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During the latter-half of the twentieth century, researchers argued that the notion of universities being communities of scholars that were governed by scholars had been replaced by a mass-market higher education system. The new system is shaped by competition for students, a need to be budget conscious and, ultimately, a requirement for university leaders to be able to approach their work with a certain level of business acumen. This chapter examines what these pressures mean for those working at the middle level of university leadership, when they are increasingly appointed on managerial expertise but make decisions about academics and their work. Using Bourdieu's notions of fields to dissect these relationships, the chapter uses semi-structured interviews with faculty deans to examine how their work is guided by managerialist targets but impacts on their relationships with academics. The chapter highlights that, while the sector has acknowledged that successful leaders do not always need research profiles in the modern university, this often has a negative impact on leaders' relationships with academics.

Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop students’ intercultural competence. The MA in global leadership at Royal Roads University, Canada, created an international partnership in Ecuador that serves to go beyond the traditional student study abroad or service learning focus and instead focuses on developing competencies of global mindedness and strategic relationships. In this chapter, we present an analysis of how an international student group engaged in building dynamic partnerships within a Global South country to create change for sustainable development initiatives of mutual concern. Through a case example, we describe how these partnerships evolved and adapted in ways that enhanced the learning needs of the students while simultaneously supporting the development of new educational opportunities for Ecuadorians. To illustrate, this chapter delineates the activities that members of the program undertook to connect and develop a mutuality of relationship across diverse stakeholders in Ecuador. The authors analyze this network-building process from the perspective of cultural context, building trust and influence, and responding to social development needs of host communities.

For centuries, death has proved itself a well-spring of inspiration for artists and musicians. In particular, an artist's own experiences with death and bereavement often overflow into their creative process, giving birth to artworks which channel grief and embodied experience. Morning Heroes by the British composer Sir Arthur Bliss (1891–1975) is a paradigm of such praxis.

Morning Heroes (1930) was written in memory of Bliss's brother, Kennard, who was killed in action during the First World War. Using an anthology of texts, the work aims to enshrine a universal experience of war for both soldier and civilian and maintains its connection with the British War Requiem through its use of musico-funerary rhetoric. Bliss, who converted to Catholicism during the war, wrote several times in his later life about the spiritual nature of music, specifically its ability to heal and bring peace. It is significant, therefore, that Morning Heroes was to act as a catharsis for Bliss, sublimating his recurring nightmares of the war.

Adopting Douglas Davies' (2017) ‘words against death’ idea, this chapter considers Sir Arthur Bliss's Morning Heroes as ‘music against death’ through an examination of Bliss's use of text and music to craft a requiem in sound. It explores Bliss's use of death rhetoric and embodied experience to create a vehicle for grief and situates this process within the context of his own spiritual philosophies.

In this chapter, we will examine the tensions of contemporary higher education. Theoretically informed by the relational approach, our argument makes three major moves. First, we examine the intersection of competing normative purposes for higher education, while simultaneously balancing the compliance and regulated nature of university programs for the professions. Second, through the specific example of educational leadership programs in Australia, we then explore how these tensions play out in practice. This has implications for the leadership, instructional choices, student experience, and relations with school systems of both faculty and universities. In our final move, we go beyond orthodox analytical dualism to offer a generative contribution for navigating the problems and possibilities of educational leadership under neoliberal conditions. By illuminating the underlying generative assumptions under contested conditions, we demonstrate how ideas of educational leadership are both constitutive of and emergent from our image of organizing. In doing so, we not only describe what is taking place but offer how things can be different.

Psychological contracts represent unofficial or informal expectations that an individual holds, most commonly applied to an employer–employee relationship. Understanding psychological contracts helps explain the consequences of unmet expectations, including increased budgetary slack and reduced audit quality. This chapter reviews and synthesizes accounting behavioral research that discusses psychological contracts and that was published in academic and practitioner journals in the areas of financial accounting, management accounting, auditing, taxes, non-profit organizations, accounting education, and the accounting profession itself. Despite the prevalence of psychological contracts in the workplace and the applicability to behavioral research, accounting literature remains limited regarding applications of psychological contracts. This chapter aggregates research across all areas of accounting to provide suggestions for use of psychological contracts in future research and thus create a connected research stream.

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.

Recent research has challenged traditional views of the 1920s-era Ku Klux Klan in the United States. Case studies have shown that the movement appealed to a broad middle-class constituency and advocated a range of popular reforms. These findings have stimulated a provocative debate over whether the movement represented a mainstream “civic populism” or a more racist reaction to change. Here, I review the recent debate and show how the new data are consistent with current sociological models of collective action. Comparing studies of Klan mobilization in several cities, I argue that the movement was both populist and racist, combining processes of contemporary urban racial and class formation. From this perspective, I suggest, the 1920s Klan highlights a critical moment in the development of racial and class identities in 20th century urban America.

In the 1990s, European social democrats coalesced around a set of principles often referred to as the third way – characterised by prudent economic governance, a slimmer public sector, ‘productive’ welfare services and attraction to inward investment. Third way proponents perceived fairness as supporting opportunity rather than redistributing welfare. On the way to the late 2000s, their sense of direction was lost. The final phase, one might argue, ended with the 2008–2009 financial crisis. Henceforth, the challenge for the Left concerned how to define a social democracy with less revenue and limited scope for expanding public services, while reaching out to the so-called left-behinds through better jobs and a renewed sense of common purpose.

Jeremy Corbyn and Emmanuel Macron represent two distinctly different attempts at forging a new way forward from the impasse. During Corbyn's tenure as a leader (2015–2020), Labour carved out space by moving leftwards on key economic policies while proffering communitarianism as the antidote to globalised capitalism. Across the English Channel, Macron's new party, La République En Marche, sought to generate a new form of politics that had clear similarities with the centrism of third way social democracy, supplemented by an emphasis on social dialogue and enhanced European integration as a strategy for harnessing globalisation.

Corbynism and Macronism represent two distinct attempts at centre-left renewal, both personalised yet evolving on the back of mass movements. This chapter summarises the trajectory of both in terms of ideological content and organisational change and asks what lessons they convey about the future of social democracy in the twenty-first century.