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Since the mid‐1980s, there has been strong advocacy of the use of reframing through the application of organizational metaphors as one of the skills of the “new” manager. The reframing approach champions the virtues of analysing and responding to organizational situations through the use of multiple frames and is centrally implicated in the process of organizational change. The underlying message is that it enables both analysis and action to occur. Argues that this link has not been adequately explored in the literature which tends to assume that “appropriate” actions are able to be taken and that they will be successful. Explores four main constraints: cognitive limits; frame dominance and the limits of language; conceptions of action and their limits on reframing; and knowledge and power as limits to reframing.

Empirical evidence links transformational school leadership to teachers’ autonomous motivation and affective organizational commitment. Little empirical research, however, has focused on the emotional mechanisms behind these relations. Following the argument in the literature that transformational leadership can transform followers’ emotions, the purpose of this paper is to examine whether teacher’s experience of emotional reframing by principal mediates the relationships between transformational school leadership and these work-related outcomes (i.e. teachers’ motivation and commitment).

Questionnaires were used to collect information from 639 primary school teachers nested in 69 randomly sampled schools. The data were analyzed using multilevel path analysis software.

The results indicated that the effect of transformational school leadership behaviors on teachers’ autonomous motivation was fully mediated by emotional reframing, and that the effect of transformational school leadership on affective organizational commitment was partially mediated by it. The authors further found an indirect relationship of transformational school leadership with affective organizational commitment through emotional reframing and autonomous motivation.

The present study makes a unique contribution to the literature by confirming that teachers’ sense of emotional reframing is a key affective mechanism by which school leaders influence teachers’ motivation and commitment.

The aim of the current study was to examine the previously unexplored relationship between positive reframing as a mediator between gratitude and technostress in Indian students. By examining this relationship, the authors aim to expand the theoretical domain of gratitude research by examining its potential influence on technology-induced stress.

A cross-sectional survey was used to collect and analyze data from 552 Indian college students who participated in graduate and postgraduate programs across various educational institutions in India. Regression and mediation analyses were performed with both IBM SPSS 25 and AMOS.

This study’s data suggest that positive reframing plays an important mediating role between gratitude and technostress. Gratitude also encourages positive reframing, which reduced technostress among the students. Taken together, our data showed that gratitude induces positive reframing, which in turn reduces techno-stress among Indian students in the current study.

The sample size in this study is relatively small in relation to the student population in India. The current study relied primarily on quantitative data and analysis and further research could use a mixed-method approach to better understand the underlying mechanisms between positive reframing, gratitude and technostress. The results are derived under an extreme coronavirus disease 2019 (COVID-19) pandemic situation; therefore, the results cannot be generalized to normal times.

The paper includes implications for teachers, academic leaders, parents and civil society.

Overall, the relationship between positive reframing, gratitude and technostress has not been thoroughly explored. To the best of the authors' understanding, this is the first study to examine the influence of gratitude on technology-induced stress and the role of reframing.

To combat climate change, protect biodiversity, maintain water quality, facilitate a just transition for workers and engage citizens and communities, a diversity of stakeholders across multiple levels work together and collaborate to co-create mutually beneficial solutions. This paper aims to illustrate how a 7.5-year collaboration between local communities, researchers, academics, companies, state agencies and policymakers is contributing to the reframing of industrial harvested peatlands to regenerative ecosystems and carbon sinks with impacts on ecological, economic, social and cultural systems.

The European Union LIFE Integrated Project, Peatlands and People, responding to Ireland’s Climate Action Plan, represents Europe’s largest rehabilitation of industrially harvested peatlands. It makes extensive use of marketing research for reframing strategies and actions by partners, collaborators and communities in the evolving context of a just transition to a carbon-neutral future.

The results highlight the ecological, economic, social and cultural reframing of peatlands from fossil fuel and waste lands to regenerative ecosystems bursting with biodiversity and climate solution opportunities. Reframing impacts requires muddling through the ebbs and flows of planned, possible and unanticipated change that can deliver benefits for peatlands and people over time.

At 3 of 7.5 years into a project, the authors are muddling through how ecological reframing impacts economic and social/cultural reframing. Further impacts, planned and unplanned, can be expected.

This paper shows how an impact planning canvas tool and impact taxonomy can be applied for social and systems change. The tools can be used throughout a project to understand, respond to and manage for unplanned events. There is constant learning, constantly going back to the impact planning canvas and checking where we are, what is needed. There is action and reaction to each other and to the diversity of stakeholders affected and being affected by the reframing work.

This paper considers how systemic change through ecological, economic, social and cultural reframing is a perfectly imperfect process of muddling through which holds the promise of environmental, economic, technological, political, social and educational impacts to benefit nature, individuals, communities, organisations and society.

The purpose of this paper is to take up and contribute to understanding an important emerging theme in recent literature on global environmental change and socio‐ecological issues (including Slaughter's The Biggest Wake‐up Call in History): “positive reframing”. The paper also aims to deepen consideration of the potential for “overshoot and collapse” futures and related concerns by foresight practitioners.

The paper is based on, and presents, a thematic analytical literature review.

In total, four underlying drivers of increased reframing and four central themes in positive reframes are identified; mental “frames” informing and limiting foresight work need to be openly communicated and reflected on – such practitioner reflexivity is often missing in foresight work, such as in The Biggest Wake‐up Call in History by Richard Slaughter.

The paper includes discussion of the implications for futures practice, including the role of mental frames and reframing. The author suggests futures practitioners can play important new roles in challenging the recent re‐emergence of influential forms of environmental determinism and foresight practitioners need to be more wary of the potential for “narrative bias”.

Futures assessment is increasingly needed to guide policy and action in improving human‐environment relations. Barriers and opportunities to fulfilling this societal need must be understood.

The paper helps to deepen the consideration of “re‐framing” and environmental limits by foresight practitioners and theorists. In doing so, the paper also brings in new concepts from other fields (such as cognitive psychology and Science and Technology Studies) into the foresight/futures field.

This paper presents an organizational learning framework for reframing management practices within large bureaucratic organizations. Reviewing the relevant literature, the paper argues managers' control orientations and practices effectively stifle learning and personal development by severely limiting the ability of employees to exert control or change the nature of their work activities. To encourage organizational learning, a number of reframing tools are proposed The paper concludes by discussing how reframing tools may be used in conjunction with other psychoanalytic techniques to challenge and change managers' control orientations and practices.

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.

A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

This chapter argues that the revised ISO14001:2015 environmental standard for business constitutes a fundamental reframing of business engagement with environmental management. Drawing on the values framework of Shalom Schwartz, it is demonstrated how the revised standard represents a values shift-away from self-limiting approaches based on power, control and conformity. Instead, the revised standard frames environmental management into the language of achievement and openness where managers are encouraged to work together, make a difference, lead, inspire, engage and find innovative and creative solutions. Drawing on empirical research with small and medium enterprise managers, the significance of this values reframing is illustrated. Managers drawing on power and conformity to engage with environmental actions tended to focus on short-term actions that demonstrated quick financial payback or reputations wins. This is contrasted with managers drawing on achievement and self-direction values who took a longer term view to making a difference and working with others to find innovative solutions to complex problems. It is posited that this reframing represents a significant opportunity for business generally and for the environmental profession specifically to develop the skills and approaches required to tackle climate change and other sustainability related concerns.

Job training, as traditionally conceptualized, is intended to improve the employment and earnings of disadvantaged individuals. Both theory and practice have approached the problem by segmenting the roles and responsibilities of the key stakeholders: the individual, the employer, and civil society. Such segmentation is problematic because it removes stakeholders from their contexts, and ignores the holistic and complex nature of the underlying problems and their remedies. Reframed as a form of business and community development, job training can focus on capacity building, stakeholder involvement, and expanded notions of skill achievement and geographic scope, thereby addressing stakeholder interests in context. The three cases presented in this chapter describe such reframing: from increasing human capital to building human capacity; from a partnership or individual business focus to a multi-stakeholder approach; and from job and employer-specific skill development to that which is multi-phased and geographically dispersed. Complexity theory will be used to explain these developments.

The purpose of this paper is to examine how age norms influence the relationship between individual differences, job attitudes, and intentions to pursue career transitions for midlife adults (aged 35 and above). The authors hypothesized that the effects of individual difference variables (i.e. resilience and reframing abilities) on career change intentions in addition to the effects of job attitude (i.e. commitment) on such intentions are moderated by career youth norms (CYN) which the authors defined as perceptions that the typical worker in a career field is younger than midlife.

In all, 206 people comprised the sample which was derived from an online survey. Moderated regression analysis was used to assess the extent to which age norms operated as a moderator of proposed relationships. Control variables were included based on prior research findings.

Findings demonstrated that age norms operate as a significant moderator for midlife adults. Specifically, the relationships between resilience, reframing, and commitment on intentions to pursue alternative careers are moderated by CYNs.

Data were collected from a single source and assessed behavioral intentions in place of actual career change choice. Future research should derive data from multiple sources and assess behavior beyond intentions.

Industry leaders’ stereotypes about the appropriate ages for specific occupations or professions may impact the psychological mobility of midlife workers. Managers may wish to highlight midlife workers with particular skills (e.g. technological savvy), examine recruitment advertising for language that emphasizes youth, and invest in resilience training for aging workers.

Research examining careers at midlife and beyond has extensively discussed age discrimination and stereotypes as potential barriers to professional or occupational change. However, few studies have investigated how age norms and the comparisons people make between themselves and those they believe are occupying the jobs they desire may also pose barriers to career transition.