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Background: As part of "The Hub" project at Wellcome Collection, a team of eight co-researchers with learning disabilities along academics created an online survey to challenge public understanding of learning disabilities. Using creative and arts-based methods, co-researchers remotely co-analysed the survey results amid COVID-19 lockdown challenges. Here, we explore our unexpected "transition" journey from the physical "Hub" to the digital space. Methods: We organised 20 sessions at The Hub and used audio/video/photo recordings to capture key moments. With the lockdown, we ensured that every co-researcher had access to and support for digital technologies. Throughout 2020, we organised 28 Zoom meetings involving all co-researchers. In June, Lilly (a multi-media journalist and she lives by the motto striving for equal opportunities for people with disabilities and fairness throughout) and Sue (an independent Leadership Coach and Mentor) conducted Zoom interviews with the co-research team to reflect on our transition journey. In this creative video-form submission accompanied by an accessible report, Lilly puts together a story of how we transitioned and felt throughout this process. Findings: We identify that trust and the social bonds established at The Hub are the key components of our transition to the digital environment. There is the tension between longing for in-person contact and trying to make the most out of the situation to maintain these relationships. At the heart of this is the motivation to "change the world" and strive for social justice. Having time and opportunity to improve, and co-researchers' steady growth in confidence are equally important. Conclusions: The determination for maintaining friendships among co-researchers and the motivation to "change the world" overcome COVID-19-related challenges in continuing co-research.

Engineering management and engineering projects are subject to greater levels of uncertainty and complexity as part of the current dynamic and competitive industrial environment. Engineering managers need to navigate the arising challenges and consequently gain access to effective decision-making processes. Engineering education has a clear role to play here. However, formal education in quantitative methods is only part of the solution — engineers and engineering managers should also have access to a broader set of skills and knowledge to be effective in the industrial landscape. Therefore, we now need a new paradigm for engineering management and the decision-making process. This article draws on supporting material from the literature and the insights gained from a series of industrial cases using the participatory action research method and a process of inductive reasoning to allow synthesis of generalised propositions that are linked to the industrial cases and antecedent factors from the literature. The findings lead to a set of areas that require further development to support engineering managers to be more effective when dealing with increasing levels of uncertainty and complexity. This includes a number of areas, which are as follow: the need for engineering managers to have enhanced professional skills and knowledge; the importance of experience-based judgement; effective knowledge management; supportive leadership and overall organisational culture; and a holistic approach to decision-making. The research study has practical relevance to engineering management practitioners working in industrial companies to support self-evaluation and professional development. The findings are also pertinent to academic researchers seeking to evaluate decision-making models as part of extending the current understanding of the field of engineering management in technology-based organisations.

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At a time when schools are focusing heavily on high tech and engineering, general education is more important than ever. Wilson's book furnishes good ideas on how to bring about a curricular fusion between human studies and the sciences.