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The experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning.

This paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework.

Dialogue is important for unravelling the experience and creating learning. Dialogic approach as a tool for experience-based learning is developed by combining reflective, appreciative and generative dialogues in a theoretically consistent sequence.

The proposed framework is operationalised as a three-phase process for delivering the dialogic approach and can be used by educators.

The framework of dialogic approach is unique as it combines different types of dialogues. The framework is independent of context and can be applied globally for management education and development, which is a novel contribution.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. 10; 10; 10; 10;

Management education might be most effective when an experienced-based approach to learning is adopted. Firm can achieve desired outcomes by encouraging participants to engage in different types of dialogue in order to interpret experiences that can subsequently help generate new knowledge and inspire greater creativity.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The aim of this paper is to report on findings related to the use of a large group intervention method known as The World Café.

The intervention method and its philosophical genesis are described along with lessons learned from observation, personal use, and interviews with café participants.

While The World Café approach has the potential to make significant contributions to large group knowledge exchange and collective meaning making, it has suffered from being used by inexperienced facilitators and for reasons not well suited to the method. Participants, as a result, have failed to achieve the results expected and in some cases formed negative opinions of a lasting nature about the method and its proponents.

The limitations of this paper and its generalizability are framed within the nature of a case study, which is neither a representation of the whole nor a controlled experiment. Every effort has been made to fairly represent all perspectives as they were presented.

The World Café and its many imitations has been employed at numerous conferences, retreats, and gatherings during the last decade. Thousands of individuals around the world have been exposed to this method and many within the LO community have been exposed to it without understanding both its benefits and perils. Organizational leaders and practitioners can better analyze the value of this approach when measured against the learning goals of an event.

The paper makes an objective presentation of experiences with the method and shares lessons learned from the participant and practitioner perspective.

This paper aims to share the findings of a realist evaluation study that set out to identify how to strengthen nursing, midwifery and allied health professions (NMAHP) leadership across all health-care contexts in the UK conducted between 2018 and 2019. The collaborative research team were from the Universities of Bangor, Ulster, the University of the West of Scotland and Canterbury Christ Church University.

Realist evaluation and appreciative inquiry were used across three phases of the study. Phase 1 analysed the literature to generate tentative programme theories about what works, tested out in Phase 2 through a national social media Twitter chat and sense-making workshops to help refine the theories in Phase 3. Cross-cutting themes were synthesised into a leadership framework identifying the strategies that work for practitioners in a range of settings and professions based on the context, mechanism and output configuration of realist evaluation. Stakeholders contributed to the ongoing interrogation, analysis and synthesis of project outcomes.

Five guiding lights of leadership, a metaphor for principles, were generated that enable and strengthen leadership across a range of contexts. – “The Light Between Us as interactions in our relationships”, “Seeing People’s Inner Light”, “Kindling the Spark of light and keeping it glowing”, “Lighting up the known and the yet to be known” and “Constellations of connected stars”.

This study has illuminated the a-theoretical nature of the relationships between contexts, mechanisms and outcomes in the existing leadership literature. There is more scope to develop the tentative programme theories developed in this study with NMAHP leaders in a variety of different contexts. The outcomes of leadership research mostly focussed on staff outcomes and intermediate outcomes that are then linked to ultimate outcomes in both staff and patients (supplemental). More consideration needs to be given to the impact of leadership on patients, carers and their families.

The study has developed additional important resources to enable NMAHP leaders to demonstrate their leadership impact in a range of contexts through the leadership impact self-assessment framework which can be used for 360 feedback in the workplace using the appreciative assessment and reflection tool.

Whilst policymakers note the increasing importance of leadership in facilitating the culture change needed to support health and care systems to adopt sustainable change at pace, there is still a prevailing focus on traditional approaches to individual leadership development as opposed to collective leadership across teams, services and systems. If this paper fails to understand how to transform leadership policy and education, then it will be impossible to support the workforce to adapt and flex to the increasingly complex contexts they are working in. This will serve to undermine system integration for health and social care if the capacity and capability for transformation are not attended to. Whilst there are ambitious global plans (WHO, 2015) to enable integrated services to be driven by citizen needs, there is still a considerable void in understanding how to authentically engage with people to ensure the transformation is driven by their needs as opposed to what the authors think they need. There is, therefore, a need for systems leaders with the full skillset required to enable integrated services across place-based systems, particularly clinicians who are able to break down barriers and silo working across boundaries through the credibility, leadership and facilitation expertise they provide.

The realist evaluation with additional synthesis from key stakeholders has provided new knowledge about the principles of effective NMAHP leadership in health and social care, presented in such a way that facilitates the use of the five guiding lights to inform further practice, education, research and policy development.

This case study aims to single out two companies in Norway belonging to the NCE Subsea cluster in the Bergen region, which are in the process of developing internationalization strategies. Most of the companies in the Subsea cluster are small to medium‐sized companies. Until recently they have not seen or felt the need to make their own understanding or actions regarding Corporate Social Responsibility (CSR) explicit, even though knowledge about what CSR entails – now often shortened to CR or even SR (Social Responsibility) – may very well already exist in the mindset of managers and employees. However, to respond to potential international customers' demands – often coming from the larger oil companies – SMEs in the Subsea sector are seeking now a way to resolve this by starting a process within their own organizations, using the new process standard ISO 26000. For this reason, the central element of this study focuses on describing such internal processes, which embed CSR knowledge in the respective companies as part of an organizational learning process.

The paper adopted a case study method known as Appreciative Inquiry (AI).

The findings show that the initial phases of such processes are extremely important. It is crucial to view the embedding process of CSR/CR as part of a strategic implementation process, which is capable of interlinking and interlocking business goals with human, social and environmental objectives in order to foster a financially and socially responsible business.

The two cases provide insights into how ISO 26000 can be adapted by SMEs in order to embed a deeper understanding of CSR into the organization, using a participatory dialogue process. The cases can serve as a model for other SMEs who want to live up to the expectations of their main stakeholders, using a process where strategy, business innovation, personal development and continuous learning are interlocked with understanding social responsibility.

Organizations benefit from workforce diversity and also benefit from cultural cohesion. Individuals benefit from job/person fit. However, not only do individuals with diverse behavioral styles often have differing values and interests, they also tend to prefer different types of job assignments and work cultures. Thus, the simultaneous optimization of behavioral style diversity, job/person fit and cultural cohesion would seem to be impossible. This article explores this leadership dilemma and suggests that the skill of quantum thinking can be used to create quantum organizations where seemingly opposite conditions co‐exist. Contemporary organizational development practices such as Future Search, Appreciative Inquiry and Dialogue provide concrete methodologies for embracing paradox and, thus, creating quantum organizations.

At present no satisfactory economic theory of non‐profit organizational leadership exists. The purpose of this paper is to develop an economic theory of non‐profit leadership and apply this theory to the problem of non‐profit failure or “voluntary sector failure.”

The paper draws on the economic literature on the non‐profit sector to critically examine this approach to theorizing about non‐profit organizations (NPOs). It then considers the contribution that Lester Salamon has made to the understanding of NPOs. It is argued that the very sources of non‐profit “distinctiveness” identified by Salamon are also simultaneously associated with “voluntary sector failure.” An economic theory of non‐profit leadership is developed and it is held that appropriate leadership can reduce voluntary failure.

The major comparative advantages of NPOs make these agencies particularly prone to various forms of “voluntary failure” that present challenges not only to NPOs, but also public policy makers. This paper presents a theory of non‐profit leadership that seeks to demonstrate that appropriate forms of non‐profit leadership can overcome, or at least ameliorate, voluntary failure.

Future research could determine empirically whether leadership plays a decisive role in the performance of the non‐profit sector. This would assist in assessing the empirical validity of the presented in this paper.

The literature on non‐profit failure is incomplete without an adequate theory of non‐profit leadership. This paper develops a theory of non‐profit organizational leadership and argues that appropriate leadership can reduce the extent and severity of non‐profit failure.

The purpose of this paper is to distinguish productive and unproductive understandings of the dialogue concept for employment in organizational practice.

A decade of theoretical/philosophical literature about “dialogue” in organizations both trivializes the concept and makes its accomplishment seem routine. This manuscript synthesizes that literature and separates unproductive or inauthentic understandings from those indicative of how dialogue is conceived and intended.

The paper finds that if it is to accomplish what it has the potential to accomplish in organizational life, dialogue must be understood as interpersonally tough and unfamiliar, politically challenging and psychologically disconcerting.

The manuscript should be of value to all those interested in employing dialogue at work, but who currently understand it in unclear ways due to the way it is talked about in the popular business press.

The purpose of this study is to understand the challenges faced by the higher educational institutes in imparting entrepreneurial education during the COVID-19 pandemic and to explore the institutional response to handle the difficulties posed by COVID-19 through innovative educational initiatives.

To understand the challenges faced, data was collected from entrepreneurship students and entrepreneurship educators through focus group discussions. The study followed Kitzinger (1995) as data was analyzed in its entirety as a group and then individually. Groups and individuals were the focus of the analysis. The study applies the Kepner Trego problem analysis technique (KPTA) as the problem-solving technique adopted by the institute and SAP-LAP (situation, actor, process, learning, action, performance) to discuss the findings of the study.

The study found that to engage, encourage and enable students to study on their start-up/business ideas; it is important to facilitate peer interactions, internships in start-ups and meaningful engagement with alumni entrepreneurs. Some proactive interventions are also expected from institutes to energize the student community with positivity. It is also important to nurture the emotional well-being of budding entrepreneurs.

The case study narrates the innovative and agile problem-solving approach of the business school during the pandemic. KPTA focuses more on appreciative dialogue and also helps to replicate the best from other situations to the problem areas. SAP-LAP method also helps practitioners to initiate the right new actions with targeted performance.

As a greater number of academic institutions impart entrepreneurship education today, the findings of the study would be relevant to the stakeholders, including students, educators and institutes.

The study underpins the importance of the emotional well-being of entrepreneurs/student entrepreneurs and an innovative approach to keep the student moral high during such a challenging situation.

It is an ongoing exercise at a business school where the challenges were identified, analyzed and solutions were implemented using a structured methodology such as focused group discussions, KPTA and SAPLAP. The innovative initiatives not only engaged the student well but also were able to ensure their emotional well-being.

The purpose of this paper is to explore the theory and practice of Generative Research mentoring. The author has been involved in research mentoring teachers in schools since 2002 and in the course of her work her concepts about integrating mentoring and action research have changed. She explains how and why she has moved to adopt an Appreciative Inquiry approach integrated with a model of mentoring that she developed in the course of her own practice in schools.

This is a self study of teacher education practice where the author analyses her own theories and practices of research mentoring for teachers in schools in England and in Japan, over a ten year period. She investigates how the nature of self‐study is impacted upon by culture in diverse intercultural contexts.

This article reflects work in process. The findings to date suggest that teacher research and thus (potentially) research mentoring for teachers: is not informed by consensus on what teachers should learn as research skills; might usefully be focused upon action research enabled by teachers’ self study; works differently as self study according to Eastern/Western concepts of self; is likely to become more universally acceptable as self study through use of web‐based templates where self studies are shared e.g. at www.merlot.org; and should challenge mentoring/coaching techniques from other contexts such as business, nor assuming techniques successful in one context are so in another. Practitioner researchers in educational settings are likely to benefit from outsiders’ support, be that from colleagues based in universities or from teacher researchers working in other schools. That situation, in my experience, could come about where generative research mentoring has been successful and research mentees emerge to become research mentors for others within the profession of teaching. Importantly, individuals’ self study research should not rely upon unsupported opinions or upon validation by a peer group with self‐interest in seeing one of the community's study, accepted for university accreditation such as a Masters Level Award or a doctorate.

While the practice of research mentoring for teacher researchers has been in process in schools in England for ten years, the concept of Generative Research Mentoring, whereby the mentee prepares to become a mentor for other teacher researchers, is unique to the author's work. The value of generative research mentoring, not just for schoolteachers but also for academic contexts such as universities internationally, is that it can build capacity for research to be undertaken among those whose research skills are previously under‐developed.