<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mats Holmquist</style></author><author><style face="normal" font="default" size="100%">Anna Johansson</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Employee-Driven Innovation: An Intervention Using Action Research</style></title><secondary-title><style face="normal" font="default" size="100%">Technology Innovation Management Review</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">development</style></keyword><keyword><style  face="normal" font="default" size="100%">dialogue</style></keyword><keyword><style  face="normal" font="default" size="100%">ideas</style></keyword><keyword><style  face="normal" font="default" size="100%">learning</style></keyword><keyword><style  face="normal" font="default" size="100%">organizational innovation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">05/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://timreview.ca/article/1240</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Talent First Network</style></publisher><pub-location><style face="normal" font="default" size="100%">Ottawa</style></pub-location><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">44-53</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article describes an intervention to design and test a method for employee-driven innovation and a model for learning among managers and development leaders. The empirical basis for the intervention focused on personal assistants in the home service within a municipality in Sweden. The intervention was carried out using action research in on a series of workshops with a group of employees, managers, development leaders. Using a “stage” and “stands” theatre metaphor, employees engaged in collective, innovative learning “on the stage” combined with observations and reflections from managers and development leaders “in the stands”. This article contributes a method that can generate creative ideas among the employees and a model that can stimulate experience-based learning through observations. The intervention also shows that action research can be used to develop and test methods and models. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><custom1><style face="normal" font="default" size="100%">Halmstad University
Mats Holmquist has a background in Sociology and is now Associate Professor in Work Science at Halmstad University in Sweden. At the university, he has been working with a multi-disciplinary research group on innovation with a societal perspective for many years and is now working with a newly started multi-disciplinary research group on sustainable work environments and health. His doctoral thesis was about learning networks as a social support in the development process and was presented at Luleå Technological University in 2010. His research focus is on learning, innovation, and sustainability in development processes in and between organizations. Currently, his research covers social entrepreneurs, social innovations, and social enterprises; project work and effects; local innovation system; as well as health innovation.</style></custom1><custom2><style face="normal" font="default" size="100%">Halmstad University
Anna Johansson is a Lecturer at Halmstad University in Sweden. She holds a master’s degree in Work Science from Gothenburg University, and her thesis was on motives for working with gender within elderly care in the public sector. Currently, she is teaching in organizational change, work organization, and work environments. She is particularly interested in organizational change in public organizations.</style></custom2></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chris McPhee</style></author><author><style face="normal" font="default" size="100%">Martin Bliemel</style></author><author><style face="normal" font="default" size="100%">Mieke van der Bijl-Brouwer</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Editorial: Transdisciplinary Innovation (August 2018)</style></title><secondary-title><style face="normal" font="default" size="100%">Technology Innovation Management Review</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">innovation</style></keyword><keyword><style  face="normal" font="default" size="100%">interdisciplinary</style></keyword><keyword><style  face="normal" font="default" size="100%">learning</style></keyword><keyword><style  face="normal" font="default" size="100%">multidisciplinary</style></keyword><keyword><style  face="normal" font="default" size="100%">practice</style></keyword><keyword><style  face="normal" font="default" size="100%">transdisciplinarity</style></keyword><keyword><style  face="normal" font="default" size="100%">transdisciplinary</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">08/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://timreview.ca/article/1173</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Talent First Network</style></publisher><pub-location><style face="normal" font="default" size="100%">Ottawa</style></pub-location><volume><style face="normal" font="default" size="100%">8</style></volume><pages><style face="normal" font="default" size="100%">3-6</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><issue><style face="normal" font="default" size="100%">8</style></issue><custom1><style face="normal" font="default" size="100%">Technology Innovation Management Review
Chris McPhee is Editor-in-Chief of the &lt;em&gt;Technology Innovation Management Review&lt;/em&gt;. Chris holds an MASc degree in Technology Innovation Management from Carleton University in Ottawa, Canada, and BScH and MSc degrees in Biology from Queen’s University in Kingston, Canada. He has nearly 20 years of management, design, and content-development experience in Canada and Scotland, primarily in the science, health, and education sectors. As an advisor and editor, he helps entrepreneurs, executives, and researchers develop and express their ideas.</style></custom1><custom2><style face="normal" font="default" size="100%">University of Technology Sydney
Martin Bliemel is the Director of the Diploma in Innovation at the new Faculty of Transdisciplinary Innovation at the University of Technology Sydney (UTS). Martin holds a BSc (Mechanical Engineering) and MBA from Queen’s University in Kingston, Canada, and a PhD in Business from Simon Fraser University in Vancouver, Canada. His research interests include entrepreneurial networks, accelerators, education, research commercialization, entrepreneurial ecosystems, and the entrepreneurial university. His research has been published in several prestigious journals including &lt;em&gt;Nature Nanotechnology, Entrepreneurship Theory and Practice, Education+Training,&lt;/em&gt; the &lt;em&gt;International Journal of Entrepreneurial Behavior &amp; Research,&lt;/em&gt; and the &lt;em&gt;Entrepreneurship Research Journal,&lt;/em&gt; where one of his articles on entrepreneurship education is the journal’s most downloaded article. Martin is a recipient of the nationally competitive Office of Learning and Teaching Citation.</style></custom2><custom3><style face="normal" font="default" size="100%">University of Technology Sydney
Mieke van der Bijl-Brouwer is a Senior Lecturer at the Faculty of Transdisciplinary Innovation at the University of Technology Sydney in Australia. Her research interests span the fields of human-centred design, systemic design, and public and social sector innovation. As a lecturer, she is responsible for coordinating part of the transdisciplinary degree Bachelor of Creative Intelligence and Innovation. Mieke holds a Master of Science degree in Industrial Design Engineering from Delft University of Technology and a PhD on the topic of user-centred design from the University of Twente, both in the Netherlands. </style></custom3></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mariana Zafeirakopoulos</style></author><author><style face="normal" font="default" size="100%">Mieke van der Bijl-Brouwer</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Exploring the Transdisciplinary Learning Experiences of Innovation Professionals</style></title><secondary-title><style face="normal" font="default" size="100%">Technology Innovation Management Review</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">emotion</style></keyword><keyword><style  face="normal" font="default" size="100%">experience</style></keyword><keyword><style  face="normal" font="default" size="100%">learning</style></keyword><keyword><style  face="normal" font="default" size="100%">professional</style></keyword><keyword><style  face="normal" font="default" size="100%">transdisciplinary</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">08/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://timreview.ca/article/1178</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Talent First Network</style></publisher><pub-location><style face="normal" font="default" size="100%">Ottawa</style></pub-location><volume><style face="normal" font="default" size="100%">8</style></volume><pages><style face="normal" font="default" size="100%">50-59</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Transdisciplinary innovation inherently involves learning how to integrate disciplines towards exploring a problem or towards developing a solution or technology. Thus, transdisciplinary innovation and transdisciplinary learning are practically interchangeable. Although transdisciplinary learning has been studied and experimented with in educational research, the understanding of it in a professional context is limited. We therefore aim our research at addressing this question of how people shift their practice towards other disciplines to address complex issues. We chose to focus on a particularly challenging context – the shift from positivist to non-positivist learning across the career of transdisciplinary innovators when addressing complex problems. What makes this context challenging is that the siloed and heavily specialized nature of working within a disciplinary construct discourages collaboration on real-world complex problems. This context is also challenging because the analytic focus from positivist disciplines results in a reductionist approach, which limits an innovator’s ability to explore problems holistically and abductively. An understanding of the learning experiences of practitioners in these contexts will inform the identification of relevant variables and attributes that encourage innovative learning for ultimately innovative practice. This identification might help us develop better support and education for innovation professionals who want to adopt transdisciplinary practices for the purposes of addressing complex problems. In this article, we discuss the results of a series of in-depth interviews to understand the learning experiences of design innovation practitioners who experienced a shift away from positivist approaches towards transdisciplinary innovation practice. We explore the research approach undertaken to study the motivations and drivers, the emotions experienced during the shift, and the implementation and dissemination of the new learning into professional practice.</style></abstract><issue><style face="normal" font="default" size="100%">8</style></issue><custom1><style face="normal" font="default" size="100%">University of Technology Sydney
Mariana Zafeirakopoulos is a Senior Strategic Design Practitioner at the University of Technology Sydney’s Design Innovation Research Centre/Designing Out Crime Research Centre and freelance Intelligence Capability Advisor in Sydney, Australia. Mariana is currently pursuing her PhD exploring how intelligence analysis approaches can be enhanced by design innovation and transdisciplinary approaches to address complex social problems such as radicalization. Mariana holds a Master’s degree in Public Policy and Social Sciences (War Studies) from King’s College London, a Bachelors in Law from the University of New South Wales, and a Bachelor in Arts (Government and International Relations, and Asian Studies) from the University of Sydney.</style></custom1><custom2><style face="normal" font="default" size="100%">University of Technology Sydney
Mieke van der Bijl-Brouwer is a Senior Lecturer at the Faculty of Transdisciplinary Innovation at the University of Technology Sydney in Australia. Her research interests span the fields of human-centred design, systemic design, and public and social sector innovation. As a lecturer, she is responsible for coordinating part of the transdisciplinary degree Bachelor of Creative Intelligence and Innovation. Mieke holds a Master of Science degree in Industrial Design Engineering from Delft University of Technology and a PhD on the topic of user-centred design from the University of Twente, both in the Netherlands.</style></custom2></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Louna Hakkarainen</style></author><author><style face="normal" font="default" size="100%">Sampsa Hyysalo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">How Do We Keep the Living Laboratory Alive? Learning and Conflicts in Living Lab Collaboration</style></title><secondary-title><style face="normal" font="default" size="100%">Technology Innovation Management Review</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">conflicts</style></keyword><keyword><style  face="normal" font="default" size="100%">gerontechnology</style></keyword><keyword><style  face="normal" font="default" size="100%">health care</style></keyword><keyword><style  face="normal" font="default" size="100%">learning</style></keyword><keyword><style  face="normal" font="default" size="100%">living labs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">12/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://timreview.ca/article/749</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Talent First Network</style></publisher><pub-location><style face="normal" font="default" size="100%">Ottawa</style></pub-location><volume><style face="normal" font="default" size="100%">3</style></volume><pages><style face="normal" font="default" size="100%">16-22</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Living lab environments are often promoted as a way to engage private companies, citizens, researchers, and public organizations in mutually beneficial learning. Based on an in-depth case study of a four-year living lab collaboration in gerontechnology, we agree that successful living lab development hinges on learning between the parties, yet its emergence cannot be presumed or taken for granted. Diverse competences and interests of participating actors often make technology development projects complicated and volatile. The study describes two specific challenges faced in a living lab project: i) power issues between the actors and ii) end-user reluctance to participate in the development of new technology. Despite the hardships, we suggest that the living lab environment worked as a catalyst for learning between users and developers. Nevertheless, realizing the benefits of this learning may be more challenging than is usually expected. Learning for interaction is needed before effective learning in interaction is possible.</style></abstract><issue><style face="normal" font="default" size="100%">12</style></issue><custom1><style face="normal" font="default" size="100%">Aalto University
Louna Hakkarainen, M.Soc.Sci, is a Doctoral candidate in the School of Arts, Design and Architecture at Aalto University in Helsinki, Finland. She is also finishing her licenciate degree in the University of Helsinki's Faculty of Social Sciences. Her research focuses on social shaping of technology, living lab development, and facilitation. </style></custom1><custom2><style face="normal" font="default" size="100%">Aalto University
Sampsa Hyysalo is an Associate Professor in Co-Design in Aalto University's School of Arts, Design and Architecture, and he is a Senior Researcher at the Aalto University School of Business in Helsinki, Finland. Sampsa’s research and teaching focus on user involvement in innovation and the co-evolution of technologies, practices, and organizations. He received his PhD in Behavioral Sciences from the University of Helsinki and holds a Docentship in information systems, specializing in user-centered design. Sampsa has published 30 peer-reviewed articles, and his most recent books are &lt;em&gt;&lt;a href=&quot;http://www.routledge.com/books/details/9780415806466&quot; target=&quot;_blank&quot;&gt;Health Technology Development and Use: From Practice-Bound Imagination to Evolving Impacts&lt;/a&gt;&lt;/em&gt; (2010) and &lt;em&gt;&lt;a href=&quot;http://www.taik.fi/kirjakauppa/images/bfee4ec00950ec8aaf7f96538f668055.pdf&quot; target=&quot;_blank&quot;&gt;Käyttäjä Tuotekehityksessä—Tieto, Tutkimus, Menetelmät&lt;/a&gt;&lt;/em&gt; (Users in Product Development—Knowledge, Research, Methods, 2009).</style></custom2></record></records></xml>