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The purpose of this paper is to explore the notion that social constructionist approaches to learning, which a building with the hands provides, is a “technique that leverages the potential of the hand-mind dynamic” as historically reported in the extant published literature.

The use of the LEGO® SERIOUS PLAY® (LSP) method in the context of transformative learning in Higher Education was used to drive a Situational analysis with sixteen postgraduate nursing students, from African learning contexts. This methodological approach was used to specifically explore their identity as learners and then to facilitate processes of critical introspection on social constructivist learning opportunities.

Students’ perceived LSP permitted a deeper level of critical introspection on their transformative learning journeys than alternative approaches, such as written discourse or extended narratives, could have provided. They also perceived that a major benefit of using the LSP method was that it enabled them to understand and articulate their stories more easily than if they verbally reported them first.

The sampling the authors used was purposive and reflective of the Nigerian background of our research participants, who study at the University of Sunderland.

LSP was perceived as an effective vehicle for the facilitation of reflection and self-awareness, which consequently contribute to students’ capacities to function at a metacognitive level. This has the potential to contribute to authentic transformative learning. Academic learning at postgraduate level hinged on the capacity of students to develop a pragmatic and working knowledge of what acknowledging their epistemic cognition entailed.

The methodological approach implemented in this paper provides a unique means of harnessing a now common gamification technique in pedagogic practice.

This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment.

Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment.

The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies.

In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

The purpose of this paper is to introduce psychosocial research methodology as a method that makes use of the emotions of researcher and researched and goes well-beyond empathetic understanding.

This short piece critically introduces the recently published book Further Researching Beneath the Surface (Volume 2): Psycho-social Research Methods in Practice, Eds Cummins, A.-M., and Williams, N., and analyses the psychosocial approach to qualitative research that emphasizes research as an emotional activity and makes use of the researcher’s and the researched’s emotional responses to each other in drawing interpretations about organizational phenomena.

By analysing transference and counter-transference, researchers can draw valuable insights into organizational phenomena that remain unseen by more conventional research methodologies.

Emotions, far from being the enemy of the researcher, can, if recognized properly, be valuable resources in social research.

This paper aims to elucidate health-related transformations experienced by an individual. Building from personal experience offers an understanding of the relational dynamics at play within health transformations, which makes a contribution to realising and facilitating the agency of the patient in systems of integrated care.

Introspection can be used as a methodology to elucidate messy and personal affective experiences. The author’s introspection is an 18-month catalogue and analysis from diagnosis of breast cancer through significant stages of rehabilitation. Reflexive introspection has gained traction in health research due to its cathartic benefits, whilst this approach offers much; a key challenge for integrated care is translating deeply personal and subjective introspections into strategic-level application.

Using Turner’s (1969) concept of liminality, this research explicates key relational dynamics of health-related transformations experienced by an individual. By recognising changes in affective being as a pivotal point in rehabilitation, this work links embodied transformation as a critical antecedent to a patient’s willingness to engage his/her agency in their rehabilitation.

Whilst recognising that integrated care is patient-centred and seeks to incorporate the patient’s voice, this research gives insight into how the author, as a patient, engaged her agency in her rehabilitation through building her own transformed personal ontologies of health.

The purpose of this paper is to explore the possibility of whether more representation of gendered scholarship could enrich the traditional framework of consumer behaviour – a discipline that lacks consensus on epistemology and is also starved of theory building – by means of critical introspection leading to new managerial solutions, new methods and theory building.

The quantitative approach involved a content analysis of three leading journals in the consumer behaviour discipline from 2006 to 2010: the Journal of Consumer Research, the Journal of Consumer Psychology and the Journal of Consumer Affairs, in order to ascertain how much research represents a gendered perspective. The qualitative approach involved analyzing the papers from a gendered perspective, to see if the papers were more conceptual or based on applied research, and to gauge the type of methodologies used.

From 2006 to 2010 it was found that only an average of 2.4 per cent of 369 abstracts in JCR, 4 per cent of 224 abstracts in JCP and 5.8 per cent of 138 abstracts in JCA are from a gendered perspective. Approximately 25 per cent of the papers are steeped in applied research, while 75 per cent verify existing theories or expand to them.

The authors’ qualitative analysis brings forward new results, namely that the very feministic perspective that has the potential to bring forth greater introspection in the consumer behavior research, namely feminist postmodernism, is in fact the least represented, with only one such paper out of 731, which is a possible wake‐up call for feminist scholars. The authors conclude that the scope of the traditional paradigm can be enlarged by gendered scholarship.

The paper represents a major effort to present the importance of including gendered perspective articles in marketing journals, to provide an analysis of the lack of a gendered perspective in papers published by three leading consumer‐based journals, and to determine whether a gendered perspective can enrich the traditional framework.

The purpose of this article is to demonstrate why the time is ripe for a reflexive turn in social marketing, in response to criticisms of social marketing as neo-liberal, positivist and lacking critical introspection.

The paper traces the development of three paradigms in the field, highlighting the entrenchment of a traditionalist paradigm that heretofore has stifled critical debate and reflexive practice. However, the emergence of social ecologist and critical social marketing paradigms has stimulated the imperative for a reflexive turn. Insights into reflexivity, its relevance and applicability for researchers, participants and other stakeholders in social marketing are considered.

The paper offers a conceptualisation of social marketing assemblages using the lens of actor-network theory and identifies how this can stimulate engagement and reflexive practice for researchers, participants and other stakeholders (such as non-governmental organisations and Government departments involved in delivering programmes).

The article presents relevant theoretical and practical benefits from a reflexive turn in social marketing, highlighting how this will furthermore contribute to discipline building.

The aim of this opinion piece is to seek to cast a critical eye over the event studies field to chart its progress as an emerging area of study, relative to its close relations tourism, hospitality and leisure.

Viewpoint approach.

The paper highlights various challenges that event educators and researchers face in advancing event studies to discipline status.

It is timely that, as the quantum of event research and the number of event management education programmes surge, those involved in the field engage in greater critical introspection. This opinion piece attempts to provide such a reflective insight, which has been largely absent from the event studies literature to date.

The purpose of this paper is to revisit philosopher Hannah Arendt's classic study of the banality of evil in light of posthumously published works bearing on moral psychology and philosophy.

Largely expository and interpretive, this conceptual paper articulates Arendt's approach to morally responsible thinking, with an emphasis on managerial decision making. Arendt's practical ethics draws, in part, on Kantian aesthetic theory, providing an original but unfinished account of “the life of the mind” and personal responsibility in community.

Arendt contends that humans can, and are morally obliged to, use conscience, imagination and reason to avoid evil‐doing; that self‐critical introspection, active imagination and representative judgment are essential for moral decision making, especially in times of moral crisis; and that neither profit nor pressure can justify breaching fundamental responsibilities to humanity.

This paper discusses, but does not critique, Arendt's oeuvre. It interprets, connects and applies ideas from disparate works relating to responsible moral psychology.

Confronting a “modern crisis” in values, Arendt acknowledged pressures on leaders to fulfill organizational objectives, even those effecting harm which violate deeply‐held personal ethics. Warning against temptations to divide selves into a “personal” moral self and a compartmentalized “organisational self,” she prescribed ways of thinking and judging to counteract thoughtless evil‐doing.

The paper connects Arendt's privative analysis of evil‐doing in Eichmann in Jerusalem with later works which delineate shared human mental capacities and processes which facilitate morally responsible leadership, independent of culture or context.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

The purpose of this paper is to present a critically reflective account of the process of conducting an impact evaluation of a dance-theatre company’s staged productions and workshops.

There are two main approaches: the introspective critical reflection on the process of performing an impact evaluation; and the drawing/colouring methods used to perform it.

It is more difficult to provide impact evaluations of the soft rather than hard outcomes of publicly funded performance arts. The engagement of third-party evaluators may help overcome the challenge that many “accepted” approaches are outwith the skill or financial resources of smaller non-profit organisations.

Although based on a single case, the authors believe that the evidence how the use of innovative methodologies may be more appropriate to performing arts impact evaluations, even those less familiar to management researchers.

This paper offers insights into various methods of impact evaluation that may be of use to smaller non-profit arts organisations who may be constrained by limited skills and financial resources.

This paper provides an original contribution to understanding innovative methodologies to perform arts impact evaluations, particularly those assessing soft outcomes, and a contribution in recognising the role of academic researchers in performing such evaluations.