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This manuscript presents a process for students to identify, articulate, and refine their intrinsic assumptions and beliefs about leadership character virtues. A leadership virtue is a deep property of leadership character encompassing habituated thoughts, emotions, motivations, and intentions. Increasingly, scholars are calling for an exploration of character in leadership development. Accordingly, this exercise aims to help students develop greater self-awareness and deepen their intentions about the dimensions of character that are important to them, fostering a sense of introspection and personal growth.

This activity invites students to explore and practice virtues they may want to be known for as leaders. Specifically, this activity introduces students to the essential elements of any human virtue: benefits, behaviors, mindset, emotions and balance.

Students who complete this exercise feel a stronger sense of purpose in whom they strive to become leaders.

The most important value of this exercise is the holistic framework for unpacking the different dimensions of character virtue. The exploration of virtues in leadership education needs to account for the complexity of character virtues.

This approach is consistent with calls from scholars in virtue ethics and positive social science for more robust theories of virtues. Every student will benefit from the opportunity to reflect on their assumptions about beliefs about how to develop and exercise leadership character. Leaders may repeat this exercise as they mature and their character is tested.

The purpose of this paper is to adopt an organisational network perspective to examine the structural properties underpinning the design and governance of multi-agency fusion centres and related environments, focussing particularly on how they are formed and internally managed.

The authors conducted several focus groups and follow-up interviews with executive and operational members of Australia’s principal fusion centres and related environments.

The authors argue that in order to understand the internal dynamics of fusion centres, and the ways in which they form and function, the analysis of interrelationships between partners and potential partners is critical. The authors have demonstrated that a network model can assist in this type of analysis. For example, hub-and-spoke network structures appear to be a particularly effective solution to the centralisation-density trade-off for such inter-agency networks.

The authors use a novel approach that combines a goal-oriented network framework with the existing literature on fusion centres to synthesise key features of the network structure of fusion centres and associated processes of information sharing.

From the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor facilitates emergent activity, creating a classroom structure where students practice leadership behaviors. In this classroom structure, the professor assumes the leadership roles of coach and facilitator. As a result students building the classroom culture together they connect with each other: they develop strong relationships, take initiative, and learn important lessons about leadership. This article concludes with design principles for establishing a classroom of shared leadership in any teaching environment in any subject.

The purpose of this paper is to test the relationship between the belief in redeemability – Version 2 (BIR-2) Scale and desistance from crime. It also seeks to explore how patterns of responding on the BIR-2 with offenders compare to previous patterns of responding in the general public.

The authors report the results of a study of offenders using the belief in redeemability – Version 2 (BiR-2) scale. In total, 180 offenders under the supervision of the Community Corrections Service (formerly the Probation and Parole Service) of New South Wales completed the ten-item questionnaire and when these data were combined with demographic and reoffending data collected by Corrective Services New South Wales, 168 sets of useable data were collected. Scores on the BIR-2 scale were compared to Level of Service Inventory – Revised (LSI-R) score, Most Serious Offence category, Aboriginal and Torres Strait Islander status, number of custodial sentences in previous five years, age, gender and reoffending.

Results showed that the sample overall was closely representative of the caseload from which the study sample was drawn (a metropolitan community corrections office) and that BIR-2 scores showed a small, significant, negative correlation with LSI-R scores. Analysis of re-offending data indicated a small, positive, but non-significant correlation with BIR-2. Implications of this are discussed and future research outlined.

The paper suggests that it is worth attempting to measure belief in redeemability in the broader context of a narrative approach to desistance.

This is the first time that a scale has been used to test the importance of a belief in redeemability quantitatively and to permit the use of multivariate analysis.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

Transformative innovation is a particular manifestation of generativity that emerges when organizations explore the intersection of business and society, embracing social, environmental, ethical, or similar initiatives as an integral part of their strategic missions. The chapter reports findings from the World Inquiry, a search for stories of transformative innovation. The stories illustrate how transformative innovation may (1) extend mutually beneficial outcomes of activity to business and society, (2) increase the scale of enacted human strengths, and (3) invoke a deep shift in values, assumptions, and behaviors that guide an organization. The exploration of transformative inquiry demonstrates how generativity emerges when business strategies integrate the interests of multiple stakeholders.

A common concern raised in opposition to Appreciative Inquiry (AI) is that a focus on life-giving images in organizations tends to suppress negative voices. It is supposed that AI sees little value in skeptical, cynical, or negative perspectives. However, when AI is properly understood, all voices – both positive and negative – are seen as essential to the life of organization. The challenge is to create an atmosphere in which the cynical voice, rather than perpetuating dysfunction, can be tapped to build generativity. This chapter describes how to accomplish this objective through the use of analogic inquiry, thus exploring the focus on generativity that is central to AI.

Explores the concept of teamworking and the wholesale changes in attitudes, systems and practices which the idea brings. Considers the cultural and communication issues which require addressing. Uses a case study of a medium sized US owned engineering company which has operated in North East of England for over 30 years. Emphasizes the need for meaningful dialogue at all times. Reflects on the outcome of the case study and introduces a framework for change.

There has been a steady growth in courses for shop stewards in the United Kingdom in the last decade, much of which is a direct consequence of the increased involvement of the TUC. This growth has been paralleled by two other developments, the first of which is the position of skills training as a central element in union education, while the second is the emergence of a group of tutors who are employed to teach almost exclusively on courses for shop stewards and other representatives.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.