Research Interests
Dr. Jones' research interests lie at the intersection of Strategic Foresight, Systems Thinking, and Transformational Leadership—with a distinct focus on catalyzing human flourishing through foresight-informed organizational development. Her work explores how leaders can leverage systems thinking and futures methodologies to navigate complexity, dismantle harmful systemic structures, and cultivate resilient, ethically grounded organizations.
With a background spanning over two decades in technology leadership, Dr. Jones is particularly interested in the application of foresight tools in enterprise innovation, organizational strategy, and public and private sector transformation. She is deeply engaged in studying the impact of values-based leadership and virtue ethics on decision-making processes, especially in volatile and uncertain environments.
Dr. Jones also investigates how marginalized communities—including, but not limited to, women of color, single mothers, and first-generation professionals—can be empowered through access to foresight education, leadership development, and systems literacy. Her research aims to democratize strategic foresight by making it accessible and actionable across sectors, from corporate enterprises and nonprofit ecosystems to government agencies and educational institutions.
Her methodological interests include causal loop modeling and causal layered analysis, which she employs to illuminate deeply rooted patterns, narratives, and systemic feedback loops that influence leadership behavior and organizational outcomes. These tools enable Dr. Jones to uncover not only structural challenges, but also the worldviews and myths that shape them—providing a comprehensive foundation for strategic, transformational change.
Teaching Philosophy
As a seasoned professional with over 20 years of experience in the IT field, a practicing futurist, and a dedicated educator, Dr. Jones’ teaching philosophy is rooted in a commitment to student-centered learning that respects each individual's diverse backgrounds, experiences, and learning styles. Central to this philosophy is the inclusion of Strategic Foresight and Systems Thinking as core components in educating people of all ages. By using Strategic Foresight and Systems Thinking, Dr. Jones strives to equip learners with the skills and knowledge needed for future scenarios and developments, ensuring that the learning experiences are not only relevant today but also forward-looking and adaptable to the changing landscape of the future.
Dr. Jones believes in the importance of cultivating environments that encourage student construction of new knowledge, reflection on learning, and transference to other scenarios. Recognizing the significance of prior knowledge, she seeks to assess and leverage students' existing knowledge to inform andragogy effectively.
Furthermore, she deeply believes in the power of metacognition (i.e., thinking about thinking) and its ability to motivate learners to self-regulate their learning, thereby enabling the transference of skills and content through reflection and abstract comprehension. Informed by cognitive and adult learning theory, her teaching strategies prioritize the use of evidence-based approaches, such as visual and aural storytelling, to engage learners and foster interconnected, transferable conceptual frameworks rooted in solid memory and skills foundations. A central tenet of her teaching practice is the creation of social classroom environments that facilitate active student interaction, negotiation of understanding, and recognition of misconceptions, thereby promoting collaborative learning and honing communication skills. By embracing Vygotsky's "zone of proximal development," she supports students working together to articulate understanding and develop transferable skills across diverse contexts.
To measure the success of her teaching methods, she relies on tight feedback loops and course-end evaluations, seeks iterative input from students on preferred modes of interaction and learning, and makes adjustments based on the feedback collected. This student-centered approach allows her to continuously improve and align her teaching practices with student needs and experiences.
She is a lifelong learner committed to ongoing professional growth and development. Her plan includes continuing post-doctoral education, seeking and developing seminars, workshops, and certifications, and engaging in robust interactions with students, colleagues, friends, family, and associates. Through these endeavors, she aims to enhance her pedagogical expertise and maintain a dynamic, student-centered approach to teaching.
Succinctly, her philosophy of education is centered around prioritizing the needs of the student, cultivating versatile knowledge and skills, and continuously striving for self-improvement as an educator. Further, she places a strong emphasis on utilizing strategic foresight and systems thinking to equip students with the tools they need to tackle future obstacles and thrive in new opportunities.
