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As Huber (2002) noted, striving to understand how leadership is taught and learned is both a challenge and an opportunity facing leadership educators. This article describes the Leadership Aha! Moment assignment used in a leadership theory course to help students recognize the intersection of leadership theories and their daily lives while practicing their written communication skills. The assignment requires a paper in which students describe when they experienced something outside of class during the semester that made them understand something from the course on a deeper level. Anecdotal evidence suggests that the assignment is helping students connect with course content on a more personal level.

The basis of this study is Kelley’s (1992) two-dimensional model, which measures five follower types. Previous investigations did not support the validity of Kelley’s model. Although the model is utilized in research, the validity and reliability of the Kelley Followership Questionnaire (KFQ) is still in question. In this study, the KFQ validity was tested after revision of the instrument. Factor analysis revealed a three-factor model disputing the theorized two-factor model. Factors of the KFQ-R convergent validity were supported by significant correlations with critical thinking disposition and work engagement scales. This research project is intended to promote the study of the followership construct.

This paper aims to assess agri-environment (AE) scheme options on cultivated agricultural land in England for their impact on agricultural greenhouse gas (GHG) emissions. It considers both absolute emissions reduction and reduction incorporating yield decrease and potential production displacement. Similarities with Ecological Focus Areas (EFAs) introduced in 2015 as part of the post-2014 Common Agricultural Policy reform, and their potential impact, are considered.

A life-cycle analysis approach derives GHG emissions for 18 key representative options. Meta-modelling is used to account for spatial environmental variables (annual precipitation, soil type and erosion risk), supplementing the Intergovernmental Panel on Climate Change methodology.

Most options achieve an absolute reduction in GHG emissions compared to an existing arable crop baseline but at the expense of removing land from production, risking production displacement. Soil and water protection options designed to reduce soil erosion and nitrate leaching decrease GHG emissions without loss of crop yield. Undersown spring cereals support decreased inputs and emissions per unit of crop yield. The most valuable AE options identified are included in the proposed EFAs, although lower priority is afforded to some.

Recommendations are made where applicable to modify option management prescriptions and to further reduce GHG emissions.

This research is relevant and of value to land managers and policy makers. A dichotomous key summarises AE option prioritisation and supports GHG mitigation on cultivated land in England. The results are also applicable to other European countries.

This study aims to introduce a deep neural network (DNN) to estimate the effective thermal conductivity of the flat heat pipe with spreading thermal resistance.

A total of 2,160 computational fluid dynamics simulation cases over up to 2,000 W/mK are conducted to regress big data and predict a wider range of effective thermal conductivity up to 10,000 W/mK. The deep neural networking is trained with reinforcement learning from 10–12 steps minimizing errors in each step. Another 8,640 CFD cases are used to validate.

Experimental, simulational and theoretical approaches are used to validate the DNN estimation for the same independent variables. The results from the two approaches show a good agreement with each other. In addition, the DNN method required less time when compared to the CFD.

The DNN method opens a new way to secure data while predicting in a wide range without experiments or simulations. If these technologies can be applied to thermal and materials engineering, they will be the key to solve thermal obstacles that many longing to overcome.

The paper traces the development of employee ownership in the UK since the 1980s. It proposes that employee ownership is a function of macro-level contexts and micro-level decisions, with the latter framed and guided by the former. The macro context comprises the regulatory framework and the provision of incentives to adopt employee ownership. The paper shows how the evolution of these has led to a steep increase in employee ownership in the last eight years.

The paper draws on several sources of empirical data to chart the development of employee ownership in the UK since the 1980s and to identify the current features of employee ownership. Two firm-level surveys conducted in 2015 and 2020/21 are supplemented by qualitative case study data collected in the early 1990s. An annual census of all employee-owned firms facilitates a comprehensive overview of the current state of UK employee ownership.

It is found that there has been a steep increase in the number of UK employee-owned firms since 2014 after several decades of uneven growth. This is attributed to the introduction of new incentives and to refinements of the regulatory framework. Over the period, there has been a shift from hybrid employee ownership, combining direct and indirect forms, to indirect ownership associated with the employee ownership trust model.

The paper provides an original history of employee ownership in the UK using rich and unique data, along with the most comprehensive picture of current employee ownership to date.

The paper provides a detailed historical account of Douglass C. North's early intellectual contributions and analytical developments in pursuing a Grand Theory for why some countries are rich and others poor.

The author approaches the discussion using a theoretical and historical reconstruction based on published and unpublished materials.

The systematic, continuous and profound attempt to answer the Smithian social coordination problem shaped North's journey from being a young serious Marxist to becoming one of the founders of New Institutional Economics. In the process, he was converted in the early 1950s into a rigid neoclassical economist, being one of the leaders in promoting New Economic History. The success of the cliometric revolution exposed the frailties of the movement itself, namely, the limitations of neoclassical economic theory to explain economic growth and social change. Incorporating transaction costs, the institutional framework in which property rights and contracts are measured, defined and enforced assumes a prominent role in explaining economic performance.

In the early 1970s, North adopted a naive theory of institutions and property rights still grounded in neoclassical assumptions. Institutional and organizational analysis is modeled as a social maximizing efficient equilibrium outcome. However, the increasing tension between the neoclassical theoretical apparatus and its failure to account for contrasting political and institutional structures, diverging economic paths and social change propelled the modification of its assumptions and progressive conceptual innovation. In the later 1970s and early 1980s, North abandoned the efficiency view and gradually became more critical of the objective rationality postulate. In this intellectual movement, North's avant-garde research program contributed significantly to the creation of New Institutional Economics.

In many security domains, the ‘human in the system’ is often a critical line of defence in identifying, preventing and responding to any threats (Saikayasit, Stedmon, & Lawson, 2015). Traditionally, such security domains are often focussed on mainstream public safety within crowded spaces and border controls, through to identifying suspicious behaviours, hostile reconnaissance and implementing counter-terrorism initiatives. More recently, with growing insecurity around the world, organisations have looked to improve their security risk management frameworks, developing concepts which originated in the health and safety field to deal with more pressing risks such as terrorist acts, abduction and piracy (Paul, 2018). In these instances, security is usually the specific responsibility of frontline personnel with defined roles and responsibilities operating in accordance with organisational protocols (Saikayasit, Stedmon, Lawson, & Fussey, 2012; Stedmon, Saikayasit, Lawson, & Fussey, 2013). However, understanding the knowledge that frontline security workers might possess and use requires sensitive investigation in equally sensitive security domains.

This chapter considers how to investigate knowledge elicitation in these sensitive security domains and underlying ethics in research design that supports and protects the nature of investigation and end-users alike. This chapter also discusses the criteria used for ensuring trustworthiness as well as assessing the relative merits of the range of methods adopted.

The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.

This paper discusses a model for teaching leadership to first-year students as part of a learning community. It outlines the purpose and structure of the course and presents ideas for how different disciplines could be combined with leadership in learning communities. Teaching leadership to first-year students as part of a learning community instead of a stand-alone course has two distinct advantages. First, when leadership is taught at the freshman level, the early introduction of the topic allows for the possibility of repetition and reinforcements of the concepts, both of which are essential to learning. Second, by teaching leadership in a learning community, instructors and students are able to apply and integrate the concepts of leadership with other areas, thereby increasing learning and retention.