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To review conceptual links between research on personal epistemological beliefs and leadership behaviours associated with the transformational‐transactional leadership model.

Transformational leaders act as facilitators of learning in organisations, and therefore their beliefs, cognitions and behaviours can be explored in the same manner as teachers in classroom settings. Research on both personal epistemological beliefs and the transformational‐transactional leadership model is reviewed and key conceptual links are identified in the areas of underlying beliefs, metacognition and cognition, and implications for training.

The literature review suggests that strong conceptual links exist between mature personal epistemology and beliefs and behaviours associated with transformational leadership. Similarly, conceptual links exist between less mature personal epistemology and beliefs and behaviours associated with transactional leadership.

This is a conceptual paper that will require further empirical investigation. However, studies of the personal epistemology of leaders may provide insights into their behaviours and beliefs associated with transformational and transactional leadership.

Research indicates that personal epistemology can be affected through appropriate interventions. Thus, training programmes designed to facilitate adoption of transformation leadership behaviours could be informed by such research.

This paper is original in its conceptualisations of beliefs potentially underpinning transformational leadership. It offers a new line of inquiry for further research into transformational leadership behaviours and ways that such behaviours can be influenced through metacognitive and cognitive interventions.

Epistemological beliefs, defined as individuals' beliefs about the nature of knowledge and the process of knowing, are assumed to serve an important function in regulating the application of individuals' learning behaviour. Previous research has mainly been shaped by the framework of results of white, well‐educated people from North America. More empirical work is needed to examine epistemological beliefs in a cross‐cultural context. The purpose of this paper is to investigate the possibility of using cultural classifications to indicate the development of epistemological beliefs in different countries.

A cross‐cultural pilot‐study is carried out in Germany and Australia with a total of 103 participants. A German and English version of the Schraw et al.'s epistemic beliefs inventory, based on Schommer's model, is employed for the study. The cultural comparison between Germany and Australia is carried out by using Hofstede and Hofstede's cultural classification.

The cultural comparison between both countries leads to the hypothesis that the development of the epistemological beliefs is different. Although factor analysis indicates the same three dimensions of epistemological beliefs for both countries (structure, source, and control), the development for each dimension is different.

It might be possible to indicate epistemological beliefs in various countries due to cultural classification.

The paper provides a new perspective of epistemological beliefs within cross‐cultural research and might lay the path for cross‐field research projects.

Epistemological beliefs are fundamental assumptions about the nature of knowledge and learning. Research in university contexts has shown that they affect the ways and results of student learning. This article transfers the concept of epistemological beliefs on workplace learning. The basic assumption is that employees' epistemological beliefs affect whether they perceive their workplace as learning environments. A study was conducted in which the interrelation of employees' epistemological beliefs with their appraisal of the workplace as supportive for learning was investigated. Additionally, the role of professional hierarchical levels concerning work‐related epistemological beliefs was analyzed. No significant interrelation between epistemological beliefs and workplace appraisal was found. Groups from different professional hierarchical levels did not differ in their workplace appraisal. Consequences about future research about the role of epistemological for workplace learning are discussed.

This study aims to investigate whether epistemological assessment is a suitable approach to evaluate students’ learning of dietary knowledge via the use of an augmented reality (AR) information system. Students’ perceived dietary knowledge was compared before and after learning with the AR system. Two major questions were addressed: Did students improve their understanding of dietary knowledge after the use of AR information system? Did students gain more appropriate understanding of dietary knowledge after the use of AR information system?

A mixed-methods approach was used in the study. The mobile AR system was used among 65 volunteered non-nutrition-major college students recruited in campus. For promoting epistemological development of personal dietary knowledge, students practiced with life experiences to access daily dietary information. Pre- and post-tests of students’ understanding of dietary knowledge were compared. Interviews with 20 students were used for gathering in-depth research data to analyse students’ epistemological understanding of dietary knowledge.

The epistemological assessment indicated an improvement in learning after the use of the AR system. Students gradually gained awareness of dietary knowledge and changed their perceptions of their dietary behaviours. Epistemological approaches to the analysis of students’ conceptual change in dietary knowledge revealed a significant increase in the mean nutritional concepts (p < 0.01) and a decrease in their mean misconceptions (p < 0.001) after learning via the mobile nutrition monitoring system. Learning assessment of 65 students also indicated a significant increase from the post-test after learning with the system (p < 0.0001).

This study might have its limitations, as it only assessed learning using a pretest-posttest design for a specific learning context over a short period of learning time. The use of interviews based on the epistemological approach might have its limitations in the interpretations of the phenomenon. Future implementations can also be extended to different populations to promote self-monitoring dietary behaviours.

The findings of this study will contribute to the application of AR in learning about dietary knowledge. The research involving in-depth observation of students’ learning relevant to personal nutritional information needs via mobile AR might provide potential contributions to dietitian professionals and health education.

This paper aims to examine how the conceptualization of development has evolved and how, given emerging global economic trends, this might affect the development industry in Africa. It explores the interplay of ideas and practice, identifies key global drivers and considers their significance for Africa over the next generation.

Adopting a historical approach, the paper chronicles the changes in the epistemological foundations of development thinking over 60 years of development theory and practice. It also explores how concurrent changes in the international context for development have influenced both the thinking on and management of development. The paper undertakes a scenario analysis in search of an African development narrative that is more appropriate to the challenge of African prosperity over the next 20‐30 years.

It is shown that the contemporary view of development represents an epistemological shift from a perspective defined by the actual experiences of successful developers, to one defined through the prism of some assumed universal norms. Focusing on a particular scenario of Africa as the “land of the future”, the paper suggests that Africa should reject its portrayal as “victim” in the international community, replace the poverty ideology with one of prosperity, and reject the condescension implicit in regarding Africa as a “special case” that requires continuing intervention. It stresses that the Africa of the future must be globally competitive.

To address the challenge of African prosperity over the next 20‐30 years, an African development narrative generated endogenously and sustained by the energy of the continent's people, is required. Such a narrative requires that African leaders take full responsibility for Africa's destiny and actively develop a uniquely African story and embrace the African development project.

The study provides a historically based alternative perspective to the MDGs as a framework for considering the future of Africa over the next several decades.

The purpose of this paper is to propose a theoretical framework to support the embedding of social innovation education in existing academic programmes.

By adopting Conole et al.’s (2004) methodological approach to reviewing, mapping and modelling learning theory, this study addresses four research questions: how can social innovation education be defined? Which learning theories best support social innovation education? How do such learning theories relate to existing models of learning in higher education? What implications does a social innovation pedagogy have for learning design?

Findings suggest that social innovation education is supported by a praxis that is grounded in critical learning theory, transformational learning theory and epistemological development. By extending Conole et al.’s (2004) model of learning theory, the present study proposes a “zone of pedagogical praxis for social innovation education” that supports learning design on a more critical plane.

The proposed model of learning may be of interest to other universities as they work towards stronger thinkers and stronger communities.

Using a theory-informed model for learning design nurtures a pedagogical praxis and underpins the development of a practical toolkit for designing social innovation education.

The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding principles of social innovation into their curricula.

The COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.

The students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.

Six themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.

This study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.

Observes that performance measurement models are largely based on deterministic assumptions about the world. Suggests that it is time to re‐align performance measurement with post‐deterministic discoveries made in the physical sciences, especially quantum physics. In the physical sciences, scientists have (reluctantly) come to accept that the world has a fundamental uncertainty at its core. Asks the question of what lessons can be drawn for performance measurement from this knowledge of the physical world. Addresses this question first by describing the development and epistemological consequences of three post‐deterministic (physical world) discoveries of: uncertainty, bounded instability, and self‐organisation. Then traces the equivalent path to uncertainty in management. Concludes that it is time for the oldest management theories, which still underpin current performance systems, to be realigned with knowledge on uncertainty. Ends with a look at two current performance systems, activity‐based management, and the Balanced Scorecard. In line with knowledge about fundamental uncertainty, these (and other) performance systems should focus on identification of the “aggregate system” critical few.

The purpose of this study is to present a conceptual framework to guide the design, development, implementation and evaluation of education and human resource development (HRD) efforts in Ghana.

This paper draws on the concept of a tempered radical approach to provide a framework for a critical HRD (CHRD) and explore ways by which this view can contribute to developing HR who possess the requisite tools and character to function efficiently in the 21st century and beyond. This paper followed a multidisciplinary integrated literature review approach. This paper also reviewed relevant models and theories that align with the goals of this research to provide a broader view of the problems with HRD in Ghana and to help develop a framework that seeks to provide a sustainable guide for those involved in HRD activities in Ghana.

A positive outcome from the synergistic alignment between modern science and indigenous ecological knowledge moderated by the principles of CHRD will result in economic growth and development. HRD’s contribution to economic growth and development and its consequential benefit to the actors will depend on how best CHRD goals are accomplished.

The mediating role of the tempered radicalism will help modify the swiftness with which education and HRD programs are executed in Ghana.

This paper presented the tempered radicalism approach as the quintessential model for education and HRD initiatives in Ghana. The application of tempered radicalism in HRD literature is novel.

Oriented to ongoing student and university momentums for decolonial futures, the purpose of this paper is to interrogate the role and status of mainstream international development curricula and pedagogies by critiquing two absences in the sub-discipline’s teaching formulae: appropriations and assassinations.

The author draws from a decade of research on oil extraction in Central Africa, including ethnographic work with two communities in Cameroon along the Chad–Cameroon Oil Pipeline; four years of research (interview-based and unofficial or grey materials) on the 1983 August Revolution in Burkina Faso and assassination of Thomas Sankara; and five years of experience teaching international development in North America, Western Europe and North and Eastern Africa.

Through a critical synthesis of political and rhetorical practices that are often considered in isolation (i.e. political assassinations and corporate appropriation of Indigenous knowledges), the author makes the case for what the author calls pedagogical disobedience: an anticipatory decolonial development curricula and praxis that is attentive to the simultaneity of violence and misappropriation within colonial operations of power (i.e. “coloniality of power” or “coloniality”).

This paper contributes to debates within international development about the future of the discipline given its neo-colonial and colonial constitutions and functions with a grounded attention to how this opens up possibilities for teaching praxis and scholarship in action.