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Translating the well-established theory of the gendered organization into strategic interventions that build more gender equitable organizations has proven to be difficult. The authors introduce the emergence of the “bifocal approach” and its subsequent development and examine the potential of the “bifocal approach” as a feminist intervention strategy and an alternative means of countering gender inequalities in organizations. While pre-existing transformative interventions focus on more immediately apparent structural change, the focus begins with the development of individuals. The paper aims to discuss these issues.

Developed through iterative cycling between theory and practice, the “bifocal approach” links the existing focus on women’s development with a focus on transformative organizational change. The bifocal approach deliberately begins with the organization’s current way of understanding gender in order to build towards frame-breaking transformative change.

The authors show how the bifocal is able to overcome some of the main difficulties of earlier transformative approaches, maintaining organizational access, partnership building, sustaining a gender focus and ultimately sustaining the change effort itself. The bifocal approach seeks structural change, however, the change effort rests with individuals. The development of individuals, as conceived within the bifocal approach was designed to create a “small wins” ripple effect, linking individual (agency) and organizational change (structure).

The bifocal approach offers a comprehensive re-modelling of traditional interventions for other scholars and practitioners to build on. Organizational interventions previously categorized as “fixing women” could be re-examined for their capacity to provide the foundation for transformative change.

The contribution of this paper lies in proposing and examining the bifocal approach as a feminist intervention strategy that overcomes the dualism between the existing frames of organizations and the transformative frame of scholars, in order to move practice and theory forward.

The purpose of this study is to explore how value creation and transformative service research (TSR) are interconnected at the base of the pyramid (BoP). To do so, the study seeks consumers’ perceptions of changes in well-being from value creation and the means by which these changes become transformative.

A qualitative, longitudinal design was used, involving a community education project in Indonesia. Data collection consisted of interviews with Etawa goat farmers and village leaders after one year (n = 21), and a further three years (n = 10).

Findings from the study are used to advance a model for value creation and TSR at the BoP, which identifies three critical change periods within consumers. These periods suggest that creating improvements in well-being of consumers requires their initial recognition of value outcomes, realisation of agency and a new vision for the future.

Research in other contexts is warranted to confirm the model, to further explore well-being from service at the BoP and to identify issues that diminish consumers’ confidence and stall transformation. Methodological challenges at the BoP also present avenues for insightful work.

Transformative service at BoP requires an emphasis on suitable structures, collaborative processes and management skills to facilitate consumers gaining agency and control, so that they can use their new and existing resources effectively and/or differently.

Participants highlighted positive changes to well-being at both individual and collective levels. Notably, some changes were not directly related to initial service provision but reflected improvements, such as employment for women, and better hygiene, health and education of families.

By exploring the interconnection between transformative service and value creation, this study addresses the issue of when value creation becomes transformative and vital for poverty alleviation at the BoP. The proposed model incorporates TSR, service logic and other literature, illustrates a process moving from value determination to value expansion and highlights three critical intrasubjective change periods within actors.

Extending a model of how teams learn, this paper aims to present a model of multiteam system (MTS) learning, comparing similarities and differences between how MTSs learn and how component teams learn. The paper describes the value of adaptive, generative and transformative learning for increasing MTS development over time.

The model proposes that environmental demands trigger adaptive, generative and transformative MTS learning, which is further increased by the MTS’s readiness to learn. Learning can happen during performance episodes and during hiatus periods between performance episodes.

Learning triggers coupled with readiness to learn and the cycle and phase of MTS process influence the learning process (adaptive, generative or transformative), which in turn influences the learning outcomes.

The study offers a number of research propositions with the idea that the model and propositions will stimulate research in this area.

This model allows MTS and component team leaders and facilitators to recognize that MTS learning is a process that is needed to help component teams work together and help the MTS as a whole perform in current and future situations, thereby improving MTS effectiveness.

Little attention has been given to the notion that MTSs learn and develop. This manuscript is the first to emphasize that MTSs learn and identify processes that can improve learning. Adaptive, generative and transformative processes describe how MTSs learn and produce changes in MTS structure and actions.

This chapter provides a critical analysis of the literature on individuals in cultural transitions in higher education, namely, international students in culturally unfamiliar contexts; teachers of international students and culturally more diverse classrooms; and local students in increasingly culturally diverse classes. All these individuals are actors exposed to new and shifting cultural experiences expected to impact their motivation and engagement. Two broad perspectives emerging from the literature were used to organize the chapter: a perspective of adaptation representing research grounded in unilateral, bilateral or reciprocal conceptualizations, and a perspective of transformation, capturing experiential learning research leading to personal and academic development. The analysis highlights how motivation is a critical, yet under-examined construct. This leads to numerous suggestions for future research including: addressing the neglected role of agency in research on international students' sociocultural adaptation and the lack of research on successful processes of adaptation; examining the confounding issue of socialization into new cultural-educational environments and level of proficiency in the medium of instruction, which impacts on engagement; and scrutinizing the posited link between deep-level motivated engagement in cultural transitions and the emergence of transformative experiences. A case is made for research on individuals' engagement and motivation in cultural transitions to be conceptually and methodologically stronger and broader, moving from studies of single groups of individuals in need of adaptation, to investigations of the co-regulated, reciprocal adaptations of actors and agents operating in complex sociocultural contexts where power dynamics related to knowledge and language affect participation and engagement with cultural 'others'.

The purpose of this research is to examine stories of and by employees as they implemented a transformative organizational change, involving outsourcing, off‐shoring, and the make‐over induced by technology.

Three types of data were analyzed – organizational documents, responses to oral and written questions, and observational field notes. Two interpretive approaches were used – qualitative content analysis and “grounded theory”. Additionally, the Burkean pentad was applied to examine how the change was perceived and characterized by the change participants.

During technological change, planned storytelling may provide a platform for understanding the perceived and real people costs and benefits of the change. The organizational opportunity to tell stories was enabled by three mechanisms: visual representation, distillation and documentation, and innovative ways to learn. The Burkean pentad tool indicated highly knowledgeable and engaged individuals. Thus, while the participants know what to do, there is a sense of uncertainty about their “agency” and the change results. What also emerged is a sense of collegiality and interpersonal support.

The stories for this study were collected during the change process. One could expect to hear different stories after the change is implemented, after the participants have gained more agency or attained a better sense of their agency. One may also expect to have different results by including more participants.

Stories capture the interpretation and analysis of information by people – by revealing how the new technology has affected work‐design, employee's functioning in new partnerships and work‐flows, and other people‐centered needs such as the sense of “agency”.

This paper outlines the potential of learning from planned storytelling during technological change to steer technological change processes in a people‐centered way.

In this chapter, I describe how postmodern perspectives assist me in negotiating my multiple roles and responsibilities as an early childhood teacher educator in an increasingly complex pedagogical and workplace context. In particular, I focus on how postmodern understandings support me in therorizing my practice and envisioning productive possibilities for change. Underpinning the chapter are three interconnecting motifs that imbue my work as teacher educator – reflexivity, hope, and a commitment to transformative change. The chapter concludes with reflections about the potential of postmodern perspectives to enhance the agency of teacher educators and preservice teachers alike.

The purpose of this paper is to explore domestic experiential travel by Chinese millennials, a group of consumers who will increasingly influence the global travel and tourism industry.

A qualitative research method was adopted to explore motivations and memorable experiences of Chinese millennials who successfully mountain biked the Qinghai–Tibet Highway in China.

For Chinese millennial mountain bikers in Tibet, experiential travel motivations and experiences are important. During the trip, they challenged their mental and physical abilities, enjoyed nature, bonded with friends and perceived a warm welcome by Tibetan families. This study adds to existing knowledge on experiential travel, as it was found that transformation was perceived as important outcome of the trip. Participants perceived personal change in attitude and behaviour, which will help them face everyday life challenges.

Further research could focus on gaining insight into other types of Chinese adventure tourists, on comparing wishes and demands of Chinese with other mountain bikers and on developments in transformative travel.

Adventure tourism organisations could adjust their tourism product range to cater more for Chinese millennials who aim to improve their physical and mental skills.

In-depth research into motivations and experiences of Chinese millennials is scarce. The influence of Chinese millennials on the tourism market is already large and will continue to increase.

This morning I picked up a favourite old book, one that has the title, The Dynamics of Change. Despite its very contemporary title, the book is scarcely new. It was published nearly 20 years ago, in 1967. Next to it sit more current books on change, including such best sellers as Managing Strategic Change, published in 1983, and The Change Masters, published in 1984. Both are first class books. In‐between sit other books on change: Managing Change, published in 1972 and The Change Resisters, published in 1981. Evidently, there is a definite continuity to the flow of literature on change and its management. Change is here to stay.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Management and leadership are often used as synonyms, but to do so demonstrates a lack of understanding about the fundamental differences between the two terms. While managers may exhibit leadership, and leadership must engage with management to make sustainable change, the two concepts are substantially different. Management often implies a paternalistic relationship between those doing the managing and those being managed. Management works well if incremental change is required such as increasing production or making existing systems more efficient. Leadership, however, is required whenever transformative change is needed. Transformative change requires vision and creativity, the ability to see beyond the present to a future that has not yet been dreamed of.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

Provides an easily accessible summary of relevant business concepts and presents them in a fresh way.

The processes of management development within a change management context have mostly been informed by models which assume that individuals can be developed by planned and purposive intervention to perform effectively within a new, forecast, but essentially stable environment. Alongside such shifts at individual and organisational level, the last decade has seen revolutionary change in national economies as the former state socialist countries transform themselves to participate in the global market economy. This paper, based on an in‐depth analysis of interviews with 73 chief executives and senior managers of 61 key companies in the former German Democratic Republic (GDR), identifies a model of the individual transition process of managers during the process of state transformation. From this the authors draw lessons for the practice of management development under conditions of transformative change.