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This chapter will highlight the process of engaging Black college men in leadership learning by centering their intersecting identities. We employed liberatory pedagogy through an anti-deficit achievement framework for course design and delivery. The chapter addresses the importance and implications of understanding how engaging with same-race and same-gendered peers in formal leadership curricula can support Black men in continuing to develop their leadership identity, capacity, and efficacy. This chapter will end with key course outcomes, pedagogical methods to center identity and build leadership capacity, and key takeaways for leadership educators developing courses that engage Black college men. This chapter concludes with recommendations for research, policy, and practice and offers reflection questions for educators, advisors, and mentors to consider when designing curricula that center on Black men and their leadership learning.

This conceptual work synthesizes the experiences of Black men who are collegiate athletes and introduces new theoretical considerations on the formation of their leadership identities in predominantly white institutions. This scholarship focuses on historical understandings of how race and gender influenced the creation of the current Black man in collegiate identity. This work expands on Du Bois' (1903) concept of double consciousness, Fanon's (1952) views on Blackness, and Bertrand Jones and colleagues' culturally responsive leadership learning model (2016). Collectively, the three frameworks highlight the significance of leadership in the development of Black men who are student-athletes. The conclusion includes implications and recommendations for future research as we work to support and develop Black men beyond their athletic identity.

This chapter employs the shared leadership model in exploring how leaders of higher education institutions (HEIs) can partner with Public Policy Groups (PPGs) within the Global South, a region characterized by complex challenges such as underdeveloped economies, corrupt leadership, limited financial and human resources, and political instability in some cases. The driving forces for collaboration include interconnected national policies, shared goals, responsibility, and accountability for resources. The Zambian Higher Education Policy (HE policy) draws on national, regional, and global aspirations for education and skills development, making it a suitable tool for advancing a common agenda for social, economic, and environmental sustainability. HEIs can use their collective leadership competencies to understand the multidimensional context in which they must exercise their varied roles. HEIs require relational and dynamic processes, practices, and narratives to negotiate the ups and downs of the complex terrain for sustainable development and drive a more transformative and complementary agenda for change.

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.

Active and transformative learning (ATL) challenges the new era of teaching and learning in higher education. In this chapter a systematic approach to ATL theories and methodologies is provided. Authors provide a unique methodological framework for the integration of active learning practices in modern higher education curricula. This chapter also provides an integrated context for the overall discussion of the phenomenon in the volume. The recent arrivals of new disruptive artificial intelligence-enabled technologies such as OpenAI, ChatGPT, DeepAI and others are only few aspects of a new challenging era for the teaching, learning, innovation and sustainability in the higher education.