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This chapter first describes the essential aspects of a currently changing world, which is characterised by digitalisation, globalisation and politically unstable situations. Based on this transformation context, key concepts such as leadership, innovation, innovation leadership and leadership competences are introduced, along with a new definition and framework for innovation leadership. The chapter discusses the distinction between innovation leadership and innovation management, and the connecting lines between these two concepts. The innovation leadership framework is described and related to the individual contributions of the authors in the book. The chapter frames these contributions along the dimensions of self-leadership, team leadership, organisational leadership and ecosystem leadership.

This chapter explores a pathway towards achieving a sustainable and inclusive future through the implementation of systems innovation, systems leadership and systems change. The author highlights the importance of understanding complex systems and identifies several models that can be employed to drive systems change, including the iceberg model and multi-level perspective. The author stresses the significance of systems leadership and innovation in creating a sustainable and inclusive future. This means that leaders and managers need to shift their mindset from reductionism to systems thinking. Reductionism views complex systems as a collection of separate parts that can be studied independently. In contrast, systems thinking acknowledges the interconnectedness of all parts and how they influence each other. When they embrace systems thinking, leaders and managers can make systems innovation and drive systems change to achieve sustainable and inclusive growth. Achieving a sustainable and inclusive future requires a collective effort from individuals, organizations and governments. It demands a comprehensive understanding of the interdependencies and interactions within complex systems, as well as a willingness to adopt new ways of thinking and leading. This chapter presents a compelling case for adopting systems innovation, systems leadership and systems change as critical components in building a sustainable and inclusive future.

Unprecedented levels of investment in transit and transit-oriented development in Los Angeles County have not resulted in gains for transit-dependent populations or overall higher ridership for that matter. They have instead saddled them with inordinate cost burdens and displacement pressures. Yet racialised, low-income communities that rely on transit are far from passive victims. Rather, they are participating in advocacy campaigns that penetrate decision-making venues and procedures and co-create institutional practices, policy priorities, and public and private investments that serve their interests and build a Los Angeles that is more widely accessible and affordable. This chapter presents a case study of the Alliance for Community Transit-Los Angeles (ACT-LA), a regional coalition of over 40 community-based organisations at the helm of direct-action policy campaigns and participatory planning initiatives to advance transit justice and equitable transit-oriented communities (TOC). After examining ACT-LA's origins in the LA-based movement for community benefits agreements, the analysis focuses on how ACT-LA has combined political mobilisation for ballot-box measures with participatory policy-making and planning processes to advance just, equitable, sustainable transit systems, and TOC. The concluding discussion considers the implications of the ACT-LA case for reformulating participatory policy-making and planning around transportation and land use to further equity and climate goals.

This chapter reviews the key findings and innovation leadership insights from this book, as well as pointing out directions for future research. We find a series of learning insights for people engaged in innovation leadership, at the distinct levels of self-leadership, team leadership, organisational leadership, and ecosystem leadership. We also find commonalities across these levels, as well as differences that reflect the complexity of these different leadership arenas. Leadership practice that orchestrates contributions from diverse viewpoints, seeing itself as with the group, rather than above it, is most likely to help turn ideas into value in repeatable ways. We also find evidence that mindset, skills, and behaviours are all important in the make-up of competencies. We point to the requirement for further research at all four levels, to bring further insights in what is still an emerging field; as well as a need for more research into competency development for innovation leadership; and we advocate a research approach that emphasises relational leadership, acknowledging that most leadership practice is shared across people.

This study aims to investigate socioeconomic diversity in the hospitality industry by examining the relationship between social class background, family expectations and career outcomes of Generation Z employees. The relationship was further tested by investigating job titles and perceived prestige.

Two studies were developed to test the research questions – first, the social prestige of hospitality jobs compared to other industries with similar skill sets. Second, a between-subjects experimental design was used to examine the moderating effect of job title on the relationship between social class background, family expectations and career decisions.

The findings of the first study confirm the negative perceptions of the hospitality industry. Study 2 demonstrated a negative relationship between social class background and intentions to choose hospitality through family expectations among Generation Z. The negative effect was attenuated when a manager position was offered. However, college students majoring in hospitality reported positive intentions to accept a job in the hospitality industry for both frontline and managerial positions.

The findings emphasize the importance of extending organizational diversity beyond traditional demographics like race, gender and age by examining socioeconomic factors that influence career decisions among Generation Z employees. By considering social class background as a dimension of organizational diversity, the hospitality industry can cultivate a more inclusive culture and enhance recruitment and attraction efforts.

Examining the relationship between social class background and career decisions through the lens of social cognitive career theory provides insight into the social cognitive process of career development among Generation Z. The unique contribution of this study extends beyond observable dimensions of diversity to challenge the socioeconomic composition of the hospitality industry.

Recent studies on search-as-learning (SAL) have recognized the significance of identifying users' learning needs as they evolve for acquiring knowledge during the search process. In this study, the authors clarify the extent to which search behaviors reflect the learning outcome and foster the users' knowledge of Chinese art.

The authors conducted an exploratory-sequential mixed-methods approach using simulated work task situations to collect empirical data. The authors used two types of simulated learning tasks for topics related to painting and antique knowledge. A lot of 25 users participated in this evaluation of digital archives (DAs) at the National Palace Museum (NPM) in Taiwan. For each set of topics, a close-ended task related to lower-level learning goals and an open-ended task related to higher-level learning goals.

The learning criteria reflect changes in the users' knowledge structure, revealing the SAL process. Furthermore, users achieved better task performance on the higher-level creative-learning task, which suggests that they met more learning criteria, exhibited a greater variety of search patterns when exploring the topics via interaction with various sources. Finally, there is a close relationship between creative-learning tasks, prior knowledge, keyword search actions and learning outcomes.

The authors discuss implications with respect to the design of DAs in practice and contributions to the body of SAL knowledge in DAs of online museums. For future reference, the authors provide implications for the development of learning measures from the perspective of user search behavior with associated learning outcomes in the context of DAs.

This study explores the value of sports films for engaging youth in issues related to patriotism, justice, equity and liberty. The authors analyze how two sports films, 42 and Battle of the Sexes, have pedagogical potential and value in secondary social studies methods classes, as well as what criteria educators might use when selecting films (and television series) for classroom use.

Using content analysis, the authors respond to the following questions: (1) What critical themes related to civic education surface in the sports films 42 and Battle of the Sexes? and (2) What framework might guide the use of selecting sports films and sports film clips for educators' civic educational use?

Five themes surfaced in the films 42 and Battle of the Sexes: economics as a force for social change; racism and anti-Blackness, athletes as more than athletes, resisting oppression, and sexism and homophobia. Instruction related to these themes has the potential to engage students in critical, awareness-based approaches to civic education.

Sports films show promise for engaging youth due to their interests in the medium of film and in sports, both as participants and spectators. Across the world, athletes face questions and issues related to patriotism, justice, equity and liberty on courts, fields, tracks and rinks, These questions and issues are deeply embedded in civic education. This study is among the first of its kind to explore the pedagogical potential of sports films.

In this study, the authors want to identify current possible causes for citing and referencing errors in scholarly literature to compare if something changed from the snapshot provided by Sweetland in his 1989 paper.

The authors analysed reference elements, i.e. bibliographic references, mentions, quotations and respective in-text reference pointers, from 729 articles published in 147 journals across the 27 subject areas.

The outcomes of the analysis pointed out that bibliographic errors have been perpetuated for decades and that their possible causes have increased, despite the encouraged use of technological facilities, i.e. the reference managers.

As far as the authors know, the study is the best recent available analysis of errors in referencing and citing practices in the literature since Sweetland (1989).

This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaboration.

Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students – with approximately 30 students per cohort – from 2017 to 2020 in the USA. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change.

Our findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Our pedagogical approach enhances students’ systems thinking and leadership competencies.

We advance the understanding and teaching of systems thinking by integrating it with the direction, alignment and commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and the pedagogy of building competencies sustainability professionals need.