Search results

This chapter focuses on the care of our “common home,” emphasizes the complexity of the crisis, and suggests the path to overcome it through renewed environmental, economic, anthropological, and social ecology. Starting from the premise of the Encyclical Letter Laudato Sì (Pope Francis, 2015), the chapter discusses the role of leadership models based on virtues and moral constructs to promote a new business culture. Which leadership models and which business models are necessary to guide companies toward the integral development?

After a review of the Encyclical Letter, the chapter traces the theoretical framework of leadership theories connected with the emergence of a sustainability-oriented business model. The empirical analysis explores three cases of exemplary Italian companies which show how entrepreneurs can promote cultural reorientation, can help others to unlearn the bad habits of “turbo-capitalism,” and place value on humanity, relationships, and the love of the place in which they do business.

This chapter contributes to the development of leadership approaches and models incorporating the orientation toward the common good. Accordingly, it highlights the “roots” of entrepreneurial and managerial behavior which appear to inspire a profound rethinking of business conduct. From the business examples analyzed, the chapter shows models that make integral development possible.

The immediate financial and operational impacts of the COVID-19 pandemic on higher education have resulted in short-term responses focused on reducing costs. This has included decreasing the size of the permanent workforce, pausing senior executive pay and replacing face-to-face with online teaching. The impact of these changes on employees who provide education, research and student support has been significant. To enable higher education to respond effectively to future complexity requires a more strategic approach designed to build employees commitment. The extent of change requires a move away from the current control-oriented, individualist and hierarchical administrative management approach that characterises higher education, towards a more collaborative leadership approach. Based on a case study of Australian higher education, the chapter unpacks how, in combination, the elements of an ecological view of leadership, actioned through multiple double-loop feedback based on the six tenets of a distributed leadership approach, can underpin a collaborative leadership approach designed to build employee commitment.

This study aims to test the association between transformational leadership and its components and organizational development. As a second aim, this study examines the extent to which employees' maturity may mediate the link between transformational leadership and organizational development.

Hypotheses were tested on a sample of 248 full-time employees (58% men, 42% women) recruited by a simple random sampling method from four Iranian public organizations. Participants were asked to complete scales on transformational leadership, organizational development, and employees' maturity.

Pearson correlation analysis showed a positively significant association between transformational leadership and organizational development. Furthermore, path analysis of structural equation modeling revealed that the direct effect of transformational leadership on organizational development is significant. Additionally, the analysis supported the mediating role of employees' maturity in the link between transformational leadership and organizational development.

Transformational leaders may use the maturity of employees to increase their impact in the process of organizational development.

This chapter relates quantum storytelling consulting (QSC) to ensemble leadership theory (ELT) by Rosile, Boje, & Claw (2016). What kinds of leadership does it take to attend to the forecaring in advance of the future and how does this relate to quantum storytelling? In a music ensemble, no one musician is the star: they are equal, all are the stars of the show, emerging as stars and then taking a supporting role in cyclic rotation. ELT is important to the world ecology because it is a together-we-are-all-leaders approach. Rather than restricting leadership to one or a few people, the ensemble of many networks of leadership is important. I will contrast ELT with more familiar models of leadership: dispersed, distributed, and relational that restrict leadership to a few. One primary difference is that ELT includes both community and ecology and it is rooted in Indigenous Ways of Knowing (IWOK) that extend from the ancient Southwest US and Mexico. My contribution here is to recognize that ELT is rooted in the rhizomatic fractal, whereas the other models of leadership discussed here (dispersed, distributed, and relational) have been linear-, cyclic-, or spiral-fractal waves. A fractal is defined as recurring self-sameness patterns across scalabilities. I will look to Deleuzian rhizomatic-fractals, which ELT purports to be and make an observation: ELT revived and reinvented in late modern capitalism, must be a correlate with the dominant hierarchic kinds of leadership of here and now, which is this world situation we are now in. Does not each revolution (steam, diesel/gas combustion, cyber-information, and liquid modernity) actually create anew the enslavement of human beings in hierarchic forms of leadership? At the end of this chapter, ensemble leadership will be related to whole-world ecological health.

The purpose of this paper is to demonstrate heroism as an embodied system of leadership and well-being. Heroic leadership is presented as a baseline for sustainable futures and global health.

This paper presents an embodied reading of heroic leadership and its sustainable development across five stages. It outlines its core functions, its grounding in self-leadership through physical and mental trauma and its holistic benefits, resulting in the development of the Heroic Leadership Embodiment and Sustainable Development (HLESD) model. The efficacy of HLESD is demonstrated in an empirical case study of heroism promotion and education: the Hero Construction Company and the Heroic Imagination Project.

Heroic leadership is revealed as an emergent, dynamic and distributed form of sustainable development.

This paper demonstrates the critical connections between heroism, sustainability, embodied leadership and well-being and how they stand to benefit from each other, individuals and communities at large.

The implementation of HLESD in educational, counselling and broader contexts in consultation with a wide range of professionals stands to offer significant benefits to pedagogies, clinical practice, holistic therapies and twenty-first-century societies, at both the community and policy level.

The emerging field of heroism science and the use of heroic leadership as an interdisciplinary tool is a novel approach to well-being, which holds immense potential for the imagining and fostering of sustainable personal and collective futures.

The purpose of this paper is to re-orientate assessment tasks in tertiary art and design, arguing the important role ecologies of practice and work-place learning play in professional identity formation. Linking coursework design with dilemmas and self-regulatory tasks which move beyond compliance and static content in isolated courses.

Two purposive case studies were selected from one academic year across two programs. Student feedback data demonstrated how the first blog journal case provided a metacognitive structure for postgraduates’ while working in the arts industry. The second eportfolio case illustrates ecologies supporting undergraduate “practice architectures” during pre-service practicum.

Ecologies of practice reveal complexity and inform professional judgment by allowing unsettling issues and concerns to be addressed. Changing commitment through future orientation counteracts institutional requirements for self-portrayal by fostering greater participation by learners.

Survey data limitations are addressed through peer-review, emergent trends and longevity of the learning design. Guidelines on how to provide critical and constructive feedback within collaborative cohorts, prioritizes intrinsic motivation, indeterminacy and authentic principles in career related pathways.

Assessment, course and program re-design engaged with ecologies of practice produced student qualitative commentary giving “voice” and evidence of teleo (purpose) and affective (commitment) in ways not typically known in academic programs.

Students self-regulate learning and utilize technology within a “safe” learning space. Social connectedness through articulated encounters powerfully impacts personal awareness, confidence and resilience.

This research has provided critical guidelines for how to scaffold feedback in professional learning. The case studies show how reflective environments engaged with unresolved critical incidents build professional knowledge and identity across time.

Up to this point, we have examined many components that make up the Trauma Ecology Model (TEM). In this chapter, the implementation of TEM in organisations and healthcare systems is explored. The aim is to guide organisations through the process of implementation completely. Practical strategies will be provided for each of the six stages of the Fixen model of implementation. This chapter also includes discussion of potential challenges as well as suggestions for resolving some common issues faced in the implementation literature. You will find the Trauma Ecology Model Fidelity Measure (TEM-FM) in the Appendix a useful resource. As you navigate through each stage, I discuss how best you can utilise the TEM-FM to assess and monitor your organisations progress against clear objectives. As you read this chapter, think about your individual organisational context, and how best to apply this implementation science approach in a meaningful way. This chapter provides a generic implementation guide based on the implementation science literature, as such, we don’t unpack how to implement each component of TEM as specific and non-specific trauma organisations may have some diverging needs. Rather, I provide a framework which can be used by individual organisations as a guide to support implementation at different points in the TEM.