Results 131 to 140 of about 1,036 (259)

Game Changers: Leadership Lessons From Popular Sport Icons

open access: yesNew Directions for Student Leadership, Volume 2025, Issue 185, Page 25-31, Spring 2025.
ABSTRACT This article explores leadership lessons that can be drawn from popular sport icons. These lessons reveal how athletes leverage their status to drive social change or how they inspire others through performance‐based practices that align with effective modern‐day leadership skills.
S. Lynn Shollen, Maylon Hanold
wiley   +1 more source

JUDICIAL RESTRAINT VS JUDICIAL ACTIVISM VS JUDICIAL OVERREACH

open access: yes
Journal article: JUDICIAL RESTRAINT VS JUDICIAL ACTIVISM VS JUDICIAL ...
openaire   +2 more sources

Challenging Business Schools Through Subversive Performativity: The Potential of Art‐based Pedagogies

open access: yesBritish Journal of Management, EarlyView.
Abstract Business schools are often criticized for reproducing growth‐oriented norms, but alternative pedagogies remain difficult to normalize. Drawing on Butler's theory of subversive performativity, this study examines how art‐based pedagogy enables academics to challenge growth logics in business schools by transforming their identities over time ...
Sylvain Bureau   +3 more
wiley   +1 more source

An Analytical Study of Judicial Activism and Judicial Independency

open access: yes
Abstract This research undertakes an analytical study of judicial activism and judicial independence, two foundational pillars of a democratic judiciary. Judicial activism refers to the judiciary’s proactive role in upholding constitutional values, expanding fundamental rights, and addressing socio-political issues through the progressive ...
openaire   +2 more sources

Towards a More Responsible Business School? Early Career Academics, Moral Identity Work and the Performative (Re)Constitution of the ‘Successful Academic’

open access: yesBritish Journal of Management, EarlyView.
Abstract The role of business schools in exacerbating social and environmental issues has become increasingly apparent. However, substantive change is often stymied at both individual and institutional levels by a ubiquitous pressure on faculty members to conform to a specific embodiment of the ‘successful academic’.
Simon Oldham, Helen Wadham
wiley   +1 more source

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