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This paper aims to systematically review the extant research on social psychological aspects of civil-military inter-organizational collaboration, particularly in a total defense context.

A systematic scoping studies review was performed. Peer-reviewed articles were searched in PsycInfo and Sociological Abstracts. Inclusion criteria were met by 25 articles.

Four higher-order categories with underpinning categories were derived in the analysis. They were modeled as follows: antecedent conditions affect, informal processes and practical efforts, which, in turn, affect inter-organizational trust and collaboration. These higher-order categories are all influenced by formal organizational aspects and the society in which they are found.

The existing literature covering the chosen study focus is limited. Further studies are needed and the presented model can serve as a road map.

A series of questions derived from the categories of the model is presented. The questions are included as a tool for practical reflection for collaborating actors in common education, training or exercise settings or in after-action reviews.

The focus on social psychological aspects of civil-military inter-organizational collaboration, particularly in a total defense context, is new. The suggested relationship between superior themes adds knowledge to a research field dominated by sociological and political science approaches.

The purpose of this research is to develop a theoretical understanding of indirect leadership in a severely stressful peacekeeping context, focusing on the perspective of subordinates. Peacekeeping missions in recent decades have led to increased exposure to acute danger.

Retrospective in‐depth interviews were carried out with 17 Norwegian officers and soldiers, who were involved in the handling of a violent riot in Kosovo during a peacekeeping mission. The interviews were analyzed using a grounded theory approach.

A model emerged with three categories: Situational Characteristics, Organizational Characteristics, and the Commander's Intent. A related core category was labelled Subordinates' Appraisal or Sensemaking. During the climax of the riot, a strict following of the ordinary chain of command was impractical. Local initiatives at lower organizational levels were needed, but these, in turn, required competence and a trustful organizational environment.

Not representative of the entire population. Given the male‐dominated military context under consideration, there could be no meaningful analysis of possible gender‐related differences. The results related to a general model of indirect leadership and specific stress. Organizational theory‐related additions and limitations are suggested.

The proposed model may be a practical tool for management education.

The study's identification of key aspects of indirect leadership in severely stressful contexts is a useful addition to the literature.

Historically, learners labeled with disabilities have been denied equal access to and opportunities in mainstream classrooms. Globally, the task of addressing marginalization entails two main approaches. Firstly, there is a need to prevent stigmatization, discrimination, and neglect. Secondly, efforts must be directed toward establishing structures and systems that enable complete and meaningful involvement within educational institutions and various sectors. Educational inequality is associated with various aspects of identity beyond disability status. Factors such as culture, language, race, and gender impact the classroom experiences of children. Consequently, schools must adopt an intersectional approach in their quest to deliver effective, accessible, and inclusive education to all children. Building from the work of UNESCO, we define inclusivity as a transformative process of educators ensuring that all children experience high-quality learning opportunities that respect and value multiple dimensions of diversity. This chapter describes an emerging research–practice partnership focused on organizational learning advancing inclusivity. The partnership is premised on supporting central office administrators and the school-based inclusion planning teams (IPTs) in a public school district implementing a comprehensive reform of their service delivery model for students labeled with disabilities. It involves supporting administrators in Boston Public Schools (BPS) in fine-tuning a theory of action (ToA), designing organizational learning processes to enact this ToA, and evaluating the efficacy of the initiative in advancing effective, inclusive education for students labeled with disabilities.

The purpose of this paper is to describe the knowledge generation in a cross‐disciplinary group in Norway that developed a new medical device. The aim is to shed light on how knowledge was generated and how the relationships between different communities of practice were mediated. In particular, the paper seeks to examine how material objects and contextual conditions influenced the innovation process.

In this longitudinal case study an innovation process was followed for five years, and the research material was constructed through extensive observations, interviews and document analysis.

The innovation process exhibited different themes in varying degrees of blend throughout the process. First, the practices of constructing the device and ascertaining technical feasibility are described. Then the enacted nature of the work is outlined; how it was significantly dependent on circumstantial factors, but also strongly shaped by the need to ensure clinical usability of the device. Finally, the work to package the innovation and turn it into a commercial product is explored.

In contrast with many previous studies, this study follows large parts of the innovation process, and it emphasises how knowing and practice are a result of networked, and changing, relations between both human and non‐human actors. Rather than one community of practice emerging around the innovation work, what can be called an object‐centred assemblage of communities of practice was seen, which grew and changed according to the changing nature of knowledge needs for the project to continue and succeed. This has interesting implications for the understanding of cross‐disciplinary innovation processes.

The purpose of this paper is to describe two social simulations created to assess leadership potential and train leaders to make effective decisions in turbulent environments. One is set in the novel environment of a lunar moon colony and the other is a military combat command. The research generated from these simulations for assessing the decision effectiveness of potential leaders with different personality traits and decision styles under varying degrees of information quantity, uncertainty and complexity is summarized. Opportunities and limitations of applying current computer assisted technology to social simulations for assessing and developing leaders' decision effectiveness in turbulent environments is discussed.

College undergraduates and officer candidates in university ROTC programs made a series of decisions while being subjected to varying degrees of environmental turbulence in social simulations. The decision effectiveness of subjects with different personality characteristics under varying degrees of environmental turbulence was assessed through researcher observations, self‐reports, and peer ratings.

Social simulations are a cost effective way to assess and train leaders to make effective decisions in turbulent environments. The results of controlled experiments in social simulations have suggested that leaders with high levels of cognitive complexity and incongruity adaptation are more likely to be successful in highly turbulent environments than leaders with lower levels of incongruity adaptation ability and cognitive complexity who are more effective in more stable and structured situations.

The ease of modifying computer games renders them effective as low‐cost virtual worlds that have relevance in military leadership experimentation. However, the use of computer simulations alone fails to capture the impact that relationships and emotions have on leader decision making, highlighting the continuing need for social simulations that include these interpersonal aspects of decision making.

By participating in realistic social simulations, leaders can experiment with new decision styles without the risk of making real world mistakes that could jeopardize their own and their organization's future. The leaders who are most successful in adapting their decision style to the more complex requirements can be identified for promotion or assignment to appropriate settings.

Both military and civilian organizations are in need of cost effective way to assess and train leaders to make effective decisions in turbulent environments. Social simulations provide a unique approach to meeting these needs and can simultaneously provide a venue for research in associated areas.