Search results

Drawing on chaos theory as an overarching approach, as well as guidelines from effectuation and transformative learning theories, this study aims to evaluate the changing marketing channels in the hospitality industry in the wake of the COVID-19 pandemic. It also aims to develop a conceptual framework that demonstrates the transformation of the marketing structure; in particular, the transformation of hospitality organizations, employees and customers.

The study uses the hermeneutic method and conceptually evaluates the existing actors of the services marketing structure. It also discusses how to transform this structure into the new normal in the wake of the COVID-19 pandemic.

The findings of the study demonstrated that COVID-19 has resulted in changing marketing channels in the hospitality industry. These include external, internal, interactive and substitutional marketing channels. In response to these changes, the hospitality industry needs to adopt a more transformative marketing structure that requires the transformation of hospitality companies, employees and customers.

The conceptualized transformation of the services marketing structure could help hospitality practitioners, employees and customers to understand the new normal and acquire new abilities, meanings, awareness and learning accordingly.

This study uses chaos, effectuation and transformative learning theories to reconceptualize the hospitality services marketing structure. The contribution of this paper lies in the conceptual pathways it suggests for transforming hospitality firms, employees and customers and for demonstrating their transformed roles and positions in the wake of the pandemic.

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.

In the field of global leadership, much of the research has focused on uncovering competencies and methods for assessing competencies. The process of developing global leaders has been researched less frequently; however, it is widely accepted that this process involves learning on the part of the leader. Mezirow’s (1978, 1991) transformative learning is a special type of learning in the domain of adult education and a useful lens to better understand the disorienting triggers that are thought to induce global leadership development (GLD). In simple terms, a disorienting experience occurs when we discover that something we thought was certain is now uncertain. Conducting business in another country or merely navigating to a grocery store or restaurant there can be a disorienting experience. In these situations, people are exposed to new information that does not fit their current meaning structures or thought paradigms, and at this juncture, people have a choice: to transform their perspective or remain unchanged. When individuals transform their perspective, they are experiencing transformative learning. The first section of this chapter reviews the concept of disorienting experiences across disciplines and within the domain of learning and education. The second section explains three GLD process models with a special focus on the role played by disorienting trigger events in each one. The final section explains the Disorientation Index (Ensign, 2019), which articulates dimensions of trigger events. The chapter concludes with future research directions and practical implications.

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.

It is argued that social learning, transformative learning, collaborative learning and transgressive learning are branches and offshoots of the same ‘learning tree’. This chapter examines the sources and evolution of theories of education and learning focused on transforming the learners' self-understanding and transforming the structures and social arrangements in which they and their educational and learning processes are embedded. The ‘transformative learning’ theories reviewed here span the last 50 years. They critique and go beyond the functionalist understanding that education and learning are meant to socialize learners within existing or dominant cultural and societal structures and/or in function of the transmission of knowledge, skills and attitudes from generation to generation. The first part of this article covers transformative learning and learning for transformation in the tradition of Freire, Habermas, Mezirow, and others. The second part concentrates on more recent ideas of collaborative learning, social learning and deliberative social learning evolving into transformative, and transgressive learning. By highlighting the warp and weft of the conceptual traditions and pedagogical practice within a variety of contexts and conditions, a colourful tapestry of transformative education and learning emerges. It is shown that, over time, the pertinence of transformative learning has only increased. The evolution of transformative learning presents itself as a virtual cycle, starting from marginalized and excluded people and communities via individual persons engaged in adult education and environmental education, to (groups of) people participating in collaborative and transgressive social learning, thereby becoming capable and empowered actors in processes of societal change and transformation.

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

The learning methods developed in the learning in practice (LIP) project include aesthetic performances combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out in the leaders’ organisational practice.

One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience. Reflection processes related to aesthetic performance serve as argument for the impact of ‘the audience wheel’.

Leaders who perform and reflect in a collective of leaders can better deal with complex organisational problems and enhance growing of welfare-in-the-making from an inside and out perspective. Moreover, the separation between classroom teaching and practical intervention will diminish when leaders learn aesthetic performance and reflections as a practical technique.

The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012). The consequence is a discourse in which it is argued that higher education has been “dumbed down” to include non-traditional students frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education should be a catalyst for significant social, emotional and intellectual growth, culminating in a transformative experience (Mezirow, 1978a, 1991; Cranton, 2006).

In total, 12 non-traditional graduates from a full-time BA programme at a Scottish College of Further and Higher Education were interviewed to determine if graduates experienced significant social, emotional and intellectual growth as a result of participation; what teaching and learning settings make this possible; can it be proposed that graduates can be transformed by the experience of higher education in further education?

The findings of the research indicate that the participants all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. The authors conclude by proposing that higher education in further education (HE in FE) can have the potential to provide transformative experiences for non-traditional students.

The implications of this study lie as much in the nature of the transformative learning experience as in the structures in which education is provided. Additionally, it is proposed that transformative teaching and learning theory may be as significant now as it ever was in understanding the changes which learners experience in higher education study. Limitations of the study include the small number of interviewees who were interviewed more than once in some depth, and the particular setting of one further education college. As in all such research generalisation might be difficult.

Practically, the research suggests that the authors can learn from how students like the ones featured in the transformation stories experience learning in HE in FE. Despite being seen as “non-traditional” students who return to education with weak learning histories and fragile learner identities, the research has shown that if a nurturing, student-centred approach is adopted by teaching staff, a significant shift in how students see themselves and their place in the world can be achieved. This has significant implications for teaching practice. The findings could be an inspiration and guiding principle for other HE in FE tutors and help them find commonalities in their own work.

The authors argue that education should not be regarded only as an economic-driven activity insofar as most HE in FE programmes are vocational and are geared towards preparation for the workplace. The authors’ key proposition is that education can be a life changing experience that might be considered a transformation. The social implication is that participating in HE in FE could be a catalyst for the development of confident and engaged citizens, ready to make a real contribution to the social world beyond and out-with only the workplace. Within a Freirean framework, this might be transformative education’s most significant contribution to society.

Transformative learning theory research has mostly been undertaken in informal learning contexts and higher education institutions. There has also been research undertaken on diverse contexts not immediately related to education. In terms of empirical research, however, transformation learning theory in HE in FE is yet unexplored. Yet, it is an ideal learning site to promote transformation because of the relatively small, intimate milieu, typical of colleges. The originality lies in the paucity of other research focused on transformation in an FE context. The value lies in its showing that particular teaching approaches can transform students in this context.

Transformative value is a central tenet of transformative service research (TSR) because it affects individual and community well-being, quality of life and sustainability. Although transformative value plays a significant role in well-being, the literature suffers from a lack of sound interdisciplinary conceptual frameworks that delineate how transformative value is created in services throughout the service consumption process. Therefore, the purpose of this paper is to examine the nature and role of service communications during the various stages of the service consumption process to enable the creation of transformative value for people and the environment.

To achieve the above goal, the authors integrate agenda-setting theory (media theory) combined with framing and relational dialectics (communication theories) as well as TSR.

In line with the objectives of the study, the authors propose an integrative framework named Transformative Value Creation via Service Communications (TVCSC) that explains how firms set their transformative corporate agendas through their dialectics with consumers, society and media. This transformative agenda is reflected in the marketing mix of their services (7Ps) as communicated with various means, physically and digitally (sales/frontline personnel, advertising, CSR, social media and website). Recommendations for a transformative marketing mix are provided. Furthermore, TVCSC illustrates how value is co-created in all customer–firm interactions via relationship dialectics throughout the service consumption process to result in transformative value outcomes.

The proposed framework identifies several research gaps and provides useful future research directions.

This is the first comprehensive framework that explains how transformative value is created through the various communications in services and is the outcome of value co-creation interactions of the service consumption process.

This chapter explains how the Social Change Model of Leadership served as the process for uniting the campus on Cabrini Day around one shared vision of Leadership for Social Change. It also uses Mezirow’s theory of transformative learning to examine the resulting transformation that occurred among students engaged in this process.

In an effort to showcase students’ transformation into leaders for social change, the chapter focuses expressly on students enrolled in one particular course. These students worked together to develop a live simulation for Cabrini Day that brought campus community members through the real-world experiences of unaccompanied immigrant minors fleeing to the United States to escape violence in their home countries. The chapter employs an action research methodology to describe how, when, and why these students became transformed. Students’ planning steps, actions within the live simulation event, and reflections on their actions were analyzed using the individual, group, and community values of the Social Change Model, as well as the tenets of transformative learning theory.

Findings reveal that the Social Change Model is a viable process for integrating curricular and cocurricular endeavors on campus. Findings also show that this process can lead to transformative student learning outcomes.

Integrating curricular and cocurricular experiences on college campuses can lead to significant student learning outcomes and experiences.

A plethora of principal development programs based on myriad leadership theories currently abounds in many educational jurisdictions globally. Today’s principals, consequently and fortuitously, often feel less isolated and better supported that has been indicated in school leadership research over the past two decades. The purpose of this paper is to discover, however, how principals, through well-designed postgraduate study, can effectively become the transformational leaders, schools regularly require of them.

Action research involving postgraduate leadership students at an Australian university over a two year period, involved three cycles: identification of leadership learning needs, introduction of innovations to their learning and identification of the transformative learning which contributed to their leadership development.

Transformative learning impacts significantly on transformational leadership development. This happens when disorienting dilemmas challenge and open minds to possibilities, and paradigmatic assumptions are questioned. The ensuing awareness enables leaders to demonstrate characteristics of transformational leadership especially the dimension of individualised consideration.

Few studies have aligned transformative learning with transformational leadership theory, but this paper found that school leaders benefit from transformative learning in their quest to become such a leader. The scariness of a metaphoric principal bungee-jump could ultimately lead to rocket launching of the most transformative kind.