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This study examines how a school progressively built its social capital for agile adaptation to provide inclusive and effective fully online learning provisions through intentionally enhancing its architecture for learning.

The authors conducted a case study to examine how school A was able to respond rapidly and progressively to the demand for quality online learning provisions in the face of unanticipated school closure with an uncertain end date. Video recordings of online school sharing sessions, interviews and documents provided by the school constituted data sources for this study.

In creating a collective new norm for the implementation of online learning, a school needs to enhance both structural and cognitive aspects of its social capital. School A achieved this through intentional changes to its architecture for learning (i.e. organizational structure, interaction mechanisms, mediating artifacts and technology) when deliberating measures to deliver the changes under periods of serious social stress.

Adaptive capacity is a core demand on the social capital of schools and organizations under the “new normal” when the future is unpredictable. This paper uncovers the connection between a school's architecture for learning and its adaptive capacity.

Virtual communities of practice (VCoPs) supported educators during the COVID-19 pandemic and the resurgent movement for racial justice that arose in 2020. Four VCoPs offered a venue for practitioners and researchers to develop social capital in the face of pandemic and persistent institutional racism.

Researchers conducted semi-structured interviews with organizers of four VCoPs and collected supporting documentation from those organizers.

VCoP organizers created opportunities to develop bridging and bonding capital of equity- and justice-focused educators.

The analysis points toward the affordances of VCoPs in crisis response and equity leadership.

This original analysis extends work on communities of practice, generally, virtual communities of practice, and equity leadership development.

The purpose of this paper is to examine the mediating role of organizational identification (OI) and the moderating role of adaptive personality (AP) between exploitative leadership (EL) and constructive voice (CV) relationship.

This study samples 154 full-time employees from Saudi Arabia and records their self-reported responses to closed-ended items in the survey. Hierarchical regression and PROCESS Macro are used for the analysis.

Utilizing social identity theory and social exchange theory, the authors demonstrate EL adversely affect CV through OI. AP also moderates EL-OI relationships. The indirect effects of EL on CV via OI are moderated by AP. In other words, adaptive employees are more likely to neutralize the adverse effects of such exploitation by adapting to the situation.

Human resource professionals and organizations must identify indicators of EL when evaluating job candidates. Organizations should also adopt communication systems that encourage employees to report any misconduct. Finally, organizations should speak out against exploitative leaders and educate their employees on ethics.

The originality is in extending the nomological network of EL to incorporate reduced employee OI and constructive deviance. It also discusses how adaptive employees mitigate exploitative behavior's negative effects.

Follett's relational process theory illuminates key aspects of interdependence among organizations in the field of education that are essential to fostering capacities for interorganizational resilience. The article argues for the necessity of developing mutualism in systems of education as essential preparation for times of instability and crisis, as demonstrated through recent experiences with the COVID-19 pandemic.

This article provides an introduction to the relational process theory of Mary Parker Follett, a foundational theorist of organizing and administration. This theoretical review uses worked examples drawn from a collaborative, continuous improvement partnership focused on educational leadership preparation and development.

The author identifies four aspects of Follett's theory that connect most directly to collaborative, continuous improvement partnerships. These include mutualism as circular response, coactive power, embrace of difference through constructive conflict and integrating experience through learning. The article discusses how these offer an integrated framework of foundational concepts for nurturing and sustaining educational systems capable of adaptive change in the face of complex challenges.

Follett's relational process theory offers a perspective on partnering as a dynamic and evolving constellation of interactions and activity. The implications of Follett's core ideas for education resonate beyond improvement partnerships and offer guidance at all levels of educational systems seeking to orient towards an evolutionary logic.

Adaptive capacity has commonly been defined as the “general ability of institutions, systems, and individuals to adjust to potential damage, to take advantage of opportunities, or to cope with the consequences” (http://www.greenfacts.org). Adaptive capacity is herein described as the ability to facilitate the process of adaptive team performance and the resulting outcome of team adaptation (see Stagl, Burke, Salas, & Pierce, this volume). More specifically, although often spoken of with regard to environmental and global changes, it is spoken of here with regard to the ability of individuals (and correspondingly teams) to recognize and understand contextual changes, dynamically revise and implement plans accordingly, and learn from each implementation so as to be better prepared in the future.

A striking feature of Jaques' work is his “no nonsense” attitude to the “manager‐subordinate” relationship. His blunt account of the origins of this relationship seems at first sight to place him in the legalistic “principles of management” camp rather than in the ranks of the subtler “people centred” schools. We shall see before long how misleading such first impressions can be, for Jaques is not making simplistic assumptions about the human psyche. But he certainly sees no point in agonising over the mechanism of association which brings organisations and work‐groups into being when the facts of life are perfectly straightforward and there is no need to be squeamish about them.

This qualitative research aimed to explore the relationship between adaptive dynamic capabilities and resident loyalty formation among African-ethnic restaurants (AERs) during COVID-19 in East Africa.

Anchored on the dynamic capabilities perspective, the study uses eight case studies to obtain data based on restaurant owner-managers' lived experiences.

The paper presents six factors: (1) sensory quality promise, (2) service personalization declaration, (3) openness of technology adoption, (4) healthy food and safety assurance, (5) authenticity pledge and (6) diversity provision as prerequisites for resident loyalty formation. The findings suggest adaptive capacity as an appropriate alternative for stimulating resident loyalty formation during difficult times.

The findings help managers in formulating strategies that facilitate residents' display of willingness to revisit and/or recommend others. The local restaurants can now keep modifying and adjusting their practices and processes so as to exhibit the ability to handle customer unique demands during difficult times.

Through this work, a model of adaptive capabilities as enablers of resident loyalty formation is proposed, hence contributing the existing body of knowledge.

Complex and adaptive challenges threaten human well-being and sustainability. However, our leadership graduates often lack the capacity and or commitment to address these challenges in a meaningful way. This paper details a five-year study exploring the impact of an interdisciplinary undergraduate course on the development of global capacities, complex Adaptive Leadership, Socially Responsible Agency, and systems thinking. The course instructors used innovative and intentionally divergent learning methods to challenge students to serve as stewards of their own knowledge and facilitators of their own learning through the confrontation of authentic and complex challenges. The researchers note transferable qualitative findings that demonstrate the profound impact of the noted leadership learning experience on the development of Socially Responsible Agency, along with Adaptive Leadership capacity and systems thinking.