Safe environments for innovation: developing a new multidisciplinary masters programme

This paper outlines the research and resulting curriculum design activities conducted as a collaborative venture between Northumbria University’s School of Design, School of Computing, Engineering and Information Sciences and Newcastle Business School undertaken in the creation of a new postgraduate programme in Multidisciplinary Design Innovation. With the area of multidisciplinary innovation education practice being comparatively new, the research conducted in support of the programme development was undertaken through a series of industry-linked pilot-study projects conducted with Philips, Hasbro, Lego and Unilever. The key finding from this research was an understanding of the importance of freeing students from different disciplines of the inhibitions that limit creativity in collaborative settings. This paper gives an account of the pilot studies and the associated learning derived from them, the collaborative development of the programme and approaches in curriculum and assessment design adopted in order to create what we call ‘safe environments for innovation’; environments designed to free students of these evident inhibitions

Connecting for Impact - Multidisciplinary Approaches to Innovation in Small to Medium Sized enterprises (SMEs)

This paper reveals the methodology developed and adopted by groups of Multidisciplinary Design Innovation Masters students whilst working on projects with regional Small to Medium Sized Enterprises (SME’s). It exposes an eight-stage approach and shows how the creation of a ‘problem-space tapestry’ acts as a mediator between different disciplinary approaches. The authors used a combination of observation, interview, post project-analysis and auto ethnographic reflection in order to uncover this process and to draw conclusions about the conditions that are necessary to support university based multidisciplinary design-led innovation projects of this type

Hidden value - towards an understanding of the full impact of engaging students in user-led research and innovation projects between universities and companies

‘Live’ projects have been the staple of degree programmes in design for as long as design education has existed. They represent the perfect vehicle through which students can test their evolving knowledge and skills. They provide an ideal constructivist platform through which problem-centred, authentic learning can be achieved and deliver immediate value to student learning. This study explores the value to the other stakeholders in such projects: the Company and the University. A suite of projects undertaken over a ten-year period between a leading Design School and one of the largest Fast Moving Consumer Goods companies in the world has been reviewed. Semi-structured interviews with Company employees and academics have been used to establish the impact of each project, and this data has been mapped against the original objective of each project in order to identify the hidden value of these collaborations. Through this exploration of a decade of University-Company collaborations, the authors identify levels of engagement that go beyond the ‘live project’. The paper illustrates the value of such projects for the ‘client’ organisation, and the academic community, as well as reflecting, briefly, on the student experience

Colourful stories: exploring the transformative potential of colour culture in a Northumbrian mining town

2014 will see the opening of a new £100m factory in Ashington, a former mining town in Northumbria, UK. The global paint manufacturer AkzoNobel wants to ensure its investment creates not only regeneration through employment but also broader, long-term health and wellbeing improvements, through the life-enhancing qualities of colour. Committed to transforming lives through colour, they are continually striving for innovative ways to engage local communities in transformative application of colour to the built environment. This paper describes successes of the firm’s global Let’s Colour programme, as well as the Northumberland project, its methodology, preliminary findings and proposals. The best will be developed and implemented over three years from 2014

A Framework for Specifying and Monitoring User Tasks

Knowledge about user task execution can help systems better reason about when to interrupt users. To enable recognition and forecasting of task execution, we develop a novel framework for specifying and monitoring user task sequences. For task specification, our framework provides an XML-based language with tags inspired by regular expressions. For task monitoring, our framework provides an event handler that manages events from any instrumented application and a monitor that observes a user's transitions within and among specified tasks. The monitor supports multiple active tasks and multiple instances of the same task. The use of our framework will enable systems to consider a user's position within a task model when reasoning about when to interrupt

Making it Work; Integrated Academic Practice

This research presents a model of Integrated Academic Practice that allows the three aspects of the academic portfolio; Research, Education and External Engagement to work in harmony in Design education. It highlights the reciprocal values that benefit Academia, Students and Partners in project-based knowledge co-creation and sharing. The research has been conducted through case-study review of a decade of activity conducted in undergraduate and postgraduate Design and Multidisciplinary Innovation programmes at one design-renowned UK University where up to 80% of the curriculum is delivered through collaborative projects with external partners. It suggests that project-based activity with external partners can offer a situation that promotes high-quality, pedagogically sound, ‘authentic’ learning whilst offering a research site from which to gather data and in which to validate new knowledge. In order to achieve this, the author’s recommend that projects are established with clear purpose in mind. The research demonstrates how each of the stakeholders (students, academia and external partners) can benefit from this integrated way of working. The paper concludes by proposing the conditions necessary to make Integrated Academic Practice work in Design Higher Education

Risks of requiring a dedicated molecular specimen for HIV diagnosis and a potential strategy for mitigation

BACKGROUND: HIV screening (i.e. antigen/antibody) tests are followed by a supplemental (i.e. antibody-only) if the screen is positive. Discrepant results can result from two scenarios: a false-positive screening test or acute HIV infection. These scenarios can be distinguished by a molecular HIV test, but due to contamination concerns, our laboratory recently implemented a policy requiring a second specimen dedicated for molecular HIV testing. Our objective was to (1) characterize the effect of this policy on the time-to-diagnosis for patients with discrepant screening and supplemental test results, and (2) explore strength of positivity as an interim predictor of screening test accuracy while awaiting confirmatory test results. METHODS: Data from our laboratory information system, electronic health record, and instrument logs were used to collate data for all HIV testing performed at Barnes-Jewish Hospital (BJH) between January 1, 2014 and October 18, 2017. RESULTS: Requiring a dedicated specimen for molecular testing significantly increased the time-to-diagnosis for patients with discrepant screening and supplemental HIV tests (p = 0.0084). This policy also contributed to loss-to-followup, with 0/35 discrepant cases lost-to-followup prior to policy implementation compared to 2/10 after implementation. However, by optimizing the signal-to-cutoff (S/CO) ratio of the screening test, we were able to more accurately distinguish false-positives from acute-HIV prior to molecular testing (sensitivity of 100%, specificity of 89%). CONCLUSIONS: We propose utilizing quantitative fourth-generation assay results (S/CO) ratios as a predictor of infection true positivity in situations where the screening assay is reactive but the supplemental test is negative and confirmatory molecular results are not immediately available

THE LACK OF A PROFIT MOTIVE FOR RANCHING: IMPLICATIONS FOR POLICY ANALYSIS

The economic impact of changing land-use policies has traditionally been estimated using the standard economic model of profit maximization. Ranchers are assumed to maximize profit and to adjust production strategies so as to continue maximizing profit with altered policies. Yet, nearly 30 years of research and observation have shown that family, tradition, and the desirable way of life are the most important factors in the ranch purchase decision - not profit. Ranch buyers want an investment they can touch, feel, and enjoy, and they historically have been willing to accept relatively low returns from the livestock production. Profit maximization appears to be an inadequate model for explaining rancher behavior, describing grazing land use, and estimating the impacts of altered public land policies. In this paper, we investigate the relative importance of livestock production income and desirable lifestyle attributes in determining the market value of western ranches, and we explore what this means for economic models and policy analysis.Agricultural and Food Policy, Land Economics/Use,

The National Arts Education Archive: Ideas and Imaginings

The National Arts Education Archive (NAEA) is housed and maintained by the Yorkshire Sculpture Park (YSP), and managed by YSP coordinators and educators with a well-established volunteer programme. This year, 2017, as part of the celebrations of the YSP’s 40th anniversary, the Archive will hold its own exhibition entitled Treasures Revealed: a collection of items selected by people who have been involved in the Archive, whether as donors, volunteers, researchers, artists, trustees or steering group members. In parallel with the exhibition, this article aims to give voice to a selection of individuals and groups associated with the Archive, discussing their interests and experiences of it, and their thoughts on its value and importance as a repository of arts education materials, ideals and practices. Our primary motivations were to consider these different voices in relation to the purpose, direction and relevance of the NAEA today. These exchanges raise fundamental questions and debates about what art education is and what it might become, and how these historical collections, and creative engagements with it, might help to shape our contemporary thinking