Digital technologies permeate and transform organisational practices. As a society, we need means to explore the uncharted terrain that lies ahead and the desirability and consequences of possible courses of action to move forward. We investigate a design approach, called ‘future probing’, to envision and critically analyse possible futures around digital technologies. We first reconstruct our journey and describe related insights on the process, content and context level. Reflecting on the journey, we then extract a key insight revolving around the challenge for participants to link back from exploring the future to their present practice. In a first attempt at theorizing these difficulties, we see future probing as a practice that opens up adaptive space (Uhl-Bien & Arena, 2017) in which people from different backgrounds engage in dialogue about possible futures of digital technologies. We found that adaptive processes, like semi structuring, temporary decentralisation, and collaboration (Uhl-Bien & Arena, 2018) were supported by the future probing practices and seemed to create space for employees to engage in exploration. There was still a lack of compelling acts of brokering and network cohesion (Uhl-Bien & Arena, 2018). This may indicate why linking back to daily practice is challenging. We assume that organising for adaptability requires a deliberate act of connecting far future explorations with present action, and propose that besides explorative skills, ‘adaptive anticipating’ action is needed to make the connection and that linking back through near future experiments might be a way to achieve this.
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By use of a literature review and an environmental scan four plausible future scenarios will be created, based on the research question: How could the future of backpack tourism look like in 2030, and how could tourism businesses anticipate on the changing demand. The scenarios, which allow one to ‘think out of the box’, will eventually be translated into recommendations towards the tourism sector and therefore can create a future proof company strategy.
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Methodological challenges are rarely discussed in depth among outdoor adventure tourism scholars. Despite the prevailing qualitative approaches in this field, and the recognition that the fleetingness of the human experience and the non-linearity and unpredictability of the more-than-human world have the power to influence the research process, the messy, negotiated and often contested researcher’s role has been less considered. In addressing this, the aim here is to critically discuss the methodological approach to explorations of the outdoor experiences through deconstructing the researcher’s role. Through renderings of the existentialist propositions of being in the world and a poststructuralist philosophy of fluidity and flux, the attention is granted to embodied experiences as a way of generating knowledges. Being situated in the research setting, space is created for interrogation of the processual dimensions of commodified outdoor journeys from an emic, researcher-as-tourist perspective. Research in the outdoor scenaria is by no means a linear process but rather a messy, complex and often ruptured journey, further complicated by the ethical concerns, struggles and idiosyncrasies of the researcher. I thus discuss the nuances and complexities of doing the embodied research and the haphazard ways of data collection. In shifting attention to more existential aspects of being in the outdoors through the process of post-experiential reflections, discomfort emerged as a critical quality of the outdoor experience. I thus illuminate the significance of embodied research and epiphenomenal discoveries in the production of new knowledges, to which greater attention, both in theoretical and methodological conversations, should be paid in the future.
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This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.
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The shortage for ICT personal in the EU is large and expected to increase. The aim of this research is to contribute to a better understanding of the roles and competences needed, so that education curricula can be better aligned to evolving market demand by answering the research question: Which competence gaps do we need to bridge in order to meet the future need for sufficiently qualified personnel in the EU Software sector? In this research, a mixed method approach was executed in twelve European countries, to map the current and future needs for competences in the EU. The analyses shows changes in demand regarding technical skills, e.g. low-code and a stronger focus on soft skills like communication and critical thinking. Besides this, the research showed educational institutes would do well to develop their curricula in a practical way by integration of real live cases and work together with organizations.
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This article explores the use of design thinking as a method to develop scenario for the future of hotels. Using a Dutch case study, this article shows how a new concept for hotels – the Lifestyle Hub – was created using design thinking as methodology. The Lifestyle Hub concept provides ingredients to hotel owners as well as public policymakers to help understand how future guests may expect to make use of individually tailored hospitable facilities in destinations around the world. Moreover, design thinking allows researchers and businesses to generate highly differentiated customer-centred, experience-based business concepts, thus adding to the toolkit of futures researchers. We conclude that design thinking provides new insights for hospitality and tourism and presents a valuable alternative to current future scenarios approaches.
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De dissertatie "Probing Futures, Acting Today" van Caroline Maessen onderzoekt hoe organisaties alternatieve toekomsten kunnen verbeelden om dagelijkse toekomstvormende praktijken te veranderen teneinde complexe maatschappelijke uitdagingen aan te pakken. Organisaties hebben de neiging door lineair denken hun verbeeldingsvermogen te beperken tot conventionele toekomsten, wat effectieve reacties op problemen zoals klimaatverandering en sociale ongelijkheid belemmert. Het gevolg is dat na de zoveelste heisessie voor visieontwikkeling, er nog steeds niets fundamenteel verandert. Hoe de toekomst zich ontvouwt, tegen de achtergrond van maatschappelijke complexe problemen, gaat vaak voorbij onze collectieve verbeeldingskracht. Organisaties hebben moeite om zich te verbinden met onconventionele toekomsten en acties in het heden daarop af te stemmen. Voor betekenisvolle verandering moeten organisaties navigeren tussen de aantrekkingskracht van inspirerende onconventionele toekomsten en de behoefte aan stabiliteit en controle. Maessen heeft in twee (semi) publieke organisaties onderzocht waarom dit zo lastig is en hoe organisaties daarin ondersteund kunnen worden.
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This paper describes explorations into related technology and research regarding the application of interactive video projection within physical education and the gym of the future. We discuss the application of exergaming in physical education, spatial augmented reality as a technology and participatory design with teachers and children as a design method to develop new concepts. Based on our initial findings we propose directions for further research. Further work includes developing new applications based on the wishes, needs and ideas of physical education teachers and children, incorporating opportunities provided by recent technological developments.
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"Purpose: This study aims to explore the perspectives of psychiatrists with lived experiences and what their considerations are upon integrating the personal into the professional realm. Design/methodology/approach: As part of a qualitative participatory research approach, participant observations during two years in peer supervision sessions (15 sessions with 8 psychiatrists with lived experiences), additional interviews as part of member feedback and a focus group were thematically analysed. Findings: Although the decision to become a psychiatrist was often related to personal experiences with mental distress and some feel the need to integrate the personal into the professional, the actual use of lived experiences appears still in its early stages of development. Findings reveal three main considerations related to the personal (3.1), professionality (3.2) and clinical relevance (3.3) comprising 11 facilitators and 9 barriers to harness lived experiences. Research limitations/implications: This study was conducted locally and there are no similar comparable studies known. It was small in its size due to its qualitative nature and with a homogeneous group and therefore may lack generalisability. Practical implications: Future directions to further overcome shame and stigma and discover the potential of lived experiences are directed to practice, education and research. Originality/value: Psychiatrists with lived experiences valued the integration of experiential knowledge into the professional realm, even though being still under development. The peer supervision setting in this study was experienced as a safe space to share personal experiences with vulnerability and suffering rather than a technical disclosure. It re-sensitised participants to their personal narratives, unleashing its demystifying, destigmatising and humanising potential."
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Using the past to orientate on the present and the future can be seen as one of history’s main contributions to educating future citizens of democratic societies. Because teachers often lack useful methods for pursuing this goal, this study explores three pedagogical approaches that may help them making connections between the past, the present and the future: working with longitudinal lines (LL), with enduring human issues (EHI) and with historical analogies (HA). The efficacy of these approaches was examined in three case studies conducted in two Dutch secondary schools with eighth- to tenth-grade students (N=135) and their teachers (N=4) as participants. Explorations took place within the boundaries of the existing history curriculum and in close collaboration with the teachers who participated because they felt a need to motivate their students by means of a pedagogy to make history more useful. Findings suggest that implementing the LL- and EHI-approaches in a traditional history curriculum with chronologically ordered topics is more complicated than implementing the HA-approach. The HA-approach appears to have more potential to encourage students to use historical knowledge in present-day contexts than the other two approaches. In terms of students’ appraisals of the relevance of history, the application of the EHI-approach showed positive effects.
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