Hands-on or Heads-up? Strategic Foresight as the Heart of the Board's Work

2018 ◽  
Vol 2018 (159) ◽  
pp. 7-8
Author(s):  
Jannice Moore
Keyword(s):  
Hands On ◽  
2020 ◽  
pp. 40-69
Author(s):  
Javier Ricardo Mejía Sarmiento ◽  
Gert Pasman ◽  
Erik Jan Hultink ◽  
Pieter Jan Stappers

Making prototypes of fictitious artifacts has long been applied in corporations as a design-led way to envisioning the future. These techniques make use of design to explore speculative futures translating abstract questions into concrete objects and bringing the human dimension and experience into futures techniques. The design-led strategic foresight techniques follow making activities – including visual synthesis, prototyping and storytelling – and result in experimental and experiential artifacts offering concrete, hands-on and specific images of the futures. An example of these techniques is the making and sharing of concept cars, a long-standing practice in the automotive industry. These artifacts facilitate the sharing of future visions, which embody future ideas, to diverse people. Whereas corporations use these design-led strategic foresight techniques as a driver for innovation, small and medium-sized enterprises, which are the backbone of society and the global economy, have been deprived of these kinds of explorations due to their being resource intensive. To help these enterprises, we developed DIVE (design, innovation, vision and exploration) based on design-led strategic foresight techniques developed by corporations but adapted to the scale and needs of these small players. DIVE helps external designers and company representatives in making and sharing artifacts to envision the future of their company. The technique follows an analogy that invites participants to make a hole in the world as it is and descend underwater to the speculative futures and then come back to the reality. Along with this plunge into fiction, participants identify trends, create ideas about the future, and make a prototype of an artifact that is subsequently used to motivate people to talk about the company’s future and present. This artifact, the vision concept, includes ideas about the future product or service, the context and the business itself. This paper aims to evaluate DIVE as a design-led strategic foresight technique and focuses on the benefits and limitations of its application. It includes two cases that explored the future of the shopping experience for the company Solutions Group. It is a Colombian medium-sized enterprise that develops and produces point-of-purchase materials for consumer goods corporations such as Procter & Gamble. In both cases, the participants employed DIVE activities to make and share a vision concept. At the end of the cases, the DIVE outcomes were validated by three external innovation experts. DIVE proved its efficacy in supporting designers in setting future visions, prototyping vision concepts and stories and making recommendations for different time frames, and participants also learned about the strategic value of design.


Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.


Author(s):  
Ying-Chiao Tsao

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.


ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.


2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.


2008 ◽  
Author(s):  
James M. Mours ◽  
Tami Hoogestraat ◽  
Susan Dutcher ◽  
Amanda Turlington ◽  
Clark D. Cambell
Keyword(s):  

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