Lola-Peach Martins – författare

This book is unique given its scholarly angle in unmasking irresponsible leadership (IL) by focusing on its meaning. For the first time the concept of irresponsible leadership (IL) is explored in depth, the plethora of terms used in various disciplines is synthesised, and the ped-andragogy of teaching IL as a threshold concept of responsible leadership (RL) is discussed. The methodological approach adopted is creative and sound.

Following the call for business schools to do more in developing responsible leadership curriculum, the book is the first of its kind devoted to advocating a radical change in the management curriculum. It draws attention to the essence of developing a shared in-depth understanding of IL by addressing the misconceptions of theories and issues that have contributed to the epidemic corporate scandals worldwide. The authors provide a suite of reflective/reflexive tools for RL learning and development, including the first IL definitional framework useful for understanding IL perspectives. In addition the book is the first to introduce the ILRL board game, which increases the learner’s flow state. Thus, the book highlights how various tools can be useful for engagement, and understanding curricula and ped-andragogical issues vis-à-vis corporate leadership practices and sustainability in turbulent times.

Our targeted audience: Academic researchers, final year undergraduates, and postgraduate (including Executive MBA) students and Higher Education Curricula developers/designers. The book provides many benefits, some of which include: Pertinent answers to important questions about responsible leadership and curriculum development; sophistication of qualitative research in management studies; in-depth understanding of irresponsible leadership from a cross-disciplinary perspective; support for leadership employability endeavours and equipping students with in-depth understanding of RL; assisting with developing reflective and reflexive practice; and in terms of ped-andragogy, encouraging innovation and creativity in teaching IL as a threshold concept of RL to reduce unnecessary management curricula bias.

This book is unique given its scholarly angle in unmasking irresponsible leadership (IL) by focusing on its meaning. For the first time the concept of irresponsible leadership (IL) is explored in depth, the plethora of terms used in various disciplines is synthesised, and the ped-andragogy of teaching IL as a threshold concept of responsible leadership (RL) is discussed. The methodological approach adopted is creative and sound.

Following the call for business schools to do more in developing responsible leadership curriculum, the book is the first of its kind devoted to advocating a radical change in the management curriculum. It draws attention to the essence of developing a shared in-depth understanding of IL by addressing the misconceptions of theories and issues that have contributed to the epidemic corporate scandals worldwide. The authors provide a suite of reflective/reflexive tools for RL learning and development, including the first IL definitional framework useful for understanding IL perspectives. In addition the book is the first to introduce the ILRL board game, which increases the learner’s flow state. Thus, the book highlights how various tools can be useful for engagement, and understanding curricula and ped-andragogical issues vis-à-vis corporate leadership practices and sustainability in turbulent times.

Our targeted audience: Academic researchers, final year undergraduates, and postgraduate (including Executive MBA) students and Higher Education Curricula developers/designers. The book provides many benefits, some of which include: Pertinent answers to important questions about responsible leadership and curriculum development; sophistication of qualitative research in management studies; in-depth understanding of irresponsible leadership from a cross-disciplinary perspective; support for leadership employability endeavours and equipping students with in-depth understanding of RL; assisting with developing reflective and reflexive practice; and in terms of ped-andragogy, encouraging innovation and creativity in teaching IL as a threshold concept of RL to reduce unnecessary management curricula bias.

Wisdom fuel is a positive stimulant for the mind, body, and soul. If you think its easier said than done, Ive already taken that myth into consideration. Ive written and designed the book to accommodate your learning needs. Whenever someone advises me on a matter and the dictum its easier said than done springs to mind, I remind myself that I must still make the effort rather than allow inertia to set in. Im encouraging you to do the same too. For a healthy mind, body, and soul, you need the right kind of spiritual fuel; this book goes a long way in providing it. You can use the book for your benefit and, by doing so, increase the likelihood that, through you, it may benefit others too. Remember the saying, Little drops of water make a mighty ocean and a bounteous land. The book may be read in any number of wayssequentially, by title, or through use of the categorical index. However you choose to engage with the material, it can offer you great benefits.

Praise for Shades of Dignity

I read Shades of Dignity, the story of Parwen, her family and friends, with great interest. It is a touching story with many great insights into Afghan culture, the country, its conflicts, human relationships and the courage of characters facing harsh circumstances. It is a story of survival, hope and love and offers observations on human rights abuses, redemption, reconciliation and dignity. Nick Russell-Pavier

This touching story examines themes of love and loss, family ties, Afghan culture, and the struggles of Afghan emigrants to assimilate into other cultures. Readers interested in Afghan culture will certainly find this to be an interesting book. Zackary D