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Scenarios are cognitive aids for thinking about the future in a sustained and disciplined manner. Because scenarios must be facilitated, scenarios must be considered in the context of their practice. In the strategic management literature, there has been a considerable conversation on the practical difference between “hot” and “cold” cognition. Thinking in this conventional literature demonstrates how the facilitators of scenario planning workshops establish and channel the productive cognition of their clients away from hot cognition and toward cold cognition. But how? As a thought experiment, we examine whether the sociological concept of “emotional labor” helps explain the cognition management of clients by facilitators during scenario planning. We end by considering how a deeper practical understanding of emotional labor might help facilitators identify mechanisms and adapt their tools to better manage the cognitive-affective dimensions of scenario planning in practice.

The transition from primary school to secondary school is viewed globally as a crucial period in students' lives and a challenging transition can have both short-term and long-term consequences for the wellbeing of students. Despite primary-secondary transition being so important, it is a neglected area of research in general in most countries including South Africa. By smoothing the transition from primary to secondary school challenges that are related to students' disengagement with education, school failure (school dropout), and continued social inequality can be addressed. In this chapter, the value of a transition intervention based on peer mentoring to ease the transition of students in five primary schools in an area of the country where the context is characterized by socioeconomic challenges is discussed. A lack of resources and funding make it difficult to provide individual support to all these students. In response to this challenge, a peer-mentoring approach has been applied to develop an intervention aimed at preparing the students with insight into the challenges that awaits them. The intervention encompasses a workshop attended by a representative group of 20 Grade 7 students, selected based on the leadership skills as demonstrated in their interactions with adults and peers. Following the workshop, they are given the opportunity to give feedback to their Grade 7 peers and also avail themselves for individual discussions with their peers. In this chapter, we critically reflect on the value of this peer-mentored approach for socioeconomically challenged school contexts.

Educational sustainability has acknowledged the value of transformation, which offers an opportunity of researching and rethinking how appropriate and successful educational practices in an active learning environment could help prepare students for jobs that do not yet exist. So, to meet the job market needs, it became essential to focus on designing more context-specific programs where interdisciplinary courses are provided. The interdisciplinary courses are based on integrating different disciplines where there is a blur between the borders of the disciplines to shift the focus from structured courses to cooperation with external entities. In addition, the interdisciplinary programs allow students to choose modules from across subjects and encourage cooperation with staff from different departments. Thus, the purpose of this chapter is to present a framework of how transformation in education requires key drivers such as transformational visions, faculty commitments, students' engagement, resources (i.e. curriculum), and external relations to develop the values and competencies that the future professionals will need in the attempt to make decisions aiming at reaching a more sustainable world.

Spirituality has long played an important role in conflict and crisis management at both individual and organizational levels, and the interest in spirituality is increasing day by day. Spirituality gives meaning or purpose to one's life and minimizes the potential for conflict, so spirituality has a mitigating role in conflict and crisis processes. In addition, spirituality is thought to foster values such as equality, honesty, compassion, avoidance of harm, respect, peace, justice, forgiveness, sense of duty, reliability, good citizenship, gratitude, optimism, gratitude, love, dedication, and empathy. Therefore, it can be said that employees who have internalized such moral values will definitely reflect them in their actions and discourses in conflict and crisis situations and will achieve successful results. In fact, spirituality drives the behaviors of employees in both crisis management and coping with crisis management. In this context, it can be said that employees with a high level of spirituality can choose the integrative conflict style in conflict situations and can manage conflict positively and thus prevent a crisis from occurring. It is also foreseen that religious spirituality will play a positive role in conflicts and create a peaceful environment in organizations.

Standard doctoral preparation includes formal training in a specific academic discipline. In some instances, this training includes experience serving on departmental and university-wide committees. Structured leadership education, however, is most often a peripheral concern of the graduate school experience. For a significant number of doctoral students, formal leadership education is simply not considered to be of primary importance to the careers to which they aspire within higher education. Recognizing a need for increased leadership preparation in higher education, this chapter aims to highlight one systematic model for leadership education at the doctoral student level, the Rutgers University PreDoctoral Leadership Development Institute (PLDI).

The efficacy of conventional financing strategies such as angel investment and venture capital financing developed in the context of Western economies but applied to Africa remains a subject of interest. This chapter, therefore, examined financing strategies that are indigenously peculiar to Africa and opportunities therein that could lead to entrepreneurial growth. Consequently, based on a number of criteria such as population and gross domestic product, five countries were selected from the five distinct African geographical regions while six different homogenous ethnic groups were selected from the five countries based on numbers (strength) and spread. A study of the financing strategies of these ethnic groups revealed germane customary funding practices based on culture and communal norms. Thus, as a result of the findings, a model was developed to explain the path to rapid entrepreneurship growth. It is emphasised that there are indigenous modes of financing strategies which the world could learn and adopt from Africa, particularly in instances where conventional theories or modes are not quite effective. Africa needs to achieve industrialisation and grow at a very rapid pace, and this could be achieved through indigenous financing strategies for its many unemployed youths. Advice for managers, educators and government officials are discussed.

The growing modularization of complex products encourages the division of labor in industry. End product manufacturers outsource production of individual components to large module suppliers, saving on costs in the short term. In the medium term, however, they sacrifice competences. The competitive strategy they choose – either cost leadership or differentiation – determines how this conflict is resolved. This paper examines the shift in competences to module suppliers, and the likely reactions of end product manufacturers, particularly those pursuing a differentiation strategy. The discussion begins at a general level, and then focuses on the automotive industry as an example. The paper derives potential strategic actions going forward based on transaction cost theory and core competency theory, and conducts a content analysis to examine them empirically.