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Strategic Alliances (SAs) have become widely used by global businesses for pursuing strategic goals.¹ Because of the special nuances that can make these kinds of joint ventures (JVs) effective means for achieving challenging strategic goals, they are generally more difficult to establish and manage. Some of the larger, more successful users of SAs recognize the special nature of these relationships and some such as Cisco and Pfizer have even created high-level divisions or departments in their organization explicitly focused on planning, pursuing, and managing outside strategic partnerships. These units not only monitor the alliances (in some cases, dozens at a time) but also develop tools and insights that will allow the organization to engage in SA more successfully.

Organization development is focused on implementing a planned process of positive humanistic change in organizations through the use of social science theory, action research, and data-based feedback methods. The role of personality in that change process, however, has historically been ignored or relegated to a limited set of interventions. The purpose of this chapter is to provide a conceptual overview of the linkages between personality and OD, discuss the current state of personality in the field including key trends in talent management, and offer a new multi-level framework for conceptualizing applications of personality for different types of OD efforts. The chapter concludes with implications for research and practice.

This chapter reviews the key findings from a suite of studies of effective higher education leaders undertaken over the past 15 years. It shows the relationship between leadership and management in higher education and draws out the implications for those currently in leadership positions or anticipating becoming a higher education leader. The chapter argues that effective management is necessary but not sufficient to be identified by supervisors, colleagues and clients as an effective higher education leader; that, if our universities and colleges are to successfully navigate the ‘wicked problems’ characteristic of the age of uncertainty currently faced, they need to strategically develop a linked ecosystem of change savvy local and central leaders. The two integrating themes for the chapter are that ‘change doesn't just happen but must be led, and deftly’ and ‘good ideas with no ideas on how to implement them are wasted ideas’.

After several years of political emancipation from colonial rule, it is time for African nations to do the same economically. Our analysis indicates that the current political leadership environment is VUCA laden and complicated, leading to grand challenges on the continent. Therefore, the old political leadership models are inadequate for addressing the African VUCA and leadership landscape, hence, the inability to achieve the needed economic advancement. We propose a paradigm shift in political leadership for the continent to bring the decades-long desire for economic freedom to fruition by adopting the relevant organizational science and corporate leadership models for political leadership effectiveness in this complex and dynamic environment. We accomplish this by integrating three frameworks to derive nascent management and leadership capabilities relevant to the new African political leadership context and to ensure current and future leadership readiness for this new environment.

The contemporary life of an Australian academic has changed in almost every way imaginable in response to the challenges and opportunities emerging from global and national policy agendas. In this context, the subject coordinator11A subject coordinator may also be referred to as a Unit Chair, Unit Coordinator or Course Coordinator at different universities. represents the frontline of a move towards increasingly distributed forms of leading and learning. The knowledge that managing teaching responsibilities does not provide a clear route to promotion (with active research status providing a more well established path) means that academics may proactively minimise the time they spend on the discretionary tasks of leading and managing teaching well. Tasks that include adopting a proactive longer term of curriculum development, team building and teaching innovation, in addition to the more immediate needs for compliance and measurable outcomes. Research from an Australian Learning and Teaching Council (ALTC) project provides evidence that despite lack of formal recognition for many of the discretionary responsibilities of subject coordination, coordinators believe they are executing their job well. This chapter discusses factors that impede discretionary academic leadership behaviours in Australian higher education and suggests strategies to empower leadership and thus improve engagement with discretionary teaching and learning responsibilities.

This chapter first describes the essential aspects of a currently changing world, which is characterised by digitalisation, globalisation and politically unstable situations. Based on this transformation context, key concepts such as leadership, innovation, innovation leadership and leadership competences are introduced, along with a new definition and framework for innovation leadership. The chapter discusses the distinction between innovation leadership and innovation management, and the connecting lines between these two concepts. The innovation leadership framework is described and related to the individual contributions of the authors in the book. The chapter frames these contributions along the dimensions of self-leadership, team leadership, organisational leadership and ecosystem leadership.