcomes and objectives) of the curriculum. The instructional theories plan the strategies that will be used to deliver the intended learning as identified and organized in the learning objectives to engineer a compelling learning experience. The sociological theories structure the learning activities to produce an efficient, consonant, and synergistic learning environment. Together, the use of these theories as design templates constitutes an evidence-based approach to the systematic design of the curriculum. These theories are transformed into design templates.

The design of the learning environment is also configured to engineer the learning environment to accommodate the cultural dispositions programmed into all learners. Cultural factors supply powerful drivers and constraints for human behavior and can be differentiated in the learning environment to promote and enhance learning. Cultural behaviors and mores are developed over hundreds of years and refined to ensure the continuation of a society and its “way of life.” These cultural traditions have effectively promoted and enhanced social behavior by programming each with cognitive strategies to ensure their success as a member of their social group. Individuals are unlikely or unable to discard these traditions when they enter a learning environment.

The purpose of this paper is to explore differences in South African accounting students’ perceptions of professional skills developed in an undergraduate accounting program. South Africa has a history of socio-economic inequality and racial injustice, leading to factors outside the classroom impacting educational outcomes. In particular, South African classes are heterogeneous, reflecting a diversity of race and language groups and students from differing schooling backgrounds. These differences necessitate differentiated instruction.

To explore for differences in perceptions, data were collected via questionnaires and differences between demographic variables such as school, race and language were considered, while controlling for gender. A focus group was also hosted to further explore findings.

Students from better quality schools agreed less strongly than those from poorer quality schools that the education program developed their professional skills. Students from better quality schools may have developed some of the professional skills during their schooling, requiring less to be developed at university. African students, though, agreed less strongly than white students from similar quality schools that they had developed professional skills. A focus group suggested that African students place less emphasis on professional skills development than on technical skills, given their lack of exposure to professional skills through mentors (parents, teachers, etc.) who never developed professional skills during their own compromised education under Apartheid.

Understanding the differences in the perceptions of professional skill development in a heterogeneous classroom can assist instructors in adopting differentiated instruction approaches to enable all students to develop professional skills. It could also assist future employers of these graduates to differentiate their development strategies during workplace training.

This paper aims to examine how visual and haptic package design characteristics singularly and jointly affect consumers' brand impressions.

Integrating and extending design perception with congruence and fluency theories, the paper presents three research propositions that are tested in three studies. Bottled water serves as an example category with data provided by professionals and consumers.

Study 1 identifies key types of holistic bimodal designs (Modern, Big Grip, Prototypical‐Small, Boxy Billboards, and Prototypical‐Large) based on brand visual and haptic factors. Study 2 relates these types to unique single‐modal brand impressions. Study 3 determines how consumers evaluate brands depending on the semantic congruence between haptics and visuals. Except for the excitement dimension, brand evaluations are more positive under conditions of high rather than low congruence.

The findings are obtained for a single category (bottled water) using experiments designed to highlight and focus consumer attention on the formation of impressions. The findings may thus not fully reflect consumer responses in actual retail purchase situations.

The paper provides preliminary guidelines on how to utilize visual and haptic cues in the design of brand packages for stimulating desired consumer responses.

The work presented in this paper contributes to the literature on design‐based brand inferences and semantic congruence by integrating the visual with the haptic perspectives.

The Mexican economy is characterized by an extensive business fabric and entrepreneurial culture, which contributes to economic development, the social economy, and the proliferation of entrepreneurship. The effects are reflected in the quality of life, in the growth of employment, in the knowledge spillovers, and in the socioeconomic factors. This chapter offers a contextual review of enterprise creation in Mexico and its relationship on development and entrepreneurship. Following the Economic Censuses and National Survey on Productivity and Competitiveness of Micro, Small and Medium Enterprises (ENAPROCE in Spanish), the profile of entrepreneurs in the period 2009–2014 is analyzed. A conceptual contribution is made from the antecedents of the entrepreneurship to evaluate the success factors and determinants that influence the entrepreneurship in the context of Mexico. Within the findings, regions with entrepreneurial culture are precursors of a competitive process and impulse in employment; at the same time, regions with a low level of GDP per capita and low level of development register high rates of new enterprises, most classified as subsistence enterprises.

The purpose of this study is to investigate what people with different demographic characteristics such as age and gender expect from hotel room design and examine how design preferences affect purchase intent and desire to stay and word-of-mouth behavior.

The study was based on a quasi-experimental design conducted on 762 participants. The manipulations of room color and design style were prepared using the 3D modeling software, while age and gender were self-reported variables.

The results indicated that age and gender moderate the relationship between hotel guest satisfaction and room design style. Younger guests prefer contemporary design style, while older guests show equal satisfaction with traditional and contemporary styles. Male guests prefer rooms decorated in masculine colors, while women are equally satisfied with masculine or feminine color schemes.

This study was conducted as a hypothetical, computer-aided experimental scenario. A field experiment captured guests’ satisfaction with an experimental hotel room. A substantive cause–effect relationship between hotel room visual servicescape stimuli and satisfaction was established.

Identifying design style and color preferences of a hotel target market is paramount for investment payoff and further supports the customization of hotel services.

This is the first experimental study to manipulate color scheme and type of design in a hotel room and capture their effects on satisfaction and behavior of guests with different demographic characteristics.

The phenomenon of wicked problems is inextricably associated with a design process, especially participatory design. The management of wicked problems in participatory design, however, remains largely unexplored. The purpose of this paper is to explore the use of the choosing by advantages (CBA) decision system to manage wicked problems in participatory design.

Two case studies, involving the application of CBA to make typical participatory design decisions, are evaluated to establish how responsively the CBA decision system operates in the midst of wicked problems in participatory design.

Findings point to the exploitability of some elements and attributes of the CBA process to manage wicked problems in participatory design, to some extent. The observed collaborative attributes of CBA is particularly helpful and play a key role in mitigating the adverse effects of wicked problems on collaboration in this regard.

The recommendation of the paper is the incorporation of CBA in the development of stakeholder involvement frameworks for a design process.

This paper contributes to knowledge on relying on elements and the attributes of a decision-making system, such as CBA, to manage stakeholder involvement in the design process, particularly focussing on wicked problems. The CBA decision system still remains emergent regarding its application and research in the AEC industry.

The paper aims to examine whether (1) deviation of design (i.e. objective design newness) is distinct to consumers' perception of design newness (i.e. subjective design newness) and (2) subjective design newness rather than objective design newness evokes the emotion of interest and enhances product evaluation.

In total five sets of quasi-experiments were conducted on the natural manipulations of design newness. Specifically, the first four studies examine consumers' perception of design newness, feeling-of-interest and product evaluation toward old and new Apple's iOS (i.e., iPhone OS) icons when a new Apple's iOS is released. The fifth study generalized the findings to the new design of XiaoMi MiPhone.

Across five quasi-experimental studies, the authors found that (1) consumers do not necessarily perceive an objectively new design to be subjectively new; (2) subjective design newness, but not objective design newness, evokes interest and (3) interest, in turn, enhances product evaluation and behavioral intention toward an innovation.

The current finding extended the current literature on design newness by demonstrating that subjective (vs objective) design newness provides a more holistic account of consumers' interest and positive product evaluation toward the innovations.

The research showed that simply updating or altering the design of a product does not evoke consumers' perception of design newness and positive product evaluation. Instead, designer and managers must explore ways to evoke consumers' perception of novelty, complexity, unfamiliarity, atypicality and difference. Furthermore, the current finding demonstrated that subjective design newness can be used to evoke consumer interest and, therefore, result in positive purchase evaluation.

The current research is the first to examine (1) the difference between objective and subjective design newness, (2) the emotional response toward design newness and (3) the emotion of interest as a mediator that explain the strong relationship between design newness and positive product evaluation.

The systems approach is an exemplar of design science research (DSR), whereby specific designs yield generic knowledge. DSR is increasingly being adopted in logistics and operations management research, but many point to neglect of the human aspects of solutions developed. The authors argue that it is possible to look back at the history of the systems movement to seek precedent for ‘dealing’ with the social components, providing a methodologically pluralistic ‘research design’ framework. Thereby, systems approaches are foundational to providing a design-based ‘science’ to progressing the logistics and supply chain management field, dealing with contemporary topics such as resilience.

The authors undertake a discursive assessment of relevant streams of engineering, social science and systems research, with a conceptual development of how the latter influences supply chain design approaches.

Building on a phenomenological framework, the authors create a generic design science research design (DSRD) that enables researchers to choose and integrate the right tools and methods to address simple, complicated and complex problems, dealing with technological, process and social problems.

The DSRD provides a framework by which to exploit a range of methodological stances to problem solving, including quantitative modelling perspectives and ‘soft’ systems social science approaches. Four substantive gaps are identified for future research – establishing the root cause domain of the problem, how to deal with the hierarchy of systems within systems, establishing appropriate criteria for the solution design and how best to deal with chaotic and disordered systems.

The authors argue that the systems approaches offer methodological pluralism by which a generic DSRD may be applied to enhance supply chain design. The authors show the relevance of the DSRD to supply chain design problems including in reducing supply chain dynamics and enhance resilience. In doing so, the study points towards an integrated perspective and future research agenda for designing resilient supply chains.