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Leadership theories that inform business education have largely been rooted in Western conceptions of leadership. The purpose of this paper is to report on research that seeks to uncover and reflect on how leadership wisdoms originating beyond the Western world can support the radical transformation of global business education toward a more responsible and sustainable template. It argues that indigenous and Eastern ideologies will be needed if we are to change educational mindsets and challenge the obsolete model of Western business school education.

In total, 45 in‐depth interviews with leaders from indigenous and non‐Western cultures were conducted in order to gain deep insights into how their leadership identities, values and behaviours have been shaped by their societies and the oral wisdoms in their cultures. The author also draws on interviews and observations of 26 executives participating in a class of the International Masters Programme in Practicing Management. The findings from each study were combined to propose how these might challenge and inform a future business school curricula that challenge its orthodoxy of “shareholder value above all else”.

The research identified a number of embedded leadership wisdoms currently overlooked in the current model of business education. Based within a deep‐rooted ethic of responsibility, conviction, stewardship and sustainability and reflecting a cosmopolitan mindset, the critical knowledge and values embedded in indigenous communities, transmitted orally across many generations, provides a challenge to Western business schools to embed the knowledge found within those societies and communities toward a more sustainable response to the crisis of our planet. Responsibility, humanity, benevolence, trusteeship, contribution, honesty and conviction are some of the core “wisdoms” uncovered in the research that can inform and frame a radical rethink of the norms of business school curricula.

The current model of business education preserves the status quo of twenty‐first century capitalism. As globalisation advances, leaders appear to be powerless to act against a dominant ideology that reveres shareholder value above all else. The research builds on De Woot's critique of the shareholder value paradigm to suggest that a new form of business education based on leadership wisdoms in indigenous and oral cultures, and ancient texts has much to contribute to radical mindset change in business education.

Lees's “ten faces” description of organizational rationales for investing in management development reflected a personal assessment which was not grounded in empirical data. Although frequently discussed and cited since, no critique of the model, or discussion of the ethics of organizational investment in management development, has been offered. The purpose of this paper is to explore the impact of the rationale of a management development programme, particularly on programme participants.

An ethnographic approach was utilized in the collection of data on reactions to the rationale for deploying a spiritual management development initiative in a large Irish services organization.

The research conducted on the programme found the programme's rationale to be “hetero‐ethical” in that it suggested multiple possible outcomes for participants which they were encouraged to identify and pursue on an individual level.

The implications of this for participants and organizations are considered.

The concept of the hetero‐ethical rationale for management development, and its implications, are discussed and potential avenues for further research are identified. This concept differs from previous ones in that it considers how rationales for management are received and appreciated by participants.

This paper examines the integration of entrepreneurial thinking and the elements of marketing strategy in attracting visitors to Grampian region’s castles, focusing specifically on the current tourist initiative of the “Castle Trail”. Firstly, the nature of a heritage tourism resource is highlighted. Secondly, the role of entrepreneurship in not for profit organisations is considered. Lastly, the paper explores the need to include entrepreneurial activities in the development of a marketing plan for maximising the potential of the north‐east’s heritage tourism resources. It is demonstrated that this approach will allow for the creation of a fundamentally distinctive image that will contribute to the overall success of the initiative. The central hypothesis is that the marketing of Grampian region’s prime heritage asset is at present inadequate and new initiatives are required to link marketing principles with entrepreneurial practice. This is supported by primary research findings, where it is demonstrated that a rethinking of the current strategy is much needed. The primary research consists of both interviews and questionnaires. The findings of this research are then combined with the findings of the secondary research, the literature review, and together they provide the framework for a number of recommendations. These include the need to improve road signposting, to extend opening times, and make greater use of sales promotion. A more creative approach can also allow for greater exploitation of new opportunities, particularly in the context of the augmented product. The final conclusion is that there is significant public interest and support for promoting the region’s castles as a major tourist asset, but that at present the potential to promote the region is being clearly under utilised.

The purpose of this paper is to take a fresh look at the leadership and management debate through exploring underlying power assumptions in the literature.

The paper is a conceptual discussion that draws on the power-based literature to develop a framework to help conceptually understand leadership in relation to management.

The paper highlights the historically clichéd nature of comments regarding conceptual similarities and differences between leadership and management. The paper draws attention to a problem within this debate – a confusion regarding assumptions of power. As a result the paper brings to the forefront perspectives of management that are of an emergent and non-work perspective which enables the development of a framework of the literature that includes managers “doing” leadership, managers “becoming” leaders, “being” leaders and managers, and leaders “doing” management. The paper goes on to explore the meaning and potential behind each part of the framework and suggests a need to develop an understanding of “doing” leadership and management and “being” managers and leaders through an exploration of “becoming” in organisations.

This paper provides a new perspective on the leadership and management or leadership vs management question by introducing a non-work, emergent or personal perspective on management. Furthermore, this paper concludes that whether leadership and management are similar or different is dependent upon which power construct underlies each phenomenon, a consideration that has been neglected in the leadership and management debate for some time.

This research builds on Jenkins' theory of time, identification and human nature through an empirical study of leaders' experiences in a large UK public sector organisation. By applying Lewis and Weigart's typology of social time to the accounts of the leaders studied within this research, the study finds that the leaders' self‐ identities are constituted through the discourses of self‐time, interaction‐time and organisational‐time which are embedded, stratified and synchronised through social and organisational practices. In the leaders' narratives of career, work, life and family the research identifies dominant discourses of time compression and acceleration, as well as both cyclic and linear discourses of time. Each of these temporal constructs is found to be embedded in and manifested through the continuous construction and shaping of identity. The implications of these findings for our understanding of the contemporary working life of leaders and their careers and identities are discussed.

This paper aims to analyze current practices, discuss empowerment from the theoretical perspectives on power in organizations and suggest an empowerment model based on the type of organizational culture and the role of human resource development (HRD).

By reviewing the classic viewpoint of power, Lukes’ three-dimensional power and Foucault’s disciplinary power, we discuss power and empowerment in organizational contexts.

Power in organizations can be conceptualized based on the classic view, Foucault and critical view and Lukes’ three-dimensional power. We found that true employee empowerment is related to the third dimension of power. The role of HRD for empowerment can be categorized into enhancing motivation and commitment in terms of psychological empowerment and bringing real power to employees. The proposed empowerment model assumes that organizational culture influences the dimensions of empowerment and the role of HRD for supporting empowerment.

HRD needs to critically assess the meaning of power in particular contexts (Morrell and Wilkinson, 2002) before planning and implementing specific training and development interventions for performance improvement and/or organization development interventions for innovation.

This study attempts to review, analyze and discuss issues regarding employee empowerment from HRD perspectives. Implications for the roles of HRD and the empowerment model are proposed.

COVID-19 has affected families across the globe with far-reaching consequences, particularly in regard to children's education. The pandemic has exacerbated existing inequalities for families of students with disabilities in particular. This chapter explores families' perspectives on how COVID-19 affected partnerships between families of students with disabilities and their schools in Ontario, Canada.

We interviewed 18 parents of students with disabilities in K-12 Ontario schools. Using a reflexive thematic analysis approach, we analyzed interviews to develop themes inductively.

Participants shared varied experiences of partnerships with their schools both before and during the pandemic. However, all participants described additional challenges as a result of COVID-19. Frequent, open, and personalized communication was emphasized as essential for effective partnerships; however, this was often lacking. Participants shared various ways they were involved in schools, including advocating for their child, and needing to balance multiple roles during COVID-19. Overwhelmingly, participants expressed an inadequacy of support during the pandemic related to online learning and a lack of human resources (e.g., Educational Assistants, therapists), negatively affecting partnerships. However, they also described positive experiences of family-school partnerships, as well as hope for effective future partnerships.

This research gives voice to families of students with disabilities to deepen our understanding of barriers and facilitators to positive family-school partnerships. Findings help to direct appropriate policies and practices that can improve partnerships during COVID-19 and beyond, and ultimately enhance education and quality of life for students with disabilities and their families.

The purpose of this paper is to explore subjective life histories and leadership journeys of senior leaders, drawing upon elements of an authentic leadership framework (life trigger events, values and emotions). The paper surfaces partial life histories and the often unheard of individual experiences of becoming a leader, offering stories to others as a media for learning and extending authentic leadership theory.

The paper draws upon a qualitative empirical study engaging 22 UK senior leaders in semi‐structured interviews, involving a life‐history approach to generate subjective narratives of how individuals establish and sustain leadership.

The empirical data highlights that elements of authentic leadership theory resonate in practice. Senior leaders' life histories and in particular negative trigger events are significant to their approach as leaders. The values of honesty and integrity were important to the leaders, with some able to sustain their values uncompromisingly. The leaders openly expressed emotion and vulnerability when re‐telling their stories, but whether they do so as leaders in relationships with others, requires further research. Authentic leadership theory may be over simplified in terms of emotion and vulnerability in practice.

Elements of authentic leadership offer alternative understandings of experiences of leaders. The life history approach enables important insights into leaders' subjective realities and should be integral to leadership development approaches.

The paper offers empirical data from UK senior leaders, highlighting the unheard of strutting and fretting of leadership and contributing empirical research to authentic leadership theory.