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The purpose of this study is to fill a gap in the literature by examining the import and impact of the generative leadership philosophy and praxis of Ambassador Aurelia Erskine Brazeal, an African American Female Foreign Service Officer.

This single subject case study, augmented by portraiture, employs an interdisciplinary methodological design also using polyvocal narrative, oral history and arts-based research.

The research revealed that a prosocial disposition, compassion, strategic vision, clarity of purpose, commitment to fair play, focus on balance, hearing everyone out and the practice of leadership as a potentiating art are the hallmarks of a generative leadership praxis.

The research posits that to be effective in the 21st century, leaders would do well to incorporate generative leadership qualities and characteristics into their praxis.

This study found that listening, co-creating connections and safe spaces, promoting dialog, critical reflection and collective action are as important to diplomatic tradecraft as they are to generative leadership practice.

The challenge of epistemic exclusion suggests that a well-conceived case study examining the life, leadership philosophy and praxis of Aurelia Erskine Brazeal – an individual of merit and distinction – can serve as an exemplar in efforts to reimagine public leadership in the 21st century.

The value of this research is found in its phenomenological approach which shares insights drawn from personal biography as well as key perspectives on public history.

Many entrepreneurs are enthralled with their company's technologies, products and potential markets. Invariably these emerging ventures present bedazzling business plans with industry-wise vernacular, detailed market research, and sophisticated financial spreadsheets. They often flaunt their “optimized business models.” Investors, however, typically want to know when and how the sales will start meeting the Plan. “Whereʼs the purchase order?” is the refrain. In this article, our “Practitionerʼs Corner” associate editor Joe Levangie collaborates with a long-time colleague, Deaver Brown, to address how businesses should “make sales happen.” Levangie warns that Brownʼs elitist education (Choate, Harvard College, Harvard Business School) should not be interpreted as a lack of “street smarts”; Brownʼs more entrepreneurially friendly credentials include winning Golden Gloves boxing medals and selling Fuller Brush products door-to-door! To ascertain how the entrepreneur can wrest an order from a prospective customer, read on.

Digital transformation (DT) harnessing the potential of emerging technology creates opportunities and challenges for organizations worldwide. Senior executives view DT as a key initiative for future competitiveness, a view shared by academic researchers. What may challenge the organization is that the vision may be present while preparedness may be lacking. Organizational preparedness depends on managers and employees charged with implementing DT and their perceptions on preparedness are often not aligned with senior executives.

In this research, the authors explore the perceptions of managers and employees on DT preparedness in an organization by gathering data from 579 participants. This study uses an innovative approach to qualitative data analysis using interactive topic modeling.

Findings in this qualitative study provide valuable insights on the perceptions of these individuals and helps understand (a) how they view DT preparedness and (b) may behave in this context. In general DT is well understood, however managers are not keen to change work processes to take advantage of the new digital tools and there appears that generational gap is a barrier to successful DT.

Senior executives play a central role communicating the DT vision necessary to inspire managers and employees. As organizations continue to invest large sums of money to explore value creation for customers and stakeholders by leveraging digital technologies, the information systems (IS) discipline can take the lead by asking the question, what can be done to improve the understanding of DT implementation in an organization?

How does the human brain absorb information and turn it into skills of its own in psychotherapy? In an attempt to answer this question, the authors will review the intricacies of processing channels in psychotherapy and propose the term transprocessing (as in transduction and processing combined) for the underlying mechanisms. Through transprocessing the brain processes multimodal memories and creates reparative solutions in the course of psychotherapy. Transprocessing is proposed as a stage-sequenced mechanism of deconstruction of engrained patterns of response. Through psychotherapy, emotional-cognitive reintegration and its consolidation is accomplished. This process is mediated by cellular and neural plasticity changes.

This paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of becoming enterprising and entrepreneurial. It is argued that developing a capacity for prudence among graduates involves past, present and conjecture forms of knowledge that the authors find in the interplay between individuation and social awareness.

Building on Palmer's idea of wholeness, the authors discuss six poles of paradoxes in entrepreneurial education and in conjunction establish a philosophical argument for the idea of stimulating the development of prudence as fundamentally important to contemporary notions of entrepreneurial education.

The paper presents a model to develop a schema that moves students towards becoming prudent entrepreneurial selves. The model rests on two interrelated developmental processes – individuation and social awareness – conditional for developing the three forms of knowledge (past, present and conjecture) that makes up prudence where developing prudence is a means to handle or cope with the unknown.

This paper argues that for enterprise and entrepreneurship education to realize their potential contributions, both the relationships between each field and the overarching purpose that ties the fields together need to be rethought, and the poles of paradoxes need to be connected to further develop both fields and creating wholeness for the emerging scholarly discipline.

To educate towards the prudent entrepreneurial self means educating towards an unknown end where student development aims to meet both the objectives of individual development and the growth in social awareness required to handle the changing nature of contemporary society.

This study philosophically conceives a united enterprise and entrepreneurship education landscape in which deeper student learning makes possible the notion of the prudent entrepreneurial self.

This paper addresses the challenges associated with defining and conceptualizing leadership amidst the plethora of theoretical constructs and definitions of leadership and proposes a model for developing transcendent servant-leaders. Based on a review of the literature, three categorical levels of leadership are outlined and discussed that describe the motives that drive leaders, their means of influence, and the outcomes they strive to achieve at each level. These levels include everyday leadership, effective organizational leadership, and transcendent servant leadership. Having delineated these leadership levels, a holistic model for leadership development and education that facilitates the transcendence of effective organizational leaders and ensures their sustaining power of influence is outlined and described.

Using a prosopographical methodology this study examines common leadership influences that might have existed among Genghis Khan, George Washington, and Nelson Mandela. Shoup (2005) suggests that the following seven influences have contributed to nurturing the leadership of 12 renowned individuals: involved parents, happy childhood, formal, informal education, prodigious patrons, critics and adversaries, apprenticeship/sequences of success, and favorable fate. This analysis suggests that the seven influences in his model had an affect the lives of the three individuals in this study, making them competent or exemplary leaders. The study additionally proposes three application stages that educators can utilize to instill leadership values and abilities in young minds.

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

This paper analyzes two external costs often associated with port development, cost to fisheries from marine dredge disposal and damages from air pollution, using estimates of development and operation for a proposed (but since cancelled) container port as a case study. For dredge disposal, a bio-economic model was used to assess short- and long-term and indirect (joodweb) damages to fisheries from marine disposal of clean sediments. In the case of air pollution, estimates of annual activity levels and emission coefficients are used to estimate incremental annual emissions of three key pollutants (NOx, HC and CO) for trucks, trains, yard vehicles, and vessels. These estimates allow for phasing in of strict new air pollution regulations. For both external costs, sensitivity analyses are used to reflect uncertainty. Estimates of shadow values in year 2002 dollars amount from $0.094 per cubic yard to $0.169 per cubic yard of clean dredged material for the selected disposal site and from $0.0584 per mile (jor current control standards) to $ 0. 0023 per mile (after phasing in of new regulations) for air pollution from heavy trucks.