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Purpose. This work provides information about households where grandparents assume roles as full‐time surrogate parents to their grandchildren. Social policy implications of these relationships and potential social policy changes to help these families are presented. Methodology. A comprehensive review of the literature was conducted to appropriately represent the phenomenon of grandparents raising grandchildren. Information regarding the functioning of both grandparents and grandchildren are addressed. Findings. Grandparents who raise their grandchildren tend to experience elevated levels of stress that negatively impact their social, emotion, and physical well‐being. Children in these families may encounter problems with psychological development, adjustment, and educational functioning. Grandparents who raise their grandchildren significantly influence the development of these children in the social and educational environments. The children also impact their grandparents’ well‐being. The findings underscore the need to consider social policy implications for these families. Originality/Value. This work emphasises the functioning of not only grandparents in these families, but grandchildren as well. Additionally, information is provided regarding the pejorative impact of certain social policies on grandparents’ social‐emotional well‐being and the grandchildren’s behavioural and educational functioning. Social policy propositions are offered to help these families. The information in this article will likely help professionals in governmental, social service, and educational agencies work better with these families.

Business ethics provide a potent source of competitive advantage, placing increasing pressure on organizations to create and maintain an ethical workforce. Nonetheless, ethical breaches continue to permeate corporate life, suggesting that there is something missing from how we conceptualize and institutionalize organizational ethics. The current effort seeks to fill this void in two ways. First, we introduce an extended ethical framework premised on sensemaking in organizations. Within this framework, we suggest that multiple individual, organizational, and societal factors may differentially influence the ethical sensemaking process. Second, we contend that human resource management plays a central role in sustaining workplace ethics and explore the strategies through which human resource personnel can work to foster an ethical culture and spearhead ethics initiatives. Future research directions applicable to scholars in both the ethics and human resources domains are provided.

This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

In this study, the authors integrate the concept of leader support with a process model of innovation including the generation, promotion and implementation of innovative ideas to obtain an in-depth understanding of how leaders may support employees’ innovative efforts. The purpose of this paper is to develop an organizing framework and validate a measure for assessing leader support for innovation.

The authors validated the Leader Support for Innovation Questionnaire (LSIQ) in German and English using samples from Germany (n=1,049) and South Africa (n=129).

Although confirmatory factor analyses supported a three-factor model of the 12-item LSIQ (leader support for idea generation, promotion and implementation), strong intercorrelations between the factors provide only weak evidence for the three-factor structure. Positive correlations with individual and organizational innovation demonstrate adequate construct validity. The LSIQ explains additional variance in innovation beyond that explained by measures of transformational leadership and leader–member exchange.

The findings suggest that linking leader support and innovation more directly to one another matches the complexity of innovation processes. The LSIQ is a theory based and valid tool that enables more rigorous research on the role of leadership in facilitating innovation.

Previous studies using well-established leadership approaches have produced a considerable heterogeneity of findings on the relationship between leadership and innovation. Therefore, the authors introduce an integrative framework for defining and organizing leadership behaviors specifically supporting employees’ innovative efforts and validate a measure of leader support for innovation that may guide both theoretical developments and empirical research on the relationship between leadership and innovation in organizations.

Theories of outstanding, historically notable, leadership have traditionally emphasized charisma. Recent research, however, suggests that charisma may represent only one pathway to outstanding leadership. Outstanding leadership may also emerge from ideological and pragmatic leadership. In this article, we examine the conditions influencing the emergence and performance of charismatic, ideological, and pragmatic leaders. It is argued that different conditions operating at the environmental, organizational, group, and individual levels influence the emergence and performance of each of these three types of leaders. Implications for understanding the origins and impact of charismatic, ideological, and pragmatic leaders are discussed.

Scholars continue to debate whether planning, in fact, contributes to creativity and innovation. In this chapter, we argue that planning is critical to innovation and will contribute to the generation of viable new ideas. Effective planning, however, must be based on an incremental approach involving a viable portfolio of projects. The implications of this model for the management of innovation at the organizational, group, and individual levels are discussed. Potential new directions for research are considered, along with the model's implications for the management of creative ventures.

Recognizing the impact of innovation on organizational performance, scholars from a number of disciplines have sought to identify the conditions that make innovation possible. Although these studies have served to identify a number of key variables, the relationship between these variables and innovation is complex. In this chapter, we argue that the apparent complexity of these relationships may be attributed to cross-level differences in the requirements for innovation and the existence of complex interactions among the phenomena operating at a given level of analysis. The implications of this multi-level perspective for understanding how innovation occurs in organizational settings are discussed.

The purpose of this paper is to present a conceptual model for a PLE prototype, specifically incorporating learning styles for the UK construction industry.

The initial research methodology approach adopted for this paper embraced the distillation of core research material gathered from a detailed literature review. The literature review encompassed the needs and importance of developing a PLE prototype, and used as a context learning styles for the UK construction industry. A qualitative approach was used in this research, as this was considered more suitable for studying social and cultural phenomena. This paper explores the relationship between pedagogy and technology in the context of the design and implementation of a PLE. The implementation framework for the PLE adopted the principles of the “Collaborative System Design” approach as identified by the Advanced Distributed Learning (ADL) Initiative Guidelines.

This paper describes the development phases of the PLE prototype incorporating learning styles. This prototype incorporates a learning style inventory – known as the diagnostic questionnaire which was developed based on the amalgamation of three existing models of learning styles defined from a detailed synthesis of the literature – namely the Kolb's model of learning styles, Honey and Mumford's model of learning styles and the Felder and Solomon's model of learning styles.

This paper is a very useful source in developing a learning style inventory and a PLE prototype incorporating learning styles.

The purpose of this paper is to examine the use, construct, and pervasiveness of learning styles theory. Whilst extant literature has provided educational theorists with a temporal landscape for promoting or critiquing the surfeit of “models” and “diagnostic tools”, there has been little empirical research evidence undertaken on the adoption and adaptation of learning styles in the e-Learning environment, especially in respect of personalised learning environments (PLEs). In this respect, evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of their learners.

The paper provides a critical review of the development of learning styles inventories and instruments of learning styles. It focuses specifically on the reliability, validity, and rubrics behind these models. A positivist stance was adopted, using a structured case study methodology with learners as the main unit of analysis. This was undertaken to statistically explore and confirm the validity and reliability of a Diagnostic Questionnaire (DQ).

A new Diagnostic Learning Styles Questionnaire was developed based upon the amalgamation of three existing models of learning styles (Kolb; Honey and Mumford; and Felder and Silverman). Research findings identified four principal learning styles categories (A, B, C, D). These are supported by Cronbach's α results ranging from 0.57 to 0.80 for the learning styles within the DQ, which provides new insight into these relationships.

This research suggests that improved construct validity can be achieved if relationships are fully understood. However, research findings need to be countered by extending the embedded case study presented in this paper to include other case studies for comparison (within this context). Further research is also needed on examining learner traits in more detail with a wider data set.

The DQ can be used to explore different approaches to use in learning environments. Specifically, it allows training providers to understand the nuances and dependencies associated with learner styles, behaviour, learner effectiveness, and motivation.

This paper uncovers new understanding on the learning process and how this links to pedagogy and learning styles. It presents a mechanism for embedding a DQ into a PLEs.

Creativity is a critical skill across disciplines and contexts, and it is an important trait for humans to survive and thrive, personally and collectively. The fast-paced culture of business innovation has sought to promote and reward creativity as a coveted thinking skill. Creativity in and of itself, however, is a value-neutral construct, because novel and effective ideas may also have negative consequences. This darker aspect of creativity has come to the forefront in many recent cases, particularly in contexts involving digital and networking technologies, where the rapid pace of technological change does not encourage the kind of deliberative thinking necessary for nuanced and ethical business decisions. The authors consider why education is essential for expanding the ethical capacity of creative agency in business, describing the need to bring creativity and ethics together in educational opportunities and cultural values. The authors explore the idea of ‘wise creativity’ and the need to infuse more human-centred learning from the arts and humanities into business fields. Further, the authors suggest better practices for creative business education, such as: infusing real-world ethics learning into business education and professional development; infusing the liberal arts curriculum in business; offering opportunities for arts-based approaches in business learning; and instilling genuine mindfulness training in business education environments. The authors’ focus is on a shift away from a culture that values creativity purely as an instrumental approach for greater profitability, and towards one that values wise and humanizing creativity for good business practices that consider societal and individual wellbeing.