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This paper describes the approach to studying leadership within the interpretive paradigm that the author undertook for their doctoral research.

For the study, qualitative data were collected via in-depth interviews and the researcher's systematic reflections. The analytical process consisted of database design and management followed by cyclical interview and cross-interview analyses and integration of the researcher's reflections.

The paper showed that integrating various qualitative methods in pragmatic ways that better align with the research scope, along with a systematic approach to studying complex phenomena—such as leadership—generated richer and more cohesive perspectives.

This paper provides a detailed account of how the qualitative data collection and analysis methods were used, which could be replicated or adapted for future research within the interpretive paradigm.

The paper helps students and junior researchers make sense of qualitative data analysis and interpretation by offering practical tools to tackle the diverse processes of qualitative research.

This paper is based on the Author's doctoral research, recording their experience with engaging in qualitative research.

The purpose of this paper is to examine whether universities can find ways to make more practical contributions through collaboration, collective reflection and joint learning.

The approach takes the form of action research and cooperation in three different development networks in Sweden. Data are analyzed by theories on science in society, organizational learning, dialogue and reflection.

Results show that the participants in the networks reduced their insecurity and increased their competence to handle change. The dialogue, exchange of experiences and systematic reflections gave ideas, knowledge and contacts that supported them in their work life and inspired them to take development action.

Researchers can contribute to the development process by acting as facilitators and using interactive methods for joint learning. Coming from different cultures and aiming to collaborate under equal and democratic conditions, all involved actors must have an attitude that is humble and free of an assumed prestige.

External development networks with university participation can be a useful tool for internal development.

Interactive research is a possible way for universities to make practical contributions at work. All academics who work with applied research should consider this approach.

A number of empirical studies and evaluations in Norway and Sweden shows variabilities in the degree to which the municipalities succeed in their endeavors to support school principals’ instructional leadership practices. In response to this situation, the Norwegian and Swedish directorates of education have developed a joint collaborative design for practice learning of instructional leadership. Based on findings from two separate studies, the purpose of this paper is to contribute to theory development and improved practice for school district administrators and their subordinated school leaders.

The study draws on the data from participants who completed the program in June 2015, June 2016 and June 2017, respectively. The data are based on individual reflection documents from students on their learning and new leadership practices 4 months, 16 months and 28 months after the end of the program.

The project subjected to this study, labeled “Benchlearning,” involved learning from experiences of others, observational learning, dialogic group learning and in the final round translating what is learnt into the social and cultural context in which the individual school principal’s school is situated. When participating school principals experience observation-based learning together with trusted colleagues, followed by vicarious learning from these experiences in their schools, the authors see some facilitating factors to be of particular importance: learning infrastructure, digital tools, compulsory tasks associated with preparation and subsequent experiments with their teachers. Emerging from the analysis was a systematic balancing act of autonomy and structure running through the various learning activities. Finally, a strong evidence was found that developing core competence in digital learning and formative assessment among teaching staff required enhanced distributed leadership across the whole school organization. By sharing leadership tasks on instructional issues with teachers and other non-leaders, principals succeeded in leveling up instructional leadership significantly.

The implications of the study can be summed up in the following four principles. First, policy makers should take into accounts the fact that principals’ motivation and willingness to initiate change processes can be created in a synergy between structured school visits and engagement in learning groups based on a sound theoretical foundation. Second, within a socially contracted practice in a well-designed learning group, it is possible to raise principals’ level of self-efficacy. Third, a systematic reflection process on authentic practice is an example of how principals can develop their metacognitive capacity and how knowledge can be transformed into new practice. Finally, educators should be trained to be process leaders in order to create a balance between demand and support in promoting principals’ learning of new instructional leadership practices.

School district administrators should take into accounts the fact that changing practices will be supported by sense-making processes involving discussions about how new instructional practices are justified. Specifically, shifts in talk and actions will also involve shifts in the ways people relate to each other and how they relate to their internal context. Further, leadership programs should include trying out new practices as the focal learning mode, accompanied by individual and collective reflective activities.

The findings of the study underscore the mutual interdependence of distributed leadership and student-centered focus accompanied with the school’s learning capacity as enabling conditions for principals’ practice learning in the field of instructional leadership.

The purpose of this paper – PART II – is to present the lived experiences of Sensuous Organisational Learning drawn from the educational practices and learning culture of the Norwegian Defence University College, Royal Norwegian Air Force Academy’s (RNoAFA) approach to growing (Military) leaders.

The paper reflects the co-creation of actionable knowledge between military officers, academics at the RNoAFA and international scholars engaged as research collaborators. The objective is to present the benefits of “practising knowing through dialogical exchange” (MacIntosh et al., 2012) as an approach to co-creating knowledge for responsible action. In this case, the authors present the conceptualisation and illustration of the idea of the New Learning Organisation they advance.

The Sensuous Organisational Learning – 8As framework explains how Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility form an integral part of the educational strategy that enables the RNoAFA to respond to the wider Educational Reforms and Modernisation programme of Norwegian Defence. The RNoAFA is presented as an illustration of how the New Learning Organisation serves the common good if Institutional Reflexivity and High Agility Organising were key aspects of the Learning Leadership it fosters.

Consistent with MacIntosh et al.’s (2012) dialogical exchanges the authors present the relational and intersubjective nature of meaningful dialogue between the co-authors that provides scope for integrative stories of practice. The resulting illustrative example of the New Learning Organisation, is an account of the learning experienced. Hence, this paper is presented neither as a traditional empirical paper nor as a self-disclosing or even auto-ethnographic account. Instead, it is one of a series of research outputs from innovative research collaboration between the authors all committed to “practising knowing”.

The New Learning Organisation promoted here focuses on responsible action to serve the common good. Investing in Institutional Reflexivity becomes critical in continuing to broaden the ways of being and becoming. As individuals, communities and organisations, that comprise the institution (in this case Norwegian Defence) grow and elevate their practical judgements to serve the common good the capacity to engage in reflexive critique heightens organisational agility and leadership.

Embedding care as the essence of learning not only enables accepting mistakes and owning up to these mistakes, but reinforcing the strength of character in doing so demonstrating what it means to be resilient, flexible and ready to respond to the VUCA. This is what permits High Agility Organising to foster learning on an ongoing basis driving the commitment to continually renew operational and professional practices. By focussing on how the common good can be better served, the New Learning Organisation cares to pursue the higher purpose that social actions must serve.

Advancing leadership as a personal, relational and organisational quality supported by an orientation towards practising goes beyond single, double and triple loop learning. In doing so, the Learning Leadership that drives the New Learning Organisation energises Attentiveness, Alertness, Awareness, Appreciation, Anticipation, Alignment, Activation and Agility. This paper marks a new chapter in Organisational Learning research and practice by demonstrating the value of sensuousness as a foundation for improving the practical judgements across professional practices.

At a time when many companies in the Spanish and Basque manufacturing industries are attempting to embark on delocation movements (also commonplace in other countries), the increase in innovatory capacity is becoming an essential element in counteracting such movements and the downsizing that these involve. The study presented here seeks to measure the explicit emphasis given by manufacturing companies from the Basque Region (Spain) in the field of innovation, and the degree of adaptation of their management context to features of the middle‐up‐down model as put forward by Nonaka et al. to promote an effective knowledge generation process.

An ad hoc questionnaire has been addressed to Chief Executive Officers, within the framework of broader research into organizational learning and business performance started in 2002. This questionnaire is focused more on the “hard” elements of the management context than on the “soft” ones, which may limit its usefulness under certain circumstances.

Conceptually‐speaking, the methodology used has the value of linking extremely abstract concepts from the middle‐up‐down model (knowledge vision, articulation of this vision by means of concepts and images, “BA”, “information redundancy,” etc.) with specific elements from the management context.

The results of the study reveal that manufacturing companies from the Basque Region have improved their innovatory capacity to a great extent, adapting quite a lot of their management context to new requirements. However, a weak point is detected in them: the absence of an organizational structure that may favor the existence of areas in which knowledge is shared.

While research has shown reflection is a valuable part of individual learning, developing reflection habits has remained notoriously difficult, particularly for working adults. We explore whether an intervention of being able to review previous reflections will affect employee engagement in future reflection activities and raise their awareness of learning opportunities at work.

We conducted a large-scale field experiment, including 136 employees from an international bank in Europe, in which participants were asked to reflect twice a week for eight weeks. Participants were randomly assigned to either a group that was given access to their previous reflections, or a group that was not.

We found that individuals who were able to see their previous reflections wrote significantly more subsequent reflections than the other group. In addition, those who could see their previous reflections used more words related to learning and cognition.

Often employees may feel they are only learning when they attend formal trainings. However, this paper provides concrete guidance for how human resources management (HRM) managers can boost employees’ informal learning and awareness of the learning opportunities inherent in challenging work.

This study furthers research on using HRM interventions to facilitate informal learning activities, in particular, methods to motivate systematic reflections and raising awareness of learning opportunities. Our findings suggest that developing habits of reflection and improving awareness of learning opportunities encompasses more than simply writing reflections, but should include processing previous writings.

Manufacturing companies increasingly have to deal with uncertainty and complexity without being sufficiently prepared for it. High-reliability organizations (HROs) successfully deal with dynamic and unknown situations. The authors ask the question whether learning concepts of HROs can be a role model for manufacturing companies and if their learning principles can be successfully applied there. The paper aims to discuss these issues.

The authors’ research is based on high-reliability theory and former qualitative empirical studies on learning and development of mission-based HRO. The authors compare their learning practice with learning and development demands of the own empirical cases studies of three manufacturing firms.

Learning concepts in the manufacturing firms are disconnected from their practical demands. In HRO in contrast, learning and development follows a distinct choreography, with a focus on collective reflection. Manufacturing firms can learn from HROs about learning principles especially with respect to collective reflection-on-action in order to develop situational awareness. However, the HROs’ learning should not be seen as a strict role model as their work organization differs significantly from that of manufacturing firms.

The research is based on in-depth case analyses (e.g. interviews and observation). The outcomes are case specific and focus on manufacturing firms. Hence, only patterns or principles can be generalized. To gain a more complete picture, the authors suggest further case analyses in different industries.

Manufacturing firms can benefit from learning principles of HROs, like combining formal and informal learning and collective reflection on practice.

The paper connects previous research on HRO with original empirical research on manufacturing firms. Through the matching of data, the authors contribute to the discussion on whether the concept of HROs can be seen as a role model for learning and development in manufacturing firms.

The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process.

The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Those concepts are related to the concepts of reflection in-, on- and for-action. Analysis of data allows for determination of what kind of reflection is used in teachers’ professional development (PD) and the teachers’ perceptions of the relevance and usefulness of the PD.

The results show that, using the concepts of critical aspects and dimensions of variation, teachers practiced reflection in-, on- and for-action in a non-dualistic way.

The preliminary results confirm that the teachers change their behaviours, through reflection processes, if they have the opportunity to focus on the object of learning and to use research results found in mathematics education in order to open up dimensions of variation in the identified critical aspects.

The design of algebra modules, according to concepts from variation theory and the reflection process, is the main result of this study. The model used in creating the modules has the potential for supporting and increasing teachers’ reflection process.

A conceptual model of work practice evolution is proposed. The model is conceived as an intermediary between models of reflection, action at work and models of organisational teaching in the classroom. It considers work practices as evolving through confrontations between critical aspects, action in context, reflections in-, on- and for-action. The author advocate that the use of the presented methodology is not only inevitable but also vital to improve teachers’ PD.

This study aims to investigate how transformative learning has been conceptualised and operationalised in education for sustainable development (ESD) and sustainability learning and to collect evidence on how to support transformative learning in formal and non-formal environments.

The authors conducted a systematic literature review to provide a structured and replicable search and analysis of the relevant literature to produce a bibliometric overview that combines a quantitative description of the body of literature and qualitative analysis of the learning processes, outcomes and conditions.

The convergence between transformative learning and sustainability has become an emerging field of inquiry, despite the superficial use of transformative learning theory in many studies. By examining the learning process, outcomes and conditions in the core sample of studies, this study demonstrates that transformative learning theory – if carefully studied – can contribute to the design and implementation of educational interventions and assessments of learning towards sustainability. Furthermore, the sustainability context provides an empirical grounding that highlights the fact that social learning, the role of experience and the development of sustainability competencies are inherently part of transformative learning.

To date, few attempts have been made to better understand how transformative learning theory has been used in sustainability learning and ESD research. This systematic review allows for a better comprehension of how concepts and mechanisms elucidated in transformative learning theory are operationalised in sustainability learning and ESD research and serves as a source of inspiration for those researchers and practitioners who aims to make sustainability education, teaching and learning more transformative.

Focuses on the nature of professional practice based on research conducted with practitioners via interviews and questionnaires. Aims to determine how practitioners actually tackle professional problem solving. Discusses reflection, specialised knowledge and repertoires of solutions, among other factors, and examines differences in professional practice according to age, gender and membership of various professions. Finds that although specialist knowledge is crucial to successful practice, improvisation is a key factor. Suggests that a combination of applied knowledge and reflection is important in professional practice.