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We link counterproductive work behavior (CWB) (particularly workplace bullying) and organizational citizenship behavior to individual narcissism and organizational culture. We link counterproductive work culture in turn to organizations' leader(s), enumerating multiple roles an executive may play: actor, target, ignorer, enabler, rewarder, or, ultimately, champion of change. Both positive (citizenship) and negative (counterproductive) behaviors are associated with narcissism, a complex, multifaceted set of personality characteristics, primarily based on the individual's cognitive interpretation of self and the world. Theoretical interpretations of reactive CWB (stressor-emotion-control theory) and instrumental CWB (theory of planned behavior) support the development of coaching and counseling interventions. Cognitive behavioral theory (CBT)-based prescriptive executive coaching is proposed as a promising mechanism for redirecting narcissistic organizational players from counterproductive to citizenship schemas and behaviors.

States that building bridges with political colleagues who do not share a common ideology can be difficult and that adopting a conciliatory approach without watering down one’s principles raises its own challenges. Reports that as both an elected representative and researcher, the author collaborated with a number of her colleagues in an action learning team to analyse the results of adopting a Heart Politics approach towards their political antagonists, using strategic questioning as a participatory tool. Reveals that in the process the action learning team learned a great deal about the importance of genuine listening and relationship building and about how to cultivate trust and respect among a diverse group of community representatives.

The purpose of this paper is to address the relationships between gender and management in the narratives of students. More specifically, the authors discuss how the discourse on management is mobilized as a discursive practice able to make some form of that activity thinkable and practicable: who can be a CEO? What kind of managerial competencies are attributed to men/women CEOs? What kind of moral order is expressed in the stories told?

Stimulus texts have been used to elicit narratives. Students were asked to complete a short story regarding a fictive managerial character, either female or male, whose performance and attitude they were asked to evaluate.

The paper discusses how the collected stories as a whole expressed a conception of what counts as a “good manager” and how management is gendered. In the analysis, the authors discuss whether and how the relationships between gender and management are changing, or the basic assumptions about “think manager-think male” are still valid. The paper illustrates a traditional positioning of gendered management along the lines of rationality vs care, and a third positioning in which the ideal of the “good manager” has both competencies.

The authors designed an alternative research strategy focused on how gender and management are discursively constructed within a context of economic crisis that affects management reputation. Particularly, the authors discuss the surprising results concerning how the written stories evaluating male CEOs distrusted the masculine way of managing and positioned the female managing style within a trustworthy context.

W. Edwards Deming was revered as a technical genius in the areas of mathematics, statistics, and statistical variation. Though largely known for his professional achievements, the core of Deming was his quality of character. He was raised by his parents under austere conditions in the heartland of the USA. The values ingrained in him by his parents included spiritual beliefs, a love of learning, devotion to family, commit‐ment to friends, and a strong work ethic. With an intense loyalty and love for his wife and children, he balanced his life so that family remained a priority. An accomplished writer of music, a grammarian, and a person with spiritual interests, Deming was much more than a public figure recognized as an icon of the “quality” movement.

The study examines consumer expertise for services and its measurement. Specifically, measures of subjective expertise or confidence, experience or frequency of usage, and two measures of objective expertise are used for two services varying in degree of tangibility. As hypothesised, positive relationships between the different types of expertise do not always exist, particularly as intangibility of the service increases.

Liverpool Conference was amongst the largest, as it was amongst the most successful, of recent years. In all but the weather it excelled, and there were fine intervals even in that. We publish the “Letters on our Affairs” by our well known correspondent, Callimachus, so far as it covers the first three days; the conclusion will follow next month, with what futcher comments seem to be necessary. The Annual Business Meeting was a little less rowdy than that at Scarborough, but one thing emerged from it and that was the determination of the A.A.L. to survive independently. There is more in this than meets the eye, and discussion on it may be postponed until a calmer mood prevails on all sides.

The purpose of this paper is to explore the governance of educational reform, as an interpretive process – “interpretive governance” – through a case study of five superintendents living in a predominantly Swedish-speaking region in Finland.

To foreground superintendents’ perspectives on reforms as simultaneously reflective and constitutive of governance processes, the research applies and extends Rhodes’ (2012) notions of “network governance,” “meta-governance” and “interpretive governance.” Interpretive governance, an underresearched area, is construed as particularly important for developing better insights into how school reform is understood by key actors involved in its enactment.

The research identifies what are described as three “deliberative” dimensions of interpretive governance; these modes of governance are elaborated as “dialogic,” “directive” and “defensive” in nature.

The study reveals senior educators’ interpretations of governance as multifaceted, and argues that these complex modes of deliberation need to be taken into account to better understand how school development is understood and enacted in municipal and school settings.

Perceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.

The current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.

This study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.

Despite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.