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The literature on cross-sector partnerships has increasingly focused attention on broader systemic or system-level change. However, research to date has been partial and fragmented, and the very idea of systemic change remains conceptually underdeveloped. In this article, we seek to better understand what is meant by systemic change in the context of cross-sector partnerships and use this as a basis to discuss the contributions to the Thematic Symposium. We present evidence from a broad, multidisciplinary systematized review of the extant literature, develop an original definition of systemic change, and offer a framework for understanding the interactions between actors, partnerships, systemic change, and issues. We conclude with some suggestions for future research that we believe will enhance the literature in its next phase of development.

Despite the burgeoning literature on the governance and impact of cross-sector partnerships in the past two decades, the debate on how and when these collaborative arrangements address globally relevant problems and contribute to systemic change remains open. Building upon the notion of wicked problems and the literature on governing such wicked problems, this paper defines harnessing problems in multi-stakeholder partnerships (MSPs) as the approach of taking into account the nature of the problem and of organizing governance processes accordingly. The paper develops an innovative analytical framework that conceptualizes MSPs in terms of three governance processes (deliberation, decision-making and enforcement) harnessing three key dimensions of wicked problems (knowledge uncertainty, value conflict and dynamic complexity). The Roundtable on Sustainable Palm Oil provides an illustrative case study on how this analytical framework describes and explains organizational change in partnerships from a problem-based perspective. The framework can be used to better understand and predict the complex relationships between MSP governance processes, systemic change and societal problems, but also as a guiding tool in (re-)organizing governance processes to continuously re-assess the problems over time and address them accordingly.

While the COVID-19 pandemic forced the rapid development of adaptations in educational systems, these innovations often disappeared as schools returned to so-called pre-pandemic normalcy. This essay explores the role of the Education Doctorate (EdD) programs in equipping candidates with the necessary tools to foster sustained change within their institutions, even in the face of limited power. Drawing from the metaphor of the Rider and the Elephant, this essay proposes specific practices within the EdD framework to support students in appealing to both logical reasoning and emotional engagement to drive change. By aligning the Rider (conscious thinking) with the Elephant (unconscious emotions) and creating a conducive path (environment), lasting behavioral change can be achieved. Additionally, the essay highlights the importance of recognizing the interplay between educational research and the practical realities of classroom instruction, emphasizing how EdD graduates can bridge the gap between education research claims and local education system needs.

International business and management (IB/IM) scholars are increasingly calling for more research attention to subject matter that incorporates global-scale issues (Buckley, Doh, & Benischke, 2017). These calls have frequently focused on societal “grand challenges” that transcend discrete geographical locations and well-defined (typically short) time periods. The present long-term energy transition (LTE), characterized by a shift away from hydrocarbons and towards renewables, represents an important example of a multi-level, multi-actor global challenge that unfolds at the interface of business and society, and requires employing multiple conceptual lenses to process and understand. Researchers addressing such multi-faceted complex problems face a range of challenges related to theorizing, framing, modeling, and ultimately conducting empirical studies. Based on our collective work as IB scholars and journal editors, in this Perspective article we identify some of the challenges long-term energy transitions pose, reflect on how those challenges can be conceptualized, offer potential responses, and propose a future research agenda.

This article systematically reviews how change theory has been used in STEM higher educational change between 1995 and 2019. Researchers are increasingly turning to theory to inform the design, implementation, and investigation of educational improvement efforts. Yet, efforts are often siloed by discipline and relevant change theory comes from diverse fields outside of STEM. Thus, there is a need to bring together work across disciplines to investigate which change theories are used and how they inform change efforts. This review is based on 97 peer-reviewed articles. We provide an overview of change theories used in the sample and describe how theory informed the rationale and assumptions of projects, conceptualizations of context, indicators used to determine if goals were met, and intervention design. This review points toward three main findings. Change research in STEM higher education almost always draws on theory about individual change, rather than theory that also attends to the system in which change takes place. Additionally, research in this domain often draws on theory in a superficial fashion, instead of using theory as a lens or guide to directly inform interventions, research questions, measurement and evaluation, data analysis, and data interpretation. Lastly, change researchers are not often drawing on, nor building upon, theories used in other studies. This review identified 40 distinct change theories in 97 papers. This lack of theoretical coherence in a relatively limited domain substantially limits our ability to build collective knowledge about how to achieve change. These findings call for more synthetic theoretical work; greater focus on diversity, equity, and inclusion; and more formal opportunities for scholars to learn about change and change theory.

PurposeThis research aims to explore leadership approaches that foster deeper learning and facilitate the transition from traditional schooling to a model aligned with the demands of the post-industrial digital knowledge society.Design/methodology/approachEmploying a mixed-methods approach, the authors conducted surveys among school principals within a network of schools embracing deeper learning based on ten distinct but interlocking criteria that define this particular model of deeper learning. Through in-depth follow-up interviews with school leaders, the authors investigated the factors and obstacles that support sustainable implementation and scalability of deeper learning, with a specific focus on the role of transformational leadership.FindingsDuring the implementation of transformative practices like deeper learning, school leaders demonstrate diverse perspectives on the necessary changes for their successful integration. Leaders inclined toward a “transactional” leadership style concentrate on changes within individual classrooms. Conversely, leaders exemplifying “transformational leadership” possess a broader vision and address systemic factors such as teacher collaboration, assessment regulations and the effective utilization of time and space within schools. To achieve widespread adoption of deeper learning across schools and the education system, it is essential to recruit more transformational leaders for formal leadership positions and reorient leadership training toward transformational approaches.Practical implicationsThe deeper learning model developed for this intervention encompasses a four-stage process: Teachers initially collaborate in small teams to co-design interdisciplinary, deeper learning units. The actual units consist of three sequences: knowledge acquisition, where students gain knowledge through direct instruction supplemented by personalized learning on digital platforms; team-based co-creative and co-constructive tasks facilitated by teachers once students have acquired a solid knowledge base and the completion of authentic tasks, products or performances in sequence III. While small groups of intrinsically motivated teachers have successfully implemented the model, achieving broader scalability and dissemination across schools requires significant “transformational leadership” to challenge traditional norms regarding teacher collaboration, assessment practices and the efficient use of time and space in schools.Originality/valueThis paper presents a structured model of deeper learning based on ten distinct but interlocking quality criteria tested within a network of 26 schools. The model has demonstrated transformative effects on participating schools, albeit primarily observed in smaller substructures of large secondary schools. Teachers who previously worked independently have begun to collaboratively design learning experiences, resulting in “hybrid” classrooms where physical and digital spaces merge and extend to include maker spaces and out-of-school learning environments. Traditional summative assessments have been replaced by various forms of embedded formative assessment. However, these innovations are currently driven by small groups of intrinsically motivated teachers. The research provides insights into the type of school leadership necessary for comprehensive scaling and system-wide dissemination of deeper learning.

PurposeThis paper aims to provide a starting point to discuss how social enterprises can drive systemic change in terms of social impact through operations and supply chain management.Design/methodology/approachThis paper reviews existing literature and the four papers in this special issue and develops a conceptual framework of how social enterprises and their supply chains create social impact and further enable systematic change.FindingsOur paper finds that social impact and systemic change can be shaped by social enterprises at three different levels of analysis (organization, supply chain and context) and through three enablers (cognitive shift, stakeholder collaboration and scalability). Such dimensions are used to position current literature and to highlight new research directions.Originality/valueThis paper proposes a novel understanding of operations and supply chain management in social enterprises intended as catalysts for systemic change. Based on this premise we distinguish different practices and stakeholders to be considered when studying social impact at different levels. The conceptual framework introduced in the paper provides a new pathway for future research and debate by scholars engaged at the intersection of social impact, sustainable operations and supply chain management.

Purpose The aim of this paper is to understand how systemic change agents influence the twin digital and green transitions. The authors build on agency-based theories to argue that transition pathways are influenced by a combination of place-based characteristics, the mobilisation and preferences of systemic change agents (such as local clusters), and the institutional and economic context. The conceptual framework defines the different steps of the twin transition, and it identifies how systemic change agents and geographic characteristics determine the direction and speed of the transition pathway. Design/methodology/approach This paper starts with a literature review to identify the different schools of thoughts on transition pathways and the twin transition, before developing a conceptual framework and deriving policy implications. Findings First, this paper argues that each transition involves three steps: framing, piloting and scaling. Each of these steps is driven by systemic change agents who engage local actors in trust-based collaboration, pool resources, create network effects and exchange information to source solutions for industry-level challenges. Second, the combination of place-based characteristics and the actions of local systemic change agents define the path of the transition and the new (post-transition) equilibrium. Finally, this paper sets out implications for policymakers who are interested in using systemic change agents to shape transition pathways in their local area. Research limitations/implications Further research is needed to provide robust empirical evidence from a range of territorial realities for the hypotheses in this paper. Specifically, the role of systemic change agents, such as trade associations, regional organisations, clusters or research groupings, needs to be investigated more closely. These agents can play a key role in progressing the transition because they already focus on sourcing solutions to joint challenges and opportunities by exchanging information, engaging local actors in trust-based collaboration, pooling resources and fostering network effects and critical mass. Future research should investigate how policymakers can best leverage on these crucial actors to progress or steer transitions and how this varies depending on place-based characteristics. This could include, for instance, training activities, networking and collaboration (e.g. through the European Cluster Collaboration Platform) or clearer sign-posting the key next steps required for the transition. Practical implications This paper identifies specific ways in which local actors can influence the direction and speed of transitions at each stage of the transition: at the framing stage, political entrepreneurship can be fostered through collaboration and smooth information flows between different levels of governance, at the piloting stage, commercial and social entrepreneurship require effective knowledge sharing and a wide and open search for solutions which, in turn, may require capacity building at the local level and coordination across stakeholder groups and levels of governance and effective scaling up can be fostered through network effects, joint commitment from a broad range of stakeholders and pooling of resources to achieve economies of scale. Social implications An important implication of the framework is that, if several places are undergoing a parallel or joint transition, the result may not be convergence between these places. Instead, different places may choose different end points and they may proceed at different speeds. For instance, in the context of the European Union’s green and digital transitions, it is unlikely that every region will transition to a similar level of digitisation or make steps in the same direction when it comes to sustainability. Originality/value This paper plugs a gap in understanding how systemic transitions unfold and how their speed and direction are influenced by different stakeholder groups. This paper develops a conceptual framework to define twin transition pathways and it analyses prominent place-based factors affecting these pathways.

PurposeThis paper aims to investigate the motivations of social entrepreneurs in East Africa to create a social enterprise and their identified links to successful social entrepreneurship in East Africa.Design/methodology/approachThe authors employed a qualitative method by performing thematic analysis on a set of interviews on social entrepreneurs from East Africa who are Ashoka fellows.FindingsThe findings suggest that intense personal experiences linked to past-life events as well as a high achievement orientation towards improving livelihoods and creating impact serve as key triggers for social entrepreneurship. Successful entrepreneurship focusses on system change at national and local levels. Their success is also seen when the social entrepreneurs have achieved their mission and are no longer needed; thus, they become irrelevant. The paper discusses the implications of these findings on the model used for sustainable social entrepreneurship in East Africa.Practical implicationsBased on an exploratory research on Ashoka fellows, the study adds insight to their motivations and success which can be used in a wider scale study of the same.Originality/valueThe authors advance the scarce empirical research on East African social entrepreneurs, link success factors of social entrepreneurship to a recent framework on motivation to engage in social entrepreneurship and stimulate further research in the area. The study contributes to the literature on social entrepreneurship by linking success factors of social entrepreneurship to a recent framework on motivation to engage in social entrepreneurship.

While most extant scholarship has focused on how stakeholders influence firms, we propose that firms play a critical role in “shaking” stakeholders. Shaking stakeholders means to proactively initiate cooperation with those affected by a firm to alter awareness, behavior, and networks so as to catalyze change in society and the marketplace to reward cocreated innovations in core operations of the firm that improve social and environmental impacts. Two previously underappreciated aspects of stakeholder relations are highlighted. First, the firm can be the entity that leads engagement that shakes stakeholders out of complacency. Second, firms can catalyze collaborative relationships to cocreate sustainable value that is shared with stakeholders. We offer several cases to illustrate this strategy. While stakeholder shaking may be useful in any business environment, global ecological crises, societal problems, and governance failures heighten the need for firms to take action to bring about profound and systemic changes.