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The paper introduces the concept of not‐yet‐embodied or self‐transcending knowledge. The concept of self‐transcending knowledge proposes a distinction between two types of tacit knowledge: tacit‐embodied knowledge on the one hand and not‐yet‐embodied knowledge on the other hand. The distinction is relevant because each of the three forms of knowledge – explicit, tacit‐embodied, and self‐transcending – is based on different epistemological assumptions and requires a different type of knowledge environment and learning infrastructure. Moreover, the differentiation among markets with decreasing, steady, and increasing returns suggests that, in order to successfully compete for increasing return markets, leaders need a new type of knowledge that allows them to sense, tune into and actualize emerging business opportunities – that is, to tap into the sources of not‐yet‐embodied knowledge.

How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing? Under consideration of the goals for an Education for Sustainable Development, transformative science and the social techniques of Theory U, developed by Otto Scharmer (2016), an online Community of Inquiry of researchers, practitioners and learners was to be developed, followed and observed to discuss the question whether and how it was possible to create an awareness-based, future-oriented and socially committed online community that would enrich social transformation processes.

Methods of 1st, 2nd and 3rd person research were applied, as well as group discussions, one Mentimeter survey and one standardised questionnaire with an open question.

Results indicate that it is not only possible to create a feeling of community in an online setting, but also point to the terms and conditions which act as enablers and influencers, like seeing each other face-to-face, collective check-ins and check-outs as well as small group break-out sessions. Video conferencing and the practicing of rules of conduct and communication, also referred to as netiquette, enable a transcendence of the physical distance to reach a feeling of belonging and social presence in the perception of the participants.

In line with global sustainable development, the study also sets an example for how to reduce personal emissions when planning an international conference. Also, it shows how to create online spaces to connect people worldwide, which will support to take over responsibilities as world citizens.

This chapter presents a unique perspective on opportunities that the Covid pandemic has created for the sector. Drawing on extensive, professional experience of working with leaders in the higher education sector, a more holistic perspective is offered in relation to organisational development; transforming university cultures into more inclusive, collaborative and evolutionary environments. Three key leadership skills needed for the post-pandemic world are outlined: presencing, taking courageous actions and transmuting the ego in the service for others. System thinking, leaderful and holistic development models are used to consider the practical implications of leading the new.

The paper asks how leaders in organizations address complex situations or challenges where past experiences are no longer helpful or might pose an obstacle for success. The authors use the metaphor of the blank canvas to describe the work of entrepreneurs or innovators who connect to an emerging future possibility. Based on their research, the authors argue that social technologies allow actors in organizations to connect to an emerging future, and break through habitual patterns of the past.

Underlying this paper, are action research projects in change management and organizational learning. While social science methods tend to be based on observational data, the founder of action research, Kurt Lewin, and his successors, including Ed Schein, Chris Argyris, Peter Senge, and Bill Torbert, claim that we have to use more than just observation (third‐person views) to get meaningful data about social reality. According to Bill Torbert organizational researchers need to access third‐, second‐, and first‐person knowledge – that is, observational data (third person), conversational data (second person) and experiential data (first person) that stem from participative action inquiry.

The paper concludes that organizational innovation and change processes cannot be outsourced. Profound innovation and change are only sustainable and successful when connected to the knowledge of the individuals involved, and when created by the people who will use them and be responsible for the results they produce.

Any social action can originate from different inner places; every actor, an individual or a group, even an organization, can choose between different places from where their action originate. How we choose to attend to the world is the leverage we have to determine the outcome of our actions. The arts provide processes that allow actors in organizations to access this quality of knowledge and leverage it.

The purpose of this paper is to conceptualize resonant co-creation as a framework for cultivating strategic innovation and organizational change; to delineate worldview transformation as central to resonant co-creation and overview the theoretical and practical foundations of this approach; and to offer a model on the facilitation of resonant co-creation in organizations.

Conceptual development with case illustration.

Resonant co-creation fosters strategic innovation through coaching and facilitation techniques that cultivate awareness, empathy, and advanced communication skills. This results in a fundamental shift in the engagement and interactions of teams, creating a new space for innovation.

The framework offered herein brings conceptual clarity to specific approaches to and applications of resonant co-creation to achieve strategic innovation. By providing perspective on processes leading to innovation, it possible to be more precise about the relationships between consulting practices and stated organizational change outcomes.

The presentation and clarification of the theoretical model (the underlying grammar of facilitation) and specific techniques that can be used to drive worldview transformation can benefit coaches, facilitators, and leaders who wish to implement a co-creative organizational culture or improve outcomes of co-creative programs. By linking theory to practice, this paper can help change makers and managers better justify and implement resonant co-creation within their organizational contexts.

Resonant co-creation facilitates an expansion of awareness that can lead to more sustainable business practices and workplace well-being. This benefits society at large through fostering more socially conscious and innovative organizations.

Resonant co-creation is a needed nuance to the very generalized notion of co-creation spread throughout organizations today. Clarifying this approach is useful to both practitioners and researchers who seek to understand or facilitate innovation and organizational change. The originality of this paper lies in the combination of the idea of co-creation with the psychological concept of worldview transformation. By creating shifts in individual and collective (organizational) worldview, resonant co-creation transforms the way people interact and ideate. This paper introduces a grammar of facilitation and specific techniques that shift worldview and create a space for strategic innovation.

The purpose of this paper is to introduce a new type of ba, called “vocation ba” and to describe the main aspects of this type of ba as well as its methods.

The paper reviews the literature in the field of self‐transcending knowledge and the concept of ba and shows the main aspects for the design of a new methodology and framework. Additionally it analyzes experiences with the new method from several case studies.

First the concept of vocation ba describes a space on the individual level as well as on the collective level for the generation of self‐transcending knowledge. Second the method of Vocation‐coaching_WaVe is a helpful method within the vocation ba. The experiences with these two new concepts from several case studies are very encouraging.

The number of case studies at the collective level is still limited, as the authors have been working with the method of Vocation‐coaching_WaVe at the collective level for two years. At the moment further research is done in larger systems.

This study gives insight and information about the method of Vocation‐coaching_WaVe and the concept of vocation ba.

The paper presents one of the few studies, which theoretically and practically deals with the aspect of self‐transcending knowledge in the context of vision development processes and knowledge‐based management on the individual level as well as on the collective level. The method of Vocation‐coaching_WaVe at the collective level is a continuous approach of a bottom‐up vision development process.