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This research explores the ways in which a pre-service teacher (Deidre) reflects on experiences to develop transformation into a professional educator. This study investigates how pre-service teachers engage in dialogue and art to elaborate and reflect on learning experiences, which provide evidence of mindshift and emergent knowledge and teacher identity.

Often difficult to measure and trace, this work presents the emerging transformation of a pre-service teacher through ethnographic methodology, stories and artful practice.

As part of a larger study, the design reveals transformative mindshift from pre-service teacher reflective stories. Data from interviews and artful practice reveal evidence of moments of pedagogical impact, which contribute to identity and professional practice (Clandinin et al., 2006; Loughran, 2006).

Focusing on “what”, “when” and “how” transitions occur is explored to further understand the professional development in initial teacher education.

Building on research undertaken by Cochran-Smith and Lytle (1999), this investigation draws on artful reflections and stories to evidence elements of powerful pedagogical learning in order to teach in the world of professional practice.

The purpose of this paper is to illuminate the way in which pre-service teachers adopt ways of thinking critically about learning and practice. It highlights the unfolding of critical dialogue, knowledge and artful action as a way of “reading the scene” (Pahl and McKenna, 2015). The focus concerns mindshifts that occur while learning to be a teacher. The study sets out to seek factors that contribute towards development as professional practitioner.

As part of a much larger study involving ten pre-service teachers, this paper focusses on just one participant named Meredith, a pre-service teacher in her fourth year of her teacher education course. The design constructed draws on the data from Meredith’s interview and conversation, art making and gestural activity while painting and communicating her stories. These narratives from interviews exist in this paper as vignettes and privilege of the interplay of art making, interview and gestural responses. Implementing a framework by Denzin (2001) enables a way of reading to note learning and epiphanic moments that exist for Meredith.

Moment of learning and themes are indicated and suggest that from the original interview there are 11 important moments of epiphanic mindshifts for Meredith.

The method as practice intends to make cogent links to new levels of consciousness by presenting innovative ways in which qualitative research data can be gathered and analysed. Meredith engages in mindshifts that occur as learner and also embraces experiences of praxis as a means of understanding self and teacher identity.

The paper seeks to capture leadership tacit knowledge mechanisms built throughout leaders' careers. Learning to be a leader involves developing the tacit knowledge to give confidence in one's decisions. Most of the knowledge required cannot be acquired from explicit documents – rather, it is built through action, experience and reflection. This research focuses on leadership in the innovation context where learning potentially occurs through a variety of knowledge building processes.

Narratives from 31 leaders who have achieved success in innovation leadership were collected piloting a tacit knowledge articulation methodology. From the narratives, a model is proposed which is embedded in the leadership career pathways of these innovation leaders.

The findings suggest that leadership tacit knowledge mechanisms evolve with organisations' life cycle. A bi‐focal (developmental and “locus of knowledge“ factors) model was assembled to explain how successful leadership involves balancing “locus of learning” from internal and external sources and facilitating mind‐shifts (e.g. collaboration and communication paradigms underlying relationship and networking processes).

The study sample size was relatively small – further replications with a larger number of subjects and in different contexts are planned or under way.

This research has implications relevant to both leaders interested in bringing their organizations to their next developmental level and to practitioners because leverage points are identified at which interventions designed to share the lessons learned from successful leaders will be most effective.

Tacit leadership knowledge is not easily transferred into explicit “how‐to” instructions for consumption by a prospective innovation leader, yet it is a major source of competitive advantage. It is more appropriate to view innovation leadership development as a tacit knowledge building process in individuals and groups, rather than a knowledge transfer from knowledgeable leaders to wannabe leaders. A developmental model is proposed that integrates the changes occurring in learning patterns while firms expand their loci of knowledge.

The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the COVID-19 lockdown. However, responses have been unique for many university educators, regardless of the roles they have in supporting students during this time. How each person approaches the changing context can be enhanced by an understanding of their mindset as defined by Kegan’s theory.

An accounting academic and educational designer combine their expertise and engage a “digital mindset” to guide the re-design of the management accounting unit incorporating strategies that encourage students to be self-reliant yet learn from a broad diversity of perspectives.

Unexpected changes within an educational environment may be the catalyse needed to force significant rethinking of pedagogical practice within the online teaching space.

This paper offers practical thinking and design tips for creating interactive learning and teaching programs to develop a positive and supportive approach that challenges and facilitates cognitive growth in student knowledge, skills and learning behaviours.

Stimulating student interaction via the creation of interactive and dynamic online curriculum design teachers may communicate more effectively with students as well as sharing their knowledge and skills with each other.

The authors explore Kegan’s ACD framework (1982, 1998, 2009) within the context of tertiary teaching and learning design for management accounting. The authors propose online strategies for each of the levels of development in the form of supports and challenges.

To show how the key to successfully managing alliances is developing and implementing alliance metrics.

The case of “Acme Manufacturing” (a composite of several firms) is used to illustrate the theory and reasoning behind the creation and tracking of alliance metrics appropriate to the life cycle of the partnership. These ideas are then applied to the ongoing Avnet/HP alliance.

Understanding and applying unique metrics at each stage allows management to anticipate alliance challenges and increase flexibility and adaptability when faced with changing economic and market conditions. Across the life cycle stages the partners must learn to monitor two types of measurements – development metrics, commonly employed in the start‐up and high growth stages, and implementation metrics, engaged throughout the professional, mature, decline, and sustain stages of the life cycle.

This is a case study produced by a consultant specializing in alliance management. It has been peer reviewed but has not been subjected to independent audit.

Proactively managing alliances helps partners ensure value extraction, financial and non‐financial. Development metrics and implementation metrics can help alliance stakeholders understand and plan for the stages of the alliance life cycle while considering their knowledge transfer.

As the cases of Acme Manufacturing and Avnet/HP show, an understanding of alliance life cycles, cultures, and metrics can lead to successful planning, launching, and maintenance of a company's alliances.

Reviews how the GEO model can assist European managers to meet the challenges in the new work culture.

E‐MBAs are becoming an attractive option for career professionals and organizations in the hospitality and tourism industry to build competitive advantage. As core faculty in the distance MBA program in The School of Hospitality and Tourism Management at the University of Guelph, the development of the E‐MBA has provided valuable lessons for leaders to understand how e‐learning builds leadership competency and capability in hospitality and tourism organizations. The research behind the action learning leadership framework is founded on the extensive work of the author at the University of Guelph. The author has pioneered distance MBA and leadership programs using the Internet to link people, knowledge and strategy with IT to build leadership competencies and online learning communities for managing in the knowledge‐based era. Evidence of this can be seen in a “virtual tour” of the distance MBA program at the following Website: www.emba.uoguelph.ca

The purpose of this report is to present the findings of a five-day course for AKEPT – the Malaysian Leadership Academy in the Ministry of Higher Education. The course was held from March 24-28th, 2014, for over 50 lecturers, professors, deputy deans and deans from Malaysian universities.

Senior lecturers and professors deliberated for the first three days on the futures of higher education in Malaysia. They presented their scenarios and recommendations to the deans. The deans used these findings to articulate their own preferred futures in the last two days. The future-oriented discussions were framed by the “six pillars” futures approach (Inayatullah, 2008; Inayatullah, 2015; Inayatullah and Milojevic, 2015).

The core of their recommendation consisted of a move by 2025 from the current fragmented university governance structure to a streamlined consortium model. Instead of the factory, a collection of linked longhouses or “rumah panjang” was offered as a way forward. This new model would have two immediate benefits: considerable cost savings and enhanced mobility for students and professors.

This case study presents scenarios and strategies. Limitations include the willingness of the Ministry to act on these recommendations. However, as this course was part of a number of foresight processes in Malaysia, even if these particular recommendations do not realize, they are steps in creating an ecology of foresight and of possible university transformation.

This study links causal layered analysis, scenarios and visions to recommendations in the context of a multi-year foresight process.

The study includes valuable discussions by leading Malaysian thinkers and administrators on the futures of the university.

This was one of the few workshop-oriented interventions used the anticipatory action learning “six pillars framework”. It is especially valuable as it is the third year of futures intervention in higher education. The study contrasts with traditional expert-based forecasting in Asia.

Reviews, from an anthropological perspective, three 1993 additions to the Gulf Publishing Company's “Managing Cultural Differences” Series. This trilogy is comprised of the volumes Developing the Global Organization: Strategies for Human Resource Professionals, Transcultural Leadership: Empowering the Diverse Workforce, and Multicultural Management: New Skills for Global Success. Examines the five concepts of globalisation, diversity, multiculturalism, transcultural, and empowerment central to the trilogy and to anthropology, and as they are used in both. Views the global paradox — a bigger world economy requires the more powerful smallest of players (e.g., entrepreneurs) — as a useful framework for understanding these and related concepts as they operate in the global village today, and as they may be employed throughout and beyond the 21st century. Finally, reports on: (1) the training, transformation and development tasks of global managers of complexity in business as well as in government, academia, and the military; and, (2) the intercultural learning strategies through which these tasks are achieved and through which these managers, the multicultural workforce and teams they lead, and their organisations are empowered to contribute, collaborate and fully participate in producing their major project: Service, country, group, business, or social structure through the mixture of peoples or technology” (p. 242). This suggests a process, a becoming. In Developing the Global Organization, Robert T. Moran, Philip R. Harris and William G. Stripp continue that globalisation is both a way to think and to act. Specifically, it moves individuals “away from parochialism towards transnationalism”. And it nurtures a state of mind geared toward a more effective use of personal and organisational resources (p. 299).