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This secondary source case is based mainly on legislative documents (that tracked the initiation and progress of the Parental Rights in Education bill that later became an Act), corporate documents (published by The Walt Disney Company) and news articles from publications such as The New York Times and Bloomberg. All sources are cited in the case narrative and as end notes.

In April 2022, The Walt Disney Company and its CEO, Robert Chapek, were at the center of a controversy over the company’s opposition to the State of Florida’s Parental Rights in Education bill. The bill, dubbed “Don’t Say Gay” by its critics, prohibited instruction on sexual identity and gender orientation in the state’s elementary schools. The controversy stemmed from Disney’s initial non-reaction to the bill and its later strident opposition and call for its repeal. Chapek was pressured by negative media publicity and employee disgruntlement on the one hand and adverse economic consequences for opposing the bill by the state’s Governor, Ron DeSantis. Chapek and the Board had to respond to the political threats to Disney’s economic well-being while appeasing its employees and other stakeholders who wanted the company to be a corporate champion in diversity, equity and inclusion.

The case is best suited for advanced undergraduate or graduate leadership, strategic management and marketing courses. From a leadership and strategic management perspective, the case is well-suited for demonstrating the evolving expectations of leaders and corporate social responsibility, as well as the concepts of issue framing and nonmarket management. Instructors may also leverage the case in marketing courses (e.g. brand management), as CEO activism (i.e. messaging and practice) is one characteristic of brand activism (Animation Guild, 2022).

Homelessness has many causes and also is stigmatized in the United States, leading to much misunderstanding of its causes and what policy solutions may ameliorate the problem. The problem is of course getting worse and impacting many communities far removed from the West Coast cities the authors examine in this study. This analysis examines the socioeconomic variables influencing homelessness on the West Coast in recent years. The authors utilize a panel fixed effects model that explicitly includes measures of healthcare access and availability to account for the additional health risks faced by individuals who lack shelter. The authors estimate a spatial error model (SEM) in order to better understand the impacts that systemic shocks, such as the COVID-19 pandemic, have on a variety of factors that directly influence productivity and other measures of welfare such as income inequality, housing supply, healthcare investment, and homelessness.

This paper aims to make sense of the social enterprise in a frame of social procurement and conceptualise it as a provider of public welfare based on bibliometric material. Comprehensively, it contributes to developments in social procurement, which has received limited attention.

Scoping literature from Web of Science and using bibliometric methods, the paper identifies and qualitatively explores the literary intersections between social enterprise and social procurement.

Of the 183 articles, four literary clusters are revealed illustrating scholarly intersections and a detailed exploration of social enterprise as a public provider. The alignment and themes of the clusters further indicate the application of, and role played by, social enterprise in social procurement. Collectively, they reveal the dominance of social enterprise in this dyadic relationship and a minor undertaking of research in social procurement.

This “sense-making” groundwork forms a foundational step in developing our understanding of procurements through social enterprises. Furthermore, a positioning and conceptualisation of social enterprise accredits their utility and applicability in delivering public benefits. In this way, the paper informs and supports scholarly and practice-based interest into social enterprises for the delivery of public services.

The paper presents the first bibliometric conceptualisation of social enterprise in relation to social procurement and offers detailed insights through the bibliometric clusters. Furthermore, the paper contributes to the underdeveloped social dimension of procurement and bridges the gap between two distinct fields of scholarship: public management and administration and social entrepreneurship.

This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term implications contribute to leadership formation. The objective of this study was to gain insights into how leadership is constructed in young adults and how it is manifested in their preferred leadership identity.

This research was approached from a constructivist perspective, utilizing discourse analysis. The authors conducted a study involving 24 written essays by young individuals with a business background, in which they shared their early leadership experiences. Drawing upon a modified life story interview structure, the authors meticulously analyzed the content.

The authors identified eight discourses clustered into two groups according to the types of leadership orientation: toward oneself and toward others. The discourses in the toward oneself group consist of leadership as taking responsibility, leadership as courage, manifesting personal strengths and as a role/status. The toward others group includes discourses approaching leadership as balancing directivity, coordinating and organizing work, personalized approach and as performance management.

The major methodological limitations stem from the qualitative design per se. The findings based on qualitative data have limits in generalizing.

The authors' findings have practical implications for educators. The authors propose the utilization of critical self-reflection on early leadership experiences and self-narration as effective tools in nurturing and developing young leaders.

This paper underscores the importance of educating young leaders, as they can create a positive impact on their subordinates and society as a whole. By providing them with leadership skills, the authors initiate a chain reaction of influence that extends through different levels of leadership, leading to significant social change.

The authors' originality and contribution to the literature on leadership development lies in showcasing the diversity of perspectives on leadership among participants sharing a similar background and developmental stage. This holds valuable implications for educators working with this cohort.

This chapter explores middle leadership identity through the real-world accounts of how two middle leaders construct and develop their leadership identity and how this impacts the way their middle leadership is practiced. Leadership identity, an internal narrative of oneself as a leader which is practised professionally in context, represents a concept that is best understood as being unique to an individual, enduring over time, and a consequence of human experiences. Middle leadership is often the first promotion for teachers from teacher to leader and, as such, how middle leaders perceive themselves as a leader and how this formative process of leadership identity underpins middle leaders’ practices can make a significant impact on a leader’s decision making, professional relationships, behaviours, and actions. This chapter is co-authored by two researchers and two middle leaders with the intention of understanding middle leader identity development and its influence on middle leadership practices. Using interviews, middle leaders’ stories of identity were co-composed and re-storied to construct each middle leader’s narrative. This chapter concludes with a discussion on the influences of identity for middle leaders and considerations for leadership development.

The very essence of internationalisation, which depends heavily on academic mobility and cross-border interactions, has been adversely affected due to the COVID-19 pandemic and has been associated with a significant decline in student and staff mobility in South Africa and around the world. Nonetheless, it has also catalysed innovation and inspired new approaches to teaching and learning that have the potential to transform the future of higher education. In the aftermath of the COVID-19 pandemic, higher education institutions are grappling with a fundamental question that goes beyond the practicalities of internationalisation: How can we re-envision the concept of internationalisation to meet the challenges of the new normal? This question calls for a deeper reflection on the nature of internationalisation itself. How can we ensure that cross-border interactions and exchanges continue to foster a sense of global community and intercultural understanding, even in a world that is physically distanced? This chapter seeks to explore the profound implications of the pandemic on the internationalisation of higher education (IHE) in South Africa. It aims to critically examine the present challenges to internationalisation and the strategies that have been developed to address them in the context of the post-pandemic world. The chapter employs a critical reflection approach through the use of qualitative research, systematic literature review, and document analysis. By utilising these methodologies, it seeks to delve deeper into the implications of the pandemic on the IHE in South Africa.

The purpose of this paper is to conceptualize the notion of thin crossing points from a social network perspective and to outline the concrete networking strategies that enable salespeople to foster mutually valuable resource exchange (i.e. to thin crossing points) across a selling ecosystem.

The authors integrate extant theoretical perspectives to advance a conceptual framework of sales-related networking across three key actors in a selling ecosystem: intraorganizational selling actors and actors in customers and external partner organizations.

Thin crossing points are defined as figurative transaction points at the boundary between organizations or organizational subunits at which actors engage in mutually valuable resource exchange in the process of value cocreation. To thin crossing points with key ecosystem actors, salespeople must adapt networking strategies considering the time and trust constraints inherent in a network relationship. Such constraints inform the most advantageous network centralities (degree, eigenvector and betweenness) and actions to impact key network properties (tie strength, contact diversity) that enable salespeople to efficiently develop social capital and thus to optimally thin crossing points across a selling ecosystem.

To the best of the authors’ knowledge, this study is the first social network-based exploration of salespeople’s role in thinning crossing points with key ecosystem actors. It advances a novel conceptual framework of sales-related networking strategies that foster social capital development and optimally thin crossing points across a selling ecosystem.

The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.

The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.

The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.

We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.

Healthcare workers’ (HCWs’) job-related high exposure to Covid-19 virus arouses fear of Covid-19 among them. Based on the Theory of Mind (ToM), the study predicts that fears will lead to negative psychological (psychological distress) and behavioral (withdrawal intentions) outcomes. ToM is also used to identify social intelligence as a means to counter fear of Covid-19 on heightened psychological distress and increased withdrawal intentions.

To investigate the study design, a sample of 262 HCWs, including doctors, nurses and technicians, were surveyed using standardized questionnaires.

As predicted, Covid-19 fear led to increased withdrawal intentions with heightened psychological distress partially mediating the relationship. The alleviating role of social intelligence on the effects of Covid-19 was supported as high social intelligence reduced HCWs’ turnover intentions, with decreased psychological distress partially mediating the relationship.

Given the universality of the Theory of Mind (ToM), the findings of this study are likely to be generalizable to all pandemics. The study results support the increased application of ToM in organizational settings and have both theoretical and practical implications for health administrators. Based on study results, health administrators are exhorted to develop ToM-based mental models to understand and deal with the fear of contagious diseases. Health administrators can also increase HCWs’ social intelligence to deal with the negative perceptual and behavioral outcomes arising from the emotions aroused by the nature of their work.