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In the present chapter, we present the case study of the only woman film director who has ever won an Academy Award for Best Director, Kathryn Bigelow. We analyzed 43 written interviews of Kathryn Bigelow that have appeared in the popular press in the period 1988–2013 and outlined eight main themes emerging regarding her exercise of leadership in the cinematic context. We utilize three theoretical frameworks: (a) paradoxical leadership theory (Lewis, Andriopoulos, & Smith, 2014; Smith & Lewis, 2012); (b) ambidextrous leadership theory (Rosing, Frese, & Bausch, 2011), and (c) role congruity theory (Eagley & Karau, 2002) and show how Bigelow, as a woman artist/leader working in a complex organizational system that emphasizes radical innovation, exercised paradoxical and ambidextrous leadership and challenged existing conventions about genre, gender, and leadership. The case study implications for teaching and practice are discussed.

The purpose of this paper is to examine the differences between entrepreneurs who see a connection between spirituality and work and those who do not.

Data are collected and analyzed in two stages from in‐depth interviews of 112 entrepreneurs. Key differentiators explored are related to money, ethical decision making, definition of success, and the entrepreneurs' desire to live an integrated lifestyle.

No significant differences are found between the two groups along key demographic attributes; however, when applying characteristics of flow and play to the entrepreneur's work experiences, distinct differences between the groups are found.

These findings suggest that holistically oriented entrepreneurs utilize the business as part of their spiritual path, and create an environment in which work and play are not perceived as separate work‐related elements.

Two claims are made about play that bears on managing change in organizations. First, play is a creative dynamic of human community; and in particular, it is the form taken by love at the boundary of fantasy and reality. Second, play is known, not by analysis via the mind and reason, but by intuition via the body and feeling. To manage change as play is to call upon the possibilities of adaptation and development that lie at the creative edge of love.

The arguments of the paper are not strictly rational (deductive) or empirical (inductive) but are based upon an “abductive” reading of the literatures on play and managing change.

Play is key in managing change. Play is the creative enlargement of love involved in healthy and effective adaptation and development.

Change in organizations is best taken in the spirit of love that is play. As change calls to love, the greatest changes call to the greatest love of the divine in which all things are possible.

The paper offers a novel theoretical integration of the research literatures on play and managing change. The paper offers a powerful argument for the humane foundations of play and change in love.

The purpose of this paper is to propose an experiential learning framework for understanding how play can potentially create a unique ludic learning space conducive to deep learning.

The framework is developed by integrating two perspectives. First, from multidisciplinary theories of play to uncover the underlying play principles that contribute to the emergence of the ludic learning space are drawn. Then the formation of a ludic learning space through a case study of a pick‐up softball league where for 15 years, a group of individuals diverse in age group, gender, level of education, and ethnic background have come together to play are examined.

The case study suggests that play in a ludic learning space can promote deep learning in the intellectual, physical, spiritual, and moral realms.

This paper uses the play literature to inform the experiential learning concept of the learning space.

The purpose of this paper is to present the results of a qualitative study of software engineers' playful behaviors at work.

The interviewed software engineers come from two European and three American companies. The research is based on ethnographical data, gathered in two longitudinal studies 2005‐2008. The methods used in the study include open‐ended unstructured interviews, participant observations, stories collection, and shadowings.

It is found that the currently dominant theory of normative control explaining software engineers workplace diminishes leisure and entertainment attributes of knowledge work. Fun at workplace is discovered to be an important, if not crucial, element of everyday programmers' job.

The study contributes to the literature by replying to the call for more research on high‐tech organizational practices, and on non‐job related behaviors at workplace. It reveals playful performance as a constituent for knowledge work and may contribute towards a better understanding of the role played by fun and playful behavior in creative problem‐solving and inventing.

The purpose of this paper is to introduce the concept of identity play defined as people's engagement in provisional but active trial of possible future selves.

Current research and theorizing on the variety of strategies and behaviors used by individuals to tailor, adapt or otherwise change their identities has converged on the notion of identity work to conceptualize these processes. This paper introduces an alternative but complementary notion – identity play – and develops a framework that specifies how identity work and play differ from each other, and proposes a set of ideas about the process of identity play in role transitions.

The authors theorize that role transitions are a useful context to explore identity play and that just as individuals move between cycles of career stability and professional transitions so may they move between periods of identity work and play.

The concept of identity play provides a useful starting point to explore the multiple, often incoherent and variable nature of the self as well as the process of exploration and discovery necessary for creating new identities.

The ideal self has had a place in management literature in recent years with reference to identity and role change. However, except for a JMD article in 2006, there has been little theorizing on the ideal self, which is often treated as a static construct. The purpose of this article is to update and refine the concept and explain the dynamic nature of the construct.

This conceptual paper is based on a review of the recent management and psychology literature related to the ideal self and its components.

The authors propose a dynamic theory of the emerging ideal self and delineate how its components evolve over time.

The ideal self, or one's personal vision, is a major motivator of learning and change and the sustainability of such efforts. The time dynamic theory would encourage and guide longitudinal research using better variables and measures as well as help in conceptualizing the role of socialization, social identity and life/career stages.

With a better theory of the ideal self, trainers, consultants, coaches and teachers can help people update their deep sense of purpose and the sustaining driver of learning and change the ideal self. It could help people and organizations address a major determinant of engagement.

This theory offers a temporal understanding of how the ideal self can motivate learning and change at different life and career eras, which can help in designing future research on identity-related transitions.