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The purpose of this paper is to present a new approach to leadership development founded on the principle of the Leader-as-Learner: a reflective human who pursues the 4C – virtues of courage, commitment, confidence and curiosity, rather than the laurels of traditional approaches of heroic leadership.

Exploring art-based methods and fostering a new approach to leadership development: Leaders-as-Learners.

In this paper, studies and theoretical findings from the literature are discussed.

This paper includes extending life stories and modes of learning by projecting possible selves as leaders, to learn the daily practice of leadership.

Leadership involves not only the art of judgment but refines it through a learning orientation to confront volatility, uncertainty, complexity and ambiguity conditions.

Leadership is not limited to organizations and in relation to work practices. It is a central aspect in all social affairs and integral to building societies which serve, through leaders, the common good.

An approach to leadership development that supports human flourishing and locates leadership among ordinary people who do extra-ordinary things.

The purpose of this study is to examine factors that predict industry‐level career change among MBA graduates.

The study analyzed longitudinal data from the Management Education Research Institute (MERI)'s Global MBA Graduate Survey Dataset and MBA Alumni Perspectives Survey Datasets, using principal component analyses and a three‐stage structural equations model.

Perceptions about career growth and opportunity for advancement were the strongest predictors of industry shifts. The type of program was also found to have an influence, with part‐time MBA programs positively predicting industry shift, and full‐time programs having an indirect effect through significant associations with each of the intermediate predictors of industry shifts. Women were found to be more likely to change industries. Satisfaction with the MBA degree was not a predictor of industry change behavior: they were found to be related only to the extent that graduates valued the importance of certain career factors, such as the objective career factor of career growth.

This is a first large scale study of industry‐level career change among MBA graduates.

Examines the relationship between “grief work” and “work life”. When, after a major personal loss, we re‐enter the world of work, we become involved in the complex process of trying to combine two types of role: our role as grievers, and our work role. The two are often found to be incompatible, and grief becomes disenfranchised, with important consequences for the organization and for the individual as a spiritual, physical and social being. Starts by discussing the conditions necessary for the normal resolution of grief, and what happens when the process of grief cannot be freely experienced, thus stunting the resolution process. Proposes a theoretical model which uses the analytical tools of role theory to understand the interplay of grief work and work life in organizations. Finally, discusses the implications of this study for theory and practice.

Leader-centred teaching has often taken as normal a cyclical pattern of business, which Marques (2014) argues is no longer the appropriate model. The purpose of this paper is to examine the current leadership curriculum paradigm and the case for an alternative pedagogy which better caters for the messy reality – without recurrent patterns or historical certainties – that global organisations and their business leaders currently often have to deal with. In particular, it addresses implications for the “hero” model of leadership.

The empirical findings are elicited through a combination of case studies, qualitative surveys and action research methods which include organisational development which encourages leaders to develop skills and capability to enquire into and work with their own group processes and design. Arts-based methods, such as poetry, music, painting, sculpture or music are offered as a means to help cultivate the leader’s creative potential and reach into those vulnerable places which often remain hidden amongst traditional didactic methods of facilitation.

The empirical findings call for a deconstruction of the hero leader through increasing reflexivity to help leaders understand their own feelings, reactions and motives. It encourages bespoke leadership competencies which can be adapted for individuality. This suggests that contemporary leaders and managers first need to understand what capacities and deficiencies they have as individuals, and second how to build an appropriate mix of skills through understanding and reflecting on their own individual experiences and actions.

The paper introduces an approach to leadership training which takes account of the demand for organisations to serve a social purpose, and the need for effectively leading a workforce where the power of the individual is growing with millennials pushing this and questioning the very premises of corporate behaviour and economic and social principles which guide it. It acknowledges that the demands on leaders are shoulder-buckling at the best of times but proposes that business school teaching on leadership must address the messiness of reality and offer means and ways of thriving in spite of such chaos.

The purpose of this paper is to identify and describe hospital quality indicators, classifying them according to Donabedian’s structure, process and outcome model and in specific domains (quality, safety, infection and mortality) in two care divisions: inpatient and emergency services.

A systematic review identified hospital clinical indicators. Two independent investigators evaluated 70 articles/documents located in electronic databases and nine documents from the grey literature, 35 were included in the systematic review.

In total, 248 hospital-based indicators were classified as infection, safety, quality and mortality domains. Only 10.2 percent were identified in more than one article/document and 47 percent showed how they were calculated/obtained. Although there are scientific papers on developing, validating and hospital indicator assessment, most indicators were obtained from technical reports, government publications or health professional associations.

This review identified several hospital structure, process and outcome quality indicators, which are used by different national and international groups in both research and clinical practice. Comparing performance between healthcare organizations was difficult. Common clinical care standard indicators used by different networks, programs and institutions are essential to hospital quality benchmarking.

To the authors’ knowledge, this is the first systematic review to identify and describe hospital quality indicators after a comprehensive search in MEDLINE/PubMed, etc., and the grey literature, aiming to identify as many indicators as possible. Few studies evaluate the indicators, and most are found only in the grey literature, and have been published mostly by government agencies. Documents published in scientific journals usually refer to a specific indicator or to constructing an indicator. However, indicators most commonly found are not supported by reliability or validity studies.

This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions.

This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States.

The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks.

Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research.

This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.

On every side voices are raised against the growing use of chemical additives in food; the possible hazards to health; the inadequacy of present methods of control and of stemming the rate at which the practice is growing. Not unexpectedly at the season of annual conferences, with its crop of wildish statements and scare headlines, attention appears to be focussed upon the problem as if it were something new. These platform heroics not‐withstanding, it is indeed a difficult and growing problem. Not by any means a new one, however, for additives have been used in food preparation for many years, but before the first War they were mainly natural products; large‐scale food processing had yet to come. Now synthetic products have replaced the natural and possible ill‐effects are engaging world interest.

This study explores the implementation of two Association to Advance Collegiate Schools of Business (AACSB) standards by business schools across Canada and the US. First, this study examines how teaching effectiveness is defined and measured in light of Standard 7 (Teaching Effectiveness and Impact). Second, this study explores the value of research on teaching and learning in relation to Standard 8 (Impact of Scholarship).

This study adopts a thematic analysis framework based on data obtained from an online survey, semi-structured interviews, and policy documents.

The results reveal that business schools rarely define teaching effectiveness; instead, they adopt various measures to evaluate teaching effectiveness. The results reveal that research on teaching and learning alone usually does not lead to tenure; however, it is valued if part of a portfolio that includes discipline-specific research. Lastly, this research highlights a stigma associated with research on teaching and learning relative to discipline-specific research.

This study introduces a comprehensive and integrated teaching evaluation framework that can be adopted to define teaching effectiveness and elevate the teaching function. In addition, the authors argue that business schools should nurture a niche set of academics that holds PhDs in their respective disciplines and are education experts to increase the production of research-informed instructional strategies curated for business schools.

This is the first study to explore how AACSB standards related to teaching effectiveness and research on teaching and learning are interpreted and implemented at AACSB accredited business schools.

This study aims to investigate the contribution of higher education institutions (HEIs) to the sustainable development goals (SDGs) and propose strategies to cultivate a culture centred on the SDGs in HEIs.

The methodology used encompassed an integrative literature review, combining bibliographic analysis on how HEIs incorporate the SDGs into their practices, adopting a qualitative approach for the analysis and categorization of the results.

The multifaceted contributions of HEIs in promoting the SDGs stand out, through their roles in teaching, research, management and integration and communication between university and society.

While influencing policies at various levels, HEIs encounter challenges in the effective integration of SDGs into their strategies. This underscores the need for contextualized governance, understanding students’ perspectives on sustainability and active external collaboration in policy formulation.

There is an urgent need to integrate SDGs into academic programmes, emphasizing the importance of redesigning curricula, actively involving teachers, researchers and students, establishing partnerships and promoting research applied to SDGs.

The social relevance of the study lies in the emphasis on an SDG-centred culture, involving teaching, research, outreach, community engagement and governance practices.

The study’s uniqueness lies in identifying persistent challenges during the transition to an SDG-centred culture, necessitating multisectoral collaboration and educational programmes that integrate sustainability principles into the strategy of HEIs.