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The purpose of this paper is to derive practical recommendations from Follett's conceptualization of the student-teacher relations.

The paper employs a narrative historical interpretation of Follett's speech, which was originally given at the Boston University in the late Fall of 1928, but for the first time published in 1970.

Follett's conceptualization of the teacher-student relation resonated well with the contemporary conceptualization of constructive-developmental theory of leadership.

The findings of this study should be interpreted with recognition that the single case study has inherent limitations in terms of generalization.

This paper offers unique practical recommendations for instructional methods of experiential learning based on reflection, problem solving and critical thinking, which are based on the authors' analysis of Follett's works and constructive-developmental scholarship.

The purpose of this paper is to examine the relationships between leadership development level (LDL) and leadership effectiveness utilizing 360‐degree feedback scores. Researchers examine raters' ability to recognize effective leadership practices using a constructive developmental framework.

This approach is quantitative and involved data gathered from subject‐object CD interviews and 360‐degree feedback scores collected from individuals enrolled in an executive leadership development program.

The analysis revealed that LDL predicted leadership effectiveness using the 360‐degree feedback measure across a number of sources including superiors, subordinates, and peers. In addition, researchers reveal that individuals that lead from higher levels are more effective in a number of leadership competencies (e.g. Leading Change, Managing Performance, Creating a Compelling Vision, etc.). Finally, the research demonstrates that superiors and peers can predict leader effectiveness better than subordinates or oneself.

Implications for integrating constructive developmental theory in both the research and practice of leader selection and development is discussed.

This study is one of the first studies to empirically demonstrate the link between leadership development level and leadership effectiveness using the constructive developmental framework.

This paper aims to extend the conceptualization of well-being as a staged social responsibility process by undertaking further conceptual development of these ideas as well as exploratory, small-scale international testing.

The sample comprised 117 leaders from Alaska, India and Norway. Cluster analysis was used to determine systematic differences in the way leaders think about societal well-being (well-being action logics), and regression analysis was used to test positive and significant relationships between well-being action logics and stages of consciousness.

Cluster analysis confirmed the three theoretically derived well-being action logics of top managers: compensatory, integral and hybrid. The authors found preliminary empirical support for a systematic relationship between well-being action logics and stages of consciousness as per constructive-developmental theory.

Better adoption of societal well-being as a normative ethic hinges on building the capacity of top managers to process more complex understandings of the range of components of societal well-being and how these components interact, conflict and synergize.

Being asked to embrace more complex views about societal well-being can be overwhelming, leading top managers to retreat into defensiveness. The result is resistance to change, preferring instead to stay with familiar yet outmoded conceptions. Societal well-being can thus suffer.

This paper opens the black box to find systematic differences in the way managers think about societal well-being. Further, the research has uncovered that these differences follow a staged developmental process of greater complexity.

A connection between servant leadership and constructive developmental theory is proposed. A theoretical framework is offered that examines the subject and object relationship for servant leaders at progressive stages of meaning making, showing how the way leaders make meaning of service evolves with their constructive development. The framework also proposes a threshold on the ability to adopt servant leadership. This understanding suggests that leadership educators who wish to promote servant leadership should first focus their energies on helping younger students reach the developmental stage required for servant leadership.

The literature on midlife transformation indicates that many Chinese executives seem to be experiencing “midlife crisis” and at a younger age than observed in Westerners. This chapter suggests that such phenomena are less chronologically aged based and more related to how individuals are perceiving, understanding, and reacting to the changing cultural and role contexts they are interacting with in rapidly modernizing China. Kegan's constructive-developmental theory of an individual's meaning-making provides a conceptual basis for better understanding of how mid-career Chinese business executives working in multinational firms are dealing with the complexity and speed of change in China. This chapter discusses Kegan's theory as well as some of the literature on midlife crisis and then applies those insights to executive coaching through a recent Chinese executive coaching case.

The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for developing leaders confronted with challenging experiences.

The article utilizes constructive developmental theory (C‐D theory) to explore and address the implications of an adult development lens for leader development, especially as they confront complex leadership challenges that trigger anxiety.

Theoretical propositions suggest different kinds of holding behaviors (e.g. confirmation, contradiction, and continuity) necessary for enabling growth and effectiveness for leaders located in different developmental orders.

Propositions offered can guide future researchers to explore how leaders confronted with different kinds of leadership challenges sustain responsive developmental networks over time and how the developers in the leader's network coordinate to provide confirmation, contradiction, and continuity needed for leader development.

Leaders and their developers should reflect on how developmental orders may determine which types of holding behaviors are necessary for producing leader effectiveness amidst challenging leadership experiences. Organizations should provide assessment centers and appropriate training and development interventions to facilitate this reflection.

This paper demonstrates the important role that developmental relationships play in leadership effectiveness and growth over time. Individuals and organizations are urged to attend to the quality and availability of high quality developmental relationships for purposes of continuous learning and development.

This article re‐conceptualizes developmental networks as holding environments that can enable leader's growth as an adult and, hence, increase their effectiveness as leaders amidst complex leadership challenges.

A consequence of globalization is the deterritorialization of space, place, and territory, as well as culture and identity. Focusing on identity-in-context within externally imposed, integral, and multilevel changes, a review of contemporary and post-modern literature contributes an expanding and fluid, albeit insufficient, trajectory for global identity development. Building on this earlier work, this paper offers a model of global identity, provoked by and responding to four key tensions salient to global leaders in the deterritorialized environment. Using a developmental paradigm, the expanded conceptualization comprises a re-constructive, developmental process of global identity, multidimensional identities as a constellation enabling spanning and navigating porous boundaries, an interdependency construct of relational belonging that transcends geography, and a sense of advocacy for extended global responsibility. Transformational opportunities for global identity development and future research are suggested.

This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues.

Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders.

The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration.

This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building.

Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.