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Future Society in 2024: 21st Century 'Good Life' - Rural Economy ...

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8.3 Bra<strong>in</strong>storm<strong>in</strong>g outcomes<br />

Follow<strong>in</strong>g the presentations, the participants were divided <strong>in</strong>to five work<strong>in</strong>g teams, each of which<br />

was charged with devis<strong>in</strong>g scenarios that met certa<strong>in</strong> criteria for the fifty year time horizon. This<br />

approach was adapted from the latest methods now be<strong>in</strong>g used by the Global Bus<strong>in</strong>ess Network <strong>in</strong> the<br />

US as reported to us by a recent participant and one of our blue sky experts – Professor Jeremy<br />

Myerson from the Royal College of Art. This specifically recognises the limitations that a two-way<br />

matrix approach can impose and encourages a more open approach – start<strong>in</strong>g with the end results<br />

rather than the underly<strong>in</strong>g drivers.<br />

The groups were given the follow<strong>in</strong>g basis for bra<strong>in</strong>storm<strong>in</strong>g a m<strong>in</strong>imum of two scenario options<br />

each:<br />

•<br />

•<br />

•<br />

•<br />

•<br />

Desirable or utopian<br />

Undesirable or distopian<br />

Technologically led<br />

Socially led<br />

Free range (with reference to developments <strong>in</strong> cities)<br />

This process generated 12 possible scenarios. Teams were required to summarise these on a flip chart<br />

sheet and present each one to the plenary group.<br />

8.4 Select<strong>in</strong>g scenarios to work on <strong>in</strong> detail<br />

The whole group were then given three red dots to use <strong>in</strong> ‘vot<strong>in</strong>g’ for their favoured scenarios. The<br />

criteria for selection were given as:<br />

•<br />

•<br />

•<br />

Different from each other – to ensure a contrast<br />

Interest<strong>in</strong>g and stimulat<strong>in</strong>g to th<strong>in</strong>k about<br />

With some clear policy implications<br />

This process generated four clear w<strong>in</strong>ners, however, there were some overlaps between these and<br />

some of the unsuccessful scenario options, and certa<strong>in</strong> elements were then merged together to<br />

enrich the four start<strong>in</strong>g po<strong>in</strong>ts.<br />

8.5 Develop<strong>in</strong>g scenario descriptions<br />

Four teams were created to address these four outl<strong>in</strong>e scenarios and were given 90 m<strong>in</strong>utes to work<br />

on the follow<strong>in</strong>g tasks, supported by a range of visual materials and the help of the project<br />

visualiser:<br />

• To develop a description of a ‘day <strong>in</strong> the life’ of an <strong>in</strong>dividual liv<strong>in</strong>g with<strong>in</strong> the scenario on a<br />

24 hour clock<br />

• To use this to dramatise the way <strong>in</strong> which the future world would operate and the impact of<br />

this on society and the life of <strong>in</strong>dividuals with<strong>in</strong> it<br />

• To highlight the underly<strong>in</strong>g assumptions that would make the scenario logically consistent<br />

The outputs of this exercise were presented back to the plenary session.<br />

32

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