2019, Volume 1 Number 2
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Item Gen Z are re-defining how to understand and target audiences(Canadian University Dubai, 2019) Brewer, GorgiaThe next generation (up to 24 years of age) are driven by a different set of motivators than their predecessors. Because of this, understanding audiences has become more important than ever. With some target groups switching off completely, the need for research is critical to develop a deeper understanding of what audiences are interested in, where they are, and how to target them. At The Media Precinct we worked with multiple data sources, publishers, and focus groups to develop an understanding of people under 25. Clear trends have begun to evolve within Gen Z, who are displaying an angst-like reaction to current issues and political movements.Item Science is deeply imaginative: why is this treated as a secret?(Canadian University Dubai, 2019) McLeish, TomMy latest book, The Poetry and Music of Science (2019), starts with my experiences of visiting schools and working with sixth-form pupils in general-studies classes. These students, aged 17-18, would tell me that they just didn’t see in science any room for their own imagination or creativity. Not just on one occasion but repeatedly I heard this from young people bright enough to have succeeded at any subject to which they set their minds.Item Perspectives on the importance of creative thinking competencies to Australasian organisations(Canadian University Dubai, 2019) Dennett, Philip; De Villiers, RouxelleThe World Economic Forum’s (2018) report lists “creativity” as the third most important competency for the future of work. This study interviews three practitioners and three academics to investigate why creative thinking competencies are important to organizations in Australasia, and how organizations can go about nurturing these competencies. The paper takes the form of a question-and-answer report (Q&A) providing direct, verbatim quotes from the participants. Readers will be able to contrast the various views, and see how creative thinking competencies can be nurtured in traditionally non-creative roles in the organization. The paper contributes a conceptual map of creative competencies and provides a source of creativity tools and frameworks that are useful to practitioners, trainers and others keen to develop their creative minds.Item Mind the gap: Requisite business competencies Preparing business graduates for their disrupted future workplace(Canadian University Dubai, 2019) De Villiers, Rouxelle; Lockie, Maree; Kirstein, Marina; Botes, VidaIn this era of hyper-competition and accelerated change, university business schools (UBSs) are criticized for “losing their way”. The departure point of this reproach seems to be expectation from stakeholders, including professional bodies, employers and accreditation bodies, that business schools need to deliver graduates with transferrable, employability and professional skills, ready for business, as they graduate. Disenfranchised stakeholders are principally aggrieved about the lack of sufficient focus on employability competencies and in particular soft (general, professional, inter-personal) skills development. Studies of the extant literature indicate a sluggish response to the request for soft skill competencies in business curricula. A meta-analysis of hundreds of current job specifications, reconfirms UBS’s responsibility in this regard. Through thematic analysis, this study develops a three-sector typology of as departure point for curricula re-engineering, and for future research. UBSs and development professionals (HR, managers, performance managers and training-and-development officers) will benefit from the expanded view on enterprise, soft skills and digital competencies (now combined into gaia prima competencies). Finally this study provides recommendations for provide future research agendas.