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The authors present concepts developed at University of Naples Federico II (Italy), where the Challenge Based Learning methodology (CBL) is utilised in a programme aimed at software development for the Apple technology ecosystem. The collaborative and self-guided, inquiry-based learning method focusses on intrinsic motivation of learners, working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach. As entrepreneurship is best promoted through practice, the programme is a guided immersion into reality that is entrepreneurial in nature, rather than a simulation of hypothetical projects, and requires learners to take ownership of entrepreneurial skills to complete the course. Academic research has shown that use of storytelling is beneficial to learning and can foster engaging and more formative experiences. Additionally, scholars have developed systems to design unscripted narratives within educational contexts using emergent narrative concepts. This conceptual chapter describes an educational experience design system that encourages unscripted, emergent narratives for experiential education. It categorises the components for designing an educational experience that allows the learning progression to be affectively driven by learners. By focussing on setting parameters and giving learners autonomy as co-authors, the model describes mechanisms that allow powerful, unscripted narratives to emerge based on intrinsic motivation. The Emergent Narrative System developed by the authors is a contribution to innovation in entrepreneurship teaching and intends to empower learners towards building entrepreneurial and twenty-first century skills complementary to software development education in a conducive and experiential learning environment.

The purpose of this paper is to investigate the effect of gamification design elements of virtual corporate social responsibility (CSR) game on customers’ continuance intention to participate in social value co-creation and the mediation effect of psychological benefit.

Three scenario simulation experiments of the between-subjects design were conducted to examine the influencing mechanism of reward mechanism of virtual CSR game on customers’ continuance intention to participate in social value co-creation.

The findings indicated that: there are significant differences between the effect of behavior-based reward and result-based reward on customers’ continuance intention to participate in social value co-creation; the psychological benefit plays a moderating role between game reward mechanism and customers’ intention to continuously participate in social value co-creation; the game narrative mode plays a moderating role in the influence of game reward mechanism on customers’ intention to continuously participate in social value co-creation; the background for game placement moderates the interactions of game narrative mode and game reward mechanism on customers’ continuance intention to participate in social value co-creation, namely there is significant interaction of gamification design elements on psychological benefit and customers’ continuance intention to participate in social value co-creation.

This research has the following limitations. First, restricted by research conditions, the game scene, as the experiment material, can only be exposed to the participants in the form of text, thus customers’ psychological benefit (especially the entertainment experience) may be affected. Second, theoretical argument and literature support were not enough when the authors put forward the research hypotheses, due to the lack of research on the application of gamification in the CSR field. Third, considering the complexity, the authors took the psychological benefit as a unidimensional variable, in this research; it may be funnier to divide it into three variables. Finally, because the game design elements form into a virtual customer environment that jointly influences customers’ psychological benefit, the method of qualitative comparative analysis can be considered in future research.

It provides insights for marketers on the planning and design of a CSR strategy. The conclusions of this research have a certain guiding significance to the formulation of CSR strategy and the practice of social value co-creation. First, enterprises can apply gamification to the design of virtual CSR projects to promote customers’ continuance intention to participate in social value co-creation. Second, on the consideration of customers’ psychological benefit, enterprises should reasonably match such game design elements as game placement background, game narrative mode and game reward mechanism, when designing a virtual CSR game, so as to promote customers continuously participating in a virtual CSR project.

Virtual CSR projects are in fact the activities that enterprise co-create social value with their stakeholders. So, the research on customers’ continuous participation in virtual CSR projects is helpful for increasing social welfare.

This study confirms the effect of reward mechanism of a virtual CSR game on customers’ continuance intention to participate in social value co-creation from the perspective of customer psychological benefit. It also provides insights for marketers on the planning and design of a CSR strategy.

This article seeks to analyze retrospective and emergent narratives in a changing organization. It aims to uncover the emic meanings of resistance to diversity change.

This article is based on interpretative research in a German high‐tech company, informed by the anthropological frame of mind.

The organization studied needs to cope with an increasing number of foreign employees. As narrative analysis showed, English language and diversity are associated negatively with an organizational dark age. In the past, a focus on sameness and on German language has been a successful counter‐strategy. Yet, in the present, this strategy forces German and non‐German employees into a dichotomist relationship that hinders diversity change. Through narrative analysis, other values of the past, such as caring for each other, and the metaphor of organization as family, are discovered. These concepts are highly adaptable to the new present and should be supported and facilitated in order to create trans‐cultural sameness.

The contribution of this article is to show how to utilize identity‐based resistance for organizational change, in this case diversity change. Emergent and retrospective narratives of the self are a viable tool of analysis.

Identity‐based resistance to change originates in the inability to link the past collective self to present conditions. This is often seen as an obstacle to change. This article uncovers the emic meanings of resistance, thereby utilizing it for diversity change.

Purpose – The chapter seeks to broaden the literature on narrative identity by focusing on the processes by which collective, or group, identity narratives develop over time.

Methodology/approach – The chapter combines a “netnography” approach (i.e., ethnography using the Internet) with traditional ethnographic procedures in order to develop an in-depth case study of the collective identity narratives of a selected community that is undergoing rapid economic change.

Findings – Over the course of approximately one century, there have been six distinguishable identity narratives in the selected community. We show that three of these, covering most of the period under investigation, have historical value, while three others are currently competing to become a new narrative identity adapted to the community's altered situation.

Research limitations/implications – The online survey used in the research elicited responses from a broad range of persons nationwide, including both current and former residents. The total number of responses, however, was relatively limited, and we cannot be certain to what degree they represent the views of all current members of the community.

Practical implications – The findings of the chapter may prove useful to local citizens, as well as elected officials and business leaders, as they seek to develop strategic plans for the community's future.

Social implications – The research reveals significant differences in attitudes among older and younger residents, as well as between those who had some association with the community's steel mill and those who did not.

Originality/value of paper – The chapter seeks to make theoretical, methodological, and empirical contributions. On the conceptual level, the discussion raises the seldom explored issue of collective narratives. Methodologically, the analysis adds to the literature on “netnography,” which has thus far been largely dominated by scholars in management. Empirically, the chapter identifies specific stories emerging in a deindustrializing community.

This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms.

A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis.

During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context.

While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

A central issue in contemporary dance ethnography is that of writing the somatic – the attempt to articulate kinesthetic, bodily sensations that emerge in a particular culture or context, within a research format (Ness, 2008; Sklar, 2000). Emerging methods including performance making and poetic, narrative, experimental, or performative writing create space for recognition of choreographic and sensory knowledges within ethnographic research.This chapter presents a case study that illustrates what I term “movement-initiated writing”: writing that emerges through dance making, wherein the dance ethnographer is a participant observer in studio practice. This emic approach attempts to translate the felt affects of a specific world of movement into performances sited in the terrains of pages. This mode of writing draws on Roland Barthes’ (1977) notion of the “grain of the voice,” Gilles Deleuze's concept of the “minor literature” (Deleuze & Guattari, 1987), Hélène Cixous’s examples of écriture feminine (Cixous, 1991), and the field of performance writing.

Resilience can be understood as the ability of communities to adapt to disturbances in a way that reduces chronic vulnerability and promotes growth. Disaster scholars assert that resilience is developed through a set of adaptive capacities across multiple domains, including society, the economy, the built and natural environments, and sociopolitical institutions. These adaptive capacities have been thought to be networked, but little is known about how they are connected. The authors explore how institutional capacity and social capital intersect to influence change adaptation, using a case from the Artic: Longyearbyen in the Svalbard archipelago.

The authors use case study methods that integrate original interviews of Longyearbyen residents with news articles and public documents to analyze emergent themes related to institutional capacity, social capital and disaster risk reduction.

Analyses reveal that implementation gaps in hazard and disaster programs and policies, coupled with high turnover of staff in key positions, have created accountability issues indicative of low institutional capacity and weak social capital between the public and government. Additionally, high turnover of the population of the community, within the context of the legacy as a mining company town, is accompanied by social divisions and low trust between diverse cultural groups in the community. This lack of social capital provides little support for institutional capacity to effectively mitigate risk posed by climate change.

This study illuminates institutional capacity building needs directly related to disaster resilience for cases of complex institutional arrangements and developing democracy.

The purpose of this paper is to investigate how spontaneous volunteers make sense of their actions at the scene of accident. More specifically, this paper focusses on the moral aspects of this sense-making process in terms of how spontaneous volunteers justify their own and others actions at the scene of accident through moral positioning.

This is done through a narrative analysis of volunteers’ retrospective stories from the scene of accident. The empirical material consists of interviews with 12 witnesses to traffic accidents.

The narrative analysis identifies two central storylines: the interviewees frame their own and others’ actions through norms of how one should act, and the interviewees frame their own actions by presenting themselves as a person of a certain type, sometimes positioned against an real or imaginative “other”.

Disaster sociologists have long argued that emergent behaviours and norms are one of the phenomena distinguishing disasters from everyday emergencies. However, as this paper shows, emergent behaviours and norms are also present at everyday emergencies such as traffic accidents where spontaneous volunteers can play an important role by filling the void before the arrival of emergency services.

The purpose of this paper is to introduce a novel approach to the analysis of individual and co‐constructed change management narratives, utilizing a framework derived from the theory of complex responsive processes.

The research project explored change management through the analysis of narratives arising from participation in group conversation. This comprised a six‐month intervention with a group of six leaders from the Church of England. An action research method was employed that required the leaders to bring a case study from their work that required a change management intervention. The focus of the research study was not to “solve the problem” but to practice a particular method of conversation. Transcripts of the conversations were analyzed for change or continuity in the organizing narratives. The analytical framework employed comprises three paired categories of organizing narrative themes, namely Legitimate/Shadow; Formal/Informal; and Conscious/Unconscious.

The analysis focuses on both the interactions between these organizing themes and upon the iterations, over time, in the narratives. Following the theory of complex responsive processes, the practice of change management and its consequences are understood not as cause‐effect but rather as participation in emergent narratives. It is suggested that such narratives do not merely contribute to change management within an organization but that from the perspective of complex responsive processes theory such conversational life is change management.

The action inquiry method employed and the approach to data analysis from the perspective of complex responsive processes theory, together constitute a novel approach to researching and understanding change management.