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Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for policy leaders is not readily available in academic literature. This article serves to address this gap by proposing a conceptual model of the policy leadership framework. The model expounds upon previous literature and identifies 16 areas vital to the policy process. Implications of the model relate to equipping leadership educators in the classroom and in the community with enhanced policy leadership research and curriculum.

Disruptive shocks significantly compromise service contexts, challenging multidimensional value (co)creation. Recent focus has been on consumers experiencing vulnerability in service contexts. However, the susceptibility of service firms, employees and other actors to the impacts of disruptive shocks has received little attention. Since resource scarcity from disruptive shocks heightens tensions around balancing different needs in the service system, this paper aims to propose a framework of balanced centricity and service system resilience for service sustainability.

Adopting a conceptual model process, the paper integrates resilience and balanced centricity (method theories) with customer/consumer vulnerability (domain theory) resulting in a definition of multiactor vulnerability and related theoretical propositions.

Depleted, unavailable, or competed over resources among multiple actors constrain resource integration. Disruptive shocks nevertheless have upside potential. The interdependencies of actors in the service system call for deeper examination of multiple parties’ susceptibility to disruptive resource scarcity. The conceptual framework integrates multiactor vulnerability (when multiactor susceptibility to resource scarcity challenges value exchange) with processes of service system resilience, developing three research propositions. Emerging research questions and strategies for balanced centricity provide a research agenda.

A multiactor, balanced centricity perspective extends understanding of value cocreation, service resilience and service sustainability. Strategies for anticipating, coping with and adapting to disruptions in service systems are suggested by using the balanced centricity perspective, offering the potential to maintain (or enhance) the six types of value.

This research defines multiactor vulnerability, extending work on experienced vulnerabilities; describes the multilevel and multiactor perspective on experienced vulnerability in service relationships; and conceptualizes how balanced centricity can decrease multiactor vulnerability and increase service system resilience when mega disruptions occur.

Individuals with skills specific to innovation and entrepreneurial strategy are in high demand within the contemporary workforce. This demand transcends most, if not all, professions and career paths. Yet, entrepreneurial leadership education continues to be viewed mostly as a business-oriented domain. We expand the otherwise narrow scope of entrepreneurial leadership education through an examination of the effects of an interdisciplinary, project-based entrepreneurial leadership course on student proclivities to leading change. We used a retrospective pre- and post-measure pre-experimental design to conduct the study. Our findings indicate an increase across the sample (n = 62) in entrepreneurial leadership proclivity following course completion. The insights we generate reveal opportunities for strengthening collegiate entrepreneurial leadership curriculum and instruction and enhancing the capacities of students to become effective leaders of change (i.e., change agents).

Intellectual capital (IC) is believed to be more important resources to add the value of a company rather than physical assets. This gives rise to the increasing practice of reporting IC information in corporate annual report. Over the past fifteen years, considerable numbers of studies have employed content analysis to examine the extent and nature of IC information in several countries, but they presented different results. These results might partly contribute to different methods in counting information. In fact, the previous studies have been critised for not explicitly clarifying how information was recoded and counted which led to incomparable findings. Therefore, this paper firstly seeks to discuss an illustrative example of ‘sense-making‘ process in identifying, categorizing, and counting of IC information in annual reports of pilot sample company. Secondly, the method refined in the pilot study was applied over the final samples of six large companies in the UK from 1974 to 2008 The contribution of this paper is to primarily refine the previous method in recoding information, to send a message that transparency is crucial in content analysis and to facilitate method replication for future studies. Overall, this study demonstrates a marked increase in IC information disclosure was identified over the 35 years. The relational capital information disclosure was relatively more prominent over time, followed by human capital and structural capital.

Launched in 2005, the Food Systems Leadership Institute (FSLI) is a 2-year leadership development program primarily focused on academic leaders. As of spring 2020, FSLI has enrolled 15 Cohorts, training a total of 347 Fellows. In 2020, a review of the graduated cohorts was undertaken to understand both the range of institutions served by FSLI and the career trajectory of the 319 graduated Fellows who participated in Cohorts 1-14. A total of 78 different organizations have enrolled FSLI participants, including 79% of the 1862 Land Grant Universities, 68% of the 1890 Land Grant Universities, and 12% of the 1994 Institutions, in addition to fewer participants from non-Land Grant public universities, government institutions, industry, and institutions located outside of the U.S. FSLI has served participants from 84% of the US and Territories. The review showed that 46% of Fellows in Cohorts 1-14 advanced into higher positions of academic administration and they filled 169 new hierarchical positions, including college-level, university-level and system-level administration positions in higher education. Similar trajectories were found in industry-organizations, although in smaller numbers. In all, 470 administrative and leadership positions have been filled in these organizations by the 319 members of the cohorts reviewed. While career progression is a limited measure of leadership success, this brief review supports the hypothesis that participation in the FSLI program contributes to the careers of the enrolled participants.

The commercialization of research produced by universities constitutes a core facet of academic entrepreneurship (AE). Academic literature reveals the need to shed light on entrepreneurial processes in higher education institutions (HEIs). This study intends to fill this gap by researching the mechanisms for facilitating AE and the variables that can moderate the relationship between such mechanisms and AE in Portuguese HEIs.

Our research model aims to assess the mechanisms of academic entrepreneurship (AE) within a sample of 125 Portuguese public higher education institutions (HEIs). To test our research hypotheses, we employed a structural equation model (SEM) using the partial least squares (PLS) method. Additionally, our evaluation examines the potential moderating effects of incubator programs, support initiatives, and proof-of-concept programs (PoCs). Our research model seeks to evaluate the mechanisms for facilitating AE and explore the effects of including incubator programs, support initiatives, and PoCs as moderators. The seven variables (Research mobilization, Unconventionality, Industry collaboration, University policies, Incubator programs and support initiatives, Proof-of-concept programs, and academic entrepreneurship) were measured using a 7-point Likert scale.

The results revealed that different drivers of AE influence the creation and development of entrepreneurial activities. Our findings also show the moderating effects of incubator programs, support initiatives, and proof-of-concept programs on AE. We find that incubator programs, other support initiatives, and PoCs maintain a moderating effect on AE and benefit their respective HEIs.

The study examines only the Portuguese HEI context. Therefore, generalizing these results necessitates reservations. However, the responses came from various actors in HEIs, from different academic backgrounds and research interests. This makes the results more generalizable. Limitations are evident in external validity, given that we gathered the data over a relatively short period.

Observed factors are explored to gain a deeper understanding of their influence on the mechanisms of AE. The implications arise from the new perspective presented and the methodology used to identify mechanisms capable of fostering AE. We hope this research will encourage other researchers to study this topic further.

the engagement of universities at the global level should be emphasised in future policy. While universities in innovation systems often have a local focus, their engagement in innovation ecosystems transcends the boundaries of geographic locations.

PoCs had a significant positive moderating effect on the impact of research mobilization and university policies on AE. Thus, we find interactions between universities and industry boost AE. This study demonstrates how AE benefits HEIs by extending orientation towards mobilizing research, unconventional approaches, cooperation with industry, and university policy implementation. We thus advocate a new approach, demonstrating the influence that the mobility of research, unconventionality, industry collaboration, and university policies hold over AE.

Now and into the foreseeable future, both effective leadership and creativity are going to be important when addressing complex problems. The connection between effective leadership and creativity will be critical as leaders look to turn big ideas into innovative solutions. However, it seems that there is often a disconnect between the two constructs of creativity and effective leadership. The article draws upon scholarly research within the field to address this gap and better understand the power of humility to mitigate this disconnect. The goal of this article is to encourage the field of Leadership Education to look inward into how we as a community are creating an environment where creative leaders can be developed.