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Using the concept of “community of practice” and a typology developed by Guile and Griffiths, this article characterizes the quality and the nature of learning students achieved while studying in a newly‐implemented pulp and paper vocational program, structured as a co‐operative education program and offered by six school boards throughout the province of Quebec, Canada. The observations come from a five‐year long action research program involving registered students, trainers in vocational centers, and work supervisors in pulp and paper mills. The conclusion highlights the structural barriers in pulp and paper mills that limit students’ access to operations. This co‐op education program is traditional according to the Guile and Griffiths’ typology.

PurposeWith the advent of the Darzi review in 2008, and more recently the White Paper “Equity and Excellence: Liberating the NHS” (2010), the NHS in England is being redesigned to provide high quality, person‐centred services with improved capacity and performance. In this change oriented scenario, stakeholder consultation has a critical role to play given the widespread advocacy in government policy and healthcare literature. In order to support informed decision making, the purpose of this paper is to: explore healthcare infrastructure planning through various approaches to stakeholder consultation within English Primary Care Trusts (PCTs); and develop a conceptual approach to strategic asset management (SAM) based on the findings of stakeholder consultation and engagement exercises.Design/methodology/approachA multi‐method triangulation approach including action research has been adopted to evaluate current stakeholder consultation practices with a local PCT and to explore their approach to healthcare infrastructure planning through: a literature review of stakeholder engagement and theory; evaluation of a local consultation exercise; and a web based document review of consultation practices within 149 English PCTs.FindingsPCT estate managers and healthcare planners have to operate within constantly changing dynamic healthcare environments and need to reduce uncertainty and indecision that often surrounds the debate of reconfiguration of healthcare facilities and services. Consultations by the PCTs vary in: the level of detail provided to the public; sample sizes; detail and transparency of the consultation; distribution and analyses of the consultation; and techniques and approaches.Practical implicationsThe findings of this study can be used by healthcare policy makers to: inform how clinical commissioning groups (CCGs) could be better involved during patient and public engagement; and determine practical ways of putting patients at the heart of General Practitioners (GP) commissioning.Originality/valueThe research identifies gaps within current stakeholder consultation practices in English PCTs and develops a conceptual approach to SAM that accounts for stakeholder consultation; decision making levels within healthcare infrastructure planning within a wider competency based organisational view, which currently does not exist.

PurposeThe present paper aims at understanding how horizontal network collaborations between small and medium enterprises (SMEs) can be designed and implemented to take advantage of a supply chain finance (SCF) perspective.Design/methodology/approachThis study presents an SCF literature background identifying four literature gaps, and in response to them it adopts an action research approach. The empirical analysis is developed on a network-case study: a horizontal collaboration project between small businesses of the Italian wine industry and their supply chains.FindingsSMEs can play an active role in developing – in terms of design and implementation – their collaborative networks by taking advantage of an SCF perspective for themselves, and their customers, based on the reorganization of relationships interface processes. Taking this perspective can be a concrete and crucial way to sustain the development of SMEs and their supply chains in an actual competitive context.Research limitations/implicationsThe paper identifies the theoretical gaps in the literature, suggests new research areas that deserve to be more deeply investigated and connects case-related results to the key concepts. The empirical part presents a real case application that proposes a complete roadmap for managers and practitioners who wish to experience similar projects.Practical implicationsThis network-case study storyline, presenting an overview of ten years of meetings, with related purposes, is suggesting a roadmap for design and implementation of horizontal network as managerial implications. These kinds of active research projects, with a collaborative mixed team of academics and practitioners, and involving a multilayer group of participants, are positive examples for closing the bridge between companies and academia, which enhance this network of small businesses active in trying to improve their competitiveness working together.Originality/valueThe value of the paper is to embrace a supply chain-oriented perspective for an SME, independent of the financial system and based on inventory flow management. Very little literature focuses on inventory-based research within the SCF framework, designed for real implementation in horizontal network collaboration by entrepreneurial ventures.

PurposeThe objective of this editorial is to focus the author’s attention on the nature of pedagogical content knowledge (PCK) and its development through Lesson Study.Design/methodology/approachDiscussion in the editorial draws on papers in this issue, synthesized through the lens of PCK and supported by evidence from relevant literature.FindingsTeachers' engagement in lesson and learning study action research has the potential to develop their PCK in two ways: they gain insights into the ways their students experience objects of learning with reference to their own content knowledge, and they gain insights into the ways students should become able to experience objects of learning in more powerful ways identified by the teachers. The papers in the current issue elaborate on the contextual development of PCK from multiple perspectives: STEM teaching, cross-cultural lesson study, inclusive education and cultural competence through bansho.Originality/valueThe studies presented in this issue allow the readers to see PCK through different lenses.

PurposeThis research seized the COVID-19 pandemic-induced economic recession as a strategic response background to answer whether serious games (SGs) can be effectively applied to facilitate the strategic decision-making process.Design/methodology/approachThis paper develops a conceptual model and hypotheses based on the strategic formulation and SGs literature. Virtual-gamified workshops treat four companies in a quasi-experimental framework applying an action research design approach. The data were analysed triangularly from the observations, the focus group interviews and the surveys.FindingsA SG facilitates conveying conceptual recession management knowledge and structures the decision-making process. It incentivises creativity and motivation. Meanwhile, it is a tool to mitigate human errors due to cognitive biases. More importantly, it offers a new means to improve strategic decision-making adapted to different cases. The variety of game elements expands possibilities for different needs.Originality/valueThis paper creatively bridges the gap between strategic decision facilitation and serious gaming in a crisis. It contributes a conceptual model and provides practical insights into SGs mechanics for companies.

PurposeThe purpose of this paper is to investigate digital knowledge sharing (KS) and social learning (SL) of geographically dispersed employees during the COVID-19 pandemic.Design/methodology/approachThe method is qualitative case study action research within a leading global provider of comprehensive logistics and transportation solutions; 22 employees from various geographically dispersed entities were selected through purposive sampling. Employees took part in interviews to explore their perspectives on and experiences with digital KS and SL.FindingsFindings first show that successful digital KS and SL hinges on the motivation, intentions, attitude and behaviour of employees to share and co-create knowledge embedded in supportive KS culture and climate. Second, findings show that the implementation of knowledge sharing platforms customised to the needs and preferences of employees within the case study organisation facilitated KS and SL, which in turn aided the development of individual and organisational capability, agility and adaptability required in the contemporary, digital knowledge economy, especially during the COVID-19 pandemic.Research limitations/implicationsThis research was a single case study of an organisation within one business sector, namely logistics, encompassing a small sample of 22 employees. Hence, this study does not permit statistical generalisation but only permits internal generalisation.Practical implicationsForming and sustaining networks of influencers, i.e. employees who are role models of digital KS and SL, who serve as strong advocates and ambassadors for instilling a KS culture and climate within the organisation have a powerful influence on evoking digital KS and SL organisation-wide.Originality/valueThe contribution of this paper is that it presents an evidence-based “Digital Knowledge Sharing and Social Learning model” depicting the factors that influence digital KS and SL, the benefits and outcomes. This model aids researchers and practitioners to better understand the dynamics of digital KS and SL between organisational members in a cross-cultural business environment during times of crises.

Purpose This contribution investigates methodological questions concerning Change Laboratory interventions. It contemplates the research questions: To what extent the Change Laboratory can be situated within the panorama of qualitative inquiry? If so, to what extent can the methods and strategies of inquiry help improve a Change Laboratory intervention? Design/methodology/approach To answer the first question, this paper makes an overview on key terms of qualitative research; subsequently, it presents the characterising features of the Change Laboratory. Then, it takes a historical perspective and compares the Change Laboratory firstly against action research, and secondly with design experiments. To answer the second section, it examines a case study of Change Laboratory with teachers that the first author facilitated. Next, it displays how trustworthiness was ensured through a thick description and member checks. Findings The paper argues that the Change Laboratory is a strategy of inquiry; it aligns with the characteristics of qualitative research, and it follows the agenda of a participative paradigm. Furthermore, the methods and strategies of inquiry such as thick descriptions and member checks, not only can improve rigour and validity of the intervention but also strengthen the outcomes of the Change Laboratory itself. Originality/value The Change Laboratory is well defined as a formative method, but not fully understood as an investigative method. Although scholars discussed methodological issues of Cultural Historical Activity Theory in diverse articles, the relationship between the Change Laboratory and qualitative inquiry has remained unclear.

PurposeExecutives who are engaged in strategic planning for higher education generally complain about the process and the lack of clear outcomes from the strategic plan. They generally argue that the process is complex and sometimes confusing and the end result does not justify the time spent in preparing the plan. The extant literature on strategic planning in higher educational institutions (HEIs) is replete with these types of complaints. The work undertaken in this paper provides a solution to this problem. This paper proposes a simplified and efficient strategic planning model which executives can use to facilitate strategic planning in HEIs. This model takes into consideration, all the elements of previous models and synthesize them into a manageable, simplified framework that can be adapted to meet the planning needs of senior executives in any HEI.Design/methodology/approachThe paper uses the action research framework to ground the solution to the problem identified. The action research framework is a sound research method that assists in resolving some of the practical problems executives in HEIs encounter as they move towards strategic planning. The researcher and a client in the higher educational sector, the UWI, engaged in collaborative problem-solving to develop a strategic plan for the client. To derive the solution, the researcher drew on the experience of the strategic planning process at the University of the West Indies (UWI) and also a number of selected universities in North American, Europe, Asia and Africa. The researcher then synthesized the outcomes from the deliberations and consultations with the client, the UWI and drew on theoretical knowledge in strategic management to derive the simplified model for strategic planning in higher education.FindingsThe research presented in this paper found that the existing strategic planning models used in higher education are generally complex, mostly designed specifically for an individual institution and lacks clarity regarding the implementation process. To overcome these problems for strategic planners in higher education, this paper proposes a simplified model that can be adapted by any HEI to assist with their strategic planning process. The Brainstoming- Visioning Action Results (B-VAR), the solution to the problem, presents the various elements of the strategic planning process that will need to be in place in order to develop a workable strategic plan and one that is implementable and will deliver tangible results for the HEI.Originality/valueBesides adding to our knowledge in strategic management and specifically, strategic management in higher education, the greatest value from this paper is the solution it presents to solve the long-standing problem of having complex and ineffective planning models to lead strategic plan development in HEIs. The added value is that the model is integrative as it draws on elements of previous planning models but simplified them for their adaptation to any HEI.

PurposeThe purpose is to explore how the process of action research (AR) can support building legitimacy and organizational learning in innovation project management and portfolio practices in merger contexts.Design/methodology/approachMeta-reflection on method issues in Action Research through an action research case study with an innovation group during an organizational change process. This case demonstrates an example of an action research cycle focused on building practitioner legitimacy rather than problem-solving.FindingsKey findings include (1) demonstrating how AR can be used for building legitimacy through visualizing the innovation process, and embedding those visuals in top management practices of the organization; and (2) demonstrating how AR can work as an organizational learning tool in merger contexts.Research limitations/implicationsThis study focuses on an action research cooperation during a two-and-a-half-year period. Thus, findings offer the depth of a medium term case study. The processes of building legitimacy represent this particular case, and can be investigated in other organizational contexts to see the extent to which these issues can be generalized.Practical implicationsFor researchers, this paper offers an additional type of AR cycle to consider in their research design which can be seen as demonstrating a form of interplay between practitioner action and organizational level legitimacy. For practitioners, this paper demonstrates a connection between legitimacy and organizational learning in innovation contexts. The discussion of how visuals were co-created and used for building legitimacy for an innovation process that differs from the standard stage gate model demonstrates how engaging in AR research can contribute to developing visuals as resources for building legitimacy and organizational learning based on connections between theory and practice.Originality/valueThis case rethinks AR practice for innovation project management contexts to include legitimacy and organizational learning. This focus on legitimacy building from organizational learning and knowledge conversion contributes to our understanding of the soft side of innovation project management. Legitimacy is demonstrated to be a key concern for innovation project management practices.

PurposeThe purpose of this paper is to demonstrate how action research-based interventions can effect change in a complex and challenging professional service environment (Lewis and Brown, 2012). This paper presents a successful way to do this. First, by eliciting factors for change driven by deregulation in the United Kingdom’s (UK) legal service sector (Falconer, 2005). Second, by designing and implementing context-sensitive change in a selected legal service firm.Design/methodology/approachThis research adopts a participatory action research methodology involving the use of systems thinking (namely the PrOH modelling methodology) to design suitable interventions and catalyse change.FindingsThis study has generated new knowledge on three fronts–to the legal service operations, to methodology and to the intellectual framework used for abductive reasoning (Checkland and Poulter, 2006). Lessons are transferable to wider professional service operations research. Findings indicate, despite traditional challenges of delivering typical professional services, there is potential for rationalising processes and service delivery commodification, mainly in the low volume, high variety legal service typology (Silvestroet al., 1992).Research limitations/implicationsThis research uses data from an in-depth study of a single organisation.Practical implicationsThis research helped legal service professionals to improve overall efficiency and effectiveness and create new management tools.Social implicationsThis research could help improve legal service operations and make them more accessible.Originality/valueThis research applies a novel, systems thinking based methodology for the first time in a complex professional service operations environment leading to three-fold contributions in the areas of practice, theory and methodology. The paper uses a change management framework (the Change Kaleidoscope), a soft systems methodology (PrOH modelling) and applies these to legal services.

PurposeThis study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.Design/methodology/approachThis study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.FindingsEleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.Originality/valueThis paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world.

Purpose The purpose of this paper is to investigate the consequential impact of COVID-19 on mental health organizations. Via the context organizational development (OD) action research of an organizational case analysis, this paper offers recommendations to mental health organizations on an approach to help recover from the financial losses caused by COVID-19 restrictions and to also help ensure that mental health specialists are provided with sufficient support so they may continue to provide meaningful service to clients in need of therapeutic care and assistance. Design/methodology/approach The approach is an action research case study that uses an OD framework and a content analysis of the current literature. Findings The real-world case study uses an action research OD intervention to provide tools and recommendations that other similar organizations might be able to use to respond to COVID-19. The findings implicate practices and approaches that organizations can use to adapt to business and marketplace disruption of COVID-19. Originality/value COVID-19 is an emerging issue, as a result any research and development in this area is of significant value to researchers and professionals.

PurposeThe purpose of this paper is to discuss the findings and outcomes from research undertaken in 2016 on diversity in British horse racing. The last decade has seen increasing focus on improving gender balance in senior roles in most sectors. Motivation for change within horse racing came from women at a senior level, who identified that the industry was behind in this respect. This work offers a case study to consider, with a business case context, whether an initiative, driven from the top, can open up a conversation about inequality and precipitate change that benefits women across a whole sector.Design/methodology/approachThis research took an action research approach using a survey alongside key stakeholder interviews.FindingsThe findings showed a diverse industry with complex career paths. Growing numbers of women have entered the sector, though this was often not reflected in women's seniority or in perceptions about their capabilities. Issues identified included the importance of mentoring, networking and career advice for women's progression, which are needed to navigate myriad career paths and male-dominated structures. The paper argues that investigating equality issues from a perspective of those in leadership roles can lead to pragmatic initiatives supporting women at all levels.Originality/valueThe originality of this paper is that it focuses on work which, for the first time, explored women's career participation in the horse racing industry. It challenges existing critiques of using a business case to promote gender equality.

PurposeThis research investigates the use of real-time online polling to enhance university teaching and learning.Design/methodology/approachUsing a case study and employing action research, this work shows how polling can improve professional practice, learner engagement and teaching performance.FindingsIncorporating the right type of online real-time polling into lessons is a professional challenge and can be hard work for teachers but has overriding benefits.Research limitations/implicationsThis research reports one lecturer's experiences within two UK universities, limited to location, variety of students and lecturer technical capability. The research implications are that online polling, especially in different learning environments, is needed. Previous research is outdated or limited to real-time polling for teaching and learning during physical classes. There are research opportunities therefore in the use of polling before, during and after class.Practical implicationsThis research finds that the field of online polling needs to be seen as a modern teaching tool that now uses students' personal technology for easier use by students and teachers: it is more than the use of archaic “clickers” which were extra classroom items to be bought and maintained. Also, online polling, before, during and after classes, can be employed usefully and have validity within teachers' toolboxes. This paper shows how such polls can be successfully deployed.Originality/valueWhilst there are previous reports of polling undertaken within teaching and learning events, this paper builds upon those experiences and boosts collective understanding about the use of polling as a way to improve professional practice and increase learning.

Purpose This paper aims to share responses from current literature, a small case study about perceptions and practices of the school of education faculty toward multicultural and educational issues concerning the rapid rise in online environments during coronavirus (COVID-19) experiences and just-in-time strategies for addressing digital equity and educational inclusion in K-16 online educational settings. Design/methodology/approach This is a conceptual paper that emerged from an action research case study. The study included four faculty in an urban school of education. The faculty participants were asked to provide examples of educational inclusion strategies used during transitioning their courses and advising to online environments in a Research I university. Faculty included one educational leadership, one sports management, one special education and one teacher education professor. Central issues explored practices related to language, technology access, curriculum design and technological competencies and assessment. A driving question was: How do institutions, schools or educators provide learning opportunities to support digital equity and inclusive education practice to maintain and strengthen relationships and core practices of multicultural education during a time of physical distancing during COVID-19? And what are the experiences, barriers, successes? Findings Research-based transformative knowledge, real situations and practical resources for considering inclusive education curriculum concepts were found that are connecting educators, teachers, learners and communities during this time of crisis. Research limitations/implications Methodological limitations that influenced the research design include conducting research in a totally virtual environment, small sample size, lack of diversity in curriculum content and one research site. The data collection was limited to written responses from the faculty participants. This action research study took place in a time frame limited by COVID-19 conditions during a four-month period. Practical implications In theory and practice, this new online movement suggests learners, teachers, educators and leaders are gaining experience and knowledge about resources and strategies for using new technologies, assessments and flexible curriculum as powerful tools for building language, curriculum and social-cultural communication bonds across generations and including special needs populations. Such new and emerging strategies could be used to bridge gaps in a time of distancing to support inclusive and equitable learning environments in education to minimize the effects of an emergent COVID-19 digital divide. Social learning culture as constructed, performed and captured in patterns of cooperation among faculties shows the world becoming more open and less restricted by borders. In conclusion, an emerging new conceptual framework is presented in Figure 2 to support action planning to bridge the digital equity access and learning gaps created by COVID-19. Social implications It is in times of strife and difficulty that problems and issues become exacerbated. While some educators easily adapted and took on the challenges of online learning, others needed time for learning and mourning (literally and figuratively). The issues of equity and access have become even more apparent as this paper takes inventory of intersections between multicultural education, special education, sports education and K-16 education overall. This is an excellent time to reflect on how education can address the cultural, economic and social barriers that impact student learning globally for all learners. Originality/value The brief collective case study reports educational experiences during a time of crisis that stimulates creative and innovative approaches to creating inclusive and equitable online learning environments to address diverse learning needs. The various and often contrasting educator responses from faculty facing digital and educational challenges present ideas that might be applicable in the global learning environment beyond the COVID-19 pandemic.

Purpose There is a growing call for novel approaches in education with respect to sustainable development. Transformative learning lacks empirical research. This paper responds to that gap and aims at analysing how transformative learning nurtures ecological thinking. Design/methodology/approach The Students Swap Stuff sustainability project is the result of a transformative and action-oriented learning process within the course Corporate Social Responsibility of the Master Environmental, Health and Safety Management, Faculty of Economics and Business at KU Leuven, Brussels, Belgium. Framed by the appreciative inquiry method, students set up a swapping system to limit overconsumption, waste and spillage caused by students’ stay in Brussels for a semester or longer. The paper is focusing on participatory action research, using semi-structured interviews with twenty-two participating students exploring whether their assumptions regarding the dominant paradigms in management have been transformed. Forty-nine participants in the closet swap completed a questionnaire related to their motivations. Findings The project was helpful in rethinking the traditional economic system and in decentering the economic element allowing for a different way of thinking, integrating trust and restoring the value of just giving. Four insights from the Students Swap Stuff project are relevant for other action-oriented learning approaches: start from a specific framework to guide the action; give enough time to dream what might be, but always link it to delivering what will be; insert sufficient moments of reflection; and give the students ample opportunities to express their feelings during the project. Research limitations/implications First, the research focused on one case, the Students Swap Stuff, with a limited number of students participating in the project. The aim of action-oriented learning, however, was not mere action, but the action had to lead to insights that are helpful for other cases and situations. Second, the interviews were set up between peers. Information about their background, such as families, preferred activities during leisure time, attitudes in favor of the environment, were not directly integrated in the semi-structured questions. This could be part of follow-up research emphasizing aspects of environmental psychology. Practical implications This study reveals that transformative and action-oriented learning demand a lot from students and lecturers. To avoid confusion on the concept “action,” praxis could be used to emphasize that thinking and doing exist simultaneously. Students learn in a natural way, but do not always see the effects immediately. Lecturers have to respond to this in a constructive way and have to include reflection moments on a regular basis. Originality/value Apart from the dominant research on students as objects, there is little research with students. This paper goes further by combining two stances: students as co-creators of knowledge; and students as participants in action research.

PurposeThe purpose of this paper is to clarify the methodological logic of coproductive research approaches like action research, collaborative research, interactive research and participatory research in a way that can clarify its effectiveness and scientific qualities in high quality knowledge production, and show the way that it can be integrated with institutionalized textbook science.Design/methodology/approachThe paper clarifies the character of coproduction as research methodology concept, the logic of coproductive research approaches, and its characteristics compared to quantitative and qualitative methodology. A model for characterizing research approaches from leading textbook social science is developed to specify the character of coproductive research approaches and support integration in mainstream research methodology discussions.FindingsThe paper develops a research methodology framework for coproductive logic and approaches to research, to support the integration of this type of approaches in mainstream research methodology.Research limitations/implicationsThe developed model of coproductive research approaches is not empirically described. Therefore, researchers are encouraged to test and further develop the model in relation to cases and designs of research projects.Practical implicationsThe paper is helpful for guiding the design of coproductive research in practice, i.e., in research project development or in research methodology education.Social implicationsThe development of coproductive research approaches supports making science relevant and useful for solving pressing problems and improving social conditions. It also is enabling stakeholders to participate in research and development processes, thus the democratization of research and knowledge production.Originality/valueThe paper contributes to integration of the family of coproductive approaches in mainstream research methodology discussion through the development and elaboration of a framework for organizing the description and development of coproductive research approaches. The aim is that the framework is valuable for both academics, practitioners and students in designing coproductive research projects.

PurposeThis paper has chosen a participatory action design (PAD) to approach the construction of KPIs in a novel way. A PAD will assist the researcher to encourage involvement, engagement of multiple stakeholders in the KPIs construction process.Design/methodology/approachA workshop series based on participatory action design was developed together with the researcher and stakeholders at the innovation department of a large international organization. PAD facilitated interaction between the researcher, stakeholders, and KPIs under construction.FindingsThe findings show that the PAD workshops created interlevel collaboration and group dynamics in constructing the KPI. The knowledge that was shared during the PAD workshops enabled an understanding of the process of constructing a KPI in innovation, where stakeholders design and implement simultaneously. In the end, it was a challenge to construct a KPI using the PAD, as certain conditions seemed not to be.Research limitations/implicationsThis paper enhances our empirical understanding of applying PAD to construct KPIs in innovation. This study adds to the growing interest in literature to implement novel methods such as PAD to construct a KPI in innovation.Practical implicationsPractically, the findings of this study will inform managers in innovation (projects) to use a method such as PAD to construct KPIs in innovation. This study shows the implication of using a PAD for a KPI and what opportunities and challenges it can bring.Originality/valueThis paper is one of the few papers that address using the participatory action design methodology for the construction of KPIs in innovation. To date, PAD is rarely used to construct KPIs in innovation.

PurposeThe purpose of this paper is to examine the role of capacity building in reverse mentoring as an enabling routine in bringing about changes in cognitions and capabilities for strategy formulation/implementation and organisational change.Design/methodology/approachThis paper is based on an action research case study of a reverse mentoring initiative for digital transformation in a large metal multinational based in India. The capacity-building action research was carried out during a consultancy project.FindingsTop management team (TMT) change does not always provide the route to change in managerial cognition. Sometimes the TMT has to develop cognitive changes and new cognitions through learning and engage in way-finding to formulate/implement a strategy. Such learning requires routines, here digital reverse mentoring with capacity-building intervention, to enable development of personal knowledge (Eraut, 2000), along with cognitive changes, leading to development of capabilities. Such capacity-building routines serve as the enabling processes that facilitate learning and cognitive change.Research limitations/implicationsThis study demonstrates the value of enabling process routines to facilitate learning and cognition change in bridging strategy implementation and change. It also suggests the need to look at a strategy as way-finding in order to better understand the gap between strategy formulation, implementation and change.Practical implicationsThe study suggests the need for development of learning and cognition change routines as enabling processes in firms and provides insights into how old economy firms may adapt to digital era.Originality/valueThis study documents the routine of digital reverse mentoring as an enabling process for strategy development/implementation.

PurposeA wider participation from outside the top management team can support the strategy creation and execution of firms through improving access to knowledge, increasing innovativeness and creating legitimacy for the strategy. However, creating a climate of trust where ideas are freely expressed and challenged is easier said than done. This paper thus focuses on trust in strategizing, in particular in strategy workshops with wider participation.Design/methodology/approachThe analysis is based on qualitative data from 10 strategy-making processes consisting of a total of 28 strategy workshops. Data were collected through interviews and joint reflections with the leaders, external facilitators and consultants, as well as through action research.FindingsThis study identifies three factors that influence trust in strategy workshops with wider participation, namelyopening up the conversation,clarity of the participative processanddelivering with honest intent. These factors could play crucial roles in creating the trust needed for wider participation in strategy workshops.Practical implicationsThis paper provides strategy actors (e.g. leaders, consultants) with actionable knowledge about what strategy workshops with a wider circle of participants require to create trust.Originality/valueThis study relates to the ongoing and increased interest in openness for strategy-as-practice in general and open strategy in particular. Moreover, it contributes to the discussion that the boundaries between strategizing and change tend to become blurry. Therefore, the present paper contributes to the theory and practice of strategy creation, strategy execution and change by investigating wider participation in strategy workshops.

PurposeThis paper considers the role of culture in crisis management narratives. The importance of sensemaking and sense-giving to crisis management is expanded by exploring how understanding organization culture may affect the plausibility of sense-giving narratives in crises.Design/methodology/approachThe crisis management, sensemaking, sense-giving and organizational culture literature studies are briefly reviewed. The paper then explores how plausibility may be dependent on organizational culture and how different cultures may create different dependencies. Propositions are developed and the potential organizational interventions based on these propositions in the action research tradition are offered, as they are potential practical and research implications.FindingsOrganizational cultures as shared sensemaking mechanisms provide leaders with the framework for constructing crisis management messages. A plausible message must resonate within the shared cultural experiences of members to shape and direct behaviors during a crisis while maintaining necessary flexibility to evolve as the crisis progresses.Research limitations/implicationsPotential avenues of future research include empirically testing the effects of cultural alignment on crisis management messaging employing action research or other methods, how strength of culture affects the process and the malleability of plausibility.Practical implicationsPractical implications include an organization's understanding of how culture affects not only the messages sent but also how employees might receive the sense-giving narratives. The paper also highlights the importance of flexibility in sense-giving narratives to allow evolution of the message as the crisis changes. Additional practical implications are provided.Originality/valueThis manuscript considers the role of culture in crisis management sense-giving narratives, a topic that has received little research attention. The manuscript argues that aligning the narrative within the organization's shared cultural understanding will increase employee acceptance and adherence to the message. The paper further discusses the importance of flexibility in the sense-giving narratives as the crisis changes.

PurposeThe purpose of this paper is to describe how top management teams' expertise in comprehensive and intuitive decision-making contributes to effective improvisational decision-making in times of crisis. Also, improvisational decision-making, as a means for balancing or transcending the dualities of comprehensive and intuitive decision processes, enables the three strategic decision-making processes to coexist and contribute to decision-quality when in crisis.Design/methodology/approachAfter providing a general overview of comprehensive, intuitive and improvisational decision-making and introducing paradox theory, this paper offers a conceptual model of the link between improvisational decision-making and decision quality in crisis situations. Three boundary conditions are discussed: expertise in comprehensive decision-making, expertise in intuitive decision-making and the paradoxical balanced combination of comprehensive and intuitive decision-making. Two brief cases are included to illustrate the theory.FindingsAlthough comprehensive and intuitive decision-making are rooted in distinct information processing approaches with different cognitive demands and at times contradictory logics, they can be combined in unique ways when senior executives improvise decisions in crisis situations.Practical implicationsParticularly in the contexts of crises, it is critical for managers to understand the value of improvisational decision-making and the balanced combination of decision-making tools available to them in order to make rapid and quality decisions. Potential action research interventions are suggested.Originality/valueThis paper offers an integrated model of decision-making, encompassing comprehensive, intuitive and improvisational processes and highlights the combinatory and synergistic nature of these approaches in a crisis.

Purpose This paper aims to explore the feasibility of implementing the natural inventory model (NIM) developed by Jones (1996, 2003) in biodiverse wildlife corridor plantations, from a non-government organisations’ (NGO) perspective. Design/methodology/approach Undertaking the first cycle of an action research approach, the project involves collaboration with Greening Australia Tasmania (GAT). GAT is endeavouring to establish native wildlife corridors throughout the Tasmanian midlands, using science-based biodiverse plantations. The majority of the areas identified by GAT as essential for the establishment of these wildlife corridors are on privately owned land, primarily used for agricultural purposes. This paper explores whether stewardship of the land “sacrificed” by landowners may be demonstrated via the quantification and communication of improvements in biodiversity using the NIM. Findings Results suggest that the existing NIM is impractical for use by an NGO with limited resources. However, with some adaptations incorporating science-based measurements, the NIM can be used to account for biodiverse wildlife corridor plantations. Practical implications The findings have implications for not-for-profit, corporate and government sectors in terms of how accounting may facilitate the quantification and communication of conservation and restoration efforts. Social implications Biodiversity loss is now considered to be a greater threat to the planet than climate change. Efforts to account for biodiversity are consistent with the UN 2030 Sustainable Development Agenda and the Australian Government’s “Biodiversity Conservation Strategy” (2010). Originality/value While prior studies have successfully implemented the NIM using secondary data, this is the first known to test the feasibility of the model using primary data in collaboration with an NGO.

Purpose The purpose of this paper is to explore the roles of work integration social enterprises (WISEs) in the Swedish establishment programme for newly arrived refugees, and how its set-up affects WISEs preconditions for social innovation. Design/methodology/approach The paper builds on a longitudinal and qualitative action research study of a WISE and its work in organising a course for labour market integration, in the context of the Swedish establishment programme. The authors were actively involved in the study as embedded researchers. Findings The exploration identifies a number of roles that WISEs take on in the establishment programme. It illustrates how WISEs hybrid character places participants at the centre of the innovation process, where their opinions and knowledge are considered crucial, and how this positively affects their ability to gain skills and confidence. However, the study also makes visible how issues of coordination between stakeholders in the programme lead to mismatches between course content and participant profiles, colliding activities and sporadic participation. In short, the bureaucracy embedded in labour market integration systems erodes the preconditions of WISEs to foster social innovation. Originality/value The embeddedness of the authors provides in-depth knowledge regarding how complex state systems affect WISEs in practice. Importantly, it also gives insights into the experiences of refugees, a group that is often mentioned in the literature on WISEs, although mainly in passing.

Purpose This paper aims to describe how social capital is mobilized in the mediation of periurban water insecurity induced by urbanization and climate change. Investing in social capital through the process of creating mechanisms for civic engagement is an important means of building resilience of periurban communities. Design/methodology/approach This paper draws on ethnographic and action research. The main sources of data were direct observation of water appropriation and access and semi-structured interviews. Convenience, snowball and theoretical sampling were used. Findings The residents of periurban Gurgaon have lost access to water on account of urbanization and climate change. In this context, they mobilize social relationships to collectively improve their access to water. Norms of cooperation and kinship play an important role in the mediation of water insecurity. Creating social capital by building platforms for civic engagement helped to improve their water security. Originality/value While there has been much interest in issues of periurban water insecurity, the role of social capital in the mediation of water insecurity has received scant attention. At the same time, while scholars have been interested in the role of social capital in adapting to the impacts of climate change, it has scarcely been studied in a periurban context. This paper seeks to bridge this research gap.

Purpose The purpose of this paper is to explore the relationship between Husserl’s phenomenology and soft systems. An important idea arising from the action research programme at the University of Lancaster is the notion of soft systems. The concept of soft systems, that distinguished it from other systems (holistic) thinking of the time, was the conscious link between soft systems thinking and phenomenology. Phenomenology is that the realm of intentional consciousness that enables the phenomenologist to develop a radically unprejudiced justification of his (or her) basic views of the world and of himself and explore their rational interconnections. Similarly, in soft systems, it is acknowledged that reality is formed by sensation and fashioned by experience. It is not exclusively a process of thought (although this may shape how we process our experience), for us the world exists as the result of a subjective appreciation of it. In Part 1, the author explores how phenomenology informs soft systems theory and practice through the work of Husserl and some of those that influenced him and were influenced by him. In Part 2, the author explores a possible relationship between Husserl and Gadamer as a possible intellectual grounding for organisational inquiry. Design/methodology/approach The research was conducted by examining published material relating to the development of soft systems ideas and Husserl's phenomenology. Findings An analysis of the ideas within the material suggests that phenomenology can be considered as a underpinning the notion of soft systems Research limitations/implications There is difficulty tracking down important papers that recorded the development of soft systems (i.e. 1970–1990) as Lancaster University had disposed of all issues. However, the author tracked down a source and was able to use this material as part of the research. In addition to helping research the origins of the idea, it also provides a paper trail for other researchers interested in these ideas. Practical implications Tracing the published material relating to soft systems necessitated visits to several universities as many of the important papers where no longer held by the University of Lancaster library. Social implications It seems apposite that the ideas behind soft systems are resurrected as they offer an alternative way of thinking about complexity – which the modern world seems increasingly creating Originality/value There is a lack of research into soft systems as the publications describing the Lancaster research programme have centred around soft systems methodology (SSM). Checkland remarked a decade or so ago that said SSM should be taken as given and other ideas explored. There is little evidence that the soft ideas have been explored outside variations of SSM, this paper is intended to encourage more research into ‘soft’ systems.

PurposeThe purpose of this paper is to investigate the multidimensional nature of social and nonprofit organisations' accountability and performance measurement systems (PMSs). It further considers how these systems help in defining outcome performance indicators downward to beneficiariesDesign/methodology/approachThe paper discusses participatory action research (PAR) within an Italian social enterprise. In order to increase dialogue, participation and engagement, the researchers adopted focus groups as a preferred method of investigation and conducted a broad documental analysis from July 2016 to March 2018. The paper discusses the gathered data in light of the social impact value chain as well as the multiple-constituency approach.FindingsThe findings support the idea that social and nonprofit organisations lack the expertise and resources to evaluate outcomes and impact; however, through PAR, the organisation defined their desired outcomes and ascertained which internal output measures were most likely to be correlated with these outcomes. Moreover, the findings highlight that nonprofits develop outcome measurements less frequently because they have more control over their immediate activities and outputs.Practical implicationsThis research suggests the need to reinforce lateral and downward accountability based on mission and mission-based activities in order to make the performance management system of social and nonprofit organisation linked to the organisational strategies.Originality/valueThis paper innovates methodologically in two directions: 1) it adopts action research as a qualitative method, allowing the researcher to generate solutions to collectively-identified problems and 2) the paper's arguments are strongly supported by rich empirical exploration that occurred over a period of 20 months in an Italian social enterprise.

Purpose This study aims to explore the ideas of Husserl and Gadamer as a possible basis of future soft systems methods of enquiry. Design/methodology/approach In Part one, the author has taken up the argument that soft systems is underpinned by Husserl’s phenomenology. The implication of this contention is an acceptance of subjectivity, and that our understanding the world is based upon personal experience. A consequence of this thinking renders predetermined models of the world to be deficient because each situation is unique. Instead of seeking a “solution”, the soft systems investigator engenders a cycle of learning as a means of gaining greater understanding. This means that a soft systems inquiry involves exploring the situation with those involved as a means of reaching an informed way forward. In this second paper, the author continues to explore Husserl’s phenomenology and also consider Gadamer’s ideas on hermeneutics and the importance of the “cycle of learning” that is central to any soft systems inquiry. The study concludes with a summary of points that, the author suggests, should be considered when undertaking a “soft” systems inquiry and in the development of any methodology that may enable it. Findings Both papers explore the phenomenological ideas of Husserl and the relationship to soft systems. In paper one, the basis of this exploration was Checkland's assertion that phenomenology could be the basis of soft systems. In the second paper, the author takes this further by exploring Gadamer's ideas on hermeneutics and reflect upon the possibility of blending them with Husserl's thinking. Research limitations/implications I had some difficulty in tracking down the published work relating to the development of soft systems, notably the Journal of Applied Systems Analysis. This journal was published by Lancaster University and covered more than 20 years of debate and provides an important record of its development. The author managed to find what might be the only compete set at the University of Southampton. This allowed the author to gain some understanding of the development of the thinking. Since the late 20th century, the number of publications on soft ideas has been severely limited, seemingly reflecting the dominance of reductionist science. It seems timely for such a paper as this to help initiate further debate. Practical implications As indicated above – the difficulty is finding early journal publications where the ideas and their relationship to the action research programme emerged. Checkland himself, with whom the author has always enjoyed a close relationship, has, at the age of 90, withdrawn from academic activity; the early papers in the Journal of Applied Systems Analysis are probably the only “evidence” of the developing ideas at that time. Checkland has summarised the development (see references in the author’s two papers), but these early documents have the advantage of being written by a variety of scholars at the time rather than a single source. Social implications The current crisis of the corona virus demonstrates the strength and the limitations of reductionist thinking. It is appropriate at this time that other methods and ideas of thinking about complexity are “visible”. Whilst there are many ideas, techniques, methods and so on in systems, these come from a common base, namely, to accept a world as tangible and easily modelled; adopting and alternative way of thinking can be challenging and healthy. Originality/value Soft systems thinking is 50 years old, but there has been virtually no progress since the soft systems methodology (SSM) emerged of Husserl and Gadamer in the 1970-1990s; such is the dominance of this methodology. This paper attempts to revisit the early thinking and consider what soft systems thinking means rather than focus on SSM.

Purpose As the use of building information modeling (BIM) for facilities management (FM) continues to grow, questions remain around the quality and completeness of digital assets to support FM practices. This paper aims to examine the current gap between digital and physical assets in the absence of formal information requirements and its impact on the handover process. Design/methodology/approach An action-research was carried out with a large public organization to understand the challenges of their current FM processes and the steps required in developing an asset information model (AIM) from a project information model (PIM). A mixed method approach was employed with interviews, document analysis and an exploratory pilot case study. Findings This paper investigates the process, the challenges and the level of effort of the information commissioning process to create a fit-for-use AIM. Four distinct steps were identified in the process as follows: analyzing the handover PIM and documents, extracting FM-specific information, populating the model with the information and attaching operations and maintenance (O&M) documents. The research highlights the significant amount of effort that is required when no specific asset information requirements are formulated at the project onset. Practical implications The paper presents an information commissioning process that helps to develop an AIM from a PIM. Understanding the impact of the lack of requirements on the information commissioning process can help asset owners understand the importance of defining and articulating their information requirements up front. Originality/value This paper provides empirical evidence of the impact of the absence of formal information requirements on the development of a fit-for-use AIM.

PurposeThis paper aims to explore the pertinent issues, barriers and pitfalls of intergenerational communication in business families during their leadership succession period.Design/methodology/approachBuilding on relational leadership theory, the paper makes use of an action research approach using a qualitative single case study to investigate communication barriers and pitfalls in business transition.FindingsThrough action research, interventions were taken in the underlying case, which increased the consciousness, as well as the personal and social competencies of the business family. Thus, business families stuck in ambivalent entanglement understand their underlying motives and needs within the change process, get into closer contact with their emotional barriers and communication hindrances, which is a prerequisite for any change, and break the succession iceberg phenomenon.Research limitations/implicationsFuture research should undertake multiple case studies to validate and/or modify the qualitative methods used in this action research to increase the validity and generalizability of the findings.Practical implicationsGiven the large number of business families in transition, our study shows the beneficial effects action research might have on business families’ communication behavior along a change process. The findings might help other business families to understand the value of action research for such underlying challenges and decrease communication barriers.Originality/valueThis is one of the few studies to have addressed intergenerational communication of business families using an action research approach.

Purpose Social innovation (SI) has been promoted by policymakers for addressing all kinds of social issues in the context of diminishing government resources. It is, however, difficult to assess the efficiency of SI-based public policies, as the process of SI itself remains largely nebulous. The purpose of this paper is to better understand this process with a focus on its early stage, until the point of identifying a socially innovative idea and in the context of disadvantaged rural communities in India. Design/methodology/approach Co-creation workshops were facilitated to generate socially innovative solutions in villages, using co-design technique. Following an action research approach, qualitative data was collected to produce case studies. Findings This study found that SI was appropriate for addressing development challenges in rural India. Facilitated co-creation was successful in involving all citizens and effective in generating SI. The authors developed a framework of generating SI through co-creation that gives a more precise understanding of the SI process. Practical implications The authors propose a method for co-creating SI that can be of significant use for practitioners. Findings can help design better and more socially impactful public policies. Originality/value This paper focusses on understanding the process of generating SI, using a participatory approach. It is the first work that has been conducted of this sort in the context of Indian rural villages.

Purpose The purpose of this paper is to define a method for sustain lean tools and philosophies on a manufacturing environment. Design/methodology/approach An in-depth action research (AR) methodology procedures applied in two cycles were conducted in an automobile company located in southeastern Brazil. The objective is to test the applicability of the shop floor management (SFM) implementation model as presented by Hanenkamp (2013). Findings The SFM model presented by Hanenkamp (2013) has been outlined, detailed and applied in practice. Opportunities for improvement during the application process of this model were verified by changes in its steps. After developing the AR, the authors have shown that the SFM model, as proposed in this paper, can indeed assist managers in applying and maintaining lean manufacturing practices on the shop floor. Originality/value This paper contributes by aiding in filling the gap between practical applications and the sustainability of lean manufacturing concepts and solutions. Furthermore, the guidelines introduced serve as a benchmark for other companies interested in the topic.

PurposeThis study aims to deepen the understanding of inequality regimes in male-dominated industries, specifically in Swedish forestry and mining, by exploring how conceptions of gender, class and place are articulated and intertwined when doing gender equality in these organizations.Design/methodology/approachThe article draws on empirical material from four research and development projects inspired by a feminist action research methodology.FindingsThis paper shows how gender equality works in these male-dominated organizations simultaneously constructing gender, class and place. When men are at the focal point of gender equality, our empirical findings suggest that blue-collar workers in rural areas are described as “being the problem” for gender inequality in these organizations. Addressing specific groups such as women or blue-collar workers in rural areas is not enough to challenge the inequality regimes that exist in these organizations, since a unilateral focus on certain groups leads to skewed problem formulations.Originality/valueResearch on gender equality work and its relation to intersectionality in male-dominated industries is limited, and by focusing on men and masculinities, this paper contributes to knowledge concerning gender equality in male-dominated industrial organizations.

Purpose The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an overview of the latest development of the innovation pedagogy approach. It provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational aims and involving a sustainable future as the priority in all education. Design/methodology/approach The research methodology is based on action research, participatory observation and on the experiences of the authors of the development process, which has taken place in one Finnish university of applied sciences during the past decade. Findings The implementation of innovation pedagogy requires time, participation of the whole educational community and management commitment. The study describes the results of the development work and states that the educational goals require consideration of values, processes and structures. Research limitations/implications Because of the case study setting and a specific cultural context, there are limitations to the generalizability of the findings. Originality/value Focusing on the development of the concept of innovation pedagogy helps to understand how education development takes place gradually and how it can simultaneously aim to respond to the demands of a sustainable future. This study extends approaches on research in education and innovation pedagogy.

Purpose The purpose of this paper is to develop an existing collaborative research methodology process (Sabri, 2018), contextualise it for application in humanitarian supply chains and test it empirically. Design/methodology/approach Building on collaborative research methodology and humanitarian supply chain literature, the Sabri’s (2018) collaborative research methodology process is further developed to comprise eight phases of collaborative research contextualised for the humanitarian supply chain domain. The process is applied in a collaborative research case of academia–practitioner knowledge co-creation in a humanitarian supply chain setting, focussing on environmental sustainability improvement. The collaborative case analysis suggests a number of refinements to the elements of the process. This study undertook two cycles of academia–practitioner collaborative research. Findings In testing the process, a noticeable improvement in the collaboration among different humanitarian stakeholders was observed, leading to improved stakeholder management. The implementation improved the sustainability awareness and social inclusion of the affected population. Rurality, remoteness, security issues and resistance of field staff against change were among the main challenges for supply chain researchers to engage in collaborative research in the humanitarian domain. Originality/value The paper addresses the rigour‒relevance‒reflectiveness debate in the humanitarian supply chain domain. A collaborative research methodology process derived from action research is further developed using humanitarian literature, and then it is applied in a humanitarian logistics case focussed on environmental sustainability. The present collaborative research process facilitates engaged scholarship among the humanitarian stakeholders, as the researchers’ roles move from observatory to participatory knowledge broker.

Purpose The purpose of this paper is to explore the opportunities of geographical child protection assessment methods for adolescents victimised in extra-familial contexts. Design/methodology/approach Presenting empirical evidence from an action research study within one child protection service in the UK, the study draws upon qualitative data from practice observations, case review, training and five context assessments. Findings Safety mapping and neighbourhood observations provide options to assess extra-familial contexts. Findings reveal that these methods support practitioners to build local knowledge of areas supporting interventions into community places rooted in principles of child protection. Research limitations/implications While geographical methods are already used by the police to map the locations of crimes, these methods provide opportunities to account for young people’s own experiences of harm and support interventions into neighbourhood spaces supporting a contextual safeguarding approach to adolescent harm. Practical implications The paper highlights the need for further testing of contextual safeguarding approaches and policy guidance that outlines whose role it is to protect children in communities. Social implications Geographical assessment methods provide a route to engage with young people’s lived experience of place. And develop interventions that target contexts and not just individuals affected by extra-familial harm. Originality/value The paper presents original research into the use of geographical assessment methods to be used within a child protection framework.

Purpose The purpose of this paper is to improve the efficacy of professional support services and teaching processes within a leading UK university so that they align better to changing academic requirements and external market forces, using a novel systems thinking methodology. A case study is given from a school in a leading UK university. Design/methodology/approach The case uses a novel process modelling methodology known as the process-orientated holonic modelling methodology. Abducted rationalisation is used to reflect upon the 4V’s theoretical concept of operational characteristics (volume, variety, variation over time and visibility). The paper also briefly describes the unique systems thinking principles behind the methodology and its use of abductive rationalisation. Findings The methodology and models show that it is advantageous to simultaneously review strategic processes and operational processes because this enables roles, processes and tasks to be more purposefully redefined and more closely meet endogenous organisational requirements and exogenous market forces. Originality/value This work will interest organisational analysts wishing to use a novel approach to improve strategy and operational processes in higher education and universities. The practical implications of the study are discussed using the 4V’s theoretical concept: volume of throughput, variety of offerings, variation over time and visibility of processes to students. The international context and implications are outlined.

Purpose The purpose of this paper is to develop, implement, test and further enhance a framework for measuring organizational change initiatives. Design/methodology/approach The conceptual part of the framework is based on the structured analysis of existing literature. The framework was further developed during an action research (AR) study where the authors developed, implemented, evaluated and improved the measurement system for organizational change initiatives. Findings The academic literature is rich in conceptual articles providing required characteristics of a “good” measurement system and frameworks for how organizations should measure performance. However, academia provides less empirical evidence of how these performance measurement systems can be implemented, evaluated and improved. In this paper, the authors present a study where the developed measurement system has been implemented, evaluated and improved. The results in terms of how the actual framework worked as well as the response from the case organizations are equally positive. Research limitations/implications The framework has been implemented in two different, major change initiatives in one case organization. While the results are truly encouraging, the framework needs to be further tested and refined in more organizations. Practical implications There is a gap between academic perception and practical reality regarding how organizations should measure performance in general as well as measuring organizational change initiatives. The presented, and empirically tested, framework measures both the results of the change initiative (effectiveness) the actual change process (efficiency) as well as the perception of the change initiative and process from different key stakeholders. Originality/value This is the first developed, implemented and further improved measurement system for organizational change which measures both the efficiency and effectiveness of the change initiative (process).

Purpose Students' simplistic observations and uninspired solutions for social-ecological dilemmas were the motivation for this study. The purpose of this paper is to foster systemic thinking in students and study the role of the lecturers. Design/methodology/approach The research was designed as a self-study action-research (AR), which was carried out by the lecturers of an environmental citizenship course in a teachers' college. The paper describes three AR circuits, expressed in three stages of field mapping by students: group mapping at the beginning of the course, initial individual field mapping and field mapping prior to action design. Findings Analyzing the maps after each stage allowed for design modifications. The findings indicate that field mapping helped students better understand the complexity of a social-ecological system and their role within it. Lecturers were required to maintain a delicate balance between teaching and supporting the students' first-hand experience as environmental citizens. Research limitations/implications The study's conclusions are based on a case study and are therefore presented dialectically rather than as global generalizations. Practical implications Mapping the field of action can serve as a powerful tool in fostering a system approach to environmental citizenship in many educational settings. Originality/value The paper presents the use of Kurt Lewin's field theory for environmental education and for fostering environmental citizenship based on systemic and ecological thinking. The diversity of students' conceptualizations of the complexity of a social-ecological system, as revealed in this study, calls for further research of field-mapping as a teaching method.

Purpose The purpose of this paper is to introduce the reader to the Nordic tradition of Critical Utopian Action Research (CUAR) and to demonstrate how CUAR might reinvigorate participatory democracy as an intrinsic characteristic of social enterprise. This leads us to sketch out the beginnings of how researchers might work with communities to help realise their democratic impulses through social enterprise. Design/methodology/approach This paper aims to synthesise the participatory action research literature, particularly CUAR, with literature on social enterprise and democracy to demonstrate how the two approaches might fruitfully be combined. Findings The authors show how CUAR might be utilised by researchers, to articulate new social enterprise organisational responses to local problems or to reinvigorate democracy within existing social enterprises. Originality/value This exploratory paper marks (we believe) the first attempt to bring together social enterprise and CUAR.

PurposeThe objective of this paper is to draw up management guidelines on environmental sustainability for architectural and engineering design firms.Design/methodology/approachThe paper is derived from a research experience between 2010 and 2018. That experience comes from three source sets: Management Development Program for Design Firms from the Research Line of Management Design, Department of Civil Construction Engineering, University of São Paulo in Brazil; papers including a doctoral thesis; and literature review. Revisiting and investigating processes were conducted by research questions, resulting in lessons learned, management difficulties and guidelines.FindingsThe guidelines were drawn up from a strategic sphere, understanding internal and external factors to the firm, diagnosis of the firm's management and sustainability, a building sustainability plan, implications of the plan for management processes, plan monitoring and control and plan evaluation.Research limitations/implicationsThe studies were mostly conducted in Brazil, and one of them in the USA. Other studies could be carried out in other countries comparing findings or implementing the guidelines.Practical implicationsThe findings will provide feedback to Management Development Program for Design Firms (PDGEP) in the action research method. Moreover, the knowledge about firm's capabilities can advance understanding of architectural and engineering (AE) design firm management as support for sustainability, performance and building information modeling (BIM).Originality/valueArchitectural and engineering design firms are hardly discussed; design is treated in the building project context, giving prominence to technical solutions, not to management ones.

Purpose This paper aims to explore how in Irish small- and medium-sized enterprises (SMEs), problem-based learning (PBL) could possibly provide a paradigm which addresses two key research objectives: What are the learning needs and challenges faced by Irish SMEs? and How could PBL satisfy these needs through integrating formal and informal learning? Design/methodology/approach An action research methodology was adopted using Lewin’s (1994) action research cycle. In the reconnaissance stage, surveys and focus groups were conducted with a purposive research sample of Irish SMEs regarding their learning needs and challenges. Based on these results, a plan was formulated to adapt the traditional PBL model into a workplace PBL model (wPBL). Lastly, the wPBL model was implemented and evaluated in 42 SMEs. Findings The research identified several specific learning needs for SMEs, namely, learning that is cost-effective, tailored to the company and its challenges, immediately applied, demonstrates a tangible outcome (is measurable), organically fostering a learning culture, addresses knowledge gaps, continuous, develops communication, team work, problem-solving and technical skills. The traditional PBL model was adapted into a wPBL model to meet the above learning needs of SMEs. It was found that the wPBL model had the potential to address long-standing company problems (making it cost-effective), facilitate continuous learning and develop horizontal and transversal skills such as problem-solving and communication. Originality/value Much of the learning that takes place in SMEs is incidental or informal, and often does not contribute to the long-term sustainability of the organisation. This paper aims to propose a practical framework using wPBL to structure incidental and informal learning in SMEs so that it provides an immediate benefit to the company. To date, there has been little research into the application of PBL outside higher education, and the paper proposes a framework to assist the transition of PBL to a workplace environment.

PurposeThe performance of the state machine has been the subject of research and innovative practices, which seek to explore its sources of knowledge and improve its internal processes. Business governance and business process management (BPM) occupy a prominent position in these studies. The purpose of this paper is to analyze the full implementation of the Unified BPM Cycle in operational activities to recover federal public credit, from the implementation of the corporate governance structure to the audit of the processes implemented.Design/methodology/approachThe case was developed in a federal public advocacy body and used a predominantly qualitative multi-method approach. The phases were organized using the research project matrix, and the predominant research procedure was action research. The information was obtained through questionnaires, observation and focus groups.FindingsA corporate governance structure was designed for the activities surveyed. Papers and responsibilities were defined. Processes were prioritized, improved and documented, and as a result of the implemented control, personal and organizational results gained greater visibility.Research limitations/implicationsBecause this is a single case study, it would be advisable to apply the method used in similar organizations to enrich the analysis presented in this study and compare the results.Practical implicationsThis paper contributes to the consolidation of the knowledge about the practical application of the researched subjects and foments the applied research to the public management.Originality/valueThis paper describes an empirical case study about the integrated application of activity governance and the Unified BPM Cycle in operational activities and studies all phases of implementation, providing a broader perspective of their impact on these activities. The road map used can serve as a reference for future research in the area of public credit recovery.

Purpose Present-day engineering education is in dire need to expose would-be engineers to a systemic view of the world. Society’s problems are getting increasingly complex “wicked” problems, and they require inter and transdisciplinary approaches to understand and “dissolve” them (that is to solve them systemically). In this context, the purpose of this paper is to invite engineering educators to reflect on the need to teach systems thinking and spark their interest on finding appropriate methods to do so. This paper aims to describe an actual intervention at Universidad de Ibagué (UNIBAGUE), Colombia, where the methodology of teaching systems thinking as a foreign language has been on trial for one year. Design/methodology/approach Starting with a simple model of teaching systems thinking, and using an action-research methodology, the teaching model is gradually evolved to a model for teaching systems thinking as a foreign language. Findings The authors only have preliminary qualitative results with this systems-thinking teaching model. Although these results are encouraging (the authors think basic systems concepts are better apprehended by the students), further research is needed. One objective of the present paper is precisely to invite engineering educators to experiment with this teaching model. Research limitations/implications The authors think it is necessary to exploit further the teaching-a-foreign-language analogy. There is a vast experience on methods for teaching second and foreign languages. They could enrich the method and hint at possible directions for further research. Practical implications Teaching systems thinking is a field still open for wide research. The pedagogical model developed in this research to teach systems thinking could benefit other teachers of systems thinking to build upon. Social implications As one of the referees pointed out: “The implications of the insides obtained in this research are very significant to society. The problem observed in the systems thinking researchers and practitioner's community about how to disseminate systems thinking knowledge and how to embed this way of thinking into the minds of young people (K-12, university, etc.) is addressed in this research. In it is shown an experience that provides very valuable insides about how this can be done. Originality/value The idea of teaching systems thinking as a foreign language has not been widely explored. Furthermore, we feel that inasmuch as systems thinking is more of a skill or competency, than a technique or theory, then the model of teaching which emerges from this case study might be more appropriate than models of teaching based in the old educational paradigm.

Purpose The purpose of this paper is to present an approach to incorporating mobility into continuous manufacturing following the advent of Industry 4.0 (I4.0). Design/methodology/approach The investigation is based on a year-long canonical action research into a paper-manufacturing company implementing core I4.0 technologies. Findings The findings show how to: classify manufacturing mobility strategy based on the dimensions of team, task and control; design business processes enabled by mobile cyber–physical resources; involve different stakeholders in modeling mobility; and create a comprehensive guide to assist in implementing the mobile digitalization required by I4.0. Research limitations/implications Despite the complexity, richness and depth of the insights obtained in this research for mobility management in process industries, this inquiry was conducted in a single organization. Practical implications As the fourth industrial revolution encourages decentralization and increased interaction between humans and machines, this paper presents a model to capture the mobility potential in manufacturing. The tools proposed in this research can be used to steer investments in industry transformations that fuse the physical and digital worlds, overcoming mobility constraints. Originality/value Theoretically, this paper expands the concept of manufacturing mobility in I4.0. In practice, it proposes a participative roadmap to assist technology management in increasingly decentralized environments, identifying the intertwined network of cyber–physical actors, processes and services.

Purpose The purpose of this paper is to analyze what the concept of agility means for communication evaluation and measurement and to challenge assumptions of goal-oriented and organization-centric approaches to evaluation and measurement. Design/methodology/approach This paper is a development debate based on a literature review, regarding agility, evaluation theory, communication evaluation approaches and what agility means for communication measurement. Findings Agility teaches that what works is more important than what was agreed upon in advance, so it is with more emphasis on needs rather than objectives. Regarding evaluation, the findings show that in today’s communication evaluation theory, evaluation is equated with summative evaluation of smart designed and fixed objectives. In agility, evaluation is always formative, to foster development and improvement within an ongoing activity. Consequently smart objectives are no longer valid as fixed benchmarks and ex ante and ex post evaluations do not exist; instead evaluation is an on-going and forward looking activity during action. Regarding measurement, the basic focus in agility on user needs implies that qualitative methods are more obvious than quantitative. The classic Weberian idea of “Verstehen” is helpful to understand how to focus on needs rather than objectives. This paper finally explores the merits of action research and sense-making methodology as applicable measurements in which “Verstehen” is the basis. Research limitations/implications Agility is a very radical concept. The practical and theoretical implications of agile evaluation and measurement mean a total change for practice as well as for communication measurement and evaluation theory building. Originality/value The value of this paper is that it is the first to include agility into communication evaluation and measurement and that it, consequently, moves beyond organization-centric concepts of evaluation and measurement by bringing the often overlooked user needs into the game.

Purpose This paper aims to report on findings and methodological approaches of the artistic project “Sites for Unlearning (Art Organization)” in collaboration with the Team at Casco at Institute: Working for the Commons, Utrecht/NL, through which processes of unlearning are tested against the backdrop of established institutional structures. This paper constitutes a transdisciplinary contribution to the discourse, exploring its relationship with organizational unlearning, organizational change and feminist, decolonial trajectories. Design/methodology/approach This paper proposes a feminist, decolonial, arts-based approach to discuss “unlearning institutional habits” by means of the long-term project – Sites for Unlearning (Art Organization). This complements the organizational unlearning literature with an arts-based approach, which draws on alternative education and feminist and decolonial literature. This paper responds to the call of this special and introduces a new perspective to the discourse. Findings This paper gives insights into and elaborates on the findings of the artistic project “Site for Unlearning (Art Organization)” through which processes of unlearning are tested against the backdrop of institutional structures. Originality/value This methodology puts in evidence that there are two major areas of concern for those who desire to break established structures in contemporary life increasingly defined by economic, socio-political and ecological pressures – institution on the one hand and learning on the other; the artistic project Sites for Unlearning attempts to challenge both. It builds on the insights and energies developed in and around the studies on unlearning in the fields of alternative education and feminist and decolonial theory and connects them with organizational learning, knowledge management and theories of transformation (Andreotti, 2011; Spivak, 1993; Tlostanova and Mignolo, 2012).

Purpose Assessment for learning (AfL) or formative assessment is an idea widely embraced by the education field; however, it is recognised as difficult to practice at classroom. This paper, with a case study, explores how an action research activity, learning study, helps a group of teachers in Hong Kong transcend some assessment boundaries and develop assessment tools that are more conducive for student’s learning. As guided by variation theory, a distinctive feature of learning study is its intensive use of formative assessment tools, including pre- and post-tests and interviews with students, to provide feedback to teaching and evidence of learning. The purpose of this paper is to investigate how teachers learn to use the formative assessment tools to overcome practical problems in teaching and improve their instruction. Design/methodology/approach A case study was conducted. Data collected included field notes on classroom observations, records of meetings, students’ interviews and students’ writings in both pre- and post-tests. The general framework for qualitative data analysis by Miles and Huberman (1994) guided the data analysis process with the foci on the change in teachers’ perceptions and improvement of their skills in adopting formative assessment tools. Findings Although the initial aim of conducting learning study was examination-driven, i.e., to improve the students’ performance in an external examination, it became evident over time that teachers participating in the inquiry process had gained a better understanding of making use of the assessment results as feedback to improve student learning and their instruction. This constituted an ideal case for studying the learning process of the teachers as they practiced AfL and transcend some conventional assessment boundaries in an authentic classroom situation. Originality/value This is one of the scarce studies, which demonstrates how the assessment elements of learning study, i.e. pre/post tests and student interviews, can be integrated into the working practice of teachers as a form of AfL and become an integral aspect of classroom practice.

PurposeThe purpose of this paper is to address hierarchies in a large program of projects. It explores cultivation of communities of practice (CoP) within a hierarchical client organization that manages multi-billion-euro infrastructure programs and projects.Design/methodology/approachThis paper is based on an exploratory longitudinal case study approach involving action research. In-depth semi-structured interviews, company records, industry reports and observation from a case study in the hierarchical bureaucracy were translated into the language of cognitive maps for software analysis and subsequent interpretation.FindingsThe findings highlight the importance of hierarchy constraints and program management practices in project-based firms. The involvement of senior management in CoP cultivation reinforced the community’s contribution to strategic value creation in the firm under scrutiny.Research limitations/implicationsThis paper mobilizes the concepts of boundary spanning and loose coupling as a way of analyzing the role of CoPs in bureaucratic hierarchies to promote learning and knowledge transfer. The results of the study suggest that application of those concepts can contribute to sustainability of CoPs in hierarchical organizations by giving them social space to span horizontal and vertical boundaries.Practical implicationsThe authors practically contribute to the field by demonstrating the process and the impact of CoP sponsors’ engagement in their cultivation. This was enabled through the research-oriented action research component. The paper also concludes that cognitive mapping may provide a useful addition to engaged research, potentially simulating and influencing change in practice.Originality/valueThe academic contribution concerns understanding the roles of hierarchies, program management and CoP cultivation in project-based firms. It offers clear guidelines for managers of hierarchical bureaucracies to cultivate CoPs to address hierarchical constraints and how CoPs differ in organizational form.

Purpose The purpose of this paper is to introduce prolonged therapeutic community action research and compare research on new social movements in both Latin America and throughout the Australasia Southeast Asia Oceania Region where the later region’s new social movements emerged in large part from Therapeutic Community Outreach. Design/methodology/approach The qualitative method used combined prolonged depth interviews, action research, gathering warm data (N Bateson) and archival research and triangulated the findings. In writing this paper, a connoisseur derived narrative method is used consistent the socio-cultural contexts involved. Findings The characteristics and significant implications and values of these new social movements are outlined. These new social movements are not taking familiar forms with political power as an identifier – rather, a core feature is their transformatory potential in re-forming socio-cultural and socio-psychic patterns of everyday social relating penetrating the micro-structures of society. New forms of social movement are lively in unexpected public places within everyday socio-cultural life. Research limitations/implications The research implications extend to providing processes used in pioneering TCs in Australia in the 1960s. Practical implications Co-action outlined may be a resource for therapeutic communities under threat in parts of the world. Social implications The transformatory potential within new social movements is not political, but socio-cultural and any focus on power relations would miss this shift. Originality/value The action research overviewed in this paper is perhaps a unique example of prolonged engagement in integrated action research on TC processes over more than 60 years.