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TED Talks are short videos of experts talking about a variety of topics. This paper outlines six TED Talks that connect with the leadership literature and topics commonly taught with an explanation of how they enhance teaching about a corresponding leadership topic. The researcher shares how introducing TED talks related to leadership can stimulate critical thinking about leadership while keeping the class interesting.

This paper analyzes the ways in which accounting enables operations managers to enter and perform multiple roles in their interplay with organizational groups on the shop floor and in management, and the associated negotiations that operations managers have with “the self.”

Using field-based studies in a mining organization, the study draws on Goffman’s backstage–frontstage metaphor to analyze how operations managers enter and perform several roles with the aid of accounting.

The findings show that accounting legitimizes operations managers when they cross organizational boundaries, as accounting gives them an “entry ticket” that legitimizes their presence with the group. Accounting further allows operations managers to embrace more than one role by “putting on a mask” to become an outsider or insider in relation to a group. In performing their roles, operations managers exhibit varying attributes and knowledge. Accounting can thereby be withheld from, or shared with, organizational groups. The illusion of accounting as deterministic presented frontstage is not necessarily negotiated that way backstage. Rather, alternatives discussed backstage often become silenced in the frontstage performance. The study concludes that operations managers cross boundaries, embrace roles and exert agency as they navigate with accounting, enrolling it into their performance simultaneously as they backstage reflect upon accounting and its role for their everyday work.

This study relies on the frontstage/backstage metaphor to visualize the discrepancies in how accounting is enrolled into role performances and how seemingly categorical fronts do not necessarily share that dominant position backstage.

Leaders often display the all-too-human characteristic of talking only or mostly to people with whom they agree. Yet, to be effective as a leader in many circumstances requires reaching out and engaging in dialogue with those who one may fundamentally disagree and may even view as an enemy. To do so requires a particular conception of leadership, one that values dialogue. Effective dialogue, however, requires both skill and will. This article describes the concepts and strategies of a university program developed to encourage the will to engage in dialogue.

The aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular focus on how they reason about whether the use of these technologies can be understood in terms of reading.

The study is part of the emerging research area Critical Studies of Reading and draws theoretical inspiration from Document Theory, New Literacy Studies and Critical Disability Studies. The article presents a discourse analysis of how 16 university students in Australia who are blind or vision impaired and use audio-based reading technologies describe this use in semi-structured interviews.

The participants relate to a division between ‘real' reading and reading by listening, where the latter is constructed as an exception and is connected to the subject position of being blind or vision impaired. However, resistance is also noticeable, where reading by listening is constructed as something that is normal, and as a right.

The article is a theoretical and empirical contribution to the ongoing discussion on the use of audio-based reading technologies. It presents perspectives from the users of these technologies and argues why a specific understanding of this use is important.

The purpose of this paper is to investigate the influence of driver demographic characteristics on the driving safety involving cell phone usages.

A total of 1,432 crashes and 19,714 baselines were collected for the Strategic Highway Research Program 2 naturalistic driving research. The authors used a case-control approach to estimate the prevalence and the population attributable risk percentage. The mixed logistic regression model is used to evaluate the correlation between different driver demographic characteristics (age, driving experience or their combination) and the crash risk regarding cell phone engagements, as well as the correlation among the likelihood of the cell phone engagement during the driving, multiple driver demographic characteristics (gender, age and driving experience) and environment conditions.

Senior drivers face an extremely high crash risk when distracted by cell phone during driving, but they are not involved in crashes at a large scale. On the contrary, cell phone usages account for a far larger percentage of total crashes for young drivers. Similarly, experienced drivers and experienced-middle-aged drivers seem less likely to be impacted by the cell phone while driving, and cell phone engagements are attributed to a lower percentage of total crashes for them. Furthermore, experienced, senior or male drivers are less likely to engage in cell phone-related secondary tasks while driving.

The results provide support to guide countermeasures and vehicle design.

The purpose of this paper is to demonstrate the usefulness of the “audience exchange” approach for audience development and research, and to highlight the insights offered by peer-to-peer dialogue in understanding experiences of unfamiliar arts.

Using a case study with contemporary arts audiences, and setting this in the wider context of studies with other first-time attenders at a range of arts events, the paper explores the use of the “audience exchange” method, in which facilitated conversations after performance events allow newcomers to reflect upon and deepen their first-time encounters with live arts.

The study demonstrates the way in which conversations about arts events can enrich audience experience, and shows how participants use exploratory and emotional language to articulate their understanding of unfamiliar arts events. Peer-to-peer learning occurs through these conversations, in ways that could be further supported by arts organisations as a valuable tool for audience development. The audience exchange discussions also reveal the varieties of participation from “drifting” to full attention that are all part of audience engagement.

This is a small-scale, qualitative study, and the method has potential to be tested in future studies with a greater variety of participants (e.g. younger or more ethnically diverse groups).

Use of the audience exchange for enriching experiences of first-time attendance could be adopted by arts organisations as a regular part of their audience engagement. Greater understanding of how new audience members draw on prior cultural experiences in finding the language to articulate their first impressions of an unfamiliar arts event could be valuable for targeted marketing and increasing accessibility.

The originality of this study lies in its elaboration of the audience exchange method, and its focus on the language and peer-to-peer learning evident in the facilitated post-performance discussions.

The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building.

A socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task).

Dialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue.

This study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.

Adaptation to the requirements of digital economy is especially difficult for older workers, which is a challenge for today’s organizations due to workforce shrinking and ageing. Therefore, the purpose of this paper is to investigate how it is possible to develop older employees’ potential in technology use in the business environment.

The authors examined how employees at various age perceive barriers during enterprise system (ES) adoption and use. This exploratory study is based on grounded theory and draws from the opinions of 187 Polish ES practitioners.

With age, emphasis on employees’ perception of mandatory ICT implementation projects is shifting from technology to people-related considerations. For older employees, job security and workload appear the most critical issues in such projects. Age-diverse collaboration appears necessary to address the problems posed by technology-related and demographic changes.

The findings imply that incorporating multiple stakeholder perspectives and age-related considerations into research on ICT adoption appears essential.

ICT adoption in the business environment can be successfully supported by age-balanced team building, cooperation between younger and older employees, and age-adjusted change management initiatives.

Supporting older employees during the implementation of mandatory business software should embrace reducing their negative attitudes to ICT-induced change by minimizing their perception of job insecurity.

Unlike many prior studies, the current research places age in the central role and discusses not only how it is possible to support older employees, but also how to leverage their potential in the process of ICT adoption and use in a mandatory setting.

The purpose of this mixed methods sequential explanatory study was to identify the best pedagogical practices of leadership educators by obtaining quantitative data from surveying 836 leadership educators about their instructional and assessment strategy choices and then following up with qualitative interviews of 13 leadership educators recommended as “exemplary” by their peers to explore those results in more depth. In the first, quantitative phase, discussion-based pedagogies, case studies, and group projects/presentations were found to be the most frequently used instructional and assessment strategies. In the qualitative follow up phase, rich data related to specific pedagogical groups and five themes related to participants’ pedagogical choices emerged. The quantitative and qualitative findings from the two phases are integrated and discussed with reference to prior research and implications and recommendations are provided

This study aims to deepen the understanding of how top managers reason about handling the relationships between quality of patient care, economy and professionals’ engagement.

Qualitative design. Individual in-depth interviews with all members of the executive management team at an emergency hospital in Norway were analysed using reflexive thematic method.

The top managers had the intention to balance between quality of patient care, economy and professionals’ engagement. This became increasingly difficult in times of high internal or external pressures. Then top management acted as if economy was the most important focus.

For health-care top managers to lead the pursuit towards increased sustainability in health care, there is a need to balance between quality of patient care, economy and professionals’ engagement. This study shows that this balancing act is not an anomaly top-managers can eradicate. Instead, they need to recognize, accept and deliberately act with that in mind, which can create virtuous development spirals where managers and health-professional communicate and collaborate, benefitting quality of patient care, economy and professionals’ engagement. However, this study builds on a limited number of participants. More research is needed.

Sustainable health care needs to balance quality of patient care and economy while at the same time ensure professionals’ engagement. Even though this is a central leadership task for managers at all levels, there is limited knowledge about how top managers reason about this.