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The purpose of this paper is to deal with the link between identity and crisis deriving by natural disasters, exploring the function of the shared identity linking individuals, groups, organizations and its external networks. The shared identity is not static. It is a dynamic self-reflexive learning process and is reciprocal. The object of the research is a medium-sized multi-utility company, which experienced the 2012 earthquakes, and how responsibly and rapidly it responded and recovered in collaboration with its stakeholders in the local territory.

Semi-structured interviews were directed to both managers and to selected representatives of the “vertical external networks” of the company (local authorities, a consumer association and a trade association). The primary data were supplemented by archived materials for data triangulation.

The research highlights the importance of identity and relationship with local stakeholders and communities when facing the earthquakes. Believing themselves to be socially responsible, ethical and capable, employees were highly motivated and collaborative. Resuming normal services was AIMAG’s priority. The behavior of AIMAG, its employees and its local stakeholders were guided by a shared community identity. After the earthquakes, this shared community identity was strengthened, thus improving the community’s resilience.

The paper highlights the role of identity in linking both inside and outside an organization, in contributing greatly to joint decision making and action, and, finally, in increasing the awareness of the company leaders and staff regarding the importance of their actions for the whole local community. This research advocates the role of identity in disaster risk reduction.

Despite advances in Environmental and Sustainability Education (ESE) scholarship and practice, ESE has not yet contributed to mitigate the sustainability-related problems it is meant to remedy. As part of an explanation, some scholars have argued that current ESE scholarship and practice overemphasizes intellectual and neglects (intra-)personal competencies as envisaged learning outcomes of ESE learning programs and activities. To date, however, such personal competencies have not been systematically specified in terms of the challenges they are meant to respond to. This paper aims to derive personal competencies from an analysis of inner challenges individuals face when engaging with the cause of sustainable consumption.

The study is conceptual and proceeds in two steps: In the first step, it analyzes existing research on challenges individuals experience when intending to change their consumer behavior and engaging in consumption-related learning activities. In a second step, a set of personal competencies for sustainable consumption are derived from the analysis of challenges. Based on the set of competencies, suggestions for future research empirically corroborating the reflections of this paper are made.

The discussion of challenges indicates that both sustainable consumption and consumption-related learning activities can come along with a series of affective-motivational challenges. In contrast to established competency frameworks, personal competencies emphasize the importance of affective-motivational learning outcomes instead of intellectual ones. They are defined here as abilities, proficiencies or skills related to inner states and processes that can be considered necessary to engage with the cause of sustainability. Personal competencies responding to the inner challenges of engaging with sustainable consumption include ethics, self-awareness, emotional resilience, self-care, access to and cultivation of ethical qualities and mindsets for sustainability.

Given that this paper is conceptual, further research is needed to empirically inquire into the importance of personal competencies for sustainable consumption and corroborate the provided reflections. Furthermore, the study has not responded to some of the concerns a few ESE experts have expressed concerning the concept of (intra-)personal competencies more generally. To address these concerns, future research should be dedicated to empirically validating and operationalizing personal competencies, eventually leading to tools allowing for a systematic assessment of these competencies. Based on such assessment tools, pedagogical formats should be elaborated and evaluated with regard to their potential to stimulate personal sustainability competencies.

The concept of personal competencies explicitly acknowledges that current unsustainability is associated with the experience of inner, affective-motivational challenges. ESE learning programs and activities should prepare learners for these challenges. However, a specification of these inner challenges and corresponding personal competencies has not yet been undertaken. The set of personal competencies outlined in this paper can serve as a first starting point for specifying personal sustainability competencies and makes a case why their consideration is important when it comes to designing and evaluating ESE learning programs and activities.

Sherwood Forest is a mosaic of heritage, habitats and stakeholder relations. Scheme Manager, Steve Little, and Senior Lecturer in Museum Studies, Charlie Gregson, share their story of developing a working methodology in this complex landscape. By evaluating their relationship through the lenses of knowledge brokering and collaborative mentoring, they identify six themes relating to how their working environment evolved and functioned. Discussion finds significant overlap between collaborative mentoring, KE and the attainment of the Sustainable Development Goals in their ability to enable more nuanced and holistic changemaking that is contextualized in a deep understanding of need.

Knowledge brokering, a process by which an individual (or an organization) supports the transfer of research evidence into policy and practice, can improve evidence-based decision-making through knowledge exchange (KE) but is, on the whole, poorly defined in academia (Cvitanovic et al., 2017). This chapter seeks to contribute to the ‘necessary and urgent’ need for evaluation of KE in practice (Rycroft-Smith, 2022) by providing edited snippets of dialogue, analysis and key learning points. It is intended as inspiration and encouragement for academics, professionals, students and volunteers developing human-centric projects or design-thinking methodologies between universities and external partners.

This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination.

The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis.

The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations.

In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.

The purpose of this paper is to clarify the relationship between embodiment and the experience of self, body, and work as mutual organisational relationships by focusing on the author's bodily experiences as a nurse, mother, educator and researcher living with Multiple Sclerosis (MS). The use of an autoethnographic framework contributes to work on embodiment and experience supporting the development of a self‐reflexive praxis of human action. It specially focuses on life experiences that become my stories as autoethnographic representations depicting the difficulties and challenges of living and working with chronic illness. It proposes the use of stories, specifically ante‐narratives, to highlight how making the invisible aspects of chronic illness visible; and contributes to work on organisational learning whereby knowledge drawn from the body can serve as a prospective sense‐making activity to help answer: Where is all this change and complexity heading? The paper aims to expand the domain of narrative paradigm that is normally found in the literature relevant to sociology, ethnography, and critical management studies, by gently extending the boundaries of understanding how to learn and respond as ways of inquiry.

The paper uses Ellis's research approach of autoethnography as a means to enhance the representational uniqueness and reflexivity in qualitative research. A personal story capturing lived experiences of living and working with chronic illness is used to illustrate how stories, specifically ante‐narrative, can provide access to bodily knowledge and glimpses into what Van Maanen calls the ethnographer's own taken‐for‐granted understandings of social world under scrutiny. My stories become the data that are the autoethnographic accounts, which include rigorous critical reflection and review through an autoethnographic lens, and, importantly reflexively shape the author's analysis of social and cultural practices of my being and becoming in the world.

The paper provides insights about how personal change is brought about as result of a confirmed diagnosis of MS. It suggests that storytelling contributes to the transformational process to learning about new routines in the management of MS, outlining how and why the development of leadership is important throughout the story‐telling process.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to seek further ways of developing the methodological art of how to tell good stories.

The paper includes implications for the development of organisational learning activities, whereby qualitative researchers, particularly those undertaking autoethnographic studies, can seek to enhance the reflexivity of their own work, and for managing the dynamic balance between stability and change as being central to individual wellness.

This paper fulfils an identified need to study the benefits of living life as inquiry, as methodological process can enable and help clarify important issues about human development, growth and potential, both personally and for the caring professions. The value of this autoethnographic inquiry is that it provides an ongoing continual process of original inquiry, reflection, and action learning.

The purpose of this paper is to explore some of the problems of teaching qualitative research methods to large culturally‐mixed groups of postgraduate business school students.

After a consideration of some current relevant pedagogical issues the author presents an autoethnographic account of his own parallel experiences of teaching qualitative research methods and learning to play a musical instrument. Emotional aspects of teaching and learning are highlighted in an analysis of the dynamic interaction between the two activities. This is presented as an example of how the “use of learning stories” can increase sensitivity to the anxieties of students.

Finds that the core of the argument lies in the value of self‐reflexivity to the business school teacher and that looking inward at personal learning experiences is invaluable for informing current and future teaching practice. Recent learning experiences seem to have the most potential and learning something that is found difficult may be the richest source of empathy and insight.

It is argued that reflexive analysis by research‐methods lecturers of their own learning experiences can develop synergies which would not only improve the effectiveness of their teaching but also enrich the learning experience of their students.

The paper is an attempt to generate some original ideas about teaching research methods in business schools via a mix of autoethnography and music. The core of the argument lies in the value of self‐reflexivity to the business school teacher.

The aim of this paper is to outline how public managers' reflective thinking capacity is developed through integration of education and practice using a real-life organizational problem as the educational starting point. Managers' reflective thinking capacity becomes important due to an increasing organizational complexity and the growing trend of introducing post-new public management paradigms.

Inspired by Brinkmann's (2012) approach to the inquiry on everyday life materials, semi-structured interviews were conducted with public managers taking a public management program. A phenomenologically inspired content analysis was applied in the process of scrutinizing the findings, subsequently informing the discussion on the development of problem solving through public management education.

The analysis indicates that the managers' pre-understanding of continuing education at the university level, managers' personal objectives, along with a growing experience with and insights into problem-based learning (PBL), appear to facilitate managers' integration of theory and practice. As revealed in this paper, an inquiry that integrates daily organizational practice and theoretical models and terms, as the origin of the personal development module, seems to facilitate managers' reflective thinking and self-reflexivity.

This paper illustrates that learning processes facilitated by seminars like the personal development module (PDM) not only facilitates the development of reflective thinking, but managers also seem to develop competencies in self-reflexivity – the latter being an underdeveloped element of Dewey's (1933) notion of reflective thinking. Thus, further theoretical and empirical research is needed to explore the potentials of developing a pragmatically inspired notion that offers an understanding of managers' self-reflexivity. By inquiring about managerial puzzlements through a personal development lens, a self-reflective focus adds to the Dewey-inspired approach to reflective thinking.

The purpose of this paper is to argue that how HRD is undertaken needs careful consideration, since some HRD implementation schemes may actually prevent the acquisition of new knowledge, thereby developing stagnation.

The paper uses qualitative data derived from learning and non‐learning organisations. The data were collected from four companies via open‐ended questionnaires and structured interviews.

The paper demonstrates how strongly shared mental models may affect organisational HRD processes in such a way as to trigger closure to new knowledge and learning. The types of learning and knowledge present in the organisations are found to limit the possibility of radical change.

HRD implementation systems themselves may strengthen mental models, thereby allowing the difficulties to emerge because the learning and knowledge being developed will only support incremental change if any. The potential reversion of the direction of organisational learning is mooted, indicating that new ideas may either not enter the system or be rejected once they are perceived. HRD systems need to be designed to develop and maintain organisational openness.

The danger of HRD exacerbating organisational closure is explained. An alternative role for HRD professionals is outlined, with the new focus being on developing ongoing challenge at all times. The paper concludes that, although properly structured and thoughtfully implemented HRD can be a positive driver for organisational learning, HRD developments need to focus on the type of knowledge being developed as well as the level of learning.

In this paper it is held that a transformational learning organisation could be clearly distinguished from non‐learning organisations. This paper seeks to establish whether or not this is actually the case.

Case studies were developed for two organisations considering themselves to be learning organisations (Company 2 and Company 4) and two that did not (Company 1 and Company 3). To establish the balance of the learning behaviours within the firms according to Shivistrava's typology, a questionnaire was used to elicit information about learning behaviours and activities, and general understanding about what such terms as knowledge, information and learning meant to individuals within the firms.

The results of applying the Shrivastava model showed that most knowledge is action‐oriented and incrementally developed, in that it is developed in order to achieve a certain goal. Certain events will lead to a perceived need for certain behaviours and the organisational procedures and policies will encourage actions.

Shrivastava's typology outlines four perspectives of organisational learning: adaptation, developing knowledge of action‐outcome relationships, assumption sharing, and institutionalised experience. These definitions imply that they will reflect different knowledge bases.