Transformative Learning Process Research Articles

The transformational triggers of international experiences

Purpose– The purpose of this paper is to identify the antecedents of the transformational learning process associated with early international experiences. Secondarily, this research aimed to explain how the antecedent “transformational triggers” may contribute to developing intercultural competencies.Design/methodology/approach– A qualitative study was conducted using open-ended survey response data regarding the transformational triggers that occurred during a study abroad program. The data were collected from a sample of 82 participants from a Midwestern university in the USA.Findings– Four categories of transformational triggers were identified: immersing with local customs and people, experiencing the novelty of “normality,” communicating in a new language, and finding time for self-reflection.Research limitations/implications– For a qualitative study, the sample size was sufficient for exploring the types of transformational triggers associated with early international experiences. One limitation of this study is that the sample studied were undergraduate students, or young sojourners, experiencing early, and for some even their first, international experience. Future research can replicate the findings to confirm the same typology of transformational triggers exists for older managers during their early or first international assignment.Practical implications– The transformational triggers identified from this study provide managers with an understanding of the type of experiences that are important to developing intercultural competencies. With these triggers, they can design global leader development programs or expatriate assignments to include time and tools to reflect and provide support specific to each type of transformational trigger.Originality/value– This study offers the first field study of the transformational triggers associated with developing intercultural competencies from early international experiences.

A New Model of Adult Transformative Learning: Contextualizing Spiritual Intelligence (SQ) Theory

<em>In 1978, Jack Mezirow divulged the theory of adult transformative learning. For over thirty-years, transformative learning theory has inspired a considerable amount of empirical research and theoretical musing. The primary focus of this research has been exploring ways to expand the transformative learning process in adult education. The objective of this study is to extend the theoretical exploration of transformative learning by advocating a new model of the transformative learning process that contextualizes empirical research findings of neurologists, cognitive scientists and psychologists that is being termed here collectively as spiritual intelligence (SQ) theory.</em>

Piloting of Blended Learning: Implementation and Benefits

This paper is based on piloting of blended learning as a transformative learning process in order to keep pace with technological innovation. Our redesign of the course was the intention of the use of blended learning as a tool for high-quality, meaningful and longer lasting knowledge, improvements in learning outcomes and greater engagement of students in learning. We chose Moodle platform as a highly sophisticated learning management system with many modules and its possibilities of application in the learning context to develop the online component as a supplement to classroom lessons. After conducting an analysis of the course and a questionnaire, we concluded that students use all the segments of the online component and they become more engaged, their assignments end on time and at the end they would express their satisfaction with the course redesign. Using the T-test for large independent samples there is statistically significantly better performance in the final test (p<0.01) for students who have used Moodle compared to students from the previous generation attending traditional classes, while in the theoretical part of the exam there are higher grades instead of middle, but without statistical significance (p>0.05), which leads us to the view that blended learning helps, above all, average students to upgrade and advance their knowledge. Considering that many of our student are athletes, blended learning is a good choice for them as they are professionally engaged in sports and they can follow the course and complete their assignments in addition to sports commitments. This piloting will serve as a parameter for future use of blended learning to be more adapted to the needs and objectives of students and eliminate any disadvantages.

Transformative Learning as an “Inter-Practice” Phenomenon

Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing views of the relationship between social context, individual experience, and the processes of learning, transformative learning and practice-based learning theories can be regarded as complementary. In this article, elaborations of practice-based learning theory are drawn on to highlight the learning potential of movement between social practices. Mezirow’s version of transformative learning theory is analyzed to disclose a role for social practices in the transformation process. In terms of the concepts of practice-based learning theory, it is proposed that “transformative trajectory” offers a potentially illuminating addition. In terms of Mezirow’s theory, it is argued that transformative learning can be viewed as an “inter-practice” phenomenon.

Resonance as Transformative Learning Moment

This article describes the findings from a study of the transformation experiences of African war survivors to understand how the process of transformative learning is experienced in posttrauma contexts. A narrative inquiry was conducted based on 12 interviews of African war survivors in Canada and 6 autobiographical accounts of survivors living in Canada, United States, and England. The results show that the following six themes of a postwar narrative define the process of transformation: (1) resonance as transformative learning moment, (2) realizing purpose in the postwar narrative, (3) social consciousness as an outcome of transformation learning, (4) determination: the will to achieve postwar goals, (5) spiritual and moral development, and (6) value of life. The theme of resonance as transformative learning moment is the core of this process and raises questions for the practice of transformative learning where trauma and social change are part of the context.

Close-up of the craft of making a multimodal lecture for teenagers about the universe: the importance of a meaningful context and supporting colleagues

In this paper I reflect upon transformative peer learning processes connected to the structuring and communication of a lecture for teenagers about ‘Man in the universe’. The lecture transported the lecturer and me, his observing colleague, from one existential vantage point to another. The joint experience of art and science combined in the lecture was not only acknowledged, but this experience also brought about change in habits of mind. The questions posed for this study of the craft of making a multimodal lecture for teenagers were: what are the characteristics of the lecture, and what are the possible reasons for transformations of understanding among two involved colleagues? Transformation, multimodal meaning, and some principles from Otto Scharmer’s U Theory of a creative process (the intention, the relation and authenticity) serve as guiding principles in the reflective text. Multimodal reflection in action is suggested as a concept suitable for this type of a lecture. A suggestion is also to call the lecture a lecture performance. Risk taking, the provocation and vulnerability of the lecturer in the encounter with teenagers is acknowledged as part of the situation. However, the reward in engagement, involvement and innovation is potentially very high.

Steps along the journey: Documenting undergraduate White women’s transformative processes in a diversity course.

This article documents the transformation of cognitive and relational dispositions within a group of 14 White female undergraduate students ranging in age from 18 to 21 years and enrolled in a semester-long diversity course. Using Mezirow’s transformative learning theory as an interpretive frame to guide our phenomenological analysis of written assignments, data revealed that students experienced multiple cognitive and relational transformative processes. Findings suggest that transformative learning theory’s (Kitchenham, 2008; Mezirow & Associates, 2000) framework around processes of transformation is a useful analytical framework for capturing students’ unique transformative learning processes or journeys. Findings further suggest that, students’ relationships with members of cultural communities previously unfamiliar to them were an important part of students’ transformative journeys. These relationships provided students with tangible experiences that assisted them in shifting their worldviews and arriving at greater understanding of how inequality, oppression, and prejudice impact the daily lives of others. Finally, the findings indicate that instructors’ perspectives on what accounts for a transformative process is often not aligned with students’ opinions of their own growth and development. The study concludes that transformation is a process, and that all steps are a necessary part of a transformative experience.

Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles

The purpose of this research was to develop an inclusive evaluation of “transformative learning theory” that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated adults. Based on a review of the rational/cognitive, extrarational, and social/emancipatory perspectives of transformation learning theory, the survey reflects the assumptions underlying these perspectives through survey items and allows the survey to be used in multiple contexts both inside and outside the formal classroom. Survey development included a comprehensive review of the literature, external review by experts in adult education, focus groups for clarification of the items, the calculation of interitem correlations for each scale and cross-scale correlations, and the calculation of Cronbach’s α reliability coefficients. This survey has the potential to advance the study of transformative learning by being inclusive of several existing theoretical perspectives that have common outcomes.

Exploring transformative learning opportunities as part of the delivery of a video-based intervention

A teacher of the deaf reported a change in perspective following her involvement as a participant in a therapeutic intervention known as video interaction guidance (VIG). We applied a model of transformative learning to validate this report and to explore how this process was initiated. We analysed the transcriptions of two video selections from a 35 minute therapy intervention session with the teacher of the deaf for indicators of stance. The teacher of the deaf’s change in stance is mapped in her discourse throughout the session to explore this learning process. The proposition is that particular discourse components can trigger a transformative learning process. Our analysis showed that the participant frequently used binary distinctions to structure their talk subsequent to the guide having introduced a dialectic exploration of a binary proposition. The object of the learning extends beyond the video component as the participant situates this learning in their wider communicative practices. We explore the ways in which the intervention facilitated this learning process and discuss the ways in which the potential for learning can be maximised.

Transdisciplinary Research, Transformative Learning, and Transformative Science

The relationship between inter- and transdisciplinary research and potentially transformative science is poorly understood. We use a case study of a long-term transdisciplinary research effort on hantaviruses combined with findings from studies of team science to generate a hypothesized model that links cross-disciplinary collaboration with transformative scientific outcomes. We show that potentially transformative research depends on the existence of an interesting and worthwhile problem to which participants can contribute in salient ways, human and material foundations within disciplines, collaborative mutualism across disciplines, and a transformative learning process that enables knowledge integration across diverse perspectives. Transformative learning theory suggests that new, integrated conceptual understanding is initiated by disorienting dilemmas. We argue that engagement in cross-disciplinary collaboration produces disorienting dilemmas that initiate transformative learning. Our hypothesized mo...

SMEs' Radical Product Innovation: The Role of Internally and Externally Oriented Knowledge Capabilities*

This study examines the role and contribution of specific internally (knowledge diversity and sharing capabilities) and externally oriented knowledge‐related capabilities (exploratory, transformative, and exploitative learning processes of absorptive capacity) to radical product innovation in small and medium‐sized enterprises (SMEs). It extends the current literature on the topic by considering both types of knowledge‐related capabilities and by hypothesizing and testing connections between both. Our path analysis results, based on a sample of 194 SMEs in dynamic environments, indicate that radical innovation is positively affected by exploitative learning and by the knowledge sharing capability. Implications and suggestions for future research are discussed.

Drawing Toward Transformation and Action in a Forgotten Barrio

This study supported the emergence of a transformative learning and planning community among marginalized informal settlers in Manila, Philippines. The research was rooted in transformative learning theory while drawing from systems theory, planning, and development participation. We adapted the Search Conference (SC) to examine the process of transformative learning within one community. We customized the SC to local learning styles and culture, incorporating more visual and kinesthetic activities by using participatory development tools. With their involvement in participatory action research, participants drove the process from design, to evaluation, and follow-up through cycles of reflection and action. The findings suggest that a community-driven planning process, undertaken in an environment supportive of transformative learning, can foster meaning making, empowerment, and the emergence of a self-managing group. Our research demonstrated that when people engage in critical systemic thinking about their poverty, this can result in learning and actions that transform their lives.

Doing Safer Masculinities: Addressing at-Risk Gendered Behaviours on Mine Sites

Doing Safer Masculinities: Addressing at-Risk Gendered Behaviours on Mine Sites

Ecological education and action research: A transformative blend for formal and nonformal educators

Action research, within the context of an ecological education graduate degree, can result in transformative learning experiences for formal and nonformal educators. Encountering layers of hegemony and awakening to relations of power facilitated a profound shift within these teacher-researchers, engendering a newly felt sense of empowerment. Integral to the transformative learning process were opportunities for reflection fostering greater balance between the personal and professional, learning to accept feelings of confusion and disorientation, and evolving a deeper understanding of ecological education. Moreover, this investigation reveals the existence of a synergistic relationship between ecological education, action research, and transformative learning. This kinship is substantiated through analysis of data from four cohorts of students engaged in capstone action research projects.

Reciprocal Peer Coaching: A Critical Contributor to Implementing Individual Leadership Plans

AbstractBillions of dollars are spent annually on programs to develop organizational leaders, yet the effectiveness of these programs is poorly understood. Scholars advise that value is enhanced by the development of individual leadership plans at program completion, followed by implementation experience with subsequent coaching and reflection. The literature discusses coaching on specific skills in individual plans; research is lacking regarding coaching's value for the individual plan implementation process as a whole. In addition, there is scant literature concerning the use of reciprocal peer coaching in leadership development. This article presents the findings of research aimed at understanding the experience of individuals who completed a leadership development program, prepared individual leadership plans at completion, and then engaged in a process that included reciprocal peer coaching to help them implement their plans. The major contributions of the study concern the importance of the support structure provided, the nature of the benefits identified from giving as well as receiving coaching, and the specification of a transformational learning process regarding both the implementation of individual leadership plans and engagement in reciprocal peer coaching. While the study was conducted in a medical educational setting, the findings have implications for leadership development programs in other areas of education, as well as other organizational settings.

IMITATION PROCESSES AND THEIR APPLICATION FOR BUSINESS MODEL INNOVATION: AN EXPLORATIVE STUDY

The purpose of this paper is to investigate the approach of imitation (across industry boundaries) on business models. We analyzed nine case studies of firms that introduced breakthrough business models by transferring and adapting characteristic business model components of other industries. Our results show that companies can facilitate cross-industry innovation on business model level through a process of abstraction, analogy identification and adaptation. Imitation is realized by deconstructing and mapping business model components based on their contribution to abstract, generic elements of the value proposition. We propose a systematic process model for business model innovation analyzing structural similarities between industries on the level of these abstract elements linked to specific other components of the business model. Firms can leverage this process by transformative learning processes, especially provided through a broad industrial and functional experience of members in business model innovation teams.

A Phenomenological Study on Turnover Experiences and Transformative Learning Process of Corporate Executive Secretaries

A Phenomenological Study on Turnover Experiences and Transformative Learning Process of Corporate Executive Secretaries

Adult Health Learning and Transformation

This article describes a case study of adult learning in a Canadian multisite Community Cardiovascular Hearts in Motion program. The researcher highlights the informal learning of 40 adult participants in this 12-week community-based cardiac rehabilitation/education program in five rural Nova Scotia communities. The effects of this learning and barriers are examined, along with aspects of program design and facilitation that support learning and transformation. The researcher points to the role of emotion in this transformative learning process, and links are made between individual and collective processes in the transformative learning. Transformative learning theorists and health and adult education practitioners can see in this case study how individual and collective health interests can be incorporated into program planning for the community.

Transformative learning for better resource management: the role of critical reflection

Since 1992, integrated management has been promoted as the solution to challenges facing governments and civil society around the world when managing natural resources. It was argued that integrated management could lead to sustainable development if new participatory approaches to social learning could be developed. Since that time, social learning theory has been an important component of resource management literature. This paper argues that until social learning theory leans more heavily on group processes of transformative learning, sustainable development will elude us. Further, a process of systematic, critical reflection is key to transformative learning, as we illustrate using a five-year research project into the role of communities in integrated management in the Canadian Maritimes. Our experience shows how critical reflection processes can strengthen participatory research to further inform the practice of integrated management. We conclude by observing that room must be made for critical reflection and for true social learning in all integrated management institutions, whether community-based or government-initiated.

Training Mental Health Providers in Cultural Competence: A Transformative Learning Process

Cultural competence training is viewed as a strategy to reduce cultural disparities in mental health (Dougherty, 2004). The purpose of this article is to examine the process of becoming more culturally competent. This process evaluation study applied Bennett's Developmental Model of Intercultural Sensitivity to logs written by four cohorts of mental health and psychiatric rehabilitation teams of administrators, mental health practitioners and peer providers who participated in intensive, multicultural, recovery-oriented, continuing education over a 10-month period. Participants submitted logs later coded using Bennett's categories. A nonlinear process of group transformation from ethnocentric to ethnorelative was demonstrated. During the initial and midpoints of the training, there was often a spike in ethnocentrism followed by acceleration in the movement toward ethnorelativism. Findings are discussed in relation to transformative learning theory and implications for design of multicultural training that...