…thoughts on and about my PhD journey and beyond…

Archive for the ‘Qualitative Research’ Category

Social complexity theory for sense seeking: Unearthing leadership mindsets for unknowable and uncertain times

I have just had a paper published which outlines the thinking behind the framing of my PhD study.  It is published in the Emergence: Complexity and Organization Journal (E:CO 17.1) and this issue as well as all others, are currently offered for the time being as open source as the journal moves into a new online platform.

Abstract: This exposition considers perspectives underpinning contemporary leadership studies given we are located in what Hawking describes as the ‘century of complexity’, also understood as a Knowledge Era. Social complexity as context allows consideration of the turbulence our times without looking for guaranteed, certain, or ‘right’ answers and allows us to work with these conditions, rather than succumb to threat rigidity, pretend they do not exist, or think they are someone else’s problem. To make sense of these conditions requires ontological and cognitive shifts of mindset that more closely match the ‘requisite variety’ of the complexities of our times. The paper draws upon a PhD interpretive inquiry which identified cogent leadership literacies for the 21st century and explored them within Australian university settings. Various cognitive frames feature in this paper and serve to illuminate possibilities for scholars and practitioners seeking fresh approaches for leadership studies for a Knowledge Era. Whilst there are many contemporary scholars already doing so it is also clear that the ontological shifts are not easy and that archaic mindsets are difficult to dislodge even in light of wicked problems like the Global Financial Crisis of 2008 or environmental disasters.

You can find this issue at https://journal.emergentpublications.com/article_tag/volume-17-issue-1/

 

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Thesis is passed and published

Happy to report that my PhD thesis ‘Leadership Literacies for Professional Staff in Universities’ has now been published at http://researchbank.rmit.edu.au/view/rmit:160335.

This blog was part of my action learning approach to my research and study and my grateful thanks go to all who engaged with this work along the way.

Abstract:

This interpretive inquiry explored leadership approaches for professional staff working in contemporary universities. It was underpinned by an emergent methodology grounded in American Pragmatist philosophy, Critical Management Studies theory and was framed as a qualitative act of inquiry.

A framework, comprising Worldly, Sustaining, Leadingful, Relational and Leadingful Leadership Literacies was constructed. This framework emerged from reflections about, and the critical examination of, leadership studies in changing times. Influences such as complexity as a sense making frame; mindsets emanating from different eras; as well as language and power relations were explored.

The framework was empirically explored by looking for signs of these Leadership Literacies in relation to professional staff working in universities. This was undertaken, first with a thematic exploration of two published Australian university leadership research reports for signs of theoretical congruence with the Leadership Literacies. Second, a survey of professional staff eliciting lived experiences of work and leadership were analysed for signs of the Leadership Literacies in practice, using a qualitative Framework Analysis.

This research found indications of the five emergent leadership literacies identified in the framework having theoretical congruence and observed in practice of professional staff working in Australian universities. This suggests that the Leadership Literacies framework is well positioned to ground ongoing research and analysis of these emergent leadership concerns for professional staff working in universities.

The thesis has been submitted…Leadership Literacies for Professional Staff in Universities

Typeface: Thesis from Lucas de Groot

Lucas de Groot (Photo credit: Wikipedia)

 

I’m very happy to report that I submitted my thesis ‘Leadership Literacies for Professional Staff in Universities’ last week. Here is a snippet about the findings and also my acknowledgements page.

Leadership Literacies for Professional Staff in Universities

The first discovery of my thesis was the naming of the Worldly, Sustaining, Leadingful, Relational and Learningful Leadership Literacies that I proposed were appropriate for leadership for professional staff in 21st century universities.  These indicate that the focus of leadership studies has moved from all about the leader (as it was in the 20th century) to the work of leadership that everyone does in knowledge-intensive enterprises (and into what is termed in the literature, a post-heroic leadership space). The next two discoveries found that these LL’s were evident in i) theorisations of higher education leadership research projects (The Scott report Learning Leaders In Times of Change and the Jones & Ryland report that synthesised 4 ALTC research projects about distributed learning prospects for Australian universities); and ii) in the data elicited from the lived experiences of work and leadership given by 226 ATEM professional staff members.  In naming one of the LL’s ‘Sustaining’ I was able to test for human sustainability indicators and these results are less rosy than the rest, and this is reflected in my final reflections. These discoveries led to my finding that the Worldly, Sustaining, Leadingful, Relational and Learningful Leadership Literacies were appropriate and indeed indicated as congruent with leadership for professional staff working in universities.

7.3 Final Reflections

My final reflections I turn to three ideas emerging in unison as I contemplate putting the final full stop in this thesis. These are about amplification, the idea of ‘leadership as the business of energy management’ and how these relate to the people I have featured in this thesis, professional staff in Australian universities.

I have spoken several times already about amplifying the considerable body of literature that is now encapsulated within the Worldly, Sustaining, Leadingful, Relational and Learningful Leadership Literacies. This thesis has also amplified the voices of professional staff working in universities, who as Szekeres (2004) reasoned in her search for them in higher education discourse, were ‘invisible workers’. I captured as many of these voices that wanted to be heard and they had much to say about work and leadership in universities in this early part of the 21st century. One of the key messages I discerned from their accounts was about energy management, having positioned this as a leadership concern within my Sustaining Leadership Literacy. Given the recollections in Martin’s (1999) research that I shared in this thesis, about the effects of change and turbulence on academic staff, there are similarities in the responses given by professional staff, some ten years later. I gave two accounts of academics voicing their frustration and sense of despair from Martin’s research*. These sentiments have been shared by my participants, and one quote, from Martha, eloquently encapsulates similar frustrations (and risks):

We seem to be working longer and longer hours—I regularly work a 50+ week and also work on the weekend. Most of my colleagues are in similar positions, this situation will increasingly take a toll on our health, work productivity and organizational sustainability. However, what can we do about it? Martha (Generation Jones (Late Boomer), Go8 Manager)

I regard this as a key leadership challenge in universities at this time. I am also struck, yet again, by the prescience of Mary Parker Follett, and her grasp of these concerns so long ago. She was a person ahead of her time. This leads me to ponder whether she may also be ahead of ours in light of her messages about making the connection between leadership and energy management stronger.

Whoever connects me with the hidden springs of all life, whoever increases the sense of life in me is my leader (Follett 1928, p. 294).

*This from earlier in the thesis in the chapter on Australian HE leadership…

Another notable work is Elaine Martin’s Changing Academic Work: Developing the Learning University (1999). Connecting student learning theory with then nascent ‘learning organisation’ literature to frame her study, Martin captured the effects of change in academic work through the lived experience of academics. In this snapshot of change in the UK and Australia, Martin reflected that it did “not make happy reading. They paint a picture of despondence and frustration, with the occasional pocket of optimism” (p. 13). The research revealed 60% of leaders, as well as 80% of academics (in non-leadership positions), complained that accountability was excessive (p. 17). Their concern was “not with accountability itself, but with the battery of accountability mechanisms which they saw as getting in the way of real work” (p. 17). In addition, Martin captured the effects of change on people, something that I emulate in the next chapter, albeit with a different cohort of university staff. She found that while 77% of leaders felt ‘undervalued’, so did 88% of academics (in non-leadership positions) [p. 21]. Two statements from contributors to Martin’s study are especially poignant, and support my argument that energy management is a key leadership responsibility in the 21st century:

The first, airs frustration: “I feel like the miller’s daughter in Rumpelstiltskin. Each day I do the impossible, I perform the miracle—but there is only greed for more, never gratitude for what I am doing” [Senior Lecturer, Social Science] (p. 21).

The next is simply heartbreaking: “I gave to my work what I should have given to my family, I now have no family … and soon may have no job” [Lecturer, Economics] (p. 22).

Acknowledgements

I gratefully acknowledge my supervisor Sandra Jones for her encouragement, single-mindedness and considerable understanding of what it takes to stay on course as I traversed a lot of territory; and for knowing when to let me explore and when to rein me in. As a practice-led researcher I came with ideas and a passion for this topic which, under Sandra’s counsel, were galvanised into a plan of inquiry. I sincerely thank her for her encouragement, good humour, intellect and staying power. Special mention and thanks, Sandra, for your ability to finally move my resistant focus stemming from these ideas and passion for my profession to what is expected to be in (and out) of a thesis in the discipline of management.

Peter Macauley, my second supervisor, is acknowledged for his encouragement and the collegial working relationship we have shared for thirty years. Having someone who knew me well was invaluable for my own personal journey especially since my identity has shifted, was unmade and remade in the process of this experience. Thanks Pete for your practical and strategic advice, gleaned from your own doctoral education research focus, it was invaluable.

I also acknowledge the support and assistance of RMIT for their research training program, their RMIT/APA full-time Scholarship, as well as the opportunities afforded by presenting at international conferences in Rome and London.

I have many people to thank for their support during this time. Of special mention are my fellow doctoral students Deb Nanschild, Anne Hiha, David Holzmer, Ailsa Haxell and Robyn Ward for the many conversations shared which led me to deeper understandings of my inquiry (and theirs). Thanks to Chris Bigum for the generous chats about all things philosophical. Thanks also to Terry Evans for his initial encouragement to begin the journey and for wisdom shared during many coffees since.

Special thanks to the 226 Association for Tertiary Education Management (ATEM) colleagues who took the time to participate in this research project. This would not have been possible without the support of Maree Conway and Giles Pickford (ATEM Secretariat) who agreed to act as the conduit between myself, as researcher, and the potential participants for this study. Thank you, Linda McKellar, ATEM Vice President, for your wisdom and as conference travelling companion for several overseas conferences; Stephen Weller, President of ATEM, for your commendations of support and encouragement. Thanks also goes to my focus group of experts who tested the survey for relevance and ease of use.

Last but no means least are my family. I would not have been able to take time out to undertake this inquiry as a full-time student without the support of my partner, Philip. His encouragement, support and culinary skills sustained me during this time. I dedicate this thesis to my children Ashleah and Rohan who have been as supportive of my studies as I have been of theirs. They have been the inspiration to look afresh at leadership and hopefully they (and their generation) will benefit from, and indeed champion, the kinds of 21st leadership literacies I have introduced in this thesis.

Leadership as Energy Management: Reconnecting Humanist Concerns with Leadership for Knowledge-Intensive Enterprises

I presented at ATEM’s Bass Region Conference: Wellbeing: People and Places on May 11.  Here is the abstract.

We find ourselves today, in the second decade of the 21st century, embedded in a knowledge-intensive era (Uhl-Bien et al 2007) framed by the interrelationships between knowledge production as the main driver of growth and wealth creation, globalisation, massification of education and deepening concerns about our world’s environmental sustainability.  The shift is towards a different approach, not yet named or fully understood, yet emerging as leadership perspectives appropriate today’s VUCA[1] (Johansen, 2009) conditions that frame our work in Australia Tertiary Education today.

One definition of leadership that accords with these conditions is that “leaders are in the business of energy management” (Kets de Vries, 2003 p. 111).  This definition acknowledges that leadership is deeply bound to the sustainable use of our creative energies.  It also elevates the judicious governance of energy of self, others and the environment alongside, not subordinate to, financial governance, and therefore towards more holistic approaches to governance (Elkington, 1998; Bragdon, 2006).  This approach calls different and deeper ways of thinking about our world, our worldviews and our leadership and research practices.  It has resonance with the Human Relations Movement from the 1930s (Follett 1925) that remained unprivileged for much of the 20th century but has since been rediscovered in the 21st century as a theoretical basis to work with effectively with today’s VUCA environment.  For example, it can provide the language for leaders and followers to articulate what they may have long felt—that profits above all else and rampant consumerism are not serving the purpose of our lives and they are leading to unsustainable business practices that are harming people and the planet (Evans, 2008).

Human Sustainability Development excercise.  This is how audience members rated institution, all in second wave development stages.

My research has found that appropriate leadership literacies for the Knowledge Era rest on these humanist principles which expand governance to include human, environmental and financial energies.  Such leadership understandings bring issues of sustainability and complexity into the leadership fold, based on the premise that leadership is not set apart from the living systems—human and environmental—that we serve (Davis, 2010a, b).  Here the term literacy suggests more than just the ability to read and write, to be literate also implies a deeper understanding of the particular phenomenon under review and the ability to make sense of, embody, interpret and interact with complex sources of information and experiences inherent in that domain.The literacies emerging from my inquiry have been named as ‘Worldly’, ‘Sustaining’, ‘Leaderful’, ‘Relational’ and ‘Learningful’ Leadership Literacies for the Knowledge Era and these have been tested for signs whether they have yet been theorised and experienced in Australian universities.  To test for signs of observation and experience, some ATEM members were asked about their lived experience of work and leadership during the period November 2009-February 2010 in an online survey.  The results relating to whether the ‘Sustaining Literacy’ had been observed or experienced will be the focus of this presentation, particularly the results pertaining to human sustainability development and energy management drivers that have been investigated as part of this inquiry. 

References

Bragdon, J. H. 2006. Profit for life, how capitalism excels:  Case studies in living asset management. Cambridge, MA: Society for Organization Learning Inc.

Davis, H. 2010a. Other-centredness as a leadership attribute: From ego to eco centricity. Journal of Spirituality, Leadership and Management, 4(1): pp. 43-52.

Davis, H. 2010b. The sustainability zeitgeist as a gps for worldly leadership within the discourse of globalisation, European Academy of Management 10th Annual Conference: Back to the future. Rome: EURAM.

Elkington, J. 1998. Cannibals with forks: The triple bottom line of 21st century business. Gabriola Island, BC ; Stony Creek, CT: New Society Publishers.

Evans, P. 2008. Is an alternative globalization possible? Politics Society, 36(2): pp. 271 – 305.

Follett, M. P. 1925. Dynamic administration: The collected papers (H.C. Metcalf & L.F. Urwick 1940 ed.). New York: Harper & Bros.

Johansen, R. 2009. Leaders make the future: Ten new leadership skills for an uncertain world. San Francisco: Berrett-Koehler Publishers.

Kets de Vries, M. F. R. 2003. Leaders, fools and imposters:  Essays on the psychology of leadership (Rev ed.). New York: iUniverse Inc.

Klenke, K. 2008. Qualitative research in the study of leadership. Bingley, UK: Emerald.

Uhl-Bien, M., Marion, R., & McKelvey, B. 2007. Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4): pp. 298-318.

Pardon, my philosophical disposition is showing…

Detail of The School of Athens

Plato and Aristotle. Image via Wikipedia

I’m concentrating on writing my research design chapter at the moment and so I am thinking about my philosophical disposition and how this notion is treated in theses.  No doubt it depends on the very things that make up the  philosophical disposition–the metatheories of epistemology, ontology and axiology– whether we 1) think about them at all, 2) understand them and claim them as our own, and 3) make these understandings explixit or keep them silent in the actual thesis.  In any event I figure if I’m doing a philosophy degree I should at least consider what this means.

While we can be plural and cross disciplinary in our theoretical frameworks, methodology and methods, I contend that it is impossible to be philosophically plural.  Our philosophical dispositions aren’t really choices in the same sense as choosing appropriate theory, methodology and methods for a particular piece of research, but rather are a statement of our understandings of  our way of knowing, our way of being and what we value.  It is therefore important to be clear and keep true to these dispositions in order to build a strong and authentic framework to make all the other decisions that need to occur in the conduct of research.

Whilst these insights about philosophy are all very well, they are not reason enough to be made explicit in the thesis.   The statements I make concerning my philosophical disposition will be included in my thesis to provide some background because I am positioning myself in the inquiry as one of the research instruments and therefore it is necessary to acknowledge “a critical self-awareness of [my] own subjectivity, vested interests, predilections and assumptions and to be conscious of how these might impact on the research process and findings” (Finlay 2008, p. 17).  They also influence the choices I have made to conduct a qualitative interpretive inquiry and so are explicated to locate my  philosophical, theoretical and methodological standpoints within the wider philosophical and research domains.

It will probably not surprise readers to learn that my philosophical disposition is one of an interpretivist epistemology, relativist ontology and values laden axiology.  Now that sounds easy enough, but it has taken me nearly three years to be able to say that out loud.  In fact, up until a month ago I thought my epistemological standpoint was constructivist!!

So how about you?  What is your philosophical disposition? Do you intend to write it in to your thesis and what are the reasons for this decision?

References

Finlay, L. 2008. A dance between the reduction and reflexivity: Explicating the “phenomenological psychological attitute”. Journal of Phenomenological Psychology,  39, pp. 1-32.

Builders, Caretakers and Undertakers in Tertiary Education Management

University of Genoa

Image via Wikipedia

Here is the abstract from a presentation I gave at the Tertiary Education Management Conference, Melbourne on October 6.

A transcript of this presentation can be found here.  Comments welcome.

Abstract

The title of this presentation borrows from the late C.K. Prahalad and his call for us to fundamentally rethink strategy and create radically new organizational capabilities; and his assertion that the appetite for this process of re-examining and reinventing will separate the builders (leaders) from caretakers (managers) and undertakers (cautious administrators).

Although only history can ultimately confirm this to be true, anecdotal evidence suggests that we are witnessing new times framed by the interrelationships between knowledge production as the main driver of growth and wealth creation, globalisation, massification and deepening concerns about our world’s environmental sustainability. These times of change and uncertainty call for different and deeper ways of thinking about our world and worldviews and our leadership practices.

We find ourselves in the second decade of the 21st century well and truly embedded in the knowledge era. Tertiary Education sector institutions are both sites of knowledge work and in the business of knowledge acquisition and dissemination and therefore can be seen as both drivers and vehicles of knowledge production, the main economic driver of growth in this knowledge-intensive era. Leading productively and promoting a culture of learning and performance is therefore vital to the sector and the society it serves.

Appropriate leadership for knowledge based enterprises has also changed but have we transformed as individuals and organisations? Are we being led by 19th century thinking from the industrial era depicted by heroic leadership and command and control practices? Or are we leading ourselves and our organisations in a way that incorporates the volatility, uncertainty, complexity and ambiguity that now mark our lives? More likely, as is the case with paradigmatic change, we are experiencing a mixture of both and that indeed the future is here; it’s just unevenly distributed!

This presentation will outline the emerging trends for leadership in the knowledge era and share preliminary results from an online survey of ATEM members that indicate whether or not leadership literacies appropriate for the knowledge era are being practiced in universities in Australia today.

Many agents acting in parallel

In celebration of this year’s World Day of Interconnectness (WDI), I have contributed a chapter to an e-book published to mark the occasion. The e-book can be downloaded from here. Please share the e-book and think about what ‘interconnectness’ means to you.

Other events scheduled for the WDI on 10.10.10 include a free leadership webinar 24 hour marathon and lots more at the WDI website.

WDI_ebook

Davis, H. 2010. Many agents acting in parallel: recognising patterns of interconnectness in leadership, learning and life, in, M. Carlton (ed). Exploring our world of interconnectness: in celebration of World Interconnectness Day 2010, Hamilton, NZ: Maruki Books, pp. 22-26.

Introduction

This chapter discusses the significance of interconnectness to leadership, learning and life in times signified by the convergence of the natural, social and economic worlds and where the principal means of production is knowledge.

Where a common metaphor for the industrial era was the machine, a recurring metaphor for the knowledge era is an ecological one. Metaphors emanate from mindsets appropriate for the times within which they were set. However, the speed of change experienced in the last 50 years has added to the complexity already associated with paradigmatic change leaving us with little space to process it. Within the contexts of globalization and sustainability, as with everyday life, this has allowed archaic patterns of thought, values and culture to linger and intermingle with those appropriate for the world we are now experiencing. The challenge for leadership, learning and life in the 21st century has never been greater.

Discussion

It’s time to stake a claim that relationship-based intangible attributes like interconnectedness are indeed central to leadership, learning and living harmoniously in the knowledge era. We urgently need to fix problems emanating from using 19th century thinking for 21st century issues. A worldview based on mechanistic, linear and rationalist thinking was fine for a 19th century industrial era but no longer serves the needs of a world where volatility, uncertainty, complexity and ambiguity mark the terrain. The Global Financial Crisis (GFC) is a consequence of applying old world thinking to 21st century problems. One simple way of shifting this balance is to speak up, speak out and join together. The annual World Day of Interconnectness is a vehicle to do just that.

Personally and collectively we can no longer condone a thinking that sees the world and world events as disparate, unrelated or ‘none of our concern’. We need look no further than the crumbling worldview of the economic rationalist to see that a rational, arms length, profits before all else approach is folly. It’s not working, it’s not healthy, it’s not fair and it’s costing us our planet.

Truth does not cease to exist just because it is being ignored. – John St. Augustine

We have an opportunity, post-GFC, to do things differently. The World Day of Interconnectness reminds us that we can all make a difference, that we all can and should take responsibility for our own actions and to join with others who seek sustainable and humane futures. It’s a reminder that we are of the world as well as in the world and that responsibility rests with all of us to improve the human and environmental condition.

Relationship-based attributes such as interconnectness are vital. Actually, relationships and intangible soft skills have always been important but they haven’t necessarily been privileged in the discourse of leadership or through the lens of globalisation based on neo-liberal/economic rationalist principles that has, up until recently, been the dominant paradigm.

As people become more mindful of their own actions and interactions, an expanded—and in some cases new—sense of interconnectness surfaces as we recognise and take up responsibility for how our actions impact on our lifeworlds. Paradoxically, the seemingly selfish act of spending time and energy reflectively seeking to know who we are often leads to growth—not contraction—of our sense of responsibility to others and the environment, allowing us to see the world as the interconnected whole that it has always been.

A knowledge-intensive era is very different from the industrial era where much of the current globalization, economic and leadership hegemony is drawn. Our world is now a volatile, uncertain, complex and ambiguous place and it is far more fitting to think about harnessing the strength of this ‘messy’ world than to spend our energy trying to tame or order it. This calls for mindsets amenable to working with the ‘mess’ based on, for example, ecology, complex adaptive systems theory or quantum theory, rather than a Newtonian mechanistic and linear mindset grounded in stability that worked for the industrial era.

We are now witnessing a shift towards a third wave of globalisation that can be tracked directly to concerns for the world running deeper than economics, and the realisation that we actually live in a society not an economy. This new wave of globalisation is premised on the joining together of the sustainability (human and ecological) and economic discourses. Previous to this sustainability and the economy were at odds with each other and often in conflict.

The ecological metaphor is also an excellent guide for how we might expand our thinking to lead, learn and live productively in the knowledge era. This metaphor privileges the interconnected nature of our world as well as the deep interdependence between ourselves, the environment and the economy. An ecological model illustrates that there are no ‘externalities’ and that everything—including ecological and humane considerations—is in play and needs to be taken into account when determining economic value, costs, benefits and policies.

In a knowledge-intensive economy leaders have a particular set of literacies to absorb and these are very different to those needed in the command and control doctrine of the industrial era. Leadership literacies for the knowledge era focus on people-centred attributes and encourage leaders to see themselves as teachers, enablers and stewards who encourage commitment and responsibility in themselves and their followers. They also need to tap into intangible qualities like trust, values and commitment. In order to be leadership literate for the knowledge era leaders must develop a deep understanding of themselves and their world. Leaders will have an awareness of and responsibility for the interconnected world of the enterprise to its stakeholders and the environment. Leaders also need to be able to surface underlying values, assumptions and ideologies that are in play in order to understand how leadership practices effect production in a knowledge-intensive economy.

Importantly, an ecological model can also encourage us to think about working with volatility, uncertainty, complexity and ambiguity, rather than against it. Indeed there is a growing interest in combining design science and humane leadership principles based on knowing ourselves well, which in turn expands our notion of interconnectness. An example can be seen in the work of Johansen[1]:

Leaders must learn how to make the future in the midst of volatility, uncertainty, complexity and ambiguity. We need not passively accept the future. Leaders can and must make a better future.

Leaders in the future will need to have vision, understanding, clarity and agility. The negative aspects of VUCA (volatility, uncertainty, complexity, ambiguity) can be turned around by following these principles:

  • Volatility yields to vision
  • Uncertainty yields to understanding
  • Complexity yields to clarity
  • Ambiguity yields to agility.

As we become more mindful of and take responsibility for our own actions and interactions, an expanded—and in some cases new—sense of interconnectness surfaces. This paradox helps to explain the notion of interrelatedness, this intangible leadership attribute so important for the knowledge era. To comprehend the paradox is to recognize that before we can truly understand our interdependence with others—people and the environment—we must first know ourselves in a way that transcends our own ego and in a way that is not fearful of difference and diversity of viewpoints, as Gandhi reminds us:

You and I are the same thing. I cannot hurt you without harming myself – Mahatma Gandhi (1869-1948)

Another connection between a strengthened sense of interconnectness and the benefit of knowing ourselves more clearly is a deeper understanding of our own values. This knowledge helps us in our day to day interactions with our colleagues and our wider communities where virtual and real communities of practice may emerge based on comparable interests and values sets. In addition, our values are a mediator of the messy and unknowable world we experience every day.A

Conclusion

This chapter discussed the significance of interconnectness to leadership, learning and life in an environment signified by the convergence of the natural, social and economic worlds and where the principal means of production is knowledge. It outlined the paradigmatic shifts occurring in society framed by the interrelationships between knowledge production as the main driver of growth and wealth creation, globalisation and deepening concerns about our world’s environmental sustainability.

It called for recognition of the interdependence and interconnectedness of leadership, learning, and life by seeing the world as the interconnected whole that it has always been. Interconnectness and other relationship- based attributes were discussed and positioned as appropriate leadership literacies for times epitomized by volatility, uncertainty, complexity and ambiguity.

Borrowing from Complex Adaptive Systems theory this chapter also reminds us that there are always many agents acting in parallel—whether we realise this or not—and confirmed the significance of action and activities like the annual World Day of Interconnectness, to our unfolding understanding of our world.

[1] Johansen, R. 2009. Leaders make the future: ten new leadership skills for an uncertain world. San Francisco, Berrett-Koehler Publishers.

Heather Davis

Heather is in the final stages of a PhD study identifying appropriate leadership literacies for the knowledge era and testing them in the higher education sector in Australia. The theme of interconnectness resonates very well with her studies and outlook on life. Heather makes good use of Web 2.0 technologies to share her research experiences, including a blog at https://leadershipliteracies.wordpress.com.

This is the second year that Heather has contributed to World Day of Interconnectness activities. Last year she hosted a webinar “Small ‘l’ leadership: taking leadership personally” as part of the Leaders Café Foundation’s contribution of free leadership webinars.

Heather lives in Torquay, Australia, with her partner Philip and has two adult children, Ashleah and Rohan, who live nearby.

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