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The purpose of this paper is to examine the mindset shift, systems change and boundary spanning practices needed to transition to a regenerative approach in tourism. The paper seeks to deliver concrete ways to shift thinking and transition to a regenerative paradigm.

This viewpoint paper defines regenerative tourism, explores its principles and the levers for driving transformational change in tourism. It outlines what a conscious approach to regenerative tourism entails and outlines working principles for regenerative tourism. The paper concludes by identifying five key areas for reflection that seek to challenge established thinking and practice.

The reinvention of tourism requires work in three key areas: systems change, mindset shift and practice. Three findings are summarised as: (1) Regenerative tourism requires a shift in social-ecological consciousness and depends on our capacity to evolve our thinking from “me” to “we” and to develop compassion, empathy and collaborative action. (2) Scientific management is inconsistent with the transition to regeneration. Tourism must be managed as a complex adaptive system and overcome the challenges of individualism, reductionism, separation and marketisation associated with scientific thinking. (3) Regenerative tourism requires a deeply engaged bottom-up approach that is place-based, community-centred and environment-focused.

This paper shares the reflections, working principles and recommendations of The Tourism CoLab and is based on 30 years of experience as a consultant, policy analyst, educator, researcher, professor and now as founder of two tourism social enterprises. With the luxury of reflection and the distance from higher education that many do not have, the author shares her approach to shifting mindsets and driving transformative change.

The purpose of this study is to document the process of transformative learning during students’ internships.

A qualitative study was conducted with 13 interviewed students to gain deeper insights into their learning experiences during their internships. Their weekly reflections from their 6 month’s internship experience were also coded for common themes.

The study found numerous trigger events ranging from task-related challenges to interpersonal challenges to environmental challenges led to mindset shifts in students during their internships. The mindset shifts are enabled by students engaging in the trigger events through asking questions, seeking information and reflecting. Other enablers of these mindset shifts are workplace psychological safety, social support and individual learning orientation. The conclusion drawn is that trigger events and enabling resources such as external support are central to healthy mindset shifts and learning.

This paper provides important guidance for supporting transformative learning during student internships.

This paper provides important guidance for supporting transformative learning during student internships.

This paper aims to explore the role of individual inner dimensions in fostering sustainable mindsets in accounting students and graduates. Individual inner dimensions such as compassion shape our behaviour and responses to sustainability challenges. Consideration of inner dimensions, in conjunction with sustainability knowledge and skill development, is needed for reshaping the accounting profession towards achieving sustainable futures.

The authors explore the role of individual inner dimensions in accounting and how approaches to cultivating compassion in other disciplinary educational settings could be applied to cultivate and facilitate compassion within accounting education. Approaches to cultivating compassion for human and non-human species within accounting education are presented, highlighting their relevance to accounting decisions and organisational accountability.

Cultivating compassion for human and non-human species within accounting education aligns with the broader role of accounting in social and environmental issues. Embedding compassionate approaches with a problem-solving focus within accounting pedagogies and curricula design could contribute to shaping behaviour and reorienting the mindsets of future accounting professionals.

Cultivating compassion within accounting students enhances connections across species, encourages students to recognise the role of compassion in sustainable decision-making and promotes a sustainable mindset. Enhanced compassion in accounting graduates could provide the motivational force for action-oriented responses from the accounting profession to the unprecedented ecological crisis.

To the best of the authors’ knowledge, this paper presents a first step in exploring potential approaches to cultivating and facilitating compassion within accounting pedagogies and curricula design. This paper extends sustainability accounting education literature by considering individual inner dimensions in shifting mindsets of accounting students, graduates and educators towards sustainability.

This study aims to provide a practical strategy for customer service and salesforce from the basis of behavioral economics. When customers thought they missed a discount but eventually could get the deal, they perceived that they had obtained more value. This research defines such a conversion effect between gain and loss accounts, demonstrates its impact in marketing settings and provides the salesforce a tactic to increase sales and quality of customer service to improve the consumer experience in the social customer journey.

Three experiments were conducted in a behavioral lab and online setting. Participants were randomly assigned to 2 (gain vs loss) × 2 (converted vs simple) between-subjects designs in the first two experiments and 2 (gain vs loss) × 2 (converted vs simple) × 2 (high price vs low price) in the third experiment. Analysis of variance was conducted to analyze the data. Mediation and moderation analyses were also conducted to identify the mediator and moderator in the model.

The conversion between gain and loss mental accounts exists, and the converted gains are more likely to lead consumers to make purchases with a once-lost discount than simple gains. This conversion effect is mediated by consumers’ implemental mindset activated by the conversion and moderated by price.

This research shows that mental accounts of gains and losses can be dynamically converted to one another. It provides a managerial tactic for salesforces and customer service to lead consumers to make a purchase decision right away. This is especially important when they aim to enhance the consumer experience in the social customer journey.

The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the COVID-19 lockdown. However, responses have been unique for many university educators, regardless of the roles they have in supporting students during this time. How each person approaches the changing context can be enhanced by an understanding of their mindset as defined by Kegan’s theory.

An accounting academic and educational designer combine their expertise and engage a “digital mindset” to guide the re-design of the management accounting unit incorporating strategies that encourage students to be self-reliant yet learn from a broad diversity of perspectives.

Unexpected changes within an educational environment may be the catalyse needed to force significant rethinking of pedagogical practice within the online teaching space.

This paper offers practical thinking and design tips for creating interactive learning and teaching programs to develop a positive and supportive approach that challenges and facilitates cognitive growth in student knowledge, skills and learning behaviours.

Stimulating student interaction via the creation of interactive and dynamic online curriculum design teachers may communicate more effectively with students as well as sharing their knowledge and skills with each other.

The authors explore Kegan’s ACD framework (1982, 1998, 2009) within the context of tertiary teaching and learning design for management accounting. The authors propose online strategies for each of the levels of development in the form of supports and challenges.

This study aims to analyze the experiences of a closed cohort of aspiring leaders and connects the university and school district partnership relationship to building the leadership capacity of the cohort. This study builds on previous literature in district-university partnerships and leadership preparation. Powerful learning experiences (PLEs) and interpersonal-intrapersonal leadership development models serve as frames to examine how aspects of successful leadership preparation programs were present.

This qualitative study was conducted with a team of researchers from the university and school district and relies on data from semi-structured interviews with students from the closed cohort.

Researchers identified three major themes of aspiring leaders' preparation experience: confidence building, reflection and mindset change.

This study contributes to the emerging literature on PLEs by illustrating how this type of partnership creates opportunities for powerful learning experiences for aspiring school leaders.

The purpose of this paper is to investigate the mediators that occupy the gap between information processing theory and supply chain agility. In today’s Mach speed business environment, managers often install new technology and expect an agile supply chain when they press<Enter>. This study reveals the naivety of such an approach, which has allowed new technology to be governed by old processes.

This work takes a qualitative approach to the dynamic conditions surrounding information processing and its connection to supply chain agility through the assessment of 60 exemplar cases. The situational conditions that have created the divide between information processing and supply chain agility are studied.

The agility adaptation typology (AAT) defining three types of adaptations and their mediating constructs is presented. Type 1: information processing, is generally an exercise in synchronization that can be used to support assimilation. Type 2: demand sensing, is where companies are able to incorporate real-time data into everyday processes to better understand demand and move toward a real-time environment. Type 3: supply chain agility, requires fundamentally new thinking in the areas of transformation, mindset and culture.

This work describes the reality of today’s struggle to achieve supply chain agility, providing guidelines and testable propositions, and at the same time, avoids “ivory tower prescriptions,” which exclude the real world details from the research process (Meredith, 1993). By including the messy real world details, while difficult to understand and explain, the authors are able to make strides in the AAT toward theory that explains and guides the manager’s everyday reality with all of its messy real world details.

This chapter suggests that enhancing sustainable development in the age of technologies requires reflection about the relationship between business practice and sustainable development, as well as clarification of the relationship between sustainability and sustainable development. At the core of business activity is the definition of sustainable development defined by Brundtland (1987) as ‘meet[ing] the needs of the present without compromising the ability of future generations to meet their own needs’. Although that captures only one aspect of the sustainability story and its relationship to sustainable development, it nonetheless shapes business approach in research and in sustainability practices. To illustrate the contradictions and tensions in practice so far, this chapter uses three lenses: measurement in environmental, social and governance (ESG) investment, the problem of scalability and the challenge of bias in artificial intelligence (AI). It is not clear that we need a paradigm shift, but a shift in mindsets around sustainability business practice will be needed if sustainable development is to be enhanced in the age of technologies.

This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner.

The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation.

This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach.

The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive.

The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.