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The purpose of this research is to examine leadership in an intermediary organization whose mission is to facilitate collaboration between large corporations and their smaller suppliers, a bridging organization.

A qualitative approach using a single case revelatory method was adopted. Data were collected from a bridge leader as well as 20 executives of companies involved in the collaboration.

The analysis revealed that the successful bridge leader tended: to build personal relations and goodwill as a way of creating personal obligations on the part of the stakeholders he led; championed the cause of the stakeholders and made their mission his/her own; created opportunities for individual and collective goal achievement; relied on symbolic behavior and ceremonies to reify the bridge mission; and engaged in frequent communication with a liberal use of humor and playfulness to make goals embraceable by the stakeholders in the collaboration.

This is a single case study and that limits the generalization of these findings. However, the findings provide some preliminary evidence to show that a lack of control of resources need not be a reason for leader non‐performance.

A bridge leader may substitute other influence strategies to compensate for the lack of direct positional power.

This study is one of the few that explicitly examines leadership in bridging organizations. The paper's understanding of this phenomenon is important because of the importance of bridging organizations to business and social innovation.

This book provides a deeper understanding of what it means to promote social justice and equity work in schools and communities around the world. Throughout this book, narratives describe how authors continue to reshape the agenda for educational reform. They remind us of the significance meaningful relationships play in promoting and sustaining reform efforts that address the injustices vulnerable populations face in school communities. Their voices represent the need for engaging with obstacles and barriers and a resistant world through a web of relationships, an intersubjective reality (see Ayers, 1996). As authors engaged in thinking about addressing injustices, they describe how their thoughts transformed into actions moving beyond, breaking through institutional structures, attempting to rebuild and make sense of their own situations (see Dewey, 1938).

There is a significant volume of literature relating to the mentoring needs of new principals and vice/deputy principals, but little is known about the mentoring needs of recently appointed middle leaders in an educational setting. This study explored the mentoring needs of five female middle leaders at a K–12 case study school of 550 students in Perth, Australia.

Each participant had three mentoring sessions, followed by a semi-structured interview using open-ended questions to provide data on the participants' mentoring needs. The research was framed within an interpretive phenomenology paradigm that focussed on the participants' perceived experiences and how they then interpreted these experiences. One of the researchers was active in this research, acting as the mentor (Neubauer et al., 2019; Smith and Osborn, 2021).

The findings of this study revealed the importance of the mentor being a “critical friend”. In addition, the participants referred to leadership identity, leadership from the middle, managing relationships and gender as other important mentoring needs.

This empirical study contributes original findings on the mentoring needs of a previously neglected group of educational leaders who provide an essential bridge between classroom practitioners and senior leadership in Australian schools. This study is unique because it links these mentoring needs to the practice architectures, factors at the case study school that either constrained or enabled middle leading (Kemmis et al., 2014).

The ubiquity of the social web has forced online recruitment to change dramatically. This paper introduces the first e-recruitment network business model, the Private Talent Network© to support the practice of online talent resourcing.

Grounded theory was the research approach adopted, using mixed method data collection and triangulation of results. A study of six FTSE100 companies was conducted from different industries. This was an explorative study into network theories and models in context of e-recruitment.

The key outcome was the identification of a positive candidate experience. This was central to realising cost benefits and candidate quality and was influenced by nine internal and external factors. Theoretically actor network theory provided a flexible and representative framework of the online ecosystem adopted by businesses for talent resourcing.

Limited to UK FTSE100 target group only, the research is presented as a first step in defining a structured e-recruitment business model.

Direct support to enable practitioners to improve or/and initiate e-recruitment initiatives and further this management discipline.

Drawing on actor network theory the Private Talent Network© is proposed as the first e-recruitment network business model.

This paper seeks to highlight the systemic conditions that facilitate the emergence, longevity, and effectiveness of bridge‐builders across organizations.

Researchers conducted longitudinal case studies in six One‐Stop Career Centers across the USA over four years. Interviews were conducted with approximately 20 people in various positions at each of the sites visited. The data analyzed spanned the four years of the study.

Researchers uncovered particular characteristics present in individual bridge‐builders that enabled them to accomplish their goals. This research indicates that, when the right conditions intersected with the right type of person, champions emerged who helped move the organization in new and innovative directions.

This paper provides an outline of the organizational change that can happen in the disability field. By delineating bridge‐builders and the context in which they operate, others can identify the conditions within organizations to help them move forward.

This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.

This paper aims to present multidisciplinary, research‐based insights into the challenges of changing behaviors at large‐scale in organizations and articulates practical approaches for leaders.

A literature review of research and practices of social and organizational change was conducted and thematically summarized. The themes were discussed and revised with input from twenty global leaders and a dozen university researchers at a two‐day conference held at Harvard University's Learning Innovation Laboratory.

Supporting changes of practice in organizations depends on a leaders understanding how to best affect collective behaviors. Emerging research from the fields of political science, social networking, and social change suggest that leaders can build three types of bridges that support large‐scale change: emotional bridges by creating strategic narratives, relational bridges by targeting social clusters, and structural bridges by leveraging pre‐existing social associations in organizations.

The themes illustrate practical approaches that leaders can use to diagnose the types of change they wish to support and offer concrete strategies for designing and supporting changes in collective behaviors.

This article aims to present a unique synthesis of emerging, multidisciplinary research on supporting collective change in organizations and offers an intuitive model to support leaders in their actions.

To explore how leadership behavior in Thailand relates to humanistic leadership through indigenous and cross-cultural lenses.

Analogically based and semi-structured interviews were used. The primary focus was on factors associated with expatriate success in leading Thais in a Thai context. As such, the main sample included 24 expatriates. Two local Thai leaders were also interviewed. Qualitative interviews were analyzed inductively using NVivo.

Five interrelated themes emerged from the data: guiding, bridging, emotionally supporting, socializing and indirectly communicating. These themes relate to Asian holistic thinking, Thai culture and humanistic management. Evidence for humanistic leadership was found, albeit in culture-specific ways.

Researchers may benefit from studying local, indigenous leadership practices and determining if and how they fit etic concepts such as humanistic leadership. Limitations of this study include a small sample from only one country.

To be successful, leaders should engage in humanistic leadership practices that fit the Thai context. Human resource departments may wish to focus their talent recruitment, selection and development on these behaviors.

This paper adds to the nascent literature on humanistic leadership by providing an indigenous as well as cross-cultural lens to understanding humanistic leadership in the context of Thailand.