Creative Leadership

Understanding what it means and how it looks like to lead from the heart has never been made so clear. Leading from the heart is much more than a poetic metaphor. A commonly misunderstood idea, that reports great benefits for creative leaders and leaders working within creative organizations. What this work presents is that exceptional creative leadership is rooted in heart-based leadership. Based on robust and extensive research, this work presents an integrative perspective that builds on the work of recognized field expert scholars, practitioners, and executive coaches.

The thesis of this work has been tested against the leadership experience of more than 120 Top Creative Leaders from around the globe. Written as a Master's Thesis in the context of the Berlin School of Creative Leadership (Steinbeis University) this work sets clear boundaries on what is and what is not heart-based leadership and presents the foundations to understand its benefits and potential development with an executive coaching orientation.

An easy-to-read and insightful reference guide made to support creative leaders that aim to consistently play at the top of their game (best-self) in resonance with their values and soul purpose.

Sudden political phenomena often surprise critics of International Relations (IR) in terms of their complexity, as such scholars struggle to explain them through designing applicable models of social reality. Equally, events such as presidential elections in one of the most powerful countries in the world cannot be easily qualified within the established research traditions such as Realism, Constructivism or Liberalism. It is because one paradigm cannot easily explain every single development in states' policy. More often it is the case that foreign policy initiatives could be explained by several theoretical strands rather than one paradigm. Therefore, much more accurate are eclectic approaches which shed light on particular trends in the foreign policy rather than explaining the whole approach in full. That is why, intellectually predisposed scholars often pursue analytic eclecticism as their main method to explain political reality. Scholars apply this method not only due to its powerful explaining power but also to address the growing gap between theory and policy in the field of International Relations. This paper will answer the question of how the world of theory relates to the world of policy. Nye (2009) rightly noticed that there is a growing "gap between theorists and practitioners in the field of international relations. In recent years, the gap has been widening and bridging efforts have become more difficult." The growing withdrawal of university scholars behind curtains of theory and modelling leads to the situation in which 'scholars are on the sidelines' since they do not have a real, tangible impact on policymakers and the decisions that leaders make (Nye, 2009). To make things worse, as Walt (2005: 23) observed, "Policy makers pay relatively little attention to the vast theoretical literature in IR, and many scholars seem uninterested in doing policy-relevant work." Such trends and tendencies are unfortunate because theory is an essential tool of statecraft and not paying attention to theory might lead to major foreign policy disasters. Decision-makers who act on behalf of global leaders on their behalf do not want to rely on the voices of the so-called 'outsiders' as they have their own narrow circle of policy advisors. In such situations, voices who defend the common good and objectivity are often rejected or neglected and states pursue their own particularistic policies missing the bigger picture. Thus, it rarely happens that a politically neutral, modest scholar, who is seeking progress on the global stage and who may have worked on an innovative idea or a breakthrough approach to solving world's problems could be given a chance to influence the policy of a Great Power. This does not provide an excuse for the ​abandonment of further attempts and efforts of resourceful scholars thereby giving them a chance to excel at International Relations Theory. Many scholars are accused of wanting to advise top state leaders and influence policy, but if the analysis, plus the original perspective adopted by such scholars prove to be accurate, tested and verifiable then it may serve as a basis for discussion among supportive institutions leading to the much-needed change based on the ripple effect in international policy analysis. Great leaders listen to their advisers and can creatively weave the future by bending the political reality (Dror, 2008: 84). Even the grand policy can change. Grand policy is an instrument aiming at (to use a striking term coined by Plato in 'The Statesman'' - ''weaving the future''' through creatively combining present contradictory materials and processes into making a better future. A good statesman can creatively bend political reality by creating new ideas, norms and solutions. More specifically, grand policy tries to reduce the probability of bad futures (for example, the one with extreme climatic impacts), to increase the probability of good futures, at their visions, images and evaluations change with time, and to gear up to coping with the unforeseen and the unforeseeable. (Ibid.). To use a different analogy, in grand-policy crafting rulers perform as both composers and conductors because there is a creative element. Why is creative problem-solving needed in leadership studies? Because creativity drives innovation and evolution, providing original ideas and options thereby ensuring progress, but it is also a reaction to the challenges in the life of politics. In this sense, creative advisory and problem-solving are both reactive and proactive. It helps when solving problems and sometimes allows problems to be avoided, to choose a better option. Therefore, grand policy strategizing can be compared to composing. Composing is much more difficult, original, personal, and important than conducting, however, essential for the latter is a realization of the various compositions, giving them different interpretations, and adjusting them to changing situations (Ibid.). A ruler or leader is very different from a composer as he is working within organizations and composing in union as well as competition and conflict with peers, advisers, organizations, and societies. A great composer has the freedom of innovation that is larger by many orders of magnitude than the constrained space of creation open to rulers. Policymakers are often constrained in what policies they can pursue. Still, creation is at the core of grand-policy crafting (Dror, 2008: 85). And this is more so in our epoch when rapid change makes the wisdom of the past into the stupidity of the future, and invention of the options fitting radically novel situations and values is a must (Ibid.). Therefore, the ruler should in part operate as a creator (as well as a transformative agent of change) guided by his strategic vision and inner leadership instinct. (Panek, 2004). This natural talent can be compared to the mind-music that Bethoveen heard when he was deaf (Gelerneter, 2004). If the ruler himself cannot be a real creator, at least, he should facilitate policy option creatively and by being eager to consider and absorb new ideas, by being open to consider and balance different options and always being open-minded to critical evaluation and further re examination. To explain it in other words, high-quality grand-policy crafting in an epoch of transformations requires reliance on both idealist visions of a better world with a realist policy implementation. This is crucial for rulers who would like to enact a world-changing impact. Grand-policy training cannot make rulers into visionary leaders. But training can achieve awareness of the importance and awareness of the future-weaving mission of rulers and their creative advisers (Dror, 2008: 85). On a more operational level, to be emphasized and illustrated is the scarcity of promising options for main policy issues, and therefore, the practical need to choose the option invention, a creative and brilliant policy that is to be sought, encouraged and implemented by rulers and leaders. For the reasons explained above, sceptical and unconvinced professors should never doubt the simple truth that International Relations Theory analysts can provide valuable ideas for policymakers without sacrificing professional integrity and objectivity. Creative leaders can creatively solve important global problems. What is certain in the world of politics is the inevitability of decline of leaders, of empires and their pretensions to greatness. Is then a myth of a leader who has the power to change our world only an utopia or is it a true reality? There were cases that capable global leaders managed to change history. To paraphrase Garrett James Hardin's idea: "To survive indefinitely in good shape a nation [or civilisation - emphasis of the author] must take as its advisers people who can see farther than typical leaders.” Equally, political critics, speculators and cynics often present a distorted view of political reality, of what is politically possible and achievable. In light of this, the actions of every leader need to be re-examined and re-evaluated, so that to draw important lessons for future leaders and prevent the destructive collapse of civilisation. Arguably, what the world's needs, at the present, is to bridge the gap between academic ideas and their possible impact in solving real-world problems. Humanity simply needs more practical, ingenious adaptations for the survival of our civilisation that often, in the past, proved to come not from policy circles, but from academia. Also, ​this trend would not have wider significance if it did not raise questions regarding the preparation of new generations of scholars to influence the world of policy and enrich it through public and official perceptions and discourses of international issues and events while providing original​ insights, timely analysis, objective comments and not just hypothesis testing.

We are no longer used to critically examining the meaning of “design”,

which maintains an unexplored dimension in terms of the Power that can be exercised through the cyclic act of creation, preservation and disruption.

This assumption induces us to focus on the contrast between the “visible” side of the act that involves all its conceptual and practical manifestations, and a hidden or “dark” side that deals with politics and power play, but that, however, has a major influence in the process and its hierarchical dynamics.

This implies an order on the surface, which seems to be naturally stirred by the so-called “perceptions” that reflect the preferences of overall public opinions: however, looking deeper, all the production acts involves a carefully controlled disequillibrium influenced by social, ecological, economical and political interests.

The power flow in the act of “design” takes into consideration the paradoxical contradiction between its potentiality and its preservation of power.

We begin this chapter by exploring the nature of creativity and why many claim that creative thinking is an essential skill for all in the 21st century.  From our description of creativity we next move to evolving views of leadership and how recent descriptions of effective leadership embrace the concept of creativity.  We then present our definition and argument for why creative leadership should be included in the current lexicon of leadership concepts.  We close the chapter by exploring how to begin developing the skills of a creative leader.

Creative leadership is related to the creative areas. The nature of creative activities determines the specific characteristics of creative leadership. One of the most significant goals of creative leadership is to inspire creative people’s creativity and innovation, which makes the difference between creative leadership and general leadership in functions. A key part of creative leadership is the build-up of organizational culture in order to satisfy the characteristics of creative work, which essentially embodies the functions of creative leadership. On the basis of analyzing the nature of creative leadership, this study explores the specific functions of creative leadership, and pitfalls. 
创意领导力与创意领域相关，创意活动的性质决定创意领导力有其自身的特点。创意领导力最重要的目标之一就是激发组织中创意人员的创意积极性和创造力，这决定了创意领导力的功能较之其它领域的领导力有显著的差异。创建符合创意工作特点的组织文化是创意领导力的关键部分，也是创意领导力功能的重要体现。本文从创意领导力特性的视角，探析创意领导力的具体功能和可能存在的隐患。

Introduction
Understanding Art and Aesthetics
Critical, utopian, and pragmatic dimensions of art
Pragmatic aesthetic experiences and processes in and for leadership
Creativity and Creative Leadership
Envisioning and imagination
Art of leadership performance
Symbolic Leadership
Improvisation
Practical implications
Art and Leadership education and development
Conclusion and Perspectives

This article presents the idea that carnival and cultural festivals in general are powerful metaphors for leadership practice.  Leadership theory is not culturally neutral; it is predicated on western cultural values.  Organizations operating in non-western environments seeking congruence between leadership practice and indigenous culture, should look to their own cultural festivals as potential models of practice.  These festivals are often powerful models of leadership for engagement and mobilization.

This dissertation aims to identify, explore and consider parallels between the treasured, traditional ideals that guided the United States of America throughout its history and the English School and constructivists values in order to demonstrate why values per se play an important role in the foreign policymaking, identity formation and perception of a ‘Responsible Great Power’ such as the United States of America in International Politics. Certain values are universal and America will work to promote them worldwide. These include an individual's freedom to speak their mind, assemble without fear, worship as they please, and choose their own leader; they also include dignity, tolerance, and equality among all people, and the fair and equitable administration of justice. America was founded upon a belief in these values. At home, fidelity to these values has extended the promise of America ever more fully, to ever more people. Abroad, these values have been claimed by people of every race, region, and religion. Most nations are parties to international agreements that recognise this commonality and nations that embrace these universal values for their citizens are ultimately more successful. It will be argued that American values and ideals are durable and prone to a process of continuous evolution as well as perfecting, throughout history. America rose the greatness as a revolutionary community, following the lead of creative pioneers who welcomed and initiated timely and constructive changes instead of remaining in stagnation. President Obama attempted to renew these values by reclaiming the American dream. As Maraziti (2017: 125) argued, he restored America's reputation destroyed by an unnecessary war, generalized ignorance and arrogance of leadership. Instead of using military might, President Obama invested in diplomacy, honest negotiations and collective responses to the novel, global challenges. President Obama's grand strategy might be summarized as preserving American leadership of an eminently favourable international order, but doing so at reduced costs, via more supple and energetic climate diplomacy, and in ways that better reflect the shifting balance of power on the global chessboard. The climate change problem is real, as the Report by the National Intelligence Council states, "Extreme weather events, such as heavy rainfalls, floods, droughts, cyclones, and heatwaves, will disrupt critical human and natural systems. They could trigger crop failures, wildfires, energy blackouts, infrastructure breakdown, or infectious diseases outbreaks. The frequency and magnitude of such events are increasing as the climate changes, according to the IPCC." (2016: 5). The analysis presented in this thesis reveals that for the success of President Obama's climate diplomacy to be complete he could have mobilised the initiative of global leaders embracing coherent and swift decision making in response to, and even more importantly, in prevention to natural disasters and various climatic changes. For the radical green environmentalists and climate activists, President Obama was not consequential enough. Environmental problems our civilisation faces probably cannot be solved within the current system as it is too much established in the vested interests of big oil corporations and fossil fuel industry. As Thunberg (2019) said, ''We cannot save the world by playing by the rules because the rules have to change.'' The argument that solving these problems requires a more decisive move towards the rational institutionalist approaches to understanding multilateral institutions and far more tightened cooperation between states within established institutions, or perhaps even, the creation of some kind of new, more flexible institutions is something we have been hearing for a long time. But so far, the efforts of liberal institutionalists have been ineffective while the planet is suffering. These new institutions, the so-called 'third generation of global governance institutions', even if they would have materialised in the near future, they would have to speak for future generations and stand as a counterweight to selfish, national interests. Their creators should also have enough courage to oppose the vested interests of fossil fuel industry and big oil corporations which have been institutionalizing unsustainable development that is based on exponential curves which cannot go for all time. "With tens of trillions of dollars' worth of fossil fuel reserves and infrastructure at stake, it is perhaps not surprising that some of the businesses and individuals with the most money to lose from addressing climate change have done whatever they can to block progress" (Berners-Lee and Clark, 2013: 126). For decades, many of those invested in ongoing oil, coal and gas use have pumped money into lobby groups, think tanks and PR agencies with the express purpose of persuading that climate change is not real. The more recent changes in climate producing extreme weather events are the best proof that their system is crumbling and it will lead to the 'carbon bubble' which poses a significant financial threat to the world's stock markets. Evidently, fossil fuel companies have huge amount to lose from a successful effort to tackle climate change. Ensuring symbiosis with the Earth does not, however, require a world government or a new industrial revolution that would destroy the old system. Earth needs a long-awaited regeneration or respite or sustainable retreat. Combating climate change does not require accepting lower growth or a lower standard of living. "Moving away from fossil fuel use and toward clean energy can boost innovation, productivity and efficiency." (Obama, 2017). During the course of Obama's presidency, the economy grew by more than 10 percent despite a 9.5 per cent fall in carbon dioxide emissions from the energy sector. Humanity can and indeed must envisage a future powered by 100 per cent renewable energy, which may help break the link between economic activity and climate change. Rather than fighting and exploiting the environment, humanity needs to recognize alternative measures of sustainable progress. In reality, there is no conflict between human progress and environmental sustainability; well-being is directly and positively connected with a healthy environment. (Rogers, et al., 2012: 61). To move towards sustainability human civilisation "must address social as well as environmental issues." (Ibid.: 63). Humanity must not continue to sacrifice the environment to safeguard a vision of the world based on the illusion of infinite economic growth. Robert F. Kennedy once said that a country’s GDP measures “everything except that which makes life worthwhile." Global civilisation could break away from artificial GDP measurements and start to look for the smart cure to the ailing planet. A good start, as Nordhaus and Romer (2018) observed, is to include care for the climate in the value of the national growth. Many economic goods, such as natural resources and clean air, are hard to reproduce. Climate change and its effect on everyone’s well-being, is not a part of national accounts, while profits and GDP are. Had more countries valued more favourable climate they would have convinced leaders not only to preserve liberal order but also to try to heal the Earth. (Liberal order is dependent on climate stability). If we could give more choices to people and more choices to leaders it would result in a broader set of rules to change rules. Gradually, this would lead to a systemic change thereby avoiding coordination trap (Romer, 2009). According to Anderson (2018), ''the only conceivable way forward to prevent the world from turning into an oven is “system change” via transformation to decarbonized energy supply technologies with deep penetration of efficient technologies and a profound shift in behaviour and reframing the value propositions re success and progress, an economic model that fits the purpose of mitigation, like eco economics.'' Redirecting America's policy on climate is a practical, prudent strategy initiating global system change. ''We either change the system rapidly to reduce our emissions or we do not bother and then system change gets us through climate change.'' (Ibid). Decision-makers must be in the forefront since successfully addressing climate change could open new avenues in space while offering a chance for a civilisational upgrade. We need a new burst of pioneering spirit, focus on the world's youth and innovative policy. The planet needs a long-awaited spiritual, moral renewal. Prudent global leaders invest great effort and demonstrate political sagacity to do the right thing at the right time, (listening to science and acting in time) instinctively​ choosing the right idea. They do not only promise change but also deliver it to leave a better and safer world for future generations.

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership’s maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggest both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.

Keywords :Leadership Elasticity; Leadership readiness; leadership behavioural pattern; relations and Task-oriented behaviour; leadership appropriateness; leadership flexibility; leadership style-flex; leadership style-fix; Leadership style-drift; leadership multi-style flex

Through a reflective practitioner-led perspective, this paper looks at five conferences in which creative learning processes were incorporated and used as participative experiential learning community building processes. The paper explores how creative interventions were designed and used to connect conference participants and to encourage mutual inquiry, reflection and other ways of knowing.

A visit to the St. Sophia of Istanbul is like a visit to the nearly 2000 year old history of the city itself. The church is one the finest & most famous examples of Byzantine architecture in the world. It is located in the heart of old Istanbul, next to the also famous Blue Mosque, in the Sultan Ahmet Square of Istanbul. The above photograph above shows the actual view of the Hagia Sophia Church Museum (Aya Sofya Muzesi) as it appears in Istanbul today. Four minarets have been added to Hagia Sophia, after the Ottomans captured Constantinople at 1453 and converted the building from a church into the mosque. Today, Saint Sophia is neither a Church nor a Mosque, but a museum that is open to the public. The Hagia Sophia was built as a Constantinian Church by the emperor Justinian I, between A.D. 532 and 537 and at the time, it was estimated to be the largest covered space in the world. Its architects were Isidore of Miletus and Anthemius of Tralles. It was built in only five years. On May 558, the dome of the church collapsed due to a December 557 earthquake, and though a new dome was quickly rebuilt afterwards.Hagia Sophia is a Greek phrase that means 'Holy Wisdom'. This ancient basilica was also called Saint Sophia. The Turks call it 'Aya Sofya Muzesi' (Hagia Sophia Museum) or in short, Ayasofya. After its construction ended, Hagia Sophia served as a Church for the following nine centuries, until  Constantinople was invaded and taken over by the Ottomans on the 29th of May, 1453. After this date, the Hagia Sophia was converted into a mosque.
Then in 1935, during the first years of the Republic of Turkey, the Mosque was secularized and made into a museum under the direction of Mustafa Kemal Ataturk, founder of the Turkish Republic.    It became a national museum, as it remains today.

Creative thinking preferences are a crucial variable in determining an individual's success as an innovator, a creative leader, and a business executive.  Researchers at FourSight, LLC have identified significant differences between the way typical MBA students think and the way the most successful corporate executives think.  They refer to this as the "MBA Cognitive Gap" and suggest that business schools should do a better job of preparing their graduates for successful careers and executive leaders.  This paper identifies and describes a number of different strategies that can be employed by business school faculty and adminstration, by MBA students, and by corporate recruiters and professional development leaders.

Aktuell ist unsere Arbeitswelt, geprägt von wachsender Komplexität, einer immer fortwährenden Veränderung unterworfen. So bestätigen innovative Führungskräfte (Standouts) in einer von IBM durchgeführten Studie (IBM Corporation, 2010), dass Continous Change, zum festen Bestandteil ihres Wirkens geworden ist. Dieses beschleunigte Änderungsniveau bringt ein hohes Maß an Ungewissheit, Mehrdeutigkeit und Unbeständigkeit mit sich. Zukünftige Führungskräfte müssen sich daher sowohl mit Mehrdeutigkeit und umfassender Risikobereitschaft komfortabel fühlen, als auch in der Lage sein, Dritte für neue Denkweisen und Richtungen zu begeistern (IBM Corporation, 2010).

"Driving leadership style" of the school leadership proclaims to be important in bringing about changes in behavioural aspect of the followers. The hallmark of driving leadership style illustrated the characteristic of teaming, toning, tasking, timing and transforming with realistic view to subjective approach. This allowed the leadership to understand the human relationship approach while instigating as a lead follower in the group. The purpose of the study was to explore, the pertinence of leadership and how they grow with the followers. Semi structured interview were implemented with different actors with two sets of interview schedules separately designed for the school leaders and the other actors. Driving leadership style moreover, reflects to demonstrate the ability of working from middle as a lead follower allowing the opportunity to understand and knowing of followers. This somehow built the confident to the school leaders to overcome with the difficulties related with organizational climate. Driving leadership style illustrated to bring about social harmony and cohesive within the organizational behavioural settings furthering leaders to grow with the followers. (Contains 2 tables and 4 figures.)

The study reported in this paper compared the effects of two approaches of blended learning on students’ learning outcomes in courses on intellectual property rights and patents. One group of students followed three weeks of online graduate courses and underwent peer assessment. In a second group of students, the online work and peer assessment were combined with active face-to-face experience-based learning. Pre and post-tests were used to measure the students’ knowledge about intellectual property rights and patents. In addition, a questionnaire was used to gather data on the students’ opinions regarding course arrangement and implementation, digital learning, the learning environment, and their knowledge, understanding, and implementation of intellectual property rights and patents. The data were quantitatively analyzed to determine whether the two blended learning approaches differed in terms of the effects measured. The findings show that the students approved of the online courses and also the face-to-face learning. These findings may reflect approval of the decrease in costs and time. The implication is that active face-to-face experience-based learning should supplement online courses with peer assessment, as this combination led to more successful learning outcomes among students taking courses on intellectual property rights and patents.

In order to introduce the September 2015 issue of Art Education journal, I present the argument that while tacit knowledge is often first understood or implied in modes and mediums that are not visual, arts & design educators have the means to aid learners in transferring the potency of other non-visual or not-communicated systems of meaning into multimodal renderings.

This paper is demonstration of how the formulation and implementation of strategy can be influenced by the corporate culture and identity of the organization. it contains a clear presentation of critical overview of strategy formulation, strategy implementation, the role of leadership as the dominant catalytic force in developing culture-strategy-fit and the influence of corporate culture and identity in strategic management.

The intersection of leadership and creativity is often portrayed as a magic bullet for organisational success. This research is an investigation into the concepts of leadership, development and identity within Australian creative industries. There has been a recent increase in focus into the managerial practices within the cultural and creative economic sectors, driven by development of the arts management academic discipline, the increased importance of the creative industries as a contributor to GDP and the perception of the creative sector as a potential incubator for the development of management practices and leadership capability.  Little research has been undertaken, however, into the how leadership skills have been developed by those working within industry, how consciously those skills have been developed and how emerging leaders in this field relate to the concept of leadership.

The study consists of interviews with emerging leaders  and those who have helped shape their career, from a variety of disciplines across the Australian creative industries and is supported by a literature review examining leadership, development and identity theory. These interviews form a process of collecting, and validating, information around career and leadership development activity but also capturing narrative from the subjects around their leadership ‘life story’, construction of their leadership identity and how they relate to the concept of leadership itself.

—Design leadership with its own characteristics has played a key role in design agencies and a wide range of other organizations in the creative industry. Besides the common features of leadership, the core of design leadership is to innovate and encourage its creative members to develop their creativeness to the greatest possible extent. This outstanding feature of design leadership is closely related to design leadership's functions and should be emphasized within these. Design leadership's functions are based upon both the nature of the design process and creative people's working goals. Not only should the common functions be fulfilled in design leadership, but also the core function must be highlighted to satisfy the nature of design and characteristics of the creative industry. By examining the nature of design leadership and the intrinsic essence of a creative organization, the functions of design leadership are explored. Equally, it is also vital to avoid pitfalls inherent in design leadership, which critically influence its effectiveness. The research purpose of this paper is how to attain effectiveness of design leadership from the perspective of its functions and pitfalls. Also, design leadership within the specified social context of Confucianism has been chosen since this is an example of great significance in China.

The technological based economies need well-qualified and well-rounded human capital to increase strategically and systematically innovation: hence, the best universities are playing important and crucial roles in choosing right talents. However, after the graduation from the undergraduate and post-graduate studies, the new highly simulative job ecosystems should be needed foster innovation based economies. In that way, the technology parks, particularly those, which are close to the universities, have become very critical to attract talents and to sustain consistent development. Consequently, the policies and the strategies of higher education administration have become very important to attract new talents as brain gain or to lose talent as brain drain. In this study, how the policies and the strategies of higher education administration at different technology parks can affect on attracting or losing the talents is analyzed as a research question.
Therefore, the universities administration policies, strategies, and even roles at the technology parks as provocative environments are critically questioned on increasing innovation-based economies. Using a mixed-qualitative-method, this study aims at understanding how some technology parks are attracting talents, while some others are loosing due to the differences of the higher education policies, strategies, and roles. By analyzing critically the background of the three universities technology parks in Turkey comparing in the US, it is hoped to understand: (1) the existence situation of the higher education administration through the technology parks in order to gain the talent or vice versa, including individual earnings, (2) perceptions of key stakeholders (n=24) (e.g. higher education administration, technology parks executives, researchers, and graduate and undergraduate students). The best universities, seen even in the ranking list, have specific technology parks in which they attract attraction talents since they have well-developed ecosystems for innovation oriented research ecosystems. However, those which do not have well-organized relationship with the technology parks, particularly in incubation, they lose their talents. In this case, the income is not even among the first five reasons. The talents prefer to mobilize and circulate in those universities where the higher education policies, strategies, and roles are well structured with rich values, such
as entrepreneurship, visibility, accessibility, and affordability. The studies show that the background of the two universities technology parks in Turkey comparing in the US has the same
structure due to the fact that they have tried to use the same higher education management systems, particularly in accountability and transparency of the talents. On the other hand, one of them does not have any accountability and transparency criteria to follow up the talents’ performances. The perceptions of key stakeholders as higher education administration depend on
the values in the organizations. Those who have strategic models, planning, short-term and long-term policies have played better and proactive roles at the universities in choosing the right
talents and encouraging them in their careers, especially with the help of technology parks executives. So, the best talented researchers, graduate and undergraduate students choose the
right technology parks where they improve their capacities while building innovation capacity.

This paper stems from my doctoral research and professional practice working with a Women's 'community of practice' Network, within a government agency, in which I designed and facilitated a range of arts-based learning processes for their learning symposium. The arts-based learning strategies are used as 'entry points' (Gardner 2009) for Artful Inquiry and reflection. The data collected originates from the participants' responses to 'catalyst questions' and their reflective stories in relation to their experience of the artful interventions. In addition an existing reflective framework (Hatton and Smith 1995) is redesigned and used for interpreting the types of reflections revealed by members of the Network.

Understanding what constitutes successful leadership development for creative practitioners helps provide guidance for individuals building careers, supports organisational success and fosters effective funding for sector development. Given the labour market environment of the arts sector facilitated learning or organisational development may not be the most available or efficient methods to develop leadership capability.  This paper explores social learning, examining how it influences the emerging leader development in the arts sector. Data from art forms are compared demonstrating how legitimate peripheral participation in communities of practice may support building leadership capability and construction of leadership identity, and how industry environment may reduce the potential learning opportunities. By understanding social learning individuals are able to inexpensively develop leadership learning, whilst at an industry and organisational level utilisation and support of social learning practices may build collaborative leadership capacity in ways currently not realised.

The creativity ‘vocabulary’ is an innovative short book that includes a collection of essay about creativity understood through the prism of (new) words. These words are meant to form a new vocabulary of creativity and are introduced in the volume in alphabetical order.

The premise of this book is that a new vocabulary of creativity is required if we are to think in original and productive ways about creative phenomena. In both scientific research and lay discourses about creativity we often come across a variety of terms such as innovation, invention, improvisation, discovery, giftedness, talent, intuition, transformation, emergence, reconstruction, combination, genius, eminence, divergent thinking, exploration, openness, etc. These terms are not ‘innocent’ but carry with them a way of understanding (and indeed, constructing) the phenomenon we are interested in. It has been repeatedly pointed out in the creativity literature (Glaveanu, 2010; Tanggaard, 2013; Saywer, 2012; Amabile, 1996) that the vocabulary of creativity is mostly oriented towards describing the individual, its attributes and internal processes. And even when we convey ‘elements’ outside of the individual creator (e.g., related to the material and social environment) there is often a disconnection between person and context supported, among other things, by the very terms we use to refer to one or the other. Indeed, the field is often ridden by dichotomies (Glaveanu, 2012) and, among them, the distinctions made between person, product, process, and environment (Rhodes, 1961) need to be questioned. The person and the environment are interdependent in creative work, the process can be a product and products themselves can contribute to their own making (Glaveanu, 2014). Unfortunately, however, the language of creativity we commonly use reifies such distinctions and doesn’t help us develop more relational and innovative ways of looking at (and talking about) creativity.

In this context, the main contribution of this volume is that each chapter will use one concept – which is not often mentioned in connection to creativity – and consider the implications of commonly using it as part of our creativity vocabulary. The resulting small ‘vocabulary’ will have each entry written by an expert in the area of creativity, organisations and culture from Aalborg University, in Denmark, where a cultural conception of creativity is being developed by the three editors and their colleagues. The authors will also experiment with creative ways of writing without compromising scientific rigour but in ways that make this book accessible and thought-provoking.

It is our hope that this short and original ‘vocabulary of creativity’ will inspire new theoretical developments by questioning the rigidity of thinking about creativity in a more or less normative, well-established manner (e.g., the traditional definition of creativity as novelty plus value often found in the literature). The concepts highlighted by each essay have the potential to help us cut across dichotomies and can inspire new ways of not only thinking about but also engaging in creative action in our everyday life. Concepts are never neutral descriptions of reality but have both a history and a certain ‘intentionality’ inscribed into them. By reshaping the language of creativity (see also Glaveanu, 2013) this book goes beyond a simple change of terms. It is an invitation to consider our assumptions about creativity and, literally, think outside the box of an old vocabulary.

What would it look like to ignite creativity in your community? The Neighborhood of the Northwest? Q: Is the voice of the church heard in your area? Q: Is the church in your neighborhood thinking about responding to the crisis as our primary task or building community structures and connections to prepare for a different, more resilient future?

“Driving leadership style” of the school leadership signifies to be important in bringing about changes in behavioural aspect of the followers. The hallmark of driving leadership style illustrated the characteristic of teaming, toning, tasking, timing and transforming with realistic view to subjective approach. This allowed the leadership to understand the human relationship approach while instigating as a lead follower in the group. The purpose of the study was to explore, the pertinence of leadership and how they grow with the followers. Semi structured interview were implemented with different actors with two sets of interview schedules separately designed for the school leaders and the other actors. Driving leadership style moreover, reflects to demonstrate the ability of working from middle as a lead follower allowing the opportunity to understand and knowing of followers. This somehow built the confident to the school leaders to overcome with the difficulties related with orga...

What could a neurodiversity-led 2050 look like? Instead of OBE/MBE/CBE, we'll have NDE (NeuroDiversity medal of Excellence). Universities will finally stop failing or boring people, offering interdisciplinary MASc and PhDs. 'Neurodiversity' will also become truly diversified. We'll then run around with tentacles on our heads.

This is the slideshow for my new performance-lecture at Royal Society of Arts which was a double bill. It was hosted by Rachel Godwin and attended by 130 people at a point.
 
Event:
9 July Thursday 11am-12pm.
RSA VIRTUAL COFFEEHOUSE CONVERSATION: NEURODIVERSITY AND THE FUTURE OF WORK. Doublebill: Dr Kai Syng Tan (Neurodiversity In/& Creative Research Network, KCL, MMU) and Dr Thom Kirkwood (Autism Network Scotland, University of Strathclyde).
https://tinyurl.com/y9a55f5f

Related links:
https://tinyurl.com/y8enowyq
https://tinyurl.com/uqgw859
https://tinyurl.com/y869ud5p
http://www.kaisyngtan.com/artful

Editorial introducing a special double issue of the journal Visual Inquiry: Learning & Teaching Art on the theme of "Insightful and Creative Leadership within Arts Education: History, Challenges, Opportunities, and Practices." The purpose of this issue is to examine how to more effectively foster the development of creative leaders within the contexts of arts and design education and cultural institutions. This special issue is aimed towards providing educators, arts practitioners, researchers, and cultural advocates with insights into fundamental skills and organizational strategies required for effective leadership and management across school systems, arts organizations, museums, and community institutions. This volume of invited submissions, published in December 2014,  is grounded in theory as well as practice, and features the voices of arts educators, researchers and advocates from multiple contexts, sharing various perspectives. The contributions revolve around the following broad sections:
-Historical Frameworks of Leadership and Advocacy within Arts Education
-The Role of Research and Practice in Arts Leadership
-Curriculum, Arts Integration as an Agency of Change
-Collaborative Practices in Creative Leadership
-Public Policy and Institutional Practices

Im Zuge der Digitalisierung besteht für Kulturinstitutionen eine Herausforderung darin, ihre Identitäten teils neu zu definieren und sich als Mitgestalter einer digitalen Öffentlichkeit zu positionieren. Der Artikel zeigt die mit der digitalen Transformation verbundene Komplexität aus Sicht des Kulturmanagements auf. Er sensibilisiert für die unvermeidlichen und umfassenden Veränderungen, die die Digitalisierung und virtuelle Vernetzung mit sich bringen. Wie können Kulturinstitutionen auf die digitale Transformation erfolgreich reagieren, und den dafür notwendigen Wandel von einer objekt-und formatzentrierten Organisationskultur hin zu einer mitarbeiter-und nutzerzentrierten Organisationskultur vollziehen? Zu Beginn wird auf die umfassende Bedeutung der Digitalisierung hingewiesen, um im Anschluss den Fragen nachzugehen, welcher Führungsstil und warum der Aufbau einer lernenden Organisationskultur, im Kontext der Digitalisierung zielführend ist. Darüber hinaus werden verschiedene Aspekte, die für die Umsetzung einer lernorientierten Organisationskultur von Relevanz sind, beleuchtet und die für eine nachhaltig digitale Transformation notwendigen Kompetenzen von Führungskräften und Mitarbeitern ausgeführt und aufgezeigt, wie man diese als Führungskraft fördern kann. Des Weiteren wird dargestellt, wie man als Kulturinstitution Formen digitaler Öffentlichkeit mit Relevanz bildet und initiiert, um abschließend einen Einblick, in die für eine lernende Organisation notwendigen strukturellen und prozessualen Veränderungen, zu geben.

Through a reflective practitioner -led perspective, this paper looks at five conferences in which creative learning processes were incorporated and used as participative experiential learning community building processes.  The paper explores how creative interventions were designed and used to connect conference participants and to encourage mutual inquiry, reflection and other ways of knowing.

Our fast-changing world demands continuous and sustainable learning’
Darling-Hammond, 1997, Stoll et al., 2003, cited Stoll and Temperley. 2009, p.

This imperative affects our pupils’ learning. Schools need to be creating the culture and conditions in which the quality of teaching and learning is enhanced. As we move into 21st centenary, we will need to draw on the full creative energy and talent of our people (Collins and Porras 1996, p.90). Stoll and Temperley (2009, p.17) claim that the challenges of 21st Century learning demands a new orientation to leadership and leadership learning, and the future requires harnessing the diverse talents of creative leadership teams and facilitate their collaborative learning.
As with truly great companies (Collins and Porras, 1996, p.77), great schools also must understand the difference between what should never change and what should be open for change, what is sacred and what is not – a vision well-conceived, a core ideology and envisioned future.

Driving leadership style enhances local participation and involvement in school in reducing a gap between the school and the local community. As gap filler, leadership role was therefore instigated to drive the local community to participate and involve in the School. The purpose of this exploration was to analyze the driving leadership ability to initiate participation and involvement in the school for bringing development and school. Semi structured interview was conducted as a research method. The analyses of the data were triangulated for reliability and validity. The initiation of driving leadership brought about collaborative teaming, collective values creating harmony with toning, being confident for tasking and setting the mission according to the vision with timing and participating and involving with transforming. Ability of driving leadership style displayed the magnitude of progress upon foundational improvement at the beginning of their participation and involvement. Dr...

Dieses Lehrbuch beschreibt Management in der Kreativwirtschaft als eine kreative, komplexe, kritische und beziehungsorientierte Handlungspraxis, die sich von herkömmlichen betriebswirtschaftlichen Ansätzen unterscheidet. Aus den Creative Industries entstehen neue Formen von Arbeit und Führung und sie sind Innovationstreiber für alle anderen Industrien. Kreativer Erfolg entspringt nicht einer genialen Einzelperson, sondern wird als eine Teamleistung verstanden. Das hebt die Beziehungsorientierung in dieser Tätigkeit hervor, bei der Prozesse gemeinsam gestaltet, Führung interaktiv geschaffen und soziale wie kulturelle Netzwerke aufgebaut und eingesetzt werden. Das Management von Künstlern kann dabei zur Inspirationsquelle für den eigenen Führungsstil werden.
Das Lehrbuch richtet sich insbesondere an Bachelor-Studierende in den Bereichen Kreativwirtschaft, Medien-, Kultur- und Kommunikationsmanagement, aber auch der Betriebswirtschaftslehre sowie geisteswissenschaftlicher Fächer wie Kunstgeschichte, Theaterwissenschaft und Filmwissenschaft sowie an weiterführende Studiengänge. Kontrollfragen und Aufgaben am Ende jedes Kapitels sowie zahlreiche Praxisbeispiele, Tipps und Begriffsdefinitionen ermöglichen auch Praktikern vielfältige Nutzungsmöglichkeiten.

Der Inhalt
Kreative Arbeitsbereiche
Kreative Klasse
Perspektiven auf Management und Führung
Handlungsfelder (Erlebnisse, Artist Management, Kapitalformen)

https://link.springer.com/book/10.10072F978-3-658-28817-4

"Driving leadership style" enhances local participation and involvement in school in reducing a gap between the school and the local community. As gap filler, leadership role was therefore instigated to drive the local community to participate and involve in the School. The purpose of this exploration was to analyze the driving leadership ability to initiate participation and involvement in the school for bringing development and school. Semi structured interview was conducted as a research method. The analyses of the data were triangulated for reliability and validity. The initiation of driving leadership brought about collaborative teaming, collective values creating harmony with toning, being confident for tasking and setting the mission according to the vision with timing and participating and involving with transforming. Ability of driving leadership style displayed the magnitude of progress upon foundational improvement at the beginning of their participation and involvement. Driving leadership style was viewed importance for changes and development bringing the driving forces with participating from the bottom as a lead follower. Driving leadership style acclaimed to be successful in eliminating the status quo and restraining forces in the teachers, parents, local groups and the external developmental agencies. Initiatives for task and considerate for the employees was an essence of producing intelligence to contextual phenomena that driving leadership style pursued demonstrate before the followers. This allowed the employees to concentrate for task and become motivated to accomplish with commitment. The effectiveness of driving leadership style resulted with maximum participation and involvement creating the chain effect in the community and influencing them to become concerned for the school. Driving leadership style by virtue appeared to be working inside out and outside in. This indicated to reach inside into the micro level to meso and to the macro and visa versa. Remaining as a lead follower in the team, driving leadership intellectual capabilities to contextual setting proved aspiring concern for task and for employees. (Contains 5 figures.)

This chapter of the book examines the concept of creativity from an understanding that creativity has to be managed and championed through leadership. The chapter therefore narrow down the concept of creativity to the internal organization and how creative thinking within an organization could be managed and led. Creative leadership was explicitly defined along with creative management and the two were differentiated from one to another

The paper emphasizes the importance of creative managers and transformational leadership within cultural institutions and artistic teams. Since the pandemic has especially threatened the field of arts and culture, it is the responsibility of cultural managers to encourage the creativity of the employed, with an aim to increase
the efficacy, survival of the arts organizations, as well as the organizational innovations that can improve the business. The paper underlines that managers in culture have an impact on the creativity within the teams on an individual, group, and organizational level, influencing many inner psychological drives. The subject of this
research is transformational leadership that implies creative approaches to management during turbulent and unexpected circumstances caused by the pandemic.

The goal of the paper is to prove that creative and transformational leadership are most beneficial in the time of crisis and unforeseen circumstances, thus having a
positive impact on the encouragement of new ideas in individuals and within the artistic organizations’ teams. The purpose of the research is to disclose the connection between creative management and transformational leadership together with the creation of a psychological climate within the artistic teams and organizations that are suitable for the creation of new ideas. The aim of the
research is to prove that in the turbulent circumstances that we are witnessing for almost two years before the pandemic, creative management and transformational leadership are forms of management that most effectively can contribute to overcoming crises within art and cultural organizations, as well as they are suitable
for the creation of new, creative ideas and innovative solutions. The paper uses the general logical methods inherent to scientific research, such as analysis, synthesis, abstraction, and generalization.

The basic conclusion is that transformational leadership, which results from creative management, is a form of leadership that is most effective in times of crisis because it enables a quick reaction to changes, but at the same time, it creates a specific psychological climate that encourages the employed to create new, creative ideas
and innovative solution, that represent possibilities for the organization to overcome the crisis caused by the pandemic.

Unpacking 'artful leadership', a paradigm I have been sketching since 2019. As we move from the immediate crisis towards new ones, we need atypical thinkers, agile doers and creative problem-solvers who thrive in unknowns. A call for a more inclusive and creative socio-political ecosystem. With examples by Tom Northey. Completed mid-May, published on ArtsProfessional 18 June 2020. Companion piece to Novel Viruses Require Artful Solutions (op-ed published 26 May 2020, Royal Society of Arts blog).

English, 15 pages
While there has been a profusion of books on management over the past 20/30 years, it seems that many managers, here and elsewhere, still do not know some basic leadership data, such as the learning of the 4 essential professional skills (T0-T4), the DPO triptych, the essential rules of delegation or the 4 attractors of strategic leadership. Most only develop their natural talents and tendencies, carefully avoiding working, thus constraining themselves, the other components of leadership that are less familiar to them. In this respect, Bernard Radon's Leadership Guide is a clear-sighted and instructive tool.