Quasi-participatory service design in organizational context: A case study

The first part of this book describes the complex scenario in which the idea of public-interest services originates, by combining the different phenomena of citizen activism, social innovation, new forms of economies and new forms of welfare. This chapter aims to provide a definition of public-interest services (initially, by focusing on the related concept of public interest), building on the framework already depicted and on ideas from the existing literature. The other important contribution of this chapter is the connection between public-interest services and different areas of design: when we speak about design for public-interest services, we consider design for services, participatory design and co-design, which are discussed in detail in Sects. 4.3 and 4.4. The author then attempts to investigate what design can do for public-interest services, and to answer this question more effectively, she introduces the idea of an infrastructure (and a related ‘infrastructuring’ process) to support the emergence, the development and the consolidation of such services. The final paragraph of this chapter is develops this notion of infrastructure by building on the extensive literature related to this concept, and, thus, prepares the ground for further formulation (the idea of a ‘collaborative infrastructure’) that is presented at the end of the book.

This paper outlines how the various intra Social Networking platforms in the organization can be leveraged for establishing an Agile Knowledge Management (KM) System. The Authors have looked at the different KM and Social Networking formats which are in vogue. They studied the effectiveness of the purpose for which these were instituted and suggest ways for improving upon them to lead to better utilization of these Social Networking instruments paving way for Agile Knowledge Management in the organization in terms of contribution and usage by employees. The success of this approach has been illustrated through a case of various Social Networking platforms launched in a large IT organization and its effect on making its Knowledge Management nimble.

The author highlights 10 personal takeaways for a NATO IT Agency operating under a customer-funding mandate.Takeaways represent reflections from ten years of experience

Vatandaş olma ile ilgili kavramsal anlayış, bireylerin okulda doğrudan öğretim ve ders kitapları aracılığıyla edindiği açık bilgiler kadar, sosyo-kültürel ve siyasal ortamlarda edindiği örtük deneyimsel bilgiyi de içermektedir. Vatandaş olma ile ilgili edindiğimiz açık ve örtük kavramsal bilgi, vatandaş olarak sahip olduğumuz değerlerimizi, tutumlarımızı ve ortaya koyduğumuz davranışlarımızı da etkiler. Bu araştırmanın amacı, ortaokul yedinci sınıf öğrencilerinin vatandaş kavramına ilişkin örtük ve açık bilgilerini belirlemektir. Araştırma yakınsayan paralel karma yöntem kullanılarak gerçekleştirilmiştir. Vatandaş kavramı ile ilgili örtük bilgiyi belirlemek için seçilen 27 öğrenci, tipik durum örneklemesi ile açık bilgiyi belirlemek amacıyla seçilen 124 öğrenci ise basit seçkisiz örnekleme ile belirlenmiştir. Veriler, üç devlet okulunda öğrenim gören yedinci sınıf öğrencileri arasından gönüllü ve veli izni olan öğrencilerden toplanmıştır. Çalışmada örtük bilgi, repertuar ağı tekniği (RGT) ile elde edilmiştir. Açık bilgi, yedi açık uçlu sorudan oluşan bir test kullanılarak toplanmıştır. Örtük bilgi için elde edilen nitel veriler, içerik analizi ve İdiogrid 2.4 programı ile çözümlenmiştir. Öğrencilerin açık bilgi için testte verdikleri yanıtlar bütüncül rubrik ile puanlanmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama, standart sapma, t–testi ve tek yönlü ANOVA kullanılmıştır. Araştırma sonucunda, öğrencilerin vatandaş kavramıyla ilgili örtük bilgilerine bakıldığında vatandaşı en fazla “İyi insan” olarak anlamlandırdıkları, buna karşılık en az “Hakları olan birey” olarak anlamlandırdıkları belirlenmiştir. "Bir vatandaş olarak ben" merkezi elementi ile "Nasıl bir vatandaş olmayı arzuluyorum?, “Çevremdeki diğer insanlara göre bir vatandaş olarak ben" ve "Nasıl bir vatandaş olmak zorundayım?" merkezi elementleri arasındaki farkı yansıtan öz değerlerine (Öklid katsayısı) göre öğrencilerin büyük çoğunluğunun vatandaş olma ile ilgili kendilerine ait öz değerlerinin yüksek olduğu saptanmıştır. Araştırmada öğrencilerin çoğunluğunun vatandaş kavramına ilişkin açık bilgilerinin "birinci düzeyde-yetersiz" olduğu, az sayıda öğrencinin "ikinci düzeyde-kısmen yeterli" olduğu; “üçüncü düzeyde-çoğunlukla yeterli” ve “dördüncü düzeyde-yeterli” puan alan öğrencinin olmadığı tespit edilmiştir. Öğrencilerin açık bilgi testinden elde ettikleri puanların ortalamaları arasında anne eğitim düzeyine, farklı kültürel özelliklere sahip arkadaşları olmasına ve evde konuşulan dillere göre anlamlı farklılık saptanırken, okulun bulunduğu yere, cinsiyete, baba eğitim düzeyine ve ana diline göre anlamlı farklılık tespit edilememiştir.

The integration of small-scale photovoltaic (PV) systems in heritage districts poses a significant challenge: balancing sustainability and energy transition goals while preserving cultural and historical values. This study addresses the problem that existing planning and regulatory frameworks often exclude residents’ perspectives, leading to solutions that are technically feasible but socially contested. The objective is to explore how residents, as potential prosumers, can be effectively integrated into decision-making processes for PV adoption in heritage districts. Focusing on Öjeby Church Town in Piteå, northern Sweden, we employed transdisciplinary participatory design methods, including stakeholder workshops, interviews, council meetings, and a tailored resident design workshop to capture both explicit and tacit knowledge. These design methods were combined with spatial analysis and visual assessment. The findings reveal that residents favour PV solutions that minimise visual impact on heritage buildings, preferring installations in green and grey infrastructure over direct building integration. The process also enhanced awareness, legitimacy, and agency among participants, while exposing regulatory gaps, ownership complexities, and aesthetic tensions. The study contributes a replicable participatory framework that integrates community values with technical and heritage expertise, offering a pathway toward value-sensitive energy transitions in protected cultural environments.

Purpose Tacit and explicit knowledge sharing play crucial roles in today’s rapidly changing business environment, particularly in fostering innovation. However, uncovering tacit knowledge sharing remains complex. The purpose of this study is to analyze the mediating roles of tacit and explicit knowledge in the relationship between a knowledge-sharing culture and organizational creativity. Design/methodology/approach In this study, the authors developed an extended analytical process to analyze the impact of explicit and tacit knowledge on a knowledge-sharing culture and organizational creativity. This process combines two analytical techniques: necessary condition analysis (NCA) and partial least squares structural equation modeling (PLS-SEM). NCA identifies essential bottlenecks for a specific outcome, while PLS-SEM uncovers strong connections between predictor and outcome variables. The authors applied these analyses to a sample of 155 IT experts from a leading telecom company in the Turkish ICT industry to test the relevant hypotheses. Findings The findings of this study indicate that tacit knowledge, rather than explicit knowledge, partially mediates the relationship between a knowledge-sharing culture and organizational creativity. This mediating role of tacit knowledge is particularly pronounced in the ICT sector. Additionally, the impact of organizational capabilities on organizational creativity is amplified by higher levels of tacit knowledge sharing. Originality/value The effect of organizational capabilities on organizational creativity was found to increase because of tacit knowledge sharing compared to explicit knowledge sharing, depending on the knowledge-sharing climate.

This paper introduces a project in which members of the Nottinghamshire Mind Network are engaged in the participatory design of e-textile service networks informed by the Person-Centred Approach mode of psychotherapy. Early reflections on separate e-textile and service design workshops reveal two distinct functions of tangibility in this process. First, we discuss how we have attempted to make novel technical futures tangible for participants through the experience of making textile circuits and soft handheld objects. Second, we discuss our finding that the experiences of participants in the mental health sector can lack presence for relevant audiences; our response to this, in the form of collaborative film work is introduced. The paper contributes to the technical and participatory design communities in its presentation of the Person-Centred attitude to the configuration of potentially vulnerable user groups, and the development of a methodology for the inclusive design of embedded technologies.

Historically, Participatory Design (PD) was introduced and applied in the Scandinavian and American context as a practical design method for collective creativity and stakeholder involvement. In this paper, by fusing game elements into PD, we suggest a first step towards a culturally independent PD method called the ICT Service Design Game to ease the prevailing concern that PD has limited applicability in other cultural settings. We conduct four experiments on ICT Service Design Game in Scandinavia and Asia to evaluate its feasibility. The experiments identify some differences in the PD process and the created Persona characteristics, probably due to cultural differences. Of more interestingly, despite these process differences, the game elements of our PD variant were found to promote the key values of PD in culturally diverse settings by stimulating idea creation and participation. Our experiments imply that the introduction of game elements allows PD to be effectively utilized in culturally diverse settings.

This study examined the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open‐ended laboratory investigations. The results indicate that the students provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit knowledge. However, the performance over the duration of the study (7 weeks) of those students provided with explicit knowledge improved for some integrated process skills, while for other skills, the explicit knowledge gave no significant advantage over those provided with tacit knowledge. These findings have important implications on what teachers should emphasize when teaching open‐ended laboratory investigations.

Popular cafés are often sites of racial contention and controversy. While notorious examples of racism at the Ink! Cafe in Denver and the Starbucks in Philadelphia gained national attention in 2017 and 2018, there are countless racist interactions at similar cafés around the country that occur daily. Ranging from microaggressions to surveillance to physical and emotional harm, expressions of racism are violent and overwhelming to some, but remain invisible for many others. A collective of owners of a prominent independent café and longstanding local institution partnered with the authors of this paper on a community engagement grant to conduct a participatory antiracist community design exercise. In this paper, the authors present the research design of this project as a case study of a methodological framework for confronting racism in predominantly white social institutions such as cafés. Building on sociological framings of white institutions and colorblind racism, this paper reports on the application of these theories and methods in participatory design. The authors present a two-part methodology that includes methods of collaboration and methods of community engagement, in tandem, as means toward engaging the political stakes of antiracist work. This methodology builds on the lineage of slow, intentional, and redistributive community engagement work. The authors argue that successful engagement with contentious political issues, like racism, requires politicized methods of collaboration. Given the prevalence of colorblind racist ideologies, the predominantly white and affluent community demographic of this case test the limitations and potentials of antiracist design methods in participatory design work. The paper contributes a timely case study of community-engaged design as well as a methodological framework for antiracist design justice that can inform design and institutional change in everyday community institutions where colorblind racism remains a powerful force.

Design education traditionally centers around the critique as a pivotal assessment process, fostering the development of both explicit and tacit knowledge within the physical studio environment. Ideally, the critique encourages students to develop their creativity, sharpen their thought processes and refine their technique. This study contributes to the ongoing discourse on technology-enhanced teaching in practice-based design studios by examining the effectiveness of online peer critique as a strategy to capture tacit knowledge and make it explicit in the design learning environment. Drawing on the experiences of 90 undergraduate visual communication design students, findings show the critique process was a collaborative experience which afforded the fluid exchange of both tacit and explicit knowledge. Technology played a key role in this knowledge exchange, giving students a confidence in their creative abilities as observers and participants. The online process facilitated anonymity, enabling open and honest communication, while digital records supported post-critique reflection. Despite challenges, this systematic approach to online peer critique proves beneficial in fully online courses and warrants exploration in physical design studios given that more programs transitioning to blended learning. This research contributes to the discourse on leveraging technology for tacit knowledge construction and learning in design education.

BackgroundGenerative participatory design (PD) may help in developing electronic health (eHealth) interventions. PD is characterized by the involvement of all stakeholders in creative activities. This is different from the traditional user-centered design, where users are less involved. When looking at PD from a research through design perspective, it is important to summarize the reasons for choosing a certain form of generative PD to further develop its methodology. However, the scientific literature is currently unclear about which forms of PD are used to develop eHealth and which arguments are used to substantiate the decision to use a certain form of generative PD.ObjectiveThis study aimed to explore the reporting and substantiation of generative PD methodologies in empirical eHealth studies published in scientific journals to further develop PD methodology in the field of eHealth.MethodsA systematic literature review following the Cochrane guidelines was conducted in several databases (EMBASE, MEDLINE Ovid, Web of Science, and CINAHL EBSCOhost). Data were extracted on the recruitment and management of stakeholders, the use of tools, and the use of outcome measures.ResultsOf the 3131 studies initially identified, 69 were selected for qualitative synthesis. The reporting was very variable, depending to a large extent on whether the study stated that reporting on the PD process was a major aim. The different levels of reporting and substantiation of the choices of a recruitment strategy, stakeholder management, and tools and outcome measures are presented. Only a few authors explicitly used arguments directly related to PD guiding principles such as democratic, mutual learning, tacit and latent knowledge, and collective creativity. Even though PD principles were not always explicitly discussed in the method descriptions of the studies, they were implicitly present, mostly in the descriptions of the use of PD tools. The arguments used to substantiate the choices made in stakeholder management, PD tools, and the type of outcome measures adopted point to the involvement of PD principles.ConclusionsStudies that have used a PD research methodology to develop eHealth primarily substantiate the choice of tools made and much less the use of stakeholders and outcome measures.

Interpretations of the relationship between explicit and implicit knowledge in second language acquisition theory and pedagogy have historically been captured by one of three positions: a non‐interface, a weak interface, or a strong interface. Non‐interface positions reject the existence of a facilitative and transformational relationship between explicit and implicit knowledge. A weak interface position allows for a limited facilitative relationship between the two. A strong interface position, not only sees a relationship between explicit and implicit knowledge, but believes that explicit knowledge can, under the right conditions and with enough practice, become implicit.

MixEI: Mixing explicit and implicit commonsense knowledge in open-domain dialogue response generation

In this course participants are introduced to the theory and practice of Participatory Design. The course offers an overview of state of the art Participatory Design literature, practices and methods, and provides participants with the opportunity to work practically on a Participatory Design case. The instructors have substantial experience in Participatory Design research and practice and have been active members of the PDC community for several decades.