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Everyone wants accountability in education. President Bill Clinton wanted accountability in education. In his 1999 State of the Union address, the President announced “…a plan that for the first time holds states and school districts accountable for progress and rewards them for results.” Through his proposed Education Accountability Act, President Clinton sought to insist, “…all states and school districts must turn around their worst-performing schools, or shut them down” (1999, pp. 202–203).

Accountability is ubiquitous in social systems, and its necessity is magnified in formal organizations, whose purpose has been argued to predict and control behavior. The very notion of organizing necessitates answering to others, and this feature implies an interface of work and social enterprises, the individuals comprising them, and subunits from dyads to divisions. Because the nature of workplace accountability is multi-level as well as interactive, single-level conceptualizations of the phenomenon are incomplete and inherently misleading. In response, this chapter sets forth a meso-level conceptualization of accountability, which develops a more comprehensive understanding of this pervasive and imperative phenomenon. The meso model presented integrates contemporary theory and research, and extends our perspectives beyond individual, group, unit, or organizational perspectives toward a unitary whole. Following this is a description of challenges and opportunities facing scholars conducting accountability research (e.g., data collection and analysis and non-traditional conceptualizations of workplace phenomenon). Theoretical and practical implications are discussed, as are directions for future research.

Like other academic fields, educational policy is being reviewed for the affective component. Analysis is occurring in two forms: (a) the affects of education policy on education, school leaders, teachers and student learning outcomes and (b) text analysis of specific education policies. This chapter explores the representation of emotions in education policy texts, drawing on a theory of social contracts (Rawolle & Vadeboncoeur, 2003; Yeatman, 1996) as a way to explore what is being conveyed to administrators and teachers. This chapter considers the way in which emotions are represented in education policy, through social contract analysis. Social contracts are underpinned by three underlying conditions: consent to be a part of a contract, points of renegotiation through the duration of the contract and mutual accountability to those involved.

Restorative justice (RJ) approach is currently not a mainstream practice for addressing the issue of intimate partner violence (IPV) in Singapore. In IPV, the persons affected are not limited to the persons experiencing violence (PEV) and persons using violence (PUV). There is a ripple effect when IPV happens and oftentimes, children, significant others and people in the community are negatively impacted. In short, IPV hurts self and relationships. Being relational in focus, the authors believe that an RJ approach can bring about healing and growth for persons directly or indirectly affected by the violence by building connectedness and a person’s relational capacity.

The authors proposed a framework for IPV work in the context of males using violence and females experiencing violence. Anchored in four working principles that are based on RJ, this framework seeks to guide practitioners to journey with affected parties in their healing process. In their endeavour to make a case for RJ in IPV work, the authors also offered possibilities and challenges for restorative IPV intervention in Singapore’s current landscape.

The authors strongly believe that an RJ-influenced practice has the potential to break the violent cycle by disrupting the conditions associated with IPV, including isolation, economic stress and societal norms regarding gender expectations. The authors also opined that an RJ-influenced practice can create a sustained longer-term outcome of healthy relationships through establishing non-violence behaviour as a societal norm.

Working in relationships of mutuality is a necessary precondition for success in any collaborative and systematic effort to improve peoples' lives. Keystone Accountability has been working for a decade to develop simple, low cost and actionable measures of performance based on the experience and perceptions of key constituents – and ways of using these data in generative dialogue to deepen insights, strengthen relationships, foster ownership and agency and improve the outcomes of development interventions. They call this method and its accompanying toolbox Constituent Voice.

This chapter briefly explores Keystone's journey of discovery and what they have learnt about using feedback loops (metrics plus dialogue) to better understand and strengthen relationships, performance and emergent impacts in development assistance.

Since its conception, the community of practice (CoP) theory has become a popular framework in a plethora of disciplines and settings. In the field of higher education, this versatile social theory of learning and identity that is compatible with theories of language and discourse has been used for the exploration of a variety of topics such as quality assurance, language socialisation in study abroad, medical student workplace learning and the learning of science. This theoretical model offers a framework based on collectives attached by their practice and mutual relations, which suits a priori some institutionally recognised clusters within higher education, such as research groups (RGs). These groupings, composed of pre- and post-doctoral researchers, form a domain of sustained relations and interactions through which learning may occur, but the extent to which the RG constitutes a CoP remains uncertain. This chapter discusses the suitability of the CoP model for the study of RGs in the light of ethnographic data gathered from two RGs.

It is commonly believed that the complexities of different languages, cultures, histories, time zones, locations, governments, financial and legal systems contribute to the difficulty of leading global change. And yet, there is surprisingly little research at the intersection of global change and global leadership to guide practitioners. To fill this crucial gap, we provide a helpful framework for global leadership practitioners and scholars that emerged from a qualitative study of success factors in leading effective global change initiatives. We employed a comparative case study methodology to examine strategies and processes used by leaders of successful corporate and NGO global change projects. After comparing multiple cases of successful and unsuccessful global change initiatives in four organizations, we concluded that effective global change requires leaders to pay attention to 14 success factors categorized into three key design imperatives: (1) participatory process, (2) representative leadership, and (3) nested implementation. Participatory process consists of these success factors: (1) establish a clear vision, (2) ensure a collaborative start, (3) invite to the table as equals, (4) seek ideas from outside headquarters, (5) recognize and celebrate others, and (6) build systems for interdependence and accountability. Representative leadership includes: (7) create local leadership, (8) enable knowledgeable leadership, (9) empower willing leadership, and (10) develop bridge people. Nested implementation is composed of: (11) leverage formal communication channels, (12) attend to individual needs via interpersonal communication, (13) set global standards with local flexibility, and (14) test for regional credibility. We discuss these factors in light of existing literature and identify the implications and new horizons for global leadership theory and practice with respect to leading global change.

Like many other nations, the Government of Bangladesh (GoB) is having colossal difficulties managing the continuity of its development efforts in the milieu of COVID-19 pandemic. Widespread resource gap is evident for development budget due to significant diminution of revenue from readymade garments (RMG) and remittances, volatility in capital market, constant increase in trade deficit and reduction of foreign currency reserve, increase in debt and lack of investor confidence. A new horizon of relationship with development partners (DPs) will matter more than ever before. Regrettably, recent experience with collaborative mechanisms such as Local Consultative Group (LCG) and LCG Sector Working Group (LCG-WG) does not support high-impact relationships in terms of result-oriented development effectiveness. Arguably, the international shift of the development community from aid to development effectiveness agenda in 2011 also contributed to country-level motivation of Government and DPs for closer collaboration. In this backdrop, the COVID-19 crisis makes a strong call to both Government and DPs to change their business for improved development results. This chapter, therefore, examines the issues that impede development effectiveness and governance related to the Government as well as DPs. The study observe that the DPs and GoB don’t represent a horizontal relationship to implement the development effectiveness agenda in Bangladesh mainly because of dominant attitude, lack of alignment and harmonization and accountability of DPs and weak policy, institution and leadership of GoB. However, COVID-19 economic crisis makes a renewed call to both DPs and GoB implement the development effectiveness agenda, addressing existing issues and improve the management of development finance to increase economic growth and improve life of the people.

Much of the work in business studies and responsibility has focused on the concept of corporate social responsibility (CSR). For a time, this was very much about the relationship of business to the community. This has developed further into the so-called triple bottom-line approach stressing the importance of giving an account of the firm's relation to the social and physical environment as well as the financial state of the firm. Alongside this has been a stress on both the complexity of the external environment and the need to include the internal environment in any view of responsibility, not least in terms of health, safety, and well-being of the staff (Robinson, 2010). The concept of responsibility, however, goes beyond even these concerns.