Suchergebnisse

This study aims to investigate the determinants of corporate donations during the initial phase of the Covid-19 pandemic, focusing on the Portuguese context. It explores the interplay between pandemic-related factors, corporate structures, recipient profiles, and media coverage on the levels of corporate donations. In the absence of publicly available data, a comprehensive database of corporate donations was constructed by analyzing over six thousand news pieces from various media sources between March and May 2020. The database comprises 1171 donations from 709 different institutions. The relationship between corporate donations and multiple variables was examined, including the epidemiological progression of the pandemic, corporate ownership structures, recipient characteristics, and media coverage. Our analysis reveals that during the initial wave of the Covid-19 pandemic in Portugal, corporate donations were predominantly made by large companies, primarily directed toward their local regions. Notably, nearly 93% of all donations were allocated to the National Health System. PPEs and hospital equipment were the preferred donation items among the contributing companies. These findings shed light on the factors influencing corporate donation behavior during emergency situations and provide valuable insights into trust levels within the healthcare system. This study contributes to the existing literature by offering a unique exploration of corporate donation behavior during the Covid-19 pandemic, specifically in Portugal. The comprehensive dataset and findings provide novel insights into the factors shaping corporate donation decisions during crises. Doi: 10.28991/ESJ-2024-08-05-010 Full Text: PDF

Doctoral studies are changing worldwide, with growing concerns about doctoral graduates' employability and ability to develop relevant links with industrial challenges. The present study aims examine the impact of Design Thinking skills on PhD students on their future academic and professional performance. Drawing on 7 years of pedagogical experimentation, we conducted a mixed methods longitudinal study to investigate the perceptions of students who attended a two-day Design Thinking workshop. Two questionnaires, with a total of 40 items measuring the quality and course impact dimensions, were given to 415 and 41 students, respectively. Finally, 12 students were chosen for in-depth interviews to learn more about how they applied their newly acquired design thinking skills in their research and work. Our findings show that developing Design Thinking skills impacts the professional lives of students of all fields of knowledge, ages, and stages of their PhD. The primary outcomes mentioned are associated with increased creative confidence and collaboration abilities. This study focuses on relevant dimensions for designing and delivering Design Thinking skills within doctoral programmes, as well as the impact of design thinking on the quality of PhD education and student employability opportunities. Doi: 10.28991/ESJ-2023-SIED2-02 Full Text: PDF

Victorino, G., Bandeira, R., Painho, M., Henriques, R., & Coelho, P. S. (2022). Rethinking the Campus Experience in a Post-COVID World: A Multi-Stakeholder Design Thinking Experiment. Sustainability (Switzerland), 14(13), 1-13. [7655]. https://doi.org/10.3390/su14137655 ; In a post-COVID world, rethinking the campus experience is critical for defining new pedagogical strategies. As higher education moves toward more student-centred action learning models, university leaders should engage in democratic design methods that empower students and professors. Design thinking (DT) is a user-centred design approach that can aid in the creation of future learning environments. While DT has been used in innovative space design, we know little about how students, professors, and other community members can act as codesign partners. To understand their role in codesign and how their experiences are incorporated into new building design decisions, we need a conceptual model. To develop this model, we examined a case study of the evolutionary co-design process of a new building for a leading information management school in Europe. Using the concept of three phases of design thinking defined by Brown (2009): Inspire, Ideate, and Implement, we collaborated with a group of 50 design thinking students and more than 500 members of the community representing different stakeholders, to create new spaces and rethink the learning experience. Our discussion will centre on the creation of a participatory design thinking model that positions students as design partners alongside university decision makers. The findings conclude that, by applying design thinking methods, it was possible to unveil new dimensions of the success of future campuses that go beyond the building design. Creating meaningful learning spaces that inspire creativity and critical thinking requires an alignment between human centred design, organizational change management and new pedagogical strategies. ; publishersversion ; published