Publications by category
Books
Gosling J, Villiers P (eds)(2013).
Fictional Leaders., Palgrave Macmillan.
Abstract:
Fictional Leaders
Abstract.
Bolden R, Hawkins B, Gosling J, Taylor S (2011).
Exploring Leadership: Individual, organizational and societal perspectives. Oxford, Oxford University Press.
Abstract:
Exploring Leadership: Individual, organizational and societal perspectives
Abstract.
Gosling J, Witzel M, Case P (2008). John Adair: Foundations of Leadership. London, Palgrave.
Marturano A, Gosling J (2008). Leadership: the key concepts. London and New York, Routledge.
Gosling J, Jones S (2005). Nelson's Way: Leadership lessons from the great commander. London, Nicholas Brearley.
Journal articles
Gosling J, Carroll B, Gagnon S, Parker P (In Press). Developing Critical dialogue in leadership development.
Management LearningAbstract:
Developing Critical dialogue in leadership development
Criticality and what it means to be critical for both leadership development research and practice is the focus of this inquiry. In so doing, attention is paid, not just to what a critical voice needs to engage with, but how criticality can be constructed and sustained. Thus, the concept and method of dialogue is used to explore, tease out and debate the meanings and implications of criticality for leadership development. Consequently, an approach is structured around four views, or ‘takes’, on the question of criticality for leadership development, followed by four associated phases of dialogue which question, prod, surmise, explore and debate each successive take. Our four takes on criticality suggest that critical leadership development should engage, unsettle and arouse four key aspects: Performance(s), Person(s), Practice(s), and Perspective(s). Issues of performativity, power, relationality, identity, emancipation and purpose are found to be core to a critical leadership development approach.
Abstract.
Bird F, Case P, Gosling J (In Press). Responsible leadership education and the ethical mindset: Responsibility to whom and for what?.
Journal of Business EthicsAbstract:
Responsible leadership education and the ethical mindset: Responsibility to whom and for what?
This paper offers an analysis of leadership responsibility associated with differing models of the firm. Following a critique of the classical economic and conventional stakeholder theories of the firm, we proposes an interactive stakeholder theory that better facilitates the kind of ethical responsibility demanded by twenty-first century challenges. Our analysis also leads us to conclude that leadership education and development is in need of urgent reform. The first part of the paper focuses on what it means to lead responsibly, and argues that leading is essentially the practice of responsibility. The second part of the paper challenges standard assumptions about the ‘business of business’, while the third section examines in more depth how leadership education might be configured as a preparation for the enactment of responsible leadership.
KEYWORDS: responsible leadership, ethics, leadership education, mindsets, stakeholder theory
Abstract.
Full text.
Triflova A, Bessant J, Jia F, Gosling J (In Press). Sustainability-driven innovation and the Climate Savers’ programme: Experience of international companies in China.
Corporate Governance,
13(5).
Abstract:
Sustainability-driven innovation and the Climate Savers’ programme: Experience of international companies in China
Purpose - This study explores the experience of eight international companies focusing on their strategies in sustainable innovations in China.
Design/methodology/approach - This investigation is accomplished using a case study methodology (Yin, 1989; Eisen¬hart, 1989). The research is based on the companies’ secondary data and forty-seven semi-structured face-to-face interviews carried out in Chinese (Mandarin) between September 2010 and March 2012. Access to the selected companies was supported by WWF China.
Findings - the findings of this study are summarised in a theoretical framework suggesting four different levels of MNCs sustainability-driven innovations in China.
Research limitations/implications - the paper is based on the research population of MNCs being WWF Climate Savers partners in China. The research sample has no Chinese-solely companies.
Originality/value - from the academic perspective this research is a qualitative analysis of the best practices in sustainable innovation of MNCs in China and an attempt to map them to a theoretical framework. From a policy-making perspective, this paper is a report on existing practices and positive experience in responsible industry leadership. For practitioners this study shows how to create profitable growth in harmony with environmental sustainability and good corporate citizenship.
Abstract.
Gosling J, Case P (In Press). Taking up a role as an affordance of knowledge: a psychodynamic interpretation of the rebirth motif in Plato’s Myth of Er.
Organization StudiesAbstract:
Taking up a role as an affordance of knowledge: a psychodynamic interpretation of the rebirth motif in Plato’s Myth of Er
This article offers a psychoanalytically-informed contribution to current organization studies debates regarding role transitions. It draws on two principal theoretical sources: pre-modern treatments of the migration of the Soul from one state to another (used as a metaphor for role transitions); and the systems psychodynamic construct of ‘managing oneself in role’. The principle mythological source for the article is the Myth of Er, found toward the end of Plato’s Republic and in which is recounted the experience of the soul in limbo. We find in this an epistemological argument beyond its more obvious analogies to psychological experience, which we also explore. We argue that taking up a role is co-terminus with taking up knowledge associated with that role, and thus contribute a conceptualisation of role transitions that is epistemological as well as psychological. One implication is a theory of knowledge that refers to ideas as wholes rendered particular by role-holders: we explore two processes involved in this particularization: choosing and forgetting. A second implication is to interpret learning as realization of properties inherent in a role, rather than the acquisition of new personal knowledge. A third implication is that roles now appear as affordances, offering unforeseen opportunities.
Abstract.
Gosling J, Case P, Tulloch J, Chandramohan D, Wegbreit J, Newby G, Gueye CS, Koita K, Gosling R (2015). Effective program management: a cornerstone of malaria elimination.
Am J Trop Med Hyg,
93(1), 135-138.
Abstract:
Effective program management: a cornerstone of malaria elimination.
Effective program management is essential for successful elimination of malaria. In this perspective article, evidence surrounding malaria program management is reviewed by management science and malaria experts through a literature search of published and unpublished gray documents and key informant interviews. Program management in a malaria elimination setting differs from that in a malaria control setting in a number of ways, although knowledge and understanding of these distinctions are lacking. Several core features of successful health program management are critical to achieve elimination, including effective leadership and supervision at all levels, sustained political and financial commitment, reliable supply and control of physical resources, effective management of data and information, appropriate incentives, and consistent accountability. Adding to the complexity, the requirements of an elimination program may conflict with those of a control regimen. Thus, an additional challenge is successfully managing program transitions along the continuum from control to elimination to prevention of reintroduction. This article identifies potential solutions to these challenges by exploring managerial approaches that are flexible, relevant, and sustainable in various cultural and health system contexts.
Abstract.
Author URL.
DOI.
Bolden RI, Gosling J, O'Brien AT (2014). Citizens of the academic community? a societal perspective on leadership in UK Higher Education.
Studies in Higher Education,
39(5), 754-770.
Abstract:
Citizens of the academic community? a societal perspective on leadership in UK Higher Education
This paper presents findings from a research project on academic leadership in UK higher education (HE). Rather than taking a leader-centric perspective, however, people were asked to respond from their role as ‘citizens’ of HE. A ‘listening post’ methodology was employed, in which participants engaged in associative dialogue about their hopes, anxieties and aspirations in regards to their membership of an academic community. Thematic analysis revealed six key themes: bipolarity; vulnerability and exclusion; lack of transparency; growth of managerialism; changing nature of HE; and citizenship and community. Whilst findings indicated a fair degree of disengagement from institutional governance, they also pointed towards a genuine sense of passion and commitment to the aims and purpose of HE. The implications of these findings for leadership within these contexts are discussed, as well as consideration of the linkages between leadership, identity and citizenship in HE.
Abstract.
Full text.
Bolden R, Gosling J, O'Brien A (2014). Citizens of the academic community? a societal perspective on leadership in UK higher education.
Studies in Higher Education,
39(5), 754-770.
Abstract:
Citizens of the academic community? a societal perspective on leadership in UK higher education
This paper presents a societal perspective on academic leadership by exploring the preoccupations of academics as citizens rather than as employees, managers or individuals. It uses a listening post methodology to ask 'what is it like to be a citizen of an academic institution in contemporary Britain?' Three listening posts, comprising 26 participants from 15 higher education institutions, were conducted and analysed. A number of common themes were identified, including a sense of ambiguity and ambivalence about one's relationship with the employing institution and a concern about the fragmentation of academic identities. Whilst this paper contributes towards debates about the marketisation of higher education and the implications for leadership and management practice, its main contribution is to challenge dominant individual and organisational perspectives on leadership by exposing an alternative discourse, based on citizenship, which may offer new opportunities for engagement in the civic life of universities. © 2013 © 2013 Society for Research into Higher Education.
Abstract.
DOI.
Naidoo R, Gosling J, Bolden R, O'Brien A, Hawkins B (2014). Leadership and branding in business schools: a Bourdieusian analysis.
Higher Education Research and Development,
33(1), 144-156.
Abstract:
Leadership and branding in business schools: a Bourdieusian analysis
This paper explores the growth of corporate branding in higher education (HE) and its use by academic and professional managers as a mechanism for not only enhancing institutional reputation but also for facilitating internal culture change. It uses Bourdieu's framework of field, capital and habitus to analyse case studies of branding in two English business schools from the perspectives of academics, management and professional staff and students. The findings reveal a number of tensions and inconsistencies between the experiences of these groups that highlight the contested nature of branding in HE. In an era of rankings, metrics and student fees, it is suggested that branding has become an important means through which HE leaders and managers (re)negotiate the perceived value of different forms of capital and their relative positions within the field. Whilst branding operates at a largely ideological level it has a material effect on the allocation of power and resources within institutions. This is an important development in a sector that has typically privileged scientific capital and contributes towards an understanding of the ways in which leadership is 'distributed' within universities. © 2014 © 2014 HERDSA.
Abstract.
Full text.
DOI.
Gosling J, Jia F, Gong Y, brown SE (2014). The role of supply chain leadership in the learning of sustainable practice: Toward an integrated framework.
Journal of Cleaner ProductionAbstract:
The role of supply chain leadership in the learning of sustainable practice: Toward an integrated framework
Sustainable supply chain management (SSCM) is a topic that has become increasingly important in recent years. However, very few papers focus on studying SSCM from both leadership and learning perspectives. In this research, we carry out a content-based literature review on the intersections of Supply Chain leadership, Supply Chain Learning and SSCM; we propose a conceptual framework on how focal companies assuming a leadership role initiate and disseminate sustainable practices in their supply chains. Three types of sustainable supply chain management (SSCM) strategies (i.e. reactive, contributive and proactive) have been identified in this research based on four dimensions of SSCM governance, supply chain learning, supply chain leadership and SSCM performance. It is argued that two new constructs of supply chain learning and supply chain leadership are an integral part of the SSCM conceptual framework developed from the literature and have significant implication to our understanding of SSCM.
Abstract.
Full text.
DOI.
Gosling J, Case P (2013). Give me the answer: the paradox of dependency in Management Learning. e-Organisations and People
Sullivan K, Gosling J, Schroeder J (2013). On being branded. Scandinavian Journal of Management
Sullivan K, Gosling J, Schroeder J (2013). On being branded.
Scandinavian Journal of Management,
29(2), 121-122.
DOI.
Gosling J, Case P (2013). Social dreaming and ecocentric ethics: sources of non-rational insight in the face of climate change catastrophe.
OrganizationAbstract:
Social dreaming and ecocentric ethics: sources of non-rational insight in the face of climate change catastrophe
The article considers the role of dreams as social, rather than individual, phenomena and suggests that as such they may serve as resources for ‘future imaginings’ with respect to potentially devastating consequences of climate change (and other transgressions of planetary boundaries). Adopting a socio-analytical perspective, it contemplates the possibility of a societal level ‘cosmology episode’ caused by catastrophic climate change; a critical point of rupture in the meaning-making process which leaves local rationalities in ruin. Drawing on a ‘representative anecdote’, the article finds allegorical parallels between the cultural collapse of a traditional indigenous culture and the impending threat of ecocrisis currently facing humanity. The possibilities of seeing and imagining offered by collective forms of dreaming are explored alongside development of a non-anthropocentric ethics. Our focus is on ways of sensing, thinking and talking about climate change that are less dependent on a rational conscious subject. The article thus enquires into what cultural means or resources might be available to (post)modern western societies that, like the shamanic dream-vision of certain traditional cultures, might enable them to draw on non-anthropocentric sensibilities and organize responses to an impending cultural crisis. We conclude by offering Gordon Lawrence’s social dreaming matrix as one possible medium through which to imagine and see beyond climate change catastrophe.
Abstract.
Full text.
Sutherland I, Gosling J (2010). Cultural Leadership: the power of culture from affordances to dwelling. Journal of Arts Management, Law and Society, 40(1), 6-26.
Marturano A, Wood M, Gosling J (2010). Leadership as Language Game.
Philosophy of Management,
9(1).
Abstract:
Leadership as Language Game
Process theories of leadership emphasize its relational nature but lack a substantial method of analysis. We offer an account of leadership as a language-game, employing the concepts of opaque context and propositional attitudes. Using established methods of linguistic analysis, we reformulate Weber’s understanding of charismatic leadership. A by-product of this approach is to limit the epistemological role of individual psychology in leadership studies, and to increase the relevance of linguistic and semantic conventions.
Abstract.
Case P, Gosling J (2010). The Spiritual Organization:
Critical Reflections on the Instrumentality of Workplace Spirituality.
Journal of Management, Spirituality and Religion,
7(4).
Abstract:
The Spiritual Organization:
Critical Reflections on the Instrumentality of Workplace Spirituality
This paper offers. a theoretical contribution to the current debate on workplace spirituality by: (a) providing a selective critical review of scholarship, research and corporate practices which treat workplace spirituality in performative terms, that is, as a resource or means to be manipulated instrumentally and appropriated for economic ends; (b) extending Ezioni’s analysis of complex organizations and proposing a new category, the ‘spiritual organization’, and; (c) positing three alternative positions with respect to workplace spirituality that follow from the preceding critique. The spiritual organization can be taken to represent the development of a trajectory of social technologies that have sought, incrementally, to control the bodies, minds, emotions and souls of employees. Alternatively, it might be employed to conceptualize the way in which employees use the workplace as a site for pursuing their own spiritualities (a reverse instrumentalism). Finally, we consider the possible incommensurability of ‘work organization’ and ‘spirituality’ discourses.
Abstract.
Full text.
French R, Case P, Gosling J (2009). Betrayal and Friendship.
Society and Business Review,
4(2), 146-158.
Author URL.
Bolden R, Petrov G, Gosling J (2009). Distributed Leadership in Higher Education: Rhetoric and Reality.
Educational Management Administration and Leadership,
37(2), 257-277.
Full text.
DOI.
Gosling J, Bolden R, Petrov G (2009). Distributed leadership: what does it accomplish?.
Leadership,
3(5), 299-310.
Full text.
Bolden R, Petrov G, Gosling J, Bryman A (2009). Leader ship in Higher Education: Facts, Fictions and Futures - Introduction to the Special Issue.
Leadership,
5(3), 291-298.
DOI.
Gosling J (2008). A wiki-model for business education. Harvard Business Review
Bolden R, Gosling J, Adarves-Yorno I, Burgoyne J (2008). High Performance Leadership: Narratives of identity and control in corporate leadership development and performance management.
Business Leadership Review,
5(1).
Abstract:
High Performance Leadership: Narratives of identity and control in corporate leadership development and performance management
This article reviews the outcomes of a three year workshop series with senior leadership and management development managers from a range of public and private sector organisations. The aim of this enquiry was to explore the interface between performance management and leadership development systems and the extent to which they can complement one another to offer a coherent progression and performance framework. A number of competing and inter-related dynamics were uncovered that influence the extent to which performance management systems facilitate appropriate and desirable forms of behaviour in organisations and the extent to which these are supported and reinforced through leadership development. The most significant of these influences was seen to be one of identity and the impact that these systems can have on a sense of shared ‘social identity’ and purpose. By way of conclusion we argue that the narrative function of corporate leadership systems in expressing ‘who we are’ and ‘what we value’ is equally, if not more, important in determining their impact (positive or negative) than their corrective or developmental capacity per se.
Abstract.
Full text.
Gosling J, Purg D (2008). How to be Sanguine in Sarajevo: Leadership as Transformation or Tragedy?.
BAWB Working Paper Series,
3(1), 85-98.
Abstract:
How to be Sanguine in Sarajevo: Leadership as Transformation or Tragedy?
http://worldbenefit.case.edu/research/paperseries/?p=80
Abstract.
Full text.
Bolden R, Petrov G, Gosling J (2008). Tensions in higher education leadership: towards a multi-level model of leadership practice.
Higher Education Quarterly,
62(4), 358-376.
Abstract:
Tensions in higher education leadership: towards a multi-level model of leadership practice
UK higher education is undergoing a period of significant change that generates
a series of tensions and difficulties for universities and university leaders.
This paper explores these tensions through analysis of findings from a study
comprising 152 semi-structured face-to-face interviews in 12 UK universities.
Building on from theories of ‘distributed leadership’ in schools, five main
constituent elements of leadership practice in higher education are identified
(personal, social, structural, contextual and developmental) and explored to
show how they shape perceptions and experiences of leadership. The paper
concludes with a refined model that teases apart the multilayered nature of
higher education leadership at individual, group and organisational levels. In
particular, it is argued that ‘social capital’ and ‘social identity’ act as important
bridges between individual agency and organisational structure and that
although widely distributed, higher education leadership may be best regarded
as ‘hybrid’.
Abstract.
Full text.
Gosling J, Case P (2007). Wisdom of the moment: Pre-modern perspectives on organizational action.
Social Epistemology,
21(2), 87-111.
DOI.
Gosling J, Bolden R (2006). Leadership Competencies: time to change the tune?.
Leadership,
2(2), 147-163.
Author URL.
Full text.
DOI.
Mintzberg, H. (2006). Management Education as if Both Matter.
Management Learning,
37(4), 419-428.
DOI.
Gosling J, Mintzberg H (2004). The Education of Practising Managers. MIT Sloan Management Review, 45(4), 19-22.
Gosling J, Mintzberg H (2003). The Five Minds of a Manager.
Harvard Business Review,
81(11), 54-63.
Abstract:
The Five Minds of a Manager
Managers are told: be global and be local. Collaborate and compete. Change, perpetually, and maintain order. Make the numbers while nurturing your people. To be effective, managers need to consider the juxtapositions in order to arrive at a deep integration of these seemingly contradictory concerns. That means they must focus not only on what they have to accomplish but also on how they have to think.When the authors, respectively the director of the Centre for Leadership Studies at the University of Exeter in the U.K. and the Cleghorn Professor of Management Studies at McGill University in Montreal, set out to develop a masters program for practicing managers, they saw that they could not rely on the usual MBA educational structure, which divides the management world into discrete business functions such as marketing and accounting. They needed an educational structure that would encourage synthesis rather than separation. Managing, they determined, involves five tasks, each with its own mind-set: managing the self (the reflective mind-set); managing organizations (the analytic mind-set); managing context (the worldly mind-set); managing relationships (the collaborative mind-set); and managing change (the action mind-set). The program is built on the exploration and integration of those five aspects of the managerial mind. The authors say it has proved powerful in the classroom and insightful in practice.Imagine the mind-sets as threads and the manager as weaver. Effective performance means weaving each mind-set over and under the others to create a fine, sturdy cloth.
Abstract.
Gosling J, Mintzberg H (2002). Educating Managers Beyond Borders. Academy of Management Learning and Education, 1(1), 64-75.
Gosling J, Mintzberg H (2002). Reality Programming for MBAs. Strategy+Business, 26(1).
Gosling J (2000). Apologetics of Management Education. Human Resource Development International, 1(2).
Gosling J (1980). ERITREA'S LONG WAR. New Statesman Society, 53(922), 117-118.
Chapters
Bolden R, Wood M, Gosling J (2006). Is the NHS Leadership Qualities Framework Missing the Wood for the Trees?. In Casebeer A, Harrison A, Mark AL (Eds.) Innovations in Health Care: a Reality Check, New York: Palgrave Macmillan, 17-29.
Gosling J (2006). Spirituality in Organizations. In Hooper A (Ed) Leadership Perspectives, Burlington, USA: Ashgate, 471-475.
Dawson L, Dunn EL, Gosling J (2004). Creative Church Leadership: a Review of Leadership Literature and Leadership Development Centres. In Nelson J, Adair J (Eds.) Creative Church Leadership: a MODEM Handbook, Norwich: SCM Canterbury Press.
Gosling J, Fulop L, Linstead S, Greene A, Richards S (2004). Managing Conflict and Negotiation. In Lilley S, Fulop L, Linstead S (Eds.) Management and Organisation: a critical text, London: Palgrave Macmillan.
Gosling J (1996). Plato on the Education of Managers. In French R, Grey C (Eds.) Rethinking Management Education, London: Sage, 152-171.
Gosling J (1996). The Business of Community. In Kraemer S, Roberts J (Eds.) The Politics of Attachment, London: Free Association Books, 138-151.
Conferences
Gosling J, Gagnon S, Parker P, Cunliffe A, Callahan J, Caroll B, Sveningsson S (2010). Exploring Identity Dynamics as Critical for Leadership Development Research and Practice. Academy of Management Annual Conference 2010. 6th - 10th Aug 2010.
Abstract:
Exploring Identity Dynamics as Critical for Leadership Development Research and Practice
Abstract.
Gosling J, Case P (2010). Leading through the veil:
seeing to the other side of catastrophe. 28th Standing Conference on Organizational Symbolism, ‘Vision’. 7th - 10th Jul 2010.
Abstract:
Leading through the veil:
seeing to the other side of catastrophe
Abstract.
Bird F, Gosling J, Case P (2010). Management education and the ethical mindset:
Responsibility to whom and for what?. Ethics in Crisis: a call for alternatives. 7th - 9th Apr 2010.
Abstract:
Management education and the ethical mindset:
Responsibility to whom and for what?
Abstract.
Gosling J (2010). The Politics of Redemption: Consulting for Catastrophe. Academy of Management Annual Conference 2010. 6th - 10th Aug 2010.
Abstract:
The Politics of Redemption: Consulting for Catastrophe
Abstract.
Gosling J, Case P (2010). Welcome to the SLow Fix. Local Waves, Global Tides: 26th EGOS Colloquium. 28th Jun - 3rd Jul 2010.
Abstract:
Welcome to the SLow Fix
Abstract.
Gosling J (2009). Developing as Leaders: psychodynamic perspectives on the politics of identity work. Leadership Studies at the end of the Noughties. 16th - 18th Dec 2009.
Abstract:
Developing as Leaders: psychodynamic perspectives on the politics of identity work
Abstract.
Gosling J, Bolden R, Petrov G (2009). Distributed Leader ship in Higher Education: What Does it Accomplish?. Symposium of the Leadership-Foundation-for-Higher-Education. 31st Mar - 1st Apr 2008.
Abstract:
Distributed Leader ship in Higher Education: What Does it Accomplish?
Abstract.
Author URL.
DOI.
Gosling J, Kullich C, Levy L (2009). Growing through failure: character-building and discourse in negotiating identities. LEADERSHIP IN CRISIS - 8TH INTERNATIONAL CONFERENCE ON STUDYING LEADERSHIP. 7th - 8th Dec 2009.
Abstract:
Growing through failure: character-building and discourse in negotiating identities
Abstract.
Gosling J (2009). “Things Fall Apart”
Crisis and leadership at the end of an era. 8th International Conference on Studying Leadership. 7th - 8th Dec 2009.
Abstract:
“Things Fall Apart”
Crisis and leadership at the end of an era.
Abstract.
Bolden R, Gosling J (2008). Accomplishing Leadership: a practice perspective on leadership competencies. 7th International Conference on Studying Leadership. 8th - 9th Dec 2008.
Abstract:
Accomplishing Leadership: a practice perspective on leadership competencies
Abstract.
Gosling J, O'Brien A (2008). Developing as Leaders: Emerging and developing identities. 6th International Conference on Studying Leadership. 9th - 11th Dec 2008.
Abstract:
Developing as Leaders: Emerging and developing identities
Abstract.
Reports
Gosling J (2012).
Academic Leadership: Changing Conceptions, Identities and Experiences in UK Higher Education. Leadership Foundation for Higher Education, London, Leadership Foundation for Higher Education.
Full text.
Bolden R, Petrov G, Gosling J (2008).
Developing Collective Leadership in Higher Education: Final Report. Leadership Foundation for Higher Education, London, Leadership Foundation for Higher Education.
Author URL.
Full text.
Bolden R, Gosling J, Burgoyne J, Adarves-Yorno I (2007). CELEX3 High Performance Workshop Series: Final Report. Exeter. Centre for Leadership Studies, University of Exeter.
Bolden R, Gosling J, Adarves-Yorno I, Burgoyne J, Roe K (2006). CELEX II: High Performance Leadership Workshop Series Report.
Cridland J, Bolden R, Gosling J, Burgoyne J, Adarves-Yorno I (2005). CELEX I: High Performance Leadership Workshop Series Report.
Publications by year
In Press
Gosling J, Carroll B, Gagnon S, Parker P (In Press). Developing Critical dialogue in leadership development.
Management LearningAbstract:
Developing Critical dialogue in leadership development
Criticality and what it means to be critical for both leadership development research and practice is the focus of this inquiry. In so doing, attention is paid, not just to what a critical voice needs to engage with, but how criticality can be constructed and sustained. Thus, the concept and method of dialogue is used to explore, tease out and debate the meanings and implications of criticality for leadership development. Consequently, an approach is structured around four views, or ‘takes’, on the question of criticality for leadership development, followed by four associated phases of dialogue which question, prod, surmise, explore and debate each successive take. Our four takes on criticality suggest that critical leadership development should engage, unsettle and arouse four key aspects: Performance(s), Person(s), Practice(s), and Perspective(s). Issues of performativity, power, relationality, identity, emancipation and purpose are found to be core to a critical leadership development approach.
Abstract.
Bird F, Case P, Gosling J (In Press). Responsible leadership education and the ethical mindset: Responsibility to whom and for what?.
Journal of Business EthicsAbstract:
Responsible leadership education and the ethical mindset: Responsibility to whom and for what?
This paper offers an analysis of leadership responsibility associated with differing models of the firm. Following a critique of the classical economic and conventional stakeholder theories of the firm, we proposes an interactive stakeholder theory that better facilitates the kind of ethical responsibility demanded by twenty-first century challenges. Our analysis also leads us to conclude that leadership education and development is in need of urgent reform. The first part of the paper focuses on what it means to lead responsibly, and argues that leading is essentially the practice of responsibility. The second part of the paper challenges standard assumptions about the ‘business of business’, while the third section examines in more depth how leadership education might be configured as a preparation for the enactment of responsible leadership.
KEYWORDS: responsible leadership, ethics, leadership education, mindsets, stakeholder theory
Abstract.
Full text.
Triflova A, Bessant J, Jia F, Gosling J (In Press). Sustainability-driven innovation and the Climate Savers’ programme: Experience of international companies in China.
Corporate Governance,
13(5).
Abstract:
Sustainability-driven innovation and the Climate Savers’ programme: Experience of international companies in China
Purpose - This study explores the experience of eight international companies focusing on their strategies in sustainable innovations in China.
Design/methodology/approach - This investigation is accomplished using a case study methodology (Yin, 1989; Eisen¬hart, 1989). The research is based on the companies’ secondary data and forty-seven semi-structured face-to-face interviews carried out in Chinese (Mandarin) between September 2010 and March 2012. Access to the selected companies was supported by WWF China.
Findings - the findings of this study are summarised in a theoretical framework suggesting four different levels of MNCs sustainability-driven innovations in China.
Research limitations/implications - the paper is based on the research population of MNCs being WWF Climate Savers partners in China. The research sample has no Chinese-solely companies.
Originality/value - from the academic perspective this research is a qualitative analysis of the best practices in sustainable innovation of MNCs in China and an attempt to map them to a theoretical framework. From a policy-making perspective, this paper is a report on existing practices and positive experience in responsible industry leadership. For practitioners this study shows how to create profitable growth in harmony with environmental sustainability and good corporate citizenship.
Abstract.
Gosling J, Case P (In Press). Taking up a role as an affordance of knowledge: a psychodynamic interpretation of the rebirth motif in Plato’s Myth of Er.
Organization StudiesAbstract:
Taking up a role as an affordance of knowledge: a psychodynamic interpretation of the rebirth motif in Plato’s Myth of Er
This article offers a psychoanalytically-informed contribution to current organization studies debates regarding role transitions. It draws on two principal theoretical sources: pre-modern treatments of the migration of the Soul from one state to another (used as a metaphor for role transitions); and the systems psychodynamic construct of ‘managing oneself in role’. The principle mythological source for the article is the Myth of Er, found toward the end of Plato’s Republic and in which is recounted the experience of the soul in limbo. We find in this an epistemological argument beyond its more obvious analogies to psychological experience, which we also explore. We argue that taking up a role is co-terminus with taking up knowledge associated with that role, and thus contribute a conceptualisation of role transitions that is epistemological as well as psychological. One implication is a theory of knowledge that refers to ideas as wholes rendered particular by role-holders: we explore two processes involved in this particularization: choosing and forgetting. A second implication is to interpret learning as realization of properties inherent in a role, rather than the acquisition of new personal knowledge. A third implication is that roles now appear as affordances, offering unforeseen opportunities.
Abstract.
2015
Gosling J, Case P, Tulloch J, Chandramohan D, Wegbreit J, Newby G, Gueye CS, Koita K, Gosling R (2015). Effective program management: a cornerstone of malaria elimination.
Am J Trop Med Hyg,
93(1), 135-138.
Abstract:
Effective program management: a cornerstone of malaria elimination.
Effective program management is essential for successful elimination of malaria. In this perspective article, evidence surrounding malaria program management is reviewed by management science and malaria experts through a literature search of published and unpublished gray documents and key informant interviews. Program management in a malaria elimination setting differs from that in a malaria control setting in a number of ways, although knowledge and understanding of these distinctions are lacking. Several core features of successful health program management are critical to achieve elimination, including effective leadership and supervision at all levels, sustained political and financial commitment, reliable supply and control of physical resources, effective management of data and information, appropriate incentives, and consistent accountability. Adding to the complexity, the requirements of an elimination program may conflict with those of a control regimen. Thus, an additional challenge is successfully managing program transitions along the continuum from control to elimination to prevention of reintroduction. This article identifies potential solutions to these challenges by exploring managerial approaches that are flexible, relevant, and sustainable in various cultural and health system contexts.
Abstract.
Author URL.
DOI.
2014
Bolden RI, Gosling J, O'Brien AT (2014). Citizens of the academic community? a societal perspective on leadership in UK Higher Education.
Studies in Higher Education,
39(5), 754-770.
Abstract:
Citizens of the academic community? a societal perspective on leadership in UK Higher Education
This paper presents findings from a research project on academic leadership in UK higher education (HE). Rather than taking a leader-centric perspective, however, people were asked to respond from their role as ‘citizens’ of HE. A ‘listening post’ methodology was employed, in which participants engaged in associative dialogue about their hopes, anxieties and aspirations in regards to their membership of an academic community. Thematic analysis revealed six key themes: bipolarity; vulnerability and exclusion; lack of transparency; growth of managerialism; changing nature of HE; and citizenship and community. Whilst findings indicated a fair degree of disengagement from institutional governance, they also pointed towards a genuine sense of passion and commitment to the aims and purpose of HE. The implications of these findings for leadership within these contexts are discussed, as well as consideration of the linkages between leadership, identity and citizenship in HE.
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Bolden R, Gosling J, O'Brien A (2014). Citizens of the academic community? a societal perspective on leadership in UK higher education.
Studies in Higher Education,
39(5), 754-770.
Abstract:
Citizens of the academic community? a societal perspective on leadership in UK higher education
This paper presents a societal perspective on academic leadership by exploring the preoccupations of academics as citizens rather than as employees, managers or individuals. It uses a listening post methodology to ask 'what is it like to be a citizen of an academic institution in contemporary Britain?' Three listening posts, comprising 26 participants from 15 higher education institutions, were conducted and analysed. A number of common themes were identified, including a sense of ambiguity and ambivalence about one's relationship with the employing institution and a concern about the fragmentation of academic identities. Whilst this paper contributes towards debates about the marketisation of higher education and the implications for leadership and management practice, its main contribution is to challenge dominant individual and organisational perspectives on leadership by exposing an alternative discourse, based on citizenship, which may offer new opportunities for engagement in the civic life of universities. © 2013 © 2013 Society for Research into Higher Education.
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Naidoo R, Gosling J, Bolden R, O'Brien A, Hawkins B (2014). Leadership and branding in business schools: a Bourdieusian analysis.
Higher Education Research and Development,
33(1), 144-156.
Abstract:
Leadership and branding in business schools: a Bourdieusian analysis
This paper explores the growth of corporate branding in higher education (HE) and its use by academic and professional managers as a mechanism for not only enhancing institutional reputation but also for facilitating internal culture change. It uses Bourdieu's framework of field, capital and habitus to analyse case studies of branding in two English business schools from the perspectives of academics, management and professional staff and students. The findings reveal a number of tensions and inconsistencies between the experiences of these groups that highlight the contested nature of branding in HE. In an era of rankings, metrics and student fees, it is suggested that branding has become an important means through which HE leaders and managers (re)negotiate the perceived value of different forms of capital and their relative positions within the field. Whilst branding operates at a largely ideological level it has a material effect on the allocation of power and resources within institutions. This is an important development in a sector that has typically privileged scientific capital and contributes towards an understanding of the ways in which leadership is 'distributed' within universities. © 2014 © 2014 HERDSA.
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Gosling J, Case P, Tulloch J, Chandramohan D (2014). Program Management Issues in Implementation of Elimination Strategies.
Abstract:
Program Management Issues in Implementation of Elimination Strategies
Effective program management is essential to ensure the elimination and eventual eradication of malaria. Malaria elimination, defined as the interruption of local transmission in a specific geographical area, is a long-term, focused and technical process that requires effective management and communication at all levels. There are several core features of successful health program management, all of which are critical to achieve elimination. In general, elimination is facilitated by robust health systems, determined leadership, appropriate incentivization, an effective and real-time surveillance system, and regional collaborations. Elimination is hampered by sclerotic or inflexible health systems, a lack of sustained political and financial commitment, ill-equipped managers, unmotivated and untrained staff and external donor constraints.
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Gosling J, Jia F, Gong Y, brown SE (2014). The role of supply chain leadership in the learning of sustainable practice: Toward an integrated framework.
Journal of Cleaner ProductionAbstract:
The role of supply chain leadership in the learning of sustainable practice: Toward an integrated framework
Sustainable supply chain management (SSCM) is a topic that has become increasingly important in recent years. However, very few papers focus on studying SSCM from both leadership and learning perspectives. In this research, we carry out a content-based literature review on the intersections of Supply Chain leadership, Supply Chain Learning and SSCM; we propose a conceptual framework on how focal companies assuming a leadership role initiate and disseminate sustainable practices in their supply chains. Three types of sustainable supply chain management (SSCM) strategies (i.e. reactive, contributive and proactive) have been identified in this research based on four dimensions of SSCM governance, supply chain learning, supply chain leadership and SSCM performance. It is argued that two new constructs of supply chain learning and supply chain leadership are an integral part of the SSCM conceptual framework developed from the literature and have significant implication to our understanding of SSCM.
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2013
Gosling J, Villiers P (eds)(2013).
Fictional Leaders., Palgrave Macmillan.
Abstract:
Fictional Leaders
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Gosling J, Case P (2013). Give me the answer: the paradox of dependency in Management Learning. e-Organisations and People
Sullivan K, Gosling J, Schroeder J (2013). On being branded. Scandinavian Journal of Management
Sullivan K, Gosling J, Schroeder J (2013). On being branded.
Scandinavian Journal of Management,
29(2), 121-122.
DOI.
Gosling J, Case P (2013). Social dreaming and ecocentric ethics: sources of non-rational insight in the face of climate change catastrophe.
OrganizationAbstract:
Social dreaming and ecocentric ethics: sources of non-rational insight in the face of climate change catastrophe
The article considers the role of dreams as social, rather than individual, phenomena and suggests that as such they may serve as resources for ‘future imaginings’ with respect to potentially devastating consequences of climate change (and other transgressions of planetary boundaries). Adopting a socio-analytical perspective, it contemplates the possibility of a societal level ‘cosmology episode’ caused by catastrophic climate change; a critical point of rupture in the meaning-making process which leaves local rationalities in ruin. Drawing on a ‘representative anecdote’, the article finds allegorical parallels between the cultural collapse of a traditional indigenous culture and the impending threat of ecocrisis currently facing humanity. The possibilities of seeing and imagining offered by collective forms of dreaming are explored alongside development of a non-anthropocentric ethics. Our focus is on ways of sensing, thinking and talking about climate change that are less dependent on a rational conscious subject. The article thus enquires into what cultural means or resources might be available to (post)modern western societies that, like the shamanic dream-vision of certain traditional cultures, might enable them to draw on non-anthropocentric sensibilities and organize responses to an impending cultural crisis. We conclude by offering Gordon Lawrence’s social dreaming matrix as one possible medium through which to imagine and see beyond climate change catastrophe.
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2012
Gosling J (2012).
Academic Leadership: Changing Conceptions, Identities and Experiences in UK Higher Education. Leadership Foundation for Higher Education, London, Leadership Foundation for Higher Education.
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2011
Bolden R, Hawkins B, Gosling J, Taylor S (2011).
Exploring Leadership: Individual, organizational and societal perspectives. Oxford, Oxford University Press.
Abstract:
Exploring Leadership: Individual, organizational and societal perspectives
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2010
Sutherland I, Gosling J (2010). Cultural Leadership: the power of culture from affordances to dwelling. Journal of Arts Management, Law and Society, 40(1), 6-26.
Gosling J, Gagnon S, Parker P, Cunliffe A, Callahan J, Caroll B, Sveningsson S (2010). Exploring Identity Dynamics as Critical for Leadership Development Research and Practice. Academy of Management Annual Conference 2010. 6th - 10th Aug 2010.
Abstract:
Exploring Identity Dynamics as Critical for Leadership Development Research and Practice
Abstract.
Marturano A, Wood M, Gosling J (2010). Leadership as Language Game.
Philosophy of Management,
9(1).
Abstract:
Leadership as Language Game
Process theories of leadership emphasize its relational nature but lack a substantial method of analysis. We offer an account of leadership as a language-game, employing the concepts of opaque context and propositional attitudes. Using established methods of linguistic analysis, we reformulate Weber’s understanding of charismatic leadership. A by-product of this approach is to limit the epistemological role of individual psychology in leadership studies, and to increase the relevance of linguistic and semantic conventions.
Abstract.
Gosling J, Case P (2010). Leading through the veil:
seeing to the other side of catastrophe. 28th Standing Conference on Organizational Symbolism, ‘Vision’. 7th - 10th Jul 2010.
Abstract:
Leading through the veil:
seeing to the other side of catastrophe
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Bird F, Gosling J, Case P (2010). Management education and the ethical mindset:
Responsibility to whom and for what?. Ethics in Crisis: a call for alternatives. 7th - 9th Apr 2010.
Abstract:
Management education and the ethical mindset:
Responsibility to whom and for what?
Abstract.
Gosling J (2010). The Politics of Redemption: Consulting for Catastrophe. Academy of Management Annual Conference 2010. 6th - 10th Aug 2010.
Abstract:
The Politics of Redemption: Consulting for Catastrophe
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Case P, Gosling J (2010). The Spiritual Organization:
Critical Reflections on the Instrumentality of Workplace Spirituality.
Journal of Management, Spirituality and Religion,
7(4).
Abstract:
The Spiritual Organization:
Critical Reflections on the Instrumentality of Workplace Spirituality
This paper offers. a theoretical contribution to the current debate on workplace spirituality by: (a) providing a selective critical review of scholarship, research and corporate practices which treat workplace spirituality in performative terms, that is, as a resource or means to be manipulated instrumentally and appropriated for economic ends; (b) extending Ezioni’s analysis of complex organizations and proposing a new category, the ‘spiritual organization’, and; (c) positing three alternative positions with respect to workplace spirituality that follow from the preceding critique. The spiritual organization can be taken to represent the development of a trajectory of social technologies that have sought, incrementally, to control the bodies, minds, emotions and souls of employees. Alternatively, it might be employed to conceptualize the way in which employees use the workplace as a site for pursuing their own spiritualities (a reverse instrumentalism). Finally, we consider the possible incommensurability of ‘work organization’ and ‘spirituality’ discourses.
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Gosling J, Case P (2010). Welcome to the SLow Fix. Local Waves, Global Tides: 26th EGOS Colloquium. 28th Jun - 3rd Jul 2010.
Abstract:
Welcome to the SLow Fix
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2009
French R, Case P, Gosling J (2009). Betrayal and Friendship.
Society and Business Review,
4(2), 146-158.
Author URL.
Gosling J (2009). Developing as Leaders: psychodynamic perspectives on the politics of identity work. Leadership Studies at the end of the Noughties. 16th - 18th Dec 2009.
Abstract:
Developing as Leaders: psychodynamic perspectives on the politics of identity work
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Gosling J, Bolden R, Petrov G (2009). Distributed Leader ship in Higher Education: What Does it Accomplish?. Symposium of the Leadership-Foundation-for-Higher-Education. 31st Mar - 1st Apr 2008.
Abstract:
Distributed Leader ship in Higher Education: What Does it Accomplish?
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Author URL.
DOI.
Bolden R, Petrov G, Gosling J (2009). Distributed Leadership in Higher Education: Rhetoric and Reality.
Educational Management Administration and Leadership,
37(2), 257-277.
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Gosling J, Bolden R, Petrov G (2009). Distributed leadership: what does it accomplish?.
Leadership,
3(5), 299-310.
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Gosling J, Kullich C, Levy L (2009). Growing through failure: character-building and discourse in negotiating identities. LEADERSHIP IN CRISIS - 8TH INTERNATIONAL CONFERENCE ON STUDYING LEADERSHIP. 7th - 8th Dec 2009.
Abstract:
Growing through failure: character-building and discourse in negotiating identities
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Bolden R, Petrov G, Gosling J, Bryman A (2009). Leader ship in Higher Education: Facts, Fictions and Futures - Introduction to the Special Issue.
Leadership,
5(3), 291-298.
DOI.
Gosling J (2009). “Things Fall Apart”
Crisis and leadership at the end of an era. 8th International Conference on Studying Leadership. 7th - 8th Dec 2009.
Abstract:
“Things Fall Apart”
Crisis and leadership at the end of an era.
Abstract.
2008
Gosling J (2008). A wiki-model for business education. Harvard Business Review
Bolden R, Gosling J (2008). Accomplishing Leadership: a practice perspective on leadership competencies. 7th International Conference on Studying Leadership. 8th - 9th Dec 2008.
Abstract:
Accomplishing Leadership: a practice perspective on leadership competencies
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Bolden R, Petrov G, Gosling J (2008).
Developing Collective Leadership in Higher Education: Final Report. Leadership Foundation for Higher Education, London, Leadership Foundation for Higher Education.
Author URL.
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Gosling J, O'Brien A (2008). Developing as Leaders: Emerging and developing identities. 6th International Conference on Studying Leadership. 9th - 11th Dec 2008.
Abstract:
Developing as Leaders: Emerging and developing identities
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Bolden R, Gosling J, Adarves-Yorno I, Burgoyne J (2008). High Performance Leadership: Narratives of identity and control in corporate leadership development and performance management.
Business Leadership Review,
5(1).
Abstract:
High Performance Leadership: Narratives of identity and control in corporate leadership development and performance management
This article reviews the outcomes of a three year workshop series with senior leadership and management development managers from a range of public and private sector organisations. The aim of this enquiry was to explore the interface between performance management and leadership development systems and the extent to which they can complement one another to offer a coherent progression and performance framework. A number of competing and inter-related dynamics were uncovered that influence the extent to which performance management systems facilitate appropriate and desirable forms of behaviour in organisations and the extent to which these are supported and reinforced through leadership development. The most significant of these influences was seen to be one of identity and the impact that these systems can have on a sense of shared ‘social identity’ and purpose. By way of conclusion we argue that the narrative function of corporate leadership systems in expressing ‘who we are’ and ‘what we value’ is equally, if not more, important in determining their impact (positive or negative) than their corrective or developmental capacity per se.
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Gosling J, Purg D (2008). How to be Sanguine in Sarajevo: Leadership as Transformation or Tragedy?.
BAWB Working Paper Series,
3(1), 85-98.
Abstract:
How to be Sanguine in Sarajevo: Leadership as Transformation or Tragedy?
http://worldbenefit.case.edu/research/paperseries/?p=80
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Gosling J, Witzel M, Case P (2008). John Adair: Foundations of Leadership. London, Palgrave.
Marturano A, Gosling J (2008). Leadership: the key concepts. London and New York, Routledge.
Bolden R, Petrov G, Gosling J (2008). Tensions in higher education leadership: towards a multi-level model of leadership practice.
Higher Education Quarterly,
62(4), 358-376.
Abstract:
Tensions in higher education leadership: towards a multi-level model of leadership practice
UK higher education is undergoing a period of significant change that generates
a series of tensions and difficulties for universities and university leaders.
This paper explores these tensions through analysis of findings from a study
comprising 152 semi-structured face-to-face interviews in 12 UK universities.
Building on from theories of ‘distributed leadership’ in schools, five main
constituent elements of leadership practice in higher education are identified
(personal, social, structural, contextual and developmental) and explored to
show how they shape perceptions and experiences of leadership. The paper
concludes with a refined model that teases apart the multilayered nature of
higher education leadership at individual, group and organisational levels. In
particular, it is argued that ‘social capital’ and ‘social identity’ act as important
bridges between individual agency and organisational structure and that
although widely distributed, higher education leadership may be best regarded
as ‘hybrid’.
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2007
Bolden R, Gosling J, Burgoyne J, Adarves-Yorno I (2007). CELEX3 High Performance Workshop Series: Final Report. Exeter. Centre for Leadership Studies, University of Exeter.
Gosling J, Case P (2007). Wisdom of the moment: Pre-modern perspectives on organizational action.
Social Epistemology,
21(2), 87-111.
DOI.
2006
Bolden R, Gosling J, Adarves-Yorno I, Burgoyne J, Roe K (2006). CELEX II: High Performance Leadership Workshop Series Report.
Bolden R, Wood M, Gosling J (2006). Is the NHS Leadership Qualities Framework Missing the Wood for the Trees?. In Casebeer A, Harrison A, Mark AL (Eds.) Innovations in Health Care: a Reality Check, New York: Palgrave Macmillan, 17-29.
Gosling J, Bolden R (2006). Leadership Competencies: time to change the tune?.
Leadership,
2(2), 147-163.
Author URL.
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Mintzberg, H. (2006). Management Education as if Both Matter.
Management Learning,
37(4), 419-428.
DOI.
Gosling J (2006). Spirituality in Organizations. In Hooper A (Ed) Leadership Perspectives, Burlington, USA: Ashgate, 471-475.
2005
Cridland J, Bolden R, Gosling J, Burgoyne J, Adarves-Yorno I (2005). CELEX I: High Performance Leadership Workshop Series Report.
Gosling J, Jones S (2005). Nelson's Way: Leadership lessons from the great commander. London, Nicholas Brearley.
2004
Dawson L, Dunn EL, Gosling J (2004). Creative Church Leadership: a Review of Leadership Literature and Leadership Development Centres. In Nelson J, Adair J (Eds.) Creative Church Leadership: a MODEM Handbook, Norwich: SCM Canterbury Press.
Gosling J, Fulop L, Linstead S, Greene A, Richards S (2004). Managing Conflict and Negotiation. In Lilley S, Fulop L, Linstead S (Eds.) Management and Organisation: a critical text, London: Palgrave Macmillan.
Gosling J, Mintzberg H (2004). The Education of Practising Managers. MIT Sloan Management Review, 45(4), 19-22.
2003
Gosling J, Mintzberg H (2003). The Five Minds of a Manager.
Harvard Business Review,
81(11), 54-63.
Abstract:
The Five Minds of a Manager
Managers are told: be global and be local. Collaborate and compete. Change, perpetually, and maintain order. Make the numbers while nurturing your people. To be effective, managers need to consider the juxtapositions in order to arrive at a deep integration of these seemingly contradictory concerns. That means they must focus not only on what they have to accomplish but also on how they have to think.When the authors, respectively the director of the Centre for Leadership Studies at the University of Exeter in the U.K. and the Cleghorn Professor of Management Studies at McGill University in Montreal, set out to develop a masters program for practicing managers, they saw that they could not rely on the usual MBA educational structure, which divides the management world into discrete business functions such as marketing and accounting. They needed an educational structure that would encourage synthesis rather than separation. Managing, they determined, involves five tasks, each with its own mind-set: managing the self (the reflective mind-set); managing organizations (the analytic mind-set); managing context (the worldly mind-set); managing relationships (the collaborative mind-set); and managing change (the action mind-set). The program is built on the exploration and integration of those five aspects of the managerial mind. The authors say it has proved powerful in the classroom and insightful in practice.Imagine the mind-sets as threads and the manager as weaver. Effective performance means weaving each mind-set over and under the others to create a fine, sturdy cloth.
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2002
Gosling J, Mintzberg H (2002). Educating Managers Beyond Borders. Academy of Management Learning and Education, 1(1), 64-75.
Gosling J, Mintzberg H (2002). Reality Programming for MBAs. Strategy+Business, 26(1).
2000
Gosling J (2000). Apologetics of Management Education. Human Resource Development International, 1(2).
1996
Gosling J (1996). Plato on the Education of Managers. In French R, Grey C (Eds.) Rethinking Management Education, London: Sage, 152-171.
Gosling J (1996). The Business of Community. In Kraemer S, Roberts J (Eds.) The Politics of Attachment, London: Free Association Books, 138-151.
1980
Gosling J (1980). ERITREA'S LONG WAR. New Statesman Society, 53(922), 117-118.
