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The purpose of this paper is to investigate ways to gain deeper understanding of the evaluation challenge by reporting on insights about the impact of a leadership development program. It focusses on participants’ reflective post-course analysis of their learning, comparing this to a traditional evaluative analysis. Recently there has been a greater focus on programs to develop leaders who have the requisite cognitive and behavioral complexity to lead in challenging environments. However models for the evaluation of such programs often rely on methodologies that assume learning of specific skills rather than assessment of how well participants are able to cognitively and behaviorally adapt to uncertain and complex environments.

The leadership development program was evaluated in two stages and the findings compared. Stage 1 elicited responses to the program using a traditional evaluation approach. Stage 2 involved 30 semi-structured interviews with the participants exploring the connections made between their development experience, work environment and approach to challenge.

Evaluation approaches which focus on assessing reflection about personal learning provide greater detail on learning experience than traditional approaches to evaluation and can increase our understanding of the broader impact of leadership development programs. Current evaluation practices are mostly traditional despite dissatisfaction with outcomes. There are functional and financial benefits flowing from this practice suggesting collusion with denial between the suppliers and purchasers of leadership development and posing a question of causation.

This study supports the use of qualitative evaluation techniques and in particular a focus on post-learning reflection to increase understanding of the impact of leadership development programs. The increased understanding provided by this type of evaluation can play a significant role in both the design of leader development programs and the creation of strategic alignment between business strategy, the purpose of leadership development interventions, learning objectives, program design and program evaluation.

In recent years, organizations have responded to calls for greater labor flexibility with increased use of non‐standard work arrangements such as part‐time and temporary/casual employment. The purpose of this paper is to offer a better understanding of the nature and use of non‐standard work arrangements within Australian organizations.

This paper reports upon a study of 122 organizations in 2003 of the extent of their use of non‐standard work arrangements across a range of employee groups – managerial, professional, general and administrative staff. These data are also examined in terms of their relationship to the gender in these non‐standard roles.

The study shows that non‐standard work appears at all levels of these organizations but is concentrated within the administrative and general work categories. Part‐time work dominates the use of non‐standard work for all work categories except general staff. The data shows the feminization of non‐standard work with females dominating in all non‐standard roles irrespective of occupational category, or type of non‐standard condition. Females held 16 per cent of managerial roles in these organizations but there was decreasing representation of women within management as the level increased from supervisory to senior managers.

Limitations of the study reflect its descriptive focus which permits only the speculative assessment of patterns of non‐standard employment observed. Further qualitative research is recommended to develop and refine understanding of drivers of observed patterns and longitudinal analysis could examine the changing nature of the patterns observed.

The paper presents empirical evidence for the use of non‐standard work across a variety of work categories and highlights the heterogeneity of non‐standard work.

This study aims to show how diary-style voice recordings can be used to provide social marketers with greater insights into the influences on behaviour than those obtained from interviews. Diary data have the potential to provide deeper insight into the causes of behaviour than can be obtained from retrospective interviews or surveys.

Data were collected from 31 smokers and attempting quitters exploring their attributions for smoking and cigarette purchase, using both face-to face interviews and event-contingent voice recordings over a four-day period, with participants asked to make a recording whenever they were tempted to smoke or buy cigarettes.

Voice recordings provided additional insights into the influences on smoking and cigarette purchase compared to face-to-face interviews. In particular, voice recordings appeared to provide insight into prompts for purchase and smoking that were not recalled during interviews, and, for some respondents, gave them greater control over unwanted behaviour.

The study relies on participants’ self-reports, and individuals may be unaware of some of the influences on their behaviour.

The study shows that voice-recordings offer a novel method of obtaining insight into subtle influences on consumer behaviour that are insufficiently salient to be recalled in retrospective interviews.

The study shows the value of voice recordings for providing near-real-time insights into triggers for different behaviours, and offers potential for extending the method into other areas of social marketing.

Although the measurement of self‐leadership (RSLQ) has been developed and validated with samples from the USA with promising reliability and construct validity, its generalizability to the Chinese context is problematic. The purpose of this study is to modify the existing self‐leadership scale (RSLQ) in order to make the application of self‐leadership theory and measurement more relevant to the Chinese culture. This modification includes: enhancing the generalization of self‐leadership measurement to the Chinese context by refining the items of four existing dimensions (self‐observation, evaluations of beliefs and assumptions, natural rewards, and self‐punishment) found to have low‐reliabilities in one previous validation study; and extending the breadth of some self‐leadership components based on the cross‐cultural theory about self‐concept differences between individualism and collectivism. Three self‐leadership subscales are newly developed through extending three self‐leadership components (natural rewards, self‐observation, and evaluating beliefs and assumptions) with the incorporation of social/relation‐based features associated with collectivism.

The modified RSLQ was administered to 569 Chinese students. The reliability and construct validity of this modified self‐leadership scale was explored using exploratory (EFA) and confirmatory factor analysis (CFA). Test of association with self‐efficacy was also examined.

Results from the EFA demonstrated good reliability and stable factor structure for the modified scale and CFA demonstrated acceptable model fit for 11 factors of the modified self‐leadership scale. Most notably, the refinement of four existing dimensions (self‐observation, evaluations of beliefs and assumptions, natural rewards, and self‐punishment), which had failed to reach acceptable levels of reliability in Neubert and Wu's Chinese sample, showed increases above the commonly recommended level of 0.7. Two new extended dimensions, relation‐based natural rewards and social‐oriented evaluation of beliefs and assumptions, consistently emerged in two independent student samples. More interestingly, the items of another extended dimensions, relation‐based self‐observation consistently merged with the task‐based self‐observation (the original subscale) to form one factor, suggesting that, in Chinese culture, task‐based self‐observation cannot be separated from relation‐based self‐observation. The modified RSLQ was also positively and strongly associated with self‐efficacy.

Further validation work is required to examine whether the refined RSLQ could be generalized to another collectivistic country such as Korea or Japan.

Managers will benefit from understanding how culture shapes an individual's use of self‐leadership strategies.

The study makes a significant contribution to the universal application and generalizability of self‐leadership measurement to the Chinese population. The validation works to support the belief that the modified 38‐item RSLQ is a superior measure with higher internal consistency and more stable factor structure than that of the existing instrument, which could be generalized to a Chinese context.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

This chapter draws from a three-year ethnographic study focused on the educational and community interactions among working- and middle-class ethnic Chinese immigrants in a mid-western town in the United States. Aihwa Ong (1999) argues that “Chineseness” is a fluid, cultural practice manifested within the Chinese diaspora in particular ways that relate to globalization in late modernity, immigrants’ cultural background, their place in the social structure in their home society, and their new social class status in the context they enter. The study extends research focused on the complexities of social reproduction within larger global flows of Chinese immigrants. First, we describe how Chinese immigrants’ social status in their countries of origin in part shapes middle and working-class group’s access to cultural capital and positions in the social structure of their post-migration context. Second, we trace groups’ negotiation of their relational race and class positioning in the new context (Ong, 1999) that is often invisible in the processes of social reproduction. Third, we describe how both groups must negotiate national, community, and schooling conceptions of the model minority concept (Lee, 1996) that shapes Asian-American’s lived realities in the United States; yet the continuing salience of their immigrant experience, home culture, and access to cultural capital (Bourdieu, 2007) means that they enact the “model minority” concept differently. The findings suggest the complexity of Chinese immigrants’ accommodation of and resistance to normative ideologies and local structures that cumulatively contribute to social reproduction on the basis of class.

The contemporary business environment steered by forces of globalization, digitization and automation can only be navigated by a resilient workforce. This requires inculcating self-leadership (SL) traits in individuals, which will allow them to exercise self-direction and self-motivation required to survive high-strain situations. The SL characteristics most significantly reflected by Musk are self-goal setting, authenticity and responsibility. Least evidence was found for positive self-talk and self-cueing. This study aims to add to the repertoire of leadership studies, furnishing important implications for academia and practice.

In this paper, the authors explore the dimensionality of SL through a systematic literature review. The authors also take the case of Elon Musk, one of the most resilient technopreneurs in the contemporary business world, and scrutinize his journey as a self-leader.

The SL characteristics most significantly reflected by Musk are self-goal setting, authenticity and responsibility. Least evidence was found for positive self-talk and self-cueing. This study adds to the repertoire of leadership studies, furnishing important implications for academia and practice.

To the best of the authors’ knowledge, this is the first paper to explore the controversial Elon Musk’s leadership style through the prism of SL.

In jam festival music scenes, participants build elaborate networks that connect members formally and informally between music events. Largely regional in scope, participants form these networks to develop and perform scene identities and cultivate intimate social relationships. Emerging through cultivated “crews” and “camps,” members build hubs of interaction that sustain and persist well beyond the festival event to create a vital sense of belonging and place. While the affective relationships formed at music festival events tend to be temporary, diffuse, and episodic, scene networks provide a “portable” interactional infrastructure that promotes relational continuity and persistence. These networks also provide more pragmatic benefits to networked members in the form of social and subcultural capital exchanged for symbolic and material rewards within the scene. Drawing from nearly 20 years of formal and informal participant observation in festival scenes, I provide an analysis of these networks and articulate common practices that drive their formation and continuation.

The current synthesis study was conducted to locate comprehensive perspectives about the transformation of higher education institutions from being the only places where formal education programs are offered into settings where lifelong learning can be integrated. This demands an inquiry through not only instance investigation but also a more comprehensive evidence upsurge which has great importance in obtaining lessons and drawing conclusions from existing facts to show how higher education institutions can be places where lifelong learning is promoted for the good of both individuals and societal advancement.

Using a meta-synthesis methodology, a comprehensive overview of the current state of knowledge in the area of higher education institutions' role in promoting lifelong learning was synthesized.

The study identified wide-ranging lifelong learning conceptualizations, potential beneficiaries, learning contents and ways of delivery that can be applied in higher education institutions. Furthermore, the practical challenges, partnership and coordination concerns and policy and reform issues towards promoting lifelong learning were addressed.

This meta-synthesis provides crucial evidence for higher education policymakers and practitioners seeking to guide the transformation of their institutions into settings where lifelong learning is integrated with other forms of educational programs, thereby optimizing individual's professional development and societal progress.

This comparative study explored differences in perceptions between Canadian and US post secondary faculty in the fields of adult education (AdEd) and human resource development (HRD) on program development issues in the emerging field of “workplace learning”. In fall of 2001, The Adult Education and Human Resource Development Faculty Survey was electronically disseminated to a selected sample of Canadian and US faculty across both countries. The authors examine respondents' perceptions of: their program's curricular focus on the individual students' learning needs compared to the organization development goals of their current or potential employers; the importance of specific skills to the role of “workplace learning practitioner” compared to skill building opportunities present in the program; and the degree of cooperation between their academic programs and businesses that employs, or potentially employs, graduates from these programs. The findings reveal differences in the manner in which Canadian and US faculties develop and teach in these programs that the authors believe have important implications for the continuing development of this field of inquiry and practice in both countries. Overall, the study argues for closer and more purposeful collaboration between AdEd and HRD faculties who develop and teach in workplace learning programs in both countries, and highlights the importance of alliance building on several fronts in order for this newly emerging field of practice and inquiry to flourish.