http://bura.brunel.ac.uk/handle/2438/8643 Sat, 30 May 2026 06:54:52 GMT 2026-05-30T06:54:52Z http://bura.brunel.ac.uk/handle/2438/33342 Title: Invisible minorities: A co-design framework to improve social care services for older immigrant people in the UK Authors: Balezdrova, Nevena Abstract: Participatory design practice has existed since the 1970s in various forms. Diving into a trend that has picked up traction in recent years, this study aims to explore the guiding principles of ‘co’ terms and the applicability of co-design in public service development. This is done by observing the context of social care service development in the UK and specifically looking at the experience of social care services for older immigrant people, an often overlooked and marginalised group. Research shows that conventional care for older immigrant people across the UK remains inaccessible. Cultural and system barriers impact self-confidence and personal agency. Often evading dealing with the state, this user group rely heavily on word of mouth and informal family care. Through a review of literature and expert interviews, the study aims to shed light on the service experience of non-native peoples and uncover some of the service and system challenges that impact their lives. As explored through the review of literature, findings show an overall lack of co-design practice in social care service development within local government. These concepts have been further discussed in research and investigated through expert interviews that were conducted during the earlier stages of this study. A comparative case study approach explores other global public service systems to help form an understanding of the way social care service systems are structured, provision for older immigrant people and the relationship between different stakeholders. The larger part of the research aims to build an understanding of how co-design principles can impact the social care service development in the UK as a way of tackling representation and social isolation, considering how co-design can help enhance social care services for older immigrant people and meaningfully engage people into the wider community. The study examines how co-design can help strengthen the citizen-state relationship and cultivate community engagement. The empirical outcomes of this research have been translated into a co-design framework and guidelines for the use in a local government setting. The framework aims to work on four main principles: understanding people, building trust, creating local partnerships, ensuring on-going feedback and monitoring. The co-design framework builds on previous work that has highlighted the need for research that supports vulnerable groups in engaging with the co-design process in the public sector, by identifying the differences with existing user involvement processes. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Thu, 01 Jan 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33342 2026-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33224 Title: Participatory design and upcycling practice as a means to transform municipal solid waste into products that can benefit the local community: A case study in Khon Kaen province Authors: Lertnimanoradee, Montida Abstract: Upcycling offers a creative and sustainable approach to transforming waste materials into products of higher value. However, in Thailand, upcycling remains relatively underdeveloped at the community level, particularly in small and under-resourced areas where waste management initiatives often rely on top-down approaches that may not fully reflect local needs, capacities, or cultural contexts. This research aims to develop a participatory design guideline to enhance community engagement and improve upcycling practices in small Thai communities in response to local municipal solid waste challenges. A mixed-methods approach was employed, including an online survey, semi-structured interviews with design experts and local leaders, and participatory workshops conducted in two contrasting communities in Khon Kaen province. Data were analysed using thematic analysis and triangulated to inform the development of a five-step participatory upcycling guideline; 1) community participation, 2) needs assessment and material collection, 3) design thinking and prototyping workshops, 4) local art and craft integration, and 5) skills training and capacity building. The findings indicate that community members can engage effectively in upcycling when the design process is accessible, culturally relevant, and adapted to local skill levels. The integration of local identity and craft practices further enhanced both participant motivation and the perceived value of the products. Evaluation through expert feedback and field testing suggests that the guideline is adaptable to similar low-resource settings seeking to address environmental challenges through design-based collaboration. Overall, the study demonstrates that participatory upcycling can support not only the development of useful products, but also collaboration, knowledge-sharing, and greater community ownership of waste-related issues. The proposed guideline contributes to the growing discussion on participatory design, upcycling, and community-based sustainability by offering a culturally grounded model for small-community application in Thailand. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Thu, 01 Jan 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/33224 2026-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/32742 Title: Examining how human-centred design and information design could help reduce language barriers between Syrian immigrant parents and Turkish primary teachers through school management guidelines Authors: Berktaş, Sena Abstract: This research develops an information design guideline for Turkish primary school management teams, grounded in Human-Centred Design (HCD) principles, to address language barriers experienced between immigrant parents and teachers. Background research highlights that Syrian student, the largest immigrant group in Türkiye, face low educational attainment, which undermines their academic success, future prospects, social cohesion, and the host country’s human capital. Recognising the critical role of parental involvement in children’s education, this study identifies language barriers as the primary obstacle to effective engagement. Secondary findings revealed that these barriers are context-dependent and interconnected with emotional, cultural, and knowledge-related challenges, which were further investigated through primary research. A case study was conducted in Istanbul with 38 participants identified through stakeholder analysis. Data were collected using semi-structured interviews and card-sorting activities, and analysed through thematic analysis and conceptual mapping. The research broadened the understanding of language barriers. Emotional barriers were characterised by high expectations from both parties and limited empathy, although positive teacher attitudes and support from local parents were also identified as facilitating factors. Cultural barriers stemmed from differences in lifestyles and mindsets, while similarities, such as shared religious beliefs, provided common ground. Knowledge-related barriers were reflected in immigrant parents’ limited familiarity with the host country’s education system; however, these challenges could be mitigated by the approachability of Turkish teachers. To address these issues, expert insights informed the development of a guideline for school managers, organised into six recommendations with differentiated priority levels: language support and clear meeting protocols as essential measures; orientation courses and social activities as recommended measures; and shared spaces, together with visual and physical modifications, as additional supportive measures. The prototype guideline was evaluated with five schools (12 participants) and ten experts through semi-structured questionnaires and interviews, with iterative refinements applied. The findings highlighted the need to extend the guideline beyond school management to all school personnel, with certain revisions, as well as to provide a tailored, concise version for parents. In addition, policy-level guidelines were developed, emphasising the dual need for policies that outline expectations for immigrant communities while fostering a welcoming environment within the host society. Future research will focus on advancing these recommendations at the policy level to support systemic change. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Thu, 01 Jan 2026 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/32742 2026-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/31495 Title: A complexity leadership theory framework for engineering management Authors: Biggadike, Chris Abstract: Complexity Leadership Theory (CLT) views organizations as complex systems and proposes important implications for leadership theory. However, current research on CLT has focused mainly on its theoretical development, providing limited practical application examples for complex industries, such as that found in manufacturing engineering. To address this research gap, a complexity leadership framework was developed in collaboration with practitioners through an action research program in an engineering organization headquartered in the United Kingdom that specializes in aerospace and defence. The proposed framework builds on previous research that identified three leadership modes (i.e., Administrative, Enabling, and Adaptive) for complex engineering environments. Specifically, data were collected from 852 leaders, with action research involving 37 participants from the UK, USA, Canada, Australia, and Ireland. The proposed complexity leadership framework, titled “the 5-point framework”, reflects the fundamentals of leading within the organization’s complex engineering environment. The framework was validated through practitioner review and five independent elite interviews with leaders from diverse organizations. The study’s results contribute to current literature by expanding the previously proposed three leadership modes to five modes (i.e., Direction, Strategic Administrative, Enabling, Tactical Administrative and Adaptive). The findings contribute to the current discourse by providing engineering leaders with a refined framework that addresses the multifaceted leadership requirements critical for navigating complex environments. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Wed, 01 Jan 2025 00:00:00 GMT http://bura.brunel.ac.uk/handle/2438/31495 2025-01-01T00:00:00Z