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In this chapter, I present a concept named Diversity Icebreaker® where the participants in a seminar are categorized along red, blue, and green dimensions based on a psychological assessment. The participants co-create the meaning of the dimensions in mono-colored groups due to their dominant scores where they describe themselves and others from inside and outside perspectives. Blue is more task and detail oriented. Green is more holistic and future oriented. Red is more social and communicative oriented. The language as a metaphorical structure as well as the seminar builds a culture of inclusivity. The simplicity and easiness of mastery of the categories make it easy for everyone to apply the categories. The social co-creation of the categories makes every participant at an even level. The colors are defined reciprocally strengthening the needs of the others. Everyone has all colors which makes it easier to connect and see commonalities that build cohesion. In the seminar, participants experience uncertainty followed by dialogues with others. Positive emotions and insight reinforce the script of “dialoguing with others when uncertainties arise.” The positivity and humor in the seminar reinforce the behavior of being together. The closure is a collective reflexivity process where all participants have even possibility to contribute due to their unique perspectives on their shared experience. I end this chapter with reflections and questions on leadership models in this seminar that has evolved in a Norwegian context and their relevance in a global context.

Transformative learning experiences can expand individual personal and professional capacity. In this work, the meaning and significance of individual growth is viewed through the lens of public value, focusing on the connection between person and place. This chapter details how Nuffield International Farming Scholars perceive public value contributions stemming from their individual development and subsequent engagement in civic life and community development. Voices of program participants provide insight on capacity building experiences as part of sustainable community development efforts, and how perceived outcomes for individuals such as professional and personal benefits, post-program engagement, and a sense of reciprocity are motivators leading to public value contribution.

As an object of study, mergers and acquisitions are often characterized as containing two entities that in one way or the other become one. Metaphorically, researchers frequently talk about this relationship in terms of a “marriage.” In this chapter, the authors discuss the marriage metaphor with regard to its adequacy in M&A studies. The authors suggest that the metaphor contains strong normative understandings that to some extent condition how we understand M&As. This chapter highlights three dimensions to problematize the metaphor: sequence of events, number of partners, and power relations in a marriage. For each dimension, the underlying metaphorical belief is discussed and a specific risk is identified. The general message is that M&A research should consider more closely the nature of the relationship between the two (or more) parties of M&A to provide a better understanding of which situations that are actually studied.

This chapter aims to discuss the development within Norwegian football which has led to professionalisation of women's football in the country. In considering the professionalisation of women's football in Norway, the chapter is organised as follows. First, the theoretical framework with central concepts from Bourdieu's theory and the ‘Sport/Media Complex’ are introduced. Second, the international development of women's football and milestones with relevance are introduced. Third, an empirical investigation into the professionalisation of women's football is presented. Finally, the four phases of the development of women's football in Norway are presented and discussed, with a link to broader international development, before concluding on what this means for women's football in Norway.

This article questions how institutional change influences actors’ behavior within organizations affected by the evolution of their institutional environment. This issue is addressed by looking at how university leaders are empowered by the external reviews led by evaluation agencies and research councils and how they use these reviews as managerial tools and to make decisions. It is argued that this process is complementary to the reforms in university governance and structures and amplifies their effects because it is more legitimate, favors organizational coupling and the appropriation of new norms. It draws on a study led in three French universities in 2011.