In a global scenario of complexity, research shows that emerging design practices are changing and expanding, creating a complex and ambiguous disciplinary landscape. This directly impacts on the field of design education, calling for new, flexible models able to tackle future practitioners’ needs, unknown markets and emergent societal cultures. In response to design's uncertain contemporary identity, a programme of doctoral research was designed with the aim of identifying distinct approaches to postgraduate design education that could help to prepare future designers for what the thesis terms an Amplified Mindset of Design. This article presents emerging findings from this doctoral research, proposing and evidencing a conceptual framework that synthesises key movements within design, to bring clarity to the current discourse on emerging design practices. The conceptual framework of an Amplified Mindset of Design clusters this discourse into four groups: a world‐ and human‐centred worldview; integrative behaviours, social skills and visualisation. The article closes by discussing this framework in relation to design education, suggesting the Amplified Mindset of Design as a tangible frame of reference to enable the development of design education. In this context it can be used as principles for pedagogical approaches, and as guidelines for curriculum design that fits our changing disciplinary practice within a complex global environment. Furthermore, the authors contend that there is potential to apply this framework outwith the field of design, proposing that other disciplines such as management, economics and medicine could benefit from an educational experience that emphasises an Amplified Mindset.

RESUMO O objectivo deste estudo é demonstrar que a criatividade amplia o espectro de soluções possíveis para as questões presentes nas actividades diárias de um Gestor Desportivo e das organizações desportivas. Metodologicamente, os dados foram recolhidos da revisão bibliográfica dos principais autores sobre criatividade e pensamento sistémico. Num primeiro momento, o tratamento dos dados baseou-se na relação da "5ª disciplina" de Peter Senge com os princípios, práticas e a essência de cada uma das cinco disciplinas em aprendizagem. Em seguida, no cruzamento das cinco disciplinas com factores de incentivo e barreira à criatividade dentro de uma abordagem sistémica e a partir de conceitos da criatividade organizacional e do pensamento sistémico. O resultado obtido mostrou-nos informações que poderão subsidiar o trabalho do Gestor Desportivo no sentido de promover o seu potencial criativo. Verifica-se, porém, a existência de diversas barreiras e incentivos à criatividade, as quais devem ser evitadas ou fomentadas, respectivamente, para se obter eficácia na gestão da organização. A criatividade actua como factor impulsionador da inovação na Gestão Desportiva, uma vez que surgem diversas soluções possíveis para as questões do dia-a-dia do Gestor e das organizações, constituindo-se uma alavanca para uma melhor Gestão. Palavras-chave: criatividade, gestão desportiva, abordagem sistémica ABSTRACT Creativity as leverage for better sports managementThe purpose of this study is to demonstrate that the creativity extends the specter of possible solutions for the questions in the daily activity of a Sporting Manager and the sporting organizations. Methodologically, the data had been collected of the bibliographical revision of the main authors on creativity and systemic thought. At a first moment, the treatment of the data was based on the relation of "5ª discipline" of Peter Senge with the principles, practical and the essence of each one of the five discipline in learning. After that, in the crossing of the five discipline with factors of incentive and barrier to the creativity inside of a systemic boarding and from concepts of the organizational creativity and the systemic thought. The result obtained showed us informations that will be able to subsidize the work of the Sporting Manager in the direction to promote his potential creative. It is verified, however, the existence of diverse barriers and incentives to the creativity, which must be prevented or be fomented, respectively, to get effectiveness in the management of the organization. The creativity acts as factor booster of the innovation in the Sporting Management, a time that diverse possible solutions for the questions of day-by-day of the Manager and the organizations appear, consisting a handspike for one better Management.

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An Amplified Mindset of Design (AMD) has emerged from recent research on emerging design practices, as designers are once again re‐inventing their identity to include an adaptability to uncertainty and paradox. However, this is not yet visible in what design education offers. As designers intervene in complex contexts and embrace participatory, collaborative and interdisciplinary practices informed by strong ethical and sustainability concerns, design education must adjust and expand its scope to include, for example, collaboration, cross‐cultural and interdisciplinary skills, and a way of being in the world through design. In this article, I argue for the formal introduction and exploration of social complexity in design education to assist the development of an AMD in design students. Boundaries, dependence on context, edge of chaos, emergence and organisation were identified as key qualities of complex systems to introduce to students. Embodiment and visualisation techniques were used as the most appropriate vehicles for such an endeavour. In this article, I discuss the results of a qualitative research informed by action research in which I explore ways of teaching complexity to design students. The inquiry was driven by the following core research question: How can complexity can be taught in design education using visual and embodiment methods to encourage the development of an Amplified Mindset of Design?

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