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This paper aims to discuss and present research findings from a proof of concept pilot, set up to test whether a teaching intervention which incorporated a dual reporting and learning approach from adverse incidents, could contribute towards individual and organisational approaches to patient safety.

The study formed part of a series of six iterative action research cycles involving the collaboration of students (all National Health Service (NHS) staff) in the co‐creation of knowledge and materials relating to understanding and learning from adverse incidents. This fifth qualitative study involved (n=20) anaesthetists who participated in a two phase teaching intervention (n=20 first phase, n=10 second phase) which was premised on transformative learning, value placed on learning from adverse incidents and reframing the learning experience.

An evaluation of the teaching intervention demonstrated that how students learned from adverse incidents, in addition to being provided with opportunities to transform negative experiences through re‐framing learning, was significant in breaking out of practices which had become routine; propositional knowledge on learning from adverse incidents, along with the provision of a safe learning environment in which to challenge assumptions about learning from adverse incidents, were significant factors in the re‐framing process. The testing of a simulated dual learning/reporting system was indicated as a useful mechanism with which to reinforce a positive learning culture, to report and learn from adverse incidents and to introduce new approaches which might otherwise have been lost.

The use of a “re‐framed learning approach” and identification of additional leverage points (values placed on learning and effects of dual reporting and learning) will be of significant worth to those working in the field of individual and organisational learning generally, and of value specifically to those whose concern is the need to learn from adverse incidents.

This paper contributes to individual and organisational learning by looking at a specific part of the learning system associated specifically with adverse incidents.

Current performance measurement systems (PMSs) are mainly designed to measure performance at the organizational level. They tend not to assess the value created by the collaboration of multiple organizations and by the involvement of users in the value creation process, such as in healthcare. The purpose of this paper is to investigate the development of PMSs that can assess the population-based value creation process across multiple healthcare organizations while adopting a patient-based perspective.

The paper analyzes the development of a new healthcare PMS according to a constructive approach through the development of a longitudinal case study. The focus is on the re-framing process of the PMS put in place by a large group of Italian regional health systems that have adopted a collaborative assessment framework.

Framing information according to the population served and the patients’ perspective supports PMSs in assessing the value creation process by evaluating the contribution given by the multiple organizations involved. Therefore, it helps prevent each service provider from working in isolation, and avoids dysfunctional behaviors. Re-framing PMSs contributes to re-focusing stakeholders’ perspective toward value creation; legitimizes organizational units specifically aimed at managing transversal communication, cooperation and coordination; supports the alignment of professionals’ and organizations’ goals and behaviors; and fosters shared accountability among providers.

The paper contributes to the scientific debate on PMSs by investigating a case that focuses on value creation by adopting a patient-centered perspective. Although this case comes from the healthcare sector, the underlying user-centered approach may be generalized to assess other environments, processes, or contexts in which value creation stems from the collaboration of multiple providers (integrated co-production).

The purpose of this paper is to re-frame planning decision-making to address risks of flooding and to increase community resilience. Rapid urbanisation, fragmented governance and recurrent flooding complicate resolution of DKI Jakarta’s chronic housing shortage. Failure to effectively implement planning decision-making processes poses potential human rights violations. Contemporary planning policy requires the relocation of households living in floodplains within 15 m of DKI Jakarta’s main watercourses, further constraining land availability and potentially requiring increased densification.

This paper presents a preliminary scoping study for a technologically enhanced participatory planning method, incorporating synthesis of existing information on urbanisation, governance and flood risk management in Jakarta.

Responsibility for flood risk management in DKI Jakarta is fragmented both within and across administrative boundaries. Decision-making is further complicated by: limited availability of land use data; uncertainty as to the delineated extent of watercourses, floodplains and flood modelling; unclear risk and liability for infrastructure investments; and technical literacy of both public and government participants.

This research provides information to facilitate consultation with government entities tasked with re-framing planning processes to increase public participation.

Potential increased opportunities for collaborative decision-making and consequent reduction in risk exposure amongst DKI Jakarta’s most vulnerable populations can help to address issues of social justice.

This paper synthesises information from a range of sources not available in English, and offers insights into a complex system of governance and modes for improving decision-making.

The purpose of this paper is to address the distinctive problems of interventionist research that originate from intervention in ongoing practices as opposed to the experiment's design of a theory‐relevant context.

The paper is an essay, based on arguments of mapping closely and understanding the work environment of the managers under study, and of re‐framing (or re‐education) practices.

The paper finds that the intervention is valued in terms of improved practice, as well as theoretical contribution.

Learning theories (organizational and individual) should be included in the toolbox as well as methods of observing ongoing practices.

Interventionist research changes the way organizations think about how they organize their work (the appellate case); learning theory impacts work organization very concretely.

Management itself is intervention in organizational work practices, intervention in management practices will be something akin to Argyris et al.'s second loop (or Rorty's abnormal discourse) learning, which can be understood as re‐framing (or re‐education) practices. The use of case narratives and storytelling as ways of data capture are of particular interest in that respect.

The purpose of this paper is to explain how proponents of biodiversity offsetting have sought to produce an ecologically defensible mechanism for reconciling economic development and biodiversity conservation.

The paper analyses a case study biodiversity offsetting mechanism in New South Wales, Australia. Michel Callon’s framing and overflowing metaphor is used to explain how accounting devices are brought into the mechanism, to (re)frame a space of calculability and address anxieties expressed by conservationists about calculations of net loss/gain of biodiversity.

The analysis shows that the offsetting mechanism embeds a form of accounting for biodiversity that runs counter to the prevailing dominant anthropocentric approach. Rather than accounting for the biodiversity of a site in terms of the economic benefits it provides to humans, the mechanism accounts for biodiversity in terms of its ecological value. This analysis, therefore, reveals a form of accounting for biodiversity that uses numbers to provide valuations of biodiversity, but these numbers are ecological numbers, not economic numbers. So this is a calculative, and also ecocentric, approach to accounting for, and valuing, biodiversity.

This paper contributes to the extant literature on accounting for biodiversity by revealing a novel conceptualisation of the reconciliation of economic development and biodiversity conservation, producing an ecologically defensible form of sustainable development. The paper also makes a methodological contribution by showing how Callon’s framing and overflowing metaphor can be used to enable the kind of interdisciplinary engagement needed for researchers to address sustainable development challenges.

The purpose of this study is to explore through the author’s personal experience the impact rebuilding the author’s well-being had on the author’s identity and efficacy as a teacher. This describes the author’s experiences after the death of the author’s father and the effect of the author’s emotional state on the author’s personal and professional identity. It also explores how the author developed sustainable habits to cope with daily challenges.

The study adopts an auto-ethnographic approach utilizing journal entries and reflections collected over the years as part of the healing process. These will provide a descriptive view of the author’s emotional state in the years after the author’s father's death. The author employed this method to explore the author’s personal experiences and provide a better understanding of the connections between the reconstruction of the professional identity and the importance of well-being and mental health in light of a significant or transformative event.

The paper provides insights about the significance of a positive mind-set on the efficacy and performance of teachers. This suggests that there is a connection between the impact of improving the author’s well-being on a personal and professional level.

There is little research on how self-efficacy or coping strategies could have an impact on teachers. The paper offers a unique insight into teachers' emotional and academic identities.

The purpose of this paper is to argue that gossip is a neglected aspect of organizational communication and knowledge, and an under-used management resource.

The paper challenges mainstream managerial assumptions that gossip is trivial or tainted talk which should be discouraged in the workplace. Instead, gossip is re-framed at an organizational level of analysis, which provides the opportunity for relational knowledge about systemic failure and poor practice in healthcare to surface.

Rather than simply viewing gossip as an individual behaviour and interpersonal process, it is claimed that organizational gossip is also a valuable early warning indicator of risk and failure in healthcare systems. There is potentially significant value in re-framing gossip as an aspect of organizational communication and knowledge. If attended to (rather than neglected or silenced) gossip can provide fresh insights into professional practice, decision making and relational leadership.

This paper offers a provocative challenge to mainstream health organization and management thinking about gossip in the workplace. It offers new ways of thinking to promote patient safety, and prevent the scandals that have plagued healthcare organizations in recent years.

Change management projects typically fail because they meet employee resistance created by emotional sensemaking processes. This paper aims to present an in-depth explanation for these failures and how change managers could avoid them.

This study presents an argument in the following three steps: it begins with an empirically well-established fact that attempts at change management often trigger negative emotional responses; the moral foundations theory is then used to identify the typical categories of emotional responses that may result in resistance to organizational change; and the ordonomic approach to business ethics is built upon to substantiate the diagnosis that, in many cases, emotional responses cause employees to behave in a way that is collectively self-damaging.

The core idea of the current study’s contribution is that emotionally driven processes of sensemaking can easily become dysfunctional, especially in situations that require extensive change. Consequently, it should be top priority for managers to engage in sensegiving, which comprises: narratives that explain what is going on against the background of relevant alternatives and appropriate discourses that guide how employees form their expectations. In a nutshell, sensegiving attempts to reframe sensemaking processes.

Even if a win–win potential already exists, it can still be misperceived. If employees are used to thinking within a trade-off framework, this might trigger trade-off intuitions and negative emotions, in effect leading to a situation that makes everyone worse off. Such mental models might become a self-fulfilling prophecy. To counter such a tendency, sensegiving aims at a professional management of sensemaking processes. The task of successful change management, properly understood, is to create and communicate win–win potentials, ensuring that all parties involved understand that they are not asked to sacrifice their self-interest, instead they are invited to participate in a process of mutual betterment.

The literature on sensemaking draws attention to the empirical fact that resistance to change is typically driven by emotions. The moral foundations theory helps in exactly identifying which emotional dimensions are relevant in times of organizational change. The ordonomic approach to business ethics points out that – owing to their emotional nature – processes of sensemaking might fail, that they may mislead employees into behavioral patterns that are collectively self-damaging. Therefore, a top priority for management is to engage in sensegiving, that is, in (re-)framing sensemaking processes.

On December 14, 2010, University of Puerto Rico (UPR) student activists initiated the second wave of their strike at a disadvantage. The presence of the police force inside the campus raised the stakes for the student movement. No longer did student activists have the “legal rights” or control of the university as a physical public space to hold their assemblies and coordinate their different events. As a result, student activists had to improvise and (re)construct their spaces of resistance by using emotional narratives, organizing non-violent civil disobedience acts at public places, fomenting lobbying groups, disseminating online petitions, and developing alternative proposals to the compulsory fee. This second wave continued until March 2011, when it came to a halt after an incident that involved physical harassment to the Chancellor, Ana Guadalupe, during one of the student demonstrations. The paper aims to discuss these issues.

Building on Ron Eyerman’s (2005, p. 53) analysis on “the role of emotions in social movements with the aid of performance theory,” the author center this paper on examining student activists’ tactics and strategies in the development and maintenance of their emotional narratives and internet activism. By adapting Joshua Atkinson’s (2010) concept of resistance performance, the author argues that student activists’ resistance performances assisted them in (re)framing their collective identities by (re)constructing spaces of resistance and contention while immersed in violent confrontations with the police.

Ever since the establishment of the university as an institution, student activism has played a key role in shaping the political policies and history of many countries; “today, student actions continue to have direct effects on educational institutions and on national and international politics” (Edelman, 2001, p. 3). Consequently, and especially in times of economic and political crisis, student activism has occupied and constructed spaces of resistance and contention to protest and reveal the existing repressions of neoliberal governments serving as a (re)emergence of an international social movement to guarantee the accessibility to a public higher education of excellence. Thus, it is important to remember that the 2010-2011 UPR student activism’s success should not be measured by the sum of demands granted, but rather by the sense of community achieved and the establishment of social networks that have continued to create resistance and change in the island.

As of yet there is no thorough published analysis of the 2010-2011 UPR student strike, its implications, and how the university community currently perceives it. By elaborating on the concept of resistance performance, the author’s study illustrates how both traditional and alternative media (re)presentations of student activism can develop, maintain, adjust, or change the students’ collective identity(ies). The author’s work not only makes Puerto Rico visible in the research concerning social movements, student activism, and internet activism; in addition, it provides resistance performance as a concept to describe various degrees of participation in current social movements.