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The European Union (EU, formerly the European Community) celebrated, in November 1993, the ratification of the Maastrict Treaty pushing European union another step closer to realization. In the face of growing external forces (the disequilibrium caused by the disintegration of Eastern Europe and the former Soviet Union, the war in Bosnia and global economic recession) that affect the planned progress and strategy the European Union (EU) leaders pursue, the authors of this article use a strategic management framework to analyze the EU. To our knowledge, this has not been attempted before. There is a growing volume of literature on the adaptation of the strategic management model to public sector institutions (Rainey, Backoff & Levine, 1976; Eadie & Steinbacher, 1985; Bryson & Williams, 1983; Nutt & Backoff, 1993). Public enterprises sometimes pursue objectives different from those of private — and third‐sector (non‐profit) enterprises (Jauch & Glueck, 1988). Public managers must be able to deal with more complex internal and external environments than private — and third sector managers. Despite these and other difficulties, a strategic analysis provides clues for effective strategic management in the public sector (Eadie & Steinbacher, 1985; Ring & Perry, 1985; Nutt & Backoff, 1993). A strategic management model is used here to provide a framework of analysis and direction on which critical areas of concern need to be addressed for the EU to continue with their creation of a community wholly open to the free and unimpeded circulation of people, services, capital and goods (Wechsler; Hahn, 1991).

The traditional role of business as essentially fulfilling a limited economic role has its articulate proponents (Milton Friedman, 1962; Theodore Levitt, 1958; Frederick Hayek, 1944). Friedman and others who see business as having a very central but limited role in society contend that the business of business is business — not social issues or politics.

The purpose of this study is to narratively explore the influence of leader narcissism on leader/follower social exchange. Moreover, while researchers acknowledge that narcissistic personality is a dimensional construct, the preponderance of extant literature approaches the concept of narcissistic leadership categorically by focusing on the reactive or constructive narcissistic extremes. This bimodal emphasis ignores self-deceptive forms of narcissistic leadership, where vision orientation and communication could differ from leaders with more reactive or constructive narcissistic personalities.

The authors argue that they encountered a compelling example of a communal, self-deceiving narcissist during archival research of Robert Owen’s collective experiment at New Harmony, Indiana. To explore Owen’s narcissistic leadership, they utilize an analytically structured history approach to interpret his leadership, as he conveyed his vision of social reform in America.

Approaching data from a ‘history to theory’ perspective and via a communicative lens, the authors use insights from their abductive analysis to advance a cross-paradigm, communication-centered process model of narcissistic leadership that accounts for the full dimensional nature of leader narcissism and the relational aspects of narcissistic leadership.

Scholars maintaining a positivist stance might consider this method a limitation, as historical case-based research places greater emphasis on reflexivity than replication. However, from a constructionist perspective, a focus on generalization might be considered inappropriate or premature, potentially hampering the revelation of insights.

Through a multi-paradigmatic analysis of the historical case of Robert Owen and his visionary communal experiment at New Harmony, the authors contribute to the extant literature by elaborating a comprehensive, dimensional and relational process framework of narcissistic leadership. In doing so, the authors have heeded calls to better delineate leader narcissism, embrace process and relational aspects of leadership and consider leader communication as constitutive of leadership.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

The purpose of this paper is to investigate the importance of change leadership (informing, communicating, involving and supporting) and change management (reasons and competencies for change) for organisational change processes and their outcomes across public and private organisations. The study includes three specific change situations: first, layoffs; second, mergers; and third, closures, relocations and outsourcing, focusing on how change leadership and change management relate to employees’ experience of the change processes and their outcomes across these change situations.

The study is based on panel data forming a representative sample of the Danish working population. A total of 2,120 responses were collected, 1,000 from public organisations and 1,120 from private organisations. Structural equation modelling was used to test the hypotheses.

The study findings show that both change leadership and change management predict positive change experiences and change consequences – and that they do so similarly across public and private sectors. Despite this similarity, the study reveals important sectorial differences, with public sector employees reporting less positive change experiences and consequences.

The paper provides valuable knowledge for researchers and public and private leaders interested in the impact of change leadership and change management on change outcomes.

This longitudinally informed ethnographic work explores the interlocking socioeconomic and cultural roles, changes as well as effects of home-brewed alcoholic beverages in Maragoli society of western Kenya. The informants’ emic perspectives enhance existing knowledge and understanding of the commodification of home-brewing of alcohol. The participants’ experientially anchored views provide refined insights into how home-brews are influenced by the disintegration of livelihoods and women brewers’ need to earn money independently from men’s income to meet their financial needs. This work also documents alcohol-related maladaptive aspects including men’s misappropriation of funds, malnutrition, domestic violence, sexual promiscuity, rape, prostitution, and disposal of agricultural inputs and produce to obtain money to buy brews.

This study used a combination of qualitative and quantitative research methods to enhance data quality, validity, reliability, and deep learning of the dynamics and ramifications of home-brewing of alcoholic products.

This study’s empirical results show Maragoli brewers’ ingenuity in their risk-aversive efforts to: (1) optimize positive benefits and (2) reduce the unintended maladaptive consequences of home-brews.

This work demonstrates that brewers are not passive victims of their productive resource constraints. They exercise ingenuity in producing and selling alcoholic beverages to earn a living even though this venture generates unintended harmful outcomes. This calls for interventions by governmental arms, nongovernmental organizations, and community-based support networks to empower brewers and their clientele to venture into alternative enterprises and consumption of less harmful refreshments. Safety-nets should also be in place to minimize vulnerability and social fragmentation attributable to home-brewed alcohol.

The purpose of this paper is to clarify the concept of self as applied to leadership and propose an understanding of how a leader should form conceptions of self, and use these in his or her own development.

Based on self‐, personality‐ and developmental psychology, the paper examines a variety of theoretical foundations, and ties these into the context of leadership and self‐development.

The paper concludes that the self is core, consciousness, and action. The particular characteristics and qualities of the self determine the leader's comprehension of him or herself as a human entity, and is a leader's gateway to self‐confidence and self‐esteem. Leaders therefore need to cultivate an understanding of self by engaging in formative processes which are related to their ability to learn from defining situations, thus raising awareness of points of convergence in a leader's career.

The paper is limited to a conceptual discussion, and further research is needed to verify the proposed hypothesis. Future research should concentrate on empirical work.

The practical outcome is concrete advice, that leaders must engage in processes where their own willpower, beliefs, assumptions, values, principles, needs, relational patterns and social strategies are subject to feedback and testing if their aim is to develop themselves. Self‐development is not the training of skills, nor solely dependent on cognitive strategies.

Most leaders face pressure to develop themselves. The recommendations herein clarify what is a self concept applicable for leaders, and assist in identifying domains, processes and schemata applicable for leadership self‐development.

The purpose of this study is to explore Swedish police education teachers’ informal workplace learning and its perceived value for their professional development. Two categories of teachers, police teachers and university teachers, with different professional knowledge and experience, work together at the police education unit.

The method used was in-depth interviews with teachers working at a Swedish police education unit.

Informal workplace learning was perceived by both teacher groups to be of great value for gaining knowledge about the local practice and for their professional development. Their learning emerged in discussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, the teachers’ informal workplace learning was socially and practice-oriented and learning emerged in a collaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in the teachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the local practice to become a professional teacher in this kind of education. Fourthly, an educational structure where academic knowledge and experience can be integrated with police knowledge and experience constitutes an important basis for teachers’ professional development in police education and training.

The study’s focus on police education and the professional development of teachers in this specific practice contributes to increased knowledge of the social, practice-oriented and embodied nature of informal workplace learning.