Design thinking and innovation: synthesising concepts of knowledge co-creation in spaces of professional development

This paper explores how design thinking connects to concepts of knowledge creation and innovation. A case study of a knowledge sharing network in the social services sector is used to illustrate how design thinking supports Ba, the spaces for knowledge creation. Further exploration of the four enabling conditions for Ba resulted in delineation of two distinct types: relational and structural. Relational enablers support three groups of enabling conditions: interaction, shared values and communication. It is proposed that design thinking aligns well with relational enabling conditions for Ba to create the ideal spaces for knowledge creation. The group of structural enablers can assist or obstruct change and relate to the culture and management approaches of an organization, which may or may not be assisted by design thinking. However, to ensure that design thinking is not undermined, and innovation is achieved, the presence of an appropriate structural enabler is critical for success

Our Museum Special Initiative: An Evaluation

Our Museum: Communities and Museums as Active Partners was a Paul Hamlyn Foundation Special Initiative 2012 – 2016. The overall aim was to influence the museum and gallery sector to:* Place community needs, values and active collaboration at the core of museum and gallery work* Involve communities and individuals in decision-making processes* Ensure that museums and galleries play an effective role in developing community skills and the skills of staff in working with communitiesThis was to be done through facilitation of organisational change in specific museums and galleries already committed to active partnership with communities.Our Museum offered a collaborative learning process through which institutions and communities shared experiences and learned from each other as critical friends. Our Museum took place at a difficult and challenging time for both museums and their community partners. Financial austerity led to major cutbacks in public sector expenditure; a search for new business models; growing competition for funding; and organisational uncertainty and staff volatility. At the same time, the debate at the heart of Our Museum widened and intensified: what should the purpose of longestablished cultural institutions be in the 21st century; how do they maintain relevance and resonance in the contemporary world; how can they best serve their communities; can they, and should they, promote cultural democracy

Learning from Kaupapa Māori: Issues and techniques for engagement

This article argues for recognition of the value and relevance of Indigenous knowledges about principles and practices of engagement to theory-building and praxis in public relations. Specifically, in this article, the Kaupapa Māori body of knowledge and practice that has developed around Indigenous/non-Indigenous engagement in Aotearoa is identified as a valid source of insight for the analogous situation of organisation-public engagement where power imbalance is inherent

Evaluating training and development in UK universities: staff perceptions

Purpose - As part of an HEFCE LGM funded project, this paper analyses individual experiences of learning evaluation in UK Higher Education Institutions (HEIs) and identifies areas for improvement. Design/methodology/approach - Eight focus groups were carried out in two Universities with staff in similar roles. After transcription, the data was analysed using template analysis to identify and compare key themes from across both universities. Findings - The context of UK HE is clearly important, due to the diverse job roles and on-going sectoral changes. Three key themes emerged; firstly a lack of clarity from the learners on learning evaluation. The second key theme centres on the format, method and timing of capturing evaluation data and the perception that a ‘one size fits all’ approach is not appropriate. The third finding suggests that line managers do not currently fulfil their critical roles in the process. Research limitations/implications - Small number of research participants and a focus on two Universities. In addition, participants were relying on their memories of past evaluation experiences. Practical implications - Ensuring learners understand reasons for evaluating their learning is important. HEIs should utilise a more diverse range of tools at the design stage to collect evaluation data. All stakeholder roles need to be clarified, and line managers require additional support. Originality/value - Firstly we address a gap in the existing sector-specific literature identified by Burgoyne et al (2009) who contend that there is a lack of research in this area. Secondly we contribute to the development of research in the journal by analysing evaluation from the perspective of the participants and thirdly we offer recommendations for practice