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This paper details a teacher-implemented intervention, negotiating learner-generated materials, with the aim of improving low levels of learner motivation. This had resulted from the introduction of a problematic entry test policy acting as gatekeeper to an internationally-accredited diploma course in the learners’ specialized technical subject. For the learners, successful completion of the diploma course would guarantee social and financial benefits including promotion, increased salary and prestige within the military institution. However, an order came from the commanding officer that learners would only be accepted onto the diploma course if they attained an IELTS test score of Band 5. This requirement was not attainable by the learners in the time available and represented a threat to their career aspirations, which would negatively affect them personally, economically and professionally. Consequently, there was a substantial drop in learner motivation. An intervention was constructed and conducted during the course over a two-week period to supplement students’ course book in order to counter such poor levels of motivation. The study was set within the critical paradigm, using quantitative and qualitative data collecting methods to answer my research question: “To what extent does the intervention (asking learners to choose a topic, select original material, and suggest the type of tasks to be produced for the material) have a positive effect on learners’ levels of motivation?” Key findings included an observed increase in learner engagement and a greater level of concentration than in recent classes together with reduced learner worry about the IELTS test. Several conclusions are offered as to the efficacy of conducting such an intervention and how it could impact on learner motivation.

This study aims to investigate the consumer's perspective regarding the relationship between services and well-being, contributing to the knowledge base in transformative service research (TSR). More specifically the aim was to understand consumers' perceptions of the relationship between services and well-being and their views about how companies can contribute (directly and/or indirectly) to achieve the well-being.

To reach the research aim, the study adopts an explorative inductive design, carried out through a qualitative approach and grounded in 30 in-depth interviews with consumers.

Service sustainability represents the fundamental characteristic that determines the service ability to be transformative, requiring the implementation of the triple bottom line dimensions: social, environmental and economic. It emerged that, in the consumer's mind, the service categories that present a stronger relationship between service and well-being are as follows: healthcare, financial and transport.

The paper proposes a conceptual framework to describe the consumer perspective of the services' transformative role in promoting well-being, providing a theoretical lens for conducting future research and continuing to expand transformative service research (TSR).