Literature encompassing Sustainable Leadership and developing leaders sustainably are still in infancy (Lambert, 2011). Nevertheless indications identify leadership as a vital cog in achieving sustainable organisations. Sustainable leadership can allow a fast, resilient response which is competitive and appealing to all stakeholders (Avery and Bergsteiner, 2011). Arguably, organisations' need to stop considering leadership as a control function (Casserley and Critchley, 2010; Crews, 2010) and instead focus on dialogue and mutual-interdependency between leaders and their followers (Barr and Dowding, 2012). This paper aims to explore and analyse the concept of sustainable leadership to present a conceptual framework surrounding sustainable leadership. Design/methodology/approach This conceptual paper will review the existing frameworks of sustainable leadership and present a conceptualisation of the frameworks. This conceptualisation synthesises frameworks and literature surrounding the concept of sustainable leadership which involves work from seminal authors Casserley and Critchley (2010), Avery and
This article explores service learning via the lens of activity theory. Through this lens, it is identified as a form of 'boundary work' in higher education, with educators identified as 'boundary workers'. Drawing on the data from a recent study, this paper analyses service learning as an often contradictory and tension filled practice. The 'expanded community' and 'dual but interrelated object' in the service learning activity system result in many tensions for students and community members alike. This in turn poses significant challenges for boundary workers, and ultimately for the university. The paper concludes by arguing that in order to encourage and value service learning, we need to acknowledge the (new and different) knowledge, values and skills required for playing the role of boundary worker in (boundary) practices such as this.
The public service modernization agenda has directed attention to the problematic questions of how public sector organisations learn, what they learn, and how they fail to learn. This article considers: definitional problems of organisational learning; the critical differences between individual and organisational learning; the public organisation's capacity to learn; some of the principal sources of public sector learning; the ambivalent nature of learning networks; and the main barriers to effective learning. Drawing from a current study amongst senior public service managers, the discussion assesses the extent to which public service modernization encourages, or rather inhibits, organisational change and improvement. It is suggested that organisational learning in the public sector is not necessarily delivered through partnerships and the agenda of modernization: it may derive instead from internal processes and a focus upon the existing strengths of the organisation. The article re-evaluates the conventional wisdom of organisational learning and proposes a heretical view of learning and networks. In drawing out prospects for future research, it advocates a renewed emphasis upon effective internal learning.
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