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The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences.

For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences.

The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor.

The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.

This paper aims to conceptualize how business and society co-evolve their efforts to maximizing the greatest well-being of the greatest number following a conscious-unconscious, staged, dialectical process.

This study used a conceptual framework linking eight components of well-being (economic, environmental, social, cultural, psychological, spiritual, material and physical), with stages of consciousness and the co-evolution of business and society.

Stages of consciousness – traditionalist, modernist, post-modernist and integral – moderate both the pace and direction with which business and society co-evolve to the greatest well-being of the greatest number across eight components of well-being.

This is a conceptual framework which integrates existing empirical relationships, but the overall framework itself is yet to be empirically tested.

The whole process of maximizing well-being can become more conscious for both business and society. This requires making unconscious components conscious and becoming conscious of the inseparability of the eight components of well-being as a counter-balanced set.

Businesses and societies can maximize well-being across eight inseparable components. But implementing this is a staged process requiring progressing populations through stages of consciousness. Earlier stages lay the platform for a critical mass of people able to integrate the eight components.

Knowledge of well-being is dominated by disciplinary disconnection and bivariate studies; yet, current meta-crises and calls for post-conventional leaders indicate the importance of an integrated multidisciplinary well-being model which explains past efforts of business and society, diagnoses current problems and points towards more viable paths.

The current Internet Outlook of the OECD states that e‐learning has the potential to revolutionise education and learning – if complemented by suitable didactic approaches. Therefore, the situation of e‐learning is analysed from a student's perspective with focus on a new master program in Global Studies. The purpose of this paper is to give an overview of the use of ICTs within Global Studies compared to other fields of study.

The empirical basis of this paper is one online survey for students of Global Studies Graz and personal interviews with students' representatives of three different courses of studies at the University of Applied Sciences in Graz and at the University of Vienna.

Although the intensity of e‐learning technologies is relatively low in Austria as compared to other OECD countries, several courses within the master curriculum of Global Studies Graz use innovative e‐learning techniques at several levels. The level and intensity of ICT usage in Austria reflects the interests of students: around 60 percent prefer ICTs as amendment to traditional teaching methods. Only around 7 percent demand a higher supply of pure online courses.

The findings of this paper can be helpful especially for universities that intend to initiate a master program on global equity, multiculturality, social inclusion, global development, or globalisation.

The findings show that students in Austria prefer on‐campus contact with students and lecturers. Nevertheless, in cases where e‐learning increases the quality of lectures and their academic outcomes, it is preferable from a student perspective to further promote the use of ICTs in tertiary education.

Authentic results of student experiences and approaches such as the present analysis are important in order to improve the quality of Global Studies and other similar academic programs.

Discusses the use of “now‐what” sessions to end workshops, using processes that are both empowering and ethical for facilitators and participants. It is necessary for the facilitator of these sessions to choose suitable activities with care and forethought, always taking into account the aims of the session and the needs of the participants.

The essays by Sauer and Cassidy have argued that significant questions can be raised philosophically and historically about the guiding assumptions of economic behaviour. One can also argue that these assumptions offer a partial view of human being with an accompanying loss of the sense of the whole person. Economics tends to reduce the multiform and rich notion of person to simply a datum of economic activity. In this essay, I will argue that there is a need to re‐examine basic assumptions about what it means to be fully human. I will do this from the perspective of developmental psychology, because developmental psychology has empirically based theories that produce expectations about humanity and the future that are very different from those ascribed by economics. This essay will examine developmental theory, particularly that of Robert Kegan, to show its relevance to providing a direction for economics.

There are several stage‐based models of organisational development (OD) that provide a systematic overview of the developmental potential of organisations. This paper compares four such models – Ken Wilber's integral theory, the spiral dynamics model of Don Beck and Chris Cowan, Richard Barrett's corporate transformation model, and William Torbert's action inquiry model – with the aim of presenting an integrated account of the stages of OD.

Integral theory is used as the basis for considering the theoretical scope of these other models of OD. The integral framework is specifically designed to recognise the valid insights of other models of organisational change and, as such, is well suited for situating those insights in a comprehensive and coherent approach for mapping the developmental paths of organisations. The models considered represent some of the more innovative OD approaches.

From the comparative analysis an integral model for OD is described. The description includes a new definition of OD which is based on integral theory's core developmental principles.

The proposed framework provides a means for assessing the scope and specificity of other approaches to OD. It also provides criteria for distinguishing between those approaches that are concerned with incremental or continuous change and those that focus on transformative development.

The comparative analysis and resulting framework will assist practitioners and consultants in the OD field in developing a better understanding of the relationships between various stage‐based approaches to OD.

This paper provides a comprehensive framework that can assist in comparing and situating the many approaches to OD that are currently available.

This chapter applies three of the most prominent theories in vocational and career psychology to further illuminate the turnover process. Prevailing theories about attrition have rarely integrated explanatory constructs from vocational research, though career (and job) choices clearly have implications for employee affect and loyalty to a chosen job in a career field. Despite remarkable inroads by new perspectives for explaining turnover, career, and vocational formulations can nonetheless enrich these – and conventional – formulations about why incumbents stay or leave their jobs. To illustrate, vocational theories can help clarify why certain shocks (critical events precipitating thoughts of leaving) drive attrition and what embeds incumbents. In particular, this chapter reviews Super's life-span career theory, Holland's career model, and social cognitive career theory and describes how they can fill in theoretical gaps in the understanding of organizational withdrawal.

The paper aims to provide a rationale for stakeholder‐based management in developing countries. To implement the objectives, the paper contrasts the implications of agency and stakeholder theories as they apply to developing countries and highlight “total wealth creation” and “purposive adaptation” that support developmental goals of developing countries. This “purposive adaptation” also implicates the use of management accounting tools in a flexible way to meet the needs of the strategy.

The paper uses conceptual analysis and the case study approach

The Tata Steel case illustrates the normative stakeholder approach in the developing country context. Specifically, the case highlights strategy developed through “stakeholder engagement” and the application of the balanced scorecard to address stakeholder issues in implementing the strategy, illustrating the rationale underlying the stakeholder approach in addressing developmental concerns through more dispersed and larger wealth creation.

There is limited scope to use methods other than illustrating the theory using specific instances of its application, as in the case approach.

The paper illustrates long‐term implications on sustainable development.

Few papers consider contextualizing theoretical implications of management to developing countries. This is important as the theory has implications on development in such aspects as environmental costs, increasing inequality, and associated issues. The paper directs attention to the importance of identifying theory that addresses the unique management challenges in developing countries and can potentially enable further research to systematize and generalize management approaches in developing countries.

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.