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The purpose of this paper is to challenge the existing paradigm of resistance to organizational change by offering a novel, interdisciplinary perspective. More specifically, this paper seeks to detach from traditional formulations of resistance to change and introduce a new paradigm, reevaluating resistance through the Good Lives Model (GLM) and the concept of Primary Human Goods (PHG).

This conceptual paper uses contemporary literature on resistance to organizational change to make the case that the existing paradigm is one of negativity and deficiency. The authors define resistance, as currently formulated, subsequently offering a new perspective through the GLM. The etiological underpinnings of the model are provided and the concept of PHG is defined to illustrate relevance in reevaluating resistance to change.

The paper illustrates that resistance behaviors are not individual problems of employees, which must be overcome for successful change. Rather, resistance behaviors are the manifestation of disruptions to the achievement of PHG. Moreover, the paper demonstrates the pursuit of PHG is an innately positive, human activity that change strategies should take into account. The Dialogic Organization Development approach is also integrated as a means to uncover priority goods and disruptions that may impact them.

The paper provides a novel reevaluation of resistance to change through the interdisciplinary application of the GLM and PHG. Further, the paper uses the model to integrate several fundamental theories of human motivation into one cohesive, consistent framework.

This qualitative study used a phenomenological approach to investigate the perspectives of 11 leaders in higher education. Specifically, we addressed the following research question: How do millennial leaders approach leadership in higher education? The study framework included adaptive leadership as a guide to understand the perspectives of newer leaders within higher education institutions. Our results support a relationship between adaptive leadership and millennial leaders in higher education. They also highlight the importance of leadership mentoring in developing a person’s capacity to adapt to constantly changing environments.

We challenge the belief that people resist change while embracing the idea that change is necessary to lead. Cultivating leaders to orchestrate conflict with deliberate intention is a skill leaders can learn. Yet, skill alone is insufficient to lead. Using three models, Communicative Intelligence, Adaptive Leadership, and Adaptive Schools, we tell the story of how we developed leaders to think adaptively and communicate authentically to collaborate across diverse communities to bring their visions to fruition. This chapter describes the models and their integration from three perspectives illustrating how we focused the cultivation of leaders. First, the personal development of their dispositions related to communication, collaboration, and systems thinking. Second we worked on developing the skills to build relationships and think politically. And third, we focused on identifying and implementing systems to address the critical issues facing their schools.

Leadership development programs have become widespread in higher education; over 1500 different programs had been registered with the International Leadership Association as of 2012 (Owen, 2012). Given the prevalence of these programs and the substantial institutional investments they require, examination of their purported impacts is a valid area of investigation. Using the used Multi-Institute Study of Leadership, the current study explored the impact of experiential development programming on two of the instrument’s key outcome variables, resilience and self-efficacy. Results found a significant positive relationship between leadership development programs and self-efficacy, but not for resilience. Additional analyses found that other experiential activities (e.g., on-campus jobs, study abroad, etc.) had essentially the same (significant) impact on self-efficacy as did intentionally leadership development ones. Interpretations and implications are discussed.

This chapter introduces the complex, dynamic, and technologically advanced new world of work and the challenges it creates for leadership. It reviews the leadership development literature against the backdrop of this new work context, identifying the philosophies and techniques that are no longer effective as well as those that are relevant or needed in order to assess and develop effective leadership. Key areas of attention are resilience, openness, adaptability, collaboration, and meaningful networks, all of which have implications for emotion management capabilities. It is now essential for leaders to develop and maintain a strong leader identity and self-awareness and adopt a growth mindset and sense of purpose to be sustainable and effective in their leadership.

This empirical study provides a phenomenological analysis of student veteran perceptions and experiences regarding student support programs in higher education and the accommodations provided for student with hidden wounds, specifically posttraumatic stress disorder and traumatic brain injuries. Qualitative data were collected through semistructured interviews to answer the research question: What are the traits of student support programs in US higher education institutions that assist in the successful degree completion of student veterans coping with hidden wounds? Participants were military veterans who recently attended undergraduate degree programs at US-based higher education institutions. Data analysis through in vivo and thematic coding showed dominant themes related to student expectations of student support programs. These themes included acknowledging specific needs of student veterans as nontraditional students, communication between students and institutions, awareness of the stigma around disabilities, standardization of services offered, social groups to connect veterans to other veterans, and need for proactive assessment of students unwilling to initiate accommodation requests. Practical implications for higher education leaders to improve current student support programs and future research recommendations are provided to expand upon the need for improving student support programs in America and abroad.

The chapters in this book focus on student experiences in higher education and how those experiences shape their identity and influence their academic success. This volume focuses on the key factors in identity development and how student experiences in formal, nonformal, and informal learning activities help shape their identities. This volume discusses the main theories and concepts involved in identity formation and how educators can increase their understanding and importance of identity in education. This volume argues that all forms of learning can create a more engaging and democratically oriented student experience. This volume also argues that inclusive leadership is an important factor in cultivating a rich and dynamic learning environment and bringing about greater equity and inclusion in teaching and learning.