Principled Innovation Extended Bibliography
The WHY of Principled Innovation
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bronfenbrenner, U. (2000). Ecological systems theory. American Psychological Association.
Byrtek, G., & Dickerson, M. (2013). Actualizing organizational core values: Putting theory into practice. Business Management Dynamics 3(2), 2013, 7-25.
Cooperrider, D. (2017). The gift of new eyes: Personal reflections after 30 years of appreciative inquiry in organizational life. In A. B. (Rami) Shani & D. A. Noumair (Eds.), Research in Organizational Change and Development (Vol. 25, pp. 81–142). Emerald Publishing Limited. https://doi.org/10.1108/S0897-301620170000025003
Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. Research in Organizational Change and Development, 1, 129-169.
Cummings, T. G., & Worley, C. G. (2019). Organization development and change (11th ed). Cengage Learning.
Dumas, M. J. (2008). Theorizing redistribution and recognition in urban education research: How do we get dictionaries at Cleveland? In J. Anyon (Ed.), Theory and educational research: Toward critical social explanation (pp. 81–102). Routledge.
Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. Psychology Press.
Grant, S., & Humphries, M. (2006). Critical evaluation of appreciative inquiry: Bridging an apparent paradox. Action Research, 4(4), 401–418. https://doi.org/10.1177/1476750306070103
Greenwood, R., Meyer, R. E., Lawrence, T. B., & Oliver, C. (Eds.). (2017). The Sage handbook of organizational institutionalism (2nd ed.). Sage Publications.
Harvard University. (2024). The human flourishing program at Harvard’s institute for quantitative social science. https://hfh.fas.harvard.edu/
Henderson, G. M. (2002). Transformative learning as a condition for transformational change in organizations. Human Resource Development Review, 1(2), 186-214. https://doi.org/10.1177/15384302001002004
Hiatt, J. M. (2006). ADKAR: A model for change in business, government, and our community. Prosci.
Jubilee Centre for Character and Virtues. (2017). A framework for character education in schools. https://www.jubileecentre.ac.uk/wp-content/uploads/2023/07/Framework-for-Character-Education.pdf
Kotter, J. P. (1996). Leading change. Harvard Business School Publishing.
Meadows, D. H. (2008). Thinking in systems: A primer. Chelsea Green Publishing.
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Moore, M. J. (2005). The transtheoretical model of the stages of change and the phases of transformative learning: Comparing two theories of transformational change. Journal of Transformative Education, 3(4), 394-415.
Nagashima, J., & Gibbs, N. P. (2021). Sensegathering and iteration: The evolution of a character education framework in higher education. Journal of Moral Education, 51(4), 518–534. https://doi.org/10.1080/03057240.2021.1909547
Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781. https://doi.org/10.1080/03054985.2012.745047
North, C. E. (2006). More than words? Delving into the substantive meaning(s) of “social justice” in education. Review of Educational Research, 76(4), 507–535. https://doi.org/10.3102/00346543076004507
Patton, M. Q. (2003). Inquiry into appreciative evaluation. New Directions for Evaluation, 2003(100), 85–98. https://doi.org/10.1002/ev.102
Poole, M. S., & Van de Ven, A. H. (2004). Central issues in the study of change and innovation. In M. S. Poole & A. H. Van de Ven (Eds.), Handbook of organizational change and innovation (pp. 42-57). Oxford University Press.
Ramage, M. (2017). Learning and change in the work of Donald Schön: Reflection on theory and theory on reflection. In D. B. Szabla, W. A. Pasmore, M. A. Barnes, & A. N. Gipson, (Eds.), The Palgrave handbook of organizational change thinkers (pp. 1159–1172). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-49820-1_57-1
Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (2nd ed.). Doubleday/Currency.
Shields, C. M. (2010). Transformative Leadership: Working for Equity in Diverse Contexts. Educational Administration Quarterly, 46(4), 558-589. https://doi.org/10.1177/0013161X10375609
VanderWeele, T. J., & Lomas, T. (2023). Terminology and the well-being literature. Affective Science, 4(1), 36–40. https://doi.org/10.1007/s42761-022-00153-2
Warner Burke, W. (2018). Organization change: Theory and practice (5th ed.). SAGE.
Weiner, E. J. (2003). Secretary Paulo Freire and the democratization of power: Toward a theory of transformative leadership. Educational Philosophy and Theory, 35(1), 89-106.
Whitney, D., & Trosten-Bloom, A. (2010). The power of appreciative inquiry: A practical guide to positive change (2nd ed.). Berrett-Koehler Publishers.
Back to topThe WHAT of Principled Innovation
Abu-Saifan, S. (2012). Social Entrepreneurship: Definition and boundaries. Technology Innovation Management Review. https://timreview.ca/article/523
Aksoy, L., Alkire (née Nasr), L., Choi, S., Kim, P. B. & Zhang, L. (2019). Social innovation in service: A conceptual framework and research agenda. Journal of Service Management, 30(3), 429-448. https://doi.org/10.1108/JOSM-11-2018-0376
Alden Rivers, B., Armellini, A., Maxwell, R., Allen, S., & Durkin, C. (2015). Social innovation education: Towards a framework for learning design. Higher-Education, Skills and Work-Based Learning, 5(4), 383-400. https://doi.org/10.1108/heswbl-04-2015-0026
Amabile, T. M. (1998). How to kill creativity. Harvard Business Review, 76(5), 77–87.
Aparicio, S., Turro, A., & Noguera, M. (2020). Entrepreneurship and intrapreneurship in social, sustainable, and economic development: Opportunities and challenges for future research. Sustainability, 12(21), 1–11. https://doi.org/10.3390/su12218958
Apple, M. W. (2001). Comparing neo-liberal projects and inequality in education. Comparative Education, 37(4), 409–423. https://doi.org/10.1080/03050060120091229
Argandona, A. (2014). Humility in Management. Journal of Business Ethics, 132, 63-71. https://doi.org/10.1007/s10551-014-2311-8
Arthur, J. (2008). Traditional approaches to character education in Britain and America. In L. P. Nucci & D. Narváez (Eds.), Handbook of moral and character education (pp. 80–98). Routledge. https://doi.org/10.4324/9780203931431
Artiles, A. J., Dorn, S., & Bal, A. (2016). Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916 to 2016. Review of Research in Education, 40(1), 777–820. https://doi.org/10.3102/0091732X16680606
Astin, A. W., Vogelgesang, L. J., Misa, K., Anderson, J., Denson, N., Jayakumar, U., Saenz, V., & Yamamura, E. (2006). Understanding the effects of service-learning: A study of students and faculty. Higher Education Research Institute, University of California, Los Angeles. https://heri.ucla.edu/PDFs/pubs/Reports/UnderstandingTheEffectsOfServiceLearning_FinalReport.pdf
Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, G. (2016). EntreComp: The entrepreneurship competence framework. Luxembourg: Publication Office of the European Union.
Bacq, S., & Janssen, F. (2011). The multiple faces of social entrepreneurship: A review of definitional issues based on geographical and thematic criteria. Entrepreneurship & Regional Development, 23(5-6), 373-403. DOI: 10.1080/08985626.2011.577242
Baehr, J. (2017). The varieties of character and some implications for character education. Journal of Youth and Adolescence, 46, 1153–1161. https://doi.org/10.1007/s10964-017-0654-z
Banks, J. A. (2017). Failed citizenship and transformative civic education. Educational Researcher, 46(7), 366-377. https://doi.org/10.3102/0013189X17726741
Barnett, T. (2001). Dimensions of moral intensity and ethical decision making: An empirical study. Journal of Applied Social Psychology, 31(5), 1038–1057. https://doi.org/10.1111/j.1559-1816.2001.tb02661.x
Bartlett, L. (2005). Dialogue, knowledge, and teacher‐student relations: Freirean pedagogy in theory and practice. Comparative Education Review, 49(3), 344–364. https://doi.org/10.1086/430261
Bartunek, J. M., & Moch, M. K. (1987). First-order, second-order, and third-order change and organization development interventions: A cognitive approach. The Journal of AppliedBehavioral Science, 23(4), 483–500.
Beck, U. (1992). Risk society: Towards a new modernity. SAGE.
Beck, U. (2016). The metamorphosis of the world: How climate change is transforming our concept of the world. Polity.
Beckman, S. L., & Barry, M. (2007). Innovation as a learning process: Embedding design thinking. California Management Review, 50(1), 25–56. https://doi.org/10.2307/41166415
Beghetto, R. A. (2017). Inviting uncertainty into the classroom. Educational Leadership, 75(2), 20–25.
Beghetto, R. A. (2018). Taking beautiful risks in education. Educational Leadership, 76(4), 18.
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73–79. https://doi.org/10.1037/1931-3896.1.2.73
Benson, T., & Marlin, S. (2017). The habit-forming guide to becoming a systems thinker. Systems Thinking Group, Waters Foundation.
Berkowitz, M. W. (2002). The science of character education. In W. Damon (Ed.), Bringing in a new era of character education, pp. 43-63. Hoover Institution Press Publication Number 508. http://media.hoover.org/sites/default/ files/documents/0817929622_43.pdf
Berkowitz, M. W., Althof, W., & Bier, M. C. (2012). The practice of pro-social education. In P. M. Brown, M. W. Corrigan, & A. Higgins-D’Alessandro (Eds.), The handbook of prosocial education (Vol. 1, pp. 71–90). New York: Rowman & Littlefield.
Berkowitz, M. W., & Bier, M. C. (2004). Research-Based Character Education. The ANNALS of the American Academy of Political and Social Science, 591(1), 72-85. https://doi-org.ezproxy1.lib.asu.edu/10.1177/0002716203260082
Berkowitz, M. W., & Bustamante, A. (2017). Preparing teachers to educate for character development. In E. Campbell & K. Wang (Eds.), Professional Ethics and the Moral Work of Teaching: Western Contemporary Research (Chinese Translation).Fujian Education Press.
Berliner, D. C. (2006). Our impoverished view of educational research. Teachers College Record, 108(6), 949–995. https://doi.org/10.1111/j.1467-9620.2006.00682.x
Beu, D. S., Buckley, M. R., & Harvey, M. G. (2003). Ethical decision–making: A multidimensional construct. Business Ethics: A European Review, 12(1), 88–107. https://doi.org/10.1111/1467-8608.00308
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9
Biesta, G. J. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503. https://doi.org/10.1007/s11217-010-9191-x
Blok, V., & Lemmens, P. (2015). The emerging concept of responsible innovation: Three reasons why it is questionable and calls for a radical transformation of the concept of innovation. In B.-J. Koops, I. Oosterlaken, H. Romijn, T. Swierstra, & J. van den Hoven (Eds.), Responsible Innovation 2 (pp. 19–35). Springer International Publishing. https://doi.org/10.1007/978-3-319-17308-5_2
Bohman, J. (1996). Public deliberation: Pluralism, complexity, and democracy. MIT Press.
Borup, M., Brown, N., Konrad, K., & Van Lente, H. (2006). The sociology of expectations in science and technology. Technology Analysis & Strategic Management, 18(3–4), 285–298. https://doi.org/10.1080/09537320600777002
Bowie, L. (2017, October 8). At Maryland high schools, teaching empathy in a time of controversy. The Baltimore Sun. https://www.baltimoresun.com/education/bs-md-teaching-empathy-20171006-story.html
Bozeman, B. (2007). Public values and public interest: Counterbalancing economic individualism. Georgetown University Press.
Brannigan, M. C. (2009). Striking a balance: A primer in traditional Asian values. Lexington Books. http://ebookcentral.proquest.com/lib/asulib-ebooks/detail.action?docID=500786
Brännmark, J. (2016). Moral disunitarianism. The Philosophical Quarterly, 66(264), 481–499. https://doi.org/10.1093/pq/pqv114
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology (6th ed., pp. 793–828). John Wiley & Sons. https://doi.org/10.1002/9780470147658.chpsy0114
Burget, M., Bardone, E., & Pedaste, M. (2017). Definitions and conceptual dimensions of responsible research and innovation: A literature review. Science and Engineering Ethics, 23(1), 1–19. https://doi.org/10.1007/s11948-016-9782-1
Burr, R. (2014). The complexity of morality: Being a ‘good child’ in Vietnam? Journal of Moral Education, 43(2), 156–168. https://doi.org/10.1080/03057240.2014.893421
Bushe, G. R. (2007). Appreciative inquiry is not (just) about the positive. OD Practitioner, 39(4), 30–35. http://www.gervasebushe.ca/AI_pos.pdf
Cabrera, D., Colosi, L., & Lobdell, C. (2008). Systems thinking. Evaluation and Program Planning, 31(3), 299–310. https://doi.org/10.1016/j.evalprogplan.2007.12.001
Carpini, M. X. D., Cook, F. L., & Jacobs, L. R. (2004). Public deliberation, discursive participation, and citizen engagement: A review of the empirical literature. Annual Review of Political Science, 7(1), 315–344. https://doi.org/10.1146/annurev.polisci.7.121003.091630
Cen, G., & Yu, J. (2014). Traditional Chinese philosophies and their perspectives on moral education. In L. P. Nucci, D. Narváez, & T. Krettenauer (Eds.), Handbook of moral and character education (Second edition, pp. 30–42). Routledge. https://doi.org/10.4324/9780203114896.ch3
Choi, N., & Majumdar, S. (2013). Social entrepreneurship as an essentially contested concept: Opening a new avenues for systematic future research. Journal of Business Venturing, 29, 363-376.
Coffman, J. (2007). A framework for evaluating systems initiatives. Build Initiative.
Coghlan, A. T., Preskill, H., & Catsambas, T. T. (2003). An overview of appreciative inquiry in evaluation. New Directions for Evaluation, 2003(100), 5–22. https://doi.org/10.1002/ev.96
Cohen, J. (2003). Deliberation and democratic legitimacy. In D. Matravers & J. Pike (Eds.), Debates in Contemporary Political Philosophy: An Anthology (1st ed.). Routledge. https://doi.org/10.4324/9780203986820
Cook, K. S., & Hegtvedt, K. A. (1983). Distributive justice, equity, and equality. Annual Review of Sociology, 9(1), 217–241. https://doi.org/10.1146/annurev.so.09.080183.001245
Cuff, B. M. P., Brown, S. J., Taylor, L., & Howat, D. J. (2016). Empathy: A review of the concept. Emotion Review, 8(2), 144–153. https://doi.org/10.1177/1754073914558466
Cummings, R., Harlow, S., & Maddux, C. D. (2007). Moral reasoning of in-service and pre-service teachers: a review of the research. Journal of Moral Education, 36(1), 67–78. https://doi.org/10.1080/03057240601185471
Defourny, J., & Nyssens, M. (2010). Conceptions of social enterprise and social entrepreneurship in Europe and the United States: Convergences and divergences. Journal of Social Entrepreneurship, 1(1), 32-53.
Deschenes, S., Cuban, L., & Tyack, D. (2001). Mismatch: Historical perspectives on schools and students who don’t fit them. Teachers College Record, 103(4), 525–547. https://doi.org/10.1111/0161-4681.00126
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. The Macmillan Company.
Dixon, J. C., & Rosenbaum, M. S. (2004). Nice to know you? Testing contact, cultural, and group threat theories of anti-Black and anti-Hispanic stereotypes. Social Science Quarterly, 85(2), 257–280. https://doi.org/10.1111/j.0038-4941.2004.08502003.x
Doan, D. H. (2005). Moral education or political education in the Vietnamese educational system? Journal of Moral Education, 34(4), 451–463. https://doi.org/10.1080/03057240500414733
Dufur, M. J., Parcel, T. L., & Troutman, K. P. (2013). Does capital at home matter more than capital at school? Social capital effects on academic achievement. Research in Social Stratification and Mobility, 31, 1–21. https://doi.org/10.1016/j.rssm.2012.08.002
Durlak, J. A., & Weissberg, R. P. (2011). Promoting social and emotional development is an essential part of students’ education. Human Development, 54(1), 1–3. https://doi.org/10.1159/000324337
Eckensberger, L. H. (2008). Morality from a cultural psychology perspective. In G. Zheng, K. Leung, & J. G. Adair (Eds.), Perspectives and Progress in Contemporary Cross-Cultural Psychology: Proceedings from the 17th International Congress of the International Association for Cross-Cultural Psychology (pp. 87-101). International Association for Cross-Cultural Psychology. https://scholarworks.gvsu.edu/iaccp_papers/25/
Edmondson, A. & Lei, Z. (2014). Psychological Safety: The History, Renaissance, and Future of an Interpersonal Construct. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 23-43.
Eisenberg, N. (1991). Values, sympathy, and individual differences: Toward a pluralism of factors influencing altruism and empathy. Psychological Inquiry, 2(2), 128–131. https://doi.org/10.1207/s15327965pli0202_5
Eisenberg, N., & Miller, P. A. (1987). The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 101(1), 91–119. https://doi.org/10.1037/0033-2909.101.1.91
Eisenberg, N., & Strayer, J. (1990). Empathy and its development. Cambridge University Press.
Espinoza, O. (2007). Solving the equity–equality conceptual dilemma: A new model for analysis of the educational process. Educational Research, 49(4), 343–363. https://doi.org/10.1080/00131880701717198
Fabre, C., & Miller, D. (2003). Justice and culture: Rawls, Sen, Nussbaum, and O’Neill. Political Studies Review, 1(1), 4–17. https://doi.org/10.1111/1478-9299.00002
Fenstermacher, G. D., Osguthorpe, R. D., & Sanger, M. N. (2009). Teaching morally and teaching morality. Teacher Education Quarterly, 36(3), 7–19. https://www-jstor-org.ezproxy1.lib.asu.edu/stable/23479186
Flood, R. L. (1998). “Fifth Discipline”: Review and discussion. Systemic Practice and Action Research, 11(3), 259–273. https://doi.org/10.1023/A:1022948013380
Freire, P. (2005). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
Fuenmayor, R. (1991). The roots of reductionism: A counter-onto epistemology for a systems approach. Systems Practice, 4(5), 419–448. https://doi.org/10.1007/BF01104460
Fuenmayor, R., & López-garay, H. (1991). The scene for interpretive systemology. Systems Practice, 401–418.
Fukumoto, E., & Bozeman, B. (2019). Public values theory: What is missing? The American Review of Public Administration, 49(6), 635–648. https://doi.org/10.1177/0275074018814244
Fullan, M. (1982). Research into educational innovation. The management of educational institutions, 245-261. Routledge.
Fullan, M. (1993). Change forces: Probing the depths of educational reform. Routledge. https://doi.org/10.4324/9780203059005
Fullan, M. (2007). Change theory as a force for school improvement. In: Burger J.M., Webber C.F., Klinck P. (eds) Intelligent Leadership. Studies in Educational Leadership, vol 6. Springer, Dordrecht. https://doi-org.ezproxy1.lib.asu.edu/10.1007/978-1-4020-6022-9_3
Gert, B., & Gert, J. (2017). The definition of morality. In E. N. Zalta (Ed.), The Stanford Encyclopedia of Philosophy (Fall 2017). Metaphysics Research Lab, Stanford University. https://plato.stanford.edu/archives/fall2017/entries/morality-definition/
Gilligan, C. (1977). In a different voice: Women’s conceptions of self and of morality. Harvard Educational Review, 47(4), 481–517. https://doi.org/10.17763/haer.47.4.g6167429416hg5l0
Gioia, D. A., & Chittipeddi, K. (1991). Sensemaking and sensegiving in strategic change initiation. Strategic Management Journal, 12(6), 433–448.
Goldstein, L. S., & Lake, V. E. (2000). “Love, love, and more love for children”: exploring preservice teachers’ understandings of caring. Teaching and Teacher Education, 16(8), 861–872. https://doi.org/10.1016/S0742-051X(00)00031-7
Gray, B. (1985). Conditions facilitating interorganizational collaboration. Human Relations, 38(10), 911–936. https://doi.org/10.1177/001872678503801001
Grunwald, A. (2014). The hermeneutic side of responsible research and innovation. Journal of Responsible Innovation, 1(3), 274–291. https://doi.org/10.1080/23299460.2014.968437
Guo, C., & Bielefeld, W. (2014). Social entrepreneurship: An evidence-based approach to creating social value. Jossey-Bass.
Gurin, P., Dey, E., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330–367. https://doi.org/10.17763/haer.72.3.01151786u134n051
Gutmann, A., & Thompson, D. F. (2009). Why deliberative democracy? Princeton University Press.
Haines, S. (2016). The systems thinking approach to strategic planning and management. CRC Press.
Harris, S. G. (1994). Organizational culture and individual sensemaking: A schema-based perspective. Organization Science, 5(3), 309–321.
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140-153. https://doi.org/10.1016/j.tsc.2017.10.001
Higgins, A. (1987). A feminist perspective on moral education. Journal of Moral Education, 16(3), 240–248. https://doi.org/10.1080/0305724870160308
Hill Collins, P. (2017). The difference that power makes: Intersectionality and participatory democracy. Investigaciones Feministas, 8(1), 19–39. https://doi.org/10.5209/INFE.54888
Hill Collins, P., & Bilge, S. (2020). Intersectionality (Second edition). Polity Press.
Hochschild, J. L. (2003). Social class in public schools. Journal of Social Issues, 59(4), 821–840. https://doi.org/10.1046/j.0022-4537.2003.00092.x
Horne, Z., & Powell, D. (2016). How large is the role of emotion in judgments of moral dilemmas? PLOS ONE, 11(7), 1–19. https://doi.org/10.1371/journal.pone.0154780
Howaldt, J., Kopp, R., & Schwarz, M. (2015). Social innovations as drivers of social change – Exploring Tarde’s contribution to social innovation theory building. In A. Nicholls et al. (eds.) New Frontiers in Social Innovation Research. The Editor(s).
Hurtado, S. (2007). Linking diversity with the educational and civic missions of higher education. The Review of Higher Education, 30(2), 185–196. https://doi.org/10.1353/rhe.2006.0070
Hwang, K.-K., & Han, K.-H. (2010). Face and morality in Confucian society. In The Oxford handbook of Asian psychology (pp. 251-265). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199541850.013.0029
Johnson, J. R., & McIntosh, A. S. (2009). Toward a cultural perspective and understanding of the disability and deaf experience in special and multicultural education. Remedial and Special Education, 30(2), 67–83. https://doi.org/10.1177/0741932508324405
Johnson, M. (1993). Moral imagination: Implications of cognitive science for ethics. University of Chicago Press.
Jordan, M. E., & Babrow, A. S. (2013). Communication in creative collaborations: The challenges of uncertainty and desire related to task, identity, and relational goals. Communication Education, 62(2), 210–232. https://doi.org/10.1080/03634523.2013.769612
Jordan, M. E., & McDaniel, R. R. (2014). Helping students respond creatively to a complex world. In D. Ambrose, B. Sriraman, & K. M. Pierce (Eds.), A Critique of Creativity and Complexity (pp. 249–268). https://doi.org/10.1007/978-94-6209-773-5_16
Jordan, M. E., & McDaniel, R. R. (2014). Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity. Journal of the Learning Sciences, 23(4), 490–536. https://doi.org/10.1080/10508406.2014.896254
Jubilee Centre for Character and Virtues. (2017). A framework for character education in schools. Retrieved from https://www.jubileecentre.ac.uk/wp-content/uploads/2023/07/Framework-for-Character-Education.pdf
Karwowski, M., & Beghetto, R. A. (2018). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402–415. https://doi.org/10.1037/aca0000190
Kezar, A. (2005). Redesigning for collaboration within higher education institutions: An exploration into the developmental process. Research in Higher Education, 46(7), 831–860. https://doi.org/10.1007/s11162-004-6227-5
Kezar, A. (2013). Understanding sensemaking/sensegiving in transformational change processes from the bottom up. Higher Education, 65(6), 761–780. https://doi.org/10.1007/s10734-012-9575-7
Kistruck, G. M., & Beamish, P. W. (2010, July). The interplay of form, structure, and embeddedness in social intrapreneurship. Entrepreneurship: Theory and Practice, 34(4), 735+. https://link.gale.com/apps/doc/A233123805/CWI?u=asuniv&sid=bookmark-CWI&xid=08dc2860
Koski, W. S., & Reich, R. (2006). When adequate isn’t: The retreat from equity in educational law and policy and why it matters. Emory Law Journal, 56(3), 545–618.
Kraft, A., Sparr, J. L., & Peus, C. (2018). Giving and making sense about change: The back and forth between leaders and employees. Journal of Business and Psychology, 33(1), 71–87.
Kristjánsson, K. (2015). Aristotelian character education. Routledge.
Kvalnes, Ø. (2015). Moral reasoning at work: Rethinking ethics in organizations. Palgrave Macmillan UK. https://doi.org/10.1057/9781137532619
Lai, E. R., DiCerbo, K. E., & Foltz, P. (2017). Skills for today: What we know about teaching and assessing collaboration (Skills for Today). Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/skills-for-today/Collaboration-FullReport.pdf
Lamb, M., Brant, J., & Brooks, E. (2022). Seven strategies for cultivating virtue in the university, in J. Brant, M. Lamb, and E. Brooks (Eds), Cultivating Virtue in the University, (pp. 115-156). Oxford University Press.
Lapsley, D., & Woodbury, R. (2016). Moral-character development for teacher education. Action in Teacher Education, 38(3), 194–206. https://doi.org/10.1080/01626620.2016.1194785
Lempert, R., Scheffran, J., & Sprinz, D. F. (2009). Methods for long-term environmental policy challenges. Global Environmental Politics, 9(3), 106–133. https://doi.org/10.1162/glep.2009.9.3.106
Lettuce, F., & Parekh, M. (2010). The social innovation process: Themes, challenges, and implications for practice. International Journal of Technology Management, 51(1), 139-158.
Lorde, A. (2007). The master’s tools will never dismantle the master’s house. Sister outsider: Essays and speeches (Revised ed., pp. 110–114). Crossing Press.
Lubberink, R., Blok, V., Van Ophem, J., & Omta, O. (2017). Lessons for responsible innovation in the business context: A systematic literature review of responsible, social and sustainable innovation practices. Sustainability, 9(5), 721. https://doi.org/10.3390/su9050721
Lueddeke, G. R. (1999). Toward a constructivist framework for guiding change and innovation in higher education. The Journal of Higher Education, 70(3), 235-260.
Lugg, C. A., & Murphy, J. P. (2014). Thinking whimsically: Queering the study of educational policy-making and politics. International Journal of Qualitative Studies in Education, 27(9), 1183–1204. https://doi.org/10.1080/09518398.2014.916009
MacElroy, M. (2003). Educating for character: Teaching values in the college environment. The Vermont Connection, 24(3). https://scholarworks.uvm.edu/tvc/vol24/iss1/3
MacPherson, S. (2010). Teachers’ collaborative conversations about culture: Negotiating decision making in intercultural teaching. Journal of Teacher Education, 61(3), 271–286. https://doi.org/10.1177/0022487109353032
Maritz, A., & Donovan, J. (2015). Entrepreneurship and innovation. Education & Training, 57(1), 74-87. http://doi.org/10.1108/ET-02-2013-0018
McLeod Grant, H. (2013). The five stages of social innovation at scale. Stanford Social Innovation Review. https://doi.org/10.48558/ATQ3-KD38
Metz, T. (2007). Toward an African moral theory. Journal of Political Philosophy, 15(3), 321–341. https://doi.org/10.1111/j.1467-9760.2007.00280.x
Metz, T., & Gaie, J. B. R. (2010). The African ethic of Ubuntu/Botho: Implications for research on morality. Journal of Moral Education, 39(3), 273–290. https://doi.org/10.1080/03057240.2010.497609
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401
Midgley, G. (1992). The sacred and profane in critical systems thinking. Systems Practice, 5(1), 5–16. https://doi.org/10.1007/BF01060044
Midgley, G. (1997). Dealing with coercion: Critical Systems Heuristics and beyond. Systems Practice, 10(1), 37–57. https://doi.org/10.1007/BF02557850
Moulaert, F., MacCallum, D., & Hillier, J. (2013). Social innovation: intuition, precept, concept. The international handbook on social innovation: Collective action, social learning and transdisciplinary research, 13, 13-23.
Mulgan, G. (2012). Social innovation theories: Can theory catch up with practice? In H. W. Franz et al. (eds.), Challenge Social Innovation. Springer-Verlag. https://doi.org/10.1007/978-3-642-32879-4_2
Mulgan, G., Tucker, S., Ali, R., & Sanders, B. (2007). Social Innovation: What it is, Why it Matters and How It Can be Accelerated. The Young Foundation. https://youngfoundation.org/wp-content/uploads/2012/10/Social-Innovation-what-it-is-why-it-matters-how-it-can-be-accelerated-March-2007.pdf
Munshi, N. (2010). Value creation, social innovation, and entrepreneurship in global economies. Journal of Asia-Pacific Business. 11, 160-165. https://doi.org/10.1080/10599231.2010.500569
Murray, R., Caulier-Grice, J., & Mulgan, G. (2010). The open book of social innovation. The Young Foundation & NESTA. https://media.nesta.org.uk/documents/the_open_book_of_social_innovation.pdf
Murray, R., Mulgan, G., & Caulier-Grice, J. (Work in Progress). How to innovate: The tools for social innovation. NESTA & The Young Foundation. https://static1.squarespace.com/static/5bc8924fb9144917ed082349/t/5f50c64f46e3c302a0c990da/1599129171186/How-to-innovate-the-tools-for-social-innovation.pdf
Myyrya, L., & Helkama, K. (2001). University students’ value priorities and emotional empathy. Educational Psychology, 21(1), 25–40. https://doi.org/10.1080/01443410123128
Myyrya, L., Juujärvi, S., & Pesso, K. (2010). Empathy, perspective taking and personal values as predictors of moral schemas. Journal of Moral Education, 39(2), 213–233. https://doi.org/10.1080/03057241003754955
Nabatchi, T. (2018). Public values frames in administration and governance. Perspectives on Public Management and Governance, 1(1), 59–72. https://doi.org/10.1093/ppmgov/gvx009
Nagashima, J., & Gibbs, N. P. (2021). Sensegathering and iteration: The evolution of a character education framework in higher education. Journal of Moral Education, 51(4), 518–534. https://doi.org/10.1080/03057240.2021.1909547
Nandan, M., London, M., & Bent-Goodley, T. (2015). Social workers as social change agents: Social innovation, social intrapreneurship, and social entrepreneurship. Human Service Organizations: Management, Leadership & Governance, 39(1), 38-56. https://doi.org/10.1080/23303131.2014.955236
Neessen, P. C. M., Caniëls, M. C. J., Vos, B., & de Jong, J. P. (2018). The intrapreneurial employee: Toward an integrated model of intrapreneurship and research agenda. International Entrepreneurship and Management Journal, 15, 545-571. https://link.springer.com/article/10.1007%2Fs11365-018-0552-1
Niosi, J. (1999). Fourth-generation R&D: From linear models to flexible innovation. Journal of Business Research, 45(2), 111–117. https://doi.org/10.1016/S0148-2963(97)00230-0
Noddings, N. (1987). Do we really want to produce good people? Journal of Moral Education, 16(3), 177–188. https://doi.org/10.1080/0305724870160303
Noddings, N. (2008). Caring and moral education. In L. P. Nucci & D. Narváez (Eds.), Handbook of moral and character education (pp. 161–174). Routledge. https://doi.org/10.4324/9780203931431
Noddings, N. & Brooks, L. (2017). Teaching controversial issues: The case for critical thinking and moral commitment in the classroom. Teachers College Press.
Nordmann, A. (2014). Responsible innovation, the art and craft of anticipation. Journal of Responsible Innovation, 1(1), 87–98. https://doi.org/10.1080/23299460.2014.882064
North, C. E. (2006). More than words? Delving into the substantive meaning(s) of “social justice” in education. Review of Educational Research, 76(4), 507–535. https://doi.org/10.3102/00346543076004507
Nucci. L. (2008). Nice is not enough: Facilitating moral development. Pearson Education.
Nucci, L. (2016). Recovering the role of reasoning in moral education to address inequity and social justice. Journal of Moral Education, 45, 291-307. https://doi.org/10.1080/03057240.2016.1167027
Nucci, L. (2017). Character: A Multifaceted Developmental System. Journal of Character Education, 13(1), 1–16. http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_173632.pdf
Nucci, L., Creane, M. W., & Powers, D. W. (2015). Integrating moral and social development within middle school social studies: a social cognitive domain approach. Journal of Moral Education, 44(4), 479–496. https://doi.org/10.1080/03057240.2015.1087391
Oancea, A. (2014). Ethics in social science research. In K. F. Punch (Ed.), Introduction to social research: Quantitative and qualitative approaches (pp. 57–72). SAGE.
Ong, A., Dominguez, V. R., Friedman, J., Schiller, N. G., Stolcke, V., Wu, D. Y. H., & Ying, H. (1996). Cultural citizenship as subject-making: Immigrants negotiate racial and cultural boundaries in the United States. Current Anthropology, 37(5), 737–762.
Osguthorpe, R. D. (2013). Attending to ethical and moral dispositions in teacher education. Issues in Teacher Education, 22(1), 17–28. http://files.eric.ed.gov/fulltext/EJ1013927.pdf
Osguthorpe, R., & Sanger, M. (2013). The moral nature of teacher candidate beliefs about the purposes of schooling and their reasons for choosing teaching as a career. Peabody Journal of Education, 88(2), 180–197. https://doi.org/10.1080/0161956X.2013.775871
Owen, R., Stilgoe, J., Macnaghten, P., Gorman, M., Fisher, E., & Guston, D. (2013). A framework for responsible innovation. In R. Owen, J. Bessant, & M. Heintz (Eds.), Responsible Innovation (pp. 27–50). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118551424.ch2
Paul, E. S., & Kaufman, S. B. (Eds.). (2014). The philosophy of creativity: New essays. New York, NY: Oxford University Press.
Pellé, S., & Reber, B. (2015). Responsible innovation in the light of moral responsibility. Journal on Chain and Network Science, 15(2), 107–117. https://doi.org/10.3920/JCNS2014.x017
Pena, E. V., Bensimon, E. M., & Colyar, J. (2006). Contextual problem defining: Learning to think and act from the standpoint of equity. Liberal Education, 92(2), 48–55.
Phillips, W., Lee, H., Ghobadian, A., O’Regan, N., & James, P. (2015). Social innovation and social entrepreneurship: A systematic review. Group and Organization Management, 40(3), 428-461. https://doi.org/10.1177/1059601114560063
Phills, J. A., Deiglmeier, K., & Miller, D. T. (2008). Rediscovering social innovation. Stanford Social Innovation Review, 6(4), 34-43.
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96. https://doi.org/10.1207/s15326985ep3902_1
Pohling, R., Bzdok, D., Eigenstetter, M., Stumpf, S., & Strobel, A. (2016). What is ethical competence? The role of empathy, personal values, and the five-factor model of personality in ethical decision-making. Journal of Business Ethics, 137(3), 449–474. https://doi.org/10.1007/s10551-015-2569-5
Power, F. C., & Higgins-D’Alessandro, A. (2008). The Just Community approach to moral education and the moral atmosphere of the school. In L. P. Nucci & D. Narváez (Eds.), Handbook of moral and character education (pp. 230–247). Routledge. https://doi.org/10.4324/9780203931431
Preston, S. D., & Waal, F. B. M. de. (2002). Empathy: Its ultimate and proximate bases. Behavioral and Brain Sciences, 25(1), 1–20. https://doi.org/10.1017/S0140525X02000018
Purpel, D. E. (1999). The politics of character education. Counterpoints, 102, 83–97. JSTOR.
Rawls, J. (1974). The independence of moral theory. Proceedings and Addresses of the American Philosophical Association, 48, 5–22. https://doi.org/10.2307/3129858
Rawls, J. (1999). A theory of justice (Rev. ed). Belknap Press of Harvard University Press.
Richter, J., Hale, A. E., & Archambault, L. M. (2018). Responsible innovation and education: integrating values and technology in the classroom. Journal of Responsible Innovation, 1-6. https://doi.org/10.1080/23299460.2018.1510713
Rodríguez Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of sustainability: A systematic literature review (1999-2019). International Journal of Sustainability in Higher Education, 21(5), 993–1013. https://doi.org/10.1108/IJSHE-05-2019-0168
Rogers, D., & Webb, J. (1991). The ethic of caring in teacher education. Journal of Teacher Education, 42(3), 173–181. https://doi.org/10.1177/002248719104200303
Romero, A., Arce, S., & Cammarota, J. (2009). A Barrio pedagogy: Identity, intellectualism, activism, and academic achievement through the evolution of critically compassionate intellectualism. Race Ethnicity and Education, 12(2), 217–233. https://doi.org/10.1080/13613320902995483
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Sagiv, L., Roccas, S., Cieciuch, J., & Schwartz, S. H. (2017). Personal values in human life. Nature Human Behaviour, 1(9), 630–639. https://doi.org/10.1038/s41562-017-0185-3
Sanger, M. N., & Osguthorpe, R. D. (2011). Teacher education, preservice teacher beliefs, and the moral work of teaching. Teaching and Teacher Education, 27(3), 569–578. https://doi.org/10.1016/j.tate.2010.10.011
Sanger, M. N., & Osguthorpe, R. D. (2013). Modeling as moral education: Documenting, analyzing, and addressing a central belief of preservice teachers. Teaching and Teacher Education, 29, 167–176. https://doi.org/10.1016/j.tate.2012.08.002
Sanger, M. N., & Osguthorpe, R. D. Eds. (2013). The moral work of teaching and teacher education: Preparing and supporting practitioners. New York, NY: Teachers College Press.
Sanger, M. N., Osguthorpe, R. D., & Fenstermacher, G. D. (2013). The moral work of teaching in teacher education. In M. N. Sanger & R. D. Osguthorpe (Eds.), The moral work of teaching and teacher education: Preparing and supporting practitioners (pp. 3-13). New York, NY: Teachers College Press.
Savage, G. T., Bunn, M. D., Gray, B., Xiao, Q., Wang, S., Wilson, E. J., & Williams, E. S. (2010). Stakeholder collaboration: Implications for stakeholder theory and practice. Journal of Business Ethics, 96(S1), 21–26. https://doi.org/10.1007/s10551-011-0939-1
Schmitz, B., & Schröer, A. (2016). How giants learn to dance: Towards conceptualizing the Social Intrapreneur. Arbeitspapiere der Evangelischen Hochschule Darmstadt, Nr (Darmstadt: Ev. Hochschule Darmstadt). 21. https://www.researchgate.net/publication/305875307_How_giants_learn_to_dance_Towards_conceptualizing_the_Social_Intrapreneur
Schröer, A. (2021, March 4). Social innovation in education and social service organizations: Challenges, actors and approaches to foster social innovation. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2020.555624/full
Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online Readings in Psychology and Culture, 2(1). https://doi.org/10.9707/2307-0919.1116
Selin, C. (2011). Negotiating plausibility: Intervening in the future of nanotechnology. Science and Engineering Ethics, 17(4), 723–737. https://doi.org/10.1007/s11948-011-9315-x
Selin, C. (2014). On not forgetting futures. Journal of Responsible Innovation, 1(1), 103–108. https://doi.org/10.1080/23299460.2014.884378
Sen, A. (2007). Identity and violence: The illusion of destiny. Penguin Books India.
Sen, P. (2007). Ashoka’s big idea: Transforming the world through social entrepreneurship. Futures, 39, 534-553.
Shaked, H., & Schechter, C. (2013). Seeing wholes: The concept of systems thinking and its implementation in school leadership. International Review of Education, 59(6), 771–791. https://doi.org/10.1007/s11159-013-9387-8
Shaked, H., & Schechter, C. (2014). Systems school leadership: Exploring an emerging construct. Journal of Educational Administration, 52(6), 792–811. https://doi.org/10.1108/JEA-07-2013-0081
Shaked, H., & Schechter, C. (2017). Systems thinking among school middle leaders. Educational Management Administration & Leadership, 45(4), 699–718. https://doi.org/10.1177/1741143215617949
Shields, D. L. (2011). Character as the aim of education. Phi Delta Kappan, 92(8), 48-53. https://doi.org /10.1177/003172171109200810
Shields, D., Althof, W., Berkowitz, M. W., & Navarro, V. (2013). What are we trying to achieve? Developing a framework for preparing character educators. In M. Sanger & R. Osguthorpe (Ed.), The Moral Work of Teaching: Preparing and Supporting Practitioners, (pp. 164-180). Teachers College Press.
Shor, R., Cattaneo, L., & Calton, J. (2017). Pathways of transformational service learning: Exploring the relationships between context, disorienting dilemmas, and student response. Journal of Transformative Education, 15(2), 156–173. https://doi.org/10.1177/1541344616689044
Shweder, R. A., Mahapatra, M., & Miller, J. G. (1990). Culture and moral development. In J. W. Stigler, R. A. Schweder, & G. Herdt (Eds.), Cultural Psychology (pp. 130–204). Cambridge University Press. https://doi.org/10.1017/CBO9781139173728.005
Small, C., Lew, C. (2021). Mindfulness, Moral Reasoning and Responsibility: Towards Virtue in Ethical Decision-Making. J Bus Ethics 169, 103–117. https://doi.org/10.1007/s10551-019-04272-y
Smith, A. (2001). A faceless bureaucrat ponders special education, disability, and white privilege. Journal of the Association for Persons with Severe Handicaps, 26(3), 180–188. https://doi.org/10.2511/rpsd.26.3.180
Stahl, B.C., Obach, M., Yaghmaei, E., Ikonen, V., Chatfield, K., & Brem, A. (2017). The Responsible Research and Innovation (RRI) Maturity Model: Linking theory and practice. Sustainability 9(1036), 1-19. https://doi.org/10.3390/su9061036
Stilgoe, J., Owen, R., & Macnaghten, P. (2013). Developing a framework for responsible innovation. Research Policy, 42(9), 1568–1580. https://doi.org/10.1016/j.respol.2013.05.008
Stirling, A. (2010). Keep it complex. Nature, 468(7327), 1029–1031. https://doi.org/10.1038/4681029a
Sverdlik, N., Roccas, S., & Sagiv, L. (2012). Morality across cultures: A values perspective. In M. Mikulincer & P. R.
Shaver (Eds.), The social psychology of morality: Exploring the causes of good and evil (pp. 219–235). American Psychological Association. https://doi.org/10.1037/13091-012
Swart, R. J., Raskin, P., & Robinson, J. (2004). The problem of the future: Sustainability science and scenario analysis. Global Environmental Change, 14(2), 137–146. https://doi.org/10.1016/j.gloenvcha.2003.10.002
Thomson, A. M., & Perry, J. L. (2006). Collaboration processes: Inside the black box. Public Administration Review, 66(s1), 20–32. https://doi.org/10.1111/j.1540-6210.2006.00663.x
Thomson, A. M., Perry, J. L., & Miller, T. K. (2009). Conceptualizing and measuring collaboration. Journal of Public Administration Research and Theory, 19(1), 23–56. https://doi.org/10.1093/jopart/mum036
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15
Turiel, E. (2015). Moral development. In R. M. Lerner (Ed.), Handbook of Child Psychology and Developmental Science (pp. 1–39). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118963418.childpsy113
Turner, T. P. (2017). Co-teachers’ perceptions of the four domains of teacher collaboration [Ed.D., Grand Canyon University]. http://search.proquest.com/docview/1907053005/abstract/86BD8406268C4CC3PQ/1
Ulrich, W. (1987). Critical heuristics of social systems design. European Journal of Operational Research, 31(3), 276–283. https://doi.org/10.1016/0377-2217(87)90036-1
US Department of Education (DOE). (2005). Character education: Our shared responsibility. Retrieved from https://www2.ed.gov/admins/lead/character/brochure.pdf
van den Hoven, J. (2013). Value sensitive design and responsible innovation. In R. Owen, J. Bessant, & M. Heintz (Eds.), Responsible Innovation (pp. 75–83). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118551424.ch4
van der Burg, S. (2014). On the hermeneutic need for future anticipation. Journal of Responsible Innovation, 1(1), 99–102. https://doi.org/10.1080/23299460.2014.882556
Vangen, S., & Huxham, C. (2012). The tangled web: Unraveling the principle of common goals in collaborations. Journal of Public Administration Research and Theory, 22(4), 731–760. https://doi.org/10.1093/jopart/mur065
Vincent-Lancrin, S., Jacotin, G., Urgel, J., Kar, S., & González-Sancho, C. (2017). Measuring innovation in education: A journey to the future. OECD. https://www.oecd.org/education/ceri/Measuring_Innovation_16x23_ebook.pdf
Vue, R., Haslerig, S. J., & Allen, W. R. (2017). Affirming race, diversity, and equity through Black and Latinx students’ lived experiences. American Educational Research Journal, 54(5), 868–903. https://doi.org/10.3102/0002831217708550
Warneken, F., & Tomasello, M. (2009). Varieties of altruism in children and chimpanzees. Trends in Cognitive Sciences, 13(9), 397–402. https://doi.org/10.1016/j.tics.2009.06.008
Warr, M., Mishra, P., & Scragg, B. (2020). Designing theory. Educational Technology Research and Development : ETR & D., 68(2), 601–632. https://doi.org/10.1007/s11423-020-09746-9
Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169–183. https://doi.org/10.1177/0022487117712487
Watson, M., Benson, K., Daly, L., & Pelton, J. (2013). Integrating social and ethical development into the preservice curriculum: Building on the child development project. In Sanger, Matthew N. & R. D. Osguthorpe (Eds.), The moral work of teaching and teacher education: Preparing and supporting practitioners (pp. 129–147). Teachers College Press.
Weick, K. E. (1995). Sensemaking in organizations. SAGE.
Weiner, S., Warr, M., & Mishra, P. (2020). Fostering system-level perspective taking when designing for change in educational systems. TechTrends : for Leaders in Education & Training., 64(5), 779–788. https://doi.org/10.1007/s11528-020-00529-w
Westley, F. (2008). The social innovation dynamic. SiG@ Waterloo. https://www.ryerson.ca/content/dam/cpipe/documents/Why/Frances%20Westley%2C%20Social%20Innovation%20Dynamic.pdf
Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).
What is equity? (2019, June 6). Retrieved June 6, 2019, from National Association for Multicultural Education website: https://www.nameorg.org/learn/what_is_equity.php
Whitney, D., & Trosten-Bloom, A. (2010). The power of appreciative inquiry: A practical guide to positive change (2nd ed.). Berrett-Koehler Publishers.
Wickson, F., & Carew, A. L. (2014). Quality criteria and indicators for responsible research and innovation: Learning from transdisciplinarity. Journal of Responsible Innovation, 1(3), 254–273. https://doi.org/10.1080/23299460.2014.963004
Wispé, L. (1986). The distinction between sympathy and empathy: To call forth a concept, a word is needed. Journal of Personality and Social Psychology, 50(2), 314–321. https://doi.org/10.1037/0022-3514.50.2.314
Wong, L. (2019). Administrators’ unintentional sensegiving and system reform outcomes. Education Policy Analysis Archives, 27(3). https://doi.org/10.14507/epaa.27.3854
Wong, L.-S., & Mishra, P. (2021). Reforming Our School Systems Around a Humanizing Curriculum: Schooling During and After COVID-19. ECNU Review of Education, 4(4), 890-898. https://doi.org/10.1177/2096531120980750
Wood, D. J., & Gray, B. (1991). Toward a comprehensive theory of collaboration. The Journal of Applied Behavioral Science, 27(2), 139–162. https://doi.org/10.1177/0021886391272001
Woodland, R., Lee, M. K., & Randall, J. (2013). A validation study of the Teacher Collaboration Assessment Survey. Educational Research and Evaluation, 19(5), 442–460. https://doi.org/10.1080/13803611.2013.795118
Wren, T. (2008). Philosophical moorings. In L. P. Nucci & D. Narváez (Eds.), Handbook of moral and character education (pp. 11–29). Routledge. https://doi.org/10.4324/9780203931431
Zembylas, M., & Papamichael, E. (2017). Pedagogies of discomfort and empathy in multicultural teacher education. Intercultural Education, 28(1), 1–19. https://doi.org/10.1080/14675986.2017.1288448
Back to topThe HOW of Principled Innovation
Banoobhai, M. (2012). Critical reflection: Tools for curriculum implementation and innovation. Procedia – Social and Behavioral Sciences, 47, 175–179. https://doi.org/10.1016/j.sbspro.2012.06.634
Berkowitz, M. W., Bier, M. C., & McCauley, B. (2016, July 26). Effective features and practices that support character development. Invited paper for the National Academies of Sciences, Engineering, and Medicine Workshop on Defining and Measuring Character and Character Education, Washington, DC. Retrieved from https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_173493.pdf
Borstel, J. (2005). Liz Lerman Dance Exchange: An aesthetic of inquiry, an ethos of dialogue. In Dialogue in artistic practice: Case studies from animating democracy (pp. 57-91). Americans for the Arts.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413. https://doi.org/10.1080/02602930600679050
Brookfield, S. (2009). The concept of critical reflection: Promises and contradictions. European Journal of Social Work, 12(3), 293–304. https://doi.org/10.1080/13691450902945215
Brooks, E., Brant, J., & Lamb, M. (2019). How can universities cultivate leaders of character? Insights from a leadership and character development program at the University of Oxford. International Journal of Ethics Education, 4(2), 167–182. https://doi.org/10.1007/s40889-019-00075-x
Cambridge, D., Kaplan, S., & Suter, V. (2005). Community of practice design guide: A step-by-step guide for designing & cultivating communities of practice in higher education. Educause Learning Initiative. https://library.educause.edu/resources/2005/1/community-of-practice-design-guide-a-stepbystep-guide-for-designing-cultivating-communities-of-practice-in-higher-education
Chano, J. (2012). An education in awareness: Recovering the heart of learning through contemplation. International Journal of Asian Social Science, 2(2), 106–110.
Cook-Sather, A., & Baker-Doyle, K. J. (2017). Developing teachers’ capacity for moral reasoning and imagination in teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (Vol. 2, pp. 354–368). SAGE Reference. https://doi.org/10.1002/9781118785317.weom020036
Dewey, J. (1910). How we think. D.C. Heath & Co. https://archive.org/download/howwethink00deweiala/howwethink00deweiala.pdf
Education Commission. (2019). Transforming the education workforce: Learning teams for a learning generation. Education Commission. https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf
Ennis, R. (2011a). Critical thinking: Reflection and perspective part I. Inquiry: Critical Thinking Across the Disciplines, 26(1), 4–18. https://doi.org/10.5840/inquiryctnews20112613
Ennis, R. (2011b). Critical thinking: Reflection and perspective part II. Inquiry: Critical Thinking Across the Disciplines, 26(2), 5–19. https://doi.org/10.5840/inquiryctnews201126215
Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139–160. https://doi.org/10.1080/00071005.2015.1133799
Gardiner, W., & Robinson, K. S. (2009). Paired field placements: A means for collaboration. The New Educator, 5(1), 81–94. https://doi.org/10.1080/1547688X.2009.10399565
Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181–187. https://doi.org/10.1207/s15430421tip4203_3
Gray, D. E. (2007). Facilitating management learning: Developing critical reflection through reflective tools. Management Learning, 38(5), 495–517. https://doi.org/10.1177/1350507607083204
Gunnlaugson, O. (2009). Establishing second-person forms of contemplative education: An inquiry into four conceptions of intersubjectivity. Integral Review, 5(1), 26.
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195–202. https://doi.org/10.1207/s15430421tip4203_5
Hughes, J., Jewson, N., & Unwin, L. (Eds.). (2007). Communities of practice: Critical perspectives. Routledge. https://doi.org/10.4324/NOE0415364737
Kolb, A. Y., & Kolb, D. A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40(3), 297–327. https://doi.org/10.1177/1046878108325713
LaBelle, J. T., & Belknap, G. (2016). Reflective journaling: Fostering dispositional development in preservice teachers. Reflective Practice, 17(2), 125–142. https://doi.org/10.1080/14623943.2015.1134473
Lamb, M., Brant, J., & Brooks, E. (2021). How is virtue cultivated? Seven strategies for postgraduate character development. Journal of Character Education, 17(1).
Lerman, L. (2011). Hiking the horizontal: Field notes from a choreographer. Wesleyan University Press.
Lerman, L. (2015). Atlas of Creative Tools: Report and prospectus for the sharing and perpetuation of arts-based tools on a digital platform. [Unpublished report]. Imaging Research Center, UMBC.
Lerman, L. (2018). Dramaturgy as litany. In R. Bowditch, J. Casazza & A. Thornton. (Eds.), Physical dramaturgy: Perspectives from the field (pp. 73-78). Routledge.
Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2009). Evolution of Wenger’s concept of community of practice. Implementation Science, 4(1), 11. https://doi.org/10.1186/1748-5908-4-11
Lundgren, H., & Poell, R. F. (2016). On critical reflection: A review of Mezirow’s theory and its operationalization. Human Resource Development Review, 15(1), 3–28. https://doi.org/10.1177/1534484315622735
McCormack, C., Kennelly, R. Gilchrist, J., Hancock, E., Islam, J., Northcote, M., & Thomson, K. (2017). From dream to reality: Sustaining a higher education community of practice beyond initial enthusiasm. In J. McDonald & A. Cater-Steel (Eds.), Communities of Practice: Facilitating Social Learning in Higher Education (pp. 599-622). Springer. DOI 10.1007/978-981-10-2879-3_28
McDonald, J., Star, C., Burch, T., Cox, M., Nagy, J., Margetts, F., & Collins, E. (2012). Identifying, building and sustaining leadership capacity for communities of practice in higher education. Australian Government Office for Learning and Teaching. https://research.usq.edu.au/download/c9eacbb71aa08a1adbebbbff27c771c25d4900d59fbf271388263f1f5267794f/1165501/McDonald_Star_LE10-1734_USQ_Final_2012_PV.pdf
Mezirow, J. (1990). How critical reflection triggers transformative learning. In Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1–20). Jossey-Bass Publishers. https://www.colorado.edu/plc/sites/default/files/attached-files/how_critical_reflection_triggers_transfo.pdf
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185. https://doi.org/10.1177/074171369804800305
Newell, C., & Bain, A. (2018). Team-based collaboration in higher education learning and teaching: A review of the literature. Springer Singapore. https://doi.org/10.1007/978-981-13-1855-9
Newell, C., & Bain, A. (2020). Academics’ perceptions of collaboration in higher education course design. Higher Education Research & Development, 39(4), 748–763. https://doi.org/10.1080/07294360.2019.1690431
Nock, M. (2023). Insights into the Atlas of Creative Tools and how it moves sustainability science toward cognitive justice, or, an interrogation of the traditional dissertation [Unpublished doctoral dissertation]. Arizona State University.
O’Donnell, A. (2015). Contemplative pedagogy and mindfulness: Developing creative attention in an age of distraction: contemplative pedagogy and mindfulness. Journal of Philosophy of Education, 49(2), 187–202. https://doi.org/10.1111/1467-9752.12136
Ramage, M. (2017). Learning and Change in the Work of Donald Schön: Reflection on Theory and Theory on Reflection. In: Szabla, David B.; Pasmore, William A.; Barnes, Mary A. and Gipson, Asha N. eds. The Palgrave Handbook of Organizational Change Thinkers. New York: Palgrave Macmillan, pp. 1159–1172. https://doi.org/10.1007/978-3-319-49820-1_57-1
Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119–136. https://doi.org/10.1080/00461520902832376
Sable, D. (n.d.). Reason in the service of the heart: The impacts of contemplative practices on critical thinking. 22.
Schön, D. (1983). The reflective practitioner: How professionals think in action. Arena.
Sharma, S., Phillion, J., & Malewski, E. (2011). Examining the practice of critical reflection for developing pre-service teachers’ multicultural competencies: Findings from a study abroad program in Honduras. Issues in Teacher Education, 20(2), 9–22. https://eric.ed.gov/?id=EJ954551
Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211–223. https://doi.org/10.1080/13562517.2010.515022
Van Beveren, L., Roets, G., Buysse, A., & Rutten, K. (2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review, 24, 1–9. https://doi.org/10.1016/j.edurev.2018.01.002
Wenger, E., McDermott, R., & Snyder, W. M. (2002). Seven principles for cultivating communities of practice. Cultivating Communities of Practice: a guide to managing knowledge, 4. https://www.clearwatervic.com.au/user-data/resource-files/7Principles_Community-of-Practice.pdf
Wenger, E. C., & Snyder, W. M. (2000). Communities of Practice: The organizational frontier. Harvard Business Review, January-February, 139–145.
Wenger-Trayner, E., Wenger-Trayner, B., Reid, P., & Brüderlein, C. (2023). Communities of practice within and across organizations: A guidebook. Social Learning Lab.
Zajonc, A. (2006). Love and knowledge: Recovering the heart of learning through contemplation. Teachers College Record, 108(9), 1742–1759. https://doi.org/10.1111/j.1467-9620.2006.00758.x
Back to top