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The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

Hal Gregersen is one of the pioneers of the field of global leadership. Along with J. Stewart Black and Allen Morrison he created one of the early foundational competency models in the field that was published in their book, Global Explorers: The Next Generation of Leaders (1999). Since that time, Hal has studied the skills associated with innovative leadership with Clayton Christensen and Jeff Dyer. A good introduction to this research is their award-winning book, The Innovator's DNA: Mastering the Five Skills of Disruptive Innovators (2011). His most recent book, Questions are the Answer: A Breakthrough Approach to Your Most Vexing Problems at Work and in Life (2018), explores the art of questioning – a skill he argues is critical to leadership productivity. We were curious about Hal's research journey from the study of global leaders to his current research focus – the power of questions – and he graciously agreed to be interviewed for this volume of Advances in Global Leadership. Hal is a Senior Lecturer in Leadership and Innovation at the MIT Sloan School of Management. Before joining MIT, he taught at INSEAD, London Business School, Tuck School of Business at Dartmouth College, Brigham Young University, and in Finland as a Fulbright Fellow.

As outlined in these chapters, pre-service teachers, beginning teachers, experienced teachers, teacher leaders and aspirant leaders all face the growing demands of emotional labour and are engaged in the emotional work that underpins learning environments. The ‘false apprenticeship’ (Bullock, 2013) highlights how teacher education remains historically problematic, with its focus on observation for replication, rather than the development of an individual's capability. Educators need to be enabled to refocus their attention on developing professional capital (Hargreaves & Fullan, 2012). According to Hargreaves and Fullan (2012) there are three elements that produce professional capital, these are human capital, social capital and decisional capital. The presence of all three is vital for a healthy productive education system. The education system is made up of people and education is for the people. Society and future societies rely on professional capital being promoted within education.

This chapter highlights our survey that identifies faculty recommendations for incorporating emerging digital technologies to deliver eLearning content in online courses that help students learn more effectively. Results from the survey, which includes a sample of 478 online faculty at two higher education institutions, are presented.

In the findings of the survey, respondents identified several instructional technologies such as augmented reality (AR), virtual reality (VR), mixed reality (MR), and artificial intelligence (AI) as being on the cusp of changing learner engagement options and could soon become standard tools for the online course environment. While respondents predict an acceleration of new technology activity, they also caution that these technologies need a strong pedagogical foundation to match student needs and generate new use-learning real case scenarios.

This sentiment implies a more systematic approach to problem-solving that follows a process of identifying and refining multiple options to determine best practices for faculty preparation and staff development. The results of the survey included in this chapter are a directional means to help instructors and course designers explain what is relevant and exciting about techniques that can be employed and identify and use the emerging technological tools that enhance the delivery of instruction while meeting the ever-changing and dynamic needs of today’s learners.

Workplace mavericks are often labeled as non-conformists. They are perceived to be the employees who disregard organizational policies and procedures, and who invite huge risks in the pursuit of goals that sit outside what the organization dictates as the core business or practice. While this may be accurate to a degree, it is not the complete story. Guided by recent conceptualizations of non-conformity and positive deviance, this qualitative study interviewed 27 observers of mavericks (observer-types) in the workplace, and 28 interviews with mavericks (maverick-types). Results highlight that while maverick individuals do challenge organizational norms, they do so for the benefit of others, including the organization. Additionally, they are not wildcard non-conformists as they do in fact conform. However, they are conforming positively to higher level hyper-norms or organizational goals, and therefore operate in what could be termed as bounded non-conformity. Understanding the form that this bounded non-conformity takes is key for organizations to mitigate perceptions of the risk posed by maverick individuals, while maximizing the rewards that maverick employees can offer to organizations, especially for informing ideas and plans around more radical change and innovation. In this way, organizations can benefit from the numerous and unique contributions of mavericks in the workplace, such as innovative, unorthodox, and out-of-the-box thinking, while at the same time still ensuring the effective governance and risk management of the organization.