Author Archives: Prof. dr. Remy Nyukorong

Unknown's avatar

About Prof. dr. Remy Nyukorong

Bio: Remy Nyukorong A product of Nandom Secondary school and St. Thomas Aquinas Secondary School, Accra, Dr. Remy Nyukorong has extensive experience in both industry and academia. He got his Ordinary Level Certificate from Nandom Secondary School in 1984 and Advanced Level Certificate from St. Thomas Aquinas Secondary School in 1986 (Day-student, Private). He further got a Bachelor of Science (Education major, mathematics and Religious Studies minor) in 2004 from the St. Mary’s University of Minnesota, USA (Nairobi Campus, Kenya). In 2007, he got a Master in Business Administration (Finance and Accounting Option) from the Maastricht School of Management, The Netherlands. He enrolled in a doctoral program at the SMC University Switzerland graduated in 2015 with a PhD/Doctorate in Business Administration (with High Distinction) offered jointly with the Universidad Central de Nicaragua. In the academic field, Dr. Nyukorong is an adjunct professor and researcher at the Erasmus Centre for Leadership Studies, Rotterdam, The Netherlands. He is the Generaal Econoom of Stichting Kongregatie F.I.C., a religious organization engaged in education, teaching and formation. Teaching statement The Harkness method, named after the educational philanthropist Edward S. Harkness, is my favourite method of teaching and is the primary way I engage my class of students. I do not have beautiful oval shaped tables to seat my students, but I embrace the basic principles of the method in almost every other respect. My teaching method ties in both fundamental concepts and contemporary case studies. The case study method would enable students to grasp abstract concepts and also understand how to apply theoretical frameworks in various scenarios. To make the learning process more participative and interactive, I encourage students to take part in case study analyses, role plays and simulations. Service work As a co-advisor, Dr. Nyukorong was involved in the launch of the Ames Microfinance Alliance, a student-led organization at the Kwame Nkrumah University of Science and Technology – Kumasi Business School (KNUST-KBS). The Ames Microfinance Alliance helps spread awareness of microfinance practices and microenterprise development among students. Honorary and voluntary work: 1) Research fellow (honorary): Maastricht School of Management, The Netherlands and University for Professional Studies Accra, Ghana. 2) Associate Editor (voluntary): Microfinance Focus (a leading global portal on news and analysis of the microfinance sector) 3) Pro-bono Advisor (voluntary): Jaksally (a Ghanaian NGO promoting microfinance, entrepreneurship and healthcare in rural areas) 4) Co-founder and volunteer consultant for Management Partners (GH), Ghana. Research and Teaching Interests A. Research in Entrepreneurship and Innovation My research interests focus mainly on entrepreneurship theory and practice and include the following strands: i) Research into enterprise education, entrepreneurship and enterprise development. Not surprisingly, this field covers a wide spectrum of interests. Including: Academic entrepreneurship; Enterprise education; Entrepreneurship education; Entrepreneurial leadership; Entrepreneurial learning; Entrepreneurial sense making and behaviour; Entrepreneurship theory; E-Business technologies in SMEs; Gender and entrepreneurship; International entrepreneurship; New venture creation; Private equity and IPOs; business finance, Small business finance; Small business development; SME strategy; Social enterprise; Social entrepreneurs; Technology entrepreneurship. ii) Creativity, innovation and entrepreneurship: Entrepreneurship involves generating, testing, developing, refining, implementing and managing ideas within new or existing ventures. I view entrepreneurship as a major source of innovation. iii) Entrepreneurial cognition: This is concerned with how entrepreneurs’ process and use information throughout the entrepreneurial process, for example, to identify and test opportunities, and to decide about venture creation and growth. iv) Experience, expertise and entrepreneurship: Research shows that experience and expertise are beneficial for entrepreneurship. However, there is still a great deal to be learned about the specific role of different experience, and to how one can nurture entrepreneurial expertise. v) Sustainable entrepreneurship: While traditional businesses are concerned only with financial gains, sustainable entrepreneurs are also concerned with environmental and social matters. Like sustainable development, sustainable entrepreneurship is built upon the pillars of environmental, social and economic development. vi) Entrepreneurship education: Education is increasingly being seen as a key driver for shifting cultural values and mindsets in favour of entrepreneurship and playing a key role in developing the skills and knowledge necessary for entrepreneurial activity. B. Research in Organizational and Human Capital Management Research interests focus mainly on: i) Organisational creativity and innovation including: learning in the workplace, motivation, talent management and the work environment, ii) Constraints on creativity and innovation, iii) An exploration of the role of creativity and innovation in talent management programmes, iv) Creativity in the workplace–assessing the impact of restrictive and participative practices on creative output, v) Staff development programmes: are they simple repeat practices or is there a creative/innovative aspect to them? How? Where? An insight into the thinking patterns of young entrepreneurs. How do they fuel their creativity? Which methods do they used to practice divergent thinking and ideation? The impact of the use of creative thinking skills (de Bono's thinking skills or idea generation methods). vi) An investigation of the factors that may impinge on transferring the skills to different environments. C. Research in Strategic Leadership and Governance My research interests focus mainly on: i) Top executive characteristics and their effects on organizational outcomes, ii) Corporate governance, stakeholder strategy, and configurational methods (e.g., fuzzy set analysis). D. Research in Marketing My research interests focus mainly on: i) Services and relationship marketing especially in the financial and insurance service industry, ii) Marketing research, iii) International marketing, consumer behaviour and B2B marketing, iv) Marketing channels and digital marketing.

Podcast Episode: Teaching And Leadership In Higher Ed

Leave a reply

Pip: Prof. dr. Remy Nyukorong apparently decided one framework for rethinking higher education wasn't enough — so this week covers the classroom, the faculty lounge, and the corner office.

Mara: That's a fair summary. The posts move across collaborative teaching methods, including a detailed proposal for the Harkness discussion model and a framework for team teaching, and then shift to authentic leadership and what it actually demands of the people running institutions.

Pip: Let's start with what happens when you rearrange the chairs — and the whole power structure with them.

Collaborative Teaching Practices

Mara: The central question here is whether the standard lecture format is actually doing what higher education needs it to do — and whether structured dialogue could do it better.

Pip: The Harkness proposal makes the case directly. Here's the framing from that piece: "The Harkness method should therefore be understood not simply as a seating arrangement or discussion tactic, but as a pedagogical commitment to active, collaborative, and reflective learning."

Mara: So the upshot is that this isn't a room-layout tweak — it's a claim about what learning is for. Students prepare in advance, bring that preparation into structured dialogue, and take shared responsibility for where the conversation goes.

Pip: Which is a fairly radical ask in lecture-hall culture. The proposal does acknowledge the practical friction — large enrolments, fixed seating, curriculum pressure — but argues the underlying principles translate even if the round table doesn't.

Mara: Right, and the evidence base it draws on is substantial. Freeman et al.'s meta-analysis of 225 undergraduate STEM studies found active learning significantly improved performance and cut failure rates compared with traditional lecturing. The proposal positions Harkness as consistent with that body of work.

Pip: The companion piece on collaborative team teaching extends the argument in a different direction — less about student-facing method and more about what happens when two instructors share genuine authority over a course.

Mara: That paper proposes a continuum, from a junior instructor providing supplementary support all the way to fully shared responsibility. The argument is that the most educationally valuable form is collaborative pedagogy, where co-instructors model intellectual exchange, negotiated interpretation, and constructive disagreement as ordinary features of scholarship.

Pip: Students learn the content and watch professionals revise their thinking in public. That's a different kind of lesson.

Mara: The framework also flags the institutional side — performance systems that only reward solo teaching quietly penalize exactly the collaboration the model depends on. The pivot to leadership feels natural from here.

Authentic Leadership And Stewardship

Mara: The leadership post takes up a parallel question: what does it mean to lead from genuine values rather than from a performed version of authority?

Pip: Bill George's framework gets a close reading, and the line that anchors it is this: "Authenticity in this framework is not mere self-expression; it is disciplined congruence. It requires honesty, self-awareness, openness to feedback, and the ability to form relationships that are credible because they are not performative."

Mara: What that means in practice is that authenticity is a sustained organizational behavior, not a personality type. The paper maps it across several concrete commitments — correcting unethical conduct visibly and quickly, removing executive perks that signal status over mission, and treating mentoring as a reciprocal responsibility rather than a favor.

Pip: The "crucibles" idea is the part that earns its keep — the argument that difficult experiences become leadership development only when a leader actually reflects on them rather than just surviving them.

Mara: And the "True North" concept ties it together: purpose as a stabilizing orientation that keeps decisions consistent when external pressures compete with internal values. The paper situates all of this within the broader scholarly literature on authentic leadership, including Avolio and Gardner's developmental framework and Walumbwa et al.'s measurable dimensions — self-awareness, relational transparency, internalized moral perspective, balanced processing.

Pip: The paper's honest about the limits too — authentic leadership is most persuasive as observable practice, not aspirational rhetoric.

Mara: Across both areas, the throughline is the same: the structures matter less than the quality of the relationships and commitments inside them.

Pip: A round table, a co-teacher, a leader who actually means it — next time, we'll see what else that principle gets applied to.

Collaborative Team Teaching in Higher Education: A Conceptual Framework for Effective Practice

Leave a reply

Abstract

This paper reviews and conceptualizes team teaching in higher education as a collaborative instructional practice that remains unevenly defined in existing scholarship. It argues that the most analytically useful understanding of team-teaching links structural coordination to a shared pedagogical commitment to collaboration. Drawing on literature on co-teaching and collaborative pedagogy, the paper advances a framework that positions team teaching on a continuum from limited instructional support to fully shared academic responsibility. It examines the pedagogical benefits associated with collaborative models, including intellectual plurality, enhanced feedback, and faculty development, while also identifying the relational and institutional conditions necessary for effective implementation. The paper further considers the implications of this framework for online education, where digital collaboration increasingly expands the feasibility of co-teaching. It concludes that collaborative team teaching should be recognized as a serious pedagogical strategy in higher education, particularly where institutional structures support shared teaching practice.

Keywords: team teaching, co-teaching, higher education, collaborative pedagogy, faculty development

Introduction

Team teaching functions as an umbrella term for a range of instructional arrangements in which two or more educators coordinate the planning, delivery, and assessment of learning (Rytivaara et al., 2024; Zach & Avugos, 2024). Despite its growing visibility in higher education, the literature offers no single, uncontested definition of the concept. Some definitions focus primarily on the organizational mechanics of shared teaching, such as who is present in the classroom, how tasks are divided, and how instructional time is allocated. Others emphasize the pedagogical rationale for teaching together, foregrounding dialogue, interdisciplinarity, inclusion, and collaborative knowledge production (Crow & Smith, 2005; Rytivaara et al., 2024). This conceptual ambiguity generates a practical tension. Definitions grounded in logistics can provide actionable guidance for specific instructional settings, but they are often difficult to generalize across contexts. By contrast, theory-driven accounts offer broader pedagogical direction, yet they may remain too abstract for instructors seeking concrete models of implementation. A more robust framework for team teaching must therefore connect practical arrangements to pedagogical purpose.

Literature Review

Although scholarship on team teaching in higher education has expanded, the field remains marked by significant analytical weaknesses. Much of the earlier literature is persuasive in advocating the pedagogical promise of co-teaching, especially its capacity to model collaboration, enrich classroom dialogue, and support reflective practice, but it often treats these benefits as self-evident rather than examining the conditions under which they are realized (Crow & Smith, 2005; Chanmugam & Gerlach, 2013). More recent studies have extended the discussion by linking co-teaching to faculty development and pedagogical change, yet this work still tends to privilege positive outcomes over the structural, relational, and institutional tensions that can constrain collaborative teaching in practice (Cordie et al., 2020; Haag et al., 2023). As systematic review evidence indicates, the field also continues to suffer from conceptual inconsistency, with key terms such as team teaching and co-teaching used unevenly across contexts, thereby limiting comparison and cumulative theorization (Rytivaara et al., 2024).

A further limitation concerns methodology. Much of the available literature relies on small-scale case studies, reflective accounts, or context-specific program evaluations. Although these approaches are valuable for illustrating practice, they provide only limited grounds for generalization across disciplines, institutions, and modes of delivery (Chanmugam & Gerlach, 2013; Cordie et al., 2020). Even recent higher education research that addresses engagement and satisfaction points to the need for stronger explanatory frameworks capable of clarifying not only what co-teaching can achieve, but also how particular models of collaboration generate distinct pedagogical consequences under different institutional conditions (Zach & Avugos, 2024). Taken together, the literature suggests that the central gap is no longer simply whether team teaching is valuable, but how it should be conceptualized and supported if its benefits are to move beyond aspirational claims.

This paper argues that the conceptual weakness of existing scholarship can be addressed by treating team teaching not as a single instructional method, but as a continuum of shared practice defined by varying degrees of collaboration, authority, and pedagogical integration. It further contends that the most educationally consequential form of team teaching is collaborative pedagogy, in which instructors function as equal partners and make intellectual exchange itself part of the learning process (Rytivaara et al., 2024; Zach & Avugos, 2024). On this basis, the paper demonstrates that the value of team teaching depends less on the mere presence of multiple instructors than on the relational, structural, and institutional conditions that enable collaboration to become pedagogically meaningful. The discussion proceeds by conceptualizing forms of team teaching, examining their pedagogical benefits, identifying the conditions for successful implementation, and considering their implications for institutional policy and online education.

Conceptualizing Team Teaching

Team teaching may be understood along a continuum defined by at least three dimensions: the degree of joint planning required, the level of content expertise expected from each instructor, and the extent to which teaching partners share a philosophy of inclusion and collaboration (Rytivaara et al., 2024). At one end of this continuum lies a limited-support model, such as an arrangement in which a teaching assistant or junior instructor provides supplementary instructional assistance under the guidance of a lead teacher. At the other end lies a fully collaborative model in which educators share authority, responsibility, and accountability for the course as a whole (Chanmugam & Gerlach, 2013; Zach & Avugos, 2024). Between these poles lie numerous variations, each shaped by disciplinary expectations, institutional constraints, and pedagogical aims.

Although multiple models of co-teaching may be appropriate in particular contexts, the collaborative pedagogy model is especially significant because it treats co-instructors as equal participants in the teaching process rather than as hierarchically differentiated actors (Crow & Smith, 2005; Rytivaara et al., 2024). In this model, collaboration is not merely procedural; it is itself a pedagogical orientation. Students are invited to witness intellectual exchange, negotiated interpretation, and reflective disagreement as ordinary features of scholarly practice. Collaborative team teaching therefore offers more than instructional efficiency: it creates a distinctive learning environment in which knowledge is presented as dialogic, provisional, and collectively constructed.

Pedagogical Benefits of Collaborative Team Teaching

The value of collaborative team teaching is evident in both student learning and faculty development (Cordie et al., 2020; Zach & Avugos, 2024). For students, one of the most significant benefits is exposure to multiple perspectives. When instructors differ in disciplinary background, interpretive emphasis, or teaching style, students encounter a richer and more intellectually demanding learning environment. Such exposure can strengthen critical thinking, deepen interpretive flexibility, and cultivate tolerance for ambiguity (Crow & Smith, 2005; Haag et al., 2023). Rather than receiving knowledge as a finished product from a single authoritative voice, students observe how academic understanding is generated through dialogue, debate, and synthesis.

Collaborative teaching also enhances the quality and responsiveness of instruction. With more than one instructor engaged in course delivery, students may receive feedback more rapidly and from a broader base of expertise. Classroom interaction may also become more dynamic, particularly when instructors model exchange, clarification, and constructive challenge in real time (Haag et al., 2023; Zach & Avugos, 2024). In addition, collaborative teaching can reduce disparities in curriculum delivery across groups or sections because shared planning encourages greater alignment in goals, expectations, and assessment practices. These pedagogical gains are accompanied by professional benefits for instructors, including opportunities for mutual learning, reflective practice, and the development of new teaching strategies through sustained collegial engagement (Cordie et al., 2020).

A further benefit lies in the symbolic and developmental dimensions of collaborative teaching. Students do not simply learn course content; they also observe how professionals communicate across difference, share responsibility, and revise their thinking in the presence of others. In this respect, team teaching models the collaborative and reflective behaviors that higher education often seeks to cultivate (Crow & Smith, 2005; Zach & Avugos, 2024). For new or early-career faculty, co-teaching can also serve as a form of situated professional development, offering a hands-on environment in which teaching expertise is developed through partnership rather than isolation (Chanmugam & Gerlach, 2013; Cordie et al., 2020).

Conditions for Successful Implementation

The success of team teaching depends not only on structural design but also on the quality of the relationship between teaching partners. Effective collaboration requires humility, honesty, responsiveness, and mutual respect. Co-instructors must be willing to learn from one another, to accept critique, and to engage in frequent and transparent communication (Cordie et al., 2020; Rytivaara et al., 2024). Equality is especially important in collaborative models of co-teaching. Even where instructors bring different levels of experience or distinct areas of specialization, the partnership must be organized so that both members retain meaningful responsibility and authority. Without such balance, collaboration risks becoming symbolic rather than substantive (Crow & Smith, 2005; Zach & Avugos, 2024).

Successful implementation also depends on clear communication with students and other stakeholders. The purpose of team teaching should be articulated at the outset so that students understand its pedagogical value rather than interpreting it as redundancy or inefficiency. Roles and responsibilities should be explicitly negotiated, yet these roles must remain flexible enough to support genuine interaction rather than rigid task segmentation. Shared ownership of the course, a common belief in the value of collaboration, and a willingness to model expected student behaviors all contribute to a coherent and credible co-teaching environment (Rytivaara et al., 2024; Zach & Avugos, 2024).

Institutional Implications and Online Education

If team teaching is to be sustained as a meaningful pedagogical practice, institutions must support it at the organizational level. The rationale for co-teaching should be tied not only to improved learning outcomes for students but also to faculty development, curricular innovation, and the long-term strengthening of academic quality (Cordie et al., 2020; Haag et al., 2023). Because effective collaboration requires additional planning, coordination, and reflection, performance evaluation systems must recognize these forms of labor rather than treating them as invisible or secondary to individual teaching performance. Institutional policies that reward only solitary instruction may discourage precisely the forms of pedagogical experimentation that collaborative teaching makes possible (Cordie et al., 2020; Zach & Avugos, 2024).

These considerations are particularly relevant in online education, where team teaching remains comparatively underexamined. Traditionally, virtual collaboration posed substantial challenges for team formation and instructional coordination. However, the expansion of digital communication platforms, shared workspaces, and synchronous teaching tools has significantly improved the feasibility of co-teaching at a distance. While not all courses or all instructors are equally suited to collaborative online teaching, the virtual environment increasingly offers viable conditions for shared course design, coordinated facilitation, and continuous interaction among teaching partners (Rytivaara et al., 2024; Zach & Avugos, 2024). As online and hybrid learning continue to expand, collaborative team teaching deserves greater attention as a model for enhancing both educational quality and faculty connection in digital settings.

Conclusion

This paper has argued that team teaching should be understood not merely as a logistical arrangement, but as a conceptually grounded form of collaborative instruction whose pedagogical value depends on the quality of the partnership, the clarity of its design, and the institutional conditions that sustain it. In response to a literature that often celebrates co-teaching while remaining conceptually inconsistent and methodologically limited, the paper has proposed a more precise framework for understanding team teaching as a continuum of shared practice, with collaborative pedagogy representing its most educationally generative form (Rytivaara et al., 2024; Zach & Avugos, 2024). This perspective shifts the discussion from whether team teaching is beneficial in the abstract to how different forms of collaboration shape learning, faculty development, and classroom interaction under specific conditions (Cordie et al., 2020; Haag et al., 2023). The broader implication is that collaborative team teaching should be treated as a serious pedagogical strategy rather than as an optional or supplementary arrangement. If higher education institutions are committed to interdisciplinarity, inclusion, reflective practice, and innovation across face-to-face and digital environments, they must also create the structural recognition, evaluative support, and professional cultures necessary for collaborative teaching to succeed. Under those conditions, team teaching becomes not only a method of instruction, but also a model for the kind of intellectual and institutional collaboration that contemporary higher education increasingly demands.

References

Chanmugam, A., & Gerlach, B. (2013). A co-teaching model for developing future educators’ teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 25(1), 110–117.

Cordie, L. A., Brecke, T., Lin, X., & Wooten, M. C. (2020). Co-teaching in higher education:

Mentoring as faculty development. International Journal of Teaching and Learning in Higher Education, 32(1), 149–158.

Crow, J., & Smith, L. (2003). Using co-teaching as a means of facilitating interprofessional collaboration in health and social care. Journal of Interprofessional Care, 17(1), 45–55. https://doi.org/10.1080/1356182021000044139

Haag, K., Pickett, S. B., Trujillo, G., & Andrews, T. C. (2023). Co-teaching in undergraduate

STEM education: A lever for pedagogical change toward evidence-based teaching? CBE—Life Sciences Education, 22(1), Article es1. https://doi.org/10.1187/cbe.22-08-0169

Rytivaara, A., Ahtiainen, R., Palmu, I., Pesonen, H., & Malinen, O.-P. (2024). Learning to co-teach: A systematic review. Education Sciences, 14(1), Article 113. https://doi.org/10.3390/educsci14010113

Zach, S., & Avugos, S. (2024). Co-teaching in higher education: Implications for teaching, learning, engagement, and satisfaction. Frontiers in Sports and Active Living, 6, Article 1424101. https://doi.org/10.3389/fspor.2024.1424101

An Evidence-Informed Proposal for the Adoption of the Harkness Method in Higher Education

Leave a reply

Abstract

This proposal recommends that lecturers in tertiary institutions consider the phased adoption of the Harkness method as an evidence-informed, student-centred approach to teaching and learning. Historically associated with discussion-based learning at Phillips Exeter Academy and more recently adapted for university teaching, the Harkness method is characterized by collaborative inquiry, shared responsibility for learning, and sustained student participation (University of Miami, n.d.; Williams, 2011). In contrast to transmission-oriented lecture models, the method repositions classroom time as a site of structured academic dialogue, thereby supporting deeper engagement with course content and the development of higher-order intellectual capacities. The proposal advanced here is that, where implemented with appropriate pedagogical design and contextual adaptation, the Harkness method can make a meaningful contribution to teaching quality, student engagement, and graduate capability development in higher education.

1. Background and Rationale

Contemporary higher education has increasingly prioritised active learning, student engagement, and the cultivation of transferable intellectual skills. This shift is strongly supported by research. In a landmark meta-analysis of 225 studies in undergraduate STEM education, Freeman et al. (2014) found that active learning significantly improved student performance and reduced failure rates when compared with traditional lecturing. Although the Harkness method is a distinct pedagogical approach rather than a synonym for active learning generally, it aligns closely with this body of evidence because it requires students to prepare in advance, articulate their reasoning, respond to peers, and engage in sustained analysis during class time.

Discussion-based pedagogies are particularly relevant in tertiary institutions where concerns persist that conventional lecture formats may not consistently promote sustained participation, independent thought, or meaningful knowledge construction. Research on discussion-based learning indicates that well-facilitated academic dialogue can enhance critical thinking, problem solving, and engagement with diverse perspectives (Sibold, 2017; Andreucci-Annunziata et al., 2023). Within this context, the Harkness method offers a structured and intellectually demanding model in which students are expected not merely to receive information, but to analyse, question, interpret, and apply it in conversation with others.

2. What the Harkness Method Involves

The Harkness method is grounded in discussion, collaboration, and shared intellectual responsibility. In its classical form, students and the lecturer sit around a table or in a circular formation designed to support eye contact, reciprocity, and equitable participation. Students are expected to engage the material through questioning, interpretation, explanation, and peer response, while the lecturer assumes the role of designer, facilitator, and academic guide. As Williams (2011) argues, Harkness learning should not be understood merely as a classroom technique, but as a pedagogical orientation that values enquiry, student discourse, and the co-construction of knowledge.

The method also shares important features with the Socratic tradition and with flipped learning models. Students typically undertake preparatory reading, viewing, or problem-solving before class, and class time is then used for higher-order learning activities such as analysis, evaluation, synthesis, and reflection. Systematic reviews of flipped classroom practice in higher education suggest that this reallocation of time can improve engagement and learning outcomes when pre-class preparation is meaningfully connected to in-class interaction (Strelan et al., 2020; Bond et al., 2023). For this reason, the Harkness method is especially suitable for seminar-based, humanities, social science, professional, and selected science courses in which inquiry and interpretation are central to the learning process.

3. Why Lecturers in Higher Education Should Consider It

There are several reasons why lecturers in higher education should give serious consideration to this approach. First, the Harkness method supports deep learning by requiring students to explain, defend, and refine their thinking in relation to alternative viewpoints. Such processes are consistent with research on critical thinking and discussion-based learning, which suggests that carefully structured dialogue can foster analysis, evaluation, and intellectual independence (Sibold, 2017; Andreucci-Annunziata et al., 2023). Second, the method develops graduate attributes that are widely valued across disciplines and professions, including oral communication, attentive listening, respectful disagreement, collaboration, and evidence-based reasoning.

Third, the Harkness method increases student ownership of learning by placing responsibility on learners to prepare, contribute, and engage constructively in a shared academic task. For lecturers, it offers a means of transforming the classroom into a more dialogic and diagnostically informative space, enabling closer observation of how students reason, where misconceptions emerge, and how understanding develops in real time. These features align closely with contemporary institutional priorities in higher education, including learner autonomy, inclusive participation, employability, and pedagogical innovation.

4. Relevance to the Tertiary Education Context

A legitimate concern is that the classical Harkness model was developed for relatively small classes and purpose-designed discussion spaces. In many tertiary institutions, lecturers contend with larger enrolments, fixed classroom layouts, and significant curriculum pressures. However, the literature on active and flipped learning suggests that student-centred pedagogies remain effective across a range of contexts when implementation is deliberate and well scaffolded (Freeman et al., 2014; Strelan et al., 2020). Consequently, the issue is not whether the Harkness method can be replicated in its original form in every setting, but whether its underlying principles can be translated appropriately into different higher education environments.

In practical terms, lecturers may adapt Harkness principles through smaller breakout groups, rotating discussion circles, seminar sections, blended learning structures, or online discussion forums that extend classroom dialogue. Research on flipped and blended pedagogies indicates that such formats can support participation, preparation, and higher-order engagement when the relationship between pre-class work and in-class discussion is made explicit (Baig & Yadegaridehkordi, 2023). These adaptations are especially valuable in contexts where face-to-face time is limited or where inclusive participation requires multiple avenues for contribution.

5. Practical Guidelines for Implementation

For successful implementation, lecturers should begin by establishing clear but flexible expectations for preparation, participation, listening, and academic respect. Discussion-based pedagogies are most effective when students understand both the intellectual purpose of dialogue and the norms that sustain equitable participation (Sibold, 2017). At the same time, excessively rigid control can undermine the spontaneity and exploratory quality that make discussion pedagogies educationally valuable. Participation frameworks should therefore privilege the quality, relevance, and responsiveness of contributions rather than the mere frequency of speaking.

The design of the discussion task is equally important. Strong Harkness sessions depend on open-ended, conceptually rich, and purposeful questions that invite interpretation rather than simple recall. Lecturers should provide carefully selected preparatory materials, such as scholarly readings, case studies, data sets, brief recorded explanations, or worked problems, so that students arrive with a shared basis for inquiry. Research on flipped classroom design similarly indicates that the quality of preparation materials and the coherence between preparatory and interactive phases are central to student engagement and learning outcomes (Strelan et al., 2020; Baig & Yadegaridehkordi, 2023).

Lecturers should also avoid evaluating student contributions too hastily during the discussion itself. One of the pedagogical strengths of the Harkness method is that ideas are allowed to develop through exchange, refinement, and reconsideration. The lecturer’s task is to preserve intellectual rigour while allowing sufficient space for uncertainty, ambiguity, and revision, all of which are central to advanced learning in higher education. This requires facilitative skill, disciplinary confidence, and a willingness to privilege inquiry over immediate closure.

Assessment practices should also be aligned with the method. Appropriate criteria may include preparedness, depth of contribution, responsiveness to peers, use of evidence, and reflective follow-up. Short post-discussion reflections, analytical response papers, or participation rubrics can help consolidate learning and provide accountability for all students. Alignment between pedagogy and assessment is essential if the method is to be implemented credibly and sustainably within formal higher education programmes.

6. Anticipated Benefits for Institutions, Lecturers, and Students

The anticipated benefits of adopting the Harkness method operate at institutional, pedagogical, and student levels. For institutions, the method supports strategic priorities related to teaching excellence, student engagement, and graduate capability development. For lecturers, it offers a framework for intellectually interactive teaching that makes student thinking more visible. For students, it can foster confidence, independence, accountability, and the habits of inquiry associated with academic and professional success. These anticipated outcomes are consistent with the broader evidence base on active and discussion-based learning (Freeman et al., 2014; Sibold, 2017).

In addition, the method may contribute to a more participatory and academically inclusive classroom culture by valuing multiple voices and encouraging respectful engagement across differences. When implemented thoughtfully, it can move students from passive reception of information toward active participation in the interpretation, testing, and co-construction of knowledge. Such an outcome is particularly significant in higher education environments that aim to develop not only disciplinary understanding but also democratic, reflective, and ethically responsible graduates.

7. Recommendation and Conclusion

In light of the increasing demand for engaging, evidence-based, and intellectually rigorous teaching practices in higher education, this proposal recommends that lecturers in tertiary institutions pilot and progressively adopt the Harkness method where pedagogically appropriate. While full implementation may not be feasible in every course or class size, its core principles, namely preparation, dialogue, shared inquiry, and facilitated discussion, are transferable across a wide range of disciplinary and institutional contexts. A phased approach, supported by professional development and context-sensitive adaptation, is likely to produce the strongest outcomes.

The Harkness method should therefore be understood not simply as a seating arrangement or discussion tactic, but as a pedagogical commitment to active, collaborative, and reflective learning. For lecturers seeking to cultivate students who can reason carefully, communicate persuasively, and learn with intellectual independence, it offers a compelling and adaptable model. On both theoretical and empirical grounds, the method merits serious consideration as part of a broader strategy to strengthen teaching and learning in tertiary education.

 

References

  1. Andreucci-Annunziata, P., Riedemann, A., Cortés, S., Mellado, A., del Río, M. T., & Vega-Muñoz, A. (2023). Conceptualizations and instructional strategies on critical thinking in higher education: A systematic review of systematic reviews. Frontiers in Education, 8, 1141686.
  2. Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20, 61.
  3. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
  4. Sibold, W. (2017). Enhancing critical thinking through class discussion: A guide for using discussion-based pedagogy. Taylor Institute for Teaching and Learning, University of Calgary.
  5. Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314.
  6. University of Miami. (n.d.). Harkness. Teaching Methods.
  7. Williams, G. J. (2011). Harkness learning: Principles of a radical American pedagogy. Journal of Pedagogic Development, 4(3).

Authentic Leadership as a Practice of Purpose, Self-Awareness, and Organizational Stewardship

Leave a reply

Abstract

This paper examines the leadership framework associated with Bill George’s concept of authentic leadership and analyzes how its central themes – ethical accountability, purpose, self-awareness, and relational trust – contribute to organizational effectiveness. Drawing on an interview with George conducted by Michael Useem and on George’s published work on authentic leadership and True North, the paper argues that authentic leadership is best understood not as a personality trait but as a developmental practice grounded in life experience, values clarification, and disciplined reflection. The analysis shows that George’s framework emphasizes both personal congruence and institutional responsibility, positioning leadership as a moral and strategic activity. The paper concludes that authentic leadership remains a useful model for developing leaders who can align organizational performance with long-term trust and mission integrity.

Keywords: authentic leadership; leadership development; ethical leadership; organizational trust; self-awareness

Introduction

Authentic leadership has become an influential perspective in contemporary leadership studies because it shifts attention away from charisma, positional authority, and stylistic imitation toward self-knowledge, ethical consistency, and purpose-driven action (George et al., 2007). Bill George, former chief executive officer of Medtronic and a long-time faculty member at Harvard Business School, has been one of the most prominent advocates of this approach (George, 2007). His work argues that effective leadership emerges from a deep understanding of one’s values, motivations, and formative life experiences rather than from conformity to a fixed model of the “ideal” leader (George, 2007; George et al., 2007). This paper synthesizes George’s core ideas into a structured analysis of authentic leadership as a developmental and organizational practice.

This paper examines leadership lessons concerning the prompt correction of unethical conduct, the removal of executive privileges, commitment to mission and values, the cultivation of authenticity, the interpretation of adversity as a developmental resource, the discovery of one’s “True North,” constructive engagement with boards, the pursuit of meaningful work, and reciprocal mentoring. Although these ideas are often presented as practical guidance, they can also be situated within broader scholarly discussions of ethical leadership, leader identity development, and organizational trust (George, 2007; George et al., 2007). More specifically, this paper argues that George’s framework remains analytically relevant because it links personal authenticity to concrete organizational practices that strengthen legitimacy, alignment, and long-term institutional effectiveness.

Thematic Analysis

A first major theme in George’s leadership framework is ethical accountability. The insistence that leaders address unethical behavior quickly and visibly reflects the view that organizational culture is shaped not only by declared values but by the consistency with which standards are enforced (Useem & George, 2014). In this sense, ethics is not an abstract commitment; it is a public organizational practice. Leaders establish legitimacy when they demonstrate that integrity applies equally across levels of authority and cannot be suspended for convenience, performance pressures, or status.

A second theme concerns symbolic equality and stewardship. George’s recommendation to remove executive perks suggests that leadership credibility depends partly on visible signals of respect and solidarity (Useem & George, 2014). Such actions reduce status distance and communicate that leadership is oriented toward the mission of the organization rather than the comfort of senior executives. From an academic perspective, these gestures can be understood as mechanisms that reinforce cultural alignment, strengthen employee identification with leadership, and underscore the leader’s role as steward rather than privileged overseer.

A third theme is the relationship between authenticity and trust. George argues that leaders should not emulate dominant leadership archetypes but instead lead from a coherent sense of self (George et al., 2007). This position aligns with research suggesting that trust develops when followers perceive congruence between a leader’s stated values, observable behavior, and interpersonal conduct. Authenticity in this framework is not mere self-expression; it is disciplined congruence. It requires honesty, self-awareness, openness to feedback, and the ability to form relationships that are credible because they are not performative (George, 2007).

A fourth theme is developmental learning through adversity. George’s concept of “crucibles” refers to difficult experiences that challenge identity and judgment but can also deepen wisdom and resilience (George, 2007). This idea is significant because it reframes leadership development as a process shaped by interpretation rather than by credentials alone. Leaders become more capable not simply by accumulating authority but by reflecting on hardship, integrating its lessons, and translating personal insight into more empathetic and grounded leadership behavior.

A fifth and related theme is purpose, described by George as finding one’s “True North” (George, 2007). Rather than defining leadership success primarily in terms of wealth, prestige, or positional power, the framework emphasizes intrinsic motivation and contribution. Purpose functions as a stabilizing orientation that helps leaders make decisions under pressure and maintain consistency when external incentives compete with internal values. In leadership theory, such purpose-based orientation is especially important because it connects personal identity with collective mission, thereby strengthening both direction and meaning.

Finally, the paper highlights the social dimension of leadership through advice on boards, passion, and mentoring. George’s emphasis on drawing out quieter board members suggests that good governance depends on inclusive deliberation and the active use of diverse expertise (Useem & George, 2014). His guidance on passion and mentorship likewise frames leadership as relational and generative: leaders are expected not only to pursue meaningful work but also to support the development of others (George, 2007; Useem & George, 2014). This reciprocal perspective broadens authentic leadership beyond self-discovery and presents it as an ongoing responsibility to cultivate capacity throughout the organization.

Discussion

George’s model remains relevant because it addresses recurring leadership failures associated with image management, ethical inconsistency, and excessive identification with positional power (George et al., 2007). This relevance is reinforced by broader scholarship on authentic leadership. Avolio and Gardner (2005) argue that authentic leadership should be understood as a developmental process grounded in self-awareness, self-regulation, and relational transparency, which supports the paper’s interpretation of George’s framework as more than practitioner advice. Walumbwa et al. (2008) further strengthen this view by identifying measurable dimensions of authentic leadership: self-awareness, relational transparency, internalized moral perspective, and balanced processing, that closely align with George’s emphasis on ethics, trust, and purpose. At the same time, Gardner et al. (2011) caution that the field still faces challenges of conceptual clarity and methodological rigor, suggesting that authentic leadership is most useful when it is linked to observable organizational practices rather than treated as aspirational rhetoric. For this reason, George’s framework is analytically strongest when connected to concrete practices such as accountability systems, inclusive decision-making, mission reinforcement, and mentoring structures that reproduce leadership capacity beyond the individual leader (George, 2007; Useem & George, 2014).

Conclusion

Viewed in light of both practitioner and academic scholarship, George’s authentic leadership framework is best understood as a developmental model that links self-awareness, moral perspective, relational transparency, and purpose to concrete organizational practices (Avolio & Gardner, 2005; George, 2007; Walumbwa et al., 2008). The paper’s analysis has shown that the framework’s value lies not only in its normative appeal but also in its capacity to explain how leaders build legitimacy, foster trust, and sustain institutional coherence through accountability, inclusion, and mentoring. At the same time, the concerns raised in the literature about conceptual clarity and methodological rigor suggest that authentic leadership is most persuasive when treated as an observable practice rather than an aspirational ideal (Gardner et al., 2011). For that reason, George’s contribution remains most significant as a bridge between leadership theory and organizational application.

References

  1. Avolio, B. J., & Gardner, W. L. (2005). Authentic leadership development: Getting to the root of positive forms of leadership. The Leadership Quarterly, 16(3), 315–338. https://doi.org/10.1016/j.leaqua.2005.03.001
  2. Gardner, W. L., Cogliser, C. C., Davis, K. M., & Dickens, M. P. (2011). Authentic leadership: A review of the literature and research agenda. The Leadership Quarterly, 22(6), 1120–1145. https://doi.org/10.1016/j.leaqua.2011.09.007
  3. Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory-based measure. Journal of Management, 34(1), 89–126. https://doi.org/10.1177/0149206307308913
  4. George, B. (2007). True north: Discover your authentic leadership. Jossey-Bass.
  5. George, B., Sims, P., McLean, A. N., & Mayer, D. (2007, February). Discovering your authentic leadership. Harvard Business Review, 85(2), 129–138.
  6. Useem, M., & George, B. (2014, July 16). Authentic leadership: Former CEO Bill George interview on building management skills [Video]. Knowledge at Wharton. https://www.youtube.com/watch?v=0TkEA3awGnc

Artificial Intelligence and the Epistemology of Economic Order

Leave a reply

Subjective Value Theory and the Limits of AI-Driven Production Planning

Abstract

This article examines claims that artificial intelligence (AI) can substantially improve economic coordination and, in some accounts, enable production systems with limited consumer participation. Drawing on the economic calculation debate and the subjective theory of value, the analysis evaluates whether AI can substitute for the informational and allocative functions performed by market exchange. The article contrasts centralized, model-driven approaches to production planning with decentralized coordination through prices, private property, and voluntary exchange. It argues that AI may enhance forecasting, process optimization, and decision support, but it cannot independently resolve the epistemic problem of valuation in the absence of market-generated price signals. The paper concludes that the managerial and policy relevance of AI lies in augmenting organizational decision-making within market institutions rather than replacing the institutional conditions that make economic calculation possible.

Keywords: artificial intelligence, economic calculation, managerial decision-making, production planning, price signals, subjective value theory, market coordination, central planning

Introduction

The rapid diffusion of artificial intelligence (AI) has intensified debate about its implications for productivity, employment, and organizational decision-making. One stream of commentary emphasizes the risks of labor displacement and social dislocation (Islam, 2026), whereas another highlights AI’s potential to increase efficiency and transform productive systems (Diamandis, 2025). A stronger version of the latter claim suggests that AI could eventually manage production with minimal reliance on consumer choice or decentralized market coordination. This article evaluates that proposition by positioning contemporary claims about AI within the long-standing debate on economic calculation. In doing so, it asks a management-relevant question: can AI replace, rather than complement, the informational role of prices, private property, and exchange in guiding production decisions?

Literature Review

The literature on economic coordination has repeatedly examined whether complex production can be directed through centralized design rather than decentralized exchange. Socialist and statist traditions have argued that expert-led planning can correct perceived inefficiencies in market systems, and contemporary advocates increasingly extend this claim to AI-enabled planning tools (Ramana, 2026). More expansive versions of this argument contend that automation will reduce the significance of employment and monetary exchange altogether (Rogelberg, 2026). Against this view, Mises’ critique of socialism remains analytically relevant because it frames coordination not merely as a computational problem but as an institutional problem: without private property and voluntary exchange, there is no reliable basis for economic calculation (Mises, 1920). For management research, this distinction is important because it separates improvements in analytical capability from the institutional mechanisms that generate actionable information for decision-makers.

Analysis

The core limitation of AI-driven production planning is epistemic rather than purely technical. Production decisions require judgments about what should be produced, in what quantities, and with which combinations of scarce resources. These judgments are not fixed optimization problems; they depend on shifting preferences, local knowledge, and opportunity costs that emerge through decentralized interaction. Although AI can process large volumes of data and improve forecasting accuracy, data abundance does not by itself determine which ends ought to be prioritized. From a management perspective, this means that algorithmic systems may improve operational efficiency, but they cannot independently establish the value hierarchy that guides resource allocation across competing uses.

This problem becomes clearer when considered through the subjective theory of value. Earlier objective approaches, including labor- and cost-based theories of value, treated value as if it were inherent in goods. By contrast, the subjective tradition associated with Carl Menger holds that value is assigned by individuals in relation to their preferences and circumstances (Mortell, 2021). Exchange is therefore not a secondary feature of the economy but the mechanism through which these differences in valuation become socially intelligible (Goulart, 2024). For managerial analysis, the implication is that valuation cannot be inferred exclusively from technical inputs, production capacity, or predictive models; it must be understood in relation to choice, exchange, and context.

Discussion

In institutional settings where private property and voluntary exchange are absent, economic calculation becomes fundamentally impaired. If AI were assigned comprehensive control over production, it would operate in the role of a central planner and would lack access to market-generated signals that reflect relative valuations. This restates Mises’ argument in contemporary terms: absent exchange, resource allocation cannot be validated against actual preferences and trade-offs (Mises, 1920). The relevance for management is that even highly capable decision systems remain dependent on the quality of the institutional environment in which they operate. Where exchange is weak or administratively distorted, valuation signals are correspondingly weakened.

Economic calculation compares the expected value of inputs with the realized value of outputs, conventionally expressed through profits and losses (Mises, 1944). These signals do more than record performance; they coordinate decisions across organizations, industries, and time. Prices communicate scarcity, demand, and opportunity cost in ways that no planner, human or artificial, can fully specify in advance. As illustrated by Read’s account of dispersed production knowledge, complex output depends on the coordination of numerous actors whose knowledge is partial and locally situated (Read, 2014). Accordingly, AI is most credible as a complement to market coordination – supporting forecasting, inventory management, and process design – rather than as a substitute for the price system that makes rational allocation possible.

Conclusion

For management scholarship, the central implication is not that AI lacks economic value, but that its value is conditional on the institutional context in which it is deployed. Expanding automation and renewed interest in interventionist policy frameworks (Marr, 2024) make it especially important to distinguish between computational capability and economic coordination. AI can strengthen productivity, analysis, and organizational responsiveness, yet it cannot replace the decentralised processes through which preferences are revealed and resources are economically appraised. Sustainable production systems therefore require not only advanced analytical tools, but also market institutions that preserve exchange, agency, and adaptive price formation.

 

References

  1. Diamandis, P. H. (2025, October 30). AI’s mission: Solving everything. Substack. https://metatrends.substack.com/p/ais-mission-solve-everything
  • Mises, L. von. (1944). Bureaucracy. Yale University Press.
  1. Rogelberg, S. (2026, January 19). Elon Musk says that in 10 to 20 years, work will be optional and money will be irrelevant thanks to AI and robotics. Fortune. https://fortune.com/2026/01/19/when-does-elon-musk-say-work-will-be-optional-and-money-will-be-irrelevant-ai-robotics/

On Leadership Legacies

Leave a reply

Abstract

This article examines the concept of leadership legacies, highlighting how many successful individuals eventually seek significance beyond mere achievement. Drawing on research and surveys, it explores the shift from “success thinking” to “significance thinking” among leaders, focusing on the lasting impact they wish to leave. The article categorises legacies into physical, intellectual, social, and spiritual forms, acknowledging both positive and negative examples from history and the corporate world. It emphasises the growing importance of positive legacies in contemporary business, with a majority of leaders prioritising the development of others as a key legacy. Social legacies, those that improve the lives of others, are identified as the most valued. The piece concludes by advocating for leaders to model their values consistently, asserting that authentic actions create enduring legacies that shape both individuals and organisations.

Keywords: Leadership legacies, significance thinking, success thinking, physical legacy, intellectual legacy, social legacy, spiritual legacy, positive legacy, negative legacy, business leadership, values, authentic leadership, organisational impact, development of others, modelling values, enduring impact.

Success is insufficient. Many high achievers ultimately perceive success as devoid of meaning unless it fosters importance in their own lives and in the lives of others (Stevenson and Nash 2004). Interviews with leaders suggest that, ultimately, many transition from “success thinking” to “significance thinking.” Significance thinking is contemplating, “What is the effect of the legacy I/we wish to establish?” This might be referred to as legacy (Key and Stearns 2006).  

There exist multiple forms of legacy. Initially, there exist tangible legacies, such as constructing a building like the Trump Tower or funding a chair at a university. Secondly, there exist intellectual legacies, including authoring a book, securing a patent, or formulating a novel corporate best practice. Third, there exist emotional or social legacies, including enhancing employee quality of life by amicable work practices, implementing cutting-edge environmental procedures, or nurturing children to be compassionate and responsible.  

Ultimately, there are what may be termed spiritual legacies, such as embodying one’s principles daily or enhancing the earth for future generations. Consider the legacies bequeathed to us by figures such as Mother Teresa, Nelson Mandela, John F. Kennedy, Ronald Reagan, Martin Luther King, Jr., and Mahatma Gandhi. They likely never formally documented their “legacy,” although their visionary leadership and capacity to exemplify their principles resulted in what many regard as significant legacies, potentially exceeding their own expectations.  

Legacies may also possess scary and ominous qualities. Few would contest that Hitler, Idi Amin, and Saddam Hussein bequeathed a legacy of animosity and division. At the business level, numerous individuals lost their savings and were fraudulently deceived by the personal avarice and duplicity of executives at firms like Enron, Tyco, and WorldCom.
It is advantageous that numerous contemporary business experts aspire to create a more favourable legacy. In September 2007, the Institute for Corporate Responsibility, in collaboration with HR.com, conducted the Leader Legacy Practitioner Consensus Survey, revealing that over two-thirds (68%) of respondents indicated that their organisations are significantly concerned with leaving a legacy or improving conditions as a result of their existence. The study revealed that a significant majority, 86% of the 210 respondents, consider leaving a professional legacy to be a high or very high priority.  

This fascination with positive legacies may appear unexpected in a business milieu that prioritises bottom-line metrics. Legacy is evidently significant to numerous business executives and frequently fulfils the requirements of the entire organization. In anecdotal study presented in CEO Road Rules: Right Focus, Right People, Right Execution (Key and Stearns 2006), over 60% of CEOs indicated that their legacy was “developing others as leaders.” Numerous individuals remarked that witnessing the success of their mentees was an immensely gratifying experience. Many asserted that the influence of developing leaders was exponential and that participating in such transformation was exhilarating. I take great pride in witnessing the influence of my mentees. One of the interviewed CEOs remarked, “They have surpassed my own self-perception significantly.”  

The Leader Legacy Practitioner Consensus Survey conducted by the Institute for Corporate Responsibility yielded a comparable conclusion. When enquired, “To what degree does the leadership within your organization prioritise the support of others’ growth and development?” Fifty-eight percent indicated that their leaders prioritise this to a high or very high degree.  

Survey participants said that, of the four categories of legacy, social legacies are deemed the most significant, with 71% expressing a high or very high interest in establishing a social legacy that enhances the lives of others. It was subsequently ranked in significance alongside intellectual, physical, and spiritual legacies.  

Numerous methods exist for establishing a legacy; but, for leaders, one of the most effective strategies is to exemplify exemplary behaviour for others. Effective corporate leaders exemplify their principles daily (Galford and Maruca 2006). If a leader asserts integrity as a fundamental principle, others should observe behaviours that exemplify integrity in their leadership and commercial practices. This encompasses consistently conveying the truth, attentively listening to people with respect, and acting ethically, regardless of potential consequences.

Rather than merely articulating their principles, senior leaders embody them via action. They do not proclaim, “This is my identity; emulate me.” They consistently exemplify and articulate their beliefs in their daily activities at work, home, community, and other environments. Ultimately, this significantly contributes to leaders’ legacies, as the ideals and behaviours they exemplify impact numerous individuals. This can be articulated as a succinct equation: Values Action = Legacy.  

The concept of legacy can be integrated into the leadership development process, assisting leaders in contemplating the creation of their legacies. Ultimately, legacy also influences the strategic decision-making of the entire firm as leadership teams determine what, beyond financial success, their enterprises will bequeath.

Conclusion

The exploration of leadership legacies reveals that authentic, principled leadership is not merely about achieving success, but about leaving a lasting imprint that enriches others and shapes organisational and societal futures. As the discourse shifts from the pursuit of success to the pursuit of significance, it becomes clear that the most valued legacies are those which foster growth, compassion, and ethical conduct. Leaders who consistently model their core values through action inspire positive transformation, creating ripple effects that endure well beyond their tenure. The evidence suggests that contemporary leaders are increasingly mindful of their impact, prioritising the development of others and the improvement of collective well-being as central to their legacy. Ultimately, the enduring power of a leader’s legacy lies in its ability to influence generations, guide strategic decisions, and contribute meaningfully to the world. It is this commitment to significance that distinguishes truly impactful leadership and ensures that the values and actions of today’s leaders will be remembered and emulated long into the future.

References

  • Stevenson, Howard, and Laura Nash. “Success that Lasts.” Harvard Business Review, February 2004.
  • Key, Mary, and Dennis Stearns. CEO Road Rules: Right Focus, Right People, Right Execution, Davies-Black, 2006.
  • Leader Legacy Practitioner Consensus Survey. Institute for Corporate Productivity, September 2007.
  • Galford, Robert M., and Regina Fazio Maruca. Your Leadership Legacy, Harvard Business Press, 2006.

The Urgent Need for Ethics, Integrity, and Background Checks in Ghanaian Public Institutions

Leave a reply

Introduction

Ghana’s public institutions stand at a critical crossroads, where the demand for ethical conduct, integrity, and thorough background checks among public servants has never been more urgent. The persistent challenge of bribery and corruption undermines the country’s monetary and fiscal policymaking, eroding public trust and inhibiting socio-economic progress. As Ghana seeks to strengthen its democratic governance and drive sustainable development, the imperative to embed ethical standards and robust vetting processes within public institutions must be confronted head-on.

Theoretical Framework: Defining Ethics, Integrity, and Background Checks

Ethics refers to the principles that govern behaviour, ensuring individuals act with honesty, fairness, and respect for others. Integrity, closely related, is the unwavering commitment to these principles, even when faced with adversity or temptation. Background checks serve as a preventive mechanism, screening individuals for past misconduct, criminal activity, or conflicts of interest prior to their appointment to public office. Together, these pillars create a foundation for accountable and responsible governance, where public servants are motivated not by personal gain, but by the collective good.

Current Challenges: Bribery, Corruption, and Policy Impacts

Bribery and corruption have become endemic in many Ghanaian public institutions, with far-reaching consequences for monetary and fiscal policymaking. The diversion of public funds, manipulation of procurement processes, and embezzlement of resources not only distort budgetary allocations but also impede the effectiveness of policies designed to foster economic stability. According to Transparency International’s Corruption Perceptions Index 2023, Ghana scored 43 out of 100, reflecting significant concerns about the integrity of public sector operations.

The negative influence of corruption is evident in the frequent misallocation of resources, inflated contract prices, and the prioritisation of personal interests over national objectives. Such practices disrupt the country’s fiscal discipline and compromise long-term economic planning, ultimately affecting the welfare of ordinary citizens.

Concrete Examples: Workplace Abuses in Ghanaian Public Institutions

Several high-profile cases illustrate the urgent need for reform. The Ghana Audit Service’s 2022 report highlighted the misappropriation of over GHS 1.2 billion in various ministries, attributed largely to fraudulent procurement and payroll anomalies. In another instance, the Ghana Education Service was rocked by revelations of ghost names on its payroll, costing the state millions in lost revenue. The infamous “Bus Branding Scandal” in 2016 saw government officials accused of inflating contract prices for public transport branding, resulting in substantial financial losses.

These abuses are not isolated incidents. They reflect broader systemic failures, where weak ethical standards, absence of integrity, and lack of rigorous background checks allow individuals to exploit loopholes for personal benefit.

Statistical Evidence: Supporting the Case for Ethics and Integrity

Data from the Ghana Integrity Initiative indicates that nearly 70% of surveyed Ghanaians believe corruption is widespread in public institutions. The World Bank estimates that corruption costs Ghana an average of US$3 billion annually, equivalent to over 5% of GDP. Such figures underscore the critical need for reforms that promote ethics and integrity in the workplace.

The case for Reform: Addressing Systemic Failures

Embedding ethics, integrity, and comprehensive background checks in Ghanaian public institutions will yield multiple benefits:

  • Enhanced accountability among public servants, ensuring decisions are made transparently and in the public interest.
  • Reduction in bribery and corruption, leading to more efficient use of public resources and improved policymaking outcomes.
  • Restoration of public trust, which is essential for effective governance and socio-economic development.
  • Prevention of workplace abuses by screening out individuals with histories of misconduct or conflicts of interest.

Effective reform requires a multipronged approach: the establishment of clear ethical codes, regular integrity training, and mandatory background checks for all appointments. Institutionalising whistleblower protections and strengthening oversight bodies are also crucial steps.

Recommendations: Practical Steps for Implementation

  1. Introduce mandatory background screening for all public sector recruits, including verification of academic credentials and criminal records.
  2. Develop and enforce a comprehensive code of ethics for public servants, with clear penalties for breaches.
  3. Establish independent oversight committees to monitor compliance and investigate allegations of misconduct.
  4. Implement regular ethics and integrity training programmes across all levels of public institutions.
  5. Encourage transparency by publishing audit findings and disciplinary actions, fostering a culture of accountability.

Conclusion

The urgency of promoting ethics, integrity, and background checks in Ghanaian public institutions cannot be overstated. As the examples and statistics demonstrate, the absence of these safeguards has allowed bribery and corruption to flourish, undermining the country’s monetary and fiscal policymaking. By embracing reform and prioritising ethical governance, Ghana can set a new standard for accountability and responsible leadership; one that secures the nation’s future and restores faith in its public institutions.

Invisible Investments: Rest, Personal Health, and Cognitive focus are frequently Underestimated in Discourses

Leave a reply

Introduction

Conventional discussions regarding wealth creation predominantly focus on tangible financial assets, such as monetary holdings, rates of return, and portfolio returns. Nevertheless, certain investments of profound value are not reflected in standard financial documentation. These investments namely, rest, physical health, and sustained focus, are subtle and gradual, often escaping recognition until their absence becomes detrimental. They are not generally subjects of public praise, yet they fundamentally determine the duration and quality of one’s productive and enjoyable life. In essence, the human body and mind represent the original assets capable of compounding returns. Without their preservation, financial strategies are ultimately unsustainable.

The Residual Dividend: Reevaluating the Value of Downtime

A prevailing notion posits that rest is merely a reward conferred upon completion of hard labour. It is frequently regarded as something to be ‘earned’ subsequent to persistent effort.

However, empirical evidence suggests that rest should be construed as a prerequisite for sustained high performance, rather than a mere reward. Analogous to a high-performance engine, the human brain requires periodic cooling to avoid burnout and impulsive decision-making. In financial investment, the principle of ‘time in the market’ is often favoured over ‘timing the market’; similarly, consistency in rest and recuperation is more beneficial than sporadic bouts of intense effort. Optimal productivity does not necessitate extended working hours, but rather intelligent engagement during periods of peak efficacy. Brief intervals of restorative activities, such as meditation or light exercise, have demonstrable effects on cognitive reset and overall productivity. Rest, paradoxically, constitutes an essential element of professional discipline.

Health as an Undervalued Asset Class

The concept of compounding is most evidently reflected in the domain of health. Incremental, consistent habits – such as sufficient sleep, balanced nutrition, and regular physical activity – yield cumulative benefits over time. Conversely, neglecting these habits precipitates accelerated decline. The true value of health is often recognised only after its deterioration, akin to investors who realise belatedly that their portfolios were inadequately diversified. Physiological wellbeing underpins one’s capacity to generate wealth: innovative thinking emerges from a healthy mind, sound judgement from a regulated nervous system, and effective negotiation or opportunity recognition from robust energy and mental clarity. Financial capital appreciates through strategic investment; similarly, investing in one’s physical and mental faculties enhances human capital.

Focus as the Aggregation of Attention

In contemporary society, characterised by constant distractions, the ability to maintain concentrated attention constitutes a distinct competitive advantage. Regardless of the quality of one’s ideas, the inability to sustain focus impedes the realisation of potential gains. As financial assets compound through patience, so does attention compound through depth and continuity. Each day that one actively safeguards their attention enhances their ability to identify opportunities, eliminate distractions, and execute strategic decisions. Incremental improvements in focus – achieved through minimising interruptions, engaging in mindful work practices, or simplifying digital environments, can substantially increase productivity over time. Enhanced focus fosters greater confidence, which in turn generates momentum, a critical attribute in the process of wealth creation.

The Concealed Return on Investment: Longevity and Cognitive Clarity

Intangible assets such as rest, health, and attention do not yield direct monetary dividends. Instead, they confer enhanced cognitive clarity, increased longevity, and heightened resilience, enabling individuals to endure and adapt amid volatility in both markets and life circumstances.

Individuals who lack clarity or are physically or mentally depleted are prone to suboptimal decisions, such as premature divestment or burnout prior to the fruition of their endeavours.

Chronic distraction leads to a perpetual search for novelty at the expense of strategic progress. Conversely, those who prioritise clarity are equipped to make informed decisions efficiently and to sustain their efforts over time. This advantage is attributable not to serendipity, but to proactive maintenance of one’s foundational assets.

Conceptualising Wealth as Energy Rather Than Numerical Value

Monetary resources can be conceptualised as reservoirs of energy. For any system, be it biological, temporal, or financial, to accumulate and sustain energy, equilibrium is essential. Optimal cognitive performance is facilitated by adequate rest; physical endurance is underpinned by good health; and accelerated learning depends on focused attention. Neglecting sleep, nutrition, or cognitive focus undermines future productivity and potential gains. Adopting this perspective shifts the emphasis from relentless accumulation to the preservation and nurturing of foundational assets that incrementally multiply in value. True wealth is derived from mindful presence rather than reactive accumulation.

Conclusion

Safeguarding the source of one’s productivity and wellbeing is imperative. As the adage goes, “If you do not take care of your wellness, you will be forced to take care of your illness.” This principle is equally applicable to the preservation of wealth. Failing to protect core assets, attention, health, and peace; results in reactive efforts to remedy preventable deficits. The next pivotal investment may not reside in financial instruments or entrepreneurial ventures, but rather in restorative practices such as sleep, exercise, or undisturbed reflection. These are the moments in which sustainable wealth is quietly cultivated.

Prostitution in Ghanaian Cities: Health and Moral Implications

Leave a reply

A Critical Analysis of the Plight of Ghanaian and Foreign Women on Urban Streets

Prostitution remains a persistent and deeply complex issue within the urban landscapes of Ghana. On the streets of Accra, Kumasi, and other major cities, both Ghanaian and foreign women are visibly engaged in sex work, often as a means of survival. This phenomenon warrants a critical examination, not only due to its prevalence but also because of the intertwined health and moral challenges it presents to individuals and society at large.

Prevalence and Demographics

Urban prostitution in Ghana has become increasingly noticeable, involving women from diverse backgrounds. While many are Ghanaian nationals, a significant number hail from neighbouring countries, such as Nigeria, Togo, and Côte d’Ivoire. These women, often marginalised and vulnerable, are drawn to the cities in search of economic opportunities, only to find themselves resorting to sex work amidst limited alternatives. The visibility of foreign nationals on the streets reflects broader patterns of migration and the transnational dimensions of urban poverty.

Factors Contributing to Prostitution

The drivers behind prostitution in Ghanaian cities are multifaceted. Economic hardship stands out as the most prominent factor: high unemployment rates, limited access to education, and insufficient social safety nets leave many women with few viable options for earning a living wage. Social circumstances, such as family breakdowns and gender-based violence, further exacerbate vulnerability. For foreign nationals, migration, often undertaken with the hope of better prospects, can lead to exploitation and a lack of legal protection, making sex work seem like the only available path.

Health Implications

The health risks associated with street-level prostitution are considerable. Sex workers face heightened exposure to sexually transmitted infections (STIs), including HIV/AIDS, due to inconsistent condom use and limited access to sexual health services. Additionally, the threat of physical violence, substance misuse, and poor mental health looms large, with many women experiencing anxiety, depression, and trauma. Access to healthcare is often inadequate, compounded by stigma and discrimination from both society and medical professionals, which discourages many from seeking help.

Moral and Societal Implications

From a moral and societal perspective, prostitution challenges deeply held cultural values regarding sexuality, family, and gender roles. The presence of sex work in public spaces often provokes concern among residents, who may perceive it as a threat to social order and family stability. The impact on families can be profound, leading to strained relationships and social ostracism. Public perception is frequently shaped by moral judgements, yet these can obscure the underlying issues of poverty and marginalisation that drive individuals into sex work. It is essential to approach the issue with empathy, recognising the humanity and agency of those involved.

Conclusion and Recommendations

Prostitution in Ghanaian cities is a reflection of deeper social and economic challenges that demand thoughtful and compassionate responses. Addressing the health risks requires improved access to healthcare, targeted sexual health education, and the reduction of stigma around sex work. Morally and socially, there is a need for public dialogue that moves beyond condemnation to consider the root causes of vulnerability. Policymakers should prioritise poverty alleviation, education, and legal protections for all women, including migrants, while supporting rehabilitation and alternative livelihood programmes. Ultimately, the situation calls for a balanced approach; one that upholds public health and moral values, but above all, respects the dignity of every individual.

Love as an Act of Attention and Care

Leave a reply

Reframing Love as a Way of Being

Love is an act of attention and care. This deceptively simple phrase asks us to reconsider our most fundamental assumptions about what it means to love and be loved. Instead of viewing love as a fleeting feeling, something that comes and goes with mood, circumstance, or chemistry, what if we understood it as a sustained practice, a way of being in the world that shapes both our lives and the lives of those around us?

The traditional conception of love as an emotion has its limitations. Feelings are, by nature, temporary and often reactive. They are vulnerable to fading when challenges arise, and can be heavily influenced by external factors, such as stress, disappointment, or even simple misunderstandings. It’s all too easy to imagine love evaporating in the face of a heated argument or a period of uncertainty. This instability often leaves us questioning the authenticity and permanence of love itself.

The alternative: love as a way of being, offers a more stable and transformative perspective. It is not simply a matter of feeling affectionate or passionate, but rather a conscious choice to act with compassion, patience, and generosity. This approach extends far beyond romantic relationships, influencing how we treat strangers, colleagues, and even ourselves. Acts of attention and care anchor our relationships in commitment, providing a foundation that transcends the emotional highs and lows that inevitably arise.

In practice, this means choosing kindness in moments of conflict, even when affection feels distant. It means showing up for a friend consistently, not just when it is convenient or easy. It means practising empathy toward those we disagree with, offering understanding instead of judgement. These acts are not always accompanied by warm feelings; sometimes, they require bravery and a willingness to resist the temptation towards self-interest or cynicism. In today’s world, where loud voices often proclaim that love is naïve or expendable, standing up for love, through attention and care, can be an act of resistance, perhaps even of revolution.

This perspective echoes the thoughts of philosophers and spiritual leaders alike. Erich Fromm, in his classic book The Art of Loving, argued that love is an active practice rather than a passive emotion. Martin Luther King Jr. described love as a force for justice and community, not merely sentiment. Buddhist teachings frame love, or metta, as a cultivated state of mind, extended universally. These thinkers remind us that love is not something you fall into; it is something you stand in, with intention and commitment.

Reflecting on this reframing, I find myself returning to exercises I once used in workshops, where participants struggled to define love, perplexed by its boundaries. Friendship and sex seemed clear enough, but love remained elusive. The Greeks had many words for love, each capturing a different nuance. Perhaps, then, love’s true definition is found not in the language of feelings, but in the acts that embody attention and care. Once we recognise the mirage of perfect, unending romantic bliss, we are left with something far more enduring: the promise of love as a daily, deliberate practice.

On Valentine’s Day, and every day, this reframing invites us to see love as an act of service, of bravery, and of attention. It challenges us to extend care not just to our loved ones, but to our communities and the wider world. In doing so, we may discover that love is not only worth our time; it is, in fact, the most powerful thing we can offer.

The Challenges Materialism Presents to Living the Vow of Evangelical Poverty

Leave a reply

Introduction

Materialism, in its philosophical sense, asserts that reality is fundamentally composed of physical matter and that all phenomena, including human thought and behaviour, can be explained through material interactions. In contemporary society, this worldview often translates into a preoccupation with material goods and wealth, shaping both individual aspirations and collective values. The vow of evangelical poverty, rooted in the Christian tradition, stands in stark contrast to materialistic tendencies. It calls believers to relinquish personal ownership, embrace simplicity, and entrust their wellbeing to God rather than to possessions. Exploring the challenges that materialism poses to this vow, particularly from a biblical perspective, provides valuable insights for those striving to live out evangelical poverty in a culture increasingly shaped by material values.

Philosophical and Societal Context

Historically, materialism has been a powerful force in shaping human understanding. Thinkers such as Hobbes and Locke advanced the idea that all events and behaviours could be traced to material causes, laying the groundwork for its influence across disciplines. In economics and politics, materialist explanations have been used to account for market efficiencies, wealth disparities, and the structure of societies. In psychology, materialism has informed theories about motivation and behaviour, suggesting that human actions are often driven by the pursuit of material comfort or status. This pervasive influence extends into everyday life, where success and happiness are frequently measured by possession and consumption. As materialism underpins much of modern consumer culture, it exerts significant pressure on individuals and communities, often equating self-worth with what one owns and fostering a relentless drive for acquisition.

Biblical Perspective: Poverty, Detachment, and Trust in God

The biblical narrative presents a markedly different vision of what constitutes a meaningful and faithful life. Scriptural teachings consistently emphasise detachment from material wealth and a radical trust in God. Jesus’ counsel to the rich young man—“Go, sell what you possess and give to the poor, and you will have treasure in heaven; and come, follow me” (Matthew 19:21)—highlights the incompatibility between the accumulation of wealth and wholehearted discipleship. The Sermon on the Mount further instructs believers not to “store up for yourselves treasures on earth…but store up for yourselves treasures in heaven” (Matthew 6:19-20), underscoring the call to prioritise spiritual over material pursuits. Throughout the Gospels and the wider biblical canon, poverty is not merely a lack of possessions but a spiritual posture of openness, dependence, and generosity. The vow of evangelical poverty thus finds its deepest roots in this biblical call to simplicity, solidarity with the poor, and undivided reliance on God’s providence.

Challenges Presented by Materialism

Living the vow of evangelical poverty in a materialistic society presents formidable challenges. The prevailing culture idolises wealth, comfort, and status, making detachment from possessions a countercultural act. Individuals who seek to embody evangelical poverty face constant temptations and subtle societal pressures: advertisements, peer expectations, and the implicit belief that possessions equate to security or happiness. These pressures can erode the resolve to live simply, fostering desires for material comfort and social approval that conflict with the ideals of the vow.

Moreover, materialism can undermine the spiritual focus essential to evangelical poverty. When material success becomes the dominant measure of achievement, it can distract from spiritual growth and weaken one’s reliance on God. Even within Christian communities, the influence of material values can make the collective commitment to poverty more difficult to sustain, as members are exposed to and sometimes internalise prevailing materialistic attitudes. The result is a continuous tension between the call to simplicity and the attractions of material abundance, which can lead to discouragement, compromise, or a gradual drift from the original spiritual intent.

Reflective Insights: Personal and Communal Implications

For individuals and communities committed to evangelical poverty, navigating these challenges requires ongoing reflection and intentional action. On a personal level, it involves cultivating an inner freedom from attachment to possessions, regularly examining one’s motivations, and making conscious choices to prioritise values such as generosity, hospitality, and trust in God. Spiritual practices – such as prayer, fasting, and acts of service – can help to reorient the heart and mind away from material concerns and towards deeper spiritual fulfilment.

Communally, sustaining the vow of poverty calls for mutual support and accountability. Shared commitments to simplicity can create environments where alternative values are celebrated and reinforced, providing encouragement in the face of societal pressures. Communities may also bear witness to the wider world, offering a prophetic critique of consumerism and embodying a different way of life grounded in biblical teachings. However, this witness is not without cost; it requires resilience, creativity, and a willingness to stand apart from dominant cultural norms.

Conclusion

The challenges that materialism presents to living the vow of evangelical poverty are significant and multifaceted. Philosophically and socially, materialism shapes much of modern life, making the pursuit of simplicity and detachment a countercultural choice. From a biblical perspective, the call to poverty is both a spiritual discipline and a witness to the sufficiency of God’s providence. To cultivate evangelical poverty amidst materialism, individuals and communities must continually renew their dedication, drawing strength from scripture, tradition, and one another. By doing so, they can offer a compelling alternative to the materialistic values of the age and discover a deeper freedom and joy in simplicity, generosity, and trust in God.

A Concise Framework for Academic Writing Excellence

Leave a reply

Abstract

This paper introduces a streamlined framework for scholarly writing, concentrating on the fundamental principles that support effective academic communication. It explores the importance of clarity, coherence, critical engagement, and originality in shaping scholarly arguments. Furthermore, it details the methodology for structuring academic work and provides essential guidance on referencing, upholding academic integrity, and sharing research findings.

Introduction

Scholarly writing serves as the foundation of academic discourse, acting as the principal channel for the dissemination of research findings, theoretical progress, and critical analysis. The skill to produce well-refined scholarly papers is indispensable for researchers, students, and academics. This paper sets out to clarify the essential elements of effective academic writing, offering a succinct yet thorough guide for producing high-quality scholarly work.

Principles of Scholarly Writing

Clarity and Precision

Clarity is paramount in scholarly writing. Arguments must be presented in a way that is both precise and unambiguous, allowing readers to comprehend complex ideas without confusion. Achieving clarity involves choosing words carefully, minimising unnecessary jargon, and using specific examples to clarify abstract ideas.

Coherence and Structure

A clearly organised paper leads the reader logically from the introduction to the conclusion. This organisation is achieved through the use of clear topic sentences, smooth transitions, and well-developed paragraphs. Standard structures include the IMRaD format—Introduction, Methods, Results, and Discussion—for empirical research, as well as thematic or argumentative frameworks for theoretical work.

Critical Engagement

Effective scholarly writing requires critical engagement with existing literature. This means not only summarising previous studies, but also assessing their strengths and weaknesses, identifying gaps, and positioning one’s own work within the broader academic discussion. Such engagement demonstrates a deep understanding of the field and encourages the development of new knowledge.

Originality and Contribution

The merit of a scholarly paper is often judged by its originality and the significance of its contributions. Authors should aim to present new arguments, methods, or interpretations, and clearly state how their work extends understanding within their area of study.

Methodology for Academic Writing

  • Topic Selection: Choose a research question or theme that is both significant and insufficiently explored.
  • Literature Review: Undertake a thorough review of existing scholarship to situate the research and highlight its importance.
  • Argument Development: Develop a clear thesis and build structured arguments supported by evidence.
  • Drafting and Revision: Prepare several drafts, seek feedback, and refine arguments for clarity and logical flow.
  • Referencing: Properly cite all sources in the appropriate academic style (such as Harvard, APA, or MLA) to maintain academic integrity.
  • Editing and Proofreading: Carefully check the work for grammatical, spelling, and formatting errors.

Academic Integrity

Maintaining academic integrity is essential in scholarly work. Practices such as plagiarism, data fabrication, and misrepresentation compromise both the credibility of research and the reliability of academic exchange. Proper citation and transparent reporting of methods and results are vital for all scholars.

Dissemination of Research

The influence of scholarly work is maximised through effective dissemination. Researchers should aim to publish in peer-reviewed journals, present at academic conferences, and engage with open-access outlets. Additionally, sharing findings with non-specialist audiences can enhance the impact and relevance of academic research.

Conclusion Producing a well-refined scholarly paper requires balancing clarity, logical structure, critical analysis, and originality. By following these fundamental principles and adhering to rigorous academic standards, scholars can offer valuable insights to their disciplines and support the ongoing growth of knowledge.

These days, employers care more about your abilities than your degree

Leave a reply

Regardless of the extent of one’s preparation for a job interview, it is likely that candidates will encounter questions that prove unexpectedly challenging. Classic examples include “What is your greatest weakness?” or “Why have you decided to leave your current position?” This article draws on expert insights to provide evidence-based strategies for navigating such complex interview scenarios.

While difficult interview questions persist, their nature has evolved in response to broader shifts in recruitment practices. Recent interview experiences may reveal that questions have moved away from traditional prompts such as “Where do you see yourself in five years?” Instead, contemporary interviews increasingly focus on:

  • Problem-solving abilities
  • Adaptability in the face of change
  • Communication and collaboration skills

This evolution is closely linked to the global transition towards skills-based hiring, particularly evident in 2025. Employers are prioritising demonstrable competencies over formal educational attainment, seeking tangible evidence of what candidates can achieve rather than relying solely on academic credentials.

This article provides a comprehensive analysis of:

  • The transformation of interview processes, including the proliferation of artificial intelligence and structured interview formats
  • The emergence of new question types relevant to the 2025 employment landscape
  • Practical guidance on responding to challenging questions through the enhanced STAR+L framework (Situation, Task, Action, Result, plus Learning)
  • Targeted recommendations for migrant professionals, with particular attention to the unique challenges posed by global interview conventions.

For example, individuals grappling with questions such as:

  • “Describe a time you failed.”
  • “Do you possess local work experience?”
  • “How do you approach conflict resolution?”

will find this article a valuable resource for developing responses that are both confident and authentic, thereby enhancing their prospects in a competitive, skills-oriented job market.

The Transition to Skills-Based Recruitment

The hiring practices of businesses have evolved due to a shift in the talents they prioritise, necessitating a corresponding change in preparation methods. The primary distinction is that businesses increasingly prioritise skills above mere qualifications.

As reported by Education Daily (October 2025), 45% of corporations worldwide have eliminated degree prerequisites for specific positions. Prominent businesses such as Google, Apple, and IBM no longer necessitate formal degrees, prioritising demonstrable competencies instead. This illustrates a wider trend referred to as skills-based recruiting, wherein practical abilities are prioritised over formal education.

A global change is occurring throughout all continents, including Africa, Asia, the Americas, Australia, Europe, Canada, and Japan. Technical and Further Education (TAFE) programs and micro-credentials are gaining prominence, institutions are offering short stackable certificates, and businesses are requiring candidates to demonstrate their abilities rather than merely discuss them.

Your résumé, examples, and interview narratives must unequivocally illustrate your capabilities, the outcomes you have attained, and the value you have contributed to tangible scenarios.

The Function of Artificial Intelligence and Virtual Interviews

Interviews have become increasingly computerised. Numerous corporate employers are currently utilising AI-driven solutions to evaluate candidates via one-way video recordings or structured question exams. Although these systems seek to mitigate bias, research (Adam, 2023; Liang, Weixin et al., 2023; & Peart, 2025) indicates that AI tools may inadvertently disadvantage those with pronounced accents or non-native English proficiency.

What implications does this hold for migrant job seekers?

Clarity, confidence, and preparedness are important. Rehearse your responses on video. Reduce your pace, enunciate your remarks, and concentrate on explicit illustrations.

Contemporary in-person interviews have adopted more formal approaches, wherein all candidates are posed identical behavioural questions and evaluated using rubrics to guarantee equity. This is a favourable advancement; nonetheless, it necessitates that your responses be specific, pertinent, and quantifiable.

Current Employer Expectations

Hays Australia and other recruitment analyses indicate that in 2025, employers prioritise behavioural and scenario-based probes above theoretical questions (Peart, 2025).

They seek to understand:

  • What is your approach to problem-solving?
  • How do you adjust to changes?
  • Are you capable of effective collaboration and clear communication?
  • What outcomes have you achieved?

These questions aim to evaluate your reasoning rather than your recollection of answers.

Employers seek demonstrable evidence of problem-solving, communication, and adaptability skills, which are more indicative of actual performance than degrees or certifications.

What are the prevalent interview questions in 2025? If you are unable to simply acquire a blog containing the top 20 questions and memorise your responses, well here are some, but I consistently advise my clients and emphasise during my interview preparation sessions that it is essential to analyse the job advertisement, comprehend the employer’s expectations, and then formulate narratives that demonstrate your relevant skills.

If they enquire about flexibility, consider a particular instance in which you shown adaptability in the workplace and describe the resulting effect. The questions may be phrased differently; however, the story can remain unchanged.

Emerging Interview Questions Anticipated in the Coming Years

This year, the following types of questions are increasingly prevalent in Corporate interviews:

  • Tell me about a time you solved a problem with limited resources.
  • How do you adapt when priorities change suddenly?
  • What technology or systems have you used to make your work easier?
  • How do you explain complex information to someone without your background?
  • What’s something new you have learned recently, and how did you apply it?
  • Describe a time when your team disagreed. How did you handle it?
  • Tell me about a time things didn’t go to plan.
  • How do you work with people from different backgrounds or communication styles?
  • What achievement are you most proud of, and what difference did it make?
  • When have you influenced a decision without being the manager?

These questions require self-awareness and reflection, not perfection.

Challenging interview questions frequently encountered by migrants

Working with hundreds of migrant professionals, I have noticed a few questions that consistently cause stress, not because of language, but because of confidence and mindset.

“Why do you want to work here?” Many respond, “To get local experience.” Instead, talk about shared values, the company’s projects, or how your international experience adds perspective.

“Do you have local experience?” Reframe it. “While I am new to the Dutch market, I have managed global teams and clients, and I understand how to adapt quickly and deliver results.”

“Why did you leave your previous job?” Focus on growth and contribution, not dissatisfaction.

“How do you handle conflict?” Explain calmly: “I prefer to address issues early, directly and respectfully, and focus on solutions rather than blame.”

These responses demonstrate maturity, professionalism, and alignment with European (Dutch) workplace expectations.

Strategies for responding to challenging questions with confidence

The STAR Method (Situation, Task, Action, Result) is still the best structure to use, but in 2025 and beyond, I recommend adding one more letter, L for Learning. Employers today want to see that you don’t just perform tasks, you reflect, learn, and grow.

Let’s take one example:

Question: Tell me about a time you made a mistake.

Answer structure:

Situation: Explain the context briefly.

Task: Outline what you were responsible for.

Action: Describe what you did and how you handled it.

Result: Share the outcome.

Learning: Reflect on what you learned and what you do differently now.

For example:

“In a previous role, I underestimated how long stakeholder approvals would take, and we missed a deadline. I took responsibility, mapped out a new process, and introduced early check-ins. It improved delivery times by 20% in future projects. It taught me the importance of managing expectations early, something I have carried into every project since.”

This type of answer shows accountability, communication, and problem-solving – three of the most valued competencies in 2025 and beyond.

Preparing for Modern Interviews

To prepare effectively for interviews in 2025 and beyond:

  1. Build three strong achievement stories. Use metrics, outcomes, and clear examples.
  2. Practise on video. Notice how you sound, how long you take, and whether your message is clear.
  3. Translate your overseas experience into the local language, highlight achievements, not duties.
  4. Ask thoughtful questions such as: “How does your company support diversity or inclusion?” “What does success look like in this role after six months?” “How does the team collaborate across time zones or cultures?”
  5. End with confidence. Say, “I really enjoyed learning about this opportunity. I believe my experience in [specific skill] and my results in [specific project] would bring real value to your team.”

Conclusion

In 2025 and beyond, interviews are no longer about tripping you up; they are designed to uncover how you approach challenges, communicate with others, and find solutions. The reassuring truth is that you already possess these capabilities—particularly if you have successfully navigated the complexities of relocating, adapting, and advancing your career in a new country. That strength and adaptability are among your most powerful professional qualities.

Your task now is to share your unique journey in a way that resonates with employers in your current context—articulating your experiences clearly, confidently, and backed by solid evidence. The landscape of the workplace has evolved, and those who master its new language will unlock a wealth of opportunities. If you can communicate your story effectively, you are not just keeping pace with change—you are set to thrive in the future world of work.

References

Adam, Z. (May 10, 2023). AI models fail to reproduce human judgement about rule violations. MIT News.

Liang, W., Yuksekgonul, M., Mao, Y., Wu, E., & Zou, J. (2023). GPT detectors are biased against non-native English Writers. Patterns, 4(7), 100779.

Peart, N. (2025). How Interviews Have Changed in 2025 & How to Answer Some of the Toughest Interview Questions. JobSpeak Academy.

Parental Involvement in Catholic Schools: Forms, Strategies, and Impacts on Student Outcomes

Leave a reply

Abstract

Parental involvement is widely acknowledged as a critical factor in the academic and spiritual development of students, particularly within Catholic educational settings. This paper examines the various forms of parental engagement in Catholic schools, differentiates between school-based and home-based involvement, and analyses their respective impacts on student outcomes. Drawing upon contemporary research and meta-analyses, the study highlights effective strategies for parent participation and discusses challenges and opportunities unique to faith-based schooling.

Introduction

Parents are recognised as the primary educators of their children, a principle deeply embedded in the ethos of Catholic education. Catholic schools operate in loco parentis, partnering with families to support both academic and faith formation. The significance of parental engagement extends beyond spiritual guidance, influencing students’ academic performance, motivation, and well-being. This paper explores the multifaceted nature of parental involvement in Catholic schools and evaluates the evidence regarding its effects on student achievement.

Forms of Parental Engagement in Catholic Schools

School-Based Engagement

School-based parental engagement encompasses all interactions between parents and the school community. Common activities include communicating with teaching staff, attending parent-teacher conferences, participating in parent associations, and volunteering for school events. Catholic schools frequently organise religious services, masses, and festivals, which serve as both spiritual and social gatherings. These occasions offer parents the opportunity to connect with educators and other families, strengthening the communal bonds central to Catholic education. Participation in extracurricular events such as plays, sports, and science fairs further enables parents to support their children’s holistic development and celebrate their achievements.

Parent associations are instrumental in fostering collaboration between home and school. They coordinate fundraising initiatives, social functions, and volunteering opportunities, offering structured avenues for parental contribution. Volunteering in the classroom, whether assisting with reading groups or art projects, provides parents with direct insight into their child’s learning environment and cultivates stronger relationships with staff. Such engagement is associated with positive academic outcomes, including higher test scores and increased graduation rates .

Extracurricular and Spiritual Involvement

Parental support of extracurricular programmes is vital for students’ broader development. Parents often act as coaches, club sponsors, or chaperones for school trips, thereby enriching the educational experience and fostering a vibrant school community. Additionally, parents who share their professional expertise or hobbies contribute to workshops and clubs, providing unique enrichment opportunities.

Catholic schools emphasise faith formation as part of their mission. Parental involvement in spiritual activities—including family masses, retreats, and religious education sessions—reinforces the school’s religious values and models faith in everyday life. Parents may also lead prayer groups or organise religious events, actively contributing to the spiritual life of the school.

Home-Based Engagement

Home-based parental involvement pertains to educational practices undertaken in the home environment. This includes establishing routines for homework, encouraging reading, and maintaining open discussions about schoolwork and expectations. Research suggests that parents communicating high expectations and regularly discussing school matters with their children have a strong positive effect on academic achievement . However, the impact of direct parental assistance with homework is more nuanced; while some studies report positive associations, others indicate potential negative effects, possibly due to greater involvement being prompted by student difficulties . Recent analyses propose that the context and quality of parental help are key determinants of its efficacy.

Discussion

The evidence underscores the multifaceted benefits of parental engagement for students in Catholic schools. School-based and home-based involvement each play distinct roles in supporting academic and spiritual development. While participation in school events and associations enhances community cohesion and academic outcomes, home-based practices—particularly those that foster communication and set expectations—are crucial for student success. Nevertheless, the effectiveness of parental involvement, particularly with homework, may depend on student needs and the nature of parental support.

Catholic schools, by virtue of their dual focus on faith and academics, offer unique opportunities for parental engagement. The challenge remains to provide accessible and meaningful avenues for all parents to participate, recognising diverse family circumstances and capacities.

Conclusion

Parental involvement is an essential component of the educational experience in Catholic schools, with demonstrable benefits for student achievement and faith formation. Both school-based and home-based engagement are important, and schools should continue to facilitate varied forms of participation. Further research is needed to clarify the mechanisms through which parental involvement impacts outcomes and to identify best practices for fostering effective partnerships between families and schools.

References

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain L., Navarro-Asencio, E., Gaviria, J. J. (2015). Parental involvement on student academic achievement: a meta-analysis. Educ. Res. Rev., 14, 33–46. 10.1016/j.edurev.2015.01.002

Dallavis, J. W., & Berends, M. (2019). Parental involvement in schools as organizations: Examining consistent benefits, persistent challenges, and emerging issues. In M. Connolly, D. E. Spicer, C. James, & S. D. Kruse (Eds.), The SAGE handbook of school organization (pp. 491-508). Los Angeles: SAGE.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview Press.

Hoover-Dempsey, K. V., et al. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105-130.

Harris, A. L., & Robinson, K. (2016). A new framework for understanding parental involvement: Setting the stage for academic success. Russell Sage Foundation Journal of the Social Sciences, 2(5), 186-201.

Jeynes W. H. (2012). A Meta-Analysis of the efficacy of different types of parental involvement programs for urban students. Urban Educ., 47, 706–742.

Jeynes W. H. (2016). A Meta-Analysis: the relationship between parental involvement and Latino student outcomes. Educ. Urban Soc., 49, 4–28.

Li, A., & Hamlin, D. (2019). Is Daily Parental Help with Homework Helpful? Reanalysing National Data Using a Propensity Score–Based Approach. Sociology of Education, 92(4), 367-385.

Wilder S. (2014). Effects of parental involvement on academic achievement: a meta-synthesis. Educ. Rev., 66, 377–397.

Promoting Virtue Development in Young People and the Workplace: An Academic Review of Theories, Practices, and Outcomes

Leave a reply

Introduction

Virtue, traditionally understood as moral excellence, is increasingly acknowledged as a cornerstone of personal development and organisational success. In both youth and workplace contexts, cultivating virtues such as honesty, integrity, empathy, and perseverance is linked to positive behavioural, academic, and professional outcomes (Peterson & Seligman, 2004; Wright & Goodstein, 2007). This paper aims to address the following research questions:How is virtue defined and conceptualised across disciplines? Which methods and strategies effectively promote virtue among young people and within workplace settings? What are the primary challenges to virtue development, and how might these be overcome? The scope encompasses educational and organisational contexts, as well as a comparative analysis of similarities and differences in approaches for youth and adults.

Theoretical Framework

Definitions of Virtue

Virtue is generally defined as a habitual disposition to act in ways that are morally commendable (Aristotle, trans. 2009). Contemporary definitions expand this to include character strengths and prosocial behaviours (Peterson & Seligman, 2004). Virtues are often categorised as cardinal virtues (e.g., courage, temperance, justice, prudence) or as context-specific traits relevant to modern life, such as teamwork or fairness (Dahlsgaard, Peterson, & Seligman, 2005).

Historical and Contemporary Theories

Aristotelian virtue ethics posits that virtues are acquired through habituation and practical wisdom (phronesis), emphasising the development of moral character over time (Aristotle, trans. 2009). In contrast, Kohlberg’s stages of moral development focus on cognitive aspects of moral reasoning, suggesting that virtue is linked to the progression through universal stages of moral judgement (Kohlberg, 1984). Recent frameworks, such as positive psychologyconceptualise virtue as a set of measurable character strengths and advocate for interventions that foster these traits in educational and organisationalal settings (Peterson & Seligman, 2004; Park & Peterson, 2009).

Virtue Development in Young People

Educational Approaches

Schools play a central role in virtue development, with character education programmes designed to promote values such as respect, responsibility, and empathy. Evidence suggests that sucprograms, when implemented systematically, can enhance social and emotional skills, reduce behaviouralal problems, and improve academic performance (Berkowitz & Bier, 2005; Lickona, 1991). Approaches range from explicit instruction in moral reasoning to experiential learning through service projects and restorative practices (Nucci, Narvaez, & Krettenauer, 2014).

Family and Community Roles

Families arthe primary agents of virtue socialisation, modelling ethical behaviourur and reinforcing moral norms (Grusec & Goodnow, 1994). Communitorganisations, such as youth clubs and religious institutions, provide additional opportunities for young people to practice virtuees in real-world settings (King & Boyatzis, 2004). Empirical studies point out the importance of supportive, value-orientated environments in fostering resilient and virtuous youth (Scales et al., 2000).

Empirical Studies

Longitudinal research indicates that early experiences with supportive adults and structured opportunities for moral action predict later prosocial behaviour and reduced engagement in risky activities (Eisenberg, Spinrad, & Morris, 2014). School-based interventions, such as the PATHS (Promoting Alternative Thinking Strategies) curriculum, have demonstrated significant improvements in self-control, empathy, and conflict resolution among participants (Domitrovich et al., 2007).

Promoting Virtue in the Workplace

Organisational Culture

Workplaces that prioritise ethical values and psychological safety create conditions conducive to virtue development among employees (Schein, 2010). Organisational culture influences the extent to which virtues such as honesty, accountability, and fairness are enacted and rewarded (Kaptein, 2008). Mechanisms include codes of conduct, recognition programmes, and open communication channels.

Leadership

Leaders play a pivotal role imodelling and reinforcing virtuous behavioursur. Transformational leadership, which emphasises integrity, vision, and consideration for others, is positively associated with employee engagement and ethical conduct (Bass & Steidlmeier, 1999)Research has linked ethical leadership to reduced workplace deviance and increased organisational citizenship behaviours (Brown, Trevio, & Harrison, 2005).).

Training Programmes and Case Studies

Organisations increasingly invest in ethical training, mindfulness programs, and value-based workshops to cultivate virtues among their staff. For example, Google’s “Search Inside Yourself” programme integrates mindfulness and emotional intelligence training, reportedly leading to higher job satisfaction and team cohesion (Gelles, 2012). Case studies from the healthcare and finance sectors highlight the impact of robust ethical frameworks on reducing misconduct and enhancing trust (Paine, 1994; Treviño, Weaver, & Reynolds, 2006).

Comparative Analysis: Youth and Workplace Approaches

Both youth and workplace contextemphasise the importance of modelling, practicing, and reinforcingin virtue development. However, approaches differ in their focus: youth interventions often prioritise foundational moral reasoning and social-emotional learning, while workplace strategies centre on professional ethics, organisational values, and leadership. Adults may require unlearninmaladaptive behavioursrs, whereas interventions with young people are more preventive and formative (Narvaez & Lapsley, 2008).

Challenges and Barriers

Societal challenges include cultural relativism, media influences, and competing value systems that may undermine virtue development (Nucci et al., 2014)In organisations, barriers include misaligned incentives, a lack of leadership commitment, and pressures to prioritise performance over integrity (Kaptein, 2008).)At an individual level, cognitive biases and moral disengagement can impede the internalisation of virtues (Bandura, 1999).). Addressing these obstacles requires a multi-level approach, integrating policy, education, and organisational change.

Recommendations

For educators, embedding character education into the curriculum, fostering supportive school climates, and engaging families are key strategies (Berkowitz & Bier, 2005)For employers, it is recommended to cultivate ethical cultures, invest in leadership development, and provide ongoing ethics training (Brown et al., 2005; Schein, 2010).). Cross-sector collaboration and evidence-based evaluation of interventions can further enhance the effectiveness of virtue development initiatives.

Conclusion

Promoting virtue development in botyouth and the workplace is a complex, context-dependent endeavourur with significant implications for individual and societal well-being. Theoretical and empirical evidence supports the efficacy of intentional, holistic approaches that engage multiple stakeholders. Future research should examine the long-term impact of virtue-based interventions and explore innovative strategies to overcome persistent challenges.

References

  1. Aristotle (2009). Nicomachean Ethics (W.D. Ross, Trans.). Oxford: Oxford University Press.
  2. Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193–209.
  3. Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behaviour. The Leadership Quarterly, 10(2), 181–217.
  4. Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
  5. Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organisational Behaviour and Human Decision Processes, 97(2), 117–134.
  6. Dahlsgaard, K., Peterson, C., & Seligman, M. E. P. (2005). Shared virtue: The convergence of valued human strengths across culture and history. Review of General Psychology, 9(3), 203–213.
  7. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomised trial of the Preschool PATHS curriculum. The Journal of Primary Prevention, 28(2), 67–91.
  8. Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2014). Empathy-related responding in children. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 184–207). New York: Psychology Press.
  9. Gelles, D. (2012). The mindful revolution. Financial Times Magazine.
  10. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child’s internalisation of values: a reconceptualisation of current points of view. Developmental Psychology, 30(1), 4–19.
  11. Kaptein, M. (2008). Developing and testing a measure for the ethical culture oorganizations—thehe corporate ethical virtues model. Journal of Organisational Behaviour, 29(7), 923–947.
  12. King, P. E.and Boyatzis, C. J. published their work in 20044). Exploring adolescent spiritual and religious development: Current and future theoretical and empirical perspectives. Applied Developmental Science, 8(1), 2–6.
  13. Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages. San Francisco: Harper & Row.
  14. Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.
  15. Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two strategies for teacher education. Teacher Educator, 43(2), 156–172.
  16. Nucci, L., Narvaez, D., & Krettenauer, T. (Eds.). (2014). Handbook of Moral and Character Education (2nd ed.). New York: Routledge.
  17. Paine, L. S. (1994). Managing foOrganisationalal integrity. Harvard Business Review, 72(2), 106–117.
  18. Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4).
  19. Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford: Oxford University Press.
  20. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27–46.
  21. Schein, E. H. (2010). Organisational Culture and Leadership (4th ed.). San Francisco: Jossey-Bass.
  22. Treviño, L. K., Weaver, G. R., & Reynolds, S. J. (2006)Behavioural ethics in organisations: a review.w. Journal of Management, 32(6), 951–990.
  23. Wright, T. A., & Goodstein, J. (2007). Character is not “dead” in management research: A review of individual character and organisational-level virtue. Journal of Management, 33(6), 928–958.