In this paper we explore the influence of the physical and social environment (the design space) son the formation of shared understanding in multidisciplinary design teams. We concentrate on the creative design meeting as a microenvironment for studying processes of design communication. Our applied research context entails the design of mixed physical–digital interactive systems supporting design meetings. Informed by theories of embodiment that have recently gained interest in cognitive science, we focus on the role of interactive “traces,” representational artifacts both created and used by participants as scaffolds for creating shared understanding. Our research through design approach resulted in two prototypes that form two concrete proposals of how the environment may scaffold shared understanding in design meetings. In several user studies we observed users working with our systems in natural contexts. Our analysis reveals how an ensemble of ongoing social as well as physical interactions, scaffolded by the interactive environment, grounds the formation of shared understanding in teams. We discuss implications for designing collaborative tools and for design communication theory in general.
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Purpose: Using the global financial crisis as a critical event and based on institutional theory and stakeholder theory, this paper aims to explore the relationship between corporate governance and corporate social responsibility (CSR). The question is how stakeholders can influence corporate responses to societal change by using their position in the governance structure. Design/methodology/approach: The analysis is based on a historical analysis of data collected mainly between 2002 and 2004. The historical perspective enables an understanding of the response of the company to environmental changes. Findings: The approach enables researchers to relate the normative component of CSR to specific governance mechanisms. These governance mechanisms are specified in direct and indirect influence pathways. Historical data shed light on how, in the upbeat of the crisis, stakeholders have influenced the principles and policies of the ING Group, a Dutch financial company. Research limitations/implications: The paper suggests that stakeholders influence principles – normative assumptions that guide corporate decisions – mainly in dialogue-based meetings (direct influence pathways). Companies are made accountable in indirect influence pathways such as regulations. The author also demonstrates that a historical approach enables an understanding of long-term historical developments and the linking of corporate policies to the normative assumptions of stakeholders. Practical implications: If stakeholders wish to assess the social responsibility of a company, then they should assess the governance structure in relation to the principles and policies. The power structure within a company and that within the institutional framework in which the company operates (the governance system) strongly influences how a company executes its social responsibilities. Social implications: The paper demonstrates how stakeholders can use the governance structure to influence a bank. If society – or a specific group in society – wants banks to play a different role, this paper points to what could be the levers of change in the governance system and the governance structure. Originality/value: Insights into the complex relationship between corporate governance and the processes in which the social responsibilities of a company are developed.
Corporate Social Responsibility affects Corporate Governance as it stretches the accountability of companies beyond its traditional boundaries. This however may conflict with the corporate objective of maximizing stockholder wealth. The paper provides an overview of various academic theories and corporate attitudes on this issue and discusses the merits and disadvantages of the two main governance modes: the stockholder mode and the stakeholder mode.
In the last decade, the automotive industry has seen significant advancements in technology (Advanced Driver Assistance Systems (ADAS) and autonomous vehicles) that presents the opportunity to improve traffic safety, efficiency, and comfort. However, the lack of drivers’ knowledge (such as risks, benefits, capabilities, limitations, and components) and confusion (i.e., multiple systems that have similar but not identical functions with different names) concerning the vehicle technology still prevails and thus, limiting the safety potential. The usual sources (such as the owner’s manual, instructions from a sales representative, online forums, and post-purchase training) do not provide adequate and sustainable knowledge to drivers concerning ADAS. Additionally, existing driving training and examinations focus mainly on unassisted driving and are practically unchanged for 30 years. Therefore, where and how drivers should obtain the necessary skills and knowledge for safely and effectively using ADAS? The proposed KIEM project AMIGO aims to create a training framework for learner drivers by combining classroom, online/virtual, and on-the-road training modules for imparting adequate knowledge and skills (such as risk assessment, handling in safety-critical and take-over transitions, and self-evaluation). AMIGO will also develop an assessment procedure to evaluate the impact of ADAS training on drivers’ skills and knowledge by defining key performance indicators (KPIs) using in-vehicle data, eye-tracking data, and subjective measures. For practical reasons, AMIGO will focus on either lane-keeping assistance (LKA) or adaptive cruise control (ACC) for framework development and testing, depending on the system availability. The insights obtained from this project will serve as a foundation for a subsequent research project, which will expand the AMIGO framework to other ADAS systems (e.g., mandatory ADAS systems in new cars from 2020 onwards) and specific driver target groups, such as the elderly and novice.
Many companies struggle with their workplace strategy and corporate real-estate strategy, especially when they have a high percentage of knowledge workers. How to balance employee satisfaction and productivity with the cost of offices.This project focused on developing methods and tools to design customer journeys and predict the impact of investments and changes on user satisfaction with the work environment. The tools, including a game and simulation tool, allowed to focus on the needs of particular subgroups of employees while at the same time keeping an overview on the satisfaction and perceived productivity of all employees and guests. We applied Quality Function Deployment techniques to understand how needs of different types of users of (activity-based) office environments can catered for in smart customer-centric office design.
Advances in technology are opening up new learning opportunities, consequently having an impact on conventional teaching and learning concepts. The roles of teachers, students and universities are also being transformed worldwide. The Academy for Leisure & Events of BUas has always been part of the above quest.Therefore, it is crucial that teaching methods and learning experiences in higher education are dynamic and continuously incorporate innovative approaches as well as integrate new technologies. After all, it is essential to be prepared for the way students learn nowadays and for the future demand coming.It is now more important than ever, especially considering the challenging coronavirus times we are in, for Breda University of Applied Sciences – as a partner of this project – to actively contribute to strengthening staff capacities in innovative teaching and learning methods and digital skills. For instance by offering training courses in a blended model, combining face-to-face teacher training with MOOCs and e-learning.As designing meaningful experiences has always been at the heart of the mission and work ofthe Academy for Leisure & Events, this project builds upon further extension of networks in teaching and learning innovation in national and international higher education contexts.Partners:FH Joanneum University of Applied Sciences, Universidad Carlos III de Madrid, Universidad de Lima, Universidad Catolica San Pablo, Universidad de Piura, Universidad Austral de Chile, Universidad de Santiago de Chile, Universidad Vina del Mar
