Items where Author is "Sadowska:Noemi::"

Ingham, Mark and Sadowska, Noemi (2023) Becoming Learners in Laboratories of Learning: A Rhizomatic Assemblage of Nomadic Pedagogies. In: Rhizome Metaphor: The Legacy of Deleuze and Guattari in Education and Learning. Springer Nature Singapore, Singapore, pp. 93-110. ISBN 978-981-19-9056-4 Item availability restricted.

Ingham, Mark and Martin, Jonathan and Vicente Richards, Ana and Beckett, Lynda and Zimmerman, Andrea Luka and Davis-Bonnick, Claudette and Rouse, Louise and Connolly, Crona and O’Reilly, John and Maxwell, Jenny and Kludje, Sicgmone and Arboine, Jheni and Leigh Ross, Stacey and Sadowska, Noemi and Arzani, Elena and Jewell, Jonathan D.A. and Kearney, Jonathan and Wright, Jonathan and Wright, Mark Peter and , Experimental Pedagogies Research Group (2022) 24hrs ON EARTH: ‘Learning to learn about racial, social and environmental (in)justice’. In: 24hrs ON EARTH ‘Learning to learn about racial, social and environmental (in)justice’, 29-30 March 2022, Online.

Sadowska, Noemi and Hanrahan, Tara (2023) Tilting T&L – awakening responsible design practices via the senses. In: The 7th International Conference for Design Education Researchers, 29 November - 1 December 2023, London, United Kingdom.

Sadowska, Noemi and Hanrahan, Tara (2021) Tilting to Transform Sensorial Problem-Framing. In: Proceedings of the DRS Learn X Design 2021: 6th International Conference for Design Education Researchers. Design Research Society, pp. 315-317. ISBN 978-1-912294-43-5

Sadowska, Noemi and Ingham, Mark (2021) ‘Laboratories of Learning’: Learning to Learn in Co-created Communities of Practice. In: 14th International Conference of the European Academy of Design, Safe Harbours for Design Research. European Academy of Design, Blucher Design Proceedings, Lancaster, United Kingdom, pp. 130-137. ISBN 978-65-5506-068-3

Sadowska, Noemi and Hanrahan, Tara (2021) A Learning and Teaching Intervention to Shape Responsible Design Practices. In: Socially Engage Design 2 Conference Proceedings. Cyprus University of Technology, Limassol, Cyprus, pp. 16-31. ISBN 2672-8060

Sadowska, Noemi and Laffy, Dominic (2019) Measuring the impact of strategic design learning experience long after the classroom delivery. The Design Journal, 22 (sup 1). pp. 1305-1315. ISSN 1756-3062

Sadowska, Noemi and Laffy, Dominic (2018) Reframing Boundaries of Unfamiliar Learning Experiences through the Use of Design Mock-ups in Business Management Studies. In: Visual tools for developing student capacity for cross-disciplinary collaboration, innovation and entrepreneurship. Transformative Pedagogies in the Visual Domain, 6 . Common Ground, Champaign, IL, pp. 261-277. ISBN 978-1-86335-115-7 Item not available online.

Sadowska, Noemi and Dallas-Conte, Lorna (2017) Infusing management education with design to foster resilience, adaptability and flexibility. The Design Journal, 20. pp. 1106-1117. ISSN 978-1-138-09023-1

Sadowska, Noemi and Laffy, Dominic (2017) The design brief: inquiry into the starting point in a learning journey. The Design Journal, 20. pp. 1380-1389. ISSN 978-1-138-09023-1

Sadowska, Noemi and Dallas-Conte, Lorna (2017) Infusing management education with design to foster resilience, adaptability and flexibility. In: Design for Next: 12th International Conference of European Academy of Design, 12-14 April 2017, Sapienza University of Rome, Rome, Italy. Item not available online.

Sadowska, Noemi and Laffy, Dominic (2017) The design brief: Inquiry into the starting point in a learning journey. In: Design for Next: 12th International Conference of European Academy of Design, 12-14 April 2017, Sapienza University of Rome, Rome, Italy. Item not available online.

Sadowska, Noemi and Laffy, Dominic (2016) Boundaries of Unfamiliar Learning Experiences in the Innovation Journey in Business Management Education. In: 30th Annual Businet Conference, 9-11 November 2016, Budapest, Hungary.

Sadowska, Noemi and Laffy, Dominic (2016) The Practical and the Creative of the Innovation Journey – Education in Action. In: 30th Annual Businet Conference, 9-11 November 2016, Budapest, Hungary.

Studente, Sylvie and Seppala, Nina and Sadowska, Noemi (2016) Facilitating creative thinking in the classroom: Investigating the effects of plants and the colour green on visual and verbal creativity. Thinking Skills and Creativity, 19. pp. 1-8. ISSN 1871-1871

Sadowska, Noemi and Laffy, Dominic (2015) Value of Participatory Action Research Methodology in Investigating Design Process within Undergraduate Management Education. In: The Value of Design Research: 11th International Conference of European Academy of Design, 22-24 April 2015, Paris Descarters Univeristy, Institute of Psychology, Boulogne, Billancourt, France.

Sadowska, Noemi and Laffy, Dominic (2015) Exploring Business Undergraduates’ Journey and Decision-Making Processes while Immersed in Strategic Design Experience. Regent’s Working Papers in Business & Management 2015, 15 (03). pp. 1-12.

Studente, Sylvie and Seppala, Nina and Sadowska, Noemi (2014) Facilitating Creative Thinking in the Classroom: Investigating the Effects of Plants on Visual Creativity. In: Creativity and Thinking Skills in Learning, Teaching and Management, 19-20 September 2014, Riga, Latvia. Item not available online.

Seppala, Nina and Studente, Sylvie and Sadowska, Noemi (2014) Privacy in the Physical Environment and Ethical Behaviour. In: British Academy of Management 2014: The Role of the Business School in Supporting Economic and Social Development, 9-11 September 2014, University of Ulster, Belfast, Northern Ireland. Item not available online.

Sadowska, Noemi and Taylor, Rebecca (2014) Redefining learning environments through design management in practice to re-imagine business education. Regent’s Working Papers in Business & Management 2014, 14 (01). pp. 1-10.

Sadowska, Noemi and Laffy, Dominic (2014) Exploring learning experiences of business undergraduates in Strategic Design module. In: Proceedings of the 19th DMI: Academic Design Management Conference: Design Management in an Era of Disruption. Design Management Institute, Boston, MA, pp. 2972-2990. ISBN 978-0-615-99152-8