On Tuesday 25 June Bristol Business School hosted the ‘Unlocking Performance through Employee Engagement Conference’ in collaboration with Engage for Success, CITB and ILM. This was the first Engage for Success conference hosted outside of London, and it was fantastic to hold it here at UWE Bristol welcoming over 170 external delegates to the Business School.
The main theme of the event was around harnessing the skills of people and resources to reach new levels of engagement to boost productivity and save costs. There was also a focus on creating and sustaining employee engagement during challenging times, and with limited budgets, as often experienced by SMEs.
The event was chaired by Dr. Gareth Edwards, Associate Professor of Leadership Development at UWE Bristol, whilst Noordin Shehabuddeen, Director of Bristol Business Engagement Centre at UWE Bristol, welcomed the delegates, who came from a variety of professions from within the South West including the construction industry, accounting and finance, and local government.
The conference was treated to some excellent keynote speakers focusing on the necessity for employee engagement now more than ever, to case studies from baby food manufacturer Ella’s Kitchen to Wilmott Dixon, a local construction company, who were recently ranked the 4th Best Company to work for by the Sunday Times.
There then followed a series of interactive workshops led by invited guests who are also ambassadors for Engage for Success, and a rather intriguing energiser event led by the Creator of Joy at Inspire me, who was able to create a credible rock choral version of ‘Aint No Mountain High Enough’ in just 20 mins – definitely an occasion which you had to be part of to actually believe.
The event concluded with a keynote address from Andrew Sandiford, Managing Partner of local accountancy firm Bishop Fleming, followed by a panel discussion to answer questions submitted by the delegates throughout the day. It was evident that employee engagement is everyone’s responsibility, and many of the questions centered on how to do this if given little or no budget, as well as strategies as to how to gain support from the cynics and buy-in from senior management. Support was certainly gained by everyone present, and we were delighted to have hosted such a fantastic event.
Guest blog post from Berrbizne Urzelai Lopez De Aberasturi, Lecturer and Team Coach Team Entrepreneurship
CLUSTERING 2019
I am part of the Organizing and Scientific Committee of Clustering: International Conference on Clusters and Industrial Districts. This year we organized the 4th edition of the conference in the faculty of Economics of the University of Valencia, Spain (23th-24th May).
The event includes a variety of activities around local contexts and globalization, the phenomenon of geographical agglomerations of companies and individuals, and organizational models such as industrial districts and clusters. One of the differentiating elements of this conference is its interdisciplinary nature. It focuses on clusters but from very different perspectives (economy, marketing, history, geography, internationalization, sociology, etc.).
This year the conference included Pre-conference activities, Roundtables, Conferences, Doctoral Workshop and Parallel Sessions, and gathered 100 participants from 20 countries. In this edition, we were especially interested in work that focused on the Human and Relational Resources of the territory. The different papers presented intended to show that, in a globalized and virtually interconnected world, clusters and people are determinants to explain the heterogeneity observed in the growth of companies and regions.
On 24th of May I presented my paper “Managerial perceptions on the value of Country-of-Origin Clusters” in a parallel session around Multinational Companies, and Global Value chains. After my presentation I was a speaker in a roundtable around “remote workforce connected and sharing knowledge”, along with Barbara Covarrubias (University of Applied Sciences, Vienna, Austria) and Alejandro Sanchez Cuenca (Deputy Head of Arcelor-Mittal). The session was chaired by Lourdes Canós-Darós (Polytechnic University of Valencia).
MOTIVA 2019
I was invited as a keynote speaker in the VI International Conference of MOTIVA (28-30th May). This year, it is the 20th anniversary of MOTIVA, and the focus of the conference was on young Enterprises and the role of universities in promoting this. There were 42 papers presented, and 100 participants from 12 countries.
MOTIVA is a Spanish and Latin American network of academics that want to promote entrepreneurship and enterprises that contribute to the social welfare in those countries. It was created in 1999 and now it gathers academics from various countries: Costa Rica, Mexico, Ecuador, Colombia, Venezuela, Argentina, Chile and Spain. This network aims to:
Promote an entrepreneurial culture
Organize international gatherings and conferences
Share and transfer entrepreneurial projects and successful cases
Develop teaching methodologies and resources around the creation of enterprises and entrepreneurship.
My presentation was on 29th (11.30-13.00) and the title was “Experiential learning: Team Entrepreneurship”, as it was focused on teaching experiences, practices and methodologies. I talked about Team Academy, our TE course in UWE, and the fundaments and pedagogy behind our teaching and learning philosophy. The session was chaired by Marisa Quintanilla (UVocupació, UV, Spain).
We are delighted to announce that we will be hosting a Research Symposium event on Thursday 6 June 2019. This afternoon research event will take place before our evening Professorial Lecture with Steve Kempster.
Thursday 6 June 2019, 14:00-17:00 Bristol Business School, UWE Bristol
In the face of environmental, social,
political and economic change organisations are coming under increasing
pressure to demonstrate responsible and inclusive leadership that makes a
lasting, positive impact to the lives of the communities they engage with.
Whilst such principles are now well accepted in both policy and practice the
continuing prevalence of discrimination, inequality and unethical practice,
combined with a loss of trust and a growing sense of disengagement and
disillusionment across significant parts of the population, suggest that
implementing such an approach is not so straightforward.
This event, organised by Bristol Leadership and Change Centre in collaboration with the Centre for Responsible Management at the University of Winchester, opens
up a space for discussion and reflection around the paradoxes and possibilities
of responsible and inclusive leadership, drawing on the latest theory and
research in this field. The event is designed for academics, students,
consultants and practitioners interested in and/or responsible for the
management of people and organisations. It may be particularly beneficial for
those working with or towards Sustainable Development Goals (SDGs) and/or with
the Principles of Responsible Management Education (PRME), as well as those
with a responsibility for Equality, Diversity and Inclusion (ED&I) and mobilising
culture change.
This event
will be hosted at Bristol Business School, UWE, Bristol and will be followed by
a Distinguished Professorial Lecture by Professor Steve Kempster. Both events are free to attend
although registration is required in order to reserve a place.
Session 1
The Responsible Management and Leadership Paradox: An interactive
workshop
Dr Simon M Smith Department of Responsible Management and Leadership, University of Winchester
This interactive session is designed
to explore and discuss the day-to-day realities faced with delivering
responsible management and leadership. This will be presented as a number of
paradoxical situations that we address within the world of business and will
lead into a rich and diverse set of discussions around responsible management
and leadership.
There will be a short introduction to
outline the conceptual paradox theory of ‘Organizational Ambidexterity’ applied
to the responsible management and leadership context. No experience with this academic
construct is needed. A number of situations are then provided to all
participants to instigate a discussion of how these situations are dealt with
on the frontline. As well as increasing our understanding of these paradoxical
realities, it is hoped that we will inspire how to tackle such situations
through shared practice.
Session 2
Learning from Lived
Experience: Opportunities and Challenges for mobilising lasting change on
leadership and inclusion in the NHS
Recent years have seen increasing emphasis on
the need for collective, compassionate and inclusive leadership in UK public
services. The National Health Service (NHS) constitution in particular places a
legal and moral requirement to address inequality in all that it does. Despite an espoused commitment to equality,
diversity and inclusion, however, and a series of associated policy and
practice initiatives, inequality gaps continue to increase, compounded by
successive neo-liberal policy agendas that have contributed to a growing
financial deficit, constant political and systemic interventions, increasing
fragmentation and conflicting accountabilities.
A recent initiative from the NHS Leadership
Academy – Building Leadership for Inclusion – intervenes at both an individual
and systems level. Engaging meaningfully with ‘lived experience’, it aims to
foster inclusive leadership and hasten the speed of change, a commitment
reiterated in the NHS Long-Term Plan
to “do more to develop
and embed cultures of compassion, inclusion, and collaboration across the NHS” (NHS England, 2019: 89). Whilst a more
abstract concept than ‘equality’ and ‘diversity’, ‘inclusion’, with its
emphasis on perceptions and experience (rather than objectively measurable
criteria) highlights the cultural-cognitive
dimensions of change. In so doing, we suggest, it offers the potential to
address systemic causes, rather than surface-level symptoms, and to support the
complex, messy, emotional and politicised work of mobilising large-scale
culture change.
In this session, we will share findings from
our action research and evaluation on this initiative, including enablers and
barriers to change. We will also invite
participants to reflect on their own lived experience of inclusive and
non-inclusive leadership and the challenges of mobilising lasting change on
this agenda.null
How to attend
If you would like to attend this research symposium please register your details online: Click here to register
If you would also like to attend the evening Professorial address with Steve Kempster (please see below for details) you will need to register separately for this event.
Professorial Lecture Series: Professor Steve Kempster
The talk will focus on Steve’s new book (with Thomas Maak and
Ken Parry) out in February 2019 that explores the role of leadership in making
manifest societal purpose to everyday business activity – how business value
and social impact can be aligned and realised. Too little attention in
leadership is focused on the responsibilities and activities of those who lead.
Steve will seek to answer the question ‘leadership for what?’ He will outline an answer through focusing on responsible leadership of purpose through an interdisciplinary perspective. Responsible leadership moves the axis of leadership from leader – followers to leader – stakeholders; away from looking at leadership as person-centric – the qualities, abilities, and effectiveness of the leader – to a focus on the purposes, responsibilities, and activities of leadership. For further details and to register please visit our event page.
“Economic Clusters and Globalization: Diversity and Resilience“, edited by our Dr Berrbizne Urzelai and Francisco Puig, shows that in today’s globalized world, clusters are an important factor in explaining the different growth rates of firms, cities and regions. Drawing on the expertise of an international contributor team, it covers topics such as clusters and small and medium-sized enterprise competitiveness, innovation and science parks, clusters and multinationals, and information and communication technology clusters. It reveals great diversity in terms of the origin of clusters, the organizational relationships at play, and the characteristics of the firms involved. Taking lessons from a rich variety of literature and empirical cases, the book provides valuable insights for regional development and industrial policy.
Bristol Leadership and Change Centre is delighted to be hosting the 18th International Studying Leadership Conference in 2019 at Bristol Business School, UWE Bristol.
In contemporary tumultuous societal landscapes, some commentators claim that answers for problems are located in heroic individuals, whereas others take a more holistic approach and call for an understanding of context, culture and place in leadership practice. Only through understanding the relationship between leadership and the environment, they argue, will we be able to develop more effective and sustainable forms in the future; forms that are responsive, flexible and sensitive to change. We will define the concept of place in due course, but before note that researchers and scholars interested in studying place and leadership share some common similarities.
Most significantly, they challenge the notion that leadership is the sole responsibility of one individual who acts as if in a context-free vacuum. That is, mainstream approaches to leadership tend to valorise the quest for locating a ‘magic recipe’ of leadership attributes that can be farmed out to any individual to allow them to become effective in any situation. Very little attention is paid to other factors outside of the individual that may impact on success, largely because the ideal-type leader is seen to be so omniscient and omnipresent that place is deemed irrelevant. Despite the continued popularity of this simplistic approach (as evidenced in contemporary airport texts and ‘how-to’ guides), scholars from a diverse range of backgrounds take issue with the a-contextual nature, claiming it to be overly prescriptive (Graeff, 1983), to represent a North American bias (House, 1995) and to fail in capturing the nuanced and fundamentally idiosyncratic character of day-to-day leadership practice (Sutherland et al, 2014). They fail to ask questions such as: Why does leadership style vary from place-to-place? Why do certain leaders work well in some contexts and not in others? Why has the magic recipe of leadership not yet been found, in almost 100 years of formal leadership research?
We propose that focussing efforts primarily on individual leaders is problematic and reductionist. Instead, concentrating on the relationship between leadership and place can offer a deeper and more representative account of how leadership activity occurs. In some cases this may involve investigating how place influences leadership (e.g. how leaders have to conform to particular societal codes) and in others it may note how leadership influences place (e.g. the part that leaders play in shaping organisations and subordinates). Whilst we are reluctant to concretely define what we consider the concept of ‘place’ to encompass, there are some broad strokes we can draw at this stage, and would encourage those interested to submit work centered around the following questions: What is place? What aspects of it are important to consider for leadership practice?
What is place? What aspects of it are important to consider for leadership practice?
Geographical place. Scholars interested in ‘Worldly Leadership’ have long spoken about the importance of considering national culture and context on leadership practice, noting that for too long leadership studies has assumed a predominantly Western slant. Rather, geographical place bears influence over possibilities and constraints for doing leadership, and gives rise to a variety of different forms.
Societal values & beliefs. Leading on from the former point, within issues of geographical location come the associated values, beliefs and ethical assumptions. Indeed, if we view these as inherently socially constructed, it seems clear that there can be no overarching way of defining what ‘good’ leadership is constituted by. Rather, we must develop approaches that acknowledge the importance of local constructs.
Organisational culture and space. Moving beyond the macro level, consideration must also be paid to the organisational environments in which leadership happens. In what ways do leaders influence culture? In what ways are they influenced by existing cultures? What influence does the layout of space have on the day-to-day experience of doing leadership?
Structure, power & politics. The imagined structure of organisations and enmeshed power relations also constitute a part of place. Attention must therefore be paid to existing social relationships, roles and responsibilities, hierarchical assumptions and reporting relationships. Indeed, all of these aspects influence how effective certain styles of leadership may be. Do more autocratic styles of leadership work better in highly centralised organisations, compared with more fluid approaches in flatter groups? Does the structure of an organisation change with different forms of leadership, or vice versa?
Historical developments. Leadership styles, types and leader-follower relationships are also determined by history. Human beings cannot separate themselves from the ‘baggage’ of experience, and from this perspective we might note that deeply enmeshed relationships have positive or adverse effects on future leadership possibilities. Here then, we may focus on issues of time, not just considering what we wish future leadership to look like, but how we may learn from present and past practices.
How might we go about researching place and leadership practice?
With this in mind, attention must also be paid to the methodologies employed for investigating leadership. Indeed, if we are to welcome the notion of place, then we must (re-) consider how leadership is studied. To date the most common method continues to the questionnaire and survey (Bryman, 2005), and whilst interviews are increasingly in popularity we argue that further steps can be taken to understand the complexity of the task, including but not limited to: Ethnography; Collaborative inquiry / action research; Historiography; Narrative inquiry; Sensory methods. Headway is being made with this recently, with Sutherland (2016) arguing for deep participant observation as a way of understanding organisational discourses and leadership work, and Shortt (2014) promoting creative and visual methods to capture the day-to-day experiences of organisational actors. Whilst these approaches vary considerably in philosophy, style and outcome, all allow for a deeper appreciation of the interrelationship between myriad concepts of place and leadership. This stands in stark contrast with a more traditional approach of simply examining one piece of the puzzle: an individual leader and their personality.
What are the benefits of including place on the leadership research agenda?
In addition to reflecting on the place of place in leadership research, and the ways in which it may be studied, we also encourage thoughts on the various opportunities and potentialities that a place-based approach to leadership can bring. For example:
That it allows us to move away from the wild goose chase of mainstream approaches, and rather than seeking to find a ‘one best way’ of doing leadership that works in any situation, understand the leadership is an inherently context dependent act that requires a deep knowledge of individual situations.
This may in turn lend to a greater appreciation for ‘alternative’ styles of leadership. Indeed, in casting our gaze beyond the conventional singular heroic individual, we may observe that this dominant narrative may become challenged by currently marginalised alternatives. That is, more distributed or hybrid configurations of leadership may receive more attention and gain traction as actionable and practical alternatives to the ideal-type individual leader.
A place-based approach can also promote a general appreciation of continual reflection and organisational learning. In situating place as central on the research agenda, we acknowledge that flux is inevitable and situations are in constant transformation. Therefore, a significant part of leadership effectiveness is being able to keep up and respond positively to change. Through accepting reflection and being open to learning, leadership may become a more socially sustainable act.
Finally, this place-based approach could be central in fostering connections between communities. Rather than seeing organisations as separate from their environment, Hambleton remarks that this perspective can allow leadership to “play a significant role In advancing social justice, promoting care for the environment and bolstering community empowerment” (2015).
Keynote Speakers
Professor Sonia
Ospina, Professor of Public Management and Policy at the NYU Wagner Graduate School
of Public Service, USA
Professor
Elena Antonacopoulou,
Professor of Organizational Behaviour at the University of Liverpool Management
School, UK
Professor Peter Case,
Professor of Organisation Studies, Bristol Business School, UWE, UK and Professor
of Management and Organisation Studies, James Cook University, Australia
Other highlights
There
will be a conference dinner in central Bristol on the night of 16th
December to which all delegates are invited.
Following
the conference delegates will be invited to submit their work for a special
issue of the international peer-reviewed journal Leadership on the conference theme of ‘Putting leadership in its place’.
Additional activities and opportunities will be
confirmed nearer the time
Submissions
Whilst we encourage submissions linked to the
conference theme we will also welcome abstracts on any theme linked to research
on leadership and allied fields.
Submissions to the conference should be in the
form of a 750-word (excluding references) abstract and should be forwarded to
the conference organisers from1st June to 1st
September 2019 at blc@uwe.ac.uk. The conference committee will consider
abstracts as and when they are submitted and a decision communicated to authors
soon after submission.
All submissions should include on the cover page:
Title
Name of author(s)
Organisation affiliation/position(s)
Address
E-mail address
Topic Area and Stream
The submissions should be:
A word or PDF file
Written in English
Indicating word count clearly on cover page
Conference fees
Early bird rate (inc. conference dinner) by 30th September 2019 – £295 per person
Standard registration (inc. conference dinner) from 1st October 2019 – £345 per person
Student fee (subject to availability) – £245 per person
Please note: conference fees do not include accommodation which should be arranged separately by conference attendees.
Delegates can book accommodation at the
Holiday Inn Filton for the below reduced rates by quoting the reference “UWF”:
Sunday 15 December – £79.00
Monday 16 December – £99.00
To book this accommodation please contact Holiday Inn Filton on 0117 910 4270 between 8:30am – 5:30pm (Monday – Friday) or email reservations@hibristolfilton.co.uk
Bryman, A. (2004) Qualitative research on leadership: a critical but appreciative review, The Leadership Quarterly, 15, 729-769.
Carroll, B., Firth, J. and Wilson, S. (eds) (2018) After Leadership. Abingdon: Routledge.
Denis, J.L., Langley, A. and Sergi, V. (2012) Leadership in the plural, The Academy of Management Annals, 6(1), 211-283.
Fairhurst, G. T. (2009) Considering context in discursive leadership research, Human Relations, 62(11), 1607-1633.
Graeff, C. L. (1983) The Situational Leadership Theory: A critical view, Academy of Management Review, 8, 285-291.
Hambleton, R. (2014) Leading the Inclusive City: Place-based innovation for a bounded planet. Bristol: The Policy Press.
Hartley, J. (2011) ‘Political leadership’, in A. Bryman, D. Collinson, K. Grint, B. Jackson, & M. Uhl-Bien (Eds.), The Sage Handbook of Leadership. London: Sage, pp. 203-214.
Ospina, S. and Foldy, E. (2009) A critical review of race and ethnicity in the leadership literature: Surfacing context, power and the collective dimensions of leadership, The Leadership Quarterly, 20, 876–896.
Ropo, A. and Salovaara, P. (2018) Spacing leadership as an embodied and performative process, Leadership, Online First: April 16, 2018.
Rost, J. (1991) Leadership for the Twenty-First Century. Westport, CT: Praeger.
Schedlitzki, D., Case, P. and Knights, D. (2017) Ways of leading in non-Anglophone contexts: Representing, expressing and enacting authority beyond the English-speaking world, Leadership, 13(2), 127–132.
Schein, E. H. (1992) Organizational Culture and Leadership. San Francisco: Jossey-Bass.
Shortt, H. and Warren, S. (2019) Grounded visual pattern analysis photographs in organizational field studies. Organizational Research Methods, 22 (2), 539-563.
Sutherland, N. (2018) Investigating leadership ethnographically: Opportunities and potentialities. Leadership, 14 (3), 263-290.
Turnbull, S. Case, P., Edwards, G., Schedlitzki, D. and Simpson, P. (eds) (2011) Worldly Leadership: Alternative wisdoms for a complex world, Basingstoke: Palgrave Macmillan.
Western, S. and Garcia, E.J. (eds.) (2018) Global Leadership Perspectives: Insights and Analysis, London: Sage Publications.
Dr Jenna Pandeli has recently published a blog post for the American Sociological Association. The blog piece is a condensed article of Dr Pandeli’s paper published in Work Employment and Society this summer.
This summer we have seen what could be considered one of the largest prison strikes in US history, where prisoners are undertaking nineteen days of peaceful protest.
Some of the demands that underpin these protests are the need for improved prison conditions and greater funding in rehabilitation. But at the heart of this protest is a demonstration against imposed prison labour and the disturbingly low wages that accompany such work. This approach to prison work, an approach where profit is becoming more prevalent and private organisations are becoming more and more involved in the prison system, is not isolated to the US.
The research discussed here is based on a study conducted in the UK and is particularly pertinent in helping us to understand the reasoning behind the strikes and the feelings and experiences of those prisoners protesting.
Employment has been singled out as an important factor in reducing reoffending.
Professor Peter Case gave a seminar paper last week entitled, ‘Ethical moments in International Development research: Aporia, undecidability and the unintended consequences of ethnocentric ethics’, as part of the Ethics Seminar Series run by the University of Technology Sydney’s Business School. This was the last Business Ethics Research seminar for the year at UTS.
By Holly Poole, Policy and Support Coordinator for Avon and Somerset Police.
When I was asked to write this blog, I was a little hesitant to broadcast myself to the whole of the Force but I hope my blog may inspire others to take a step out of their comfort zone and put yourself forward to help make a positive difference.
I joined the force nearly two years ago fresh out of University after recommendations of opportunities within the organisation and have undertaken Clerical and Personal Assistant roles within Criminal Justice. I am currently undertaking a role within the Citizens in Policing department in Business Improvement working with our Police Support Volunteers, Special Constables and Police Cadets. You may also recognise my name from running the Citizens Academy and I am also a volunteer Specials Assessor. I enjoy engaging with volunteers and communities, being a representative for the force and being part of the wider organisation and learning more about how each element of our organisation works together to reach our mission to be outstanding.
During my short time within the force, I have constantly looked for ways to improve the way I work and to support others. I have always taken on tasks and work above my role responsibilities and offer my assistance wherever I can. I have a need to be constantly challenged and I am always looking for ways to develop and this is why I put myself forward for the Aspire People Development Programme (PDP). The programmes ambition is to develop potential leaders and is tailored to those who exceed expectations, have the desire to develop and seek posts at a higher level. At the end of the programme, an academic accreditation in leadership and management will be awarded.
The programme is in partnership with UWE and its format runs over nine months and features monthly lectures on a range of areas including effective leadership, understanding change and building effective workplace relationships. To gain the academic accreditation at the conclusion of the programme, two academic assignments and a project are required to be completed.
During my first day on the programme, I had a severe case of imposter syndrome. Not only was I the youngest on the programme, but I was also the lowest ranked staff member and had little/no management experience unlike my peers. During the day team activities were carried out, learning styles were analysed, the project options were discussed and work packages that had been identified in need areas of business over the force were presented. The realisation that not only would my project be implemented to make improvements within the force but that at the programmes conclusion I would present my recommendations to COG overwhelmed me. Surely it was a mistake I had been shortlisted for this PDP programme? I felt as though I didn’t deserve my place and there was definitely someone out there with more skill than I to carry out a project at such a strategic level!
Four months on since that first session, supported by my UWE lecturer, line manager, mentor, HR and my project business lead I no longer feel like an imposter. The programme has helped me to identify the leadership qualities I already possess and enhance them alongside learning new skills and tools I will be able to use in both my current and future roles. Following a personal development plan I have been able to identify areas of improvement within myself including problem solving and presentation skills. I am due to carry out a number of presentations over the course of the next few months to various stakeholders which I have volunteered for…I never thought I would be confident enough to volunteer to present, let alone on a project of this scale!
I am passionate about my chosen project and I am progressing well, my aspiration is that my project will improve the way we work in a large area of business and support us on our journey to be outstanding. Taking part in the PDP Programme has been challenging at times and having my role responsibilities alongside managing assignments and projects has truly tested my time management skills.
Both the PDP programme and the project have enabled me to network with a variety of departments, roles and partnership agencies which I would have not had the opportunity to in my current role. No matter what role or rank, the programmes main aim is to develop you personally and provide you with the skills to take into higher or more demanding roles.
The experience and skills the Aspire Personal Development Programme has provided me with has been invaluable, I feel what I have learnt has developed me as a person and will help me to make a positive difference. I look forward to completing the remainder of the programme, whatever challenges may lie ahead.
Professor Peter Case (UWE Bristol) was invited by Dr David Heymann, Director of the Centre on Global Health Security, to act as a discussant for a ‘Rethinking Malaria’ conference held at Chatham House on Wednesday 10 October. The conference focussed on tackling malaria in Africa and presenters included a delegation of Anglican bishops from Zimbabwe, Zambia and Namibia. The church plays a vital role in the region because of its ability to inform and influence congregations and communities with respect to public health issues. In his reflections on the presentations, Peter spoke about his ‘Organization Development for Malaria Elimination’ (ODME) work in Eswatini, Zimbabwe and Namibia, emphasising the importance of improving front-line services and paying fine-grained attention to operational challenges; a message that chimed with that of the bishops. Also in attendance was Chris Flowers of the JC Flowers Foundation – a New York-based philanthropic organization that has offered to support Peter’s research team in Zimbabwe this coming malaria season.
Last week saw the Business School host the 10th Developing Leadership Capacity Conference (DLCC)with around 70 participants attending to present ideas and share knowledge. The DLCC was originally developed with the aim of having a combination of those interested in researching the area of leadership learning and development and those interested in new ideas for practice, and this year, on the conference’s 10th anniversary, we believe we had a healthy mix of both. We also introduced a case study stream and a workshop stream this year to really engage practice with academic ideas discussed in a third stream.
We also had an international feel to the conference this year with participants coming from as far afield as Canada, Ghana, Saudi Arabia and Australia. This year we were particularly interested in innovative and creative approaches to learning and developing leadership and we had a stimulating conversation across all groups over the two days on this theme. We also had keynotes from Professor Carole Elliot (Roehampton University) on Women’s Leadership Development, Dr Kevin Flinn (Hertfordshire University) presenting on a complexity approach to leadership learning and Professor Paul Hibbert (St Andrews University) who presented on an aesthetic approach to understanding leadership experiences. The keynotes are pictured below with the conference hosts and founders Dr Doris Schedlitzki and Dr Gareth Edwards and the Director of the Bristol Leadership and Change Centre, Professor Richard Bolden.
