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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.

Although the concept of transformative gamification is mentioned in previous research, no research has provided a theoretically based explanation of how gamification can lead to transformative change. This paper aims to provide the explanation for the first time by combining storytelling elements with cognitive behavioural therapy logic and incorporating these into a framework to show the process of transformative behaviour change through gamification. The proposed framework not only furthers the theoretical understanding of transformative gamification services but also provides practical insight into design and implication of such services.

This paper is based on critical analysis and synthesis of literature from different fields of research such as transformative service research (TSR), gamification, game studies, social marketing, storytelling and journalism. Ergo, several propositions based on the extensive literature review are proposed and aggregated in a conceptual framework.

This paper argues that apart from game mechanics that are often considered as an inseparable aspect of gamification services, immersive storytelling and a mechanism to encourage reflection are the pivotal components of transformative gamification services. In addition, this paper suggests that although reflection and immersive storytelling are often considered as opposite sides of the spectrum, they can have a synergistic effect once they work in tandem in gamification services.

This paper proposes a novel framework and an operational definition for transformative gamification services. It contributes to TSR, gamification and health promotion research through differentiating this concept from similar concepts, such as mHealth, propelling gamification to a more meaningful and user-centric version and providing service researchers with a practical guide to make use of gamification as a tool to serve TSR.

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.

The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

This study aims to examine the perceptions of undergraduate students studying early childhood education who took an academic course in which transformative pedagogy is adopted as part of a holistic approach designed to create transformative change and strengthen the students’ self-efficacy for sustainability, and thus, help reduce the environmental crisis in which we live.

By means of a phenomenological approach, this exploratory qualitative research used three research tools, reflection analysis, drawing analysis and analysis of course summary work, to identify changes in the perceptions of students undertaking the course. Data analysis was based on an inductive approach and included first- and second-cycle coding.

The results of the study show that the transformative pedagogy adopted in the course created transformative change in the students’ knowledge, attitudes, emotions and self-efficacy to act to reduce the climate crisis, not just through recycling.

The study was conducted with a relatively small, single class of undergraduate early childhood education students. The impact of certain activities may be different in larger classes. The gender imbalance, with the majority of students being female adds a further limitation. Male students may have different perspectives than female students, and those with different backgrounds and interests may respond differently.

This study provides some important insights into how sustainability education can be applied in a higher education curriculum. The study also contributes to the current dialogue on sustainability education by providing a rich description of how students experience alternative approaches to teaching in the field.

This study demonstrates how environmental action can be integrated in higher education.

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 paper aims to explain the role of supply chain capital (SCC) in developing transformative supply chain resilience (SCRes) to cope with environmental dynamism. Through a panarchy theory lens, this paper holistically examines how supply chains and their resilience are impacted by the multilevel structure in which they are embedded.

Contextualised explanation-building case studies are used to examine the transformative SCRes of 10 companies. Data were collected via interviews, documents, archival records and observations.

Studying transformative SCRes leads to generating insights into the application of SCC for managing environmental dynamisms at the organisational and supply chain levels. Furthermore, the linkages between different levels of the panarchy and their impact on the change in SCC to cope with the dynamisms are identified and explained.

This paper contributes to the new and timely paradigm of transformative SCRes by studying this phenomenon in a holistic manner (rather than a traditional reductionistic view). Through a panarchy lens, the need to examine and analyse different hierarchy levels simultaneously to interpret SCRes responses to environmental dynamism is highlighted.

Valuable insights are provided to practitioners in developing an understanding of structural and relational SCC and their management in the development of transformative SCRes.

This paper is one of the first empirical studies using a multilevel social-ecological-based panarchy framework in the supply chain management context. Applying this novel approach is highly relevant and reveals several new research opportunities.

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.

Health profession education has evolved to incorporate didactic instruction and experiential learning opportunities over time. Constructivism and interprofessional education are essential theoretical concepts that have shaped modern health profession education. However, transformative active learning is an approach that is particularly well suited to the needs of healthcare professionals. By integrating theoretical knowledge with practical skills, transformative active learning helps prepare students for the complex challenges they will face in their future careers and encourages them to become agents of change committed to improving healthcare practice. Saudi National Institute of Health (Saudi NIH) is one of the Ministry of Health's initiatives in the National Transformation Program 2020 to achieve the Kingdom's Vision 2030, as it supports biomedical research in the health sector in Saudi Arabia. One of the mandates of Saudi NIH is to build the research capacity through well-designed educational and training programs through the directory of education and research skills adopting active learning strategies. This chapter aims to communicate the methodological framework of the Education and Research Skills Directory of the SNIH for integrating active learning in the various training programs and initiatives aiming to promote the core learning capabilities with excellence, diversity, diversity, uniqueness, competency, and efficiency values.