Managing Uncertainty: The Power Dynamics within Open AI’s Leadership

PurposeFamily small and medium-sized enterprises (SMEs) represent a substantial part of many economies. In these organizations, close and informal relationships between employers and employees often foster a mutual understanding of each other’s needs, facilitating the negotiation of idiosyncratic deals (i-deals), special employment conditions tailored for individual employees. However, research on how i-deals are negotiated in family SMEs, especially regarding power dynamics and influence, remains limited. This study aims to identify the types of i-deals negotiated in family SMEs and explore the role of power and influence in these negotiations.Design/methodology/approachSemi-structured interviews were conducted with 45 employees and 15 employers from Spanish family SMEs. Data were analyzed using ATLAS.ti 8, and thematic analysis was performed.FindingsThe study concludes that task, flexibility, financial and development i-deals are particularly negotiated in family SMEs. It identifies that referent and expert power play an important role in initiating these negotiations. Furthermore, rational tactics are generally employed for negotiating work performance, soft tactics for employment-related aspects and hard tactics for work flexibility. Additionally, the study identified gender differences in the negotiation of i-deals.Research limitations/implicationsThis study enhances i-deal literature by highlighting the distinct characteristics of family SMEs and their impact on i-deal negotiations. The findings suggest that power dynamics and influence tactics in family SMEs differ from those in larger firms. Moreover, certain i-deals may encounter resistance due to concerns about organizational performance and economic implications. Understanding these factors is essential for developing effective negotiation strategies in family SMEs.Originality/valueThis study offers a dual perspective, analyzing the power and influence tactics used by both employees and employers in family SME i-deal negotiations and highlighting gendered dynamics in these processes.

Discussions of China's hollowed village reconstruction (HVR) program tend to divide initiatives into community-based model (CBM, led by local actors which is also called bottom-up model) and government-led model (GLM, driven by policy makers which is also called top-down model). In this paper, we propose a theoretical framework, which goes beyond these two models. Then, we take three typical villages which experienced different models of HVR in recent years as case studies, exploring the intersection of the process of decision-making, the structure of governance and the performance of projects. Both theoretical analysis and case studies show that a hybrid governance structure (HGS), with limited range of reconstruction in the distribution and functions of rural land, is most in line with China's background for HVR and rural vitalization. The participatory process is very important for these three modes, with villages and communities as the important carriers for participation and interaction. Not only villagers can truly participate in the planning and decision-making process in the HGS's approach, which enables villagers to have more autonomy, but also enhanced the project's performance by integrating villagers' interests and willingness with government proposals, matching the subjective and the objective conditions. This research indicates that we can integrate diverse driving forces of village revitalization, pay more attention to the governance's structure and operating models of reconstructing. More importantly, this study responds to Elinor Ostrom's common-pool resource theory and suggests a way forward in the public governance of rural vitalization in contemporary China.

This study examines the impact of educational leadership, school administrators' influence tactics, and teachers' learning agility on organizational commitment (OC) among primary and secondary school teachers in Northern Cyprus. The research offers significant contributions beyond the Turkish Republic of Northern Cyprus (TRNC), as educational leadership, school administrators' strategic influence, and learning agility play a crucial role in shaping teachers' organizational commitment. From an educational management perspective, the study highlights how school leadership practices influence teachers' OC levels and provides insights that can inform best practices in different educational systems. Educational institutions aiming to enhance teachers' OC can adapt these findings to develop effective strategies, potentially improving job satisfaction and overall educational quality. Additionally, the study contributes to global educational leadership discussions by offering a comparative perspective on leadership approaches across diverse cultural contexts. The findings from the TRNC case study provide valuable insights into how cultural differences shape leadership strategies and their impact on teaching. As the first study to examine this relationship, it employs multiple regression analysis to investigate the mediating role of learning agility in the effect of influence tactics on OC. The study sample consists of 325 teachers working in primary and secondary schools, with data collected using three validated scales: Teachers' Influence Tactics, Organizational Commitment (OC), and Learning Agility. The results indicate that school administrators' influence tactics and teachers' learning agility significantly impact teachers' OC. Additionally, school administrators' direct influence tactics positively affect teachers' learning agility. Bootstrap technique was used to analyze both direct and indirect effects, revealing that while influence tactics and learning agility positively contribute to OC, the mediating role of learning agility is limited rather than decisive. These findings underscore the strategic importance of leadership behaviors in enhancing teachers' OC and suggest that learning agility serves as a partial but non-decisive mediator. This study provides an empirical basis for future research examining the interplay between leadership tactics, teacher adaptability, and OC across diverse educational contexts, particularly in post-crisis settings like the pandemic.

Preface. Acknowledgements. Chapter 1: Towards Understanding Multicultural Teams, Aqeel Tirmizi. - Introduction. - Learning Objectives. - Emergence and Study of Multicultural Teams as a Discipline. - Teams Defined. - Types of Teams. - Multicultural Teams and Team Performance. - A Model of Multicultural Team Effectiveness. - Relevant Compentencies. - Summary. - Case Study. - Multicultural Team Effectiveness Inventory. - References. - Chapter 2: The Impact of Culture in Multicultural Teams, Aqeel Tirmizi. - Introduction. - Learning Objectives. - Defining culture: The Challenges Involved. - Cultural Values Frameworks. - An Integration of Cultural Frameworks for Multicultural Teams. - Summary. - Relevant Competencies. - Case Study. - Cultural Context Inventory. - Cultural Context Inventory Scoring Sheet. - Cultural Contaxt Inventory Characteristics Sheet. - References. - Chapter 3: Social Identity Group and Individual Behavior, Claire B. Halverson. - Introduction. Learning Objectives. - The Impact of Social Identity. - Personality. - Multiple Intelligences. - Case Study. - Changing Oneself to Improve Team Effectiveness. - Relevant Competencies. - Summary. - Case Studies. - Assessment Instruments. - References. - Chapter 4: Team Development, Claire B. Halverson. - Introduction. - Overview of Team Development Models. - The Five Stage Model. - Critique of the Five Stage Model. - Punctuated Equilibrium Model. - Team Building. - Relevant Competencies. - Summary. - Case Study. - Assessment Instruments. - References. - Chapter 5: Group Process and Meetings, Claire B. Halverson. - Introduction. - Learning Objectives. - Overt and Covert Group Process. - Power and Group Processes. - Components of Team Process. - Formal and Informal Roles in Teams. - Observing Team Process. - Meetings. - Relevant Competencies. - Summary. - Case Studies. - Assessment Instruments. - References. - Chapter 6: Effetive Leadership for Multicultural Teams, Ken Williams. - Introduction. - Learning Objectives. - Defining Leadership. - Power and Influence in Multicultural Teams. - Case Study. - Influence Tactics. - Cultural Orientations to Power. - Power Styles in Teams. - Differentiating Leadership from Management and Facilitation. - Effective Team Leadership. - Cultural Issues. - Gender Identity Issues. - Approaches to Leadership. - Shared Leadership. - Summary. - Relevant Competencies. - Case Study. - Assessment Instrument. - References. - Chapter 7: Effective Intercultural Communication, Teressa Moore Griffin. - Introduction. - Learning Objectives. - The Functions of Communication on Multicultural Teams. - Communication Models. - Formal and Informal Communication. - Communication Structures Used by Teams. - Modes of Communication. - Virtual Teams and Communication. - Considerations Concerning a Team's Communication Culture. - Enhancing Competency as an Intercultural Communicator. - Using Feedbck - a Powerful Communication Tool. - Summary. - Case Studies. - Assessment Instruments. - References. - Chapter 8: Conflict, John Ungerleider. - Introduction. - Learning Objectives. - Defining Conflict. - Conflict in Stages of Group Development. - Personal Styles of Addressing Conflict. - Cultural Styles of Dealing with Conflict. - Conflict through the Lens of Culture. - Identity Issues. - Approaches to Conflict Resolution. - Collaborative Conflict Transformation on Teams: Communication Skills for Dialogue. - Summary. - Relevant Competencies. - Case Studies. - Assessment Instruments. - References. - Chapter 9: Problem Solving and Decision Making, Linda Drake Gobbo. - Introduction. - Learning Objectives. - What is Problem Solving? - Case Study. - The Synergis

Over the past decades, an increasing number of environmental situations posed threats to humans and assets. Natural disasters happen more frequently and with higher intensity – such as floods caused by heavy rains. One example was the flood that hit in the middle of Europe in 2013. This article reports a single case study of the flood in the German city of Passau in 2013. In the case study we analyze the governance structure employed throughout the flooding as well as how it was managed. Beyond this, we examine how information and communication technology supported the management staff in fulfilling their tasks. Data were collected through semi-structured qualitative interviews with members of the management staff from the main organizations involved in the relief work for the Passau Flood in 2013. Our results show that a hybrid governance structure was employed. All in all, the disaster could be averted, but we identified several challenges and areas for improvement, which could be helpful for managing future disasters successfully.

This chapter explores Iraq’s hybrid governance, where formal state authority and armed non-state actors (ANSAs) coexist in a fragile and contested political order. Through case studies of Iraq and the Kurdistan Region, it examines how this hybrid governance is established, sustained, and contested. The chapter highlights the evolving relationship between the central government and ANSAs, shedding light on the dynamics of political stability in fragile states. Since 2003, the Iraqi state has struggled to monopolize the legitimate use of force, leading to the emergence of various ANSAs with diverse backgrounds. Rather than framing Iraq solely as a failed state, this chapter considers it as an instance of hybrid governance—a fluid and contested political order shaped by both the central government and ANSAs. It further argues that the Kurdistan Region represents a distinctive case of hybrid governance, simultaneously acting as a formal authority and as an ANSA within Iraq’s political structure. Drawing a parallel to the international system, where order is maintained through mutual recognition of international laws and regimes, the chapter contends that the authority of the central government—even when fragile and non-hierarchical—remains essential in shaping a certain political order. By examining how such a hybrid governance structure can achieve political order and stability, this chapter offers broader insights into the possibilities and limitations of political order in fragile states where formal authority and ANSAs coexist.

Performance management studies often examine universities to assess how performance management changes affect organizational outcomes but tend to overlook governance structures’ influence. This research examines how governance structures influence university performance, focusing on the shift from centralized to hybrid governance in Florida universities. Using a synthetic difference-in-difference approach, findings show no significant changes in research and financial performance under hybrid governance. However, dynamic treatment effects highlight the resilience of Florida universities, maintaining strong outcomes during the financial crisis. Further analyses show this resilience is common among states with hybrid governance structures, emphasizing their role in enhancing resilience during external challenges.

PurposePrincipals are considered central in initiating and mobilizing changes in schools; however, their political behaviors in the course of school changes are underexplored. The present research investigated the influence tactics used by school principals to induce teachers to join a process of second-order (deep and wide) change in the school teaching and culture. In specific, the authors were interested to know which influence tactics, principals and staff members considered to be efficient during such a second-order change process.Design/methodology/approachThe study was based on a case study method focusing on four Israeli Jewish state public religious schools participating in the “Routes” program aimed at strengthening religious values in schools. Data collection included semi-structured interviews with principals, teachers with program coordinators responsibilities and teachers in four schools.FindingsThe results indicate that school principals who are considered successful in leading changes display two key influence prototypes: a hybrid type that combines soft and hard influence tactics and a unitype that relies on soft influence tactics.Originality/valueThe research study contributed to the limited knowledge in educational administration on micropolitics and political behaviors in the course of school changes.

Māori, as substantial stakeholders in the fishery sector, must play a major role in any imagined or proposed transition to a blue economy. This paper provides the results from a project examining how to indigenise the blue economy in Aotearoa New Zealand, outlining the underlying theory and providing results from five case studies. The paper explores three key thematic constraints identified in consultation with the Māori fishing sector, namely: centralisation of power; quota fragmentation; and product commodification. It concludes that there is a need to focus on: redressing the imbalance between iwi and hapū by providing quota for hapū while providing wrap around financial and capacity support, incorporating local experts in decision making, and creating community clusters; overcoming fragmentation through joint ventures and hybrid governance structures and a focus on quota optimisation; and increasing market differentiation through research, innovation, and branding and marketing initiatives.

This article offers a framework for understanding power dynamics and organizational change. We use five perspectives to explore the relationships between change approaches, the power used to effect changes, the agents involved in the change process, the most prominent change strategies and influence tactics, and the behavioural outcomes. The perspectives are related to different levels of analysis and contingency factors. New research questions are being raised about the scope and connection of the five perspectives, the institutionalization of power, the way power dynamics hinder organizational change, the will and skill to use power in change processes, and the power of communication and democratic dialogue in organizational learning.

Work Floor Experiences of Supply Chain Partnering in the Dutch Housing Sector

Purpose This study aims to analyze the collaborative dynamics of the integrated public service delivery model in Minas Gerais, Brazil, examining how interorganizational relationships, governance arrangements and coordination mechanisms shape collaborative performance in a hybrid, multilevel context. Design/methodology/approach A qualitative case study was conducted using document analysis and semi-structured interviews with key actors involved in the management and operation of the Unidades de Atendimento Integrado system. The data were analyzed through thematic content analysis and interpreted using Ferolla and Passador (2014) framework, which evaluates collaboration across three dimensions: participation, representativeness and publicization. Findings Findings show that, despite the existence of formal coordination mechanisms and hybrid governance structures, collaborative performance remains limited. Excessive centralization, rigid standardization, fragmented accountability chains and the absence of deliberative and participatory processes undermine horizontal collaboration and restrict frontline autonomy. As a result, the collaborative potential of integrated service centers is only partially realized. Research limitations/implications Although limited to a single case, the findings identify mechanisms that are likely to appear in similar integrated service models, especially those operating in multilevel governance settings. Future studies may compare alternative models across regions or countries. Practical implications The results underscore the need for clearer accountability structures, shared performance indicators, strengthened interorganizational coordination routines and expanded discretion for frontline managers. Establishing participatory channels and reducing excessive centralization can enhance collaborative performance and improve service outcomes. Social implications Strengthening collaboration in integrated citizen service centers can improve accessibility, reduce bureaucratic barriers, enhance responsiveness and build public trust in state institutions. Originality/value This study advances the literature on collaborative governance by examining an underrepresented territorial context and demonstrating that formal integration and hybrid governance arrangements do not guarantee effective collaboration. It highlights the enabling conditions – shared authority, mutual trust and participatory structures – required for integrated service delivery to generate collaborative capacity and public value.

Purpose This study aims to examine the nature and extent of political dynamics (power struggles and contestations) among internal and external school stakeholders in the school evaluation processes and their influence on the objectivity and consistency of evaluations. Design/methodology/approach This study used a purposive sampling method to examine seven secondary schools in Dodoma Region, which were key in piloting the School Quality Assurance (SQA) policy implementation in 2018. The selected schools were government boarding institutions with long histories, managed by School Management Teams and Governing Boards that influenced school decision-making. These schools had regular SQA visits and produced School Self-Evaluation and Whole-School Evaluation reports, which served as the primary data sources. Data were analysed using a method that involved sorting, coding, identifying patterns and applying theory to interpret the findings. The analysis focused on discrepancies and power dynamics in school evaluations, particularly how internal and external evaluators’ roles were represented in the reports. Ethical considerations were ensured through confidentiality, pseudonymizing participants and obtaining clearance from relevant authorities. This study’s reliability and trustworthiness were enhanced through consistent data collection protocols, a transparent coding framework and triangulation of sources. This research offers insights into the politics of SQA policy implementation, highlighting tensions and power dynamics in school evaluations and revealing gaps between policy and practice. Findings This study identifies the SQA policy discourses that were tools and sites of power struggles and contestations among internal and external evaluators in all six quality domains. These political dynamics impacted the objectivity and consistency of evaluation outcomes due to subjectivity among evaluators. Internal evaluation had a positive image by offering higher quality indicators than external evaluation in most case study schools. Research limitations/implications Policy documents provide a high-level overview, often missing the nuanced realities of school implementation. While updated periodically, they may not reflect current practices or challenges. These documents typically present an idealized vision of education, which might not align with actual outcomes. Analysing them alone can overlook the perspectives of teachers, students, parents and other stakeholders directly impacted by the policies. Informal practices and adaptations in response to policy directives may not be documented, and the interpretation of such documents can vary widely, leading to subjective analysis. In addition, policy documents lack empirical data on the effectiveness and impact of the policies. Practical implications This study highlights the need for clear and consistent evaluation criteria to reduce discrepancies between internal and external evaluators. It also underscores the importance of training and support for school-based evaluators to ensure reliable assessments. Moreover, this study calls for addressing political dynamics influencing evaluation objectivity, ensuring that evaluations genuinely reflect school performance. Finally, the findings advocate for involving all stakeholders in the evaluation process to enhance transparency and accountability. Social implications This study has important social implications. It reveals how political dynamics can affect the fairness and transparency of school evaluations, potentially impacting stakeholders’ trust in the education system. This study highlights the need for equitable and unbiased evaluation practices to ensure that all schools are fairly assessed and supported. This can lead to better educational outcomes, as schools receive appropriate feedback and resources. Moreover, involving community members in the evaluation process can foster greater accountability and community engagement in educational development. Originality/value This study provides original value by addressing the intersection of political dynamics and educational evaluation. It uniquely examines how power struggles and political influences affect the objectivity and consistency of quality assurance practices. By highlighting discrepancies between internal and external evaluators, this study offers fresh insights into the challenges of implementing educational policies. This research contributes to the broader discourse on educational reform by advocating for more transparent and equitable evaluation processes, thereby enhancing policy effectiveness and educational outcomes.

COVID-19 Outcomes Among Participants in the NHLBI Myelodysplastic Syndromes (MDS) Natural History Study

Integrated Safety Analysis of Tagraxofusp, a CD123-Directed Targeted Therapy, in Patients with Hematologic Malignancies