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To analyze the particular influence of leadership styles on voluntary collaboration between members of project groups.

Uses a field‐study approach to gather data of 24 project groups in an academic learning context. Takes measures of different leadership styles, affective variables (mood, group atmosphere), and pro‐social work behavior.

Supports theoretical assumptions about mediating influences of mood and group atmosphere. Shows that leaders of project groups may enhance cooperative support by considering the emotional impact of their behavior.

The field context (academic learning setting, students as project group members) may set limitations to the generalizability of obtained findings.

Helps personnel managers to look at project group leadership from a different point of view.

Provides evidence about an emotionality link between leadership and cooperation.

With the objective of identifying the combinations of principal—deputy principal leadership styles perceived to be most effective in Victoria's State high schools, style was defined in terms of task and relationship orientation. Fieldler's semantic differential scales for measuring orientation and atmosphere were adopted. The expectations of a groups of Education Department inspectors and administrators were utilised in the development of an effectiveness scale. Principal—deputy principal partnerships in which at least one of the two leaders was oriented towards tasks were perceived to be more effective than combinations in which neither was oriented towards tasks. Obversely, combinations in which relationship orientation was absent were seen as more effective than combinations in which relationship orientation was present. In the breakdown of schools by their atmosphere scores, the general finding linking task orientation with perceived effectiveness was replicated in the group of schools having the least‐favourable atmosphere.

Given the importance of humor in interpersonal communication in groups and the influence of the positive group atmosphere on group effectiveness, this paper aims to provide initial empirical evidence supporting the validity of a short measure for affiliative and aggressive humor.

Starting from existing individual-level measures of humor, this paper develops a short measure of affiliative and aggressive humor in groups. The reliability and validity of this scale in a combined Dutch and Romanian sample are tested.

The results support the reliability of the scale, its factorial structure and its predictive validity for positive group atmosphere. Moreover, this papers shows that the measure used in this study captures the affiliative and aggressive humor as group-level phenomena and it is shown that these two forms of humor are antecedents of collective emotional intelligence and group atmosphere.

This study provides a starting point for further research on the role of affiliative and aggressive humor in groups.

This paper develops a bi-dimensional measure capturing affiliative and aggressive humor in groups and opens new venues for research that extend the knowledge and understanding of the use of humor in interpersonal communication in groups.

This study aims to explore the determinants of viewers’ gifting and social sharing behaviours in online streaming from a dual-attachment perspective and to explain how live streaming fosters attachment through a social interaction aspect.

This study conducted an online survey with 316 valid responses to test the research model. The structural equation modelling approach was applied to assess both the measurement and structural models.

The results show that both bond-based and identity-based attachments promote gifting and social sharing behaviours. Participation and cognitive communion motivate viewers to establish bond-based attachment, while group interaction among viewer crowds encourages viewers to create identity-based attachment. In addition, group interaction can moderate the relationship between participation and bond-based attachment.

This study is one of the earliest attempts to highlight the significance of viewer crowd and viewer-viewer interaction in promoting viewers’ behaviours in live streaming context. This study also indicates that viewer-viewer interaction can moderate the impact of viewer–streamer interaction, which is among the first to investigate the interaction effects of viewer-viewer interaction and viewer–streamer interaction.

Marketers cannot neglect the X Generation, yet targeting this group has proven difficult, since “Xers” reject any segmentation and marketing techniques that attempt to generalize their characteristics. The targeting is made more difficult due to their advertising‐literate subculture. In this paper, the fashion purchasing behaviour is examined and the results of a survey conducted in Hong Kong are reported. Fashion marketing strategies are suggested for marketers to promote their merchandise to this group of consumers successfully.

Distributed leadership has been reported in the literature as an effective management approach for educational organizations such as institutions of higher education. This study aims to investigate the role of distributed leadership in the promotion of sustainability in an Israeli college of teacher education.

Based on the Multi-Level Model of Leadership Practice in higher education, taken from Bolden et al. (2008a) and from Woods et al. (2004), the authors investigated how the characteristics of distributed leadership are expressed in three central organization-wide structures in the college (a student group, the green council and a professional development program). They also explored in what ways aspects of distributed leadership promote sustainability-oriented activities on campus. They used a deductive and inductive interpretive approach in this case study.

The authors found three organization-level processes that are based on the principles of distributed leadership and that promote sustainability on campus: distributed leadership enables change in the organization’s internal culture with respect to mainstreaming sustainability; distributed leadership encourages collaboration between the entire campus population and between different departments and distributed leadership on campus enables the development of diverse “bottom-up” and “top-down” structures in the organization.

While the study’s findings indicated several challenges regarding the implementation of distributed leadership in the organization, they ultimately support the idea that distributed leadership may contribute to the long-term, organization-wide implementation of sustainability in higher education institutes. Therefore, the authors recommend that institutions that are willing to promote sustainability adopt distributed leadership as their major management approach.

This paper aims to discuss the importance, power, and significance of relationships and presence in non-directive group encounters for displaced children.

First, the importance of relationship in not only defining but also transforming “who we are” has been discussed. Then, the conditions that can be growth-promoting were explored.

Especially, a crucial element of growth-promoting group, i.e. presence, is discussed. The paper is concluded by discussing how these general techniques could be applied in the classroom.

Among the 7.6 million newly displaced people around the world in 2012, 46% of them are aged less than 18 years. This paper proves its importance for professionals working in academia or social work for developing a methodology to engage displaced youth in growth-promoting ways.

Forensic psychiatric treatment is aimed at reducing violence risk factors (Bonta and Andrews, 2017) and achieving positive, prosocial life goals (Willis et al., 2013). Drama education can be provided as part of this treatment, but the evidence base is scarce. Therefore, the present study aims to provide insight into experiences with drama education as part of forensic psychiatric treatment.

A qualitative study was conducted, based on participant observation and 16 interviews, to explore the experiences of patients and treatment providers with drama education during forensic psychiatric treatment. Analyses were conducted following the consensual qualitative research method (Hill et al., 1997).

The five central themes that emerged from the analysis were knowledge, happiness, excellence in play, community and staff-patient hierarchy. Participants reported that they enjoyed the drama lessons, appreciated the group atmosphere and were able to practice their social-emotional skills. Furthermore, patients and their treatment providers became better acquainted with each other because the power differences between patients and staff decreased during the drama lessons.

Drama education can be considered a useful part of clinical forensic psychiatric treatment, given the positive experience of participants and its perceived positive impact on treatment.

This was one of the first studies to examine the influence that drama education may have on forensic psychiatric treatment. Four of the five themes were in line with the good lives model (Willis et al., 2013), indicating that drama education fulfiled basic human needs or “primary goods” that are important to address in forensic psychiatric treatment, as it decreases the need to compensate these goods with criminal behaviour.

Group decisions have taken a prominent part in strategic decision making but managerial research still lacks techniques to study these interpersonal processes comprehensively. Assuming that efficient decision making depends on shared cognitive structures within groups, an approach to analyze these structures and the affective and communicative dimensions causing convergence/divergence of individual cognitions is introduced. Suitable methods to study these variables are discussed and applied in an actual strategic decision to be made by a management team. The method shows a high degree of realism and preciseness in analyzing strategic group decisions.

The aim of this chapter is to feature exemplars of narrative pedagogies used in teacher education in Finland. The theoretical framework of the chapter is based on two commitments. First, we argue that narrative pedagogies are meaningful, since becoming and being a teacher is a constantly changing and developing identity story. Narrative pedagogies also link to the notion of “participant knowledge,” in contrast to “spectator knowledge,” which has been the dominant view on epistemology in the modern scientific world. Participant knowledge is something typically narrative in nature, which has much to do with emotional and expressive ways of understanding the world around us. In this chapter, we first introduce practices of autobiographical writing as examples how to promote skills of critical reflection. We then introduce narrative pedagogies, which have been organized for peer groups. During the first project, a special method, KerToi, was developed both for preservice and in-service teacher education. The newest model is the Peer-Group Mentoring (PGM) model, in which peer group practices were further developed to support early career teachers in Finland, and to be used as the European Paedeia Café model. We conclude that narrative pedagogies in Finnish teacher education offer an excellent environment that links theoretical, spectator knowledge to participant knowledge. The narrative approach to peer-group mentoring can be seen as a promising pedagogy, which can promote a more humane teacher education experience and reinforce the professional and personal growth of future teachers.