Jossey Bass Research Articles

Process Considerations for Strategic Planning: Phase #2, Clarification and Goal Orientation

Assessment UpdateVolume 35, Issue 3 p. 3-16 Editor's Notes Process Considerations for Strategic Planning: Phase #2, Clarification and Goal Orientation Caleb J. Keith, Caleb J. KeithSearch for more papers by this authorStephen P. Hundley, Stephen P. HundleySearch for more papers by this author Caleb J. Keith, Caleb J. KeithSearch for more papers by this authorStephen P. Hundley, Stephen P. HundleySearch for more papers by this author First published: 29 May 2023 https://doi.org/10.1002/au.30345Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. References Hinton, K. E. 2012. A Practical Guide to Strategic Planning in Higher Education. Society for College and University Planning. Suskie, L. 2014. Five Dimensions of Quality: A Common Sense Guide to Accreditation and Accountability. San Francisco, CA: Jossey Bass. Volume35, Issue3May/June 2023Pages 3-16 ReferencesRelatedInformation

Brookfield, S. D. (2017). Becoming a critically reflected teacher (2nd ed.). San Francisco, CA: Jossey Bass.

Stephen Brookfield’s famous book Becoming a critically reflective teacher was first published in 1995. It earned rave reviews after its initial publication, and several friends recommended it highly to me years ago. The second edition that is being reviewed here saw the light of day in 2017, more than two decades after the first. Between editions, Brookfield’s core thesis remains largely unchanged. The critically reflective teacher identifies and scrutinises her assumptions that shape her practice by using the four lenses of critical reflection: (1) students’ eyes, (2) colleagues’ perspectives, (3) theory and (4) personal experience. Despite the continuity of the core thesis in the second edition, Brookfield has done something rather unusual for a new edition in completely rewriting “the whole book from the opening sentence to the last” (ix). Consequently, there are six completely new chapters – on assumptions of power; hegemony; team teaching; the social media; race and racism; and leadership – that provide us with a useful update on Brookfield’s current thinking and also situate the critically reflective teacher firmly in the roller coaster of 21st century teaching.

Urban tourism hypertrophy: who should deal with it? The case of Krakow (Poland)

PurposeThe purpose of this paper is twofold: first, to analyze the phenomenon of urban tourism hypertrophy (UTH) in the context of the process of tourism-related social conflicts formation; and second, to discuss the extent to which destination management organizations (DMOs) are prepared to take responsibilities and actions undertaken in this process.Design/methodology/approachThe paper adopts conflict management (CM) theory as a framework for discussing UTH within the city context. The paper then analyzes the empirical example of social conflict in Kraków (Poland) to assess the predispositions of key institutions engaged in destination governance to lead CM process triggered by UTH. The Circle of Conflict approach proposed by C. Moore (The Mediation Process: Practical Strategies for Resolving Conflict, Jossey Bass, San Francisco, CA, 2014) is utilized as the main application method.FindingsThe study shows that DMO is the most appropriate entity to deal with UTH as a conflict manager; however, it has insufficient resources to fulfill all requirements relating to that role. Therefore, the range of responsibilities and roles of the contemporary DMOs should be completed with CM as the permanent task during UTH crisis.Research limitations/implicationsThe example study was based on interviews carried out with a limited number of informants. Also, the contextual nature of the research as well as specific destination governance structure in Kraków blurred the picture of DMOs predispositions to leading the CM process.Practical implicationsThe study supports urban DMO managers by suggesting a tool of diagnosis and intervention in UTH-induced conflicts. Thus, it makes fulfilling the mediator role a destination governance task.Social implicationsCM brings agreement among parties as to the understanding of the nature of conflict, which forms the basis for quick and mutually agreed actions, according to sustainable development principles.Originality/valueThe paper proposes an alternative approach to mitigate UTH-related problems in cities by adopting the CM framework which emphasizes the universal nature of conflict causes and proposes adequate tools for undertaking actions by DMOs.

Transforming an education system through professional learning: developing educational change at scale in Ontario

There has been increased attention to the importance of teachers and teacher quality in developing and sustaining successful education systems for some time now (Barber and Mourshed in How the world’s best performing school systems come out on top, McKinsey & Company, New York, 2007; Darling-Hammond et al. in Empowered educators: how high-performing systems shape teaching quality around the world, Jossey Bass, San Francisco, 2017). Germaine to the issue of teacher quality, however, is an acknowledgement of the value of supporting educator’s ongoing professional learning (PL). Drawing on findings from a large-scale case study of Ontario, Canada, this paper attempts to shed light on the question of how systems of PL can be developed and scaled? The research was conducted in several phases, including an extensive document analysis, followed by interviews with key respondents across the sector. The paper is framed within the notion of large-scale system change, with a focus on the importance of inter-professional relationships and joint work in establishing shared goals for educational improvement. As we noted in the larger study, a theory of action linked to knowledge of educational change and professional capacity building has informed the mindset, values, and strategies developed and implemented. This paper specifically illustrates Ontario’s whole-system’s focus on professional learning as part of this wider theory of action.

Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives

ABSTRACTIn recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context.

What’s your agenda? Reflective supervision in community-based child welfare services

ABSTRACTThe provision of community-based child welfare services (CCW) in a managerialist climate in Aotearoa New Zealand (ANZ) necessitates constantly renegotiated contractual partnerships, service targeting and measured outcomes. Reflective supervision is essential to counter the perceived negative impacts of managerialism on CCW work. Within this environment, there is a struggle to ensure supervision provides reflective spaces for social workers to develop in their work with service users despite the demands of meeting organisational imperatives. This article reports on a qualitative study which critically analyses the espoused theory and theories-in-use [Argyris, C., & Schön, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey Bass.] about reflective supervision held by social workers practising in the demanding environment of CCW. In the first phase of the research reported here, nine key informants who had both considerable experience in CCW and academic experience in ANZ were interviewed about the nature of reflective supervision in CCW social work. Findings indicate that social workers working in CCW settings are influenced by factors associated with self-awareness, relationships, organisational and professional obligations within a changing and risk-averse managerial environment. Key informants assert that social workers from CCW backgrounds need reflective supervision to engage in self-reflection, consider wider socio-cultural factors and to critically develop social-justice-informed practice with service users.

Multicultural education course put into practice

This study examines the ways in which two teachers who have previously taken a multicultural education course put into practice multicultural teaching in a first grade afterschool program. Banks’ five dimensions of multicultural education are used as the theoretical framework for analyzing past research on multicultural education courses and for understanding the teaching practice of two teachers [see Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). San Francisco, CA: Jossey Bass]. Results of the study indicated that the two teachers were mindful of what they had learned from the multicultural education course and applied their knowledge into practices that are culturally relevant to their students. Recommendations for teacher educators include incorporating a practical component in teaching multicultural education courses such as exposing preservice teachers to multicultural curricular content and having them practice utilizing it, and rethinking the scope of multicultural education and providing preservice teachers with opportunities to explore creative ways of approaching multicultural education beyond the explicit curriculum and pedagogy.

Disrupt or Be Disrupted: A Blueprint for Change in Management EducationDisrupt or Be Disrupted: A Blueprint for Change in Management Education, edited by HoltomBrooks and DierdorffErich. San Francisco, CA: Jossey Bass, 413 pages, hard cover.

Academy of Management Learning & EducationVol. 14, No. 1 Books & Resource ReviewsDisrupt or Be Disrupted: A Blueprint for Change in Management EducationGianpiero PetriglieriGianpiero PetriglieriINSEAD.Published Online:10 Dec 2014https://doi.org/10.5465/amle.2014.0396AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCES Augier M. , March J. G. 2011. The roots, rituals, and rhetorics of change: North American business schools after the Second World War. Stanford, CA: Stanford Business Books. Google Scholar Certo S. C. , Certo S. T. 2009. Modern management: Concepts and skills (11th ed.). Upper Saddle River, NJ: Prentice Hall. Google Scholar Ghoshal S. 2005. Bad management theories are destroying good management practice. Academy of Management Learning and Education, 4: 75–91.Link , Google Scholar Gordon R. A. , Howell J. E. 1959. Higher education for business. New York: Columbia University Press. Google Scholar Khurana R. 2007. From higher aims to hired hands: The social transformation of American business schools and the unfulfilled promise of management as a profession. Princeton, NJ: Princeton University Press. Google Scholar Mintzberg H. 2004. Managers, not MBAs: A hard look at the soft practice of managing and management development. San Francisco, CA: Berrett-Koehler. Google Scholar Petriglieri G. , Petriglieri J. L. 2010. Identity workspaces: The case of business schools. Academy of Management Learning and Education, 9: 44–60.Link , Google Scholar Pfeffer J. , Fong C. T. 2002. The end of business schools? Less success than meets the eye. Academy of Management Learning and Education, 1: 78–95.Link , Google Scholar Porter L. W. , McKibbin L. E. 1988. Management education and development: Drift or thrust into the 21st century. New York: McGraw-Hill. Google Scholar U.S. Department of Education, National Center for Education Statistics. 2013. Digest of Education Statistics, 2012 (NCES 2014–015). Retreived from http://nces.ed.gov/fastfacts/display.asp?id=37. Google ScholarFiguresReferencesRelatedDetails Vol. 14, No. 1 Permissions Metrics Downloaded 5 times in the past 12 months History Published online 10 December 2014 Published in print 1 March 2015 Information© Academy of Management Learning & EducationPDF download

Feature Book Review & Citations

Feature Book Review & Citations

Book Review: The Innovation Equation: Building Creativity and Risk-Taking in Your Organization

The Innovation Equation: Building Creativity and Risk-Taking in Your Organization. Jacqueline Byrd and Paul Lockwood Brown. San Francisco: Jossey Bass, 2003, 195 pages, $36.40.What is your equation for innovation? In this book, the authors make the case that creativity and risk-taking are the essential variables in the innovation equation (Innovation 5 Creativity 3 Risk-Taking). The authors define creativity as "the ability to develop new ideas" and risk-taking as "the ability to drive new ideas forward in the face of adversity."This book is one title in the Practicing Organization Development series published by Jossey-Bass/Pfeiffer. The series is intended to provide practical, stateof- the-art, innovative approaches to organization change and development. Key contributions of the book include perspectives on innovation and how to assess innovation capacity at the individual, team, and organizational levels. There is an excellent discussion of the drivers of creativity and risk-taking, and how the stop signs to innovation relate to these two factors. Finally, there are several innovation leadership tips, tools, and resources that managers and consultants can use to accelerate the development of innovation cultures.Not everyone perceives themselves as creative, and some people are riskaverse. So how do we assess people's innovation orientation? Of particular value in this book is a short innovation orientation assessment. A more detailed innovation assessment called The Creatrix® (n.d.), based on several years of research, generates an Innovation Orientation profile (http://creatrix.com/rix /servlet/creatrix).An innovation orientation score is calculated based on the cross-impact of creativity and risk-taking, resulting in one of eight innovation orientation profile types. For example, challengers are high risk-takers who are low in creativity. Sustainers are practical, reality-oriented people who value control and standardization. Innovators are self-motivated and on the lookout for breakthrough creations. Dreamers are high in creativity and low in risk-taking. Modifiers make things better, and are moderate in creativity and risk-taking. Practicalizers are moderately creative and high risk-takers. Synthesizers can blend ideas together and are quite creative and moderately high in risk-taking. Planners want creative ideas to be doable, and thus are low-risk, moderately creative types. As you can imagine, each of these types can create value as well as restraints for an organization.Knowing one's innovation orientation is the first step in realizing how to develop skills and strategies to master the polarities associated with what the authors identify as the seven drivers of creativity and risk-taking. …

Abstract WP339: Reducing Door-to-Needle Time for Acute Ischemic Stroke Thrombolysis in a Community Hospital

Reducing door-to-needle time [DTNT] for delivery of IV t-PA to acute ischemic stroke [AIS] patients improves functional outcome [1, 2]. Our community hospital sought to evaluate methods for improving DTNT in a non-academic center. Weekly debriefings of all AIS cases were conducted to develop process improvement strategies using a rapid cycle test of change model; which allows for quickly implementing changes in organizational structure [3]. Paired t-test was used to compare mean DTNT before and after implementation of changes. First, stroke patients arriving by ambulance were transferred directly to CT scan, eliminating the time delay of gurney transfers. The stroke team then started formal stroke debriefs, wherein areas for improvement were sought on an individual basis. In response to a delay due to IV tubing issues, pharmacy included tubing with the t-PA. Next, the algorithm was changed to allow ED staff to order t-PA while neurologist was en route. Later, a neurologist was assigned to be on-site at the hospital for immediate response. Pharmacy began hand delivering t-pa after a delivery delay due to miscommunication. After triage delays for atypical strokes, ED began pre-shift nursing messages and displayed posters that emphasized atypical stroke symptoms. Pharmacy designated one phone number to quickly communicate t-PA was to be given. The process improvements resulted in a significant reduction of average monthly DTNT by 7.56 minutes (p = 0.02) (Figure 1). Weekly debriefings of AIS cases lead to policy changes which significantly reduced DTNT in our community hospital. Saver, J.L., et al.: The “Golden Hour” and Acute Brain Ischemia; Stroke. 2010;41:1431-1439 Lees KR, et al: Time to treatment with intravenous alteplase and outcome in stroke; Lancet. 2010 May 15;375(9727):1695-703. Langley G.L.: The Improvement Guide: A Practical Approach to Enhancing Organizational Performance 2009, 2 nd ed. Jossey Bass, San Francisco

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

Educational professionals’ values: voices from secondary schools in England

Background: Values continue to play an integral part in education across the globe, but the importance of teachers’ personal values is often overlooked (Klein, M.B., New teaching and teacher issues, Nova Science Publishers Inc., 2006; Aspin, D.N., and J.D. Chapman, eds, Values education and lifelong learning: Principles, policies, programmes, Springer, 2007). It has been argued that teachers need explicit opportunities to reflect on their own personal and professional values to enable them to model what they ask of their students with integrity (Palmer, P.J., The courage to teach, Jossey Bass, 1998; Atkinson, T., and G. Claxton, The intuitive practitioner, Open University Press, 2000). Professional development is still often narrowly defined within the bounds of skills and competencies. However, discussion of values could help contribute to professional development by building teacher commitment and resilience. Objective: The purpose of this research was to explore the intrinsic values of secondary school professionals and the publicly espoused values of the educational systems in which they work. This research is the result of a two-year funded empirical study carried out by the authors in secondary schools in England. Research design: Research was undertaken in five schools in a range of educational contexts. In each school, individual conversations were undertaken with six key professionals with different roles to elicit personal constructs or values. These values were discussed within schools and formed a school's ‘values footprint’. An interschool workshop completed the data collection. Data were analysed qualitatively. Main outcomes: Qualitative analysis suggested relationships between the professional roles of the participants and predominant values themes. There were also connections between school types and predominating values. Four key themes emerged from the individual and group conversations: importance of dialogue; recognition of the importance of self-awareness; the priority of learning for life and the influence of professional roles on an individual's values focus. Conclusion: This small-scale study supports the importance of dialogue and self-awareness in professional life and ongoing professional development.

Distributing Leadership in Health and Social Care: Concertive, Conjoint or Collective?

This paper examines leadership in practice, specifically the interaction of leaders and followers, taking account of context (Spillane, J.P. (2006). Distributed Leadership. San Francisco, CA: Jossey Bass). Employing Gronn's dimensions of concertive action and conjoint agency (Gronn, P. (2002). Distributed leadership as a unit of analysis. Leadership Quarterly, 13, pp. 423–451), different conceptualizations of distributed leadership (DL) are examined, and the influence of a health and social care context on attempts to enact DL is analysed. In so doing, boundary conditions or the limits to distributing leadership in health and social care are identified. The analysis suggests that the collective leadership DL model presented by Denis et al. (Denis, J.‐L., Lamothe, L. and Langley, A. (2001). The dynamics of collective leadership and strategic change in pluralistic organizations. Academy of Management Journal, 44, pp. 809–837) is most likely to be enacted in the face of policy and professional pressures towards more concentrated leadership. However, where DL does not encompass conjoint agency, it will tend towards more towards ‘nobody in charge’ (Buchanan, D.A., Addicott, R., Fitzgerald, L., Ferlie, E. and Baeza, J.I. (2007). Nobody in charge: distributed change agency in healthcare. Human Relations, 60, pp. 1065–1090) or collaborative leadership (Huxham, C. and Vangen, S. (2000). Leadership in the shaping and implementation of collaboration agendas: how things happen in a (not quite) joined‐up world. Academy of Management Journal, 43, pp. 1159–1175). Following the analysis, the authors argue that researchers need to move beyond a reified concept of DL, and ask a more straightforward question of how power is distributed. As Gosling et al. suggest (Gosling, J., Bolden, R. and Petrov, G. (2009). Distributed leadership in higher education: what does it accomplish? Leadership, 5, pp. 299–310), DL evokes an aspiration for the way leadership is configured, and draws attention to iterative relations between leadership, followership and context, but it is a conception of leadership that requires unpacking. This conceptual analysis, applied to health and social care, is offered in pursuit of this aim.

Civic Engagement in Higher Education: Concepts and Practices (review)

Reviewed by: Civic Engagement in Higher Education: Concepts and Practices Jennifer Gilbride-Brown Civic Engagement in Higher Education: Concepts and Practices. Barbara Jacoby and Associates. San Francisco, CA: Jossey Bass Publishing, 2009, 265 pages, $40.00 (hardcover) Ambiguity abounds when conceptualizing the term, “civic engagement.” Higher education finds itself in a moment where parameters and definitions are needed in order to move its civic initiatives forward. Institutions are asking the question, “What do we mean by civic engagement?” The latest book from Barbara Jacoby and Associates, Civic Engagement in Higher Education: Concepts and Practices, offers a response and provides insight into what educating students for civic engagement might entail. Jacoby (2009) argues: If civic engagement is to gain real traction in today’s higher education, it must be clearly defined, and civic learning outcomes must be established. Opportunities to learn about and practice civic engagement must be embedded throughout the curriculum and the co-curriculum. This book shows how all this can be done, and is being done, at higher education institutions around the country. (p. 2) Drawing from expertise around the country, the contributing authors in this book offer a wide range of perspectives and examples while drawing from the rich base of research upon which civic engagement work can and must rest. The intended audience is broad and ranges from entry and midlevel professionals on the forefront of civic engagement initiatives to assistant/associate deans/directors who supervise them. This book has clear implications for policymakers, foundations, and associations. Fundamentally, this is a book for anyone who is charged with enacting the civic mission of higher education and is an important resource for determining what might be accomplished. This edited book is divided into two sections. The first section provides a structure for conceptualizing civic engagement grounded in its historical context and includes an exploration of the dimensions of civic learning. The second section investigates a wide range of civic engagement initiatives, both curricular and co-curricular, happening across the country in diverse institutional contexts. The book flows like a conversation among the authors with many of the contributors referring to the important conceptual and historical mapping offered in the opening chapters. In the introductory chapter, Barbara Jacoby takes on the challenge at hand, getting one’s mind around what is civic engagement and what do we mean by “educating students for civic engagement.” In many ways, the work of civic engagement has pushed ahead with fragmented and loose understandings of what it is in the first place. She cites a review of research done by Lester and Salle (2006) that listed thirty-three recent studies on service-learning of which only three included any definition of civic engagement. Drawing heavily from the work of CIRCLE (Center for Information and Research on Civic Learning & Engagement) and the Coalition for Civic Engagement and Leadership at the University of Maryland-College Park (2005), Jacoby [End Page 567] defines civic engagement as: acting upon a sense of responsibility to one’s communities. This includes a wide range of activities, including developing civic sensitivity, participating in building civic society, and benefiting the common good . . . Through civic engagement, individuals-as citizens of their communities, their nations, and the world-are empowered as agents of positive social change for a more democratic world. (p. 9) She concludes with a thorough overview of leadership in this area that can easily double as a quick reference guide to the many higher education associations and initiatives working to drive civic engagement today. This opening chapter lays important groundwork and captures the current state of affairs in civic engagement across the country. The first section also contains a chapter reviewing civic engagement research over the last 10 years written by Mark Hugo Lopez and Abby Kiesa, both of whom provide leadership on research through CIRCLE. Caryn McTighe Musil of AAC&U completes this opening section by offering a creative and useful conceptualization of what we mean by “educating students for personal and social responsibility.” The second section builds from these definitions and frameworks by examining current practices that shed light on strategies and pitfalls of integrating civic engagement across an institution. Other movements in higher education such as...

A qualitative analysis of charismatic leadership in creative teams: The case of television directors

Leadership continues to play an important role in team effectiveness [Burke, C.S., Stagl, K.C., Klein, C., Goodwin, G.F., Salas, E., & Halpin, S.M. (2006). What type of leadership behaviors is functional in teams? A meta-analysis. The Leadership Quarterly, 17(3), 288–307.]. A special type of team, television show production, utilizes an intact team of highly specialized and creative members. Charismatic leadership theory provides a useful lens from which to study how television directors facilitate the team's work and creativity. In this study we used two types of qualitative software to analyze interview transcripts from 21 television directors. Semi-structured interview protocol resulted in transcripts coded for the six factors of charismatic leadership [Conger, J.A., & Kanungo, R.N. (1988). Behavioral dimensions of charismatic leadership. In. J.A. Conger and R.N. Kanungo (Eds.), Charismatic Leadership (pp. 78–97). San Francisco: Jossey Bass Inc.], and aspects of leader distance [Antonakis, J., & Atwater, L. (2002). Leader distance: A review and a proposed theory. The Leadership Quarterly, 13, 673–704.; Shamir, B. (1995). Social distance and charisma: Theoretical notes and an exploratory study. The Leadership Quarterly, 6, 19–47.], shared leadership [Pearce, C.L., & Conger, J.A. (Eds.) (2003). Shared leadership: Reframing the hows and whys of leadership. Thousand Oaks, CA: Sage.], and leadership self-schema [Gardner, W.L. & Avolio, B.J. (1998). The charismatic relationship: A dramaturgical perspective. Academy of Management Review, 23(1), 32–58.; Murphy, S.E. (2001). Leader self-regulation: The role of self-efficacy and “multiple intelligences”. In R. Riggio, S. Murphy, & F. Pirozzolo, (Eds.) Multiple intelligences and leadership, (pp. 163–186). Mahwah, NJ: Lawrence Erlbaum Associates.; Wofford, J.C., & Goodwin, V.L. (1994). A cognitive interpretation of transactional and transformational leadership theories. Leadership Quarterly, 5, 161–186.]. In addition, a computerized content analysis program DICTION was used to identify factors of charismatic speech content such as optimism and reference to collectives following the protocol used by Bligh, Kohles, & Meindl [Bligh, M.C., Kohles, J.C., Meindl, J.R. (2004b). Charisma under crisis: Presidential leadership, rhetoric, and media responses before and after the September 11th terrorist attacks. The Leadership Quarterly, 15, 211–239.]. Results of the present study revealed that charismatic leadership can be important in explaining the leadership role of television directors in teams. Directors showed vision, sensitivity to member's needs, and other charismatic behaviors. Moreover, some charismatic leader behavior differed by leader distance from followers. Leadership self-schema appeared to be an important prerequisite for shared leadership.

Validating Four Standard Scales in Spiritually Practicing and Nonpracticing Samples Using Propensity Score Matching

Validating Four Standard Scales in Spiritually Practicing and Nonpracticing Samples Using Propensity Score Matching

Book & Resource ReviewsProject Sponsorship: Achieving Management Commitment for Project Success, by EnglundRandall L. and BoceroAlfonso. Jossey Bass. 2006, 201 pages, hardcover.

The article reviews the book “Project Sponsorship: Achieving Management Commitment for Project Success,” by Randall L. Englund and Alfonso Bocero.

Global Issues and Adult Education: Perspectives from Latin America, Southern Africa, and the United States (review)

Reviewed by Courtney H. Thornton North Carolina State University David Franklin Ayers University of North Carolina at Greensboro Global Issues and Adult Education: Perspectives from Latin America, Southern Africa, and the United States; Sharan B. Merriam, Bradley C. Courtenay, and Ronald M. Cervero (Eds.); San Francisco: Jossey Bass, 2006, 560 pages, $48.00 (hardcover) Global Issues and Adult Education: Perspectives from Latin America, Southern Africa, and the United States is a collection of response papers written by 38 of the 45 Cyril O. Houle Scholars in Adult and Continuing Education identified by the W. K Kellogg Foundation between 1997 and 2006. Those 38 contributing authors sponsored and attended a Global Issues Seminar (August 7-14, 2004) that aimed to bring attention to the future needs of a global community, the role of adult education in addressing those needs, and the establishment of regional networks for adult and continuing education leaders. The conference, and this resulting volume, was organized around five global issues important for the future of adult education: globalization and the market economy, marginalized populations, environment and health, community empowerment, and lifelong learning and educational systems. These five issues emanated from a review of the Houle Scholars' research projects as well as from the United Nations Education, Scientific, and Cultural Organization's (UNESCO) report on the 1997 International Conference on Adult Education (CONFINTEA). During the Global Issues Seminar, experts served as specialists in each area, and their comments are summarized at the beginning of each of the five sections. Readers of this hefty volume may best heed the advice, "begin with the end in mind." At the end of this collection of 38 chapters, widely [End Page 364] diverse in style, content, purpose and approach, editors Sharan Merriam, Bradley Courtenay and Ronald Cervero offer a masterful concluding chapter that both connects the five sections of the book and identifies themes across all 38 chapters. The editors present globalization as an overarching concept; globalization leads to marginalization of certain populations who are, in turn, more often susceptible to environmental and health issues. The remaining two themes, community empowerment and lifelong learning, are strategies for addressing the negative effects of globalization. The editors then form a five-part agenda for adult educators based on ideas common across the 38 chapters: (a) create a space to listen to voices, (b) adopt a critical stance, (c) attend to policy, (d) develop partnerships, and (e) foster collective learning and action. While the division of chapters according to the five global issues seems logical, readers will find great variation within each section. Although the authors promoted partnership and collaboration of all kinds in their chapters, they did not demonstrate its value in the approach to this volume. The volume could have been strengthened by combining the thoughts and ideas of authors both within and across sections. Hence, readers who start with the concluding chapter may be better primed to identify connections across the chapters within each section. The seven chapters that comprise Part 1, "Globalization and the Market Economy," each define globalization independently before offering related considerations and applications for adult educators. Zelda Groener discusses government policies in South Africa as related to transformative workplace adult education. Chapters from Cecilia Amaluisa Fiallos and Juan José Madrigal Goerne offer perspectives on globalization from Ecuador and Mexico, respectively. Fiallos urges adult educators to consider development, a central globalization concept, less in terms of wealth and more in terms of personal freedoms. Goerne discusses certain Latin American adult education programs and how globalization has created both challenges and opportunities in this work. In his chapter, John Holst skillfully introduces the debate on the nature of globalization, specifically using Tabb's typology to discuss the opposing views of long versus strong globalization. The remaining chapters focus on adult education in the United States. Fred Schied critiques the dominant belief that lifelong learning is the solution to economic problems. Talmadge...

Stereotypes and Prejudice in Conflict

During the last twenty years, a discernible increase in the analysis of stereotypesand the role they assume during conflicts has occurred, with significantinterest emanating from the field of social psychology. For the authors ofStereotypes and Prejudice in Conflict: Representations of Arabs in IsraeliJewish Society, years of research have culminated in a publication thatunflinchingly explores such diverse topics as delegitimization tactics andunity as well as the development of perceptions among pre-schoolers.Daniel Bar-Tal, a professor in Tel Aviv University’s Psychology Department,is the author of several notable works on the issue, including SocialPsychology of Intergroup Conflict (Springer-Verlag: 1998) and HowChildren Understand War and Peace (Jossey Bass: 1999). Likewise, YonaTeichman, a clinical psychologist at Tel Aviv University, brings a level ofexpertise honed from extensive research on the development and applicationof an implicit, free-response measure of social representations based on thesystematic analysis of human figure drawings. Through this dynamic, theystrive to contribute to future peace endeavors by prompting the criticalanalysis of one’s own society and the processes that impede conflict resolution,while encouraging new perspectives that will end the violent cycles thatsustain conflict.From a strong opening chapter, the authors negotiate through twelvechapters adeptly, the most notable of which include chapter 4, “Representationof Arabs in Public Discourse”; chapter 5, “Representation of Arabs inSchool Textbooks”; and chapter 10, “Studies with Schoolchildren, Adolescents,and Young Adults.” All of these chapters are supported by a plethoraof tables comprising generalization, characterization, and negativity; color ...