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Advancements in digital technology, collectively known as Industry 4.0, are profoundly changing dynamics in multiple industries. The coaching industry is impacted by this shift, as companies offering digital coaching technologies begin to take market share. To effectively serve clients in this rapidly changing market, coaches must adopt a digital mindset, upskill their capabilities, and transform their business models to leverage current and nascent technology.

Organizations are increasingly including executive coaching as part of their leadership development interventions to improve their executive leaders' abilities. Previous studies have linked outstanding leader performance to an intentionally developed relational climate. Therefore, the relational climate crafted between the coach and executive leader is critically important to create shared purpose, experience compassion, energize interactions, impact performance, and realize a quality, effective executive coaching engagement.

This is the first study to explore relational climate as a driver of coaching relationship quality. My empirical findings reflect that relational climate has a significant, positive impact on coaching relationship quality, which in turn contributes to an executive leader's effectiveness. The three goals of this study are: (1) to understand the factors that contribute to crafting a quality and effective coaching relationship; (2) to address scholarly gaps in past research regarding the relationship between a coach and client; and (3) to provide clarity for coaches how to better address, leverage, and realize an executive coaching relational climate within the context of Industry 4.0. Those crafting effective and quality coaching relationships should ensure that there is shared vision between the coach and client, that both parties demonstrate compassion, and that the coach and client each infuse the relationship with positive energy and vitality to create relational energy.

The quality of strategic decisions made at the helm of corporations matters a great deal. Predominantly, research on strategic decision-making has focused on CEOs as if they decide alone. Yet in reality, even the most powerful CEO makes strategic decisions together with an executive board. This chapter offers a theoretical explanation of strategic board decision-making through the emotional contagion between the CEO and board members.

We used both previous research and qualitative material – two case studies and interviews with several dozen CEOs of large corporations as well as the board members of one of them – to build our theoretical model.

Our inBoard Emotional Contagion Model (inBECM) specifies the following individual–collective emotional dynamics: After a strategic affective event has triggered an affective discussion within the boardroom, the emotionally intelligent CEO communicates verbally in order to – through an emotional contagion – homogenize board members’ emotional states leading to shared sense-making of the event and – potentially – to improved decision-making.

Suggestions are made for the inBECM contribution to emotion theory. Implications are stated for the key role of emotion in improving board decision-making and strategizing.

In this chapter, network analysis has been used to map out disciplinary areas of research and authorship in economic history. A total of 5,330 peer-reviewed articles published in the leading economic history journals has been surveyed. Since 1980, the number of publications has risen and then rapidly accelerated over the last 2 decades. This rise has been fueled by research being conducted within European universities instead of US or UK ones.

The reported inquiry-based learning (IBL) study was designed in 2012–2013 for the highest achieving undergraduate students at a research-intensive university in the United Kingdom (U.K.). In 2005, the University received national funding from the U.K. Higher Education Academy (HEA) to develop an innovative model of IBL to be used in a multidisciplinary context (Tosey, 2006). As a consequence, IBL was an obvious tool when, in 2012, the authors set out to design learning interventions to improve the teamwork and leadership skills of high-attaining students. In the process of exploring the application of IBL to this task, the need to ensure the intervention allowed for development in the conative domain was considered important. Historically, IBL practice at the University had catered well for cognitive and affective learning but had not been focussed to develop conation. A conative-heavy element was therefore purposefully designed into the latest IBL intervention.

This chapter applies an “integrative” model to examine the impact and interaction of economic and moral/social factors in the corporate tax compliance context. More specifically, it examines whether social norms moderate the effect of economic factors in this context.

Fifty-five MBA students assumed corporate CFO roles and analyzed a proposed aggressive corporate tax shelter transaction (“tax shelter”). Participants indicated whether they would recommend the tax shelter and answered questions regarding the transaction and their corporate tax compliance views.

Hierarchical Regression results indicate that, in the corporate tax compliance context, decision makers’ norms (moral/social factors) moderate the effect of perceived expected value of aggressive tax transactions (economic factors). More specifically, results indicate that (1) perceived legality of aggressive corporate tax transactions significantly impacts willingness of corporate decision makers to recommend them, even when controlling for perceived economic effect of the transaction, and (2) due to moral/social factors, corporate decision makers often may not support aggressive tax treatments with material positive expected values.

Accordingly, (1) custom and social factors should be integrated into the corporate tax compliance decision-making framework, and (2) campaigns to strengthen corporate tax compliance should focus on the law’s text and intent as well as upon sanctions for noncompliance.

The focus of this chapter is upon workplace coaching, one of the deepest forms of communication where true understanding is formed between two people in rich dialogue.

Two domains of personal learning are presented: the inner theatre, which includes multi-source feedback, and the outer theatre, which includes action-learning projects (Callan & Latemore, 2008).

Two transformative learning strategies are considered in detail: the therapeutic metaphor (Atkinson, 1995) and the intensive journal (Progoff, 1992). Four case studies are then examined where clients engage in transformative change.

The chapter concludes with cautions for the professional coach and insists that coaching needs to be deeply respectful. Authentic coaches facilitate change with their clients, not to do things to them.

This chapter aims to consider workplace spirituality from a cross-cultural perspective. The terms workplace spirituality and culture are so intangible, and both start with the attitude and behavior of humans but are meaningful in a community. Because of the constraint of understanding these abstract settings, it is necessary to define and specify the dimensions of both concepts to achieve the aim of this chapter. In this regard, the section starts with the conceptuality of workplace spirituality and the dimensions of the term, which cumulate at individual, group, and organizational levels. It goes with the part of cultural dimensions in the light of Hofstede's (2001) direction, Chhokar, Brodbeck, and House's (2007) extension, and Sharma's (2010) derivation of cultural dimensions for national, organizational, and individual levels, respectively. After joining the dots, the chapter focuses on one of the most sacred research areas for academic literature, cross-cultural differences, and workplace spirituality. The last part of the chapter is the conclusion to point to final notes about the concepts and help guide future studies.

As a Black Anglophone Caribbean woman, I present some reflections of my professional development journey, stemming from the early beginnings in my home country leading to the United States ivory tower. While many stories have been told of the Black woman in academe, little has been shared about the professional development history of the Black Caribbean woman who has made significant strides in US higher education. In telling my story, I begin with a snapshot of the history of experiences in my home country and in the United States since the contexts of these experiences influence how I respond to daily life's events as a faculty and associate dean at a top tier research university. After this historical portrait, I highlight some critical events that contributed to my transformation of self and ideology in the United States, how I came to terms with being a racialized minority in predominantly white professional spaces, and my approaches to the management of discriminatory and hegemonic practices in such spaces. Lastly, I conclude with some thoughts on how women of color can proactively manage their professional careers in higher education.