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Leadership development is an essential yet complex process that manifests over a long period of time. Owusu et al. assert that in African researchers’ graduate programs, the learners receive theory, research methods and grant writing instruction without significant attention to leadership development. So, how do researchers, academics, administrators, and think-tanks plan and carry out leadership–followership development within organizational and transitional justice fields? The research capacity building of young African scholars in the knowledge production community has the potential to lead to the development and articulation of norms and values that will seek to address fundamental issues of transformation, direct, structural, and cultural violence, and assist in addressing a wide range of problems associated with violence of social injustice. We draw lessons from the Africa Young Graduate Scholars (AYGS) 2017 conference and writing retreat, which drew 22 young scholars (with 10 females and 12 males) who had completed original research and five facilitators (two females and three males) from universities in Botswana, Cameroon, Democratic Republic of Congo (DRC), Kenya, South Africa, Swaziland, and Zimbabwe for developing research leader–follower insights.

Building research leadership–followership capacity in knowledge production communities in the context of conflict prevention is crucial for establishing sustainable peace. It is recommended that: (1) the AYGS be replicated on other parts of the continent and throughout the diaspora; (2) publications from emerging leaders and followers in the research/knowledge production community begin to increase; and (3) establishment and expansion of leadership development programs for research leaders and followers in African graduate programs.

Much of the cross-cultural research addresses the ongoing debate regarding the convergence or divergence of leadership theories and models in countries having different cultures and socio-economic conditions. This chapter aims to integrate destructive leadership and culture by pointing out the plausible cultural norms and values inducing or preventing destructive leadership. The chapter firstly provides brief definitions of culture and destructive leadership along with the cultural dimensions used to categorize the societies. Additionally, the chapter reviews the research findings pertaining to the perception of destructive leadership in different cultures and societies. While acknowledging the existence of universals regarding negative/dark leadership behaviours, the divergence regarding the understanding and enactment of the leadership is also stressed out.

Mobile service innovations are crucial for the long‐term success of companies operating in turbulent and uncertain environments. These innovations need to be introduced at a rapid pace while at the same time companies have to absorb market information during the new mobile service development. Hence, the purpose of this paper is to construct a conceptual framework on the critical antecedents of project learning and time‐to‐market during new mobile service development. An extensive case study research involving four innovation projects was performed in a leading Dutch telecommunications company. With respect to project learning, our research findings indicate the crucial influence of a flexible decision architecture, project team memory, a high information awareness and a good fit between information requirements and capabilities. Both innovative and coordinative communication are required throughout the service innovation process. With regard to time‐to‐market, our research results point to the essential impact of project complexity, top management support, information power of suppliers and technological synergy. Finally, a medium level of project learning is the ideal condition for a fast time‐to‐market during mobile service innovation.