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This chapter describes the business goals, purpose, and strategy of public defense and military services. It reinforces defense and military organizations’ fundamental bureaucratic administrative culture (Tier 1). The authors describe the influence that political appointees as leaders may play in shaping public sector cultures. The bureaucratic culture of diplomacy is deconstructed, and each of the five layers is described in detail. Additionally, the authors explain why focusing on the beliefs layer is the dominant layer and the essential starting point for analysis in military cultures. The public service culture (Tier 2) is a mediating and grounding culture for the military. It is firmly grounded in the foundational values of the state. The chapter outlines the landscape of external influencing cultures (Tier 3) in the defense and military landscape. Finally, the potential value and challenges of developing internal knowledge, learning, and collaboration (KLC) cultures are explored.

In Hawaiʻi, two public library systems exist – a traditional municipal branch system and a Native Hawaiian rural community-based library network. The Hawaii State Public Library System (HSPLS) is the traditional municipal library system that services the state’s diverse communities with 51 branch locations, plus its federal repository, the Hawaii State Library for the Blind and Print Disabled. The HSPLS primarily serves the local urban communities of Hawaiʻi, diverse in its citizenry. The Native Hawaiian Library, a unit of ALU LIKE, Inc. (a Hawaiian non-profit social services organization), boasts multiple locations across six inhabited Hawaiian Islands, primarily serving rural Hawaiian communities. The HSPLS focuses on traditional public library services offered by MLS-degreed librarians. In contrast, the Native Hawaiian Library (ALU LIKE) focuses on culturally oriented literacy services offered by Hawaiian cultural practitioners. As the state’s only library and information sciences (LISs) educational venue, the University of Hawaiʻi at Mānoa’s LIS program (UHM LIS) is a nexus point between these two library systems where LIS students learn the value of community-based library services while gaining the traditional technical skills of librarianship concerning Hawaiʻi as a place of learning and praxis.

This book chapter focuses on outcomes from the IMLS-funded research project called “Hui ʻEkolu,” which means “three groups” in the Hawaiian language. From 2018 to 2021, the HSPLS, the Native Hawaiian Library (ALU LIKE), and the UHM LIS Program gathered as “Hui ʻEkolu” to create a community of praxis to share and exchange knowledge to learn from one another to improve professional practice and heighten cultural competency within a Hawaiian context. Native Hawaiian values were leveraged as a nexus point for the three groups to connect and build relationships for sustainable mentorship and culturally competent connections as a model for librarian professional development. The result is a model for collective praxis that leverages local and endemic cultural values for sustainable collaborative professional development for public librarianship.

This chapter provides personal – co-autoethnographic – reflections on the concept of authentic leadership from authors' professional and life experiences, synthesising factors that could be applied to a hypothetical leader. The authors come from Fortune 500 businesses, entrepreneurship start-ups and the research- and teaching-focused sphere of academia. While they recognise the foundation of authentic leadership, they see trends in the unspoken doctrines – primarily quantitative, positivistic and overly optimistic biases – to be factors hindering its development. The authors discuss practical and theoretical limitations of authentic leadership and suggest these provide the basis for research to develop an understanding of authenticity in leadership.

The aim of this study was to obtain evidence of the practical significance of the generational involvement (GI) of top management teams (TMT) on the nexus between entrepreneurial orientation (EO) and business performance (BP) in small family businesses (SFBs).

This study employed a questionnaire survey of 112 Malaysian SFBs. The data was analyzed using descriptive analysis, hierarchical multiple regression analysis and a two-way interaction model.

The results indicate that SFBs have a positive EO–BP nexus. However, the study found that TMT-GI has a negative effect on EO and reduces the positive nexus between EO and BP. Specifically, higher levels of GI were associated with lower levels of EO and weaker BP.

The study raises the necessity for SFBs to seek out a management mechanism and structure to balance the entrepreneurial boundary between the family-level and the business-level when there is increased GI. Additionally to the current, incorporating family TMT-related human ecology aspect of GI with the family business field could lead to a new research value stream.

The results of this study will enable family business decision makers and TMT to better understand the importance of considering family factors in their management strategies.

This analysis highlights the spatial relation of family-level logic in dominating EO–BP nexus at intervals in SFBs, where family factor of TMT-GI will be a key moderator.

The paper investigates household food waste at domestic gatherings. It explains how surplus food and food waste are generated, managed and disposed of at gatherings hosted in homes. It reveals how hosts negotiate their social duties to be generous and moral duties to avoid food waste.

Twenty-eight in-depth interviews were conducted with female, Saudi citizens and analyzed thematically using Braun and Clarke's approach. Goffman's theoretical concepts were deployed later in the analysis process to expose the complex nature of hospitality practices.

It reveals two main insights. First, the hosts' social duties involve staging the dinner table in line with hospitality norms. Such a staging almost always results in large amounts of surplus, but is necessary to manage guests' impressions and avoid criticism. Second, the enactment of moral and religious beliefs helps to divert surplus food away from waste toward charitable giving and, thence, to other forms of consumption. The findings reveal the social and moral purposes that surplus food serves; it enables people to be generous and charitable.

Such insights provide guidance to practitioners by revealing how providing mechanisms for people to enact their existing moral beliefs can keep surplus food away from the waste stream.

It contributes to the limited food waste literature on domestic gatherings and moral and religious beliefs. Also, using Goffman's concepts adds depth to such an under-theorized area and a new lens to look at food waste-related practices as they are embedded within social interactions.

This chapter presents a spiritual or wisdom-based approach to development, its rationale, conceptualization, methods and examples of applications. The politics of being proposes that societies explicitly make the fulfillment (‘being’) of all its members – humans and non-humans – their main goal, which should guide the development and implementation of public policies. It stands in opposition to the current development paradigm focused on economic growth or ‘having’, and rooted in a set of modern western values – individualism, materialism, reductionism, anthropocentrism, etc. By nourishing our relational nature, the politics of being can address the root causes of the meta crisis the world is facing, reconciling human flourishing with sustainability and supporting the cultural evolution that is needed. It proposes a dialogue between wisdom and science, the two main areas of knowledge, to guide its design and implementation. It conceptualizes ‘being’ as the actualization of our truest ‘being’ and our highest ‘being’. This means that societies should provide the right conditions for their human members to express themselves and fulfil their healthy aspirations, as well as to develop human virtues and qualities. Wisdom traditions and spiritual teachings offer relevant insights into the nature of human fulfilment and the process of spiritual evolution that can be applied to societies. They emphasize the cultivation of spiritual values and qualities such as love, peace, happiness, life, mindfulness, mystery and the understanding of interconnectedness. In recent decades, these qualities have become areas of scientific research and been at the core of social change and development initiatives. Together they can serve as the foundations of the politics of being and allow to identify actionable public policy agendas in many sectors mainly based on existing examples.

This paper aims to explore the student psychological contract in the post-pandemic induced hybrid mode of the academic ecosystem in residential business schools of India. The study puts forth three facets of understanding student expectations for contract fulfillment: the business school, academic staff (faculty) and peers.

Using a sequential mixed methodology (qualitative and quantitative), data were gathered and analyzed in two phases. Perceptions of students regarding their expectations were captured through in-depth semi-structured telephonic interviews. The sample comprised 64 students pursuing two years of full-time master's in management courses at four residential business schools in India. Data obtained through interviews were analyzed using thematic analysis. The themes extracted were prioritized using the analytical hierarchy process (AHP) in the second phase.

The study provides insight into the prioritized expectations of students from their peers, academic staff and the institute. The findings of the study propose that though the expectations may differ across different groups, the mutual interdependence of these groups was mandatory for contract fulfillment.

Research on student psychological contracts in the hybrid mode of business education is scarce. The study provides a holistic perspective on this from the lens of students.

The purpose of this paper is to propose a conceptual framework for practicing inclusive dialogic organization development (OD).

This paper reviews and presents Robert Kegan’s theory and practice of deliberately developmental organization as an exemplary model for dialogic OD.

The paper suggests three conditions to make the constantly emerging organizational reality socially just, equitable and inclusive – whole self, psychological safety and leader vulnerability.

The originality of this paper lies in making explicit issues of power in dialogic OD literature and providing implications for human resource development on how to lead and develop organizations inclusively in times of uncertainty and complexity.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.