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This paper presents a case study within a small manufacturing company, engaging in the early phases of co-designing Mixed Reality assembly instructions. Using generative tools through two co-design workshops, we engaged the participants in reflecting, visualising and defining their processes, needs, challenges and future ways of working in relation to new technological applications. We gained insights into the participants’ current practices and identified areas where new technologies could improve these practices. We co-designed a lock assembly instruction paper prototype to use as support for future MR development, focused on their apprenticeship training. We also uncovered other areas of technological implementation, setting the framework for co-designing a customised production system.

This paper explores collectively shared and sustained craftsmanship, worker agency instantiated by physical fixtures and collective creativity in work processes and contrasts this practice with a pilot test of extended digitisation of tools, i.e. the application of augmented reality. The ability of the collective to establish, maintain and recover meaningful activities, procedures and processes is important in most workplaces and in collaboration in social groups. Collective know-how, i.e. procedural memory. The unit of study is an industrial team creative practice developing fixtures to support the assembly procedures of lever tumbler locks. Collective practices establish the skills needed to carry out a particular set of procedures. In summary, craft skills exist relationally - in the relationships between materials, objects, technologies, memory, feeling, different human actors and the chains of associations between them.

 The present study exemplifies how the purchase of a digital system can tigger unanticipated changes and further purchases (Dahlke et al., 2024): what has been termed in other contexts, the Diderot effect (McCracken, 1988; Patrick & Hagtvedt, 2011).  The case study presented demonstrates how machines and tools purchased to better utilize the functions of a new production systems trigger further additional purchase decisions. As the new machines begin to be used, it is realized that the system could be expanded in order to extract additional benefits from it. In this case the purchase of machines with digital capability led to further ‘add-ons' to allow the collection of data from these machines. The digital system requires continuous updating of correct data to function according to the promised specifications – requiring new workforce practices around data hygiene. Following this, the company alighted on the idea of removing a management level. This in turn led to increases the staffing requirement responsible for entering correct data and continuously monitoring that the monitoring system "understands" and combines this data correctly. What we see, thus, is an ongoing emergent expansion of capability, practices and technologies triggered by an initial purchase. Not the planned roll-out of a specific technology with specific capabilities. 

This review is based on 82 research studies that use physical activity intervention methodology, published between 2013-2023. In their critical analysis the authors found that few research studies (6%) address participants with exceptionality characteristics, which is interesting and in itself an argument for developing research methodology with a focus on this important and current topic.

This chapter is based on the author’s research on group creativity and educational initiatives in the private and public sectors as well as in higher education courses at an advanced level. The contribution is derived from both qualitative and quantitative methodological approaches to present in-depth knowledge of creative collaboration and competence as well as training of the necessary skills needed to activate both the prerequisites and predictors for creativity. Research shows correlations between experiences of flow in idea-generating group activities and group members’ integrative social behavior. In addition, it is shown that training for increased divergent thinking also develops broadened attention, openness, and flexibility for perspective shifts. A conceptual framework is presented to construct a model of research design on collaborative creativity with the purpose of enabling comparisons between study’s methodology and findings to continue developing this field of research with joint efforts. The chapter advances the view that the impact of activities training group-based creativity should be elevated in importance beyond individual brilliant ideas because creative collaboration develops abilities to take initiative, make decisions and interact constructively together

The aim of this paper is to investigate the effects of the relationships between personal characteristics, thinking preferences and learning activities on academic achievements in creativity studies for innovation management. Development of theory related reflexivity on creative experiences and competence as well as training of required skills in innovation processes needs to activate both the pre-requisites and predictors of creativity (OECD, 2019). Statistical analysis of quantitative data and qualitative data collected within the framework of a course aiming to develop competence and skills for creativity in innovation processes’ is presented. The results are related in the model for covarying creativity constructs based on the statistical correlation and regression analyzes. Based on this developed understanding consequences for developing creativity competences

This paper aims to identify global digital trends across industries and to map emerging business areas by co-word analysis. As the industrial landscape has become complex and dynamic due to the rapid pace of technological changes and digital transformation, identifying industrial trends can be critical for strategic planning and investment policy at the ¯rm and regional level. For this purpose, the paper examines industry and technology pro¯les of top startups across four industries (i.e. education, ¯nance, healthcare, manufacturing) using CrunchBase metadata for the period 2016–2018 and studies in which subsector early-stage ¯rms bring digital technologies on a global level. In particular, we apply word co-occurrence analysis to reveal which subindustry and digital technology keywords/keyphrases appear together in startup company classification. We also use network analysis to visualize industry structure and to identify digitalization trends across sectors. The results obtained from the analysis show that gamification and personalization are emerging trends in the education sector. In the finance industry, digital technologies penetrate in a wide set of services such as financial transactions, payments, insurance, venture capital, stock exchange, asset and risk management. Moreover, the data analyses indicate that health diagnostics and elderly care areas are at the forefront of the healthcare industry digitalization. In the manufacturing sector, startup companies focus on automating industrial processes and creating smart interconnected manufacturing. Finally, we discuss the implications of the study for strategic planning and management.

Syftet med denna bilaga till lärarhandledningen ”Teknikcollege modell för innovation och entreprenörskap” är att presentera en process inklusive instruktioner för ledning och facilitering av fyra faser i gruppbaserad kreativ problemlösning och idéutveckling, dvs. att leda kreativa processer i grupp över tid. Teoribildningen som ligger till grund för denna metodik är baserad på forskning vid avdelningen för innovationsledning, Mälardalens högskola. Dessa instruktioner för pedagogiskt ledarskap av gruppers kreativa processer utgör även underlag, och legitimitet, för utveckling av en sammanhållen modell för innovationsarbete och entreprenörskap såsom det praktiseras i processer för Blixtlåset och UF-företagande. 

Kreativitet är mycket viktigt i alla typer av verksamheter inte minst inom utbildning eftersom den driver upptäckande därmed lärande generellt. Mer specifikt utvecklar idégenerering ett bredare tänkande vilket har visat sig bidra positivt till elevernas sociala interaktion och ökad förståelse för olikheter. Det innebär, förutom utveckling av affärsidéer och företagande att detta även är viktiga förmågor i elevernas övriga studier och skolgång. I ett större perspektiv är kreativitet och förmåga till kreativt samarbete viktigt för demokratisk samhällsutveckling och framtida möjligheter att klara globala utmaningar.För att fortsätta lyckas med att ta fram nya lösningar och tänka såväl självständigt som tillsammans behöver eleverna aktiviteter under sin skoldag som gör det möjligt för dem att minimera funktionell fixering (ex. hämmande vanor) och istället utveckla förhållningssätt som är öppet för olika typer av nya upplevelser och förändrande synsätt, vilket är centralt i kreativitet. Forskning visar samband mellan flödande idégenerering och integrativt socialt beteende, där träning i att tänka kreativt (divergent) även utvecklar breddad uppmärksamhet. Träning av kreativitet i grupper bör därför vara återkommande aktiviteter som del av övrig undervisning eftersom detta utvecklar elevernas förmågor att ta initiativ och fatta beslut såväl individuellt som tillsammans.

Schools are institutions responsible for teaching children new skills and knowledge, the ability to think about future targets, and, when problems become complex, how to apply explorative thinking and inborn creativity to solve them. Even so, scholars point to the fact that school curriculums do not support ways to facilitate explorative learning or creativity for problem-solving. To successfully devise solutions never considered before, children need support with programs enabling them to facilitate openness for experience intellectually. This study suggests that dance activities should become regular in the curriculum as a strategy for maintaining schoolchildren’s cognitive flexibility.