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This introductory chapter begins by outlining the background of this book: how the concept of excessive teacher entitlement took shape and was progressively enriched through my collaborative work with Cheryl J. Craig. Our ongoing informal dialogues gave rise to an invisible college where we co-created new meanings to deepen the understanding of professional inertia. We saw professional inertia as a manifestation of excessive teacher/faculty entitlement constantly adrift in a yin and yang relationship with their best-loved self. This insight came from challenging the narrow mainstream view of the notion of excessive entitlement as a purely volitional act of autonomous individuals which leads to blaming and pathologizing teachers/faculty. Instead, a Vygotskian cultural-historical perspective is proposed. This perspective facilitates a more complex historicized view of the phenomenon by directing attention to the historically and culturally mediated nature of excessive teacher/faculty entitlement and the means to alleviate it. The healing touch to excessive teacher/faculty entitlement repeatedly surfaces as humanizing pedagogy. This involves helping teachers/faculty develop empowered entitlement and work towards realizing their dreams, their best-loved self. Finally, this introductory chapter provides a brief overview of the 15 chapters that follow. They explore the notion of excessive teacher/faculty entitlement in diverse sociocultural contexts and examine promising approaches to address this problem from different theoretical and methodological angles. You are invited to join us in this rich journey of inquiry and transformation.

This chapter examines the explosion in International Humanitarian Law between the US Civil War and World War I. The primary foci are the Hague Conventions on land warfare and the Geneva Conventions for the sick and wounded. This body of treaties is the foundation of IHL and the modern laws of war. Most of central issues in the international laws of war emerge in this period.

The purpose of this paper is to evaluate the impact of leadership development programmes, underpinned by Transformational Learning Theory (TLT).

A corpus-informed analysis was conducted using survey data from 690 participants. Data were collected from participants’ responses to the question “please tell us about the impact of your overall experience”, which culminated in a combined corpus of 75,053 words.

Findings identified patterns of language clustered around the following frequently used word types, namely, confidence; influence; self-awareness; insight; and impact.

This in-depth qualitative evaluation of participants’ feedback has provided insight into how TLT can be applied to develop future health-care leaders. The extent to which learning has had a transformational impact at the individual level, in relation to their perceived ability to influence, holds promise for the wider impact of this group in relation to policy, practice and the promotion of clinical excellence in the future. However, the latter can only be ascertained by undertaking further realist evaluation and longitudinal study to understand the mechanisms by which transformational learning occurs and is successfully translated to influence in practice.

Previous research has expounded traditional leadership theories to guide the practice of health-care leadership development. The paper goes some way to demonstrate the impact of using the principles of TLT within health-care leadership development programmes. The approach taken by The Florence Nightingale Foundation has the potential to generate confident leaders who may be instrumental in creating positive changes across various clinical environments.