Search results

This chapter will focus on the use of reflective dialogues (RDs) to explore pedagogical practice in higher education. RDs allow researchers and participants to reflect on observed phenomena together, engaging in collaborative reflection that may allow both the researcher and the researched to gain from the interaction, throwing into focus different aspects of practice and a different perspective on the situation, and blurring the boundaries of research and researched into a more reciprocal relationship. Drawing on research which investigated the relationship between critical pedagogical theory and practice with 10 self-identifying critical pedagogues across eight English universities, I will explore the benefits and tensions of using a reflective dialogue approach, and the impact this methodology can have on researchers and participants. This chapter will make a case for RDs as both a practice for educators and as a methodology and explore how to do it, supported by relevant methodological literature, as well as the benefits and challenges of using RDs in social research, concluding with a discussion on how RDs might be used in other contexts to aid professional learning and reflection.

This article argues the value of integrating pragmatism in applying behavioural science to complex challenges. We describe a behaviour change-led knowledge co-production process in the specific context of climate change in Australia. This process was led by an interdisciplinary research team who struggled with the limitations of the prevailing deterministic behaviour change paradigms, such as the “test, learn, adapt” model, which often focuses narrowly on individual behaviours and fails to integrate multiple interpretations from diverse stakeholders into their knowledge co-production process.

This article uses collaborative reflection as a method of inquiry. We document the team’s experience of a recent challenge-led, programatic research initiative that applied behaviour change strategies to reduce climate vulnerabilities. We demonstrate the necessity of critical reflection and abductive reasoning in the face of the complexities inherent in knowledge co-production addressing complex problems. It underscores the importance of accommodating diverse perspectives and contextual nuances over a one-size-fits-all method.

The article shares lessons learnt about integrating collaborative and critical reflection throughout a project cycle and demonstrates the capacity of abductive reasoning to ease the challenges arising from the tension between behaviour change paradigms and knowledge co-production principles. This approach allows for a more adaptable and context-sensitive application, acknowledging the multiplicity of understandings and the dynamic nature of behavioural change in relation to climate adaptation.

This reflection contributes original insights into the fusion of pragmatism with behaviour change strategies, proposing a novel framework that prioritises flexibility, context-specificity and the recognition of various stakeholder perspectives in the co-production of knowledge.

Strategies to promote more sustainable consumer choices have been gaining interest among tourism and hospitality scholars. In particular, behavioral economic theories of decision-making have gained popularity in the past decade, led by behavioral interventions (BIs) such as the nudge movement. This paper aims to present a critical reflection on this recent trend, with a specific focus on whether these BI approaches are an adequate tool to contribute to long-term behavioral changes, one crucial aim of the promotion of sustainable consumption.

Based on a critical review of recent significant academic works in the field, this paper reflects on how nudge principles are applied in the hospitality and tourism sectors, as well as the usual justifications given for their use. This paper then discusses the potential limitations, both theoretical and practical, of using these short-term focused approaches to decisions that intend to have long-term outcomes and aims.

BIs in hospitality and tourism have the potential to create long-term sustainable changes through a more comprehensive view of behavioral factors influencing decisions; however, such approaches would need to be strongly embedded in theoretical arguments that question “how” and “why” behavior change could be sustainable in the long term. This paper proposes a conceptual framework to address these concerns for future research.

This critical reflection proposes a comprehensive framework that will help guide stronger theoretically motivated identification, design and empirical testing of BIs and nudges. Industry can eventually benefit from theoretically stronger interventions that provide a balance between the short-term and long-term influence of BIs to attain customer loyalty and eventually greater value for business stakeholders.

This reflection paper critically reviews the basis of BIs and recommends a framework to strengthen their theoretical arguments. This reflection focuses on the theoretical critique of BIs and nudges to ensure long-term behavior changes are sustainable. The paper also proposes a comprehensive framework that incorporates well-founded theoretical models to enhance BIs and nudge literature.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The findings indicate that that the soft skills development program based on critical reflection in the workplace does have the potential to promote changes in manager’s behavior.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.

This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.

In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.

This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.

This paper aims to explore the effects of collaborative innovation (CI) in urban planning practice by investigating the influence of a platform for collaboration between academia and external partners (practitioners and community groups). Unlike previous research on learning outcomes from the perspective of students (Fokdal et al., 2020), the aim of this article is to investigate the transformative learning (TL) experience from the perspective of the external partners.

The outcomes of the TL experience were assessed through four elements: disorienting dilemma; critical reflection; engagement in discourse; and reflective and critical taking action.

The claim that collaboration with multiple actors through TL processes can help promote innovative ways to view and practice planning outside of academia has to a certain extent been confirmed. This paper provides evidence that such transformative processes can have an impact on the individuals involved and shows the importance of individuals acting as change agents – or drivers of innovation. In addition, the importance of a collaborative platform – acting as an intermediary – in facilitating TL processes in planning practices is highlighted in the context of Serbia.

This paper is a continuation of existing research on educational initiatives that attempt to integrate sustainability into the curricula and bring innovation to urban planning practice; showcase outcomes of the TL experience for sustainable development, especially when addressing the innovative ways that planning is practiced outside of academia; and push for change toward a more sustainable future not only within and but also outside of academia.

This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and development – and reflects on the relationship between theory and practice in critical disaster studies.

Premised on the idea of epistemic reflexivity developed by Pierre Bourdieu, and drawing on previous research, this theoretical article analyses two conceptual biases and shortcomings of disaster studies: how resilience builds on certain agency; and how development assumes certain political imagination.

The article argues that critical disaster scholars must reflect on their own intellectual practice, including the origin of concepts and what they do. This is exemplified by a description of how the idea of resistance is intimately connected to that of resilience, and by showing that we must go beyond the capitalist realism that typically underlies development and risk creation. The theoretical advancement of our field can provide ways of thinking about the premises of many of our concepts.

The paper offers an invitation for disaster researchers to engage with critical thought and meta-theoretical reflexions. To think profoundly about our concepts is a necessary first step to developing critical scholarship. Epistemic reflexivity in critical disaster studies therefore provides an interesting avenue by which to liberate the field from overly technocratic approaches and develop its own criticality.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.

The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.

This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project.

The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+.

For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.