Search results

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.

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.

Customer transformation is currently overlooked in service research. This article aims to conceptualize customer transformation and develop a research agenda to encourage more exploration in this area.

This conceptual article builds on the literature on transformation and related topics in psychology, sociology, education and anthropology.

The presented definition of customer transformation distinguishes itself from other related concepts such as minor change. The research agenda, structured around five themes, reveals four distinctive attributes of customer transformation that warrant academic investigation. These include the inability of businesses to guarantee transformations, the potential tension between transformational aspirations and immediate needs and well-being, the imperative of cultivating long-term engagement and the likelihood of encountering customer resistance. This highlights the criticality of embracing a customer-centric approach in transformational services.

Given the vastness of the topic, the literature review is limited and the research agenda could be widened. Furthermore, the dynamic nature of the subject introduces the possibility that the conceptual framework and research agenda may become outdated. Lastly, the universal applicability of the findings and the proposed conceptual framework are uncertain, necessitating potential validation across diverse contexts. The practical implications may also fall short of addressing the specific challenges encountered by different industries or businesses.

The article provides insights on customer transformation and strategies for businesses to support ongoing transformations, emphasizing personalized engagement and co-creating value to meet evolving customer aspirations.

The need for development and growth is more pressing and decisive than ever. This need is often not well understood and, as a result, is not addressed by either scholars or companies. This paper helps address that social need.

The research enriches the service literature by paving the way for a crucial subfield in service research. Additionally, it establishes a shared understanding of customer transformation by highlighting its distinct characteristics and analyzing their implications for service management, proposing a conceptual framework and research agenda.

The purpose of this commentary is to present a critically constructive examination of the contribution of service research to the development of services from institutions that offer fair and sustainable living for all humans.

The authors draw upon critical thinking and critical social theory to problematise the neoliberal agenda (e.g. marketisation and privatisation) that shapes the service ecosystems within which the sustainable development goals (SDGs) and service research relating to SDG11 – sustainable cities and communities – and SDG16 – peace, justice and strong institutions – are often based. The authors critically review extant literature aimed at these goals and present constructive pathways for transformative social change to foster fair and sustainable living for all.

The authors find that the United Nations institutions, the SDGs and the service ecosystems that shape the research and practice addressing SDG11 and SDG16 are often grounded in neoliberal capitalist ideology that may inhibit transformative change. While service research has made some relevant and important contributions to support the development of services from institutions that offer fair and sustainable living, there is a need to consider alternative assumptions upon which service research and service design can be based to fully realise such transformative goals.

This commentary encourages service research scholars to engage with critically constructive perspectives that harness critique for transformative change.

A process of learning that goes beyond merely acquiring knowledge and supports significant ways in which learners intentionally create meaning in their lives is known as transformational learning. This study aims to contribute to the relevant body of knowledge by conducting a bibliometric analysis of transformational learning studies. The study analyzed the literature by covering established and new sectors and suggesting a greater focus on the thriving education sectors.

The research used Biblioshiny, a Web interface, to conduct a bibliometric analysis of transformational learning and related studies included in the Scopus database. The results were interpreted under sections like data set, sources, authors, documents, clustering, conceptual structure, intellectual structure and social structure.

The results indicated decent literature in the chosen field of research. The USA was the leading contributor to scientific production and research. Workplace learning and spirituality were the subjects that received the most significant attention and were at the center of the discipline. The primary topic of transformational learning denoted a crucial but underdeveloped sector. Issues like emotional intelligence, change management, transformational learning, etc. were developed very well with inside associations but feeble exterior associations and were of less importance.

This study maps the structure of transformational learning research and defines the important contributors in terms of authors, journals and organizations that may be used as input for future research. The report also proposes potential future research directions in the knowledge domain. The report also suggests the consequences and potential future research fields. The study outputs will aid researchers in developing evidence-based programs focusing on the learning communities’ benefit.

The purpose of this paper is to understand how higher education institutions (HEIs) educate future leaders with social impact contributing to the sustainable development goals (SDGs). HEIs have an interest in developing leaders with social impact, but there is a lack of knowledge on the best teaching and learning strategies to engage students with social action aimed at the SDGs. This paper fills this gap by addressing the question of how HEIs can shape the sustainability mindsets of future leaders with social impact contributing to the SDGs.

This research used a mixed method research design, including a quantitative survey and qualitative semi-structured interviews of UK students involved in HEIs experiential learning programmes, focused on social impact and entrepreneurial action, developed in partnership with the organisation Enactus.

This research highlighted the importance of experiential learning, as it develops the knowledge, values and competency underpinning the sustainability mindset of future leaders contributing to the SDGs, in particular their emotional intelligence.

This research shows that HEIs can educate future leaders with social impact contributing to the SDGs, through real-world experiential learning that develops their sustainability mindset; in terms of aligning the curriculum to the SDGs, more focus on the systems perspective of the sustainability mindset framework is needed.

This study aims to investigate two issues: (1) a nexus between climate-related financial policies (CRFP) and global value chains (GVC) and (2) the government’s policies to help countries enhance the efficient use of CRFP in improving a country’s likelihood to participate in GVC.

To investigate the connection between GVC and CRFP, the authors incorporate that backward participation is measured using foreign value-added, while domestic value-added is used to measure forward participation, quantified as proportions of gross exports. The study analyses yield significant insights across a span of 20 developing countries and 26 developed countries over the period from 2010 to 2020.

Regarding the first issue, the authors affirm the presence of a linear link between GVC and CRFP, implying that involvement in CRFP is advantageous for both backward and forward participation. Furthermore, the authors identify long-term GVC and CRFP cointegration and confirm its long-term effects. Notably, the expression of a linear relationship between GVC and CRFP appears to be stronger in developing countries.

The study findings, together with previous research, highlight the importance of financial policies relating to climate change (CRFP) in the context of economic growth. Climate change’s consequences for financial stability and GVC highlight the importance of expanded policymakers and industry participation in tackling environmental concerns.

Regarding the second issue, the study findings suggest critical policy implications for authorities by highlighting the importance of financial stability and expanded policymakers in promoting countries' participation in GVC.

This paper investigates the link between GVC performance and CRFP, offering three significant advances to previous research. Moreover, as a rigorous analytical method, this study adopts a typical error model with panel correction that accounts for cross-sectional dependency and stationarity.

This chapter investigates the coffee value chain in Latin America. By drawing on the concept of just transitions as a “connective tissue” between the sustainable development goals (SDGs), the discussion zooms in on the promise of agroforestry for environmental upgrading. The chapter concludes by providing examples of trade-offs between environmental, social and economic aspects.