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The Food Systems Leadership Institute (FSLI) is a 2-year leadership development program consisting of 3 intensive in-person immersion retreats, and a robust and customizable distance-based program. Participants come primarily from land-grant and public universities and learn about personal, organizational and system leadership with a focus on food systems as an organizing theme. For this study, program graduates from FSLI Cohorts 4-6 (n=60) were asked to complete an online retrospective pre- and post-test of skill competency and skill use for 20 competencies addressed in the program, with 47 (78%) completing the survey. Data indicate participants’ ratings of skill competency increased significantly across all 20 targeted areas.Participants further noted that they used these skills more after completing the program as compared to prior to the Fellowship training. Data suggest the FSLI model of leadership development can have a significant impact on participants’ perceived skill level in and use of important skills in both personal and organizational leadership in academic and food system settings.

This paper reviews the proposal by D.J. Stewart of extending the cybernetics world view, where one is limited to just two ontological domains, those of “energy” and “information”, by adding a third domain, the domain of “observer valued imparities”. A link is suggested between Stewart’s proposals and the constructivist epistemologies of second‐order cybernetics which impose on the observer the obligation to take responsibility for the worlds he or she constructs, including decisions about beliefs and purposes. A model of “science” as a system of beliefs is presented. Finally, the model is given a general interpretation.

In social theory, emergence is the process of novelty (1) creation, (2) growth, and (3) formation into a recognizable social object, process, or structure. Emergence is recognized as important for the existence of novel features of society such as new organizations, new practices, or new relations between actors. In this introduction to the volume on emergence, we introduce a framework for examining emergence processes and theories that have been applied or can be applied to each of the three stages. We also review each volume chapter and discuss their relation to each other. Finally, we make suggestions on the future of research on social emergence processes.

THIS number of THE LIBRARY WORLD sees the periodical in a new dress: it is in fact the start of a new era for a publication now in its 64th year. Its past has been chequered, but at least its issues have been continuous, and under such editors as James Duff Brown, J. D. Stewart and W. C. Berwick Sayers, it has always kept faith with its readers. In return, most of its readers have kept faith with THE LIBRARY WORLD during some of the difficult days gone by.

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.