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This paper aims to examine critically the literature on transformational tourism and explore a research agenda for a post-COVID future.

A systematic review of the transformational tourism literature is performed over a 42-year period from 1978 to 2020.

Further research is required in terms of how transformative experiences should be calibrated and measured both in qualitative and quantitative terms, particularly from the perspective of how tourists are transformed by their experiences. Similarly, the nature and depth of these transformative processes remain poorly understood, particularly given the many different types of tourism associated with transformative experiences, which range from religious pilgrimages to backpacking and include several forms of ecotourism.

Future research directions for transformational tourism are discussed with regard to how COVID-19 will transform the dynamics of tourism and travel, including the role of new smart technologies in the creation of enhanced transformational experiences, and the changing expectations and perceptions of transformative travel in the post-COVID era. In addition, the researchers call for future studies on transformational tourism to explore the role of host communities in the delivery of meaningful visitor experiences.

Transformational tourism is an emerging body of research, which has attracted a growing level of interest among tourism scholars in recent years. However, to this date, a systematic review of published literature in this field has not been conducted yet in a holistic sense. This paper offers a framework for future research in this field.

This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students.

This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory.

The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity.

Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels.

The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.

The evolution of crowd intelligence is a mainly concerns issue in the field of crowd science. It is a kind of group behavior that is superior to the individual’s ability to complete tasks through the cooperation of many agents. In this study, the evolution of crowd intelligence is studied through the clustering method and the particle swarm optimization (PSO) algorithm.

This study proposes a crowd evolution method based on intelligence level clustering. Based on clustering, this method uses the agents’ intelligence level as the metric to cluster agents. Then, the agents evolve within the cluster on the basis of the PSO algorithm.

Two main simulation experiments are designed for the proposed method. First, agents are classified based on their intelligence level. Then, when evolving the agents, two different evolution centers are set. Besides, this paper uses different numbers of clusters to conduct experiments.

The experimental results show that the proposed method can effectively improve the crowd intelligence level and the cooperation ability between agents.

This paper proposes a crowd evolution method based on intelligence level clustering, which is based on the clustering method and the PSO algorithm to analyze the evolution.

The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.

This study aims to explore a self-managed action learning (SMAL) initiative undertaken by social work assessors in England, which led to insights into the practice of SMAL.

The paper draws upon the experience of the authors in relation to an actual SMAL intervention in a social care context in England.

The paper suggests that, in contrast to extant literature, it is not the absence of an “expert” facilitator, which has proved to be most challenging but rather dealing with the practicalities of managing inter-organisational sets online. Specific individual and inter-organisational learning came about as a result of the SMAL initiative, including the implementation of inter-organisational networking to support isolated assessors.

The ideas and perspectives discussed in this paper will be explored through further empirical research.

The paper illustrates how SMAL can be implemented and suggests how it can facilitate organisational and individual learning.

The paper discusses an initiative with the aim of better supporting assessors of newly qualified social workers; a task of enormous importance to the future of social work practice in England.

The paper contributes to a limited literature on the practice of SMAL. The uniqueness comes from both the multi-organisational aspect of the programme, that it is self-managed and delivered virtually.