Dilemmas, Conflicts, and Worldview Diversity: Exploring the Relevance of Clare Grave’s Legacy for Planning Practice and Education

Ferreira, António

doi:10.1177/0739456x20940797

Cited by 4 publications

(3 citation statements)

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“…The fifth statement addresses how “the HEI makes full use of its digital capacity to promote sustainable and inclusive innovation and entrepreneurship.” HEIs are called upon to respond to increasingly complex and simultaneous demands, which include sustainable development, a challenge that demands strategic approaches. One feasible approach stems from Graves' model of systemic development (see the work of Ferreira, 2020)—which is based on two primary strategies: (a) promoting the general systemic development of a given HEI, progressively opening up to various stakeholders and focusing on co‐creative collaboration, and (b) participating in inter‐organizational networks to find inspiration for dealing with challenging trends. The answer lies in adopting the University 4.0 multidimensional model to leverage the capacity to deal with complexity and new educational technologies and to require new skills, where HEIs are expected to play a new role (Rocha et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Strategically redefining university dynamics for the digital age: A qualitative approach

Patrício,

Ferreira

2023

Strategic Change

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Despite the great complexity and the challenges inherent to technological advances that require digital transformation (DT), there is still limited academic guidance for developing and leveraging capabilities during such transformations. However, there is recognition that being or becoming an entrepreneurial higher education institution (HEI) may provide some of the answers to these newly emerging challenges. Based on the HEInnovate self‐assessment tool, developed by the Organization for Economic Cooperation and Development/European Community (OECD/EC), HEIs can assess their entrepreneurial capacities, facilitating a reflection on strengths and weaknesses and raising awareness of institutional development needs. This study aims to enhance our comprehension of how the HEInnovate digital transformation and capability (DTC) dimension effectively reflects the vital characteristics of a university that promotes entrepreneurship and fosters optimal Triple Helix (TH) dynamics and impacts. Based on 15 interviews with TH institutional actors—university, industry, government, and other hybrid entities involved in their networks, we developed a qualitative inductive study that integrates the inputs of TH networks within the framework of developing a practical perspective on this theme. Our research identifies three key areas of focus that are all crucial for ensuring successful DT processes—(a) focus on overcoming the barriers; (b) focus on capitalizing on knowledge; (c) focus on coping with change—facets essential to understanding the role of DTC in securing the overall success of DT processes.

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Section: Discussionmentioning

confidence: 99%

Strategically redefining university dynamics for the digital age: A qualitative approach

Patrício,

Ferreira

2023

Strategic Change

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“…Education Science recognises its influence on defending the existence of certain non postulated nor named hypotheses about what the world is like. Themes such as that society is a strongly united reality or that individuals are rational or non-rational are deeply rooted in the personal reality of the researchers and take on the category of "facts" which organise their perceptions and shape their subsequent theorising attaching themselves to the research (Ferreira, 2020;Nery, 2020;Popkewitz, 1994).…”

Section: World Viewmentioning

confidence: 99%

Scientific Culture and Education Sector: Literacy, Understanding, or Engagement?

Maxera¹,

Álvarez-Blanco²

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age</p>

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“…Tewdwr-Jones demonstrates the complexity of individual backgrounds that cannot be reduced to a particular 'role' played in an interaction. The role one attributes to oneself in one context can differ from the role others perceive one to have (creating expectation-mismatches) or one can have multiple roles in one context, and certainly multiple roles throughout life (Ferreira, 2018a(Ferreira, , 2020Lamker, 2019;Lamker & Keitel, 2019).…”

Section: Social Learning In Planning and Psychologymentioning

confidence: 99%

Planning with roots and wings : Critical and constructive reflections on social learning in planning

Schönfeld¹,

Carlotta²

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The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn."attributed to Alvin Toffler "That is what learning is. You suddenly understand something you've understood all your life, but in a new way." -attributed to Doris Lessing "Zwei Dinge sollen Kinder von ihren Eltern bekommen: Wurzeln und Flügel" "There are two things children should get from their parents: roots and wings." -attributed to Johann Wolfgang von Goethe "Each day learn something new, and just as important, relearn something old." -attributed to Robert Breault "Het is niet goed maar één ding te weten, men raakt daar verstompt van, men moet niet rusten voor men ook het tegenovergestelde weet." "It is not good to know just one thing, one becomes deadened by that, one should not rest before one also knows the opposite." -attributed to Vincent van Gogh "Estudar não é um ato de consumir idéias, mas de criá-las e recriá-las." "To study is not to consume ideas but to create and re-create them." -Paulo Freire in The Politics of Educa-Again, thank you all for giving me such amazing input to socially learn from! Rydin, 2011;Tewdwr-Jones, 2002). This applies in all dimensions of planning, which can be categorised as values, knowledge, stakeholders, process and content (see Ferreira, 2020). For example: who decides which values should be ascribed to, how they are interpreted and operationalised? Where does the information in those reports mentioned above come from -scientists, local spokespeople, analysts? Who is going to build the roads, and develop the plots of land in which housing or schools or parks are meant to emerge? Who will make sure the ministries are Social learning and co-creation in planningParticipatory forms of planning have become increasingly common over the past two or three decades, and have been strongly encouraged by political guidelines as well (

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Dilemmas, Conflicts, and Worldview Diversity: Exploring the Relevance of Clare Grave’s Legacy for Planning Practice and Education

Cited by 4 publications

References 42 publications

Strategically redefining university dynamics for the digital age: A qualitative approach

Strategically redefining university dynamics for the digital age: A qualitative approach

Scientific Culture and Education Sector: Literacy, Understanding, or Engagement?

Planning with roots and wings : Critical and constructive reflections on social learning in planning

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