In the Flourishing step we look at how everything one dreamt of that came true in the Enabling step can create possibilities for new dreams to emerge. We look at how dreams inspire new visions of the future and how they lead towards hitherto unseen and unimagined new horizons. The Flourishing step is about setting the conditions that allow for continuous learning and endless experimentation. Imagineers provide the tools for every actor in the system to step forward and play with the idea of sustaining the future. This chapter will show the power of “healthy turbulence” and how it can lead to creation, reframing, development, transformation and innovation. You will also dive into a new vocabulary for designing futures and generating sustainability. You will learn to question the universal truths behind leadership, behavior, management and stakeholder interaction. You will see how Learning Launches can used to encourage open learning where every possible actor is invited and can participate. This chapter completes the A–B–C–D–E–F Imagineering design process but it is really only the beginning. If you have come this far with us, then you have begun to “unleash the unstoppable engine of making dreams come true”. You have re-opened a dialogue of never-ending curiosity and the desire to discover. You have learnt to design for continuous sustainable and meaningful innovation.
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We share insights from our practice-based experimentation with ‘feral’ ways of sensemaking in the context of creative transformational practices. Drawing on three art and design research projects, we discuss how feral ways–open-ended, spontaneous, welcoming indeterminacy – may foster more-than-human co-creation of knowledge and data, and nurture shifts from anthropocentric ‘making sense of’ to relational ‘making sense-with’ other-than-human creatures. Through our cases, we illustrate how experimenting with feralness can foreground issues of power, agency, and control in the currently human-centric discourses around data, technology, and sensemaking in eco-social transformation. Our insights may nurture critical more-than-human perspectives in creative eco-social inquiries.
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Innovation in the 21st century has been moving continuously away from the model embraced in the last century, which was characterized as a profit-oriented and silo-targeted one. Currently, the logic is being driven towards “the social” sense and value of the transformation within the reality of complexity and the continuous necessity of designing and re-designing concepts towards sustainability of a different level. The underlying motive of innovation has been for long perceived as generating predominantly economic value. However, co-designing the society in the future is now being transformed into tackling social challenges in a multi-layered complexity scenario. Thus, there has been identified a need to find complementary ways to nurture innovation, generating social and public value based on interdependence and the emergence of interrelated and constantly networking actors.
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As the Dutch population is aging, the field of music-in-healthcare keeps expanding. Healthcare, institutionally and at home, is multiprofessional and demands interprofessional collaboration. Musicians are sought-after collaborators in social and healthcare fields, yet lesser-known agents of this multiprofessional group. Although live music supports social-emotional wellbeing and vitality, and nurtures compassionate care delivery, interprofessional collaboration between musicians, social work, and healthcare professionals remains marginal. This limits optimising and integrating music-making in the care. A significant part of this problem is a lack of collaborative transdisciplinary education for music, social, and healthcare students that deep-dives into the development of interprofessional skills. To meet the growing demand for musical collaborations by particularly elderly care organisations, and to innovate musical contributions to the quality of social and healthcare in Northern Netherlands, a transdisciplinary education for music, physiotherapy, and social work studies is needed. This project aims to equip multiprofessional student groups of Hanze with interprofessional skills through co-creative transdisciplinary learning aimed at innovating and improving musical collaborative approaches for working with vulnerable, often older people. The education builds upon experiential learning in Learning LABs, and collaborative project work in real-life care settings, supported by transdisciplinary community forming.The expected outcomes include a new concept of a transdisciplinary education for HBO-curricula, concrete building blocks for a transdisciplinary arts-in-health minor study, innovative student-led approaches for supporting the care and wellbeing of (older) vulnerable people, enhanced integration of musicians in interprofessional care teams, and new interprofessional structures for educational collaboration between music, social work and healthcare faculties.
This project intends to is to enable actors in the public sector to think and act entrepreneurially in response to multiple social and economic changes in society. This project intends to nurture new generation of Public Entrepreneurs (civil servants and those in government agencies) all over Europe in regions engaging in public innovation strategies or a growing body of Public Entrepreneurship projects successfully implemented. The project will have a Public Entrepreneurship Digital Programme based on micro-learning and challenge-based learning tackling complex tasks and developing entrepreneurial skills. The second output is a Public:Start digital tool to support processing and implementing innovative solutions to complex problems that offers transparency, guidance and progress status reports that is both a learning and management support tool.
