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The concept of circular economy (CE) has gained a lot of attention in recent years to provide creative and innovative solutions to issues relating to sustainable development (SD) in the ever-changing business environment. While the earlier studies have presented the concept of CE and its barriers, there exits limited work at the micro-

Circular economy (CE) is considered as one of the most preferred ways to survive the challenges of dynamic business environment as it facilitates businesses to achieve their sustainability goals by eliminating waste creation. However, there exists limited understanding regarding the enablers to the circular business strategies (CBS) and its desired outcomes at the firm level. Existing literature is diffused and fragmented, hence no comprehensive framework exists. This work presents CBS as a second‐order construct and identifies its firm level enablers and outcomes. Unlike case‐based research, the present work is based on a systematic review of literature to present an overarching and generalized framework of CBS to achieve the CE objectives. With the help of seven major enablers and three significant outcomes to CBS, this study holds some important implications for businesses and academia. By presenting information in a scientific and organized manner, it helps them unlock the potential of various circular factors that can lead to sustainable development.

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PurposeExperiential learning pedagogy has been an increasingly popular mode of learning in educational and training programs. While there have been methods such as role plays which have been popular in training and educational programs, applied theatre in corporate training (ATCT) is gaining popularity because of its great potential in connecting intellect and emotions, to meaningfully challenge norms and assumptions. This article aims to present empirical and “participant-centric” evidences to posit ATCT as a potentially powerful participant-centric pedagogical tool in corporate training programs that is likely to make the learning process more engaging for participants and more fruitful for the organization.Design/methodology/approachThis paper used qualitative approach. Focused group discussion (FGD) and author's first-hand experience of observing ATCT helped gather data for further analysis. Review of related literature from management, organizational behavior and training and development was done to identify the major themes.FindingsThe findings suggest that ATCT is a novel, innovative mode of enhancing individual learning and development by utilizing all the four modes of experiential learning as conceptualized by Kolb. ATCT also helps in developing organizational aesthetics (OA) among participants that help businesses to better execute their strategies.Research limitations/implicationsThe application of ATCT could enable greater involvement of employees from across different levels and of different backgrounds in looking at organizational issues. ATCT helps participants gain greater insights and understanding of organizational situations beyond technical nuances by establishing deeper connections between intellect and emotions and collectively contributing to resolving them.Originality/valueThe study points to the possibility and potential of using participant-centric ATCT in organizational learning which goes beyond basic skill development. It also draws attention towards a participatory form of organizational development via ATCT by improving OA among participants.