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The purpose of this paper is: first, to present a qualitative descriptive case study of the Mayo Clinic leadership and organization development philosophy and approach; second, to summarize a strategy for using intentional organization design as a foundation for culturally aligned physician leadership development and third, to describe the Mayo Clinic Leadership Model.

This manuscript is a qualitative descriptive case study of the Mayo Clinic leadership development philosophy and approach. The authors reviewed the organization design and leadership development programs of a leading healthcare institution. In the systematic appraisal, the authors sought to understand the key features and elements of team-based leadership development and the supporting organizational characteristics that guide development with the use of a customized institutional leadership model.

The authors identified four intentional characteristics of the multi-specialty group practice structure and culture that organically facilitate the development of leaders with the qualities required for the mission. The four characteristics are: patient-centered organizational design, collaborative leadership structure, egalitarian leader selection process and team-based development system. The authors conclude that organization culture and design are important foundations of leadership development. Leadership development cannot be separated from the context and culture of organizational design. Mayo Clinic’s organizational and governance systems are designed to develop culturally aligned leaders, build social capital, grow employee engagement, foster collaboration, nurture collegiality and engender trust. Effective organization design aligns the form and functions of the organization with leadership development and its mission.

This qualitative descriptive case study presentation and analysis offers a unique perspective on physician leadership and organization development in healthcare.

The purpose of this paper is to suggest that a key role of the professional US NFL head coach is as a sensemaker, sensegiver, and driver of intentional change.

Intentional change theory and sensemaking are used to explore NFL head coaches' roles as sense‐givers of intentional change during their pre‐game and post‐game press conferences.

This paper presents propositions that if substantiated demonstrate that examining professional head coaches' behavior during pre‐ and post‐game press conferences will yield insight into the coaches' skills as sensemakers, sensegivers, and agents of the intentional change process.

In addition to this paper being conceptual, not empirical, other limitations exist. There may be gender differences in coaching behavior; however, since there are no female NFL head coaches, gender‐related patterns can not be observed in this context. Since this study only addresses one sport, there may be differences in how coaches manage change in different sports. Future research will test these hypotheses empirically, distinguish these behaviors with respect to team performance, study different sports, and examine similarities and differences of male and female coaches in the same sport.

If the propositions in this paper are supported by future empirical work, this paper gives coaches (and those who evaluate them) additional insight into their behavior. It also will give another view into what makes for a successful coach.

While research inspired by athletic coaches influences organizational development research, few studies examine athletic coaches as organizational change agents. This paper conceptualizes coaches beyond their technical roles; it focuses on their sensegiving about the team's progress along the intentional change trajectory that they have set.

The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships.

This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006) to develop and analyse themes. This study includes situated perspectives from the authors who offer their subjective relationship to the Studio’s development.

This paper assesses the outcomes and design of a transdisciplinary cross-stakeholder social innovation program and extends prior research on the potential and challenges of design thinking and immersive pedagogies for supporting service-learning and community engagement (SLCE) practices within higher education. Qualitative interview results reveal how time, resources and other structural and systemic factors operate across stakeholder groups. The findings address a gap in SLCE and social innovation literature by situating community learning within pedagogical interventions constructed not only for the benefit of students but for community members. The authors conclude that the research on social innovation in higher education could benefit from a more intentional examination of longitudinal effects of innovative pedagogical environments across a broad range of stakeholder perspectives and contexts.

This paper identifies how innovative higher education programs are forced to navigate structural, epistemological and ethical quandaries when engaging in community-involved work. Sustainable innovation requires such programs to work within institutional structures while simultaneously disrupting entrenched structures, practices, and processes within the system.

Social innovation in higher education could benefit from harnessing lessons from collective impact and ecosystem design frameworks. In addition, the authors argue higher education institutions should commit to studying longitudinal effects of innovative pedagogical environments across multiple stakeholder perspectives and contexts. This study closes these gaps by advancing an ecosystems model for long-term and longitudinal assessment that captures the impact of such approaches across stakeholder groups and developing an approach to designing and assessing community-involved collaborative learning ecosystems (CiCLE).

In the emerging transformation economy, there is a shift from staging memorable experiences for many to eliciting life-transformative events for one. This study aims to understand how transformative experiences can be guided and what prerequisites are needed to elicit human transformation when designing experiences. This study borrows positive psychology as a theoretical lens to explore festivals as a prime context for liminal transformative experiences in the hospitality context.

A constructivist qualitative research design was used through 31 in-depth interviews. To ensure experience recollection, memory formation and integration of the experience into long-term transformative effects, all interviewees had attended an electronic dance music festival in the past 12 months.

Guided by the positive emotions, engagement, relationships, meaning and accomplishments (PERMA) model, the thematic analysis revealed a series of psychological and contextual dimensions around PERMA and liminality that need to occur for transformative experiences, personal growth and self-transcendence to happen.

This study provides a guideline for event organisers and experiences designers to intentionally design and occasion positive human experiences in temporal and spatial liminal hospitality consumption contexts. Psychological and contextual dimensions are identified as critical factors in facilitating human transformation.

This paper bridges the emerging transformation economy, experience design and positive psychology. Grounded in PERMA, the study offers a novel theoretical model that serves as a framework for both transformative experience research and practical experience design.

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

Research examining the multicultural competence of leadership educators across a variety of institutions demonstrated variance based on leadership program structure, program elements, and the ways in which diversity was addressed in the program. The Multicultural Competence in Student Affairs–Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence among student affairs professionals responsible for leadership education and an analysis of results suggests that multicultural competence may be reflected in practice, more specifically the design and structure, of leadership programs.

Student affairs educators have an important role in advancing the National Leadership Education Research Agenda (NLERA). This article reviews the ‘cross fertilization’ of student affairs and leadership education by examining strengths, opportunities, and challenges in relation to the NLERA priorities. Student affairs educators’ commitment to the integration of theory and practice, to the intentional and developmental design and assessment of learning environments, and to applying critical and constructivist perspectives to the ethical and emancipatory foundations of leadership education are all explored. Recommendations for future research are identified, including a call for research that includes complex modeling and multivariate analyses, and research that examines the contributions of cognitive, affective, and efficacy-related dimensions of leadership.

This chapter focuses on practical considerations for organizations when endeavoring to invest in design, specifically how designers and their organizations should view their profession for the benefit of corporate innovation. Given the lack of consensus regarding what strategic design entails, the author interviewed strategic designers from across the United States to solicit their opinions on design thinking, strategic design, and design strategy, the relationship between those concepts, and how those concepts are, could be, and should be reflected in practice.

The overarching purpose of this chapter is to explore the relatively nascent profession of strategic design, from which the author distinguishes design strategy, as well as to provide guidance regarding how design and designers should be viewed and supported by the leadership of their organizations in order to fully empower them to support innovation. In addition, this chapter serves to better define the concepts of design thinking, strategic design, and design strategy. While design as a discipline is broad, for the sake of consistency, the author discusses design in the context of technological development and, in turn, in terms of human-computer interaction.

The purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.

This qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.

Faculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.

The model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.

This peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

This study examined escape rooms as a teaching strategy for developing four leadership competencies associated with communication. The results indicate that escape rooms are an effective teaching strategy for communication competency development in leadership education. One hundred and five participants engaged in an escape room experience followed by a discussion focused on the competencies. The findings indicated a significant positive change from pre-test to post-test in all four student leadership competencies measured, including verbal communication, listening, advocating for a point of view, and conflict negotiation. Leadership educators should consider escape rooms as a pedagogical tool for competency development and may wish to explore alternative serious games to align with their learning objectives.