Search results

This chapter uses reflexive praxis to advance a framework for developing creative virtuosities for entrepreneurs based on four interrelated aspects: finding their own voice and passion at work; unleashing creativity and imagination at work; working collaboratively toward innovation; and handling complexity and integrative thinking. These four creative virtuosities emerged from observations and exploratory interviews with training program participants on five different occasions in Turkey, the UK, and Canada. They are illustrated through four arts-based metaphors: poetry; theater; orchestra; and jazz. The core premise of this chapter is that these four virtuosities can provide entrepreneurs with a sound basis and a wealth of knowledge on developing creative solutions to new socioeconomic challenges of prospective radical technological and economic changes.

This article describes several lessons learned during my career. Some describe ways of approaching intellectual issues and others express values and attitudes underlying these approaches. Although the lessons have evolved in a largely academic context, they seem equally appropriate in the world of practice. The personal rules of thumb and ideas inherent in these lessons are typically developed and practiced implicitly. However, readers should find these explicit statements relevant in different ways. Some lessons might be candidates for adoption outright. Others might be constructive points of departure for evolving a related lesson better suited to one's own working style. All lessons, whether or not they are agreeable or appropriate, can serve as thought starters by challenging readers to surface their own implicit career lessons for comparison.

The purpose of this paper is to compare the desired employability skills of business graduates in Syria from the perspective of both higher education policymakers and employers in the private sector.

Interviews were conducted with 12 higher education policymakers and managers from the business sector. Content analysis was utilized to analyse the content of the interviews and the strategic priorities of the higher education sector in Syria.

Results revealed that although higher education policymakers focus more on societal, public and thinking skills for business graduates, the business sector focusses more on individual, private and practical skills. Accordingly, a comparative tool that aligns the two perspectives was developed in the study. The tool, based on the contradicting employability skills, identified four types of business graduates: leader, collective, technical and trainee.

The study is limited by data collected before the current political instability in Syria in 2012. The data were collected only from official documents and interviews with policymakers and employers. Students were not part of the study.

The managerial tool developed at the end of the study will help both policymakers and the private sector to statistically allocate business graduates for better planning. The study provides recommendations to the different stakeholders in the higher education sector in Syria.

Although the majority of the previous literature raises the voices of the business sector, this study is one of the first studies that aligns the discrepant perspectives of the higher education and business sectors. The managerial tool developed in the study is original and usable by policymakers and the business sector, and it is subject to further development.

This paper reviews current theories related to creativity, the techniques that have been used to measure it, and the implications of important, recent research on how creative actions might be affected by the relationship between the individual and the group. From this work, the possible ways in which creative actions may be influenced by organisational settings are examined, and a revised think‐tank model is suggested that is consistent with maximising individuals’ creative contributions.

In recent years, Australian regulators have focussed on the financial crime compliance obligations of banks and other reporting entities, and there is a clear expectation that banks develop effective approaches to the management of non-financial risk. Red teaming is a methodology used in the intelligence and military domains to understand external threats. The purpose of this paper is to provide an overview of red teaming methods, set out a framework for using them in financial crime compliance and provide practical examples of red teaming exercises, which banks can use to manage financial crime risks.

This paper provides an overview of the financial crime compliance landscape in Australia. It outlines some of the key concepts and techniques used in red teaming, drawing in particular on the framework developed by strategic policy expert Micah Zenko. It explores the benefits of red teaming for financial crime compliance practice, concluding with three example exercises for financial crime teams.

Based on this research, red teaming methods can assist banks in taking a proactive approach to identify and mitigating financial crime risks. Rather than confining red teaming to cybersecurity applications, banks should consider they can use red teaming methods in their financial crime compliance functions.

This paper represents the first assessment of how to apply red teaming methods to risk management in financial crime compliance. It combines a historical and theoretical overview of red teaming methods with example red teaming exercises for money laundering, sanctions and strategic policy scenarios.

The purpose of this paper is to investigate the impact of the cognitive styles of leaders on knowledge management practices in a public sector organisation in India.

The data were gathered from 210 middle and senior managers who were employed in different projects across the country. Self‐reported questionnaires were administered to collect the data on the cognitive styles of leaders and knowledge management practices.

The results of exploratory factor analysis showed three significant factors of cognitive styles – i.e. radical, innovative‐collaborator, and adaptor. The knowledge management questionnaire had five dimensions – i.e. KM process, KM leadership, KM culture, KM technology, and KM measurement. The results of regression analysis showed a negative impact of the radical and innovative‐collaborator styles, while the adaptor style had a positive impact on knowledge management practices.

This study was conducted in a large thermal power generation organisation in India. Hence, its generalisability is limited to other similar contexts. Public sector work norms and organisational size may influence the interpretation of the results.

The results show the relevance of the adaptor style of thinking in promoting knowledge management practices, which is consistent with the prevailing public sector work norms in India, which do not support any radical changes in their ways of working and solving problems.

This is an empirical study about the relationship between cognitive styles of leaders and knowledge management practices in the Indian work context, and no such study exists in the literature.

Current management development techniques are obsolete. The West has passed through three eras ‐ those of the classical model, the human relations model, and the systems model. The authors, after a research study involving the CEOs of 50 major Australian organisations, believe that organisational thinking is taking a new direction. Development techniques are moving towards more holistic, empathetic, culture‐sensitive technology. The nature of the fourth “blueprint” is analysed, and the managerial competencies it will demand are outlined.

Conventionally, consumers perceive luxury products as a means of displaying their wealth and prosperity. Consumption of luxury products has usually been considered the prerogative of the Western world. Although there are a number of studies capturing the pre-purchase and purchase behaviour of consumers, there is a dearth of quality studies that have been conducted in this field to understand the post-purchase behaviour of consumers towards luxury brands, especially in the context of young shoppers in an emerging market context. Studying the post-purchase behaviour of shoppers is important to understand their experience with the brand. A negative experience could lead to a post-purchase dissonance, which in turn could lead to an unbalanced or distorted attitude towards the brand and other marketing stimuli. Keeping this in consideration, the purpose of this study is to explore the experiences and attitudes of young shoppers in India towards luxury consumption.

The study captured responses from young shoppers of Chandigarh and its satellite cities located in the relatively prosperous northwest region of India. The data were collected from 200 participants through a structured questionnaire that was based on an adapted “Attitude towards the concept of luxury” scale by Dubois and Laurent (1994) and “Brand Experience” Scale by Brakus et al. (2009). The structural equation modeling technique was applied to test the proposed model.

The empirical results indicate that sensory, intellectual, behavioural and affective experience play a significant role in building the attitude of consumers towards luxury brands.

The study selected university students from Chandigarh (India) Tricity region as target respondents, which may limit the generalisability of the results to other target respondents in different regions of India or other countries.

The study is useful for researchers, academicians, marketers and retailers of luxury brands, as it gives fresh insights into understanding the consumer behaviour of a young segment towards the consumption of luxury brands in the post-purchase scenario, especially in the context of an emerging market.

The uniqueness of the study lies in the fact that it examines the post-purchase behaviour of a segment consisting of young, educated and aspirational individuals in one of the world’s fastest-growing major economies.

Bearing in mind reviews of the existing corporate management leadership theory, this chapter presents a theoretical framework of holistic leadership for top and middle management as well as the staff for strategically promoting knowledge creation activities in companies in industries with rapidly changing competitive environments. “Holistic leadership” here refers to leadership with characteristics that allow for the coexistence of centralized leadership, distributed leadership, and dialectical leadership and their dynamic application according to circumstances by practitioners at each management level (top management, middle management, and staff) of the three practice layers, that is, the formal organizational layer, the psychological boundary layer, and the informal organizational layer. This new theoretical concept of leadership has been derived a posteriori from existing theory and cumulative fieldwork by the author to date.

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.