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This chapter explores the role of ethics in shaping, underpinning and sustaining authentic leadership. Viewing ethics as a system of moral principles that govern individual behaviour and conduct, Mould discusses the basis of ethics for authentic leadership, recognising that it has multiple overlapping and conflicting sources. Recognising the multiple ‘moral’ pressures and dilemmas that leaders face, Mould asks how they can construct and live by coherent ethics in a globally minded, interconnected, culturally diverse and often incoherent world. He suggests tools that may assist in searching for ethics that support authentic leadership. The author concludes that examining the interplay between ethics and leadership practices challenges theories of authentic leadership.

In this chapter, we examine the current research on how technology is applied to benefit students with emotional and/or behavioral disorders (EBD). First, we describe the iterative yet unpredictable nature of technological innovation to suggest that incremental successes are qualified by the creation of often unforeseen consequences. We then identify commonly used nonelectronic technologies in education to emphasize that the hoped-for advances in electronic technology have failed to deliver on their decades-old promise of educational revolution. We continue with our review of the literature on empirical studies examining how technology is used to support students with EBD. These findings indicate that the research design primarily employed in this field is single-subject. Examples of specific findings include web-based graphic organizers for student writing, virtual self-modeling for targeting student behaviors, and virtual coaching for teachers of students with EBD. We conclude by reviewing how leaders in the field of special education predict the field will change in the future. Overall, with an increased emphasis on research accessibility and practitioner-validated knowledge, and advances in neuroscience and artificial technologies, practitioners may hold a more central role to the creation and dissemination of knowledge.

With the world gradually evolving into a global economy, Africa is playing an increasing role both as a major supplier of commodities and a huge consumer market for products from other parts of the world. Hence, it has become necessary for organisations to understand logistics and supply chain management (SCM) practices in Africa. For organisations that operate in Africa or have business dealings in Africa, it has become a strategic competitive priority to understand the current state of logistics in Africa and identify the challenges and opportunities inherent in the system. Finally, it is essential to learn how to overcome the challenges and maximise the opportunities. This chapter provides a historical and contextual basis for some of the logistics and SCM practices in sub-Saharan Africa. It reviews the current state of logistics management in Africa and identifies the challenges and opportunities that confront anyone interested in doing business in Africa. We reviewed the indigenous management practices that pervade the logistics discipline and highlighted cultural, unique and anecdotal evidence of practices and characteristics peculiar to the African countries. In addition, a comparative analysis of the logistic performance of countries in the region was provided to help readers situate the discussion. We concluded the discussion with some practical suggestions on how to get the best out of the African logistics system.

The relationship between individuals and institutions is a core feature of the microfoundations of institutional theory. This chapter analyzes the role of conceptual metaphors, a standard ingredient of theory building, in shaping how we theorize this relationship. Using illustrations from the emergent literature on emotions in institutional theory, the author shows the significance of conceptual metaphors for theory building and argues for selecting conceptual metaphors that help craft a dynamic, recursive relationship between individuals and institutions, respecting core premises of institutional theory and offering new creative insights into this relationship.

Climate change is a global issue with far-reaching environmental, social and economic consequences. As more people become aware of these consequences, pressure is mounting on governments and businesses to implement ambitious and required climate mitigation and adaptation plans to reduce and finally stop making the climate crisis worse. One of these strategies is just transition, which is defined as the call for climate transformation that prioritises the social and environmental needs of workers and vulnerable groups, especially in the context of transitioning away from fossil fuels, while leaving no one behind. This chapter first provides an overview of just transition through a review of the literature and bibliometric analysis. Then, it discusses just transition in policymaking, comprising reactive, proactive and transformational just transition approaches. This is followed by a discussion on barriers to just transition. Finally, the chapter offers a practical example of transformational just transition approach by reporting some preliminary findings from a case study in the coal mining town of Collie on Wilman Boodja, Western Australia.

This chapter is set within global public sector reform processes, as policing is part of public service delivery. It explores the question of who is “vulnerable”, how vulnerability is assessed, and why? It considers the measurement of vulnerability, and how this influences policing practice and the role of the Police in contemporary policing.

The research is qualitative in nature and reliant on interview and documentary source data. It draws on concepts such as resilience, co-production, professionalisation and training as organising themes in which to make sense of how we reimagine the management of Vulnerability and the demands they place at the “core, the heart and the centre” of policing today.

Police management in the UK are attempting to stay true to the Peelian Principle of police efficiency alongside balancing the changing remit of what they have to contend with on a day-to-day basis – this is the paradox. Both Vulnerability and Risk are demonstrated to be increasingly interconnected alongside the developments of public health policing in the UK and elsewhere. Collectively, these concepts help to examine an increasingly complex landscape for the police to manoeuvre within, as they respond to a myriad of competing demands on services.

Vulnerability is the core, the heart and the centre of meaningful human experiences. With increasing pressures on resources, political scrutiny and changing roles and responsibilities, the police as an organisation (both in the UK and internationally) are increasingly responding to competing demands for their service. These demands are represented in this chapter as a paradox of change.

The economic ramifications of tourism and hospitality have led to the considerable growth of global education in this industry. The ever-changing needs of this industry for appropriate skills and expertise have made it more competitive in nature, which has led to the increase in studies exploring the motivations for students to choose a specific destination. This chapter explores the motivations of South Asian students to undertake tourism and hospitality qualifications in the United Kingdom. The research was based on mixed method approach through two sequential phases of focus group and questionnaire among the students of a higher education provider in London. The results revealed a set of motivational factors influencing South Asian student’s choices to study tourism and hospitality in the United Kingdom.