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Emerging transformative service research (TSR) studies adopt a service system lens to conceptualise well-being across the micro, meso and macro levels of aggregation, typically within an organisation. No TSR has yet examined well-being across multiple interconnected organisations at the highest level of aggregation, the meta or service ecosystem level. This study aims to explore how value co-creation and, critically, co-destruction among different actors across interacting organisations enhances or destroys multiple levels of well-being.

This study uses semi-structured, in-depth interviews to collect data from five types of key actors (n = 35): players, team owners, tournament operations managers, casters and viewers, across 29 interconnected organisations in the oceanic esports industry. The interviews were coded using NVivo 12 and thematically analysed.

Resource integration on each level of aggregation within a service ecosystem (micro, meso, macro and meta) can co-create and co-destroy value, which leads to the enhancement and destruction of multiple levels of well-being (individual, collective, service system and service ecosystem). Value co-creation and co-destruction, as well as the resultant well-being outcomes, were interconnected across the different levels within the service ecosystem.

To the best of the authors’ knowledge, this research is the first to incorporate a multi-actor perspective on the well-being consequences of value co-creation and value co-destruction within a service ecosystem as opposed to service system. Thus, this research also contributes to the minimal research which examines the outcomes of value co-destruction, rather than value co-creation, at multiple levels of aggregation.

The UK has long heralded itself as ‘beacon of hope’ for those who need it most: people seeking sanctuary from persecution. Recently, this mythology has been exposed as just that – a myth – replaced by the reality that the UK is in fact a hostile environment for people seeking asylum. Although this is increasingly publicly acknowledged, interventions and support are generally maintained by grassroots organisations, struggling law firms and dedicated activists – many of whom themselves receive limited or no support. This chapter charts the development of an activist strategy on which the authors collaborated to counteract the harms of the British asylum system. The Right to Remain Asylum Navigation Board was produced to ensure consistent, accurate information about the process of seeking asylum, but also as a means to bring together people who often experience internalised feelings of failure when asylum claims are rejected. A form of consciousness raising (CR), and developed from working with people seeking asylum, the authors aimed to create a tool that supports people to recognise they are not failures: they are embedded in a system which is set up for people to fail. Here, the authors outline how and why we did so, and address the value of moving criminological research into activist intervention to support groups who are most structurally disenfranchised.

The purpose of the present study is to examine the role of the feedback environment in expatriate adjustment and subsequent performance. Based on newcomer adaptation and sensemaking theories, the authors proposed that the supervisor and coworker feedback environments would serve as informational resources, reducing the ambiguity associated with the expatriate's new setting.

This study was conducted with a broad sample of assigned expatriates (N = 95) originating from 33 different countries and currently working in 35 different host countries. Mediation analysis using a bootstrapping methodology was conducted to test the hypotheses.

The authors found that the supervisor feedback environment and coworker feedback environment were both related to expatriate adjustment through role clarity. The authors also found that the supervisor feedback environment was indirectly related to expatriate job performance and intent to leave the international assignment through both role clarity and adjustment.

This study examines the extent to which the supervisor and coworker feedback environments enable expatriates on an international assignment. Expatriates face challenges that may be ameliorated by constructive feedback practices. The authors discuss how organizations can improve expatriate sensemaking and adjustment through improved feedback practices.

This study aims to explore the individual lived crucible experiences of women leaders in higher education (HE) and business as the catalyst to investigate organisational inequality regimes that prevent women leaders from fully participating, contributing and flourishing at work. Drawing upon Bolman and Deal’s four-frame theoretical organisational model, this study analyses women’s lived crucible leadership experiences to better understand the organising processes and practices that render intersectionality invisible that reinforce and perpetuate inequality regimes.

A collaborative autoethnographic research method was selected for data collection. The research team members each selected one significant crucible moment from their professional career and used the Gibb’s six-part reflective cycle to document their narrative and reflect on their leadership experience. A reflexive thematic analysis was used based on Braun and Clarke’s six phases.

The study features the importance of creating a climate in organisations that acknowledges the need for greater equity, diversity and inclusion (EDI) to support women leaders. Four global themes emerged from the analysis of the leadership narratives: organisation, power dynamics, emotional distress and perseverance and intersectionality. These themes illuminate a greater understanding of organisational life for women and confirm the presence of inequality regimes of gender and race.

This is the first study to explore the impact of women leaders’ crucible experiences through the lens of the Bolman and Deal’s model that highlights the need to consider an EDI lens as the fifth frame.

This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research).

Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs.

Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches.

This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

This article explores how public librarians understand and perform the democratic mission of public libraries in times of political and social turbulence and critically discusses the idea of public libraries as meeting places.

Five group interviews conducted with public librarians in southern Sweden are analyzed using a typology of four perspectives on democracy.

Two perspectives on democracy are commonly represented: social-liberal democracy, focusing on libraries as promoters of equality and deliberative democracy, focusing on the library as a place for rational deliberation. Two professional dilemmas in particular present challenges to librarians: how to handle undemocratic voices and how to be a library for all.

The analysis points to a need for rethinking the idea of the meeting place and offers a rare example of an empirically based argument for the benefits of plural agonistics for analyzing and strengthening the democratic role of public libraries.

The paper discusses the use of co-design for staff professional learning within higher education. It suggests that three distinct approaches to professional learning can be characterised as help-yourself platforms/services, drive-by workshops and co-design workshops. It makes pragmatic suggestions for where co-design might be used and heuristics for its successful use, based upon the authors' collective experiences.

This practitioner paper presents a case-study of co-design in a university context. Staff from across disciplinary boundaries were brought together to co-design novel learning experiences for students for a non-traditional context.

Findings from a case study are used to highlight the strengths of a co-design approach, as understood through the lenses of networked learning and self-determination theory. It juxtaposes co-design for staff learning with other approaches and finds it to be valuable and underutilised.

The research discusses a single case study involving two workshops with a sample size of 112 participants. It is included as an example of co-design for professional learning in higher education.

Co-design for professional learning in higher education is poorly understood and presently underutilised. This paper addresses this gap by presenting an example of co-design for professional learning in higher education and theorising its significance.