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The purpose of this paper is to, first, establish the interdependency between the successful achievement of organisational change and the attainment of values alignment within an organisation's culture and then, second, to describe an effective means for attaining such values alignment.

Literature from the fields of organisational change, organisational culture, philosophy, psychology, and values theory is reviewed in order to develop and test the hypothesis that successful organisational change can only occur when those affected by the change are able to willingly commit to an agreed set of values aligned with the accomplishment of the organisation's new outcomes. The paper then presents and reports on a trial of a simple and effective framework for achieving such values alignment in an organisation.

This paper supports the view that the currently acknowledged widespread resistance to organisational change is caused by a failure of current organisational change strategies to attend to a values alignment process for all those people affected by the desired change. Moreover, this paper proposes that values alignment may not just be an important integral part of organisational change strategies; it could well be the bedrock, the foundation, on which all truly successful organisational change depends.

The values alignment process presented in this paper provides a very effective and efficient means for enabling people to discern, discuss, and actively support those values that will help the organisation to make desired changes. In essence, this process enables the alignment between personal and organisational values to occur and, thereby, allowing the organisation to evolve and remain viable.

The paper provides a unique perspective on the important process of values alignment within any truly successful organisational change strategy.

The purpose of this paper is to provide a coherent, comprehensive and complete philosophical framework that can not only validate but also guide the implementation of the organisational development strategies proposed in Presence: Exploring Profound Change in People, Organizations and Society.

First, the paper situates the processes presented in the text within the overall context of current organisational development theory. Then, since no current widely supported philosophical framework can provide validation and support to the fundamental assumptions inherent within the text's proposals, a new philosophical framework is described. Finally, the unique insights gained from this new philosophical framework are used to offer prerequisite considerations for employing the processes proposed here.

Unless explicit and individualised attention is directed to helping each employee first develop deeply self‐reflective processes, the organisational insights and practices, as presented in the work cited above, cannot be attained.

Through applying the theoretical insights gained from the particular philosophical framework presented herein, the paper provides very clear and specific guidelines for the professional development of employees so that they can act according to the precepts presented in the work cited above.

The paper provides a unique perspective on the key understandings presented in the work cited above. It also provides practical ways for successfully engendering these within an organisation's culture.

The purpose of this research is to report on research that explores the use of structured self‐reflection to nurture moral consciousness as a means of enhancing the moral leadership capacity of existing school principals.

Given that this research focuses on each participant's subjective reality, the epistemology of pragmatic constructivism was chosen to guide this qualitative study supported by the theoretical perspective of symbolic interactionism. Furthermore, a case study was chosen as the appropriate orchestrating perspective and an opportunistic sample of six school principals formed the participants in this case study.

Data from this research support the view that the moral consciousness of each of the participating principals in this study was clearly enhanced by their experience of structured self‐reflection.

Due to the demanding nature of structured self‐reflection this approach takes a considerable amount of time. Also, as the reflection process is a very personal experience, the amount of time taken will vary noticeably amongst the participants. In addition, the ethical implications in facilitating structured self‐reflection are an extremely important implication. Participants must be made fully aware of the nature of such an experience so that not only can they voluntarily choose not to participate but also that they avoid reflecting on past experiences that engender sadness or anxiety within them should they choose to participate.

Given the strong moral expectations now demanded of contemporary leaders, which implies that this is not a natural trait, structured self‐reflection affords a clearly achievable means for nurturing a leader's moral consciousness as an essential step in their professional development in moral leadership.

The paper addresses the acknowledged blank spot in moral leadership research by providing a practical and effective way for positively influencing the leader's moral leadership development.

International research data unambiguously correlates effective educational leadership with improved student learning. Such leadership not only improves the professional performance of teachers but also models learning excellence. Undoubtedly, students learn so much from what they observe others doing. But how can educational leaders model what they have not experienced, themselves? How can today's educational leaders model learning excellence when there is an ever-increasing disparity between contemporary improvements in pedagogical approaches and the lived reality of leadership? To prepare world class educational leaders of learning, it is essential that the process for learning about leadership is closely aligned to what is now considered to be best practice in promoting student learning. If enactivism is the new bench mark in pedagogical practice, how could it be applied to the preparation and practice of leaders? This chapter applies the assumptions and intentions of enactivism to the context of leadership. Although this process enables educational leaders to resume their pivotal place as models of learning excellence, it has profound implications for leadership expectations and accountabilities.

The entrepreneur is often conceptualised as an individualistic hero (Essers & Benschop, 2007; Gill, 2017). Although this portrayal has been criticised as highly romanticised (Acs & Audretsch, 2003) it is still influential in the contemporary entrepreneurship literature (Down, 2010). Consequently, prevailing social discourses around entrepreneurship may restrict and even prevent an individual to develop their own entrepreneurial identity (Down & Giazitzoglu, 2014; Gill, 2017). In order to explore this issue, this chapter presents insights into the entrepreneurial experience of student entrepreneurs by exploring the role of entrepreneurial and non-entrepreneurial identities in new venture creation. In-depth interviews were carried out with 11 student entrepreneurs who had, individually or in partnership with others, started a venture whilst they were enrolled in higher education courses.

These findings challenge the taken-for-granted assumptions entrenched in the characterisation of the homogenous entrepreneur (Jones, 2014) and suggest that individuals can arrive at entrepreneurship in different ways. In order to demonstrate the diversity of entrepreneurial identities, the chapter highlights those that fit the orthodox depiction of entrepreneurs through vignettes from Nicole and Georgie. This is then contrasted with alternative depictions through vignettes from Joanna, Christa, Darcie and Paige. The experience of the latter demonstrates how entrepreneurial identities are formed through role enactment and socialisation into entrepreneurial communities. The findings propose universities can support student entrepreneurship through both formal and informal activities. The broader conceptions of entrepreneurial identities with respect to the role of universities and enterprise education are considered.