Search results

From the perspective of library leaders, this chapter charts a path to mindful leadership by providing key definitions, theories, and organizational and cultural applications of mindful leadership. The four authors bring personal experience and knowledge to the topic by outlining practical examples of applying mindfulness in the workplace and in leading the library profession. The chapter considers the College Library Directors’ Mentor Program from the College Libraries Section of the Association of College and Research Libraries as a case study for mindful leadership in this successful leadership development program.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Mindfulness and the application of mindful practice can have a powerful impact on leadership. Being mindful and taking the time to be present and aware in one’s daily work can make a significant difference to both employees and organizations. Scientific research into how brains function and the neuroscience of attention shows that mindfulness and mindful practice increase awareness and enhance our emotional intelligence. Mindful leaders are perceived as more self-aware and empathetic, and can more effectively motivate their employees and colleagues to achieve the goals and vision of an institution.

The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Social and environmental reports have become an increasingly regulated area of corporate reporting and communication. Nevertheless, the substance and level of detail present in such disclosures is largely at the discretion of companies, which has implications for the value of such disclosures to stakeholders. The purpose of this study is to shed light on social visibility as a determinant of the variation in substance found in social disclosures in order to understand underlying reasons for why some firms offer more substance than others in their social disclosures.

Based on a number of hypotheses, which are combined into social visibility, the paper investigates whether a firm's social visibility is a determinant of substance in social disclosures. To this end, the case of modern slavery statements is used as a recently introduced and legally mandated form of social sustainability disclosures.

The findings suggest that social visibility can explain part of the variation in the substance of social disclosures. However, for the remaining part, it is argued that substance in social disclosures can also be driven by institutional logics, which shape organizational outcomes in specific contexts, but are largely unobservable.

This article contributes new insights to the literature on the relationship between corporate social visibility and the substance of social disclosures.

The purpose of this paper is to describe SPARK, an innovative elementary school that highlights the possibilities for elementary education as COVID-19 continues to unfold.

The authors’ analysis is based on a research synthesis of the main features of the SPARK model, as it was operating when schools in Arizona closed because of the coronavirus pandemic: project-based learning, a teaming model, heterogeneously grouped multi-age classes, blended learning, supporting students' development as self-directed learners, mindfulness and looping.

This paper outlines the empirical grounding for the main features of the model and suggests how they might address elementary students' learning and social emotional needs when schools in Arizona reopen for in-person instruction either as full-service schools or on a staggered or hybrid schedule.

Educators from other districts can use this model as a springboard for reimagining their own educational spaces and practices in this new and still uncertain period when schools and school districts consider how to move forward. While many of these practices are not novel, the authors’ research synthesis highlights how SPARK combines them in a way that is unique and particularly relevant for the present moment.