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For a university to be a prime mover for sustainability transformation, all units of the university should contribute. However, organizational change in educational institutions is often studied by examining specific domains such as research or operation in isolation. This results in a less-than-complete picture of the potential for university-wide change. In contrast, this paper aims to examine the network of social relations that determine the diffusion and sustainability of change efforts across a university. The authors use McGill University (Canada) as a model system to study the network of actors concerned with sustainability to learn how this network influences the penetration of sustainability throughout the university.

To explore the existing social structure, the authors use an innovative approach to illuminate the influence of social structure on organizational change efforts. Using a mixed methods approach combining social network analysis with qualitative interview data, the authors examine the influence of the social structure on sustainability transformation at McGill University. The authors conducted 52 interviews between January and April 2019 with representatives of different sustainability groups at the university across six domains (research, education, administration, operations, connectivity and students).

The authors find that McGill University has a centralized system with a low density. The network is centralized around the Office of Sustainability. The limited cross-domain interaction appears to be a result of differences in motivation and priorities. This leads to a network that has many actors but only a limited number of connections between them. The quality of the relationships is often utilitarian, with only a few relationships aiming for support and mutual growth.

This study brings together social network analysis, sustainability transformation and higher education in a new way. It also illustrates the complexity of guiding a large organization, such as a university, toward a sustainability transformation. Furthermore, it reveals the importance of considering each part of the university as part of an interconnected network rather than as isolated components.

Constipation in hospitalised older adults leads to adverse events and prolonged stay. The purpose of this paper, therefore, is to effectively prevent and manage constipation in older adults undergoing inpatient rehabilitation using a multidisciplinary war on constipation (WOC) algorithm.

A quality improvement project in older adults undergoing rehabilitation for prevention and constipation management was conducted. Quality improvement “plan-do-study-act” cycles included an initial constipation audit in the wards and meetings with the multidisciplinary team (MDT) to develop an algorithm for the preventing, detecting and effectively treating constipation.

The project resulted in a 14 per cent reduction in constipation incidence after the newly developed WOC algorithm was introduced. The project also improved communication between patients and the MDT around patients’ bowel habits.

The project shows that using quality improvement methods in rehabilitation settings, earlier detection, earlier intervention and overall reduction in constipation in older adults can be achieved.

The WOC algorithm has been developed and institutionalised in the current setting. This algorithm may also be applicable in other inpatient settings.

This paper aims to revive the old idea of the Learning Organisation by providing a fresh conceptualisation and illustration. The New Learning Organisation is conceptualised, focussing on the common good through responsible action. It is positioned as responding to the VUCA (Volatility, Uncertainty, Complexity and Ambiguity, Bennett and Lemoine, 2014) conditions with a VUCA approach to Learning Leadership fostering Institutional Reflexivity and High Agility Organising .

The paper presents a new organisational learning framework – the 8As – Sensuous Organisational Learning framework. It illustrates the operationalisation of this framework in PART II through the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders.

The Sensuous Organisational Learning – 8As – framework illustrates how attentiveness, alertness, awareness, appreciation, anticipation, alignment, activation and agility form an integral part of the New Learning Organisation. Their unique contribution as aspect of a Sensuous Organisational Learning framework is that they explicate how the three principles of Institutional Reflexivity, High Agility Organising and Learning Leadership can be operationalised to serve the common good.

The paper presents a novel way of reviving the Learning Organisation beyond an ideology as a practical approach to responding to VUCA conditions. It introduces a new learning theory and injects a fresh perspective in our understanding of the role and impact of learning in the workplace.

By focussing on Learning Leadership practices that extend previous Organisational Learning frameworks, The New Learning Organisation promoted here focuses on responsible action to serve the common good through Institutional Reflexivity and High Agility Organising.

By focussing on how the common good can be better served, the New Learning Organisation becomes a mantra for social change to identify the higher purpose that social actions must serve.

The need for fresh contributions in the Organisational Learning debate is long overdue. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensousness as a foundation for improving the practical judgements across professional practices.

The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders.

The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance.

The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters.

Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”.

The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership.

Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve.

Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.

The purpose of this paper is to investigate the extent to which financial behavior and financial well-being are affected by cognitive and non-cognitive factors in a specific Romanian post-communist context. This study shows that financial well-being is significantly linked to both financial education and to a set of non-cognitive factors. This paper offers strategic insights on what financial services should communicate to consumers and how they should be communicated, achieve the mutual benefits of the transformative paradigm.

This study uses an online sample of 1,602 participants, representative of the general population in Romania concerning income and education, to collect data on financial anxiety, financial security and financial saving behavior (dependent variables), self-control, optimism, future orientation, deliberative thinking and financial literacy (independent variables). This paper measures the latent constructs – as composite indices, using partial least squares – path modeling. Working with WarpPLS software version 6.0 allows exploration of both linear and non-linear relationships involved in the model, along with their practical and managerial implications.

The results indicate that the key component to address in the development of financial services (in the post-soviet context) is financial anxiety. This study finds that, in contrast to Western countries, in Central, Eastern and Southeastern Europe (CESEE), financial education is not always a panacea. Additionally, financial security is not always the most important goal for consumers.

This paper suggests managerial recommendations for redefining the relationship between banks and the Romanian population, focused mainly on diminishing financial anxiety and increasing financial security, as key elements of transformative financial services.

The study highlights the significant role played by behavioral variables in shaping financial well-being in Romania, being among the very few investigations illustrating the relevance of the topic in post-communist countries. This research shows unique challenges for the design of transformative financial services in a specific (post-communist) setting and provides insights on how financial services marketing can become more effective in the CESEE region.

The purpose of this paper is to present a new approach to leadership development founded on the principle of the Leader-as-Learner: a reflective human who pursues the 4C – virtues of courage, commitment, confidence and curiosity, rather than the laurels of traditional approaches of heroic leadership.

Exploring art-based methods and fostering a new approach to leadership development: Leaders-as-Learners.

In this paper, studies and theoretical findings from the literature are discussed.

This paper includes extending life stories and modes of learning by projecting possible selves as leaders, to learn the daily practice of leadership.

Leadership involves not only the art of judgment but refines it through a learning orientation to confront volatility, uncertainty, complexity and ambiguity conditions.

Leadership is not limited to organizations and in relation to work practices. It is a central aspect in all social affairs and integral to building societies which serve, through leaders, the common good.

An approach to leadership development that supports human flourishing and locates leadership among ordinary people who do extra-ordinary things.

The paper's purpose is to investigate the opportunities for better integration of environmental valuation (EV) methodology into the natural resource management (NRM) decision‐making process in the context of NRM practices in South Australia and to offer a practical valuation tool to the NRM agencies for assisting the NRM decision‐making process.

This research examines the theoretical approach to EV methodology in an attempt to reduce certain limitations of the methodology. Data for this project were collected through interviews with various South Australian state NRM authorities. Both theoretical and empirical findings led to the development of a natural resource valuation (NRV) tool based on a modification of the contingent valuation (CV) technique.

The data obtained indicate a range of reasons for under‐utilisation of EV methodology in NRM practice in South Australia such as the controversial nature of the methodology and low level of awareness among NRM practitioners about the benefits of undertaking EV studies. These findings are addressed by the NRV tool aimed at promoting EV in NRM community consultation practices.

The results described in the paper are of value to NRM practitioners in offering a new valuation tool for better‐informed decision making. As a theoretical assessment of certain aspects of EV methodology, this research is of value to the academic community.

At the levels of both the national economy and organisations, learning is linked to competitiveness and it is frequently promoted as an all‐encompassing solution to the multiplicity of issues that organisations (and societies) face. This view, however, does not fully address how learning takes place and what the relationship may be between learning, education, training and development, which are frequently treated as isolated processes. Provides a re‐conceptualisation of these relationships by proposing a holographic perspective that can support their interaction while drawing closer the connections between individual, organisational and governmental practices. The main implications of the holographic perspective and its practical ramifications, particularly for the SME sector, are discussed at the end of the paper.