Relevant bibliographies by topics / Transformative Approach

Academic literature on the topic 'Transformative Approach'

Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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Journal articles on the topic "Transformative Approach"

Marguerite, Ruth. "Competence: A Transformative Approach." World Federation of Occupational Therapists Bulletin 45, no. 1 (May 2002): 7–11. http://dx.doi.org/10.1080/20566077.2002.11721108.

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Leer-Helgesen, Arnhild. "Transformative Theology: An Ecumenical Approach to Transformation in Guatemala." Mission Studies 33, no. 2 (May 11, 2016): 187–208. http://dx.doi.org/10.1163/15733831-12341447.

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The Latin American debate on development has been put on the agenda of theologians and church leaders since the 1960s, most critically by the representatives of liberation theology. Different epistemological and hermeneutic approaches have been used. By using a case from Guatemala this paper claims that different theological discourses are in play and influence the way political, social, economic and cultural development is understood and practiced. These discourses are often in conflict with each other. Bjune (2012) argues that the growth and strength of the Alliance of Evangelical Churches in Guatemala (aeg) have made “the evangelicals” a political actor in the country, contributing to maintaining the privileges of the rich and powerful. I argue that the Conference of Evangelical Churches in Guatemala (ciedeg) and their use of theology can be seen as a counter discourse to that ofaegas well as to what can be seen as western development thinking. The different theological discourses are thus also linked to economy and political influence: Whileaegseems to go hand in hand with strong economic forces, the international support for the ecumenically-orientedciedeghas declined. This article focuses on theological discourse as an important field in the debate on religion and development in Latin America.

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Chua, Sebastian. "Transformative thinking, transformative doing." Journal of Public Procurement 17, no. 3 (April 1, 2017): 373–401. http://dx.doi.org/10.1108/jopp-17-03-2017-b004.

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In recent years, Health Promotion Board (HPB) has made a strategic shift from a traditional health education approach to an eco-systemic approach in health promotion, where the Board engages and harnesses the collective power of the 3 Ps (People, Private, and Public). The procuring of core services is a key enabler to support HPB's focus areas in tobacco control, mental well-being, health screening, obesity prevention, nutrition, dietetic services, chronic disease education, etc. In tandem with the Board's strategic shift, the procurement function has taken on strategic importance and is now functioning as an independent department, reporting to HPB's CEO. Fundamentally, HPB Procurement Department has changed the way it interacts with the business as it stands by the belief that the real procurement value goes beyond compliance (Caldwell & Howard, 2010). “Proper”, “simpler”, “faster”, “closer” and “cheaper” are now its mantra for procurement excellence. The objective of this paper is to highlight the transformation journey that HPB's Procurement Department undertook to deliver the results, impact and value to the stakeholders.

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Babacan, Alperhan, and Hurriyet Babacan. "A transformative approach to work integrated learning in legal education." Education + Training 57, no. 2 (March 16, 2015): 170–83. http://dx.doi.org/10.1108/et-07-2013-0098.

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Purpose – The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach – The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings – There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications – More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications – The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value – The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.

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Erdmann, Lorenz, and Elna Schirrmeister. "Constructing transformative scenarios for research and innovation futures." Foresight 18, no. 3 (June 13, 2016): 238–52. http://dx.doi.org/10.1108/fs-06-2014-0041.

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Purpose This article aims to advance the state of the art in constructing transformative scenarios by building upon Boudon’s social theory and to reflect its application to research and innovation futures. Design/methodology/approach The scenarios are based upon a particular multi-level perspective for research and innovation. They are developed around two time horizons: an explorative scenario stage by 2020 (exploring tensions) and a transformative scenario stage by 2030 (tracing the mechanisms of transformation). Findings Five scenarios provide comprehensive images of research and innovation regimes and practices, how research and innovation is embedded in society by 2030, and what plausible pathways of evolution toward the transformation of our research and innovation landscape may look like. Research limitations/implications The methodology “from explorative to transformative scenarios” provides a meaningful, complementary perspective of standard scenario methodology rather than replacing it. Practical implications Foresight practitioners can use the methodology to advance the construction of transformative scenarios. The approach from “explorative to transformative scenarios” is best suited when policy measures are to be addressed. Originality/value There has been little guidance on how to construct transformative scenarios. Insights from social theory are leveraged to develop a more consolidated approach. The approach of two time horizons, encompassing an explorative and a transformative stage, is novel and applied to research and innovation futures.

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Rathod, Jayesh. "The Transformative Potential of Attorney Bilingualism." University of Michigan Journal of Law Reform, no. 46.3 (2013): 863. http://dx.doi.org/10.36646/mjlr.46.3.transformative.

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In contemporary U.S. law practice, attorney bilingualism is increasingly valued, primarily because it allows lawyers to work more efficiently and to pursue a broader range of professional opportunities. This purely functionalist conceptualization of attorney bilingualism, however, ignores the surprising ways in which multilingualism can enhance a lawyer's professional work and can strengthen and reshape relationships among actors in the U.S. legal milieu. Drawing upon research from psychology, linguistics, and other disciplines, this Article advances a theory of the transformative potential of attorney bilingualism. Looking first to the development of lawyers themselves, the Article posits that attorneys who operate bilingually may, over time, enjoy cognitive advantages such as enhanced creative thinking and problem-solving abilities, a more analytical orientation to language, and greater communicative sensitivity. Moreover, the existence of lawyers who are fully immersed in the bilingual practice of law will transform and invigorate interactions between attorneys and limited English proficient (LEP) clients and, more broadly, among attorneys, the parties to a proceeding, and legal decision makers. Although many U.S. lawyers possess non-English language ability, few are equipped with the complement of knowledge, skills, and values needed to utilize that language ability effectively in a professional setting. Therefore, the Article also calls upon the legal profession to adopt a more rigorous approach to bilingual training and instruction and outlines a set of competencies that underlie effective bilingual lawyering. These competencies relate broadly to cross-cultural interactions, knowledge of foreign legal systems, specialized and versatile language ability, and verbal and nonverbal communication skills.

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Cairns, Charles B., Kathy Bollinger, and Joe G. N. Garcia. "A Transformative Approach to Academic Medicine." Academic Medicine 92, no. 1 (January 2017): 20–22. http://dx.doi.org/10.1097/acm.0000000000001345.

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Luckett, Kathy, and Suellen Shay. "Reframing the curriculum: a transformative approach." Critical Studies in Education 61, no. 1 (July 26, 2017): 50–65. http://dx.doi.org/10.1080/17508487.2017.1356341.

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Sharif, Shani, T. Russell Gentry, Jeannette Yen, and Joseph N. Goodman. "Transformative Solar Panels: A Multidisciplinary Approach." International Journal of Architectural Computing 11, no. 2 (June 2013): 227–45. http://dx.doi.org/10.1260/1478-0771.11.2.227.

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Dukes, Frank. "Public Conflict Resolution: A Transformative Approach." Negotiation Journal 9, no. 1 (January 1993): 45–57. http://dx.doi.org/10.1111/j.1571-9979.1993.tb00689.x.

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Dissertations / Theses on the topic "Transformative Approach"

Cairns, Charles B., Kathy Bollinger, and Joe G. N. Garcia. "A Transformative Approach to Academic Medicine." LIPPINCOTT WILLIAMS & WILKINS, 2017. http://hdl.handle.net/10150/622776.

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The University of Arizona Health Network (UAHN) was a modestly successful health care delivery organization with a vibrant academic portfolio and stable finances. By 2013, however, market forces, health care financing changes, and the burden of technology and informatics upgrades led to a compromised financial position at UAHN, a situation experienced by many academic medical centers. Concurrently, Banner Health had been interested in forming an academic partnership to enhance innovation, including the incorporation of new approaches into health care delivery, and to recruit high-quality providers to the organization. In 2015, the University of Arizona (UA) and Banner Health entered into a unique partnership known as Banner -University Medicine. The objective was to create a statewide system that provides reliable, compassionate, high-quality health care across all of its providers and facilities and to make a 30-year commitment to UA's College of Medicine in Tucson and the College of Medicine in Phoenix to support the State of Arizona's position as a first-tier research and training destination with world-class physicians. The goal of the Banner -University Medicine partnership is to create a nationally leading organization that transforms health care by delivering better care, enhanced service, and lower costs through new approaches focused on wellness. Key elements of this partnership are highlighted in this Commentary, including the unique governance structure of the Academic Management Council, the creation of the Academic Enhancement Fund to support the UA Colleges of Medicine in Tucson and Phoenix, and novel approaches to medical education, research, innovation, and care.

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Yuen, Suk-yee Helena. "Buddhist mediation : a transformative approach to conflict resolution /." View the Table of Contents & Abstract, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41208225.

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Roszak, Christopher. "Taking a Transformative Leadership Approach to Stakeholder Trust." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/331.

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Business leaders struggle with the application of appropriate leadership models to retain stakeholder trust. The purpose of this phenomenological study was to explore the lived experiences of mortgage and investment leaders and stakeholders on applying various leadership models to restore stakeholder trust. Stakeholder and stewardship theories formed the conceptual framework of this study. A purposive sample of 20 stakeholders from the investments and mortgage industry in central Colorado participated in semistructured interviews. The research questions were on a leader's application of various leadership traits to restore stakeholder trust. Six themes emerged following coding and reduction using a modified van Kaam approach: (a) benevolence, (b) transparency, (c) humility, (d) approachability, (e) authenticity, and (f) personality. The themes were consistent with transformative leadership traits and satisfied stakeholder affective needs for trust. These findings may be applicable to mortgage and investment business leaders who adopt a transformative leadership approach; such leaders may find an ethically sustainable leadership style that facilitates follower commitment and organizational change, reduces turnover, improves performance, and strengthens social relationships. Stakeholders may find that business leaders who adopt a transformative leadership approach may eventually commit to long-term wealth creation, maintain near-congruent values, and avoid self-serving behaviors.

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Söderström, Ellen. "Men, masculinities and climate change : A study of climate change impacts in cases from Greenland, Australia Peru and South Africa." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44709.

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‘Climate change is not gender neutral’ is a statement that has gained more recognition within the climate change debate over the last decade. This has resulted in a new field of research called gender and climate change. The mainstream gender and climate change debate has earlier almost exclusively focused on women’s vulnerability. A brief reading of the literature clearly shows that men are rarely observed in this context. The objective of this thesis is to broaden the understanding of the relation between gender and climate change by bringing men into the discussion. I have selected four cases/countries where existing research on men’s gendered experiences of climate change are mentioned. These take place in Greenland, Australia, Peru and South Africa. The result show five common findings between the cases: gendered responsibilities, changing traditional gender roles, psychological impacts, alcohol consumption and violence against women. The concept hegemonic masculinities is utilized as a framework used to understand why men are negatively affected by climate change. Masculine norms of attitudes and behavior identified in the multiple case studies are invulnerability and unwillingness to seek help. The analysis show that in times of climate variability can masculine norms be damaging for both men and women. A second analytical framework, the gender transformative approach brings the analysis to critically reflect upon masculinities and climate change as functions of power. From this perspective this thesis concludes that the gender and climate change discourse needs to move beyond a focus on women’s vulnerabilities, which divide the world into two classes: women as victims and men as perpetrators. This approach rather urge for a focus on the structures of power and domination within laws, behaviors and institutions that generates injustices.

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Berner, Anita, Sebastian Lobo, and Narayan Silva. "A Strategic and Transformative Approach to Education for Sustainable Development." Thesis, Blekinge Tekniska Högskola, Sektionen för ingenjörsvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3019.

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This thesis aims to investigate what strategic guidance can be given to design transformative ESD (Education for Sustainable Development) programs in order to bring about the necessary shift away from our dominating mechanistic and transmissive educational model towards one that is transformative. ESD programs are of high importance when moving towards a more sustainable society, however, a lack of a strategic, full systems approach for planning in the field of complexity can be observed. This gap can be bridged by the use of the FSSD, the Framework for Strategic Sustainable Development, which is used as a conceptual framework throughout this paper. The field of transformative education was researched by using a mixed-methods approach, revealing what key elements and best practices are present that enable transformation to happen. The Cocoon model presented in this paper is derived from the results and intends to give strategic guidance for program designers on how to create a transformative ESD program. It is a process model that aids program designers to create the space for transformational learning to occur by strategically putting into place the elements that are conducive to transformation.

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Juliano, Kristy Lynn. "Facilitating transformative music experiences| A wholehearted approach for choral leaders." Thesis, California State University, Los Angeles, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1568685.

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In today's technology-driven age, choral arts programs are losing ground in the race for consumers' time and money. If these arts are to regain their rightful status in a balanced society, choral leaders must seek to elevate their music-making above the ordinary and expected to a heightened level of expression in which choral leader, choir, and audience connect and become one with the music, engendering a transcendence, however momentary, of present reality. Such a level cannot be attained by adapting to current trends and embracing technological enhancements, but rather by instilling respect for music for its own sake. This study contends that only by cultivating within themselves the qualities that lead to wholeheartedness—mindfulness, vulnerability, courage, authenticity, and humility—will choral leaders be able to facilitate that interconnectivity required to evoke such transformative experiences, and only then will choral arts programs become healthy and robust, impervious to fluctuating tastes and trends.

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Reushle, Shirley. "Inquiry into a transformative approach to professional development for online educators." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001494/.

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This study investigates professional development for online educators within a transformative learning framework. A qualitative, action research method was adopted that captured data from interactions between the researcher and participants, and which allowed the generation of theory that could guide future design efforts. The project was conducted online from Australia during 2002 and 2003 with two groups of participants drawn from a Singapore polytechnic. Data were analysed utilising content analysis of transcripts, interviews, and observations, with the researcher being an active participant in the project. The findings which differentiated online from traditional educational contexts, and which therefore are significant in terms of future design considerations were that since interactions were all text-based and visible, participants were careful to provide reasoned, reflective contributions. Furthermore, the archived interactions were available for inspection by all participants, giving rise to more articulate and constructive dialogues while maintaining evidence of the human "presence". Other findings related to supporting an online community of adult learners by recognising the individuality of each learner and their specific needs in terms of their experience, need for relevance and flexibility in the learning activity, and valuing the sense of human connectivity. Offering of peer support through a peer learning partnership model was found to be an effective way for learners to support each other in a trusting, respectful, empathetic, non-threatening manner. Findings indicated that the provision of exemplars, or models of good practice, supported situated, authentic activity, and contributed to positive, motivated learners. The dynamic (constantly changing, growing, adapting) nature of the Internet required facilitators to be continually evaluating the learning situation in order to promote and nurture an atmosphere that supported the development of new ideas, the challenging of old, the exploration of alternatives, and support for changes in perspective and action. Evidence suggested that the use of the Internet for learning and teaching could go some way towards addressing the challenges of prejudice, discrimination, and celebrate the notion of difference. From these findings, the literature, and the personal experience of the researcher, ten design principles were formulated and, if considered in light of local contextual characteristics, offer a framework for transformative approaches to professional development for online educators. Further research to address the application of this framework to other discipline areas, and other educational settings, is recommended.

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Wales, Raymond. "A transformative approach to teaching adults in a culturally diverse context." University of Western Cape, 2013. http://hdl.handle.net/11394/8496.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
The post-modem society is described as a society on the move, a phenomenon the anthropologist, (Vigouroux, 2005) describes as 'flows'. These flows are mostly manifested by people moving in and towards countries with better economic prospects. In most African countries there is a large-scale migration from rural to urban areas and a lot of trans-national migration across countries, due to recent socio-economic and socio-political trends. Democracy in South Africa became a powerful drawing card on the African continent for those nations plagued by poverty, unemployment and civil wars and migration to South Africa became increasingly popular. Therefore, democracy in South Africa is also a spatial process, which transcends local and national geographical spaces.

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com, elwrush@gmail, and Ed Rush. "A reflective analysis of a transformative pedagogical approach at a rural Thai University." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071129.122953.

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Mass culture in Thailand creates idealizations about female beauty which cause many women to engage in destructive behavior such as starvation dieting and forced vomiting. In this dissertation I describe efforts to develop awareness among a group of predominately female students at a rural Thai university about the ideological purposes of these idealizations. Using a CD-based multimedia research template, the students reported the common sense beliefs which help create the beauty ideal and the effects of these beliefs on their own lives and the lives of other women. The major finding of their research was that mass culture creates beauty ideologies to maintain social stratification, in that those women who are made to feel ugly because they do not resemble the white-skinned underweight ideal tend not to be members of the elite social class which has the resources and time to achieve these ideals. The significance of this dissertation lies in the emancipatory effects that it produced; although a Critical Discourse Analysis showed that the students continued to assimilate some of the values and interests which they had identified as oppressive, they also demonstrated to varying degrees that they had ceased to think and behave in ways which had caused them mental and physical damage in the past.

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Rush, Ed. "A reflective analysis of a transformative pedagogical approach at a rural Thai University." Thesis, Rush, Ed (2007) A reflective analysis of a transformative pedagogical approach at a rural Thai University. Masters by Research thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/284/.

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Mass culture in Thailand creates idealizations about female beauty which cause many women to engage in destructive behavior such as starvation dieting and forced vomiting. In this dissertation I describe efforts to develop awareness among a group of predominately female students at a rural Thai university about the ideological purposes of these idealizations. Using a CD-based multimedia research template, the students reported the 'common sense' beliefs which help create the beauty ideal and the effects of these beliefs on their own lives and the lives of other women. The major finding of their research was that mass culture creates beauty ideologies to maintain social stratification, in that those women who are made to feel 'ugly' because they do not resemble the white-skinned underweight ideal tend not to be members of the elite social class which has the resources and time to achieve these ideals. The significance of this dissertation lies in the emancipatory effects that it produced; although a Critical Discourse Analysis showed that the students continued to assimilate some of the values and interests which they had identified as 'oppressive', they also demonstrated to varying degrees that they had ceased to think and behave in ways which had caused them mental and physical damage in the past.

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Books on the topic "Transformative Approach"

India) Formation of Candidates to Priesthood and Religious Life in the Context of Northeast India (Conference) (2011 Gauhati. Transformative pastoral leadership: A holistic approach to formation. Shillong: Oriens Publications, 2012.

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1951-, Folger Joseph P., ed. The promise of mediation: The transformative approach to conflict. San Francisco: Jossey-Bass, 2005.

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Berghoff, Beth. Arts together: Steps toward transformative teacher education. Reston, VA: National Art Education Association, 2005.

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The transformative power of faith: A narrative approach to conversion. Lanham: Lexington Books, 2012.

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Spirituality, education & society: An integrated approach. Rotterdam [The Netherlands]: Sense Publishers, 2011.

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Matoba, Kazuma. Transformative Dialogue for Third Culture Building: Integrated Constructionist Approach for Managing Diversity. Opladen: Budrich UniPress Ltd., 2011.

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1943-, Michaelsen Larry K., Knight Arletta Bauman, and Fink L. Dee 1940-, eds. Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Pub., 2004.

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1943-, Michaelsen Larry K., Knight Arletta Bauman, and Fink L. Dee 1940-, eds. Team-based learning: A transformative use of small groups. Westport, Conn: Praeger, 2002.

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Transmission and population genetics: A conceptual approach. 4th ed. New York: W. H. Freeman & Company, 2012.

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1955-, Förner Wolfgang, ed. The beginnings of cancer in the cell: An interdisciplinary approach. Berlin: Springer-Verlag, 1994.

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Book chapters on the topic "Transformative Approach"

Eastlund, Elizabeth, and Eugenia L. Weiss. "Substance Abuse: A Harm Reduction Approach." In Transformative Social Work Practice, 83–94. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781506304533.n11.

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Penttilä, Kaisa, Man Yang, and Ashkan Fredström. "The ecosystem approach to responsibility." In Transformative Action for Sustainable Outcomes, 49–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003229728-10.

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Weiss, Eugenia L., Shawnmari Kaiser, and Gary Adler. "Equine Assisted Counseling: An Alternative Approach for Trauma." In Transformative Social Work Practice, 133–48. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781506304533.n15.

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Szram, Aleksander. "Chapter 3.8: Nurturing Musical Creativity: A Freirean Approach." In Paulo Freire and Transformative Education, 257–66. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54250-2_20.

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Jain, Neera R. "Frameworks for Inclusion: Toward a Transformative Approach." In Disability as Diversity, 1–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46187-4_1.

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Schank, Christoph, and Jantje Halberstadt. "Teaching Transformative Service Learning." In Transforming Entrepreneurship Education, 3–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_1.

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AbstractService learning describes an increasingly established form of teaching and learning at universities combining academic learning with real-world problem solving. While traditional approaches work within existing social systems and, in the worst case, reproduce and perpetuate social problems, critical and transformative approaches aim at systemic changes in social practice, while showing their potential to address sustainability entrepreneurial competences that are key for (future) agents of transformation. This understanding of service learning challenges students and lecturers, and requires a structured, well-thought-out pathway. Our chapter introduces transformative service learning as a promising approach for entrepreneurship (oriented) education. The argumentation for it is competence-oriented while focusing on the abilities that can promote sustainable development. In addition, the chapter addresses the role of the lecturer, which to date has been rarely and very unsystematically examined. The paper also proposes the specific service learning IOOI tool that aims to support lecturers, especially in the early stages of service learning courses, and help streamline programs.

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Taylor, Amanda M. L. "Book Groups and Fiction: A ‘Novel’ Approach to Teaching and Learning." In Transformative Learning for Social Work, 168–80. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6_12.

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O’Hara, Maureen. "PCA Encounter Groups: Transformative Learning for Individuals and Communities." In Interdisciplinary Applications of the Person-Centered Approach, 221–28. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7144-8_20.

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Boyle, Gerry. "Towards a gender transformative approach to financial inclusion." In Financial Inclusion for Poverty Alleviation, 136–54. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.9774/gleaf.9781315103457_10.

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Ali, Yasmeen. "Chapter 3.4: Using a Freirean Approach with in the Global Youth Solutions Programme." In Paulo Freire and Transformative Education, 203–14. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54250-2_16.

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Conference papers on the topic "Transformative Approach"

Lorenzetti, Liza, Rita Dhungel, Diane Lorenzetti, Tatiana Oschepkova, and Lemlem Haile. "A Transformative Approach to Social Work Education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5422.

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The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work

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Malur, Kishan, Alumnus, P. Meena, and Ravishankar Deekshit. "A transformative approach to capstone projects in engineering." In 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE). IEEE, 2014. http://dx.doi.org/10.1109/mite.2014.7020301.

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Meyer, Julien, and Guy Pare. "The Transformative Role of Telemedicine on Coordination: A Practice Approach." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2017. http://dx.doi.org/10.24251/hicss.2017.429.

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Mikelic Preradovic, Nives, Gabriel Dima, and Cinzia Albanesi. "E-SERVICE-LEARNING: TRANSNATIONAL APPROACH TO THE TRANSFORMATIVE LEARNING EXPERIENCE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0948.

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Babar, Manahil, Roha Tariq Butt, Hira Batool, Muhammad Adeel Asghar, Abdul Raffay Majeed, and Muhammad Jamil Khan. "A Refined Approach for Classification and Detection of Melanoma Skin Cancer using Deep Neural Network." In 2021 International Conference on Digital Futures and Transformative Technologies (ICoDT2). IEEE, 2021. http://dx.doi.org/10.1109/icodt252288.2021.9441520.

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Trajkova, Kate, Marko Andonov, and Zoran Mihajloski. "CORPORATE CHALLENGE FOR TRANSFORMATIVE APPROACH IN PROCESS OF SOCIAL VALUE CREATION." In 2nd International Scientific Conference. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2018. http://dx.doi.org/10.31410/itema.2018.761.

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Johnston, Kelly. "Post-Qualitative Research: Working Toward Transformative Change Through a Rhizomatic Approach." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441391.

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Solis, M. J. A., C. Giusca, and S. Goel. "DIGITAL TWIN AS A TRANSFORMATIVE APPROACH TO CLASSICAL FORCE MEASUREMENT SYSTEMS." In Joint IMEKO TC3, T5, TC16 and TC22 International Conference. Budapest: IMEKO, 2023. http://dx.doi.org/10.21014/tc3-2022.017.

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Hasan Saragih, Abdul. "Development of Character-Based Instructional Model through Constructivism Approach in Lesson Study." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.48.

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Situmorang, Nursanti, Juniastel Rajagukguk, and Makmur Sirait. "Design of Interesting Learning Modules with the STEM Approach on Dynamic Electrical Materials." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.216.

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Reports on the topic "Transformative Approach"

Dinges, Michael, Christiane Kerlen, Peter Kaufmann, Anna Wang, Kathleen Toepel, Jakob Kofler, Stefan Meyer, and Harald Wieser. Theories of change for transformation-oriented R&I polices: the case of the 7th Energy Research Programme in Germany. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.542.

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This article investigates how Theories of Change for transformation-oriented R&I programmes can be designed to better grasp system transformation processes and thereby set the basis for a deeper understanding of transformative impact mechanisms and programme learning. The analysis is based within the realm of the energy system, which is an area of specific concern for socio-technical transformation. It focuses on the “7th Energy Research Programme” (EFP) of the German Federal Ministry of Economic Affairs and Climate Action, which is the key R&I policy instrument contributing to the transformation of the energy system in Germany. The article shows how a programme theory approach can be combined with multi-level perspective innovation system thinking and the concept of transformative outcomes to increase the evaluability of complex, transformation-oriented R&I programmes.

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Lozano, Alejandra, Sarah Jameson, Sylvain Aubry, and Magdalena Sepúlveda. ESC rights: PUSHING THE FRONTIERS #1 | Women and public services#1 | Women and public services. The Global initiative for Economic, Social and Cultural Rights, March 2021. http://dx.doi.org/10.53110/xgvo5950.

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This briefing paper aims to explore the role of public services in the transformation of asymmetrical power relations between women and men. Released on International Women’s Day, the brief argues that public services can play a decisive role in this transformation, by fostering a critical examination of gender roles, redistributing resources and opportunities and strengthening positive social practices that enhance gender equality. It puts forward five key elements for a gender-transformative approach to the management, delivery, funding and ownership of public services

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Wittmann, Florian, Florian Roth, Miriam Hufnagl, Ralf Lindner, and Merve Yorulmaz. Towards a framework for impact assessment for mission-oriented innovation policies. A formative toolbox approach. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.540.

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Mission-oriented policies (MOIP) have become important means to foster transformative change in many countries. Yet, approaches for assessing these policies' impacts are still in their infancy, not least due to the complexity of MOIP. To address this gap, we propose a toolbox approach that supports policy-makers during policy design and implementation, and allows for an identification of potential impacts by a theory-based approach. To disentangle the complexity of missions, we first conceptualize MOIPs as multiple translation processes from mission formulation and design to implementation. Each translation step shapes the policies' impacts. Based on this framework, we develop a set of specific analytical tools that are intended to support the process of bringing missions into realization, but also help to assess whether missions contribute to the postulated goals. These tools include a mapping of the socio-technical systems, a typology to explore the transformative ambition of missions, a process to develop impact pathways, an inventory of policy instruments to support the mission design, and indicators to measure mission progress along the developed pathways. Finally, we propose several analytical questions to explore the context for the development of potential impacts.

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Schneuwly, Sonja, and Caroline Chandler. Evaluation of transformational R&I policy: Lessons learned based on a retrospective review of food systems R&I investment in the EU. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.549.

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This paper shares our experience of developing an EU-level baseline for research and innovation (R&I) in food systems, in support of the European Commission’s transformation agenda, with specific reference to the Food 2030 initiative. Food 2030 relates to the EU’s mission-oriented approach to R&I, viewing it within the context of a dynamic food system with multiple dependencies and many different actors. This approach aligns with a growing recognition that, in order to achieve transformational change, the interactions and interdependencies of all components within a given system and its relationship to other systems must be considered. In a transformative R&I system, innovation itself is no longer the endgoal but is viewed as an enabler to solve societal and environmental challenges (the end-objective). Linking such broader outcomes back to specific R&I inputs is not a straightforward endeavour. Furthermore, the inter- and transdisciplinary nature of a systems approach, as well as the nature of systems thinking itself, make it hard to define evaluative boundaries. Traditional public sector approaches to supporting R&I do not align well with such an approach, with implications for evaluating R&I policy. The paper focuses specifically on the novel aspects of the EU’s approach to framing food systems R&I and the evaluation challenges this presents, as well as how we have worked to mitigate these.

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Oyerinde, Funmi, and Naphtali Bwalami. The Impact of Village Savings and Loan Associations on the Lives of Rural Women: Pro Resilience Action (PROACT) project, Nigeria. Oxfam, February 2021. http://dx.doi.org/10.21201/2021.7277.

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The PROACT project uses Village Savings and Loan Associations (VSLAs) to enable rural financial inclusion. The VSLA approach is targeted at combating increased poverty and improving the resilience of poor rural farming households in Kebbi and Adamawa States, Nigeria. The three case studies presented here reflect the new, transformative realities of increased income, access to loans, safe spaces for women, improved rural enterprise and the empowerment of women engaged in the VSLAs.

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Freed, Danielle. K4D’s Tax and Gender Learning Journey Boosting Social Reform in Pakistan. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.163.

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As a means to reduce discrimination and promote the economic empowerment of women, there is a growing understanding that tax policy, tax administration and tax research need to be gender transformative. Recognising this need, the Foreign, Commonwealth and Development Office (FCDO) is reshaping and building its approach to tax and gender programming. K4D’s Tax and Gender Learning Journey brought together tax and gender teams to identify other tax and gender stakeholders and collaboratively craft a future approach to tax and gender for FCDO and partners. Initial exploration of the early impact from activities that have taken place amongst partner organisations in Pakistan suggests K4D’s inputs have the potential to bolster intended social reforms across the country’s revenue and other government departments.

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Davies, Imogen, Anam Parvez Butt, Thalia Kidder, and Ben Cislaghi. Social Norms Diagnostic Tool: Young Women's Economic Justice. Oxfam, December 2021. http://dx.doi.org/10.21201/2021.8427.

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The tool’s methodology is rooted in a feminist and youth-led participatory action research approach to diagnosing social norms. It uses participatory and transformative methods to engage young people and other community members not just as research participants, but as agents of change identifying solutions to arising issues. The exercises recognize and examine unequal power inequalities through questions around who makes key decisions, whose opinions matter the most, who the most influential people are and the nature of their influence. hese exercises were developed for Oxfam’s Empower Youth for Work (EYW) programme for primary research from 2017-2019. This version of the tool was originally developed for use in the EYW programme in Bangladesh.

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Mohanty, Subhasish, Bipul Barua, Joseph Listwan, Saurin Majumdar, and Ken Natesan. Final Report on CFD and Thermal-Mechanical Stress Analysis of PWR Surge Line under Transient Condition Thermal Stratification and an Evolutionary Cyclic Plasticity Based Transformative Fatigue Evaluation Approach without Using S~N Curve: Rev. 1. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1480513.

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Schmidt-Sane, Megan, Eva Niederberger, and Tabitha Hrynick. Key Considerations: Operational Considerations for Building Community Resilience for COVID-19 Response and Recovery. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/sshap.2021.002.

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As the unequal impact of the COVID-19 pandemic continues, there is a need to robustly support vulnerable communities and bolster ‘community resilience.’ A community resilience approach means to work in partnership with communities and strengthen their capacities to mitigate the impact of the pandemic, including its social and economic fallout. However, this is not resilience which returns the status quo. This moment demands transformative change in which inequalities are tackled and socioeconomic conditions are improved. While a community resilience approach is relatively new to epidemic preparedness and response, it frames epidemic shocks more holistically and from the perspective of a whole system. While epidemic response often focuses on mitigating vulnerabilities, there is an opportunity to use a resilience framework to build existing capacities to manage health, social, psychosocial, and economic impacts of an epidemic. This makes a resilience approach more localised, adaptable, and sustainable in the long-term, which are key tenets of an epidemic response informed by social science. This brief presents considerations for how health and humanitarian practitioners can support communities to respond to and recover from COVID-19 using a community resilience approach. This brief was developed for SSHAP by IDS (led by Megan Schmidt-Sane with Tabitha Hrynick) with Anthrologica (Eva Niederberger).

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