
The background
In August 2000, I was hired as a strategic foresight analyst in the Foresight and Planning Unit (FPU) of the (then) Office of the Vice Chancellor at Swinburne University of Technology. Part of this role was to conduct futures ‘scanning’ – by looking at the education ‘landscape’ through a ‘foresight’ time-frame much longer than is usual in conventional strategic planning; in our case, it was 10-20 years out. This obviously means that today, in 2021, the ‘future landscape’ being ‘scouted’ back then has since come to pass and become history. Hence the motivation for this experiment – to look back at what were picked up then as impending signals of change, and to compare what was reported in those days as future possibilities with what eventually came to pass as historical actualities. It has taken two decades to reach this point of being able to conduct such a ‘retrospective longitudinal assessment’ – and hopefully it should prove to be both interesting and instructive. It may also allow some real-world-data calibration of the utility of the heuristic principles for scanning described in the previous post. Continue reading “Futures Scanning – A Retrospective View”
As a futures scanner ‘back in the day’ (as they say), working in the corporate area of Swinburne responsible for undertaking organisational foresight and planning, and in the time since, I came to employ several heuristics or principles of scanning that I had found empirically to be useful. There are about ten of these that I can think of right at this moment, which I will enumerate below. But before I proceed, though, let me first explain one of the (many) models we used in our teaching in the old Swinburne