Conference PaperPDF Available

No Future: how to embrace complexity and win! (Out of the Ashes 1)

Authors:
  • Ecole des Ponts Business School; University of New Brunswick; University of Stavanger

Abstract

A reflection on the 2008/2009 crash and the opportunity it presented. NOTE: an opportunity not taken.
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“It is increasingly clear that the current downturn is fundamentally
different from recessions of recent decades. We are experiencing not merely
another turn of the business cycle, but a restructuring of the economic order.
For some organizations, near-term survival is the only agenda item.
Others are peering through the fog of uncertainty, thinking about how to position
themselves once the crisis has passed and things return to normal. The question
is, “What will normal look like?” While no one can say how long the crisis will
last, what we find on the other side will not look like the normal of recent years.
The new normal will be shaped by a confluence of powerful forces—some arising
directly from the financial crisis and some that were at work long before it
began.”
Ian Davis, McKinsey, Worldwide Managing Director, March 2009
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policy, planning and future studies, 39, Elsevier, Pp. 341-362.(
... A self-evident argument, which can be used to explain this reluctant point of view towards Foresight is the preference (among CEE-based businesses) given to product and process technological innovations as opposed to organisational innovations [7]. However, the limited approval and low prevalence of Futures Literacy competences among managers or policy makers are not limited to Central and Eastern Europe but they characterize modern society in general as it is described by [8,9]. ...
... (1) To deliver high quality embodied Foresight output, such as: scenarios, roadmaps, visions, options, key priorities or actions, explanations of trends or weak signals etc. [10,11] (2) To enhance disembodied learning processes on individual and organisational levels, which would lead to revising the views of the world [1,2], accepting uncertainty, triggering spontaneity and experimentation, and acting accordingly with/against changes/shocks [8,9]. ...
... & Key driver 1 (business population) was described by the indicators: Prevalence of SMEs in national economy; Prevalence of micro enterprises in national economy 6 ; & Key drivers 2 and 3 (connectivity in the economy and policy and business response towards connectivity) were described by the two indicators: Net difference between exports and imports, as an overall percentage of GDP 7 ; and Foreign direct investment (FDI), as net inflows (% of GDP) 8 The results of quantitative data analysis for V4 countries are shown in Figs. 3, 4, 5, and 6. ...
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The paper aims to advance Futures Research by outlining the context and development perspectives of business Foresight in Visegrad region (that is in: Poland, Czech Republic, Slovakia and Hungary). Authors apply their research to tackle present challenges associated with the limited awareness of Foresight and constrained access to Foresight training offer in the region, which leads to insufficient Futures Literacy competences among managers and thus stiffens the opportunity to take advantage of Foresight in business practice. The paper presents two perspectives of analyzing business futures. A macro perspective, which concerns possible development scenarios of Visegrad economies, and a micro perspective, which concerns possible development scenarios of individual companies from Visegrad region. The methodology for the macro analyses involves the discussion of the futures of business in Visegrad economies based on quantitative indicators related to trade balance, foreign direct investment and SMEs prevalence analysed over 2002 – 2014 period. Whereas, the results derived from the micro level analysis are based on the expert-based scenario building exercise executed by Visegrad entrepreneurs participating in a 2-day international Foresight workshop. The research portrays the results achieved so far in the FOR_V4 project: “Mobilising Corporate Foresight potential among V4 countries”, which aims to bring futures knowledge and techniques to managers, who are expected to become “Corporate foresight evangelists” in Visegrad region.
... Miller advocates what he calls Futures Literacies, strategies that scaffold the "anticipation" of a range of possible futures, in ways that are not constrained by our past, usually unnoticed, assumptions (e.g. Miller 2007Miller , 2009Miller , 2011bMiller , 2014. As Keri Facer puts it, ...
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Since its inception, science education has been the focus of a great many reform attempts. In general, the aim has been to improve science understanding and/or make science study more interesting and/or relevant to a wider range of students. However, these reform attempts have had limited success. This paper argues that this is in part because science education as a discipline has some “blind spots”, some unacknowledged assumptions that obstruct its development and make it immune to change. While this has long been a problem, the paper argues that, in the new, “postnormal” conditions of the twenty-first century, it is now imperative that we see these blind spots and think differently about what science education is for. School science as we now know it (along with the other school subjects) developed as part of, and in parallel with, modern economies/societies, which in turn depended on the burning of fossil fuels. However, because this period of “carbonised modernity” is now coming to an end, many of the assumptions it was built on must be re-examined. This has (or should have) major implications for science education. Via an exploration of three very different “orientations to the future”, the paper aims to provoke discussion of how science education could be reconceptualised to support our transition into the post-carbon, Anthropocene era.
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Purpose The purpose of this article is to explore the relationship between equity and schooling in a post‐industrial society using a scenario of the learning intensive society. Design/methodology/approach The method used here, but not elaborated as such, is based on a “hybrid strategic scenario method” that is a technique for building “futures literacy”. Findings Industrial era schooling may be incompatible with post‐industrial heterarchical equity. Practical implications By questioning the role of schools in developing the capacities necessary for post‐industrial society this article calls for an examination of emergent alternatives. Originality/value Both the method and conclusions are distinctive and may be valuable for strategic conversations aimed at questioning the assumptions that shape the decisions made today.
Rules for Radicals, monthly column for ezine
  • Riel Miller
Miller, Riel (1997-99), Rules for Radicals, monthly column for ezine, intellectualcapital.com