SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Horizon Scanning: Futurology(Unniversity of Bath, 2023-09-04) BAKHASHWAIN, FAISAL; DE SA FIALHO, GUILHERME CALAIS GRILO; SENTHILKUMAR, PRAVEEN; SUN, SHUSHEN; NAGVEKAR, TANAY; ZHOU, XUAN; HAASZ, ANDYBMT's service covers many products and consulting services, with business spread across the globe, thus possessing a solid market position. However, it simultaneously faces inherent risks tackled through scenario planning. BMT faces a problem which is a slow and often inconsistent futurology process. The aim is to optimise this practice, offering a faster and more consistent solution. Futurology is the activity of overlooking the future, in efforts to prepare for dynamic changes. Scenario planning is a futurology tool that creates pictures of current trends to predict future states. Academic scenario planning frameworks can be divided into two areas: those that base scenarios on key drivers and those that don’t. The trade-off between them is consistent, so the team has incorporated ideologies from both types within the proposed framework. Findings from existing frameworks showed that two of the best processes are Shell and the UK Gov. toolkit. Therefore, factors from both are integrated into the proposed framework. The proposed framework has been divided into three main areas, enabling a more targeted and methodical approach, and ensuring that all relevant factors are considered. Challenge assessment pairs technology with potential challenges. The pair analysis evaluates whether a pair is feasible to enter the next stage, which saves time as it eliminates unnecessary items. Finally, devising scenarios serves as the scenario-building stage. 1. Challenge assessment a. SCAMPER: a creativity tool that guides the critical analysis of technology. b. Sector tree: aids in predicting technology transformation. c. Delphi: synthesizes expert opinions through iterative rounds of questionnaires. 2. Pair analysis: utilises a scoring table to evaluate pairs. 3. Devising scenarios a. Cross-Impact method: a comprehensive and structured tool, however the lacking creativity and time-efficiency. b. 4 Questions: the intermediate choice regarding tool trade-off. c. Scenario archetypes: a creative and time efficient tool, however lacking comprehensiveness. However, upon usage, it was discovered that the process was still quite slow. Henceforth, the process was fully digitalised, to decrease time and increase engagement. This resulted in two deliverables: an explanatory word handbook and a digital guidebook. This proposal has proven to save 50% of BMT’s time during their scenario planning process while producing similar/better results. Moreover, this framework is expected to maximise engagement and consistency, optimising decision-making.23 0Item Restricted Exploring Teachers’ Beliefs and Practice Regarding Children’s Creativity in Visual Art from Three to Six Years Old in Riyadh, The Kingdom of Saudi Arabia(University of Leeds, 2023-12-01) Aldosari, Dimah Hamad M; Clarke, PaulaThis qualitative study aimed to explore preschool teachers’ beliefs and practices regarding preschool children’s creativity in the visual arts in Riyadh, Saudi Arabia. Saudi Arabia has neither a programme at preschool nor a university course designed to support children’s creativity, which could pose a problem for preschool teachers when defining what creativity is and how to support it. The research was based on the theories of Bourdieu, Bronfenbrenner and Vygotsky (Bourdieu, 2010; Vygotsky, 1979; Bronfenbrenner, 1979; 2005; Routledge, 2016; Harkonen, 2007; Thuketana and Westhof, 2018; Reunamo et al., 2014), which assert that cultures and societies have an influence on children’s development, especially their creativity. For this case study, three methods were developed and applied in four sequential phases with 11 teachers in three cases of preschools in Riyadh. The methods were semi-structured interviews (first and fourth phases), observation (second phase), and a photography task (third phase). The study revealed that the teachers agreed that children’s development is influenced by their culture and society. However, the teachers were uncertain about the definition of ‘creativity’. Teachers’ beliefs led their practice in supporting the creativity of the children, which reflected several barriers that teachers face, some of which are not easy to overcome. These barriers were a source of inspiration for the teachers to discern what to advise policymakers. This research can help educators to explore definitions of children’s creativity and support it with the use of the observation schedule developed in this study to observe children’s creativity. It can also help teachers define what policymakers could provide for them to support children’s creativity in preschools. Finally, this research could inform further studies in the area of creativity, especially through the use of the methods developed for this study as there may be a lack of applicable research methods related to this subject.31 0