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The objectives of this article are: 1 to give an overview of some basic ideas that were outlined in an earlier review paper by the author; 2 to bring it up to date by outlining the more important theoretical developments that have been reported since then; 3 to mention briefly some speculations arising from work in progress which has not yet been published.

How can researchers develop methods that are both child-centered and grounded in the “epistemology of racial emancipation” given the unique challenges associated with conducting research with young people and white people? The purpose of this chapter is to examine the use of an innovative child-centered visual research method within the context of a larger ethnography focused on how white children come to form ideas about race in America. As part of a broader ethnographic study, white children between the ages of 10 and 13 were presented with photographs of celebrities. Children were asked questions about how to racially classify these popular culture icons, an activity that led to further discussion about race and racism in America. Drawing upon photographs of popular cultural icons and celebrities is one strategy for approaching uncomfortable topics with children in way that is less intimidating and that also brings new data to the study. Children made this aspect of the interview their own, bringing their unique perspectives to bear. This chapter discusses at length unique methodological issues, strategies, and innovations involved in research with white children about race. This chapter makes original contributions to the field of developing innovative, child-centered methods for conducting research with children and youth as well as existing scholarship on whiteness, privilege, and the social reproduction of racial ideology/racism.

We school administrators, like “practical” men everywhere, claim to have little use for theory. In this we delude ourselves, for we all theorize. The real distinction lies not between theory and practice, but between good theory and bad theory. Good theory is a hypothesis which has undergone verification and which has potential for explaining and predicting events, and for the production of new knowledge. The development of theory, with its constant demand for semantic accuracy and simplicity, is essential as a guide to research, and as a guide to action (e.g. in administration) where it should be regarded as a relational map rather than as an itinerary. The work of Halpin, Guba and Getzels, for example, illustrates that no theory is likely to be the theory. The development of a science of administration is dependent upon such theories. The alchemist described his observations in a half‐mythical language full of metaphors and allegories, not In scientific concepts. Today we appear to live only in an age of educational alchemy.

This interview with Adam Bryant and Kevin Sharer, the authors of “The CEO Test: Mastering the Challenges that Make or Break All Leaders,” examines the relationship between the leaders and followers and the key challenges that tend to determine leadership success or failure.

The authors told S&L’s interviewer Brian Leavy: “We focus specifically on leading others - illuminating seven of the most common make-or-break challenges, and then showing how to navigate them effectively.”

The authors' research found that “It’s the leader’s job to capture the essence of what matters and then be able to boil down the strategy to just a handful of memorable ideas so that everyone understands, remembers and knows how to contribute to its success.”

Leaders have to learn that listening is a multidimensional practice that requires commitment and constant attention, and the aim is to get a true sense of the nature of their organization and its dynamics.

Much of the on-going outpouring of leadership literature tends to focus on the personal qualities and characteristics of the individual leader. Less studied are the dynamics of the relationship between the leader and the led, or the nature and content of the role itself and the key tasks associated with it. One exception is "The CEO Test: Mastering the Challenges that Make or Break All Leaders" by Adam Bryant and Kevin Sharer. Their "overarching framework to mastering the inner game of leadership is to embrace it as a series of paradoxes,” is an original perspective.

Urban Affordable Housing (UAH) Inc. was a real estate asset management syndication firm that sponsored affordable housing to low-income families and seniors across the USA. The case examines the firm’s management of an internal information technology (IT) change initiative. The case follows the firm’s recently hired IT manager, Anthony Bryant, as he works to change a culture while acquiring resources and acceptance for the project he was hired to oversee. Bryant deals with numerous changing priorities, inadequate sponsorship, resistance from various levels, and a dearth of resources as he struggles to get the organization to complete an overdue database conversion.

This case is based upon the firsthand experiences of the lead author over a seven-year period while working at UAH. Measures have been taken to disguise the firm’s identity, including using a pseudonym, fictitious names for firm employees, a fictitious location, and the alteration of key dates. Key elements of the case have been constructed around semi-structured interviews and the review of archival documentation. Most quotes are verbatim in an attempt to preserve their authenticity, and were drawn from the semi-structured interviews and from historical accounts of actual occurrences and conversations.

The UAH case is multi-faceted, as it can be used in a number of environments amid a business school curriculum. A primary use is likely in a course revolving around organizational change and development. It might also be featured as part of the organizational change component in a course on organizational behavior, used to illustrate and analyze organizational culture and change leadership. Furthermore, the case could be used for change-related topics in management information systems or project management courses. The authors suggest the case be assigned at the graduate level, though it could also be suitable for an advanced undergraduate class.

Critical knowledge for successfully analyzing this case includes the following concepts: the change process (Lewin, 1951); leading change (Kotter, 1996); resistance to change (Kegan and Lahey, 2001); and communicating change (Armenakis and Harris, 2002).

In the preceding two sections of this volume, we have examined some of the foundations of global leadership as well as cross-cultural perspectives. In this section we examine some of the processes, practices and developmental issues surrounding global leadership. As noted in the introduction to this volume, the placement of chapters in one of the three sections was somewhat arbitrary since all three sections are interrelated. The chapters in this section – by Elaine B. Sloan, Joy F. Hazucha and Paul T. Van Katwyk; John Hofmeister and Sarah Parker; and by Don D. Davis and Janet L. Bryant – could easily have been included in the Foundations section. The chapters by Joseph J. DiStefano and Martha L. Maznevski and by Linda E. Laddin could easily have been included in the Cross-Cultural Perspectives section. As we review these chapters, we will draw attention to the interrelationships with the other two sections.

In this chapter honouring Professor Kathy Charmaz, her scholarship and her mentorship, I explore the impact of her work on my thinking and research. Specifically, I focus on the translation of her constructivist principles into my, and others', grounded theory methodological practice. Following the introduction, the chapter commences with a reflection upon coming across constructivist grounded theory (CGT) for the first time almost 20 years ago, and my excitement at finding a methodology that so well aligned with my social justice-oriented research. Already ‘seduced’ by (classical) grounded theory, I had been uncomfortable and wrestling with its problematic philosophical underpinnings, and Kathy's work provided an intriguing solution. This section also briefly reviews CGT's main features, including Kathy's central emphasis on critical reflexivity, interpretation and context, the researcher–participant relationship and the co-construction of knowledge with participants, whilst maintaining a focus on conceptual development. In Section Three, I examine the ‘translation’ of Kathy's constructivist principles into my and others' reflexive grounded theory methodological practice, focusing particularly on issues of researcher positionality/ies and participant involvement. I also consider the ways in which I am further extending these ideas in my ongoing CGT research, including in relation to researcher self-disclosure. In the concluding section, I observe that Kathy's scholarship not only put grounded theory on a new epistemological basis but also established constructivist GT's axiological foundation. I end with a reflection upon the legacy of her ‘curiosity and wonder’ as a scholar of the social world, her legendary mentorship and her generosity of spirit.

Towns and cities across Canada face rapidly changing economic circumstances and many are turning to a variety of strategies, including tourism, to provide stability in their communities. Community Economic Development (CED) has become an accepted form of economic development, with recognition that such planning benefits from a more holistic approach and community participation. However, much of why particular strategies are chosen, what process the community undertakes to implement those choices and how success is measured is not fully understood. Furthermore, CED lacks a developed theoretical basis from which to examine these questions. By investigating communities that have chosen to develop their tourism potential through the use of murals, these various themes can be explored. There are three purposes to this research: (1) to acquire an understanding of the “how” and the “why” behind the adoption and diffusion of mural-based tourism as a CED strategy in rural communities; (2) to contribute to the emerging theory of CED by linking together theories of rural geography, rural change and sustainability, and rural tourism; and (3) to contribute to the development of a framework for evaluating the potential and success of tourism development within a CED process.

Two levels of data collection and analysis were employed in this research. Initially, a survey of Canadian provincial tourism guides was conducted to determine the number of communities in Canada that market themselves as having a mural-based tourism attraction (N=32). A survey was sent to these communities, resulting in 31 responses suitable for descriptive statistical analysis, using Statistical Package for the Social Sciences (SPSS). A case study analysis of the 6 Saskatchewan communities was conducted through in-depth, in person interviews with 40 participants. These interviews were subsequently analyzed utilizing a combined Grounded Theory (GT) and Content Analysis approach.

The surveys indicated that mural development spread within a relatively short time period across Canada from Chemainus, British Columbia. Although tourism is often the reason behind mural development, increasing community spirit and beautification were also cited. This research demonstrates that the reasons this choice is made and the successful outcome of that choice is often dependent upon factors related to community size, proximity to larger populations and the economic (re)stability of existing industry. Analysis also determined that theories of institutional thickness, governance, embeddedness and conceptualizations of leadership provide a body of literature that offers an opportunity to theorize the process and outcomes of CED in rural places while at the same time aiding our understanding of the relationship between tourism and its possible contribution to rural sustainability within a Canadian context. Finally, this research revealed that both the CED process undertaken and the measurement of success are dependent upon the desired outcomes of mural development. Furthermore, particular attributes of rural places play a critical role in how CED is understood, defined and carried out, and how successes, both tangible and intangible, are measured.

The purpose of this paper is to explore the contextual and linguistic challenges that French business schools face when preparing for international accreditation and to shed light on the different ways in which experts facilitate these accreditation processes, particularly with respect to how they capitalize on their contextual and linguistic boundary-spanning competences.

The authors interviewed 12 key players at four business schools in France engaged in international accreditations and in three specific categories: senior management, tenured faculty and administrative staff. The interview-based case study design used semi-structured questions and an insider researcher approach to study an underexplored sector of analysis.

The findings suggest that French business schools have been particularly impacted by the colonizing effects of English as the mandatory language of the international accreditation bodies espousing a basically Anglophone higher education philosophy. Consequently, schools engage external experts for their contextual and linguistic boundary-spanning expertise to facilitate accreditation processes.

The authors contribute to language-sensitive research through a critical perspective on marginalization within French business schools due to the use of English as the mandatory lingua franca of international accreditation processes and due to the underlying higher-education philosophy from the Anglophone academic sphere within these processes. As a result, French business schools resort to external experts to mediate their knowledge and competency gaps.