David S. Bright, Elizabeth Fisher Turesky, Roger Putzel and Thomas Stang
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…
Abstract
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.
This manuscript presents a process for students to identify, articulate, and refine their intrinsic assumptions and beliefs about leadership character virtues. A leadership virtue…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
Students who complete this exercise feel a stronger sense of purpose in whom they strive to become leaders.
Practical implications
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.
Originality/value
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.
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David S. Bright, Arran Caza, Elizabeth Fisher Turesky, Roger Putzel, Eric Nelson and Ray Luechtefeld
New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory…
Abstract
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.
David S. Bright, Ronald E. Fry and David L. Cooperrider
Transformative innovation is a particular manifestation of generativity that emerges when organizations explore the intersection of business and society, embracing social…
Abstract
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.
David S. Bright, Edward H. Powley, Ronald E. Fry and Frank Barrett
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…
Abstract
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.
Stephanie Giamporcaro and Matthew Marrian
The case on ABIL deals with the important issue of corporate governance, and particularly the crucial role that the board of directors plays. It highlights the complex issue…
Abstract
Subject area
The case on ABIL deals with the important issue of corporate governance, and particularly the crucial role that the board of directors plays. It highlights the complex issue institutional investors face when trying to assess the strength of a board and the quality of information and disclosure. The case is set in South Africa which is an emerging market.
Study level/applicability
The case targets MBA students and can be taught as part of a corporate governance or sustainable and responsible investment module or course. The case is aimed at both local and international students as the case deals with corporate governance principles that are applicable to both audiences. Where necessary, the case provides information to guide international audiences.
Case overview
The teaching case is set on 6 August 2014 when Ian Matthews, the Head of Equities at a South African Asset Manager, BG Wealth, gets a call while on leave. The call is from his boss, chief investment officer, Deryck Medley, informing him of the negative trading update and asking him to come back to prepare for an emergency investment committee that afternoon. The case traces Matthews’ day as he reviews the research reports BG Wealth had put together on ABIL over the previous 15 months. Matthews also recalls the process the investment team went through internally before finally deciding to invest in the company. The case highlights not only the corporate governance failures of ABIL but also the lack of consideration given to ESG factors by BG Wealth.
Expected learning outcomes
The case’s primary teaching objective is to highlight the importance of corporate governance. The case provides detailed insights into the area of corporate governance through the analysis of a corporate failure. Through this teaching case, the students will follow the real-life events that led to the collapse of ABIL. It is intended that the students will be forced to deal with a complex situation and will be required to develop specific solutions to the issues raised.
Supplementary materials
Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
Subject code
CSS 1: Accounting and Finance.
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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…
Abstract
Purpose
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.
Design/methodology/approach
The authors conducted several focus groups and follow-up interviews with executive and operational members of Australia’s principal fusion centres and related environments.
Findings
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.
Originality/value
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.
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Maribel Guerrero, Fernando Herrera and David Urbano
Little is known about how subsidies enhance both collaborative and opportunistic behaviours within subsidized industry–university partnerships, and how partners' behaviours…
Abstract
Purpose
Little is known about how subsidies enhance both collaborative and opportunistic behaviours within subsidized industry–university partnerships, and how partners' behaviours influence the intellectual capital dynamics within subsidized industry–university. Based on these theoretical foundations, this study expects to understand intellectual capital’s (IC's) contribution as a dynamic or systemic process (inputs?outputs?outcomes) within subsided university–industry partnerships. Especially to contribute to these ongoing academic debates, this paper analyses how collaborative and opportunistic behaviours within industry–university partnerships influence the intellectual capital dynamics (inputs, outputs and outcomes) of the subsidized projects.
Design/methodology/approach
By combining two sources of information about 683 Mexican subsidized industry–university partnerships from 2009 to 2016, this study adopted the structural equation modelling (SEM) to analyse the effect of collaborative vs opportunistic behaviours in intellectual capital dynamics within subsidized projects.
Findings
Our results show three tendencies about the bright/dark side of subsidies within the Mexican industry–university partnerships. The first tendency shows how collaborative behaviours positively influence intellectual capital dynamics within subsidized industry–university partnerships. The second tendency shows how opportunistic behaviours influence intellectual capital impacts (performance) and return to society (job creation). The third tendency shows how initial inputs of subsidized projects generate some expected socio-economic returns that pursued the subsidies (mediation effect of intellectual capital outputs).
Research limitations/implications
This research has three limitations that provide a future research agenda. The main limitations were associated with our sources of information. The first limitation, we did not match subsidized partnerships (focus group) and non-subsidized partnerships (control group). A qualitative analysis should help understand the effect of subsidies on intellectual capital and partnerships' behaviours. The second limitation, our measures of collaborative/opportunistic behaviours as well as intellectual capital dynamics should be improved by balancing traditional and new metrics in future research. The third limitation is that in emerging economies, the quality of institutions could influence the submission/selection of subsidies and generate negative externalities. Future research should control by geographical dispersion and co-location of subsidies.
Practical implications
For enterprise managers, this study offers insights into IC dynamics and behaviours within subsidized industry–university partnerships. The bright side of collaboration behaviours is related to IC's positive impacts on performance and socio-economic returns. The dark side is the IC appropriation behind opportunistic behaviours. Enterprise managers should recognize the relevance of IC management to capture value and reduce costs associated with opportunistic behaviours. For the university community, this study offers potential trends adopted by industry–university partnerships to reinforce universities' innovative transformation processes. Specifically, these trends are related to the legitimization of the university's role in society and contribution to regional development through industry–university partnerships' outcomes. Therefore, university managers should recognize the IC benefits/challenges behind industry–university partnerships.
Social implications
For policymakers, the study indirectly shows the role of subsidies for generating/reinforcing intellectual capital outcomes within subsidized industry–university partnerships. The bright side allows evaluating the cost-benefit of this government intervention and the returns to priority industries. The dark side allows for understanding the need for implementing mechanisms to control opportunistic behaviours within subsidized partnerships. Accordingly, policymakers should understand the IC opportunity-costs related to industry–university partnerships for achieving the subsidies' aims.
Originality/value
This study contributes to three ongoing academic debates in innovation and management fields. The first debate about how intellectual capital dynamic is stimulated and transferred through the collaborative behaviour within industry–university partnerships in emerging economies. The second debate is about the “dark side” of partnerships stimulated by public programmes in emerging economies. The third debate is about the effectiveness of subsidies on intellectual capital activities/outcomes.
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Kevin O’Sullivan, Chana Levin, David Bright and Richard Kemp
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Practical implications
The paper suggests that it is worth attempting to measure belief in redeemability in the broader context of a narrative approach to desistance.
Originality/value
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.