Transformative tourism is investigated as a potential solution to the challenges currently facing the tourism industry. Tourism is facing a defining time as societies are attempting to manage the effect of fast path globalization and are confronted with the pressing issues of climate change that push us to implement fast and drastic changes in the way that we consume services and interact with others. Transformative tourism proposes to design travel experiences in which travelers are encouraged to self-reflect, become more tolerant of cultural differences, and are eager to become agents of change in their community by fostering social empowerment and taking concrete actions to promote a sustainable way of life. The dissertation takes on a three-manuscript approach, each investigating a facet of transformative tourism in terms of outcomes and strategies. The first article is based on in-depth interviews with tourism practitioners and investigate their use of glocalization strategies as a way to create partnerships with local community members and foster loyalty from travelers. The second article examines the development of a scale to measure the transformative process in travelers. The third article uses a multi-method approach to study the symbols and narratives present in the transformative travelers' experience with the objective of using those to develop marketing content. / Doctor of Philosophy / The dissertation focuses on transformative tourism which encourages travelers to become more tolerant of other cultures. Travelers' transformation occurs through the design of activities that push the travelers out of their comfort zone (e.g.; home stay, visit place where tragedy has occurred), encourage self-reflection and meaningful interactions between travelers and residents (e.g.; mediation, theatre, or art based activities). The dissertation is divided into three studies. The first study investigates how tour operators can design successful activities in their tour to foster transformation. The second one examines the creation of scale to measure the degree of transformation in travelers. The last study aims at understanding the symbols and images present in the transformative travelers' narrative.

University of Technology, Sydney. Faculty of Education. / This study explores adult educators' working knowledge in the facilitation of transformative learning. It explores transformative learning from the perspective of the educators involved, considering their experiences and their descriptions of incidents. Although there is a growing interest in research into transformative learning, there are few studies that explore the ways educators foster transformative learning. This has been identified as a key direction for research (Taylor 1997, 2000). The theoretical framework for this study is developed through two approaches; namely, through the literature of transformative learning in adult education and through concepts of narrative, discourse and identity. This thesis argues that Mezirow's theory of transformative learning has limitations when considering social interactions involved in transformative learning. The narrative approach, developed from the literatures of social work, narrative therapy, organisational learning, discursive psychology and education, is introduced to explore issues involved in facilitating transformative learning. In this study I utilise narrative research because of its potential to explore working knowledge in a comprehensive, contextualised way. I investigate educators' working knowledge through in-depth interviews, inviting educators to relate stories of transformative learning from their practice. The educators' working knowledge is then analysed through metaphor analysis and case examples. The educators in this study used a range of metaphors when talking about their practice of transformative learning. The metaphors indicate that these educators provide a multifaceted role to foster transformative learning. Through writing and analysing selected stories of practice as case examples, this thesis presents the facilitation of transformative learning as narrative intervention. I conclude that facilitation of transformative learning requires capabilities in reading issues and positioning self within interactions. Further) I explore the ways that educators' professional identities are being produced through their working knowledge.

This qualitative study investigated how transformative learning and membership in a community of practice influenced leadership development. It sought a phenomenological understanding of how participants made meaning of their experiences in a collegiate leadership development organization. Data were collected utilizing in-depth interviews and field observations during a prolonged period of engagement in the setting. An inductive approach was taken in data analysis using a constant comparative method in development of coding categories of recurring concepts and identification of themes. A creative synthesis of the findings is told through a richly descriptive metaphoric narrative tale of novice freshmen following a transformative spiral path to become master senior-class leaders and is graphically displayed in a leadership development model. A crystallization concept of triangulating the data and the creative analytic practice criteria of substantive contribution, aesthetic merit, reflexivity, impact, and expression of a reality framed the validity and authenticity of the study. Findings and conclusions from this ethnographic case study included the value of a holistic approach to transformative learning and leadership development; relationships founded in an ethic of caring are instrumental in fostering transformative learning and leadership development; individual meaning of leadership is constructed through participation in relational and cultural contexts; cultural values shape leadership developmental objectives and outcomes; and location “on the edge” is a very powerful teaching place and learning site for leadership development.

This qualitative study investigated how transformative learning and membership in a community of practice influenced leadership development. It sought a phenomenological understanding of how participants made meaning of their experiences in a collegiate leadership development organization. Data were collected utilizing in-depth interviews and field observations during a prolonged period of engagement in the setting. An inductive approach was taken in data analysis using a constant comparative method in development of coding categories of recurring concepts and identification of themes. A creative synthesis of the findings is told through a richly descriptive metaphoric narrative tale of novice freshmen following a transformative spiral path to become master senior-class leaders and is graphically displayed in a leadership development model. A crystallization concept of triangulating the data and the creative analytic practice criteria of substantive contribution, aesthetic merit, reflexivity, impact, and expression of a reality framed the validity and authenticity of the study. Findings and conclusions from this ethnographic case study included the value of a holistic approach to transformative learning and leadership development; relationships founded in an ethic of caring are instrumental in fostering transformative learning and leadership development; individual meaning of leadership is constructed through participation in relational and cultural contexts; cultural values shape leadership developmental objectives and outcomes; and location “on the edge” is a very powerful teaching place and learning site for leadership development.

Thesis (Ph. D., Education)--University of Idaho, May 2008. / Major professor: Roger Scott. Includes bibliographical references (leaves ). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (MA)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

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There is growing agreement that integrative “whole person” approaches promoting transformative learning are important aspects of sustainability education. Increasingly, universities are using permaculture in teaching sustainability. Permaculture is an ecological design methodology for meeting human needs while increasing ecosystem health. This study investigates the implications of integrating permaculture into university sustainability curricula. Following “movement-relevant” research, this study also seeks to provide useful information to the permaculture movement about the challenges and opportunities posed by integration with academia. An interpretive approach was utilized, involving participant observation and interviews with students and instructors who had participated in permaculture courses at universities. The study finds that educational partnerships between the permaculture movement and academia can be mutually beneficial, advancing goals of both parties related to student engagement, enhancement of curricula, and the practice of sustainability. In particular, permaculture courses offer significant opportunities for advancing an integrative, “whole person” approach supporting transformative sustainability learning. / Graduate / 0745 / 0534 / 0515 / czimmer@uvic.ca

How can we help university students make connections between ‘academic knowledge’, and their roles as members of local and global communities? How do we create a forum for students to engage in issues of social and ecological justice through critical thought, moral commitment and meaningful engagement in their learning and coming to know as global citizens? We are an interdisciplinary group of researchers and instructors who have collaboratively developed, and are now co-teaching an international, interactive, fully online university course: Introduction to Global Citizenship, available to students at five universities around the world. Our course combines academic rigour with personal reflection and group discussion. It provides students with a broad understanding of barriers and bridges to global citizenship, brings greater awareness of key global issues, and encourages individual and collective action and accountability on issues of sustainability and social justice. Pilot delivery of our course in 2005-2006 suggests that it offers students an extremely challenging, thought-provoking, international educational experience, as we learn about and discuss global issues together. In this working session, we hope describe our experiences with this course project, and to facilitate a productive dialogue with colleagues around teaching strategies for transformative learning in higher education. What ‘kinds’ of transformative learning are we seeking and how can we recognize it? Which instructional strategies facilitate deeper critical analysis and personal reflection? What roles might technology and interdisciplinarity play in this undertaking? Which investigative approaches might help us move our institutions beyond lipservice to global education?

This thesis presents a new transformative manufacturing methodology for free-form machining. An experimental prototype machine is constructed to levitate and rotate an object attached with sharp edges, which act as a cutter for the purpose of performing machining processes. This device aims to lead to a technological breakthrough, overcoming the limitation of the workpiece features, and achieve greater free-form machining capability. The construction of curved holes and interior surfaces are constrained by the geometry of the machine tool. The proposed concept creates a new device that uses a magnetic field generator as a base. It is loaded with a constant power imposing a vertical physical force to balance gravity and stabilize the cutting tool. With the uniqueness of a preferred orientation between the tool and the base, a rotating surface placed below the base permits the rotation of the cutting tool in order to achieve desired tool rotation speed. A smooth and controlled cut is achieved on a soft material. The result shows the feasibility of the device to achieve similar outcomes as a machine tool.