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In this chapter, we view team cohesion from a more generalized perspective of team dynamics, and focus on four leadership models for understanding these dynamics in teams in the context of the Mars Mission. Given the long duration of the mission with periods of no or intermittent communication and support, isolation and confinement, and the risk of great physical and psychological harm, having tailored leadership models for this unique team dynamics context is critical. And yet, many of these same dangerous conditions occur in other contexts such as for first responders, crisis management teams, Special Forces operations, and scientific exploration teams in extreme environments. As such, building from a model of leadership and team dynamics for dangerous contexts, for a long-duration space mission involving both Mission Control and the Astronaut Crew, these models of leadership and team dynamics include a collective-level approach for scientists and engineers, a primarily crew-based socioemotional approach, a leader-level crisis/emergency approach, and a dyadic or sortie-level approach. Implications of these models for effective leadership in building and maintaining team dynamics and cohesion for the Mars Mission and across a variety of other dangerous and extreme contexts are discussed.

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. Although presented as a catalyst for school improvement and professional development, the practices and experiences of teacher leaders are more complex than that. The change in roles blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools. We conducted semi-structured interviews of 28 ‘teacher leaders’ in Flemish primary and secondary schools. We explored their perceptions and evaluation of their position in schools as well as the way their position and role as teacher leaders affected their professional relations with teacher colleagues and school leaders. The results demonstrate how the introduction of new positions and roles in the school as an organisation affects the professional relationships and collegiality. From a micro-political perspective, we show that the new positions also create emotional labour for the teacher leaders, since they find themselves juggling two different agendas of professional interests: on the one hand, receiving recognition by others of their position as teacher leaders, while on the other hand maintaining their former social–professional relationships as teachers with their former colleagues.

Higher education research is replete with discussion of boundaries imagined as structural constraints in need of removal or circumvention. But, while foregrounding national–transnational frameworks, leadership strategising and institutional structures, the scholarship is subdued about how boundaries are actually dealt with at ground level. How do practitioners come together, day by day, across higher education boundaries; and what is required for desirable practices to be nurtured? It is on this issue, and in particular the theorisation of this issue, that this chapter will focus.

This chapter presents and develops a relational working framework, based on the work of Anne Edwards. We highlight three core concepts (common knowledge, relational expertise and relational agency), disaggregating each into constituent features. We then apply the framework to reinterpret previously published empirical studies, to demonstrate its broad applicability. We argue that the framework usefully conceptualises how practitioners work with others across boundaries; that it helps us to notice how many boundaries are, in fact, routinely permeated; and that it usefully highlights important aspects of local practices that are easily obscured.

Superior leadership in higher education makes the difference between institutions that merely survive and those that can truly thrive in today's complex environment. At this time of significant transformation in higher education, academic leaders face intensifying institutional, environmental, and societal challenges, yet colleges and universities often devote limited attention to integrating their approaches to the selection, development, evaluation, and recognition of leaders. Moreover, traditional approaches and criteria used in the selection of academic leaders are often inadequate for predicting their success. Through the process of organizational and leader profiling, as described in this chapter, institutions can better understand the landscape in which the leader will be functioning, providing a more contextualized and useful approach to leader selection, development, evaluation, and recognition.

The rapidly growing body of global leadership literature still lacks research on both global change and global leader cognition. This chapter presents two case studies describing large-scale global change efforts led by expert global leaders. This is complemented with the results of cognitive task analysis interviews with the two expert global leaders. The findings include task diagrams of the change process they employed and knowledge audits of the most difficult cognitive step in the change processes they led. The audit identifies the elements of expert cognition they utilized, the cues and strategies they employed, and the perceived difficulties novices would experience in similar situations. The findings confirm previous research, solidifying the role and nature of expert cognition in global leaders. We conclude with a discussion of the implications our analysis holds for research and practice.

Distributed performance arrangements are increasingly used by organizations to structure dyadic and team interactions. Unfortunately, distributed teams are no panacea. This chapter reviews some of the advantages and disadvantages associated with the geographical and temporal distribution of team members. An extended discussion of the implications of distributed team performance for individual, team, and organizational decision making is provided, with particular attention paid to selected cultural factors. Best practices and key points are advanced for those stakeholders charged with offsetting the performance decrements in decision making that can result from distribution and culture.

This study investigates the complex interaction between properties of some emergent crises and the expertise of particular public sector leaders, who themselves are embedded in particular institutional processes that further constrain identification of these emergent crises. It is suggested that discrepancy in the ability of leaders to detect crises is due not only to their own proficiency in some cognitive skills, but also to their interaction with, and differences in, particular properties of some emergent crises, which render some emergent crises more detectable than others in some institutional environments.

The purpose of this chapter is to examine how leaders furthered the development of a social enterprise in response to paradoxes. Data on leadership practices were collected through interviews and observations in an Italian Healthcare network over the organization’s first two years. The data indicate that leaders addressed paradoxes in developing several critical resources by using both top-down influence and bottom-up participation. Leaders used top-down practices to further organizational development along a known path when they could leverage technical expertise or a vision to address a source of tension. Bottom-up practices, on the other hand, permitted the discovery of new paths that had not been previously identified. Leaders leveraged such responses where tensions appeared intractable. Implications for managers and organizational development and change practitioners are discussed.

In this chapter, we show how our understanding of global leadership can be enriched by applying research on expert decision making. We review Klein's model of expert decision making and other research on expert cognition. Then we apply these findings to show how the decision-making processes of expert global leaders might differ from those of novice leaders. Finally, we suggest directions for future research.

Recognizing the impact of innovation on organizational performance, scholars from a number of disciplines have sought to identify the conditions that make innovation possible. Although these studies have served to identify a number of key variables, the relationship between these variables and innovation is complex. In this chapter, we argue that the apparent complexity of these relationships may be attributed to cross-level differences in the requirements for innovation and the existence of complex interactions among the phenomena operating at a given level of analysis. The implications of this multi-level perspective for understanding how innovation occurs in organizational settings are discussed.