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- The subtle nature of innovation: Heidegger, Moreno and Henry, a phenomenological perspectivePublication . Nobre, Ângela Lacerda; Duarte, Rogério; Jacquinet, MarcI – The research aim is to explore the limits, frailties and vulnerabilities of the concept of well-being from a phenomenological perspective, under the argument that, from that groundwork, powerful, effective and impactful results may emerge. This consists in explorations into the subtle nature of innovation. II – The procedures applied, within the setting of phenomenological investigations and of hands-on-based work, include the disclosure of real-life examples, illustrations and influential initiatives that capture work-in-progress in contemporary societies. III – The conclusions wrap-up the insights from Heidegger, Moreno and Henry into the foundational basis of innovation, understood as an open, public, collective, dialogical and, inherently, disruptive process, which is (already), unavoidably, present in regenerative, ecological, socio-political, and local and global business economics research
- Rethinking curriculum development through design thinkingPublication . Duarte, Rogério; Nobre, Ângela Lacerda; Pimentel, Fernando; Jacquinet, MarcHigher education institutions must be aware of the transformations that occur in societies in order to innovate and to offer revised educational curricula. Design Thinking is a tool that helps to foster innovation in business contexts. Could this methodology be used in higher education for curriculum development? The present article considers this question by presenting the Design Thinking methodology, establishing links with outcome based education, constructive alignment principles, and discussing the context specific to higher education institutions.
- Pensando programas curriculares como os projetistas pensamPublication . Duarte, Rogério; Nobre, Ângela Lacerda; Pimentel, Fernando; Jacquinet, MarcAs instituições de ensino superior têm de estar alerta para as mudanças que ocorrem na sociedade e por isso precisam inovar e transformar os seus programas curriculares. Uma ferramenta usada para potenciar a inovação nas empresas é a metodologia Pensando como um Projetista (Design Thinking). Será esta ferramenta útil também para o desenvolvimento de programas curriculares? O presente artigo procura uma resposta a esta questão apresentando a metodologia Pensando como um Projetista, discutindo a sua adequação no contexto de instituições de ensino superior e defendendo a articulação entre esta metodologia com o ensino assente em resultados (outcome based education), com princípios de alinhamento construtivo, como forma mais eficiente de desenvolver programas curriculares em instituições do ensino superior.
- Visually supported curriculum developmentPublication . Duarte, Rogério; Nobre, Ângela Lacerda; Jacquinet, Marc; Pimentel, FernandoCurriculum development processes are of paramount importance for the preparation of future professionals. An impediment to these processes lays in stakeholders’ communication difficulties. This study considers the combination of information and data science techniques namely, the use of classification, natural language processing and network graphs, to make curriculum representations self-explanatory, bridging communication gaps and helping stakeholders to articulate their expert knowledge.