With growing complexity in society, designers are entering the fields of organizational studies and social change with high levels of responsibility and, sometimes, little background knowledge of theories and recent evolution. Specifically in the fields of strategy, change, and transformation, the turn toward complexity science is gaining acceptance in both academia and practice. This article presents Imagineering as a complexity-inspired design approach to effectuate transformational objectives. It illustrates the method with an application on the city of Antwerp. The author concludes by reflecting on the implications and perspectives of the method for transformational design and for design thinking in management.
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Engineering students have to learn to create robust solutions in professional contexts where new technologies emerge constantly and sometimes disrupt entire industries. The question rises if universities design curricula that enable engineering students to acquire these cognitive skills. The Cynefin Framework (Kurtz & Snowden, 2003; Snowden & Boone, 2007) can be used to typify four complexity contexts a system or organisation can be found in: chaos, complex, complicated and obvious.The Cynefin framework made it possible to create the research question for a case-study: To what extend does the Business Engineering curriculum enable bachelors to find business solutions in the complexity contexts of the Cynefin framework? The results show that 80% of the methods are suitable for complicated contexts and no distinction is made between contexts. This means students are taught to approach most contexts in the same way and are not made aware of differences between the contexts. Making sense of the methods in the curriculum with the Cynefin framework was insightful and suggestions for improvement and further research could be substantiated
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The aim of this paper is to examine valuer judgement behaviour, by exploring the manifestation of task complexity in Dutch commercial valuation practice. For this purpose, we adopted a grounded theory approach and undertook 18 in-depth interviews with senior valuation professionals across the Netherlands. Our findings indicate a strong presence of situational task complexity in commercial valuation practice, as professionals operating in large valuation teams perceive different elements of task complexity throughout commercial valuation practice in comparison to peers working in small valuation teams or self-employed valuers. Further, coping strategies used to deal with task complexity vary substantially by type of valuer as well. From our data, we deducted three types of task environment constructs in which valuers operate, which basically represent the various levels of professional standards required by clients as well as organisational settings composed to meet client standards. As such, we found that task environment settings strongly coincide with perceptions of task complexity. The presence of situational task complexity in commercial real estate valuation practice points to the need for customisation of professional valuer’s development programs to facilitate valuers to deal with task complexity in different stages of valuation practice and hence contribute to advancing valuer judgement skills.
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To adequately deal with the challenges faced within residential care for older people, such as the increasing complexity of care and a call for more person-centred practices, it is important that health care providers learn from their work. This study investigates both the nature of learning, among staff and students working within care for older people, and how workplace learning can be promoted and researched. During a longitudinal study within a nursing home, participatory and democratic research methods were used to collaborate with stakeholders to improve the quality of care and to promote learning in the workplace. The rich descriptions of these processes show that workplace learning is a complex phenomenon. It arises continuously in reciprocal relationship with all those present through which both individuals and environment change and co-evolve enabling enlargement of the space for possible action. This complexity perspective on learning refines and expands conventional beliefs about workplace learning and has implications for advancing and researching learning. It explains that research on workplace learning is itself a form of learning that is aimed at promoting and accelerating learning. Such research requires dialogic and creative methods. This study illustrates that workplace learning has the potential to develop new shared values and ways of working, but that such processes and outcomes are difficult to control. It offers inspiration for educators, supervisors, managers and researchers as to promoting conditions that embrace complexity and provides insight into the role and position of self in such processes.
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In Cok Bakker & Nicolina Montesano Montessori (Eds.). Complexity in Education: From Horror to Passion. Rotterdam/Boston/Taipei: SensePublishers.
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The challenges we collectively face, such as climate change, are characterized by more complexity, interdependence, and dynamism than is common for educational practice. This presents a challenge for (university) education. These transition challenges are often described as wicked or VUCA (Volatile, Uncertain, Complex, and Ambiguous) problems. In response, educational innovations that are inspired by ecology such as living labs are starting to emerge, but little is known about how learners engage within and with these more ecological forms of education. This work is an exploratory study into how learners navigate VUCA learning environments linked to tackling sustainability transition challenges, with a focus on the positive qualities of these experiences. This is done through interpretative phenomenological analysis (IPA) of seven students (using semi-structured interviews) of the MSC Metropolitan Analysis, Design and Engineering program, a joint degree from Wageningen University and Delft University of Technology in the Netherlands. The main findings, which are both psychological and educational, of this exploration include openness to new experiences (1), flexibility (2), a process appreciation of learning (3), a desire to create a positive impact on one’s direct biophysical environment (4) and society (5). In addition, we discuss the potential limitations of the malleability of these different qualities and propose future avenues for research into ecological learning for universities. This work closes by highlighting recommendations for educators to consider when designing or engaging in ecological forms of higher education that connect students to sustainability transitions.
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In spite of renewed attention for practices in tourism studies, the analysis of practices is often isolated from theories of practice. This theoretical paper identifies the main strands of practice theory and their relevance and application to tourism research, and develops a new approach to applying practice theory in the study of tourism participation. We propose a conceptual model of tourism practices based on the work of Collins (2004), which emphasises the role of rituals in generating emotional responses. This integrated approach can focus on individuals interacting in groups, as well as explaining why people join and leave specific practices. Charting the shifting of individuals between practices could help to illuminate the dynamics and complexity of tourism systems.
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This volume, the result of four years of work performed by the combined research groups of Utrecht University (Faculty of Humanities) and the HU Utrecht University of Applied Sciences (Faculty of Education), focuses on the central theme of 'Normative Professionalization'. Drawing on a wide variety of scholars including Hannah Arendt, Gert Biesta, Harry Kunneman, Donald SchOn and Chris Argyris, and engaging with professionalism, ethics, virtue and morality, this book builds the argument that learning to deal with complexity supports not only education but the personal development of teachers and the improvement of society and democracy as well. This volume presents research on a broad range of topics such as worldview education, co-teaching, moral authorship, traditional-reform perspectives on education, the discourse on citizenship, teacher education, and the question how to link religion and education. The research chapters explain the theoretical lenses and methodological approaches which have been employed to get a grip on complexity.
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From the article: "Axiomatic Design and Complexity Theory as described by Suh focus heavily on the coupling often found in functional requirements. This is so fundamental to the analysis of the design that it is the core of the Axiom of Independence which examines the coupling between functional requirements due to chosen design parameters. That said, the mapping between customer needs and functional requirements is often overlooked. In this paper we consider coupling, found due to this mapping, as a possible source of complexity in terms of a user interface to a designed product. We also re-examine the methodology of how customer needs are generated and translated into the other domains to understand how they can give further insight into the customer mindset. Based on this analysis, we believe customer domain complexity should always be examined in design that includes end-user interaction."
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For successful project management, it is essential to adopt a suitable project management approach. This approach must be based on a thorough understanding of the project characteristics in its context. In this paper we present a diagnostic model that aims to advance this understanding. We distinguish three project aspects, namely the project content, the internal context and the external context. Each of these aspects is assessed from two dimensions, namely the degree of complexity and the degree of predictability. Based on these dimensions, four project profiles can be derived: 1) design projects, 2) negotiation and expertise projects, 3) development projects and 4) negotiation, expertise and development projects. This diagnostic model aims to enhance a dialogue among key players about the approach to be followed with regard to the content and context of the project during the planning, execution and evaluation of major projects. The model can also be used as a lens to identify project risks and to propose mitigating actions.
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