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The purpose of this paper is to define coworking in juxtaposition to open, collaborative workspaces that have already long existed at companies and universities and to establish that this model of coworking has taken off in the business world, but has not taken off at education institutions.

The literature and existing resources on flexible work arrangement in academic settings are reviewed to explore the possible applications of a coworking model to higher education. Because of minimal empirical research on the topic, the paper opens up a much-needed discussion on coworking in a scholarly context and its potential benefits for institutions of higher education.

Establishing scholarly coworking units on a broader scale could enhance the development of a cross-regional dimension in education by encouraging mobility of both students and scholars and promote cooperation among educational institutions. The implementation of coworking spaces for universities has occurred at a much lower rate than business-oriented coworking spaces, and several potential reasons for this asymmetry are considered.

While establishing an on- or off-campus coworking environment for graduate and postgraduate pupils is explored to some extent, the possibility and beneficial role of a scholarly coworking space model are poorly understood and under-studied. This conceptual paper provides a framework for applying the coworking model to scholarly settings, with the potential to facilitate more open and inclusive scientific collaboration, research and education, addressing one of the central problems of geographic and institutional barriers to scholarship.

During the past decade, the coworking concept has expanded and evolved along with the industry associated with it, so that references to coworking often refer to notions quite distinct from the original conception. The purpose of this paper is to establish a classification of contemporary coworking environments and clarify the scholarly, as well as the industry usage of a coworking model.

The paper reviews popular and scientific literature and the authors’ field experience in the industry to derive three defining features of coworking and distinct categories that help clarify the concept and can be used to identify and evaluate coworking spaces.

The main finding behind the following paper is the taxonomy of contemporary coworking spaces that takes into account the broad spectrum of shared workspaces that commonly receive the coworking label, specifies the features required to warrant that label and provides a framework for understanding the defining factors of a coworking model. The taxonomy showcases four unalike types of coworking spaces and the three types of non-coworking shared offices that are repeatedly and somewhat mistakenly labeled as coworking environments.

Understanding the core differentiation between unalike models would enable scholars to guide and structure the study to evolve in coworking research. The taxonomy can be seen as a base for further research in the field of coworking that helps ensure scholars are sufficiently specific and distinctive in the shared subject of their research, suggests a roadmap for future coworking research and provides a tool to evaluate real-world examples of work environments concerning the degree they fit the coworking concept.

The USA's Council of Logistics Management has long stressed its aim of promoting leadership. Reflecting this theme, its 25th anniversary conference was addressed by four recognised leaders in the field. Brian Rooks listened to their talks and extracted some of the messages and lessons they gave on leadership.

In an interview in 1991, the Nobel Prize-winning author Laurens Van der Post proclaimed that the era of leaders is over (Block, 1998). A decade later, the topic of breakthrough leadership was the subject of the first special issue in the Harvard Business Review’s seventy-nine year history. Leadership has endured as a consuming issue in both personal and organizational life since Niccolo Machiavelli’s The Prince was written in 1513. In truth, however, leadership exists as part of a duality: Leaders forge and sustain relationships with followers (Goffee & Jones, 2001). Strikingly, Hitler sensed this duality. In a speech to his personal guard corps, he exclaimed: “All that you are, you are through me; all that I am, I am through you alone” (Kellerman, 2001, p. 21).

Leadership cannot exist without followership. The phenomenon of direction and guidance, coaching and mentoring, has at least three components: the leader, leadership, and followers. With each component, the composition of purpose and goals, ethics and morals, rights and duties, and skills and talents is critically important. While the leader is the central and the most important part of the leadership phenomenon, followers are important and necessary factors in the leadership equation. Leaders and followers are engaged in a common enterprise: they are dependent upon each other; their fortunes rise and fall together. Relational qualities define the leadership–followership phenomenon. A major component of such a relationship is how the leaders create and communicate new meaning to followers, perceive themselves relative to followers, and how the followers, in turn, perceive their leader. This mutual perception has serious ethical and moral implications – how leader uses or abuses power, and how followers are augmented or diminished. This chapter features the essentials of ethical and moral, corporate executive leadership in two parts: (1) the Theory of Ethical and Moral Leadership and (2) the Art of Ethical and Moral Leadership. Several contemporary cases such as inspirational leadership of JRD Tata, Crisis of Leadership at Infosys, and Headhunting for CEOs will illustrate our discussions on the ethics and morals of corporate executive leadership.

This paper seeks to argue that global management should be considered by practitioners, educators, regulators and society at large as a true professional discipline. While in its current form it may not meet all the defining criteria of a profession, true professionalism is the best guiding principle as progress is made.

The paper reviews recent critiques of management education, synthesizes the generally agreed criteria of a profession, and applies that framework to the case of management.

Global management needs to further develop a body of knowledge that is both theoretically grounded and instrumental for practice; it needs to raise the bar in terms of professional qualification through existing accrediting bodies; and it needs to articulate and formally adopt a set of core values and principles of conduct, determining how it serves the broader interest of society.

It is important that all key actors assume true professionalism as a guiding principle for the future. The challenges ahead need to consider the ongoing construction of a solid body of knowledge, the revision of MBA degree requirements and the establishment of a set of core transcendental values that should guide professional practice. Academic institutions and practising executives alike must share a commitment to building a global management knowledge base that will not only improve the quality of management practice, but also earn management its professional status.

An analysis of government plans to modernise a traditional marketing system in East Africa exemplifies a frequent criticism of much development planning. Many plans for change are characterised by a too‐rigid adherence to political philosophy and economic ideas of exchange processes.

Discusses three attributes of leadership that are beyond technical competence. Defines “Displaying moral courage” as having the conviction and fortitude to stand up for what you believe. Clarifies the development of a value system and the formation of principles as they relate to the development of moral courage and ethical behavior. Explains “The art of influence” and the manner in which it differs from the traditional power and control concept of the boss. Depicts “Accepting responsibility” as an essential behavior that promotes and supports quality leadership. Provides guidance, techniques, and examples that can be used to enhance leadership skills. Establishes a sound philosphy to increase the probability for long‐term success and professional fulfillment. Includes quotes from contemporary as well as historical leaders.

There has been a great deal of discussion in recent years focusing on the need for teachers to have leadership responsibilities and to participate in the decision-making processes within their respective schools. Unfortunately, these discussions are often filled with suggestions and recommendations that completely miss the point about teacher leadership. Leadership for teachers has little to do with titles and responsibilities, yet it has everything to do with their performance in the classroom. A true teacher leader is one who can create a classroom environment that fosters high achievement among the students. Teachers that can influence and gain the respect of their students are in essence bona fide leaders.

This chapter examines the significance of multisensory experiences in the branding of the Swedish tourist destinations. Firstly, it provides a critical review of the relevant literature in the field of nation branding. It discusses about the tourism branding strategies that are intended to attract more visitors to Stockholm and in other areas in Sweden. Secondly, this contribution suggests that the destination marketers are engaging with tourists and are providing them with multisensory experiences to drive their emotional resonance for the Swedish destinations. Thirdly, it analyses how the ‘Swedishness’ could be expressed through the destinations’ attractions and from creative marketing campaigns. In conclusion the author provides four case studies on ‘The Swedish Number Campaign’, ‘ICEHOTEL’, ‘The ABBA Museum’ and ‘IKEA Museum’ to better explain how the Swedish destinations are providing the mentioned multisensory experiences to tourists.