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The Siege opens with news footage of the bombing of military dormitory barracks in Dhahran, Saudi Arabia (on June 25, 1996). Whatever the genesis of the screenplay may have been, the release of a film some two years after the actual event which inspired some of its story is remarkably quick by Hollywood standards (where the average development time of any project is three years). An interesting film on its initial release, it now screens like a premonition, or a blueprint. The fictional alleged perpetrator of the bombing – which was actually the work of Al Qaeda – Ahmed bin Talal is secretly kidnapped by U.S. forces, and taken to the U.S. The drama which then unfolds involves the operations of a network of terrorist cells – all trained by the CIA to destabilize Saddam Hussein – demanding bin Talal’s release through an escalating series of bombings in New York City culminating in the destruction of One Federal Plaza, the imposition of martial law in Brooklyn, and the detention of all Arab-American adult males in makeshift camps set up in sports stadiums.

This chapter provides an interpretive account of how a large student cohort deals with a major inquiry-based learning (IBL) assessment task in a first-year Marketing Principles subject in undergraduate business studies. It offers a practical example of IBL in action in a discipline that has hitherto received little attention in the IBL literature, namely business, specifically marketing. The chapter positions IBL within the various contemporary pedagogies. The context of Hutchings and O’Rourke’s (2006) study of IBL in action is extended for first-year cohorts, technology-enhanced teaching and the marketing discipline. Further, Hutchings and O’Rourke’s four-part method for describing IBL in action is followed: (1) the enabling factors for the students’ work are described; (2) the process for which they decided on the task is discussed; (3) the method of work is considered, namely ongoing collaboration in a wiki and (4) the outcomes produced are discussed. The chapter reflects on the effects of the IBL task on student learning from both students’ and instructors’ points of view. Material from the students’ work and feedback after completion of the IBL task is used to illustrate the process and inform the interpretive account. The main lessons to be learnt for educators are summarised.

In this contribution, we systematically review the extant global leadership literature to identify important bibliometric and thematic patterns in evidence in this evolving field of scholarship. Conceptualizing the phenomenon to include leaders/managers/supervisors who hold global, expatriate, or international positions, we draw out insights accumulated from a total of 327 published articles in key management and organizational behavior journals listed in Scopus. Our analysis proceeds in two sequential phases. Our bibliometric analysis first identifies the most cited articles, most published first authors, country bases of first authors, and frequently publishing journals in this field. This characterizes both the diversity and innovative nature of scholarship in the field. Our thematic content analysis, generated through Nvivo 11, isolates two dominant overarching themes that represent the wellspring for the body of literature, namely global leader development and global leader effectiveness. These themes of development and effectiveness are further explicated through six distinct lenses namely cultural, cognitive, learning, personality trait, social/relational, and political. These lenses are underpinned by a suite of theoretical perspectives encompassing individual, system, and contextual considerations. In combination, these sets of analyses bring added systematics to the field and serve as a point of departure for future inquiry.

The purpose of this qualitative case study was to explore perceptions of the impact of program participation on parenting styles and behavioral changes using observations and in-depth semi-structured interviews with Black and Coloured staff and mothers at a community-based organization (CBO) in the Western Cape Province (WCP) in South Africa (SA). Purposive sampling was utilized in this research via the CBO and narratives from a total of twenty-three (twelve mothers and eleven staff) interviews form the basis of this manuscript. Data was collected between January – February 2017 and was analyzed through the phenomenological and inductive thematic analysis approach. The staff interviews revealed that child abandonment and neglect and the abuse of women are the two main environmental contextual factors that impact program participation. According to staff, improved self-esteem and positive life changes were identified as successful outcomes of participant involvement. The parent interviews provided examples of emotional issues such as domestic abuse and personal issues with alcohol and drugs as individual factors that impact their program participation. Changes in parenting styles was identified as successful outcomes among parent participants. The goal of this study was to provide much-needed insight into this community by presenting a variety of voices, specifically Black and Coloured men and women, that are underreported in the literature. Findings from this research adds to the knowledge of community-based parenting programs (CBPPs) for low-income and underserved populations in SA and internationally.