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Shadow organizing refers to the emergence of parallel arrangements that sit alongside and imitate mainstream or conventional ways of organizing. It can be a response to challenges that require new ways of working without abandoning what is valuable about conventional arrangements. However, the processes through which shadow organizing is accomplished are not well understood; there is a need to go beyond traditional notions of mimicry and metaphor. The paper aims to discuss these issues.

This paper demonstrates how a Tardean approach to imitation can address this gap. It deploys imitation as an explanatory concept, based on contemporary readings of Tarde, as well as understandings of organizing as an unfolding process. Child and Family Centres in Tasmania (Australia), are used as an example of shadow organizing, delivering integrated health and education services in an emerging parallel arrangement.

The analysis highlights an imitation dynamic which is far from straightforward mimicry. Rather, it comprises repetition and generation of difference. This dynamic is conceptualized in Tardean fashion as three patterns: the imitation of ideas before expression; the selective nature of imitation; and insertion of the old alongside the new.

The paper moves beyond metaphors of shadow organizing, and understandings of shadow organizing as mimicry. Conceptualizing imitation in an alternative way, it contributes fresh insights into how shadow organizing is accomplished. This enriches and expands the conceptual apparatus for researchers wishing to understand the betwixt and between of shadow organizing.

The purpose of this paper is to conceive “organizing” as an indeterminate process taking place in the interstices of intra-acting elements, beyond visible/rational/intentional organizing. The term intra-activity refers to relationships between multiple elements (human and more-than-human) that are understood not to have clear or distinct boundaries. The paper aims at reframing organizing, as the effect of multiple intra-acting elements, by introducing the metaphor of shadow organizing. It offers examples as diverse as knowledge spillover, evidence-based medicine and improvisation, and the mafia’s organizational rules.

The frame of reference is metaphorical theorization, based on the metaphor of shadow organizing, and is explored through three metonymies: the forest and its sheltered spaces in penumbra; the shadow as a grey zone between canonical and non-canonical practices; and secret societies, hidden in the shadow. The shadow is the symbol of what is “betwixt and between.”

Shadow organizing focuses on the way that situated elements (people, technologies, knowledge, infrastructures, society) intra-relate and acquire agency. Whilst organizing as the effect of intentional coordination, planning, and strategizing represents a well-established theorization, shadow organizing sheds light on what happen in the interstices of intentional and structured processes. The paper identifies the dimensions of shadow organizing as performativity, liminality, and secrecy.

The passage from elements in interaction to intra-acting relations that form elements is a challenge both for theory and methodology. To face this challenge, metaphorical thinking proves useful since it enhances scholars’ imaginations and emotional participation.

Leadership diversity promotes inclusive decision-making, innovation, and sustainable performance. This chapter examines the relationship between corporate board diversity and social criteria under the environmental, social, and governance (ESG) framework, emphasizing gender parity on boards. ESG data are linked to one-fourth of the world’s professionally managed assets, worth $20 trillion (Eccles et al., 2019). Despite progress, less than 20% of corporate boards worldwide include women (Deloitte, 2021). Social psychology’s conformity theory describes how group dynamics affect individual behavior. Minority views are not easily expressed or heard in groups as social constraints favor conformity with the majority’s viewpoint (Asch, 1955; Glass & Cook, 2017; Yarram & Adapa, 2021). When a group encounters persistent minority viewpoints from multiple individuals, it is more likely to consider and learn from the minority voice (Asch, 1955). Decision-making and problem-solving increase when a board has diverse perspectives and critical mass can contribute to normalizing diversity on boards removing communication impediments. In the context of corporate board diversity, this theory can be applied to address diversity challenges, improving decision-making and problem-solving. To promote board diversity and inclusion, we developed BOARDS, a six-step process to assist current boards on increasing their capacity for inclusion. Our four-step process SKIM can be used to prepare potential board members for future opportunities. This chapter underlines the necessity to eliminate diversity gaps on corporate boards to develop a sustainable model of social equality to build inclusive corporate boards. Future research should consider other diversity variables including age, sexual orientation, and cultural and language diversity.

Treating team members fairly, valuing different voices, and celebrating uniqueness are the behaviors that successful inclusive leaders exhibit and role models within the workplace. Actions such as these can impact how engaged (the active and intentional use of physical, cognitive, and emotional energies put into job responsibilities) employees are in their relationships with colleagues and how they feel about their work. Research revealed that when leaders act in ways that demonstrate inclusivity (such as treating others fairly, being open to differences, valuing unique perspectives, and authenticity), women, people of color, and those individuals at small or midsized companies feel stronger connections with their colleagues. This is valuable as engaged employees positively affect the organization’s success. We know that perceived or actual commonalities can cause individuals to feel a sense of connection to others based solely on that perception, so it should only follow that the level of engagement should be impacted when team members and managers feel a sense of connection based upon actual or perceived identity similarities. This provides a unique opportunity for leaders to create spaces of bravery and safety through inclusive leadership actions that allow all individuals to share the aspects of their identity that allow these connections to occur. This chapter identifies behaviors and actions of inclusive leaders, explores original research on the connection between perceptions of identity and employee engagement, and provides practical advice on how leaders can support and encourage employee engagement regardless of the perception of identity.

This chapter is based on the experiences of lieutenant general Cornelis Johannes (Kees) Matthijssen in his period as the Force Commander of the UN Mission in Mali. His military Force consisted of men and women from 60 nationalities. The authors clearly explain what has been done to turn this diversity into a strength that benefits effectiveness. In the first part, they address the challenges like differences in cultural and doctrinal backgrounds that every nationality brings, as well as the language and the interoperability challenges. Part of the latter is the human aspect, which is mainly about understanding and respecting other cultures and how to bridge differences for the benefit of effective cooperation. The authors conclude with the importance of having a good understanding of the challenges. The second and main part of this chapter brings a wealth of practical experiences when the authors discuss how they turned diversity into a strength. Overarching they stress the importance of the tone at the top since it sets the example. Thereafter, they discuss five elements in their ways of working: continuously showing respect and understanding, exploiting all perspectives, encouraging unit cohesion, utilizing collaborative planning to enhance a common focus and teamwork, and finally continuously appreciating everyone’s efforts equally. Intersecting with the diverse nationalities is the critical issue of gender equality. A final paragraph in this chapter explains how this was an essential theme within the responsibility of the Force Commander. As a conclusion, the authors again stress the importance of leadership.

Change in higher education across the globe is taking place at an unprecedented pace. Various groups, especially women, are impacted differently by these changes. Women remain underrepresented in leadership at universities across the globe, and South African higher education is no different. For women to take up senior leadership roles more potently in universities, particularly in the Global South, it is essential that they not only cope with and compete in the patriarchal systems that characterize this sector but are also emboldened to contribute to changing patriarchal hegemony. There are shifts needed in prevailing management styles and leadership discourses toward a pluralistic and inclusive culture, where transformational and equitable leadership cultures become the norm and praxis. Given this context, we assessed the needs of women leaders in the South African higher education sector and designed a program to help shift their experience of themselves and their contexts. This chapter discusses this national executive development program – the Women in Leadership (WiL) program – which was developed and implemented with the aim to advance gender equality and inclusivity in higher education leadership in South Africa. This program aimed to embolden the women leaders in their ability to recognize, address, and impact barriers to gender equality.

Organizational initiatives to address diversity, equity, inclusion, and belonging (DEIB) have multiplied with many different courses and training programs in the last three decades. Despite these efforts, some recent studies have pointed out that disadvantages among minoritized social groups continue to persist, and thus far, organizations have failed to address them. University graduate leadership programs are, at least theoretically, able to respond in a way that better prepares future formal and informal organizational leaders with the knowledge, skills, and dispositions needed to be inclusive individuals in the 21st century committed to social change and social justice. This study aimed to understand how some graduate programs were currently teaching DEIB issues; more specifically, to understand if universities implementing DEIB programs were using a critical lens in their program design and to assess if these programs were indeed intended to be transformative. The review of 40 graduate programs in the United States indicated that the majority of them view diversity training and the work of DEIB leadership as “managing diversity” to keep the status quo and for economic profit contributing to the commoditization and tokenism of people; there was no mention of power in terms of asymmetries but rather a legitimizing of the accumulation of power with the leader at the top; and, finally, except for five programs, there was little attention given to DEIB as a transformative project committed to social justice.

This chapter explores the many dynamics of diversity initiatives and presents a central argument that diversity initiatives are most effective when organizational leaders create and strategically implement them to form an inclusive organizational culture. This chapter addresses diversity from a global perspective in three ways. First, it defines diversity and emphasizes one goal: diversity of perspectives. Second, it advocates for creating an organizational culture to overcome conflicting aspects of traditional, demographic-centered, or individual-centered diversity initiatives. Third, it introduces the DURCI Diversity Model, which stands for Define, Understand, Review, Communicate, and Implement, as a five-step method to foster a diverse, inclusive organizational culture. This chapter begins with a definition of diversity as efforts to synchronize unique demographic groups. It emphasizes the importance of defining diversity as it applies to an organization and ultimately creating an organizational culture that transcends individual demographics and defines diversity by what it means explicitly to the organization, including what diversity the organization already possesses. This chapter proceeds to use nonprofit, private, and public organizations, such as the US Department of Health and Human Services, Google, the American Red Cross, Cisco Systems, Americans for the Arts, the National Diversity Council, and the Gates Foundation, to illustrate the wide applicability of the DURCI Diversity Model to frame successful organizational diversity initiatives.

This chapter describes a new leadership model called shared equity leadership (SEL). The goal of SEL is to create culture change that embeds shared values of diversity, equity, and inclusion (DEI) into the core of an organization. SEL emerged from a qualitative multiple-case study of leaders who were committed to establishing an equitable organization at eight colleges and universities that had seen success in their equity efforts. We reviewed over 1,000 pages of documents and interviewed 126 leaders, including cabinet-level executives, mid-level leaders, and group-level leaders. While we identified this model on college campuses, it has relevance for any organizational context. SEL entails three elements: (1) a personal journey toward critical consciousness in which leaders solidify their commitment to equity, (2) a set of values that center equity and guide the work, and (3) a set of practices that leaders enact collectively to change inequitable structures. Distinct from traditional leadership models, SEL encompasses both personal and organizational processes of leadership and emphasizes collaborative, relational, personal, and emotional aspects of leadership. This change starts with transforming awareness and behaviors of individuals, who engage in personal journeys toward critical consciousness and develop an urgent sense of responsibility for creating change. Organizations can facilitate their personal journeys and begin structuring SEL by forming a diverse team and socializing them into SEL expectations. With a concerted effort of leaders committed to SEL values and practices, an organization can be transformed so that equity is everyone’s work.