No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Theory U: Leading from the Future as It Emerges: The Social Technology of Presencing
... 74) ukazuje na to kako "postajemo zatrpani kompleksnošću", te zaključuje kako je "sistemsko razmišljanje potrebnije nego ikad". Scharmer (2007Scharmer ( , 2016 ukazuje na postojanje tri vrste kompleksnosti (v. Sliku 3.). ...
... Izvor: Scharmer (2007Scharmer ( , 2016 Dinamička kompleksnost znači da postoji sistemska distanca ili kašnjenje između uzroka i posljedica u prostoru ili vremenu. Rast dinamičke kompleksnosti, rezultira porastom međuovisnost među komponentama sistema. ...
... (2004Senge i sur. ( , 2007, Scharmer (2007Scharmer ( , 2016, Scharmer i Kaufer (2013, Scharmer (2018). ...
Klimatske promjene predstavljaju jedan od najvećih izazova čovječanstva.Teza istraživanja je da ključni razlozi neuspjeha dosadašnjih napora naublažavanja klimatskih promjena leže u jazu između stvarne prirode togizazova te razine znanstvenog razvoja i na njemu temeljenih rješenja.Na osnovi analize literature izvršen je odabir četiri alata koji su zatimkorišteni za analizu dvije studije slučaja. Analiza studija slučaja o tridesetljeća ublažavanja klimatskih promjena pokazala je kako je ostalau okvirima stare znanstvene paradigme. Analiza studija slučaja oizvještaju Rimskog kluba „Earth for all“ ukazala je na iskorak iz okvirastare paradigme, nedovoljan u odnosu na stvarnu prirodu izazova.Istraživanje je potvrdilo ispravnost polazne teze. Suvremena znanost senalazi u fazi znanstvene revolucije. Razvoj i usvajanje nove znanstveneparadigme (kao i specijalističkih subparadigmi) predstavlja ključnipreduvjet kreiranja odgovora primjerenih stvarnoj prirodi izazovaklimatskih promjena. Svijet oko nas drastično se mijenja, zahtijevajućiod nas promjene načina razmišljanja, odnosa prema drugim ljudima iprirodi te promjenu načina djelovanja.
... To think horizontally involves creative competencies to stay open-minded, fearlessly combining seemingly unrelated knowledge from different disciplines while working with complex problems without known solutions (Byrge & Hansen, 2014;Byrge, 2021;Scharmer, 2016;Kelley & Kelley, 2012). Even in student-centered learning environments such as PBL, students may experience fear of making mistakes or be exposed to other sources of interpersonal risks, like lower grades or threats towards one's social or professional status. ...
... The 'dragon' in the above analogy represents the fear of dealing with a problem with little idea about how to understand or solve and approach it with an open mind, forcing one to take steps out into unknown territory. This analogy fits well with what Otto Scharmer calls stepping out in the space of nothingness (Scharmer, 2016). In Scharmer's theory U, the dragon is replaced with three enemies called Voice of Judgement, Voice of Cynicism, and Voice of Fear, i.e., the three inner voices that must be passed to open one's mind when engaging with problems in unknown territory (Scharmer, 2016). ...
... This analogy fits well with what Otto Scharmer calls stepping out in the space of nothingness (Scharmer, 2016). In Scharmer's theory U, the dragon is replaced with three enemies called Voice of Judgement, Voice of Cynicism, and Voice of Fear, i.e., the three inner voices that must be passed to open one's mind when engaging with problems in unknown territory (Scharmer, 2016). The 'gold' you get after passing the dragon or Scharmer's three voices is a creative self-efficacy that lets you embody a creative mindset as second nature and with self-confidence, equipped with the creative competencies and methodologies to 'pass any dragon' in the future in terms of complex problems that defy current understandings and solutions. ...
The increasing complexity of society's sustainability issues requires new educational approaches that facilitate transversal skills and competencies suitable for the 21st century. Students must be equipped with discipline-specific expertise or technical skill; but also competencies to collaborate across disciplines in creating innovative solutions to complex problems. This paper explores whether a problem-based learning environment focusing on creativity facilitates transdisciplinary engagement and creative competencies and to what extent this manifests into transdisciplinary career paths and creative mindsets in a life-long learning perspective. An analysis of interviews with graduates from a transdisciplinary program, Creative Genius, at Aalborg University indicates that a pedagogical approach focusing on the embodiment of creative competencies helps prepare students to transition from student to professional and equip them to engage in transdisciplinary and complex problem-solving in industry and society. Based on the results, the paper proposes a model for creative transdisciplinary thinking and suggests a focus on creative self-efficacy as an essential learning outcome in transdisciplinary PBL environments.
... Within his Theory U framework, Scharmer introduces the concept of "presencing", a process through which individuals establish a connection with the wellspring of the most elevated future possibilities. This, in turn, facilitates the actualization of one's authentic self [33] and the generation of self-transcending knowledge that surpasses the limitations of the self [34]. ...
... Furthermore, we have seen that spirituality is a key driver for the evolution and development of the self toward a fulfilled and thriving life. Some refer to it as the "optimal being" ( [13], p. 506), as the emerging "highest Self" [33], the "best-version-of-myself" [24], etc. ...
... It is about possible future states (of the self or of an organization) that "want" to emerge with different probabilities of realization. As a consequence, in order to co-create and enact such a meaningful and thriving future, we have to learn how to make use of these emerging potentials and how to "learn from the future as it emerges" [33]. ...
The role of spirituality in organizations has received increasing attention over recent years. The purpose of this conceptual paper is to take up this shift and develop the foundations for an alternative approach to knowledge management: Spiritual Knowledge Management. A key question in spirituality concerns the unfolding of the identity (of an organization) or the self toward a “higher end” or purpose. We propose the concept of the phronetically enacted self (understood here both in an individual and an organizational sense) that helps us conceive of how this unfolding can be achieved in a thriving and sustainable manner. The self is conceptualized as a highly dynamic and emergent “entity” that is grounded in a continuous process of becoming and of transitions transforming a state of potentiality into a state of actuality and fulfillment. Insights from the theory of spirituality, enactive cognitive science, the theory of potentials/possibility studies, phronetic organizations, and resonance theory lead us to a novel understanding of knowledge-driven organizations embodying a spirituality-based and, as a consequence, (regenerative) sustainable approach. Finally, we will develop the basic characteristics and leverage points for transformative shifts toward sustainability in organizations.
... The following educational design is based on Otto Scharmer's (2016) concepts of "learning from the future as it emerges" and Emergent Innovation (Peschl and Fundneider, 2017;Peschl, 2020). It is a transformative and future-oriented approach to innovation that is centred around the Theory U framework (Scharmer, 2016), anticipation and futures literacies (Miller, 2015(Miller, , 2018Poli, 2021;UNESCO, 2021), as well as dealing with selftranscending knowledge (Scharmer, 2001), future purpose and making use of future potentials (Glaveanu, 2022). These approaches propose that the most important sources of innovative change do not come primarily from traditional data, trend analysis, design thinking methods or extrapolation from past knowledge; rather, they claim that (radical) novelty arises from deep and mindful engagement with the world and its possibilities that are unfolding in the present moment and directing towards an emergent future purpose. ...
... Students then enter the presencing phase (Scharmer, 2016), spending a day in nature to encourage new ideas in a silent, distraction-free environment. They suspend their own ideas and engage in a process of "listening to what wants to emerge," encountering future potentials and novel knowledge. ...
Recent publications in the field of KM emphasize the importance of topics such as Spirituality (e.g. Bratianu, 2017; Kaiser, 2023; Rocha & Pinheiro, 2021), Phronesis (practical wisdom) (Kragulj, 2022; Nonaka & Takeuchi, 2019; Rocha et al., 2022; Serenko, 2024), Organizational Purpose (Kerschbaum, 2022), dealing with future potentials and future-oriented innovation (Peschl, 2018, 2020) and Responsible KM (Durst, 2021) as future avenues for KM research. However, it seems that these topics have not yet entirely found their way into practice, or, although the phenomena described are inherently present in organizations, they do not receive much attention from practitioners these days. With this paper we seek to initiate discussion on how to deploy research results on topics like Spirituality, Practical Wisdom, non-rational Knowledge, future-oriented knowledge work, and Organizational Purpose into applied contexts. We argue that an essential step is to adequately train students at universities with the new content. Todays students are the leaders, entrepreneurs, and managers of tomorrow. Therefore, we present selected educational concepts that help students build competencies in understanding and applying non-rational forms of knowledge. The intention of these newly designed teaching concepts is to move our field of research out of the metaphoric ivory tower towards the application in organizations. We argue that this is a necessary step for the development of the field of KM, enabling our research to remain relevant in modern-day business and organizational environments.
... The importance of silence and the "fertile void" in creative organizational change and development has been well-described in Otto Scharmer's Theory U: Leading from the Future as it Emerges (2007). According to Sharmer, Theory U is a practice by which collaborators open their minds to release assumptions, open their hearts to sense new possibilities, and open their willingness to intuit the yetunrecognized possibilities that may exist (Scharmer 2007). From the insights received through quiet receptivity, practitioners then crystallize insights into new ideas that are then brought into reality through prototyped and iterated initiatives (Scharmer 2007). ...
... According to Sharmer, Theory U is a practice by which collaborators open their minds to release assumptions, open their hearts to sense new possibilities, and open their willingness to intuit the yetunrecognized possibilities that may exist (Scharmer 2007). From the insights received through quiet receptivity, practitioners then crystallize insights into new ideas that are then brought into reality through prototyped and iterated initiatives (Scharmer 2007). The efficacy of this practice commends it to any allison Worldviews 28 (2024) 1-22 group or institution, including especially higher education, pursuing innovative evolution. ...
Origin stories reveal the myriad causes that converge to birth a new initiative. On the occasion of its tenth anniversary, this essay looks back to document the context and intellectual lineage out of which the Ecology, Spirituality, and Religion graduate program at the California Institute of Integral Studies ( CIIS ) emerged in 2013, and suggests some possibilities for the future of transdisciplinary education and the fields of religion and ecology (e.g. Tucker and Grim 2001), religion and nature (e.g. B. Taylor 2010), and spiritual ecology (e.g. Sponsel 2012) more broadly.
... Así, los investigadores, profesores (orientadores) y coordinadores que participaron en el programa de formación apoyaron el proceso al estimular la discusión a través de provocaciones de tipo metodológico y procedimental en sesiones especialmente planeadas con este propósito. Se utilizaron técnicas específicas para activar los campos de conversación generativa y, con ello, aportar a una comprensión más profunda de las percepciones de los estudiantes sobre los tópicos de la investigación formativa y su aplicación en un ambiente real de responsabilidad 343 Acompañamiento de trabajos de grado, mediado por las tic desde una perspectiva transmedia Oscar Holguín-Villamil, John Alexander Rojas-Montero, Cristian Fidel Rojas-Montero TED social, como parte de una comunidad de aprendizaje (Scharmer, 2006;Senge et al., 2012;Recepoğlu y Recepoğlu, 2020). ...
... En este contexto, en el programa posgradual se beneficiaron 214 estudiantes y se produjeron artículos científicos y procesos de intervención como evidencia continua de su formación; fue necesario llevar a cabo diversas estrategias para la fundamentación de la investigación formativa durante la orientación de trabajos de grado desde la perspectiva de la Teoría U (Scharmer, 2006) (tabla 1). Si bien los estudiantes desarrollaron de manera individual su trabajo, la discusión sobre los proyectos y el reconocimiento de variables de control y variables incontrolables se realizaron en forma grupal, como sustento a los problemas emergentes. ...
Este reporte de caso educativo presenta una experiencia relacionada con el acompañamiento de trabajos de grado con la mediación de las Tecnologías de la Información y la Comunicación (TIC) en un ámbito de formación investigativa posgradual. En términos metodológicos, se implementó un análisis de contenido aplicado a los aportes realizados por estudiantes en los foros de un ambiente formativo mediado por las TIC (aftic). Dichos aportes fueron preparados, codificados, clasificados e interpretados a través de agrupaciones o conglomerados con el fin de obtener evidencias sobre el impacto de estas tecnologías en la satisfacción de necesidades educativas en contextos de sobrecarga cognitiva y aislamiento social. Se destacan dificultades como la falta de conectividad para acceder a actividades, recursos y contenidos digitales disponibles en el ambiente. Ante estas problemáticas, se adoptó una perspectiva transmedia que combinó la divulgación mediante la palabra escrita y oral, así como la imagen fija y en movimiento, a través de diversos medios en plataformas análogas y digitales. Esto permitió reconfigurar procesos formativos remotos durante el desarrollo de encuentros sincrónicos y asincrónicos reflexivos. Durante estos encuentros, se compartieron clips de video y podcasts en plataformas como Google con el objetivo de estimular y enriquecer los procesos educativos en línea, lo que contribuyó a mejorar la capacidad de adaptación e innovación tanto de estudiantes como de profesores.
... • Individual self-reflexivity puts students in relation to themselves and the whole by encouraging them to engage in a self-reflexive questioning (2015) of how they experience themselves in relation to the world around them. This questioning is facilitated through artistic activities aimed at expressing and examining personal meanings in relation to the course; bodily expressions and movements by which a student can perceive and interpret his/her assumptions, ways of thinking, acting and relating; and 'presencing' (being silent for 1-2 hours to meditate on what may emerge between what students are 'letting go' and 'letting come' (Scharmer, 2009). • Group dialogic reflexivity refers to students' relationships with others (within the group and outside) and involves group discussion and questioning around how worldviews, cultural meanings and identity are constructed through relationships and language. ...
... The results should be practical in cocreating applicable solutions, which are accessible to anyone interested. Teams are encouraged to develop their projects following three main stages, which are inspired by the Theory U method (Scharmer, 2009): (i) Observe, observe, observe: a 2-month investigation stage that includes an open event to key stakeholders to explore key questions around the challenge, plus data collection by the group (e.g. interviews, observation, literature review); (ii) Retreat and reflect: an introspective stage in which students are invited to somehow 'silence' the inner noise of information collected. ...
... Authenticity has gained traction in personal psychology and leadership literature. Specifically, New Work approaches ask for the so-called Inner Work or continuous selfdevelopment to generate successful sustainable change and transformation processes (Laloux, 2014;Scharmer, 2014). Scholars and practitioners agree that authentic leadership development strategies are required to face new challenges and to realize desirable outcomes especially in turbulent times (Seligman, 2002;George, 2003;Luthans and Avolio, 2003). ...
... In contrast, identity will more likely be subject to attribution from the context, created for and superimposed on the self (Baumeister, 1987). Only with a dynamic intra-and interindividual balance between the entity and the context, change and transformation processes can be successful (Scharmer, 2014). With our proposal of Developmental Authenticity, we aim to contribute to the inner work, that leads to successful transformation processes. ...
An emerging body of research attends to grasp the concept of authenticity. Nonetheless, a view on the developmental part with its underlying facets of Inner Work processes, is rare. In this paper, we aim to take a deeper look into the dynamics of inner work processes, that define certain authenticity developmental stages. Building upon our recently proposed “4C-view” of authenticity, we approach this developmental perspective from two different angles: from a process characteristic angle and a developmental level angle. Using vignettes of authentic client personality coaching processes, we propose that the interwoven dynamic between those two aspects yields several combinations of maturity levels within the individual. Continuity as an overarching concept thus contains various developmental authenticity stages that could be identified through different markers and vary in particular contexts.
... Within the framework of Theory U (Scharmer 2016(Scharmer , 2018) that is taught online and offline by staff of the Presencing Institute at the Massachusetts Institute of Technology (MIT) 1 to engender an integrative economic, ecological, psychological, social, and ethical perspectives. Our Team #1134 chose to investigate the relationship between spirituality, personal growth and leadership". ...
... The new perspective is said to be related, among other things, to responsibility to the earth and future generations, and a close connectedness to and interest in the wellbeing of the employees (c.f. Scharmer 2016Scharmer , 2018George und Clayton 2022). Other authors even go beyond that and identify a new spiritual age being connected to an evolution of new leadership style (c.f. ...
In its seminars U-School for Transformation, offered by Presencing-Institute at MIT, invites
participants to set up their own team hubs based on topics they design. These contribute to a
new global, eco-centered leadership consciousness and ethics that reaches out to profit and
nonprofit organizations around the world. Such a collective network approach is urgent since
our planet is facing severe economic, ecological, and political threats. This paper is an outcome
of the work of ulab 2.x Team #1134 on “Spirituality, personal growth and leadership.” We aim
to investigate how to bring these three cornerstones together in a leader’s work and the organization’s
life. One of our initiatives was inviting leaders for stakeholder interviews to investigate
this topic from the practitioners’ perspective. The findings of the interviews are shared in that
paper.
Keywords: new leadership • change makers • eco centered consciousness • new economics
... Personal experiences and emotions influence stakeholders' interactions with each other and their intrinsic motivation for taking action or not (Akama & Light, 2018;Takanen, 2013;Xue & Desmet, 2019;Hakio & Mattelmäki, 2019;Scharmer, 2016). There is a wealth of literature on this subject. ...
... Moreover, to prevent bias and prejudices, mixing the iceberg layers and thus stakeholders' first-person perspectives with second and third ones in each process In societal impact design, it is important that we -as stakeholders, researchers and designers alike -reflect on who we are and what we do, feel and think (Irwin, 2015;Scharmer, 2016;Schön, 1987). This process of 'becoming self-reflective and self-aware' ...
Societal challenges have become increasingly pressing. They affect us all: citizens, designers and researchers. Truly understanding and tackling them is difficult, becauseno single stakeholder nor organisation is responsible for them, and everything is connected, interwoven and in a current state of change. Moreover, there is mutual interaction and entanglements between people, non-humans and technology. Next, such systemic challenges based on the relationships, interactions and experiences between stakeholders and their environments are dynamic. They evolve. Subsequently,
it is hard to see the playing field. This makes challenges become orphaned and stakeholders unable or unwilling to make all kinds of important decisions. This ambiguity leads to a lot of uncertainty. Combined with blind spots, implicit world views, tacit mechanisms and latent values this also hinders change and limits social innovation capacity. Which raises the question: how to gain agency to individually act as a stakeholder in these complex challenges in a way that adds up to the collective? Nowadays, design and more specifically systemic co-design is increasingly seen as a possible approach. Since design can deal with uncertainty, is optimistic and
inquisitive in nature. Moreover, supported by abduction logic, design makes creative leaps which can lead to radical change. Even more, a co-design and empathic approach allows to identify and share stakeholders’ individual differences and interests, as well as shared perspectives and ambitions. This enables to create new bonds -potential new value networks – and to co-imagine alternative futures. Yet, to make this empathic codesign potential work, the design profession itself needs to shift right along with our transforming world. Design needs to adopt new methodological and flexible strategies that support stakeholders in adaptively and empathically responding to dynamic contexts and collaborations.
The main question rises: how to create a systemic co-design culture, approach and structure that opens up stakeholders to reveal implicit world views, values and mechanisms which will support their agency and provides for radical and shared opportunities for change.
In this paper, I argue that this requires a way of working beyond methods that connects empathic co-design with a systemic perspective. I therefore contribute two new insights. First, I introduce using explicit ‘sphere of life’ mechanisms as an
ingredient in design abduction. Second, I argue that an ‘iceberg’ consisting of systemic co-design elements might give guidance to multi-stakeholder coalitions in identifying individual and collective latent values. Together they can lead to multi-value creation and systemic change in value networks.
... Personal experiences and emotions influence stakeholders' interactions with each other and their intrinsic motivation for taking action or not (Akama & Light, 2018;Takanen, 2013;Xue & Desmet, 2019;Hakio & Mattelmäki, 2019;Scharmer, 2016). There is a wealth of literature on this subject. ...
... Moreover, to prevent bias and prejudices, mixing the iceberg layers and thus stakeholders' first-person perspectives with second and third ones in each process In societal impact design, it is important that we -as stakeholders, researchers and designers alike -reflect on who we are and what we do, feel and think (Irwin, 2015;Scharmer, 2016;Schön, 1987). This process of 'becoming self-reflective and self-aware' ...
Societal challenges have become increasingly pressing. They affect us all: citizens, designers and researchers. Truly understanding and tackling them is difficult, because no single stakeholder nor organisation is responsible for them, and everything is connected, interwoven and in a current state of change. Moreover, there is mutual interaction and entanglements between people, non-humans and technology. Next, such systemic challenges based on the relationships, interactions and experiences between stakeholders and their environments are dynamic. They evolve. Subsequently, it is hard to see the playing field. This makes challenges become orphaned and stakeholders unable or unwilling to make all kinds of important decisions. This ambiguity leads to a lot of uncertainty. Combined with blind spots, implicit world views, tacit mechanisms and latent values this also hinders change and limits social innovation capacity. Which raises the question: how to gain agency to individually act as a stakeholder in these complex challenges in a way that adds up to the collective? Nowadays, design and more specifically systemic co-design is increasingly seen as a possible approach. Since design can deal with uncertainty, is optimistic and inquisitive in nature. Moreover, supported by abduction logic, design makes creative leaps which can lead to radical change. Even more, a co-design and empathic approach allows to identify and share stakeholders' individual differences and interests, as well as shared perspectives and ambitions. This enables to create new bonds-potential new value networks-and to co-imagine alternative futures. Yet, to make this empathic co-design potential work, the design profession itself needs to shift right along with our transforming world. Design needs to adopt new methodological and flexible strategies that support stakeholders in adaptively and empathically responding to dynamic contexts and collaborations. The main question rises: how to create a systemic co-design culture, approach and structure that opens up stakeholders to reveal implicit world views, values and mechanisms which will support their agency and provides for radical and shared opportunities for change. In this paper, I argue that this requires a way of working beyond methods that connects empathic co-design with a systemic perspective. I therefore contribute two new insights. First, I introduce using explicit 'sphere of life' mechanisms as an ingredient in design abduction. Second, I argue that an 'iceberg' consisting of systemic co-design elements might give guidance to multi-stakeholder coalitions in identifying individual and collective latent values. Together they can lead to multi-value creation and systemic change in value networks.
... The association-prone dynamism of a more care and stewardship driven economy can emerge by overcoming the institutional twin-dominance of resource scarcity view and zero-sum paradigm. The institutional dual primacy of interdependence and non-zero-sum approach can be "pre-sensed" (Scharmer, 2007) also in frame of the DGML model (Kostakis et al. 2018). However, to re-shape the taken for granted perceptions driving recursive activities in the daily life (Perez, 2002) requires conscious institutional un-learning (Scharmer, 2007) feed backing with social and organizational innovations. ...
... The institutional dual primacy of interdependence and non-zero-sum approach can be "pre-sensed" (Scharmer, 2007) also in frame of the DGML model (Kostakis et al. 2018). However, to re-shape the taken for granted perceptions driving recursive activities in the daily life (Perez, 2002) requires conscious institutional un-learning (Scharmer, 2007) feed backing with social and organizational innovations. The local providers can enact digital equipment by ensuring distributed access to the means of making (Kohtala & Hyysalo, 2015;Niaros, 2016), operating through maker spaces, fablabs, repair cafes, or other similar facilities of co-creation without establishing their ownership. ...
The acronym ENVIENTA comes from ENVIsioning & ENcouraging Technological Alternatives and was co-created by a group of designers, which gradually transformed into a self-organizing commons of volunteering experts. They envisioned a digital platform promoting “open source everything”, including hardware. ENVIENTA model facilitates the amalgamation of global knowledge sharing with the local provision of goods and services while minimizing the producers’, consumers’, and innovators’ environmental footprint. Such cosmo-localization allows local economy development built on regenerative models, which by deploying digital technologies enhances the autonomy of both communities and individuals. The proposed concept facilitates the localized fulfilment of genuine needs with personalized products and services and life quality improvements, leading to a consequent reduction of environmental footprints and an enhanced care for natural resources. Its effective implementation requires the consequent combination of the innovative enactment of cutting-edge digital technologies, social innovations, and regenerative business models. ENVIENTA aims to enhance mutual trust and its feedback with the interactions and relationships of cooperative dynamics. This pattern can emerge and operate in an inspiring environment characterized by the institutional (dual) primacy of acceptance of interdependence and non-zero-sum game approach.
... There aren't a lot of professionals anywhere who can say they've managed $100 billion worth of business." 11 Brewer visited the stores several times every week. She was of the view that leaders should also be good listeners and should encourage employees from diverse backgrounds to express themselves freely without fear. ...
... That's all there is to it, and I support that important ideal." vi Walmart -Sam's Club 11 In 2012, Brewer became the head of Walmart's subsidiary, Sam's Club, succeeding Brian Cornell (he). Sam's Club, a warehouse club, accounted for 12% of Walmart's business. ...
Social implications
Addresses the issue of Gender Equality – UN Sustainable Development Goal No.5. Discusses the topic of diversity, equity and inclusion. Presents the challenges faced by women of color in workplace and shows the capabilities needed to overcome these challenges.
Learning outcomes
Analyze the capabilities that women of color need to become successful leaders. Explore the importance of Diversity, Equity and Inclusion (DEI) in organizations and the role played by leaders in promoting DEI. Understand what inclusive leadership is. Examine the strategic leadership skills that leaders need to possess.
Case overview/synopsis
In March 2021, one of the largest drugstore chains in the USA, Walgreens Boots Alliance, a US$140bn company, announced that Rosalind Brewer (Brewer) (she) would be its new CEO. With the announcement, Brewer became the third black woman in history to lead a Fortune 500 company. After graduating in organic chemistry, Brewer joined Kimberly Clark and went on to lead the Nonwovens business. She then joined Walmart as Vice President. Brewer then moved to Starbucks as Head of Operations. Being an inclusive leader, Brewer brought in several changes to smoothen the operations and make the organizations employee-friendly. At the same time, as a black woman in a leadership position, she faced several challenges, which she overcame. As an advocate of DEI, Brewer strove to take diversity beyond just numbers. After becoming the CEO Boots Walgreens, Brewer was looking at taking medicines to masses and making healthcare affordable and available.
Complexity academic level
MBA/MS/Executive Education.
Supplementary materials
Teaching Notes are available for educators only.
Subject code
CCS 6: Human Resources.
... Aesthetics later also appears in Chester Barnards seminal "Functions of the Executive" where he builds on pragmatist views to argue that management is to a large part about sensing the organization as a whole, which is best described through the terms "feeling, judgement, sense, proportion, balance or appropriateness" (Barnard, 1938, p. 123). However, notions of aesthetics, although not explicitly stated as such, can be also found in more contemporary management theories such as Scharmer's Theory U (Scharmer, 2007) or the, by now, well-known Design Thinking framework for innovation (Shrivastava et al., 2017). ...
... The emergent properties stem from individual learnings or the experience of an organization's members and pay tribute to the fact that not everything can be rationally analyzed in a complex environments. Accordingly, it has been proposed to rely on forms of knowledge such as self-transcending knowledge which can be acquired through high states of attention and being grounded in the present (Scharmer, 2007;Flowers et al., 2011;Kaiser and Peschl, 2020). From the description of such knowledge, it has probably become evident already that aesthetics is at the core of the perception of this knowledge. ...
Knowledge Management (KM) is concerned with the process of capturing, organizing, sharing or utilizing knowledge within an organization. At least since the works of Nonaka and Takeuchi in the 90s, it is a commonplace that the term knowledge, as understood from the perspective of KM, includes both explicit and tacit elements. However, it seems that the focus of many KM initiatives and resulting KM systems still lies mostly on the more explicit facets of knowledge. This has two implications for the field: the first is the obvious danger of confusing knowledge management with information management. The second, which is actually a consequence of the first, is that the focus on technology and explicit knowledge can lead to a diffusion of the field of KM towards more technical domains such as Semantic Web, Knowledge Graphs or Machine Learning and Artificial Intelligence. Those fields have arguably become way more capable of managing explicit knowledge and draw the attention of companies away from ‘traditional’ KM systems (Davenport, 2015). Thus, in this paper, I argue that KM research should somewhat reconsider its strengths which lie in the management of tacit knowledge that is closely tied to humans. Following this argument, I propose organizational aesthetics as one of many promising avenues for KM research in the future. The idea for this stems from a recent literature review on organizational aesthetics that identifies three perspectives on the topic – one being aesthetics as a knowledge tool (Baldessarelli, Stigliani and Elsbach, 2022). According to this perspective, aesthetics is seen as a form of knowledge that originates in sensory perceptions and is permanently deployed in the interaction with organizations, organizational artifacts, and social settings. The present paper hence aims to contextualize the notion of organizational aesthetics for the field of KM to give an overview of the idea and offer a basis for discussion on whether aesthetics could be a useful field for future inquiry.
... This design does not aim at sketching out complex social interactions through planned procedures but to create the conditions, or in other words the context, for interactions to emerge and to be experienced as positive and nurturing. To support this humanistic view on design, Scharmer (2007) proposes that deep listening skills, reflexive skills, and more than a superficial openness to co-creation are mandatory to create such conditions. Scharmer suggests that these social design skills focusing on how to embody cosensing, co-presencing and co-creating states of being could be of help to revisit the expected competencies needed to create collective intelligence. ...
... In other words, LLMs and other AI technologies will not be successful, whenever the goal is to anticipate a future that is not predictable (as is the case in our VUCA world) and to co-create a future purpose together with an unfolding reality which is a key feature of wisdom. Contrary to machines, humans have a sense for emerging future potentials as they are capable of "learning from the future as it emerges" (Scharmer, 2016) by materially engaging in a relationship of resonance with an unfolding world. ...
... Referring to Freire, Morales mentioned the introduction of critical thinking, collaboration and co-creation schemes in higher education curricula to address social changes (Morales, 2021). Scharmer, as mentioned in Kaminskiene et al. (2020), identified four different sources of attention at the personal level where social action can emerge: 'The I-in-me' emphasises monologue and frontal teaching, 'The I-in-it' upholds general discussion, critical scrutiny of the problems and situations, 'The I-in-you' endorses active listening, reflective inquiry, and 'The I-in-now' promotes generative dialogue (Scharmer, 2007). Hence, co-creation can be a strong tool that espouses 'I' both in the minds of teachers and learners to promote constructivism, metacognition, and problem-based learning, and can be a catalyst for maintaining value-driven social approaches through academic interventions (Andersson & Clausen, 2022). ...
... The need to develop a way of being, knowing and inhabiting the world that can reestablish the connection between the "three great divisions" (Scharmer, 2016)-that is, between the self and nature (ecological division), the self and the other (social division), and the self and the self (spiritual division)-makes the task of ecological medicine assume, besides the traditional therapeutic character, an evident pedagogical or educational character. As emphasized by physician and environmental educator Maria Luiza Branco, the formulators of this proposed action understand "that health promoting doctors must resume their original and fundamental role of being an educator! ...
... Referring to Freire, Morales mentioned the introduction of critical thinking, collaboration and co-creation schemes in higher education curricula to address social changes (Morales, 2021). Scharmer, as mentioned in Kaminskiene et al. (2020), identified four different sources of attention at the personal level where social action can emerge: 'The I-in-me' emphasises monologue and frontal teaching, 'The I-in-it' upholds general discussion, critical scrutiny of the problems and situations, 'The I-in-you' endorses active listening, reflective inquiry, and 'The I-in-now' promotes generative dialogue (Scharmer, 2007). Hence, co-creation can be a strong tool that espouses 'I' both in the minds of teachers and learners to promote constructivism, metacognition, and problem-based learning, and can be a catalyst for maintaining value-driven social approaches through academic interventions (Andersson & Clausen, 2022). ...
The chapter highlights a value-driven initiative of co-creation in teaching and learning in higher education institutions to address the needs that emerged among local communities. The study presents three cases from three universities in Bangladesh. Findings demonstrate that staff-student co-creation can be applied as an inclusive tactic for facilitating teaching and learning in higher education. It can also build awareness among learners as active well-being agents. The pedagogical approaches endorsed several sustainable development goals (SDGs) and accrued cumulative social, economic and environmental values for the local community. The analysis of the cases offers significant implications for educators, researchers, and policymakers in academia and beyond.
... Outwards, the organisations interact with their partners. The objectives of individuals, organisations and society are equally important here (Scharmer, 2007), we live in an era when a new form of presence power arises. (Scharmer & Yukelson, 2015) identify a development from egosystems, with a focus on individual partners in the network, to Ecosystems. ...
Whereas many organisations focus on the optimal functioning of their processes to achieve their goals, we nowadays see organisational challenges spreading to their functioning within networks. This poses a significant question for management and leadership: Are their decisions shaping or controlling their own or the network partners’ functioning? However, modern networks grant partners autonomy to make their choices, believing that the collective outcome of these autonomous decision processes can also yield results. However, cooperative decision-making between network partners is pivotal in today's society. Finding a balance between control over the network, autonomy of the partners and cooperation between them leads to what is often referred to as the emergent behaviour of the network. So, 'context is leading' requires reacting fast and efficiently to become a resilient organisational network. It is becoming evident that the resilience within network functioning lies in the exchange of information and data availability. In current practice, partners often seek solutions by striving for unity of language and/or data dictionaries. Unfortunately, this approach doesn’t lead to optimal results in day-to-day practice. We propagate the adoption of a different approach. This article presents a non-invasive perspective on micro-contexts and their emerging information systems. By engaging these systems in their current form through formalised abstractions, we suggest effectively linking information and data sources to enhance information exchange and data availability. Improving information exchange will show itself instantly as an advanced governance tool
... Arthur Zajonc (2009Zajonc ( , 2016 and Otto Scharmer (2016) has shown in various ways how contemplative methods based on Steiner's approach can be practiced in scientific work and also in organizational development, without further commitment to Anthroposophy. Other authors have built on Steiner's work to develop exercises for the development of our perceptive capacities in relation to the natural world, sometimes referred to as Goethean observation (Bortoft, 1996, Holdrege, 2005, based as Holdrege says on exact, loving observation, philosophical thinking as a "compass within the world of ideas" and thirdly the capacity to bring observation and ideas together in a synthesis (Holdrege, 2018), which is another application of Steiner's theory of knowing. ...
WaldorfWorkingPapers is a blogspace in which preprints and work in progress canm be shared for feedback. This paper addresses the range of discourses on anthroposophy from teh perspective of Waldorf education.
... Arthur Zajonc (2009Zajonc ( , 2016 and Otto Scharmer (2016) has shown in various ways how contemplative methods based on Steiner's approach can be practiced in scientific work and also in organizational development, without further commitment to Anthroposophy. Other authors have built on Steiner's work to develop exercises for the development of our perceptive capacities in relation to the natural world, sometimes referred to as Goethean observation (Bortoft, 1996, Holdrege, 2005, based as Holdrege says on exact, loving observation, philosophical thinking as a "compass within the world of ideas" and thirdly the capacity to bring observation and ideas together in a synthesis (Holdrege, 2018), which is another application of Steiner's theory of knowing. ...
WaldorfWorkingPapers are a a kind of blogspace for work in progress or preprints. They invite comment and feedback. This paper is a revised version of a previous one. It maps out various discourses on anthroposophy from teh perspective of Waldorf education.
... Scharmer contends that we frequently watch the behaviors of leaders as well as the tactics and methods they employ. Scharmer (2016) observes that there appears to be a blind spot, or blindness to the inner place, the source from which effective leadership and social action emerge. Strange as it may sound, the outcome is ultimately determined by the leader's inner place. ...
Theory U is a process-driven, learning, progress-directed, transformative, and relational approach to social change. This approach is predicated on the idea that spirituality may be used to create communal consciousness through change management. Dealing with spiritual hurdles, practicing meditation, improving sensing, staying in flow, and conceiving are just a few of the special skills needed for success on the U-journey. Spiritual intelligence also includes adaptive problem solving and goal achievement approaches. Theory-U holds that sources other than the outmoded paradigms that gave rise to complex problems are where answers to them must come from. The purpose of this paper is to demonstrate how individuals exposed to workplace spirituality can make better use of their spiritual intelligence. By using spiritual intelligence, people can attain the kind of awareness and engagement required for collective awareness, and this makes sense when we examine awareness awakening processes from the perspective of the U-journey.
... In fact, that was the intent first taken by Kurt Lewin, an early leadership researcher. Within the National Training Laboratories, and then at the Massachusetts Institute of Technology, Edgar Schein (1985), Peter Senge (1990) and Otto Scharmer (2009) have been studying leadership in organizations systemically and as learning processes. The above organizational and leadership researchers cum consultants knew first-hand the complexities of studying leadership. ...
... Dwelve into experience, instead of attempting to understand it. This echoes the presencing approach (Gendlin, 1981), a social space of collective creation attuned to "learning from the future as it emerges" (Scharmer, 2007). ...
... Social innovation processes follow a series of stages, often facilitated as iterations or cycles of experimentation and learning as new/different solutions emerge through a collaborative process, including the following stages: problem/challenge framing; action or user research; generating ideas; developing and testing ideas through experimentation; evaluation, reframing, and iteration; implementation at increasing levels of fidelity; scaling successful solutions out/up/deep; and ultimately changing systems [50][51][52][53][54] . Some social innovation process archetypes stay focused on the specific challenge they are tackling, whereas others bring in a stronger personal transformation orientation, recognizing that inner work is required for outward-oriented change [55][56][57][58][59] . ...
Cities are facing increasing pressures to address complex challenges of climate change, equity, and reconciliation with Indigenous Peoples as intersecting issues, and innovation into planning and policy-making processes is urgently needed to achieve this. It is no longer good enough to work on these challenges discreetly, or solely within the dominant, western colonial paradigm and practices of governance. There are ongoing harms being caused by climate work that does not embed justice, and there are missed opportunities for synergies across these domains as they have the same systemic root causes. Cities must adapt and transform the processes and practices of planning and policy-making in order to work at these problematic roots. Drawing on an empirical study, this article describes how social innovation, systemic design, and decolonizing practices can shape a different approach to planning and policy-making processes when working at the intersections of climate, equity, and decolonization.
Context: As climate change intensifies, career counseling must integrate environmental sustainability. Traditional career models focus on financial stability, career advancement, or social contribution (Wrzesniewski et al., 1997), but the shift toward greener economies requires guidance that prepares individuals for sustainable careers (Plant, 2020).
Approach: This article employs a hermeneutic approach to examine the emerging paradigm of green guidance, analyzing key texts and theories to explore how sustainability can be embedded in career counseling. Findings: The findings indicate that career counseling must expand beyond individual aspirations to incorporate ecological responsibility. Applying Packer's model (2019), the article identifies different levels of sustainability commitment in career guidance and outlines practical strategies, such as integrating environmental awareness, promoting sustainable education, and aligning career choices with ecological and labor market shifts (Bakke et al., 2024; Plant, 2020).
Conclusion: Integrating green guidance into career counseling is crucial for addressing the pressing climate and environmental crises. By aligning career aspirations with sustainability, green guidance helps merge personal goals with broader ecological objectives. This approach not only enhances the relevance of career counseling in the face of climate change but also ensures a workforce that is prepared to navigate the challenges of the Anthropocene, contributing to a more sustainable and just future.
The importance of emotionally intelligent leadership is paramount in this age of accelerating technological innovation and transforming interpersonal relationships. Emotionally Intelligent (EI) leadership is different from conventional management in that it promotes healthier working conditions and leads to more noteworthy achievements by centring on the growth of self-awareness, empathy, and interper-sonal skills. The outcomes of emotionally intelligent leadership on organisational culture are addressed in this chapter along with its guiding principles. Despite traditional theories, which frequently fail to account for the humanistic components of workplace dynamics, EI leadership takes these into perspective. This chapter sheds light on how leaders can improve their performance and have a positive impact in organisational settings by emphasising tactics for developing emotional intelligence. The impact on organisational climate, the ability of EI to transform leadership, and the function of EI in developing interpersonal and intrapersonal capacities are important themes.
Organizational change driven by technological advancements presents both opportunities and challenges for modern enterprises. A key obstacle is a resistance to adopting new technologies, which can manifest through scepticism, fear of job displacement, perceived loss of control, and concerns about competence. This resistance poses significant barriers to the successful implementation and integration of technological innovations, leading to delays, inefficiencies, and missed opportunities for organisational growth and competitiveness. This research proposes a holistic approach to address the complex challenge of resistance to technological change. Drawing on theoretical frameworks such as the Adaptive Cycle of Resilience (ACoR) model, Maslow's Motivation Theory, and Keidel's organisational model, as well as practical strategies, the study examines the interplay between individuals, different management, organisational and societal needs in the context of technological transformation. The research explores the dynamic and uncertain nature of technological change, identifying the specific stages within the ACoR model where resistance is most likely to occur and the implications for effective management. It also investigates the role of various management styles in addressing resistance and uncovering the skills and knowledge individuals and teams require to navigate this challenge successfully. Furthermore, the paper delves into the diverse stakeholders involved in the technological change process, analysing their needs and concerns and offering strategies to balance these competing interests. The importance of information systems in facilitating organizational change and their influence on the change process and outcomes is also examined. By synthesising these insights, the study presents a comprehensive framework for organisations to foster innovation, inclusivity, and social responsibility in the face of resistance to technological change. The findings offer valuable guidance for practitioners and scholars seeking to enable successful technological transformations and promote positive outcomes for all stakeholders.
The contemporary American university largely operates as an agent of domestication, tasked more with enforcing the social and economic order than with expanding the horizons of possibility. The dawn of the Anthropocene, however, demands that we reconceive of the humanities not as self-sufficient, hierarchical, or divided away from other modes of seeking knowledge but as core to what human being and responsibility ought to mean in the more-than-human world. The present essay makes a case for reworking—and rethinking—the American university along the lines of Mark C. Taylor’s prompt to reconceive of the academy as a multidisciplinary forum for the “comparative analysis of common problems”. I suggest that religious teachings—and religious traditions themselves—can offer models for the intertwining of the humanities (literature, poetry, philosophy, the expressive and applied arts), the social sciences (the study of governance, political thought, the study and formulation of law), and the natural sciences as well as mathematics and engineering. Further, I argue that when faced with radical and unprecedented changes in technological, social, economic, and environmental structures, we must, I believe, engage with these traditional texts in order to enrich and critique the liberal mindset that has neither the values nor the vocabulary to deal with the climate crisis. We must begin to sow new and expansive ways of thinking, and I am calling this work the “rewilding” of our universities. Parallel to the three Cs of rewilding as a conservation paradigm, I suggest the following three core principles for the rewilding of higher education: creativity, curriculum, and collaboration. Though I focus on the interface of religion, ecology, and the study of the environmental, social, and moral challenges of climate change, I suggest that these categories of activity should impact all domains of inquiry to which a university is home.
In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines.
Universifying is a meta-theory, model and practice that can support us to meet the challenges of the meta-crisis of our times.
Rather than a model, theory or practice that claims to have ‘the answers’, it is a meta-model-theory-practice which has completeness, yet is continually evolving – absorbing, diversifying, connecting and unifying all past, present and future models, theories, practices, systems, structures and forms of consciousness.
‘Universifying’ is a term describing the universal metapattern of convergence-divergence, or integration-differentiation, transcending and including ‘unifying’ and ‘diversifying’ into a singular term.
As the fluid within and between cells in our body facilitates nutrients to be ‘absorbed’ into a cell, supports cellular ‘division’, ‘connects’ cells together and ‘unifies’ them as a greater multicellular organism, ‘Universifying’ acts like a supportive fluid for individuals and collectives to emerge, unfold, manifest and evolve by ‘absorbing’ that which we need, ‘diversifying’ our uniqueness, ‘connecting’ us with others and ‘unifying’ us as a greater whole.
The core intention of Universifying at this moment in history is to unify us all through our diversity to birth our emerging world through the meta-crisis.
Dieser Beitrag untersucht am Beispiel der Dualen Hochschule Baden-Württemberg,
wie Studierende die Nachhaltigkeitsperformanz ihrer Hochschule wahrnehmen und
welche Einstellungen Studierende zu Nachhaltigkeit und Umweltschutz haben. Nur
wenige Studierende haben den Eindruck, dass Nachhaltigkeit ein wichtiges Thema auf
der Agenda der Hochschule darstellt. Gleichzeitig wünschen sich viele einen stärkeren
Fokus der Hochschule auf das Nachhaltigkeitsthema. Die Umsetzung der Nachhaltigkeitsförderung wird als sehr heterogen wahrgenommen – Unterschiede bestehen sowohl zwischen einzelnen Maßnahmen als auch zwischen den verschiedenen Studienstandorten und Studienbereichen.
Dieser Beitrag untersucht die Theorie-Praxis-Verzahnung im dualen Studium an der
DHBW mittels vergleichender Analysen von Umfragedaten. Die Analysen identifizieren
Wahrnehmungsunterschiede und -übereinstimmungen zwischen verschiedenen
Stakeholdern des dualen Studiums hinsichtlich der Umsetzung der inhaltlichen, organisatorischen und institutionellen Verzahnung. Studierende nehmen die Realisierung der inhaltlichen Verzahnung weniger intensiv wahr als Lehrende und duale Partner. Bei der institutionellen Verzahnung haben Lehrende und duale Partner nur wenige Wahrnehmungsunterschiede hinsichtlich zukünftiger Entwicklungsbedarfe.
Dieser Beitrag untersucht die Motive von Studierenden und dualen Partnern bezüglich
ihrer Entscheidung für das duale Studium am Beispiel der Dualen Hochschule Baden-
Württemberg (DHBW). Für Studierende sind die Theorie-Praxis-Verzahnung sowie
das Erzielen eines eigenen Einkommens während des Studiums die wichtigsten Stu-
dienwahlmotive. Duale Partner kooperieren insbesondere aufgrund ihres Bedarfs
an Ausbildung von Nachwuchskräften sowie der hohen Ausbildungsqualität. Beide
Gruppen betrachten fachlich-curriculare Aspekte als sehr wichtige Studienwahl- bzw.
Kooperationsmotive.
Dieser Beitrag untersucht die Nutzung, Einstellungen und Erwartungen von Studierenden gegenüber KI-Chatbots wie ChatGPT in der Hochschulbildung und in der Arbeitswelt. Das Wissen über diese Technik ist gering, obwohl viele Studierende sie nutzen. Die Mehrheit der Studierenden sieht positive Auswirkungen von KI-Chatbots auf das Hochschulstudium und wünscht sich deren Integration in die Lehre. Ein Verbot
von KI-Chatbots in der Hochschullehre wird mehrheitlich abgelehnt. Es besteht Unsicherheit hinsichtlich der Auswirkungen von KI auf den Arbeitsmarkt und der Entwertung des eigenen Kompetenzprofils durch KI.
Like most organizations, a university needs to plan for its success. The environment in which universities operate continues to shift and change consequent to economic realities, changing demographics, changes in technology, and most recently a global pandemic. Planning in higher education must be creative and responsive to address multifaceted demands. To sustain post-secondary education, institutional leaders need to develop skill sets that promote effective dialogue, group work, and generativity within internal organizations. Concepts of leadership for the 21st century shift focus away from the previous approaches of making incremental improvements to already existing processes toward discovering possibilities, exploring potential innovations, and generating actions (Burgess & Newton, 2015; Webber, 2016). Building on existing frameworks for understanding generativity in group work and planning, this study sought to understand generative processes and conversations that compel people to act upon thoughts and feelings arising from social interactions. A descriptive study design was utilized to explore and summarize the experiences of faculty involved in three different group planning processes: brainstorming (Osborn 1953, 1957, 1963), a force field analysis (Lewin, 1947), and a variation of an appreciative inquiry process (Cooperrider & Srivastva, 1987). The development of a generative conversations survey tool focused on how the faculty participants perceived the qualities of their experiences. A key outcome of the research was the creation of a set of recommendations for thinking about the design of group sessions and meetings that can transmethodologically enhance chances for generative results.
La culture visuelle dans les pratiques de conception constitue chez les designers autant un mode communicationnel de projet pour soi et ses clients qu’un outil pour concevoir. Cette culture particulière de la conception par la représentation visuelle incarne une culture propre au design malgré la multiplicité des activités des designers et du design. Elle se déploie et circule par l’adoption de normes et de codes et par l’appropriation du langage visuel. Notre article vise à comprendre la manière dont les designers se représentent leur activité de travail, par cet « agir créatif » reconnaissable chez les concepteurs designers du design social ou du design participatif. Plus spécifiquement, nous souhaitons analyser les représentations sociales, mentales et visuelles qui émanent de l’activité des designers en interrogeant leur utilisation de la représentation visuelle pour faire état de leurs pratiques et de leurs activités. Notre méthodologie se base sur la réalisation d’entretiens semi-dirigés auprès de dix designers1 français, qui développent des pratiques contemporaines (design de service, design d’interaction, design des politiques publiques, design fiction) en considérant la manipulation de visuels dans l’activité de conception des designers. Au cours de ces entretiens, le double diamant nous a servi de point de départ pour interroger plus largement les représentations sur leur propre activité, ainsi que l’usage de la représentation visuelle dans leur pratique professionnelle. La contribution de l’article réside dans le fait de mettre en perspective une analyse des représentations sociales et visuelles de l’activité de design par les praticiens eux-mêmes avec une analyse rétrospective de la culture de conception du design. Ainsi, nous valorisons la manière spécifique dont l’activité de design mobilise la représentation visuelle, comme forme d’expression et de légitimation professionnelle de sa culture de conception.
spletna izdaja) Izdal in založil: Zavod Republike Slovenije za šolstvo Kraj in leto izdaje: Ljubljana, 2022 Spletna stran revije: https://www.zrss.si/strokovne-revije/vodenje-v-vzgoji-in-izobrazevanju/ Naslov članka/Article: Avtor/Author: DOI: CC licenca Priznanje avtorstva-Nekomercialno-Brez predelav
A Practical Guide to Group Facilitation introduces a unique threefold approach to facilitation, blending Person-Centered Practice, system knowledge, and method expertise together. It serves as a comprehensive resource for facilitators seeking to enhance their professional skills.
The book delves into the significance of Person-Centered Practice as the cornerstone of facilitation, exploring personal facilitator qualities like congruence, empathic listening, and unconditional positive regard, inspired by the principles of Carl Rogers. It successfully integrates Jane Loevinger's personal development theories with facilitator skill development, illustrating the symbiotic relationship between personal growth and effective facilitation. Additionally, the book incorporates Nonviolent Communication (NVC) into the facilitator's toolkit, offering practical strategies for navigating challenging situations. It covers a spectrum of facilitation methods, from structured approaches to the Person-Centered style of Carl Rogers, equipping facilitators to face diverse group contexts.
Presenting valuable skills and insights to enhance professional practice, this book will be highly relevant reading for facilitators, mediators, and those offering training. It will also be useful reading for professionals in participatory processes such as coaches, team leaders, organizational leaders, managers, and mentors.
Hochschulen müssen sich in einem Zeitalter schnellen Wandels anpassen, um di
verse Studierendengruppen zu fördern und zu befähigen, Future Skills zu erlernen.
Digitale Innovation und neue Lehr- und Lernmethoden erfordern dabei eine ge
wandelte Lehr- und Lernkultur und schaffen eine veränderte Hochschullandschaft.
Der Beitrag beschreibt ein didaktisches Design zur Förderung von Future Skills
und analysiert die gewonnenen Erkenntnisse. Er betont die Bedeutung von Future
Skills für zukünftigen Erfolg in allen Lebensbereichen und die persönliche Ent
wicklung und stellt einen Rahmen für deren Erlernen vor.
Our world has always been changing, sometimes rather gradually, at other times more radically. In today’s world, we see both tremendous challenges and potential to shape it in a new and desirable direction. In almost every domain of our lives we are challenged by high levels of volatility, uncertainty, complexity, and ambiguousness (“VUCA world”). In this context of profound technological, digital, social, and political changes and transformations, we have to ask ourselves: what is it that makes us humans human? What does a meaningful and joyful relationship between humans, technology, and the future look like? How do we meet the challenges of increasingly blurred borders between humans and technology in a more human(e) manner? Which skills and mindsets do we need to deal with our uncertain and unpredictable future in order to co-shape it in a purposeful and thriving manner? In this chapter, we will explore the challenges of a VUCA world and take a closer look at what their implications are for our educational systems. We will develop a future-oriented perspective on learning that is based on the concept of learning as co-becoming with the world. We will discuss that this requires futures literacies, such as sense-making capabilities, a constructivist epistemology, systems thinking, designerly ways of thinking and making, and most importantly, a capacity to identify and make use of future potentials. We will both discuss theoretical foundations (e.g., from cognitive science/enactive cognition approaches, systems thinking, etc.) and practical implications, skills, mindsets, and a concrete case study illustrating these concepts.
In this chapter, I first present an overview of the philosophy of need encountered primarily in Karl Marx’s own writings, but also in subsequent “Neo-Marxist” contributions. I then critique the way this Marxian philosophy of need conflates the needing subject with a needed object, a position derived from the basic postulate of objectification in materialist philosophy. Conceiving needs as objects leads Marx to historicize human needs as particular to given modes of production. Rejecting this move, I revive the case for the universal and transhistorical nature of needs. I present two universalist pedagogical frameworks, Human-Scale Development and Nonviolent Communication, which invite us to connect with our needs, and to imagine and pursue new, non-alienated ways of meeting them. I suggest that we can readily align the non-dualism of these frameworks with a non-dualistic reading of Marx’s own ontological position; an interpretation that reopens space for what I call a (r)evolutionary praxis of needs. My overarching goal is to kindle curiosity or even excitement in the reader around the power of a needs-based praxis, and to germinate thoughts about how this praxis sits within the kinds of intersectional, pedagogical praxes documented in many other chapters in this handbook.
Introduction to an Educational Philosophy Higher education is at an inflection point due to accelerating changes in society that require more transparency and innovation. Expanding technology, climate change, and diversity in higher education is a hallmark of Drexel University-a recognized leader in contemporary education and pedagogical innovation, and my doctoral studies in "Leadership and Change" and "Creativity Studies." A Doctor of Education degree prepares me to be an educator, scholar, researcher, leader, and innovator in higher education. This educational philosophy focuses on how dialogue, collaboration, and creativity in higher education enhances communication, advances teamwork, fosters new pedagogies, and enhances innovation. Contemporary concerns such as climate change, sustainability, resiliency, diversity, accountability, and intersectionality require coordinated, novel efforts to address. Moving from individual assignments towards multidisciplinary collaboration prepares students for the reality of professional practice among diverse stakeholders. In response, higher education programs must prioritize implementing curriculums that foster multidisciplinary, collaborative, inclusive dialogues, incorporate new technologies, and enhance innovation. The changes occurring across modern society because of advances in digital technology, machine automation, product innovation, materials, methods, and environmental concerns are pressuring higher education towards a restructuring. As higher education seeks new ways to innovate and prepare for the demands of this increasingly digital-global economy, design programs must move curricula centered on solitary projects, towards multidisciplinary, systems-thinking solutions to environmental challenges. More than ever, college students must be trained in Active-Learning-Classrooms (ALC) to value competing points of view, engage in dialogues with diverse stakeholders, collaborate in teams, incorporate digital media, and build partnerships and products for the emerging innovation economy. Furthermore, Information and Communication Technology (ICT), and Web-Based Collaborative Learning (WBCL) technologies are needed to support design students collaborating across different time zones synchronously and asynchronously. Indeed, technology is already making the design professions increasingly multidisciplinary, cross-cultural team endeavors. My teaching philosophy centers on encouraging, teaching, coaching, critiquing, hybrid instructional models, pedagogical rigor, multiculturalism, laddering, rubrics, heuristics, multimedia integration, collaboration, dialogue, creativity, and multidisciplinary innovation. Perceptions of Challenges in Higher Education 1. Higher education must be more inclusive of originality, experimentation, and diversity. 2. There are few collaborations in design education, and often only during competitions. 3. The skill of listening in dialogues with community stakeholders is not developed in school. 4. Creativity is rarely understood and taught based on peer-reviewed scholarship for design. 5. Students often do not understand that creative work is original, compelling, and effective. 6. Schools must foster Active-Learning-Classrooms to enhance peer-to-peer learning. 7. Resistance to accelerating technological changes in higher education must be overcome. 8. More collaboration with diverse people across disciplines and beyond academia is needed. 9. There is inconsistency on how to transparently evaluate, communicate, and teach design. 10. Pedagogies targeted for contemporary challenges in education are required to enact change. Statement of the Problem Although the design professions increasingly value creative-self-efficacy in prospective employees, higher education design programs still focus on solitary student projects that neither teach pupils how to succeed with novel, digital, hybrid, asynchronous, online platforms, …nor prepare creative students for the type of multidisciplinary, multicultural, collaborative, dialogues occurring across the globe focused on innovation through creative design and novel technologies.
Emerging innovative work environments coupled with the National Architectural Accreditation Board (NAAB) 2022 accreditation requirements call for a redesign of architectural education from a focus on solitary projects to collaborative design dialogues and group creative production. Because creative collaboration depends upon social agreements of participants pooling their talents for common goals, collaborative design depends on perceptions as much as abilities. My research aims to understand the perceptions of architecture professors and diverse students on architectural education to meet the multidisciplinary challenges of the emerging innovation economy. My study began at the Massachusetts Institute of Technology School of Architecture and Planning with architecture professors and students; it is the first of its kind, and the third dissertation on collaboration in architectural education. See Curriculum vitae and Research Gate for more information.
There have been numerous calls for increased research in the field of organization development (OD), change, management, and leadership (Bartunek et al., 2007; Bartunek & Rynes, 2014; Bergh et al., 2017; Burke, 1976; 2011; 2018; Hamel & Birkenshaw, 2023; Pfeffer & Sutton, 2006), including by Shufutinsky, Brendel, and Matthews (2022), who recognized the intervention research often performed, but additionally called for increased evidence-based practice in development, publishing, and distribution of thought leader material. In this paper, we address thought leadership and introduce the reciprocal role of thought followership as a pivotal dichotomy in scholarship and practice across disciplines, including OD.
ResearchGate has not been able to resolve any references for this publication.