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Young women's leadership is an area frequently overlooked in educational leadership development. This paper aims to bring young women's voices into educational leadership conversations and illustrate an alternative approach to young women's leadership development.

This qualitative action research study was located in an urban girls' high school in New Zealand. The researcher worked in partnership with 12 young women and used a process of co‐construction to design a leadership development programme. The young women then participated in, evaluated and modified the programme before teaching it to another group of students.

Co‐construction was an effective way to develop a relevant and authentic leadership programme that met the needs of the young women, however, the process was extremely complex. The findings indicated that this approach challenged existing views of teaching and learning and was an active process that required significant efforts to balance input and share ownership between the researcher and the young women.

The findings highlighted the importance of including young women in decision‐making processes related to their leadership learning. Future consideration in this area could relate to creating a sustainable leadership culture in schools by engaging this process across year levels.

This paper outlines an alternative approach to leadership development in high schools that could be used in a number of contexts as these findings related to women's youth leadership development have implications on leadership development for women at all levels.

This chapter explores the use of Lesson Study (LS) as a strategy for co-constructing pedagogical knowledge and draws on data from a series of interviews with student teachers. Sixteen student teachers, undertaking a postgraduate teacher training program in higher education in England, engaged in LS as an official assessment of their ability to jointly plan, deliver, and evaluate a lesson. LS is thus seen to promote an intense collaborative working relationship between participating student teachers that engenders fresh opportunities for learning. It is argued, then, that this approach can challenge the prevalent model of individually led professional development by facilitating a space for the co-construction of pedagogical knowledge. LS is also explored for its potential to bridge the theory-practice divide by enabling participant student teachers to generate theory from practice.

This paper describes the curriculum design of an architectural studio course aimed at making concepts of sustainability accessible, understandable and practicable to second-year undergraduate students. Architectural education and design pedagogy is shaped and interrogated in the Global North or Western Europe and North America and influences various pedagogical approaches in the Global South. By including exemplars, voices and practices from global, historical, vernacular and contemporary contexts, understanding of sustainability is enriched.

The approach to course design included decolonising the curriculum and making it relevant for globally diverse future professionals. The studio theme of “memory and history” was framed as responsiveness to context and experiencing the site. Students were required to define place, and articulate form and space with sensitivity towards social, cultural, environmental and ecological aspects. The lectures, exercises and interactive activities emphasised design process, in-progress work, and experimentation through sketching, diagramming, drawing, and making study models which scaffolded student learning under the guidance of tutors.

The findings show that to make the process of learning to design in an environmentally responsive manner explicit for students, approaches to curriculum design must have a global and inclusive curriculum, engage students in experiential learning through doing/making to develop critical thinking skills, encourage students to synthesise and transfer learning to and from other settings and contexts, and interpret knowledge-power relationships and co-construction processes embedded in studio-based teaching and learning.

The original contribution of the course is that it creates an inclusive, experimental and decolonised space for co-construction of knowledge about designing sustainable environments.

This study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.

A content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.

The findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.

A major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.

This study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

This chapter introduces the notion of the ‘Innovation Story’ as a methodological approach to public policy evaluation, which builds in greater opportunity for learning and reflexivity.

The Innovation Story is an adaptation of the case study approach and draws on participatory action research traditions. It is a structured narrative that describes a particular public policy innovation in the personalised contexts in which it is experienced by innovators. Its construction involves a discursive process through which involved actors tell their story, explain it to others, listen to their questions and co-construct knowledge of change together.

The approach was employed to elaborate five case studies of place-based leadership and public service innovation in the United Kingdom, The Netherlands and Mexico. The key findings are that spaces in which civic leaders come together from different ‘realms’ of leadership in a locality (community, business, professional managers and political leaders) can become innovation zones that foster inventive behaviour. Much depends on the quality of civic leadership, and its capacity to foster genuine dialogue and co-responsibility. This involves the evaluation seeking out influential ideas from below the level of strategic management, and documenting leadership activities of those who are skilled at ‘boundary crossing’ – for example, communicating between sectors.

The evaluator can be a key player in this process, as a convenor of safe spaces for actors to come together to discuss and deliberate before returning to practice. Our approach therefore argues for a particular awareness of the political nature of policy evaluation in terms of negotiating these spaces, and the need for politically engaged evaluators who are skilled in facilitating collective learning processes.

The complexity of the integration of non-financial benefits (NFB) in major infrastructure projects (MIP) engenders the formulation of networked knowledge between researchers and practitioners. The authors’ research question is as follows: To what extent does scientific knowledge about the integration of NFB into MIP support engaged scholarship or co-construction of knowledge between researchers and practitioners?

The paper uses a review of literature published in academic journals on the integration of NFB in MIP. Nearly 300 papers are analysed in depth, based on categories (aspects and sub-aspects) inspired from engaged scholarship and paradoxical participation approaches. The culture of collaboration and the notion of boundary objects are the two main aspects of this categorization of journal papers.

First, research on the integration of NFB into MIP is either project-oriented or society-oriented but in a larger proportion for society-oriented. Second, a lot of researches favour an analytic over a holistic approach, despite their openness to dialogue with practitioners through the complexity and conflict.

It contributes to the theorization of the engaged scholarship. It also provides insights about research avenues to be exploited where these aspects were not sufficiently exploited, as it is often the case with sustainability, for a better collaboration between researchers and practitioners. Linking the culture of collaboration, boundary objects and knowledge co-creation in the engaged scholarship setting encourages a better understanding of the needs (problem to be resolved) of practitioners, by themselves and the researchers.

The systematic review was conducted in parallel with the organization of two workshops with participants concerned by the integration of NFB into MIP. The paper identified four clusters from their level of compatibility with engaged scholarship.

The purpose of this paper is to argue for the reflective use of visual techniques in qualitative inter-viewing and suggests using visuals not only as projective techniques to elicit answers, but also as facilitation techniques throughout the interview process.

By reflecting on their own research projects in organization and management studies, the authors develop a practical approach to visual interviewing – making use of both projective and facilitation techniques. The paper concludes by discussing the limitations of visualization techniques, and suggesting directions for future research on visually enhanced interviewing.

The integration of projective and facilitation techniques enables the interviewer to build rapport with the respondent(s), and to elicit deeper answers by providing cognitive stimulation. In the course of the interview, such an integrative approach brings along further advantages, most notably focusing attention, maintaining interaction, and fostering the co-construction of knowledge between the interviewer and the interviewee(s).

This paper is reflective of what is currently occurring in the field of qualitative interviewing, and presents a practical approach for the integration of visual projection and facilitation in qualitative interviews.

The aim of this paper is to explore the notion of organizational learning as a way of collective knowledge construction to achieve long‐term competitive advantage. It proposes a theoretical framework based on action systems and process leadership perspective, integrating five key themes: systems, interaction and relationship, teambuilding, change, and renewal.

Literature review was adopted to determine the main streams of theoretical contribution on organizational learning and knowledge acquisition. Five distinct yet interrelated themes have been identified as contributing to the theoretical framework proposed.

It has been found that leaders play a crucial role in facilitating systems dynamics, influencing the rate and degree at which organizational members learn. Two such intervening factors as dialogue and reflection have been found to be the leitmotif of learning and knowledge co‐construction in the workplace.

The paper provides a number of pointers for further theoretical development, motivating both exploratory and explanatory empirical research in organizational learning and knowledge sharing. Of importance is the linking mechanism between different levels of learning and people involved in the learning.

A list of strategies has been suggested to help leaders manage and develop organizational learning. These views have arisen according to theoretical insights drawn from the literature review and the author's practical experience.

The paper offers both researchers and practitioners a useful perspective on the various aspects of organizational learning and knowledge building. Of practical value is the paper's attempt at making simple the complex process of learning and knowledge generation in ever‐changing organizational contexts.

This research investigated whether structuring an inquiry-oriented professional learning network to include school-based co-teaching partners would amplify educators' success in taking up and adapting evidence-based understandings and practices as meaningful in their contexts. Our research questions were: (1) What conditions did educators identify in the PLN overall that supported their co-construction of knowledge and practice development together? and (2) How did including co-teaching partners in the PLN help participants to mobilize knowledge and/or practices in the contexts where they were working?

A qualitative case study design was used because of its potential to examine how and why questions about complex processes as situated in context (Butler, 2011; Yin, 2014). A case study methodology allowed us to collect and coordinate multiple forms of evidence (i.e. interviews, teacher reflective writing, classroom artifacts, field notes) to examine both how conditions created within the PLN supported learning and how co-teaching partners were mobilizing what they were learning in their school contexts. Interviews were transcribed verbatim and data was analyzed abductively through an iterative and recursive process (Braun et al., 2018).

Conditions within the PLN overall that participants identified as supportive to their knowledge mobilization and practice development included: having a shared focus, feeling accountability to the group, collaborative enactment of practices within the PLN, large group sharing and debriefing, sustained cycles of collaborative inquiry, affective support, valuing diversity and drawing from expert others as resources. Participants also identified the benefits that accrued specifically from working with co-teaching partners. In addition, findings showed how the degree to which partners engaged in rich forms of collaborative inquiry could be related to their learning and situated practice development.

Findings show the generative potential of inviting co-teaching partners into a PLN to engage in collaborative inquiry with others. PLNs offer the benefit of engaging with educators from outside of one's practice context, which enables pushing their thinking in new directions. Our findings add to the literature by revealing how in situ knowledge mobilization can be amplified when educators participating within a PLN are also working through cycles of inquiry with a co-teaching partner. Overall, this study offers a PLN model where teachers have built-in support for knowledge co-creation and mobilization both within and outside of their school contexts.

The purpose of this paper is to provide new and deeper insight into how creative knowledge processes are facilitated in multidisciplinary groups working with innovation in knowledge-intensive organizations.

Data were collected through an ethnographic fieldwork following two groups in a Norwegian oil and gas company and one group in a Norwegian research institute working with innovation. The analysis is inductive and conducted within a qualitative framework seeking to go deeper into the complexity of the facilitation of creative knowledge processes. The analytical framework is sociocultural and underscores how new knowledge and ideas are facilitated in the tension between different voices.

Analyses show how the leaders of the groups facilitated imaginative and creative processes through open dialog by giving room for diverse disciplinary knowledge and stimulating different roles in the groups. The diverse experiences of the occupational disciplines in addition to four complementary roles that ensured group dynamics, stimulated polyphony and creative tension in the groups. This creative tension enhanced the groups’ imagination, which again enabled innovative idea development.

This contribution is limited by looking at three groups in two organizations. On the premise that model generalization depends on extensive empirical data, the current paper should be considered as preliminary/exploratory research that aims at investigating how creative knowledge processes leading to innovative ideas are facilitated in knowledge-intensive organizations.

The paper offers a practical contribution in how leaders can facilitate such creative processes leading to innovative ideas. The paper is a contribution to leadership as a relational and dialogical practice.

The way the creative knowledge processes are orchestrated is visualized in a phase model. The paper contributes to new conceptualizations and thus theory development of leadership by offering polyphonic orchestration as a concept and a way of understanding facilitation from a sociocultural perspective.