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All leaders must position their firms for future success. However, not all firms should search for information and craft their strategies in the same way. This paper aims to provide a framework, which suggests that firms should adopt different postures depending on extent of environmental uncertainty and whether leaders are optimistic or pessimistic about their firms’ abilities and futures.

This framework was designed by two strategy professors based on both strategy theory and their experience working with and observing firms over many years.

The framework’s four postures – versatile (high uncertainty, positive sentiment), inquisitive (high uncertainty, negative sentiment), focused (low uncertainty, positive sentiment), and vigilant (low uncertainty, negative sentiment) – call for different behavior as firms seek to understand environmental trends and take strategic actions. The dangers of each posture are briefly discussed.

This paper provides a simple framework to help executives better understand how their firms should search for and implement strategic actions for future success.

We present major aspects of two change‐oriented paradigms — formal logic and the logic of contradiction. For the Western manager, we assert that knowledge of the latter will facilitate strategic innovation in the West, similar to the trend in the Orient. Further, we identify ways in which formal logic and the logic of contradiction differ when applied to strategic innovation. Finally, we argue that the formal logic framework could inhibit competitiveness in the global business arena, whereas approaches derived from the logic of contradiction may enhance competitiveness through their influence on strategic innovation. Ultimately, the management of strategic innovation from this alternate perspective involves not only managing contradiction, but recognizing its potential positive contribution to the innovation process as well.

This chapter explores how participating in campus leadership at HBCUs positively affects African American college student experiences. A review of existing research about the benefits of leadership involvement for African American students is followed by a discussion of student leadership at HBCUs. Next, motivations for being involved as leaders are discussed and described. The chapter concludes with recommendations for bolstering student motivations and involvement outcomes, as well as ways to increase African American student leadership at HBCUs. Specifically, this chapter is informed by empirical data gathered during in-depth focus groups with 13 African American student leaders (7 males, 6 women) who occupied leadership roles at their HBCU institutions. Two emergent themes are discussed: (1) playing the game, which spoke to the development of their leadership competencies; and (2) getting something out of it, which focused on building the leadership capital afforded to them as a result of their leadership. Recommendations for bolstering motivations and involvement outcomes for Black leader collegians are described in detail at the end of the chapter to provide insight about best practices of support for this student demographic.

Research on the socialization experiences, professional development, and success of students and faculty have generally emphasized the importance and role of advisors as the support mechanism for graduate or doctoral students (e.g., Baird, 1995; Bargar & Mayo-Chamberlain, 1983; Gardner, 2009; Golde, 2001; Lovitts, 2001; Tinto, 1993; Zhao, Golde, & McCormick, 2005), rather than the role that mentoring and support can have for undergraduate students. King (2003) defines mentoring as a relationship that “suggests a level of personal interaction, nurture, and guidance that exceeds the requirements of ‘good enough’ research advising” (p. 15). King further states that “rather than being concerned solely with the student's completing the dissertation or developing technical competence, the mentor is concerned with promoting a broader range of psychosocial, intellectual, and professional development” (p. 15). King's definition should not be confined to just students at a doctoral level. If we assume that the decision to attend college occurs for both personal and professional reasons, then it stands to reason that providing a different level of support and mentoring should also enhance both the personal and the professional aspects the academic experience for those involved, regardless of academic level. Thus, the one tool that could have lasting and profound effects for the academic success of African American women that clearly seems to be lacking is mentoring.