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This chapter explores the unique role of leadership in organizational innovation. Drawing from the investment theory of creativity (Sternberg & Lubart, 1995), we show that organizational innovation begins with a leadership decision. Based on a review of the creativity, organizational, and leadership literatures, the key components of organizational innovation are examined from individual, group, and organization-wide perspectives. Leading innovation is conceptualized as a special case of leading organizational change, which requires creative leadership skills applied to social systems. Establishing an organizational environment that supports innovation in the current market environment increases systemic paradoxes that must be managed by leaders. We conclude that leading innovation increases the creative demand on the leadership system, which requires leaders who have a developed understanding of the process of innovation and its environmental requirements.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

This study examined the effectiveness of the Triple P‐Positive Parenting Program in a government child health service delivery context with Chinese parents in Hong Kong. Specifically, the study sought to identify pre‐intervention variables that might predict programme outcomes such as level of clinical improvement and programme completion. Participants were 661 parents of pre‐school and primary aged children participating in a group version of the Triple P‐Positive Parenting Program. There were significant decreases in disruptive child behaviours, levels of parenting stress, general stress and anxiety and an increase in parenting sense of competence. Greater change in reports of child behaviour problems was related to lower levels of family income, new immigrant family status, and higher pre‐intervention levels of parenting stress. The present study provides a profile of parents who are most likely to benefit from parent training programmes.

This early grades lesson for ages 4-7 explores the concept of bullying, focusing on its occurrence among students in day-to-day school experiences. The purpose of this paper is to depict typical bullying occurring in school, for example, during peer play using the book Red as a resource.

The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying.

The story line describes bullying and how one’s actions can contribute to promoting and to preventing bullying.

The lesson sequence builds awareness of the consequences of bullying and how to deal with bullying when it occurs. The focus is on non-aggressive, non-provoking, active approaches to responding to bullying.

The aim is to help students develop anti-bullying behaviors and to make school a safe place for every student.

This early grades lesson set for the age group of 4–8 years explores the concepts of diversity, inclusion and friendship, involving three young students who are recent immigrants. The lesson set uses two companion books. In the book I am New Here, three recently immigrated young children from Guatemala, Korea and Somalia step into and experience their new school in their new country, the USA. In the companion book Someone New, their classmates explore how to reach out to and become friends with these new peers. The companion books are a resource for this lesson set, as they portray typical young learners who are immigrants exploring their identities and sources of support and how their presence and experiences challenge their classmates to find ways to support them in their new environment.

Students are guided to see themselves and others as unique individuals, with a range of abilities including the ability to speak different languages, to read and write in different ways so that they may initiate discussion and connect with classmates. Students occupy both the roles of new immigrant students and domestic students while they read the books, model how to interact with a new friend and represent their experiences in the lesson set.

The books promote young learners' interactions within and across groups. Both the domestic and immigrant students are encouraged to approach the experience of difference in school spaces as mutually beneficial, providing opportunities to learn more about self and others, as well as to develop a sense of inclusivity and friendship.

Someone New and I am New Here are companion books that together present a story of diversity, inclusion and friendship rendered in different perspectives. Efforts are made by three young students, who are immigrants from Guatemala, Korea and Somalia, and their classmates to understand and relate to each other. The books promote young learners’ interactions within and across groups.

This study aims to better understand how academics-in-the-making construe doctoral performance and the impacts of this construal on their positioning in relation to doctoral performance expectations.

This study is based on 25 semi-structured interviews with PhD students from Canadian, Dutch, Scottish and Australian business schools.

Based on Decoteau’s (2016) concept of reflexive habitus, this study highlights how doctoral students’ construal is influenced by their previous experiences and by expectations from other adjacent fields in which they simultaneously gravitate. This leads them to adopt a position oscillating between resistance and compliance in relation to their understanding of doctoral performance expectations promoted in the academic field.

The concept of reflexivity, as understood by Decoteau (2016), is found to be pivotal when an individual integrates into a new field.

This study encourages business schools to review expectations regarding doctoral performance. These expectations should be clear, but they should also leave room for PhD students to preserve their academic aspirations.

It is beneficial to empirically clarify the influence of performance expectations in academia on the reflexivity of PhD students, as the majority of studies exploring this topic mainly leverage auto-ethnographic data.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.