Tenneisha Nelson and Vicki Squires
Organizations are faced with solving increasingly complex problems. Addressing these issues requires effective leadership that can facilitate a collaborative problem solving…
Abstract
Organizations are faced with solving increasingly complex problems. Addressing these issues requires effective leadership that can facilitate a collaborative problem solving approach where multiple perspectives are leveraged. In this conceptual paper, we critique the effectiveness of earlier leadership models in tackling complex organizational issues. We then examine one promising model, adaptive leadership, in detail and propose that this model provides a leadership approach for addressing current organizational realities. The model, proposed and developed over the last two decades, fundamentally supports the assumption of leadership by multiple stakeholders, with the formulation of the leadership dependent on the emergent problem. Adaptive leadership, with its focus on collaborative problem-solving utilizing multiple perspectives, is especially applicable to large organizations faced with solving complex problems involving many stakeholders.
The purpose of this paper is to explore the extant literature with regard to the role of mentorship in promoting the well-being of early career teachers.
Abstract
Purpose
The purpose of this paper is to explore the extant literature with regard to the role of mentorship in promoting the well-being of early career teachers.
Design/methodology/approach
This paper was comprised of a review of the current literature. Key terms were used to identify initial sources. The search was narrowed further by using the Boolean operator AND to link key terms.
Findings
Much of the literature exploring mentorship and induction focuses on the formal structures and the targeted learning outcomes of the processes. However, the emotional and personal support afforded new teachers through the development of relationships with mentors is being recognized as contributing high value to the continued retention efforts. Although there are promising practices with regard to induction programs and formal mentorship arrangements in some schools, these practices are very scattered and may not even be equally well established within one school district.
Research limitations/implications
Implementation of models that are focused on personal and professional support of new teachers could provide an avenue of research examining teachers’ perceptions of well-being and resiliency. Longitudinal, pan-provincial and pan-national research is necessary for developing more support for systemic implementation of mentorship models.
Originality/value
While there is research identifying existing programs and induction models, this paper uses the lens of early career teacher well-being to point out promising practices and additional considerations for adopting a holistic approach to mentorship. This mentorship model may result in better personal and professional outcomes for new teachers.
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This chapter describes the Okanagan Charter (2015), a health promotions framework co-constructed by professionals, academics, campus leaders, and organizations focused on health…
Abstract
This chapter describes the Okanagan Charter (2015), a health promotions framework co-constructed by professionals, academics, campus leaders, and organizations focused on health and wellbeing. The Okanagan Charter outlines commitments and calls to action to support the health of people and the planet. Campuses and other organizations can sign on to the Charter; signatories are responsible for articulating their goals and actions that will address the commitments and calls to action. This chapter provides an overview of the development of the Okanagan Charter and its subsequent adoption across North America and Europe at post-secondary campuses and other organizations. The chapter examines the successes and the challenges of adoption and implementation and highlights the very recent exponential uptake of the Charter across the United States. The chapter concludes with implications and potential future directions of this health promotion movement, guided by the framework of the Okanagan Charter.
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Benjamin Kutsyuruba and Keith D. Walker
In this introduction chapter, the authors first offer a brief overview of the theoretical underpinnings of the notion of wellbeing and flourishing from the positive organizational…
Abstract
In this introduction chapter, the authors first offer a brief overview of the theoretical underpinnings of the notion of wellbeing and flourishing from the positive organizational scholarship literature. The authors, then, provide an overview of the chapters in this handbook, guiding the readers through key aspects that each chapter contributes to the handbook’s collective perspective of efforts, initiatives, and programs that promote wellbeing in the higher education settings.
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Keith D. Walker and Benjamin Kutsyuruba
In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a…
Abstract
In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a common conceptual approach that identifies the dimensions of wellbeing and then provide an overview of literature that both addresses and imagines the wellbeing with students, faculty, staff, leadership, and institutional levels in mind. Finally, the authors will proffer that there is a need for agentic moral imagination to sustain and progress the cause of wellbeing in higher education.
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The purpose of this paper is to review the legacy of sociologist Irving Kenneth Zola in bringing the body into social science research and making visible and dismantling social…
Abstract
Purpose
The purpose of this paper is to review the legacy of sociologist Irving Kenneth Zola in bringing the body into social science research and making visible and dismantling social structured barriers to hearing and speaking and living as fully human.
Methodology/approach
It begins with an examination of Zola’s experience of “being sexy” in his book, Missing Pieces (1982). It considers what a visual sociological focus on “being sexy” can contribute to understanding structured barriers to living as fully human after the emergence of this field in the 1990s and 2000s.
Research implications
It provides two examples of the use of video cameras in understanding the daily experiences of adults using wheelchairs and children with asthma that continue the embodied work begun by Zola.
Social implications
Embodied sociological research can be a strategy for social and political change.