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Leaders need diverse talent to leverage organizational success; however, leaders must also develop inclusive working environments that meet the diverse needs of their employees. This chapter seeks to support organizational leaders in using storytelling to foster a culture of inclusivity and drive inclusive leadership practices throughout their organizations. Dimensions of the inclusive leadership compass (ILC) model (embrace, empower, enable, and embed) are used to highlight organizational areas that are rich with opportunities to facilitate mindset shifts at the individual, team, and system levels. This chapter explores strategies and highlights methods leaders can use to effectively implement the powerful learning and communication technique of storytelling in each of the critical areas of the inclusive leadership model. Starting with self-knowledge, leaders can devise ways to embrace difference and expand their understanding of inclusivity to inspire others to do the same. The authors propose a phenomenological approach to advancing efforts toward an inclusive organization in a way that honors the lived experience of others. This chapter includes methods for developing psychologically safe environments and other storytelling criteria that amplify the power of storytelling in a healthy approach that will be received and reverberate throughout the organization and enhance the benefits of inclusive leadership practices.

The purpose of this study consisted of an organisational development intervention in a growing small and medium-sized enterprises (SME) where the top management’s objective was to become an attractive workplace for the next generation of employees. The central problem is how to develop a smart working environment (SWE) based on the needs of this target group. The aim is both practical and theoretical.

The action research (AR) approach was used as a frame for the organisational learning process. The problem identification, targets and activities were developed in an iterative process together with the management team and employees. Starting from the main problem, a methodological plan was outlined for the intervention, including several instruments for collecting both qualitative and quantitative data. AR is an emergent process in which data, researchers and participants are equally contributing in deciding on the next steps to be taken.

The theoretical findings pertain to the definition of what an SWE is in this specific context and how it evolved during the intervention period. It is identified as expansive learning of the concept, which is illustrated through the iterative phases allowing for the expansion of understanding and implementing new ways of being, doing and relating in the organisation.

The results are based on a limited and contextually specific sample and are thus descriptive in relation to the organisation subjected to study. Further research is needed to see how the findings are transferable to other contexts.

This study highlights how participative approaches and managerial sensitivity to employees’ needs are valuable for defining and implementing an SWE and how this approach can improve organisational dynamics and contribute to organisational learning.

The study gives insight into factors that the new generation of employees finds most important at work. While prior research on SWE mostly focuses on efficiency and effectiveness framed by digitalisation and workspace, the present findings emphasise the importance of working with the socioemotional dimension at work for ensuring employee sustainability.

Based on the scarcity and the fragmented nature of the literature in the field of knowledge management (KM) and crisis, this paper aims to present a systematic literature review of these two constructs, interlinking the literature in KM to the prevention, preparedness, response and recovery (PPRR) phases framework. The output is a critical discussion on the state of the literature in the field, and an overview of avenues for future research.

The methodology adopted in this paper is that of a systematic literature review. Using the Scopus database, this study presents the findings that emerged from 59 publications in the field of KM and crisis.

Through the application of a systematic literature review, this paper categorizes 59 publications on KM according to the different stages comprising a crisis. The implications of each paper are discussed and critically analyzed, acting as the basis of areas for future research.

This paper is the first to offer a systematic review of the literature on KM in contexts of crisis by integrating the literature into a well-defined PPRR framework. Furthermore, the discussions presented in this review may be used by practitioners as a basis/starting point to identify relevant literature on different phases of crisis, while scholars may use this paper to further develop studies in KM and crisis management.

This research explored the storytelling (collection, curation and use) in the Cabrach, a remote Scottish glen. This study aims to capture the methodological process of storytelling and curation of heritage knowledge through the lens of the Cabrach's whisky distilling history, a central part of the area's cultural heritage, tangible and intangible. This research was conceptualised as “telling the story of telling the story of the Cabrach”. It was concerned with how the history, heritage, historiography and testimony associated with the parish could be harvested, made sense of and subsequently used.

The study was epistemological in nature and the research was concerned with how heritage knowledge is gathered, curated and understood. It was built around the collection of knowledge through expert testimony from Colin Mackenzie and Alan Winchester, who have extensively researched aspects of life in the Cabrach. This was done using a series of theme-based but free-flowing conversational workshop involving participants and research team. Issues of trust and authority in the research team were crucial. Data were recorded, transcribed and coded. A conceptual model for heritage storytelling in the Cabrach was developed together with a transferable version for other contexts.

The research was conceived around identifying the stories of the Cabrach and grouping them into cohesive narrative themes focused on the most important aspect of the glen's history (the development of malt whisky distilling). The research showed how all crucial narratives associated with the Cabrach were interconnected with that malt whisky story. It was concerned with identifying broad thematic narratives rather than the specific detailed stories themselves, but also from a methodological perspective how stories around those themes could be collected, curated and used. It presents the outcome of “expert testimony” oral history conversations and presents a conceptual model for the curation of heritage knowledge.

This paper reports on research which focuses on the confluence of those issues of heritage-led regeneration, intangible cultural heritage, as well as how stories of and from, about and for, a distinctive community in North-East Scotland can be collected, curated and displayed. It presents methodological conceptualisations as well as focused areas of results which can be used to create a strong and inclusive narrative to encapsulate the durable sense of place and support the revival of an economically viable and sustainable community.

This conceptual model offers a framework with universal elements (Place, People, Perception) alongside a strong core narrative of storytelling. That core element may vary but the outer elements remain the same, with people and place being omnipresent and the need to build an emotional or visceral connection with visitors being crucial, beyond “telling stories” which might be regarded as parochial or narrowly focused. The model informs how communities and heritage organisations tell their stories in an authentic and proportionate manner. This can help shape and explain cultures and identities and support visitors' understanding of, and connection with, places they visit and experience.

The originality lies in two principal areas, the exploration of the narratives of a singularly distinctive community – the Cabrach – which plays a disproportionately significant role in the development of malt whisky distilling in Scotland; and also in terms of the methodological approach to the collection and curation of heritage storytelling, drawing not on first-hand accounts as in conventional oral history approaches but through the expert testimony of two historical and ethnographic researchers. The value is demonstrating the creation of a conceptual model which can be transferred to other contexts.

This research aims to identify the most suitable intergenerational learning strategies for the private higher education institutions, using the analytic network process.

In order to achieve this goal, two private higher education institutions from Curacao and Spain are analyzed. Data are collected based on a systematic literature review and Delphi studies and processed using the analytic network process.

The results show that teachers also learn at the workplace not only through the formal educational system but also through volunteering activities, mixed-aged teams, and mentoring, which are the most appropriate strategies for fostering intergenerational learning in the private higher education institutions. Besides, their selection is strongly influenced by institution's structural capital (namely, institutional policy, organizational culture, organizational memory) and by employees' psychological profile (such as interpersonal trust, knowledge self-efficiency, motivation).

This research helps the policymakers to prepare for the upcoming aging society by providing them with a viable tool for selecting the most suitable IGL strategy. Furthermore, it supports strategic thinking and scenario development by emphasizing how the situation could change if the importance of the individual and organizational factors varies.

The purpose of this paper is to share the story-net approach and to situate it as one that benefits from blending story as Indigenous methodology with non-corporeal actant theory (NCAT). The authors hope it will serve useful in building storytelling communities where Indigenous and non-Indigenous scholars are working to heal together from colonial trauma, reveal the inner workings of historical and ongoing colonial projects, dismantle the agency of colonial projects, and welcome heartful dialogue into the centre of MOS discourse.

The authors employ a storytelling approach which includes mapping the story-net territory and identifying the plot points along the journey. The authors use the story-net approach to story the approach.

This approach served helpful when engaging within story archives and with storytelling collectives comprised of both Indigenous and non-Indigenous persons, peoples and knowledges. The authors found four key premises, which help to narrate the ontology, epistemology, methodology and axiology of the story-net approach and six plot points, which help in mapping the lessons learned from engaging with stories, storytellers, story listeners and the socio-discursive contexts surrounding story-net work.

The authors story an approach that can be useful to support emerging Indigenous scholars while engaging with their non-Indigenous colleagues to do story-net work. This approach may be useful to navigate the tensions to create safer, more humane, inclusive, relational, strengths-based and trauma-informed spaces for engaging with Indigenous stories, storytellers, story listeners and discourses, as well as, to plot the points of contention so as to set the stage for deepening respectful research relations.

This paper aims to consider the legitimacy challenges faced by hybrid organizations, examining the narrative strategies hybrids use in responding to these challenges and offering a framework for managers to consider in their choice of narratives.

A narrative analysis of texts addressing the legitimacy of the business models used by four hybrid organizations is conducted.

The results of the analysis suggest that the nature of conflicting stakeholder demands – centered on goals or means – is an integral factor influencing hybrids’ choice of narrative strategies to emphasize distinctiveness or conformity.

This paper adds to extant research examining the challenges hybrid organizations face and emphasizes that the choice of narrative strategies is an important factor hybrids must consider when managing legitimacy. Generalizability is a notable limitation of the case approach; the authors suggest areas for future research to address this limitation.

The research offers a practical framework for hybrids’ leaders, as they manage legitimacy, choosing to emphasize distinctiveness or conformity in the face of conflicts regarding goals or means.

By studying the legitimacy challenges faced by hybrid organizations, this study can form a more complete view of legitimation, encompassing different types of enterprises offering distinct value propositions.

Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students’ iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes?.

This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students’ topic development suggest extending data literacy pedagogy categories – formal, personal and folk (Pangrazio and Sefton-Green, 2020).

Data storytelling can develop students’ abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What “personal” means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction.

Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios.

Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy.

Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

Virtual organizations present numerous challenges for managers, especially in regards to organizational identity formation. This paper aims to address this gap in the extant literature by exploring how organizational narratives can foster identification with the virtual organization. Moreover, information technology can further catalyze the positive effects of narratives on identity formation.

Qualitative data from in-depth interviews with 18 members of a nonprofit, virtual organization – DiverseCS – were collected. Participants were asked about their roles in the organization, challenges and collaborative efforts. Grounded theory methodology was used to analyze the data.

Efforts to instill a sense of identity and community through the adoption of information technology was met with resistance. Rather, senior leaders encouraged and institutionalized the creation of organizational narratives. Novel use of information technology – social media and hyperlinks – became a means to amplify the positive effects of narrative creation and sharing by organizational members.

This study investigates how some members of a virtual organization use information technology in novel ways to further spread organizational narratives to other organizational members and also to external collaboration partners. This research contributes to the extant literature on virtual organizational identity and also proposes a research agenda.