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Leadership and organisational change starts with thinking: thinking about problems, thinking about possibilities and thinking about capabilities. But thinking never occurs in a vacuum. Long gone are the days when a chief executive officer would disappear for weeks with a towel over their head only to reappear to announce ‘the strategy’ to the organisation. Thinking is of course a social activity that sees people coming together to develop and share ideas. The job of leadership is to exercise mastery over the process of social thinking in order to engage workers, to generate innovative ideas and to bring about change where needed. This paper considers the habits of social thinking, with reference to those found in the UK Civil Service, and proposes tools for leaders to significantly enhance their success.

The operational paradigms guiding leadership strategies and practices, and their related policies, are archaic, and neither varied nor flexible. Arguably, many institutions of higher education still operate on an economized production paradigm of product-profit. The unintended consequence of such a paradigm is the continued dehumanization and objectification of all those involved.

This chapter challenges the particular uses of metaphors in higher education that, on our view, continue the reified product-profit paradigm. By crafting an alternative conceptual metaphor for higher education as a learner rather than debtor, we help those in higher education begin to make institutions more socially responsible and more democratic simply by calling upon those within higher education to reduce the amount of human commodification occurring through the language we use. We do this by sketching the history of the institution as debtor, making clear and transparent the consequences and impact of this metaphor, and by providing an alternative metaphorical paradigm for institutions of higher education.

Because it involves the interests of multiple stakeholders, sustainable value is a “wicked problem” that evades definitive formulation and clear solutions. Traditional approaches to problem-solving emphasize formulation of the problem followed by analysis and solution development. However, these approaches are inadequate for solving such problems because of they are so difficult to define. Two ways of approaching wicked problems are discussed: positive design and integrative thinking. Both are more appropriate than linear “formulate-then-solve” approaches, because they emphasize careful reflection and framing, focus on understanding the system as a whole and the needs of its users, and learning. In design, the focus is on deeply understanding users and attempting trial solutions as a means of framing the problem; in integrative thinking, the focus is on exploring the problem by inquiring into the mental models of stakeholders. Tata Motors’ decision to locate its plant in West Bengal was a wicked problem that involved the interests of many stakeholders, and is presented to illustrate the two methods. The failure of this plant location project was extremely costly to Tata and to West Bengal, and it is argued that the decision process would have benefited from either positive design or integrative thinking.

This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.

There are very few Black children in programs for gifted children when both historical and contemporary research indicate that such environments contain elements very similar to those described as advantageous for Black children. Presented here is an overview of the research regarding Black children’s learning styles, multiple intelligences, and cultural expectations around adult-child interactions and a comparison to characteristics of gifted (and potentially gifted) children. In addition, the evolution and refinement of the definition of giftedness is outlined along with the impact of those definitions on Black children. The identification, assessment, and testing processes used to place students in gifted programs are outlined along with policies (e.g., universal screening) and practices (e.g., more multicultural education and gifted education in teacher in-service and pre-service education) that can transform gifted programs into diverse and inclusive learning environments where gifted Black students learn, grow, and thrive. Finally, classroom practices that cultivate the genius and giftedness of Black children are presented – practices that give teachers an opportunity to add to their repertoire of strategies and pedagogy in order to increase their ability to create more inclusive learning environments that benefit all children in general and Black children in particular.

The purpose of this paper is to explore how one tertiary enabling programme designed for Aboriginal and Torres Strait Islander students uses a specifically designed pedagogy which goes beyond a focus on discrete academic skills to help students develop the resilience and knowledge about learning they need to be successful in tertiary learning contexts.

A narrative methodology is used to explore how graduates analysed and evaluated their experience of the course.

The stories show that for these students, resilience is a dynamic and multifaceted construct. Strength, confidence and resilience for these students come from seeing and valuing the strength and resilience that already exists in Indigenous people and Indigenous knowledge systems and using this as a basis for developing their own resilience.

This focus on resilience can provide a transformative experience for students who have largely been marginalised from the mainstream educational system, assisting them to build the crucial “cultural capital” required to be successful in their tertiary studies, while reinforcing the strength and knowledge they already bring with them. Through this process students are offered a way of navigating the higher education landscape on their own terms.

Teachers and educational decision makers often take a problem solving approach to difficulties that arise in their professional sphere. The solutions are often effective in the short term, but the situation is inevitably changed by implementing the solution and the dynamics of the situation demand further action. Paulo Freire advocates a problem posing approach based on dialogue which is quite different to a problem solving approach that assumes the decision maker has all the necessary knowledge and wisdom. There is rather interesting and unexpected support for Freire's problem posing approach in Pirsig's didactic novel, Zen and the Art of Motorcycle Maintenance. These two writers, Freire and Pirsig, have a similar message for teachers and administrators even though their styles and contexts are “worlds” apart.

This paper presents an approach for performing knowledge discovery in texts through qualitative and quantitative analyses of high‐level textual characteristics. Instead of applying mining techniques on attribute values, terms or keywords extracted from texts, the discovery process works over conceptss identified in texts. Concepts represent real world events and objects, and they help the user to understand ideas, trends, thoughts, opinions and intentions present in texts. The approach combines a quasi‐automatic categorisation task (for qualitative analysis) with a mining process (for quantitative analysis). The goal is to find new and useful knowledge inside a textual collection through the use of mining techniques applied over concepts (representing text content). In this paper, an application of the approach to medical records of a psychiatric hospital is presented. The approach helps physicians to extract knowledge about patients and diseases. This knowledge may be used for epidemiological studies, for training professionals and it may be also used to support physicians to diagnose and evaluate diseases.

The dialogic nature of new organization development practices brought a dramatic shift in relation to the way OD has had been practiced in the past. However, contemporary literature indicates that OD still has to go a long way if it has to play a central role. The purpose of this paper is to speculate for the concerns being raised about OD practices and propose an interpretive approach to fill in the gaps.

This paper traces OD’s glorious journey, which began with egalitarian values. This section builds on the dynamics of power and politics which was integral to the OD movement and further reviews and critiques the contributions of new OD approaches that has its foundations in postmodernism and social constructionism. In the second part, the paper discusses the critical perspective and introduces the concept of subaltern to fill in the gaps in new OD approaches. Further, the paper finds a ground to integrate and redefine the boundaries of critical and subaltern studies.

The paper proposes an interpretive approach for designing and carrying out OD interventions and introduces the concept of critical-subaltern OD. This approach recognizes the importance to engage with the dialectics or contradictions present between (and within) OD interventions. Through this interpretive approach, the author positions critical-subaltern voices as an integral part of OD interventions and change management.

The interpretive approach gives an insight into the unacknowledged and unheard socially constructed realities of change and OD practices for sensemaking. The approach would also be instrumental in enhancing the levels of engagement and productivity in unacknowledged and non-dominant employees.

This paper is a departure from the modern literature of critical management studies and builds on the critical theory on OD. The paper proposes by roping in the benefits of subaltern studies into OD practices. The paper builds ways to include voices of those, who never gain a voice. In brief, toward the end of the paper, the author proposes an interpretive approach and moves toward critical-subaltern OD. Through this interpretive approach, the author positions critical-subaltern voices as an integral part of OD interventions and change management.