Category Archives: Uncategorized

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

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:

Build three strong achievement stories. Use metrics, outcomes, and clear examples.
Practise on video. Notice how you sound, how long you take, and whether your message is clear.
Translate your overseas experience into the local language, highlight achievements, not duties.
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?”
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

Aristotle (2009). Nicomachean Ethics (W.D. Ross, Trans.). Oxford: Oxford University Press.
Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193–209.
Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behaviour. The Leadership Quarterly, 10(2), 181–217.
Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
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.
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.
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.
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.
Gelles, D. (2012). The mindful revolution. Financial Times Magazine.
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.
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.
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.
Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages. San Francisco: Harper & Row.
Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.
Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two strategies for teacher education. Teacher Educator, 43(2), 156–172.
Nucci, L., Narvaez, D., & Krettenauer, T. (Eds.). (2014). Handbook of Moral and Character Education (2nd ed.). New York: Routledge.
Paine, L. S. (1994). Managing foOrganisationalal integrity. Harvard Business Review, 72(2), 106–117.
Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4).
Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford: Oxford University Press.
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.
Schein, E. H. (2010). Organisational Culture and Leadership (4th ed.). San Francisco: Jossey-Bass.
Treviño, L. K., Weaver, G. R., & Reynolds, S. J. (2006)Behavioural ethics in organisations: a review.w. Journal of Management, 32(6), 951–990.
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.

Book Review: “Zombies in the Academy: Living Death in Higher Education”

Leave a reply

Introduction

“Zombies in the Academy: Living Death in Higher Education,” edited by Andrew Whelan, Ruth Walker, and Christopher Moore, is not simply an anthology of essays concerning the creatures that have pervaded popular culture for decades. It is, instead, a bold multidisciplinary investigation into how the zombie metaphor may elucidate, critique, and potentially revolutionise our comprehension of contemporary academic life. This review examines the book’s key ideas, the organisation and manner of its contributions, and the distinctive, occasionally disconcerting insights it offers into the current situation of higher education.

Concept and Framework

The book is organised as an edited collection, comprising a series of pieces by various scholars who analyse different facets of the “zombie” metaphor in relation to academia. The zombie cliché, commonly found in horror films and video games, is here applied to the academic setting, where the distinctions between life and death, productivity and stagnation, as well as innovation and conformity, are perpetually redefined. Each essay utilises the lexicon of the undead to examine topics including bureaucracy, burnout, precarity, and the commercialisation of education.

The compelling nature of “Zombies in the Academy” lies in its rejection of a solitary or simplified interpretation of the metaphor. The contributors regard the zombie as a “polysemic figure”, with its meaning varying according to context. The zombie represents, at times, the exhausted faculty member, the apathetic student, the unthinking administrator, and the institution itself—an entity that trudges forward, deteriorating, using resources, yet never fully perishes or rejuvenates. The book’s versatility serves as both its strength and its difficulty; readers may feel simultaneously exhilarated and unsettled by its unwillingness to reconcile the contrasts it reveals.

The Themes and Arguments

Bureaucratic Fatigue and Academic Burnout: Numerous essays analyse the fatigue that permeates various university settings. The depiction of the zombie – exhausted, unyielding, incapable of repose – serves as a metaphor for the academic worker ensnared in the apparatus of perpetual committees, grant proposals, and performance assessments. The book examines, through vivid anecdotes and theoretical analysis, how institutional frameworks reduce dynamic intellectuals to become shadows of their former selves, perpetually pursuing yet never achieving intellectual fulfilment.
Precarity and the Casualisation of Academic Employment
The metaphor of the “living dead” is applied to individuals occupying the marginal realms of academia: adjuncts, sessional speakers, and graduate students. Their existence is characterised by ambiguity, transience, and a feeling of being neither within nor beyond the institution’s confines. The book compellingly links the perpetual quest for a permanent job with the zombie’s unquenchable appetite, which remains eternally unsatisfied.
Student Disengagement and the Demise of Critical Thought: A particularly disturbing element of the book is its portrayal of students as zombies – not as mindless consumers, but as victims of increasingly instrumentalist educational methodologies. The authors contend that the impetus to commodify education, quantify all aspects through metrics, and impose inflexible curricula deprives students of the curiosity and involvement that previously characterised the university experience. They question whether the academy can regain its critical acuity or if it will continue to progress in a state of “living death”.
The Corporatisation and Standardisation of the Academy
Through incisive research, the book reveals the ascent of managerialism, performance metrics, and the infiltration of corporate models into the core of the university. The zombies represent not merely individuals, but comprehensive systems – mechanisms that emphasise efficiency over creativity, conformity over disagreement, and survival over flourishing. Readers are prompted to evaluate whether the academy, now extensively dominated by neoliberal principles (such as the New Public Management), can achieve authentic rejuvenation.

Style and Approach

“Zombies in the Academy” is composed in an approachable yet intellectually demanding manner, integrating personal narrative, cultural critique, and scholarly theory. The editors have effectively curated a volume that is both accessible and profoundly engaged with the philosophical enquiries posed by its subject. The articles exhibit a range of tones, from sardonic and amusing to gloomy and incisive, illustrating the complex nature of their central metaphor.

The book’s transdisciplinary nature is another notable advantage. Contributors originate from sociology, literature, cultural studies, education, and philosophy, interlacing elements from various disciplines to construct a tapestry that is intricate and meaningful. The allusions to popular culture – films, television, and games – are not superfluous; rather, they enhance the reader’s comprehension of the zombie’s role in the communal imagination and within the confines of the institution.

Critical Reflections

Like any edited edition, the book’s merits are occasionally diminished by inconsistencies in the quality and depth of individual contributions. Certain chapters are remarkably innovative, presenting novel languages and conceptual frameworks for contemplating academic life; others may succumb to conventional grievances or jargon. Nonetheless, the collection’s general cohesion is preserved, mostly because of the editors’ meticulous arrangement and insightful introduction.

One significant issue is the potential overuse of the zombie metaphor, despite its productive nature. Occasionally, the reader may question whether the metaphor obscures the genuine challenges encountered by individuals in higher education. Does the vocabulary of the undead genuinely encapsulate the intricacies of burnout, precarity, and disengagement, or does it unintentionally diminish their significance? The book confronts these questions directly, redirecting them to the reader and encouraging additional discourse.

Impact and Relevance

Notwithstanding these reservations, “Zombies in the Academy” is a crucial intervention at a time when universities globally, such as Dalhousie University in Canada, are encountering unparalleled challenges. The COVID-19 pandemic, persistent austerity measures, and evolving political factors have exacerbated the challenges outlined within its pages. By emphasising the significance of metaphor and rejecting simplistic answers, the book provides readers with a framework for critically examining the circumstances surrounding the production and dissemination of information.

The volume’s significance transcends the academic sphere. Individuals employed in various areas, including healthcare and public service, may recognise the diagnosis of bureaucratic fatigue and systemic stagnation as disturbingly familiar. The book contributes to a wider discourse regarding the future of employment, creativity, and communal existence in the twenty-first century.

Conclusion

“Zombies in the Academy: Living Death in Higher Education” is a bold, thought-provoking, and even disconcerting examination of the modern university. The book employs the imagery of the undead to examine and rethink the circumstances of academic life. The articles compel readers to confront the “living death” jeopardising the vitality of education, while simultaneously presenting instances of hope – occasions when innovation and dissent penetrate the gloom of conformity.

This work is indispensable for those intrigued by the future of higher education or the capacity of metaphor to elucidate social reality. It is not for the timid; the shadow of the zombie is always close to lived experience. Within its pages, one discovers not just despair but also the potential for rejuvenation – a summons to oppose the forces that threaten to render us inert and to restore the academy as a locus of authentic thought, engagement, and transformation.

Reference

Whelan, A., Walker, R., & Moore, C. (Eds.). (2013). Zombies in the Academy: Living Death in Higher Education (1st ed.). Intellect. https://doi.org/10.2307/j.ctv36xw78w

Understanding the Most Significant Change (MSC) Technique in Qualitative Research

Leave a reply

Abstract

In the swiftly advancing field of monitoring and evaluation, there is an increasing impetus to transcend traditional evaluation methods in favour of more participatory and complexity-conscious designs. One option is the participatory monitoring and evaluation method known as Most Significant Change, a narrative-based evaluation technique employed in numerous international development initiatives. It is distinctive for its hierarchical narrative selection and the active engagement of stakeholders. Engaging stakeholders across several governance levels reveals the values prioritised by each. The chosen narratives, along with the selection criteria, are subsequently conveyed to all other levels to establish a shared understanding of the most favourable or unfavourable outcomes of an intervention. This article presents MSC: its definition, key characteristics, process, and applications. We conclude that MSC can significantly enhance evaluation practice. Its distinctive methodology and results render it suitable for integration with other techniques and approaches.

Definition of the Most Significant Change methodology

The Most Significant Change (MSC) methodology is a participatory monitoring and evaluation approach that emphasises the collection and analysis of personal narratives to discern the most substantial impact of a programme or intervention (Davies, 1996).

The procedure entails gathering substantial change (SC) narratives from the field and the methodical selection of the most impactful stories by panels of appointed stakeholders or personnel. ‘Seeking’ project impact initially engages the appointed personnel and stakeholders. Once we document the revisions, we convene a group to read the narratives aloud and engage in frequent, thorough discussions about the significance of these reported changes. Upon effective implementation of the method, entire teams concentrate their efforts on programme impact (Davies and Darts, 2005).

Overview of MSC Methodology

The MSC technique was developed by Rick Davies in the 1990s to address the difficulties of monitoring and evaluating intricate development programs. Since that time, the technique has been extensively employed by numerous organisations, particularly Civil Society Organisations (CSOs). In 2005, a comprehensive manual on utilising MSC was created. This handbook remains the most exhaustive resource for utilising MSC and serves as the foundation for much of this paper (Davies and Dart, 2005). It underscores the collecting of qualitative data via narratives of transformation, enabling stakeholders to articulate their views on the changes they deem most significant (Davies, 1996; 1998). MSC encompasses not only the collection and reporting of narratives but also the establishment of methods to derive insights from them, particularly regarding the similarities and variances in the values held by various groups and individuals (Bronwen, Kaye, & Theo, 2024).

It offers insights into repercussions, both planned and unexpected, but principally focusses on elucidating the values of various stakeholders. Although MSC alone is inadequate for impact evaluation, it serves as a crucial element in such evaluations by identifying and conveying types of experiences that can be corroborated and validated by alternative methods.

MSC can be used for continuous monitoring and evaluative reasons. MSC is frequently employed in cycles ranging from biweekly to annual intervals. A prevalent interval is quarterly to align with quarterly reporting. In emergency situations, monitoring cycles may occur more often. Decisions must be taken regarding the optimal reporting period, weighing the associated costs and advantages, while considering the reporting deficiencies of current M&E systems. Increased cycle frequency enhances familiarity with the MSC process but elevates costs regarding participants’ time. Regular reporting will also elevate the expenses of the process, regarding the time consumed by participants (Bronwen, Kaye, and Theo, 2024)

Key Characteristics

Participatory approach: The Most Significant Change (MSC) methodology engages stakeholders at all levels, including beneficiaries, in identifying and analysing changes. This guarantees that the assessment embodies the values and experiences of individuals directly impacted by the program (Dart, 2000).

Focus on stories: Rather than depending on established indicators, MSC gathers accounts that illustrate notable transformations encountered by individuals or groups. These stories offer rich qualitative data that helps explain the effects of treatments in a more intricate manner.

Selection Process: Following the collection of stories, a panel of stakeholders reviews them to ascertain which change is deemed the most consequential. This method encourages dialogue and reflection regarding the values and effects of the program.

Fundamental Steps in the MSC Process

Define Participants: Identify the stakeholders engaged in the evaluation, ensuring a varied array of opinions is represented.

Collect Stories: Acquire accounts from participants regarding transformations they have undergone due to the program. This can be accomplished via interviews, focus groups, or written submissions.

Facilitate Discussions: Coordinate discussions among participants to exchange their stories and reflect the importance of the reported changes.

Select the Most Significant Change: Employ a voting or consensus-building mechanism to ascertain the most significant change derived from the gathered narratives.

Analyse and Report: Evaluate the chosen narratives to extract insights into the program’s influence and communicate results to stakeholders.

Application and Utility of the MSC Approach

MSC is currently extensively utilised by development aid agencies, particularly Non-Governmental Organisations (NGOs). The original MSC Guide has been translated into 13 languages: Arabic, Bangla, French, Hindi, Bahasa Indonesian, Japanese, Malayalam, Russian, Sinhala, Tamil, Spanish, and Urdu, usually by organisations operating within those linguistic communities (https://mscguide-translations.blogspot.com/ ).

Since 2000, a global “community of practice” (CoP) has actively exchanged experiences regarding the application of MSC in various contexts. The email list utilised by this group is presently maintained on Google Groups (McDonald, Gabrielle, & Deane, 2009).

Recently, an online reference has compiled data on the worldwide utilisation of MSC (Willetts and Crawford, 2007). References are now accessible for over 290 publications and reports concerning the application of MSC. This encompasses both industrialised and developing nations and pertains to interventions across various areas, including health, education, agriculture, infrastructure, governance, and community development (Tonkin, Silver, Pimentel et al., 2021).

MSC is especially beneficial in situations when outcomes are intricate and challenging to assess using conventional quantitative techniques. This can be used across several sectors, such as health, education, and community development, to improve understanding of program effects and guide subsequent interventions (Bronwen, Kaye, and Theo, 2024).

By emphasising stories of transformation, MSC not only offers critical insights into program efficacy but also cultivates a culture of learning and introspection among stakeholders. This methodology serves as an effective instrument for organisations aiming to understand and communicate the impact of their work.

The MSC technique seeks to address knowledge deficiencies. Notwithstanding its acknowledgement and utilisation in diverse contexts, there exist knowledge gaps about the application of the MSC technique. This underscores the necessity for thorough investigation and documentation of practical instances to address existing gaps in the literature (Okubo et al., 2022). Ultimately, it innovatively integrates with additional methodologies. As the MSC methodology continues to improve, there is an increasing necessity to investigate its innovative integration with other evaluative techniques and approaches. This exploration guarantees that MSC continues to be a versatile and flexible tool capable of addressing the unique issues presented by various initiatives (Dart & Davies, 2005).

Conclusion

The MSC may be adjusted from the initial phase through to project implementation (Davies & Dart, 2005). The Most Significant Change (MSC) approach is increasingly utilised to evaluate development programs that involve multiple partners and stakeholder networks. This methodology is distinguished by its focus on narrative-driven insights, participatory engagement, and a comprehensive understanding of impact. The ongoing application and enhanced potential of this approach significantly contribute to the field of program evaluation by promoting learning, transparency, and the meaningful inclusion of diverse perspectives in assessing program outcomes. The MSC approach has achieved significant recognition and application across diverse sectors and nations. The strength of this approach is its divergence from conventional evaluation methods, as it avoids predefined and measurable indicators in favour of personal narratives that capture transformation.

This MSC employs a participatory approach, ensuring that program stakeholders, including beneficiaries, actively engage in the selection and analysis of stories, thereby promoting inclusivity and transparency in the evaluation process. Davies and Dart (2003) present a ten-step process that serves as a comprehensive framework for applying the MSC technique. The process involves introducing the approach, defining domains of change, systematically selecting significant change stories, and obtaining feedback. Each step is essential for maintaining the integrity and reliability of the evaluation. The participatory story selection workshop, which includes a diverse group of stakeholders, enhances the analysis by incorporating multiple perspectives and reducing potential biases.

The MSC approach has demonstrated its effectiveness; however, it is important to recognise the associated challenges and biases. This approach is applicable to various domains, including international development, healthcare, education, health promotion, and community development, highlighting its versatility. The MSC approach is continually evolving, necessitating an exploration of its integration with other evaluation techniques and methodologies. This adaptability guarantees that the MSC approach functions as a dynamic instrument, effectively addressing the distinct challenges presented by various programmes.

References

Bishop, A. (2024). Using Most Significant Change in final evaluations: A Mali case study. American University.

Bronwen, M., Kaye, S., & Theo, N. (June 2024). Evaluation methods and approaches: Most Significant Change. Retrieved from https://www.betterevaluation.org/methods-approaches/approaches/most-significant-change (Accessed 10 August 2025).

Dart, J. J. (2000). Stories for change: A new model of evaluation for agricultural extension projects in Australia. Melbourne: PhD thesis, Institute of Land and Food Resources, University of Melbourne.

Davies, R.J. (1998), Order And Diversity: Representing And Assisting Organisational Learning In Non-Government Aid Organisations. PhD Thesis. University of Wales – Swansea. Retrieved from http://www.mande.co.uk/thesis.htm (Accessed 10 August 2025).

Davies, R.J. (1996). An Evolutionary Approach To Facilitating Organisational Learning: An Experiment By The Christian Commission For Development In Bangladesh. Retrieved from http://www.mande.co.uk/docs/ccdb.htm (Accessed 10 August 2025).

Dart, J. J., & Davies, R. J. (2003). A dialogical story-based evaluation tool: The most significant change technique. American Journal of Evaluation, 24(2), 137–155.

Davies, R.J., & Dart, J. (2005). The ‘Most Significant Change’ (MSC) Technique: A guide to its use. Retrieved from https://www.theoryofchange.org/wp-content/uploads/toco_library/pdf/2001_-_Davies_-_Most_Significant_Change_guide.pdf (Accessed 10 August 2025).

Major, L. & Swaffield, S. (May 2014). Experiences introducing the Most Significant Change

technique to support Leadership for Learning in Ghana. Commonwealth Centre for Education

Report No. 14. University of Cambridge.

McDonald, D.; Gabrielle, B., & Deane, P. (2009). Research Integration Using Dialogue Methods. Canberra: ANU E-Press. ISBN 978-1-921536-74-8.

Okubo, Y., Duran, L., Delbaere, K., Sturnieks, D. L., Richardson, J. K., Pijnappels, M.,and Lord, S. R. (2022). Rapid inhibition accuracy and leg strength are required for community-dwelling older people to recover balance from induced trips and slips: An experimental prospective study balance from induced trips and slips: An experimental prospective study. Journal of Geriatric Physical Therapy, 45(3), 160–166.

Tonkin, K., Silver, H., Pimentel, J., Chomat, A. M., Sarmiento, I., Belaid, L., Cockcroft, A., & Andersson, N. (2021). How beneficiaries see complex health interventions: A practice review of the Most Significant Change in ten countries. Archives of Public Health, 79.

Willetts, J., & Crawford, P. (2007). The most significant lessons about the most significant change technique. Development in Practice. 17 (3): 367–379.

The Role of Critical Thinking, Media Literacy, and Ethical Reasoning in Navigating the Complexities of the Modern World

Leave a reply

In an age defined by rapid technological advancement, an overwhelming flow of information, and ever-evolving social challenges, individuals find themselves navigating a world more intricate than ever before. The twenty-first century presents both unprecedented opportunities and daunting complexities: instant access to global news, powerful digital tools for communication, and a proliferation of voices clamouring for attention. Amidst this cacophony, three vital skills emerge as pillars for responsible and effective participation in society—critical thinking, media literacy, and ethical reasoning. Together, they form a triad of competencies that help individuals discern fact from fiction and empower them to act wisely in the face of moral uncertainty.

The Foundations of Critical Thinking

Critical thinking is the ability to analyse information objectively, evaluate evidence, and draw reasoned conclusions. It is the antidote to passive acceptance and the engine of intellectual independence. In modern life, where we are bombarded daily with claims, opinions, and purported facts, critical thinking is indispensable for separating signal from noise.

At its core, critical thinking involves a willingness to question assumptions, to scrutinise arguments, and to recognise one’s own cognitive biases. This mindset is not innate; it is cultivated through education, reflection, and practice. Critical thinkers do not simply accept information at face value. Instead, they ask, What is the source of this claim? What evidence supports it? Are there alternative explanations or perspectives?

In the context of the modern world, critical thinking enables individuals to resist manipulation, avoid logical fallacies, and make decisions grounded in reality. For example, in the realm of health, critical thinking is essential for evaluating medical advice, understanding the risks and benefits of treatments, and recognising misinformation. In democratic societies, it is crucial for informed voting, civic engagement, and holding institutions accountable.

Media Literacy: Navigating the Information Landscape

The digital revolution has transformed the way we access, consume, and share information. With just a few clicks, anyone can publish content to a global audience, blurring the lines between professional journalism, opinion, and propaganda. Media literacy is the skill set required to navigate this complex landscape.

Media literacy encompasses the ability to critically examine media messages, understand the techniques used to shape perception, and recognise the motives behind information dissemination. It involves understanding different media formats, such as news reports, advertisements, social media posts, and entertainment, each with their own conventions and potential biases.

A media-literate individual is alert to the ways in which information can be manipulated. They ask: Who created this message? What purpose does it serve? What is left unsaid or omitted? They are able to identify deepfakes, misleading headlines, and subtle forms of manipulation, such as selective framing and emotional appeals.

Moreover, media literacy equips individuals to participate responsibly in the digital public sphere. In an era where misinformation can spread faster than ever before, the ability to verify sources, fact-check claims, and avoid the pitfalls of echo chambers is vital for the health of democratic discourse and for personal well-being.

Ethical Reasoning: Guiding Action in a Moral Maze

While critical thinking and media literacy furnish the tools for understanding and assessing information, ethical reasoning provides a framework for action. The modern world is rife with moral dilemmas—questions about privacy and surveillance, the impact of technology, climate change, social justice, and more. Navigating these issues requires not only knowledge but also the capacity to reason ethically.

Ethical reasoning involves the systematic consideration of values, principles, and consequences. It demands an understanding that actions do not exist in a vacuum but ripple outward, affecting others and shaping societies. Ethical thinkers weigh competing interests, reflect on universal values such as fairness and compassion, and strive for consistency between beliefs and actions.

For example, consider the ethical questions surrounding the use of artificial intelligence. When algorithms make decisions about who gets a loan, a job interview, or even medical care, the criteria embedded within have profound ethical implications. The ability to reason ethically enables individuals to scrutinise these developments, advocate for transparency, and demand accountability.

Ethical reasoning is also essential for personal integrity and social cohesion. In the workplace, in civic life, and in private relationships, it helps individuals make choices that are not just legally permissible but morally sound.

Interconnections and Synergy

Though distinct, critical thinking, media literacy, and ethical reasoning are deeply interconnected. Each reinforces the other, creating a synergy that is greater than the sum of its parts.

Critical thinking provides the analytical rigour needed for effective media literacy.
Media literacy supplies the context and awareness essential for applying critical thinking to real-world information streams.
Ethical reasoning ensures that the insights gained through analysis and interpretation are employed in ways that promote justice, fairness, and the common good.

For example, when confronted with a controversial social media post, an individual might use critical thinking to evaluate its logical coherence, media literacy to assess its source and potential manipulation, and ethical reasoning to decide how to respond responsibly.

Challenges in cultivating these skills

Despite their importance, developing critical thinking, media literacy, and ethical reasoning faces several obstacles. Educational systems often prioritise rote memories over inquiry and debate. The rapid pace of technological change means that new media forms and ethical dilemmas continually emerge, outpacing curricula and public understanding.

Psychological factors, such as confirmation bias and groupthink, further complicate matters. The tendency to seek information that confirms pre-existing beliefs can undermine both critical thinking and media literacy, while social pressures may discourage ethical dissent.

Moreover, the sheer volume of information available can lead to overload, making it tempting to rely on shortcuts and intuition rather than careful analysis.

Strategies for Empowerment

To empower individuals to navigate the complexities of the modern world, the following strategies can be employed:

Education Reform

Educational institutions should cultivate environments that encourage questioning, dialogue, and ethical reflection. Curriculum design should integrate critical thinking exercises, media analysis, and discussions of real-world ethical dilemmas across disciplines.

Lifelong Learning

The pace of change demands ongoing learning. Workshops, online courses, and community dialogues can help individuals of all ages stay informed and develop the skills needed to adapt.

Civic Engagement

Active participation in civic life—voting, community service, public debate—provides practical arenas for applying these skills and for shaping public norms around truthfulness, responsibility, and justice.

Personal Practice

On an individual level, cultivating habits such as reflection, mindful consumption of information, and empathy can reinforce these skills. Seeking diverse perspectives, questioning assumptions, and considering the ethical implications of one’s actions are daily practices that build resilience against manipulation and error.

Conclusion

The complexities of the modern world, while daunting, are not insurmountable. By embracing critical thinking, media literacy, and ethical reasoning, individuals can gain the clarity, discernment, and moral compass necessary to thrive. These skills do not merely protect against deception or error—they empower people to participate fully in society, make informed choices, and contribute to a more just and thoughtful world.

In the end, the path to navigating modern complexities is not just technical but humanistic. It demands that individuals engage with the world critically, interpret it wisely, and act with conscience. Only then can we realise the promise of the modern era for everyone.

References

Ayuba, M. K., & Abdulkadir, M. R. (2025). Critical Thinking and Media Literacy for Global Citizenship: A Philosophical Perspective. (2025). Kashf Journal of Multidisciplinary Research, 2(06), 1-8. https://doi.org/10.71146/kjmr505.

Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology, 52(1): 1-26.

Cárdaba, N. S., Gajardo, K., J. C. Iglesias, & V. O. Quevedo (2024). Global Education and Critical Thinking: A Necessary Symbiosis to Educate for Critical Global Citizenships. https://doi.org/10.1515/edu-2024-0010

Dewey, J. (1938). Experience and Education. New York: Macmillan.

Franco P. (2017). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Executive Summary: “The Delphi Report.” California: California Academic Press.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder and Herder.

Habermas, J. (1984). The Theory of Communicative Action, Volume 1: Reasons and the Rationalisation of Society. T. McCarthy provided the translation. Boston: Beacon Press

Jashari, A. (2025). Exploring Media Literacy and Critical Thinking Skills among University Students: A Survey on Their Approaches to Analysing News and Information. Open Journal of Social Sciences, 13, 348-359. doi: 10.4236/jss.2025.136023.

Kohlberg, L. (1981). The Philosophy of Moral Development: Moral Stages and the Idea of Justice. San Francisco: Harper & Row.
Siegel, H. (1988). Educating Reason: Rationality, Critical Thinking, and Education. Routledge.

Perfectae Caritatis (PC)—Document of Vatican II

Leave a reply

The Vatican II Fathers addressed men and women in religious communities and secular institutes who have chosen to imitate Christ by adhering to the evangelical counsels of poverty, chastity, and obedience in Perfectae Caritatis, or Decree on the Up-to-Date Renewal of Religious Life. Although the Fathers emphasised the importance of updating some of their disciplines and expressions to better interact with the modern world, they also advised religious men and women to hold fast to their spiritual heritage and grow closer to Christ by faithfully carrying out their vocations.

Here is a sample of the ideas and themes covered in Perfectae Caritatis.

Religious men and women seek to imitate Jesus more closely and to attain perfect charity by following the evangelical counsels of poverty, chastity, and obedience.

Jesus is the founder of the evangelical counsels, which have developed in the Church over the centuries and are practiced by a “wonderful variety of religious communities” that build up the Body of Christ, perform a variety of good works, and adorn the Church with the “manifold gifts” of God.

Those who profess the evangelical counsels bind themselves to Jesus and give their whole lives to God and to the Church.

Religious communities ought to initiate an “up-to-date renewal of the religious life” that returns to the community’s sources but also adapts to the modern world. The renewal must rely on the guidance of the Holy Spirit and follow five general principles:

religious communities must follow Christ above all.
the spirit and traditions of the communities’ founders must be “faithfully accepted and retained”;
all communities should share fully in the life of the Church.
members of communities must understand the conditions of the modern world in order to help people more effectively, and
Spiritual renewal must take first place.

The life, prayer, and work of religious communities should be “in harmony” with the requirements of their members and with cultural, social, and economic circumstances as well as with the precepts of Vatican II.

While authorities within the communities are in charge of the renewal, they must work closely with every member so that each has a share in the process.

All religious dedicate their lives to God in a “special consecration” that deepens their baptismal consecration and expresses it more fully. Religious live for Christ first and seek God in contemplation and apostolic love.

Through prayer, Scripture, spirituality, and liturgy, religious people “foster a life hidden with Christ in God,” which flows out into love for their neighbours. The Holy Eucharist especially nourishes the spiritual lives of religious.

Contemplatives “give themselves over to God alone in solitude and silence,” “offer to God an exceptional sacrifice of praise,” and adorn the Church with heavenly graces.

Religious people who pursue apostolic work must look to Christ as the source of their activity.

Monastic life is especially important to the Church, and religious who live in monasteries must hold onto their traditions and rules and at the same time adapt to modern-day needs.

Secular institutes help laypeople live out the evangelical counsels in the world as they seek to “give themselves to God totally in perfect charity.” They must be “truly leaven in the world” through their apostolic activities and ought to be carefully formed in “matters divine and human.”

The evangelical counsel of chastity frees one to become more fervent in loving God and man. It is also a symbol of heaven and “an exceptional gift of grace.” Those taking a vow of chastity must rely on God’s help to fulfil their vow even as they “practice mortification and custody of the senses.”

Poverty helps religious imitate Christ, who was poor. Religious people should strive to be poor in spirit, “having their treasures in heaven,” and to “trust in the providence of the heavenly Father.” Religious must always share whatever resources they have with the Church and the poor.

Through obedience, “religious offer the full dedication of their own wills as a sacrifice of themselves to God.” They must obey their superiors and use their gifts and talents to build up the Body of Christ. Superiors, in turn, should exercise their authority “in the spirit of service,” love, respect, and cooperation.

Religious lead a common life of prayer and work. Communities are true families that must strive to live in love and unity.

Religious habits should be “simple and modest, at once poor and becoming.” They may be updated to fit the requirements of the community.

All religious should receive instruction about modern society that they may better serve the people around them and help meet the needs of the Church in the modern world.

Religious communities may form federations, associations, unions, conferences, and councils in order to cooperate and support each other in their renewal and apostolate.

Religious communities can and must foster vocations, but they must also carefully screen candidates. The best commendation religious can give for their communities is “the example of their own lives” of love and imitation of Christ.

The full text of Perfectae Caritatis is accessible online at the Vatican website.

What are the five classical principles of appreciative inquiry? A Mini-Lecture

Leave a reply

Appreciative Inquiry: A brief introduction

There are numerous ways to describe appreciative inquiry. Here is a practitioner-orientated definition:

Appreciative inquiry is a cooperative co-evolutionary search for the best in people, their organisations, and the world around them. It involves the discovery of what gives “life” to a living system when it is most effective, alive, and constructively capable in economic, ecological, and human terms. Appreciative inquiry involves the art and practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and heighten positive potential. The crafting of the “unconditional positive question,” often involving hundreds or thousands of people, mobilises the inquiry. Appreciative inquiry interventions focus on the speed of imagination and innovation instead of the negative, critical, and spiralling diagnoses commonly used in organisations. The discovery, dream, design, and destiny model links the energy of the positive core to changes never thought possible (Cooperrider, Whitney, & Stavros, 2008).

Appreciative inquiry is among the most effective change methodologies currently available. Numerous organisations globally have employed AI to implement transformative efforts. The premise is straightforward: Every organisation has something that works right—things that give it life when it is vital, effective, and successful. Inviting people to participate in dialogues and share stories about their past and present achievements, assets, unexplored potentials, innovations, strengths, elevated thoughts, opportunities, benchmarks, high-point moments, lived values, traditions, core and distinctive competences, expressions of wisdom, insights into the deeper corporate spirit and soul, and visions of valued and possible futures can identify a “positive core.” Appreciative inquiry links the energy of the positive core directly to any change agenda. This link creates energy and excitement and a desire to move toward a shared dream.

AI pertains to the generative rather than the affirmative (Cooperrider & Srivastva, 1987). Perhaps we ought to refer to it as Generative Inquiry. Generativity transpires when individuals collaboratively uncover or invent novel concepts that can beneficially transform their shared future. AI exhibits generativity in several ways. The pursuit of novel ideas, images, theories, and models emancipates our collective desires, transforms the social construction of reality, and consequently reveals options and behaviours that were previously unconsidered or inaccessible. When effective, AI produces spontaneous, unsupervised actions at the individual, group, and organisational levels, aimed at fostering a better future.

In the next session, we will examine the five fundamental principles of appreciative inquiry: the constructionist principle, the principle of simultaneity, the poetic principle, the anticipatory principle, and the positive principle. To effectively use AI, it is essential to understand these foundational principles of appreciative inquiry.

The Five Classical Principles of AI

The constructionist principle asserts the interconnection between social knowledge and the fate of an organisation, and it contends that the foundations of organisational transformation are inherent in the initial questions asked. The questions asked serve as the foundation upon which the future is envisioned and developed. As a result, the approach to understanding has significant implications (Gergen, 1994). To be effective as CEOs, leaders, and change agents, one must be proficient in reading, code reading, comprehending, and analysing organisations as dynamics. Understanding organisations is fundamental to virtually all organisational activities. Because different people think in various ways and the environment is becoming more complex, it’s important to keep exploring new and better ways of understanding things.

The essential resource for fostering effective organisational transformation is collaboration between imaginative and rational cognitive processes, which enable creativity and intellect in groups. Appreciative inquiry serves as a method for restoring imaginative proficiency. Regrettably, individuals’ customary metaphorical styles and analytical frameworks serve to characterise organizations manners. These techniques have frequently restricted management creativity and cognition.

Simultaneity principle: The principle of simultaneity posits that inquiry and change are not distinct phases; rather, they should occur concurrently. Inquiry constitutes a form of intervention. Change is initiated by the thoughts and discussions of individuals, the discoveries and knowledge they acquire, and the elements that shape dialogue and evoke visions of the future. Their presence is inherent in the questions posed. The questions establish the distinction between what is “found” and what is “discovered” (the data). The data serve as the foundation for the conception, discussion, and construction of future narratives.

Poetic principle: The idea that human organisations are like an “open book” is a good way to think about this poetic concept. The story of an organisation is always being written by many people. Also, the past, present, and future can all teach us something, inspire us, or help us understand something else. For instance, one can interpret a well-crafted poem or the Bible in numerous ways. The main point is that you can learn about almost any subject that has to do with people in any human system or organisation. The choice of question can focus on what makes individuals feel either alone or happy within any group or organisation. When people are creative or stressed from too much paperwork, they can be studied. There is a choice.

Anticipatory principle: talking about and picturing the future together is the most powerful way to make positive changes or improvements in an organisation. One of the main ideas behind the anticipatory view of organisational life is that the way a body or organisation acts now is based on its vision of the future. Like a movie projected on a screen, human systems are always projecting an expectation horizon ahead of themselves. This brings the future into the present in a strong way as a motivator. Groups exist because their leaders and caretakers have some kind of conversation or expectation about what the group is, how it will work, what it will accomplish, and what it will probably turn into.

Positive principle: This last principle is more concrete. It grows out of years of experience with AI. In simple terms, momentum for change necessitates significant levels of positive impact, social bonding, and attitudes like hope, inspiration, and the joy of collaborative creation. Organisations, as human constructions, are largely affirmative systems and thus are responsive to positive thought and positive knowledge. The more positive the questions used to guide a group in building an organisational development initiative, the more long-lasting and effective the change (Bushe & Coetzer, 1994). In important respects, people and organisations move in the direction of their queries. Thousands of interviews into “empowerment” or “being the easiest business in the industry to work with” will have a completely different long-term impact in terms of sustaining positive action than a study of “low morale” or “process breakdowns.”

Table: Summary of the 5 Traditional Principles of Appreciative Inquiry

Principle	Summary	Details
Constructionist Principle	Words create worlds	Reality, as we know it, is a subjective vs. objective state and is socially created through language and conversations.
Simultaneity Principle	Inquiry creates change	The moment we ask a question, we begin to create a change. “The questions we ask are fateful.”
Poetic Principle	We can choose what we study	Teams and organizations, like open books, are endless sources of study and learning. What we choose to study makes a difference. It describes – even creates – the world as we know it.
Anticipatory Principle	Images inspire action	Human systems move in the direction of their images of the future. The more positive and hopeful the image of the future, the more positive the present-day action.
Positive Principle	Positive questions lead to positive change	Momentum for [small or] large-scale change requires large amounts of positive affect and social bonding. This momentum is best generated through positive questions that amplify the positive core

Source: Cooperrider, D.L., & Whitney, D. A Positive Revolution in Change: Appreciative Inquiry. Taos, NM: Corporation for Positive Change, 1999.

Conclusion

These five principles are central to the theoretical framework of AI theorists for organising evolutionary change. These principles clarify that it is the positive image that results in positive action. The organisation must make the affirmative decision to focus on the positives and lead the inquiry.

References

Barrett, F., & Fry, R. (2005). Appreciative Inquiry: A Positive Approach to Cooperative Capacity Building. Chagrin Falls, OH: Taos Institute Publishing.
Bushe, G., & Coetzer, G. (March 1994). Appreciative inquiry as a team-development intervention: A controlled experiment. Journal of Applied Behavioural Science, 31, 13.
Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In W. A. Pasmore & R. W. Woodman (eds.), Research in Organizational Change and Development, Vol. 1 (129-169). Greenwich, CT: JAI Press.
Cooperrider, D.L., Whitney, D., & Stavros, J.M. (2008). Appreciative inquiry handbook for leaders of change (2^nd edn). Crown Custom Publishing, Inc.
Gergen, K. (1994). Realities and relationships. Cambridge, MA: Harvard University Press and Social Construction: Entering the dialogue (2004). Chagrin Falls, OH: Taos Institute Publishing.
Stanton, Nigel (2025). Appreciative inquiry, understand these 5 principles and understand how something really changes in your team or organization. Retrieved from https://www.croeso.nu/blog/appreciative-inquiry-begrijp-deze-5-principes-en-begrijp-hoe-er-echt-iets-verandert-in-je-team-of-organisatie/ (Accessed 24 June 2025).

Creating value with impact investment

Leave a reply

Introduction

Impact investment, which provides financial assistance for social and environmental projects, has emerged as a hot topic on the world arena, with the potential to outperform traditional aid by tenfold over the next decade. However, the area is approaching a tipping point: will impact investment empower millions of people worldwide, or will it repeat the flaws that have plagued both aid and finance? In this post, we propose basic yet effective guiding principles for impact investing. The principles can be applied using a variety of impact management systems, and they are intended to be suitable for a wide range of organisations and funds. The principles may be implemented using a range of tools, techniques, and measuring systems. In the second part of this post, we offer some tips to help you be the change you want to see in the world, as Gandhi said.

What is impact investing?

According to the Global Impact Investment Network (GIIN), impact investing is the act of making investments in companies, organisations, and funds that will have a measurable, beneficial social or environmental impact while also generating a financial return. It represents a dynamic and new approach to finance, combining the twin objectives of generating financial returns and tackling major social and environmental issues (www.wallstreetoasis.com).

In contrast to typical investment models that prioritise profits over everything else, impact investing acts as a catalyst for change, encouraging investors to examine the long-term implications of their financial decisions. This investment strategy has gained traction as individuals, institutions, and organisations become more aware of the critical need to address global concerns while also pursuing financial objectives. The Global Impact Investing Network (GIIN) puts the global value of impact investments at more than $1.57 trillion, with large institutional investors such as fund managers and insurance firms increasingly entering the market. Between 2019 and 2024, the sector expanded by an average of 21% per year.

According to the “Market Research Future” website, Dhapte Aarti (2025) anticipated the impact investing market size to be $1525.96 billion (USD) in 2024. The impact investing market industry is predicted to increase from 1751.23 (USD Billion) in 2025 to 6046.80 (USD Billion) in 2034. The Impact Investing Market CAGR (growth rate) is anticipated to be around 14.8% between 2025 and 2034.

At its core, this investing strategy aims to effect real and verifiable changes in environmental sustainability, social equality, and governance. In addition to avoiding harm, impact investing attempts to drive solutions and improvements actively in these fields, setting it apart from some traditional investment methods.

Guiding principles for impact investment

In this section, we propose three guiding principles (sometimes known as a “transform framework”) to assist investors in defining and differentiating impact investments. They provide an overall architecture for best practices in impact management systems and necessitate openness through verification reports, which contributes to the advancement of the impact investing industry (Simon, 2017).

(a) Involve communities in design, governance, and ownership.

Engage communities in the design, governance, and ownership of projects that will have an impact on their lives. Local participation in development projects is always preceded by a community engagement process. Thus, community involvement and participation allow people to have their voices heard in the development and delivery of services.

Indigenous communities in Southeast Asia, for example, are reclaiming and managing their land for sustainable farming through participatory techniques after years of exploitation. With external investment and training, they have created eco-friendly agricultural cooperatives that provide both food security and a consistent source of income, independent of outside assistance. This form of economic self-sufficiency, based on participatory planning, enables local communities to break free from cycles of dependency on external forces like the government or international donors. Instead, they’re developing systems that represent their values and future goals.

(b) Create more value than you extract.

Impact investors should be able to demonstrate how their capital generates unique value outside of traditional markets. Impact investors must play “a contributory or catalytic role in generating an improvement over the status quo.” Impact investors can offer value by accepting lower financial returns or higher risks than mainstream investors. They must, however, exercise caution when and how they use sacrifice tactics.

(c) Ensure a fair balance of risk and return for investors, entrepreneurs, and communities.

Investors must grasp the risk-return relationship. It is a fundamental idea that affects investing decisions and outcomes. When evaluating investing options, it is critical to assess the risks and expected returns. A wise investor carefully assesses the dangers of an investment against the potential returns.

Although these concepts seem undeniable, they are frequently absent from impact investing arrangements.

In our view, properly adopting these principles necessitates a purposeful effort that includes continual contemplation on how you, generally unintentionally and without malice, recreate unequal power relations and extractive investment structures from the traditional finance world.

Caveats:

Evaluate your role in systemic change through reflection, reading, and discernment. Allow yourself to pause and consider the systemic changes your investments can bring about to contribute to a more equal and just form of capitalism. Many in the impact industry come from traditional finance backgrounds, which can unintentionally perpetuate inequality and unfairness between investors and beneficiaries. Begin small, starting with what you know: Investing does not require large budgets or complex tactics. Individuals managing small portfolios benefit from micro investing since it allows for small, consistent investments, often as little as a few euros.

-Network with other similar projects: We cannot effect positive change without community. Beyond financial transactions, impact investing thrives on collaboration, shared knowledge, and a collaborative commitment to making a significant social and environmental difference. One of the most effective tools in an impact investor’s toolkit is their network, which is a supportive group of like-minded individuals, organisations, and resources that can help them amplify their efforts and generate more change.

-Seek for impact investing networks, forums, and communities where you may meet other investors, entrepreneurs, and experts who share your desire to effect positive change. Platforms such as social media groups, online forums, and impact investment conferences provide excellent opportunities to network, share insights, and collaborate on impact initiatives.

Conclusion

In a 2020 speech to the Economy of Francesco, Pope Francis emphasised the importance of facing pressing challenges such as climate change, mass displacement, and rising inequality. He stated, “The future will thus prove an exciting time that summons us to acknowledge the urgency and the beauty of the challenges lying before us.” This moment serves as a reminder that we are not bound to economic frameworks that focus solely on profit and the advancement of advantageous public policies, which are indifferent to their human, social, and environmental repercussions. – Pope Francisco

While not all organisations are ready to boldly enter the complex world of impact investing, we can all reflect on how each individual decision we make, such as where we allocate capital, what rate we charge, what terms we set, and whose voices we invite to the decision-making table, shapes our financial and economic systems.

References

Dhapte, A. (June 2025). Report on the size, share, and trends of the impact investing market for 2034. Retrieved from https://www.marketresearchfuture.com/reports/impact-investing-market-22940

Hand, D., Ulanow, M., Pan, H., & Xiao, K. (October 2024). Global Impact Investing Network Report: “Sizing the Impact Investing Market 2024.”

Pope Francis (November 2020). International Online Event: “The Economy of Francesco—Young People, A Commitment, The Future.” Basilica of Saint Francis of Assisi.

Simon M. (2017). Real Impact: The New Economics of Social Change. Bold Type Books.

INTEGRATING HUMAN RIGHTS INTO THE SUSTAINABLE DEVELOPMENT GOALS: A HOLISTIC STRATEGY

Leave a reply

The Sustainable Development Goals (SDGs) establish worldwide objectives for societies and all stakeholders, including investors, and are clearly rooted in the Universal Declaration of Human Rights. The UN Office of the High Commissioner for Human Rights has clearly delineated the intersection between the Sustainable Development Goals and human rights.

The application of the UNGPs in business and investment endeavours can significantly contribute to achieving the SDGs. By addressing the full range of human rights, corporations and investors could tackle gender-related issues linked to their business operations, which would help achieve up to eleven Sustainable Development Goals (SDGs). – Ensure workers receive a living wage, promoting the advancement of eleven SDGs. – Eliminate forced labour from the value chain, contributing to the progress of six SDGs.

The intersection of the SDGs and human rights does not diminish the inherent essence of human rights: the possible inability of corporations or investors to avert or alleviate harm to individuals cannot be compensated by specific efforts to advance one or more SDGs.

HOW TO DO IT:

Step 1. Identify Outcomes: Investors must recognise and comprehend the unexpected consequences of their investments and operational activities. This evaluation entails recognising both advantageous and detrimental real-world consequences associated with the activities, products, and services of investees. It can enhance efforts such as correlating current investments with the SDGs and assessing the magnitude of investments in activities expressly aligned with the SDGs.

Step 2. Establish policies and objectives: Investors must formulate policies and objectives, transitioning from merely recognising and comprehending unintended consequences to proactively influencing outcomes. Given the interconnections among many outcomes, such as climate change and water shortages, as well as food security and poverty, investors must adopt a holistic approach by evaluating all investments and Sustainable Development Goals (SDGs) when assessing their essential outcomes.

Step 3. Investors influence results: Investors should endeavour to influence outcomes in accordance with the policies and targets established in step 2 and provide reports on progress towards those objectives. This can be accomplished by investor activities, including investment choices, oversight of investees, and interaction with policymakers and significant stakeholders, as well as through disclosure and reporting mechanisms.

Step 4. The financial system influences collective outcomes: Bringing results in line with the SDGs at the financial system level happens when individual investors work together and team up with others in the financial system, like credit rating agencies, index providers, proxy advisors, banks, insurers, and multilateral financial institutions.

Step 5. Global stakeholders cooperate to get results aligned with the Sustainable Development Goals (SDGs): No singular group of actors can accomplish the Sustainable Development Goals independently. The banking industry, corporations, governments, universities, civil society, the media, individuals, and their communities must collaborate to ultimately attain the Sustainable Development Goals (SDGs). Essential components comprise initiatives to align investment supply and demand at scale, along with cooperation on instruments to contextualise outcome data within the global thresholds and timescales necessary for attaining the SDGs.

Given the urgency of achieving the SDGs, investors must collaborate with others to further develop the necessary instruments and incentives.

Is ESG Investing the same as Impact Investing?

Leave a reply

Abstract:

Private markets can make things better for everyone, promote fairness in society, and make people more aware of how human activities affect the world. One way has been through impact investing, which means making investments with the goal of having a good, measurable effect on society along with making money. ESG-focused investments have become more popular in recent years. From 2021 to 2026, PwC predicts that institutional investments in ESG assets will grow by 84% (de jong and Rocco, 2022). People often use the terms “impact investing” and “ESG investing” to refer to businesses that make money and help people and the environment at the same time. But there are important differences that affect where and how buyers put their money. It is getting more and more important to know the difference between ESG investing and impact investing as private markets continue to move towards ESG standardisation.

Context:

The term “ESG” was created in 2004 by the UN, the International Finance Corporation (IFC), and the Swiss Government to encourage the financial industry to include ESG issues in normal investment decisions. Its roots can be found in the “socially responsible investing” (SRI) movement (Foroughi, 2022). This is not a surprise since governments, especially those in the EU and the UK, have been a big part of the progress made in spending in ways that are good for people or the environment over the last 15 years.

The Rockefeller Foundation and other philanthropists, investors, and entrepreneurs came up with the term “impact investing” in 2007. This was the first time that investments were made with the goal of making a measurable positive social effect as well as a financial return. The Global Impact investment Network (GIIN), which is made up of professionals who work to improve infrastructure, research, and education around impact investment, was started by this group.

So, while the public sector pushed for ESG, it was the private sector that made impact investment possible. Because of this, ESG tries to help people understand environmental, social, and governance issues. At the same time, the fact that impact is done for profit gives people a reason to work for these interests and directs money towards them. As a type of responsible investing (Starks, 2023), both ESG investing and Impact investing fit under this term. By looking at environmental, social, and governance issues, they hope to create good results that go beyond making money. Both types of investors want to make the world a better place by making it healthier and fairer.

Now that we know that let us look at how ESG and impact investment are different (Foroughi, 2022; Seghir,2024):

Table: Key Differences Between ESG and Impacting Investing

ESG Investing	Impact Investing
ESG is a methodology for managing risk and identifying opportunities related to sustainability challenges. Backward-looking measure, similar to an assessment or scorecard of past activity.	Impact investing is a method that delineates the specific assets an investor seeks, characterised by a deliberate objective to produce quantifiable social or environmental benefits: intentionality. Represents an alignment with one or more of the UN Sustainable Development Goals, serving as a fundamental element of the investment strategy. Outcomes: specific performance indicators.
ESG faces fiduciary scrutiny. It requires discretion by asset managers in its application. A trustee is required to act sorely in the interests of the beneficiary (Fiduciary Law)	Impact investing does not face the same scrutiny because funds employing this approach stand alone. Investors opt into these funds knowing the investment manager’s intention before investing.
ESG might serve as a risk mitigator or a potential opportunity. ESG can decrease risk by enabling investors to eliminate or filter investments in companies that fail to comply with established standards.	Both elements are present in impact investment. A company’s value and performance can be enhanced by making investment decisions that take social and environmental aspects into account. This is true for both market-wide systematic risks and asset-specific idiosyncratic risks. Capital expenditures, volatility, and accounting problems could all rise if these risks are not adequately managed.
As a whole, ESG is a framework that puts money first. Financial return is the main source of value for ESG-focused investors. Despite the fact that these metrics can guide future investments, they are only utilised to assess the environmental and social benefits of a project after it has already been funded.	In a typical impact investment, monetary, social, and environmental outcomes are all given equal weight. As long as the investment yields a profit, it may even give precedence to social and environmental benefits in the early stages. Furthermore, impact investors are aware of the collinearity concept, which states that a company’s financial performance and social/environmental performance are frequently linked and can even reinforce one another.
Public market firms are the mainstays of ESG-focused investments. There are a lot of ESG-focused investments in the public markets, and that’s because ESG metrics depend on data that is publicly released. As long as there is data to analyse the company, any company can get an ESG rating—positive or negative.	Private market impact investments predominate. Impact investments have typically occurred in private markets, where innovative solutions to some of the world’s biggest issues demand skilled and patient finance and active promotion of ethical business and sustainable value. As the startup financing cycle progresses, more impact investments go public. Research shows that market efficiencies make it difficult to achieve additionality in public equity markets, but Impact Management Project suggests that systems change could accelerate growth in the number of investors strategically “signalling that impact matters.”
Not all ESG funds are impact.	Every impact fund is ESG-compliant. The past must inform the future, but the future cannot be incorporated into it. Impact investing is forward-looking, thus ESG-focused discoveries can be applied in future investments.

Conclusion:

Impact investing and ESG investments are different in how they work and what their main goals are. ESG and impact investing are both ways to improve social and environmental effects, but impact investing aims to achieve a specific social and/or environmental outcome. Investors can make better decisions about their investments and create long-term value by understanding the differences.

References:

de Jong, M., & Rocco, S. (2022). ESG and impact investing. J Asset Manag 23, 547–549. https://doi.org/10.1057/s41260-022-00297-7
Foroughi, J. (November 10, 2022). ESG is not impact investing and impact investing is not ESG. Stanford Social Innovation Review.
Seghir, M. (October 8, 2024). Sustainable Finance: Impact investing and ESG investing. RSM Global. Netherlands.
Starks, L.T. (June 19, 2023). Presidential Address: Sustainable Finance and ESG Issues—Value versus Values. Journal of Finance, 78(4), pp.1837-1872. https://doi.org/10.1111/jofi.13255.

How Can We Respond to the Current Global Polycrisis?

Leave a reply

“If communities work on reducing the risk factors and investing in protective factors, they will not only be more likely to recover from crises faster but will also have the opportunity to grow from them and thrive in a new way.”

[Jacob Bornstein and Mesa Sebree].

Many historians believe that we are now living in the best period of human history. We live longer, have a higher average income, eat better, and are more educated. However, many of us wake up each morning feeling burdened by the current or impending calamities of our day. Climate change, threats to global democracies, conflicts, a widening income gap, stark inequities in health and well-being, mass extinctions, and mass migration— the list goes on.

Polycrisis: What is it?

The United Nations Environment Programme defines “polycrisis” as the interaction of numerous crises across global systems that have a considerable negative impact on planetary health and human well-being.
The Cascade Institute provides a more thorough definition:

A global polycrisis arises when crises in many global systems become causally linked, drastically reducing humanity’s prospects. These interlocking crises do more harm than the sum of the crises’ individual effects if their host systems were not so intertwined.

Description of the current polycrisis.

Allow us to digest some of the harsh facts we are currently facing. Human-caused global warming poses an existential threat to humanity by increasing the frequency and intensity of heatwaves, droughts, wildfires, heavy precipitation, and tropical cyclones, putting 3.3 to 3.6 billion people in climate-vulnerable situations and threatening ecosystems (Intergovernmental Panel on Climate Change, 2023). The World Bank projects that there will be around 216 million internal climate migrants by 2050 (Clement et al., 2021), while the global economy is expected to lose $23 trillion by 2050 (Flavelle, 2021). Think about Russia’s aggressiveness against Ukraine. Headlines like “Wider war in Europe ‘no longer a fantasy'” (Foy, 2024) raise concerns among the European population about a war in Europe (Hajek, Kretzler & Konig, 2023). Finally, dangers to democracy around the world are on the rise, often as a result of failing economic systems and accompanied by attacks on free speech (especially on campuses), independent media, and the right to peaceful protest (e.g., Roth, 2025). The convergence of these crises has been described as a global polycrisis, or “the causal entanglement of crises in multiple global systems in ways that significantly degrade humanity’s prospects” (Lawrence, Homer-Dixon, Janzwood, Rockstom, Renn & Donges, 2024: 2). Surprisingly, while international collaboration is urgently required to address the current polycrisis, populist politicians set off nationalist political agendas that stymie international collaboration. Even worse, the devastating repercussions of climate change may inspire a “resource-heavy, escapist consumption” among populist politicians and their supporters “while [they] still can” (Beckett, 2025), hastening the crises.

However, upon reflection, we can observe that humanity has demonstrated remarkable resilience and adaptability in the face of both past and current disasters. Volcanic eruptions, pandemics, wars, and genocides are the historical catastrophes that have caused the most human injury and suffering, dating back to the bubonic plague and World War II. Despite massive losses, with up to 90% of populations dying, communities have shown resilience. Recent crises related to war, natural disasters, and economic downturns have also demonstrated various degrees of recovery, impacted by factors such as effective governance and economic diversification. Understanding past events can help us put the current crises into context. They remind us that regardless of what we confront, the world will survive, mankind will triumph, and the problems we face will compel us to create new ways to live and work that will eventually restore balance for people and the planet. Finally, humanity’s ability to withstand and rebuild provides lessons and hope for how we might prepare for and overcome the polycrisis that lies ahead.

Protective aspects for societal resilience.

The key subject of this article is how civilisations and communities may recover in the face of catastrophic events that are unavoidable, such as climate change, sickness, economic collapse, or war. While future crises will surely occur at both the global and local levels, communities may take essential activities to assist them adapt and recover from crises: (a) Invest in the community’s civic capacity; (b) Ensure leaders are elected fairly and accountable to the public; and (c) Determine community weaknesses and work collaboratively with the community to solve them, whether they are diversifying the economy, reducing the risk of natural disasters, building better relationships with neighbouring communities or countries, supporting local communication and information systems, improving the educational system, or ensuring basic human rights. These issues are generally too large for a single government organisation, industry, or foundation to address. They demand the community’s collaborative effort and wisdom.

These techniques will only succeed if we approach each day honestly and with mutual respect, rather than using gamesmanship for power. That means we must wake up each day determined to participate meaningfully— with whomever, whenever, and wherever we can. We must concentrate on transforming the world into a better place, starting from the foundation. To do so, we must honestly appraise the situation before us. Blaming others for denying chances or committing previous wrongs will not result in long-term rewards, nor will shifting responsibility to other, “larger” players. The worldwide polycrisis will surely affect everyone on the planet. We all have a role to play in the struggle to ensure that our families, communities, and nations can resist the pressures and evolve into something greater along the way.

Our social fabric may be frayed and torn, but it is stronger than any threat that could attempt to divide us. History demonstrates that humanity has often recovered from even the most severe tragedies. Humans are resilient; when we come together with a common goal for a better society, there is nothing we cannot overcome. We hope that using these tools, we can build a ladder of hope in our everyday lives. We can overcome profound divisions and collaborate to address the difficulties we face today and in the future. In a community prepared to face and adapt to our darkest days, we can live our daily lives without hypocrisy. We can sense the need to connect, to look that person in the eye who appears so different from us and share a smile, and perhaps even to phone a friend or loved one because we have the mental space to express some hope.

A Call to Action.

It is critical to recognise that maintaining hope in the face of the unfolding polycrisis is becoming increasingly difficult for individuals in society. However, hope appears to be increasingly important if students, educators, and administrators are to find ways to deal with the polycrisis in ways that shift decision-making towards and for planetary health (Colombo et al., 2024; Edwards & Küpers, 2024; Hedlund, Esbjörn-Hargens, Hartwig, & Bhaskar, 2025). The literature on hope also recognises this basic contradiction: for example, holding on to hope in difficult times is critical to our survival—if we act. On the other side, giving up hope during difficult times can jeopardise our survival if we do not act (for example, when we believe something or someone will suddenly come to our rescue). There are significant consequences for management learning, management education, and the effectiveness of business schools.

References

Beckett, A. 2025. February 1: In Trump’s fantasy politics, he can accomplish anything—but reality will prevail. Guardian.

Clement, V., Rigaud, K. K., de Sherbinin, A., Jones, B., Adamo, S., Schewe, J., Sadiq, N., & Shabahat, E. 2021. Groundswell part 2: Acting on internal climate migration. Washington, DC: World Bank.

Colombo, L., Moser, C., Muehlfeld, K., & Joy, S. 2024. Sowing the seeds of change: Calling for a social-ecological approach to management learning and education. Academy of Management Learning & Education, 23: 207–213.

Edwards, M. G. & Küpers, W. 2024. Feelings for the planet: An alternative vocabulary for incorporating biosphere-focused emotions into management learning and education. Academy of Management Learning & Education, 23: 600–625.

Flavelle, C. 2021. April 22: Climate change could cut world economy by $23 trillion in 2050, insurance giant warns. New York Times.

Foy, H. 2024. April 9: Wider war in Europe ‘no longer a fantasy’, warns EU’s top diplomat. Financial Times.

Hajek, A., Kretzler, B., & Konig, H.-H. 2023. Fear of war in Germany: An observational study. Heliyon, 9: e21784.

Hedlund, N., Esbjörn-Hargens, S., Hartwig, M., & Bhaskar, R. 2015. Introduction: On the deep need for integrative metatheory in the 21st century. In R. BhaskarS. Esbjörn-HargensN. HedlundM. Hartwig (Eds.), Metatheory for the twenty-first century: Critical realism and integral theory in dialogue: 1–34. London: Routledge.

Intergovernmental Panel on Climate Change. 2023. Summary for policymakers. In H. Lee & J. Romero (Eds.), Climate change 2023: Synthesis report— Contribution of working groups I, II and III to the sixth assessment report of the Intergovernmental Panel on Climate Change: 1–34. Geneva, Switzerland: Intergovernmental Panel on Climate Change.

Lawrence, M., Homer-Dixon, T., Janzwood, S., Rockstom, J., Renn, O., & Donges, J. F. 2024. Global polycrisis: The causal mechanisms of crisis entanglement. Global Sustainability, 7: e6.

Lindebaum, D. 2024. Management learning and education as “big picture” social science. Academy of Management Learning & Education, 23: 1–7.

Roth, K. 2025, February 21: How do we defend free speech— without falling prey to extremism? Guardian.

A Collaborative Spirituality – Engaging with Others

Leave a reply

The objective of this paper is not to provide a profound analysis of collaborative spirituality and its theological basis. We must complete this vital job, but it will require a more thorough treatment than we can provide here. Rather, it is believed that the foundations, nature, and relevance of a collaborative spirituality might be established in the context of the collaborative process itself, drawing on the collective experience of all participating.

Background

This question came up recently during a virtual conference, as it has many times before. People frequently use the word “collaboration” but have different meanings when they use it. For some, it is “collaboration for” – in which all is done by one person who then requests assistance from others. Others see “collaboration with” as analogous to committee work, where one or two people lead but others are solicited for their views and ideas.

Pallotine spirituality defines collaboration as “holy cooperation.” We collaborate with God and with one another. This type of collaboration is known as “collaboration from the beginning”. Who is present is carefully considered, and discernment is part of the process. The group discerns the situation at hand, a way ahead, and then moves together in “trialogue” with the Holy Spirit. This practice is the way of the Cenacle, Jerusalem’s Upper Room, where the early Church community discerned together. This is the way of the Sent! As we progress from the Cenacle for Christ, each individual fulfils a specific role and collectively bears responsibility for both Christ’s and the Church’s mission!

Some may view this approach as idealistic and unrealistic. It is exclusively for humans. But with God’s mercy, “all things are possible” (Mt 19:26).

Origin and meaning of collaboration

The basic meaning of the word cooperation is ‘co-labour’. In I Corinthians 3:9, the language for collaboration is synergoi, which is the source of the modern word ‘synergy’. In summary, cooperation involves coordinating, organising, and cooperating in a way that our collective efforts surpass our individual contributions.

Throughout Scripture, we view God as a triune Father, Son, and Spirit who are in a loving relationship with one another. We see them united in purpose, working together in total, loving cooperation, yet with various and distinct tasks, roles, and identities.

John 5:19 – Jesus responded, “Very truly, I tell you, the Son can do nothing by himself; he can only do what he sees his Father doing, because whatever the Father does, the Son does as well.” For the Father adores the Son and shows him all he accomplishes. Indeed, he will reveal far greater accomplishments than these, which will astonish you.

John 14:26 — But the Helper, the Holy Spirit, whom the Father will send in My name, will teach you everything and remind you of everything I have spoken to you.

2 Corinthians 13:14– May the grace of our Lord Jesus Christ, the love of God, and the communion of the Holy Spirit be with you all.

They worked together to build the world and mankind. And, after humans disobeyed God in the Garden of Eden, they collaborated to reconcile and restore humanity’s relationship, first via Israel and later through Jesus Christ and His church.

In John 17:20-23, Jesus characterises his relationship with the Father as ‘we are one’ and prays that the same oneness, love, and unity will be available to future Christians so that the world can believe in him. Witnessing loving togetherness inspires others to believe in God because it reflects and expresses God’s character.

Unity, Diversity, and Love

God’s collaborative character is expressed throughout scripture through three main themes: love, unity, and diversity.

According to I John 4:8, ‘God is love’. According to Matthew 22:37-39, Jesus said, ‘Love for God and loving others as yourself are the two greatest commandments.’ God’s unwavering desire to restore all people to himself stems from love. His tremendous love for us serves as both motivation and a source of our abilities to love and work with others. It fuels our connections and work with God, his church, and one another, for ‘if we do not have love, we win nothing’ (I Corinthians 13:1-3).

God prioritises unity in the church, as seen by Jesus’ plea for oneness and the Apostles’ numerous requests for relational connection among members. Psalm 133 says, ‘How delightful and pleasant it is when God’s people live together in oneness!’ In Ephesians and Romans, the Apostle Paul portrays Christ’s Body as ‘one body with many parts’ (1 Cor 12:12-31; Rom 12:4-8). Our ministry callings and gifts are unique to each of us, but they are always designed to help us operate effectively as members of the body of Christ. Unity is what brings us together, strengthens us, and joins us in collective action for God’s purposes.

We can also observe God’s love for diversity in scripture. From the beauty of creation to the practical abilities and functions that God bestows on his people, diversity is a vital part of God’s nature. Each distinct element of Christ’s body has a critical function, and when combined, they can do more than any single portion alone. This demonstrates God’s desire for unity in diversity rather than unity in sameness. Each component is respected and valued, but it is also intended to operate more effectively when combined. Functional variety is how God grants us, his body, the creative ability to adapt, coordinate, and invent. It is how God unleashes resources to overcome obstacles and advance the gospel.

Unfortunately, instead of working together, we frequently allow sin and Satan to separate us and undermine our group witness via worry, competitiveness, mistrust, and a fear of shortage. In our ardent emphasis on our personal calling and ministry, we often lose sight of the fact that we are also called to be a part of something bigger than ourselves; that it is through our collaboration that the world witnesses God’s power and presence (John 17:18-21).

Conclusion

Many hands are undoubtedly required to meet today’s pressing requirements in our complicated and fragile environment. Collaboration in mission is how we respond to this situation: it expresses our true identity as Church members, the complementarity of our various calls to holiness, our mutual responsibility for Christ’s mission, our desire to join people of good will in the service of the human family, and the arrival of God’s Kingdom.

Micromanagement: A Complex Leadership Style

Leave a reply

Abstract

Leadership is a crucial component for the efficient and successful functioning of any organisation. Various leadership styles exist inside organisations, one of which is Micromanagement, defined by managers closely monitoring and directing their subordinates. Micromanagement is a harmful leadership approach marked by excessive oversight, positioned within a spectrum of toxic leadership, and its consequences are substantial. This research confirms the necessity for businesses and organisations to address harmful leadership traits, such as micromanagement, using a systematic and strategic approach as outlined in the paper. This study provides a basis for the often-neglected topic of micromanagement and its related effects on followership. Micromanagement is a significant workplace concern that is anticipated to intensify existing challenges; therefore, this research is both relevant and important. Research demonstrates that employees or subordinates, as critical stakeholders in any organisation, display significant resistance to this leadership approach. This study has outlined the negative impacts of micromanagers hindering followers’ participation in decision-making processes.

Introduction

This reflection is not elevated academic discourse; it applies across several settings, including local McDonald’s franchises, hardware stores, as well as General Motors, “Big Blue”, and Abu Dhabi Media. It may also function within the statehouse; however, bureaucrats, clerks, and politicians often undermine objectives, primarily for self-protection and self-preservation, and infrequently for advancement. Few factors exert a bigger influence on an organization’s success and efficiency than management’s readiness to trust and delegate authority. The absence of delegation diminishes the vitality and morale of individuals who serve clients, rendering them indispensable. Lack of trust.

Micromanagement like constructing a sandcastle at high tide – intricately detailed but ultimately unsustainable. Leaders who micromanage concentrate on minutiae while neglecting the escalating issues of disengagement, lower trust, and less innovation. Rather than constructing sandcastles, erect lighthouses—edifices of empowerment, trust, and leadership that endure adversities and motivate teams to navigate their path, even under the most tumultuous storms. Empowerment and trust constitute the foundational elements of enduring success.

Definition of micromanagement

Micromanagement is a leadership approach that elicits diverse perspectives among scholars. Micromanagement is generally characterised as a domineering and excessive control exerted by leaders over their staff (Gardanova et al., 2019; Wendler, 2013; White, 2010) and is consequently regarded as a detrimental managing style (Cho et al., 2017). Pastel (2008) perceives micromanagement as a centralised decision-making strategy and an effective method for risk mitigation, a perspective that Delgado et al. (2015) consider to be illusory. Regardless of views on its efficacy, this leadership style seems to be prevalent in the workplace. Chambers (2009) indicated that 79% of individuals encountered micromanagement, while a further 85% acknowledged that these detrimental behaviours adversely affected employees. Micromanagers, however, appear oblivious to the detrimental effects of this leadership style.

Organizational leaders who “needlessly over-manage, over-scrutinize, and over-frustrate employees”, such meddlesome bosses are now called micromanagers (White, 2010). Hovering around your team (“helicopter approach”) does not mean you are leading. It means you are insecure. You do not trust them to deliver. You do not trust yourself to let go.

Origins and development

Micromanagement has been practiced and recognised long before we began to refer to it as an organisational disorder. Peter Drucker proposed the idea of a “democracy of management” in 1946, which would require organisations to decentralise and give people more authority to make decisions. Douglas McGregor identified a Theory X manager in 1960 as someone who has many of the same qualities as a micromanager today. This person is not good at distributing tasks, but they believe they are good at it. Micromanagement has been a disruptive force in organisational life for a long time, but it has only recently become a part of the working language. The term was first used in an article published in the Economist in 1975. Since that time, there has been a growing concern about the effects of petty employers. This study examines the roots and symptoms of this issue, as well as ways to develop a more empowering leadership style.

Most leaders do not realize the damage they are doing:

Hovering instead of empowering.
Controlling instead of trusting.
Questioning instead of listening.

You want a team that thrives? Let them breathe.

When you micromanage, your team stops trying. They do not grow. They do not care. And neither does your culture.

What happens when you do not stop?

Top talent leaves (Chambers, 2009). Nobody wants to stick around when they feel undervalued and over-controlled. High turnover disrupts team dynamics and can cost organisations significantly in terms of recruitment and training.
Productivity plummets (Chambers, 2009).
Trust becomes impossible to rebuild.

If micro-management can occur without the leader noticing, or even out of good intentions, how can a secure leader find a firm balance between passivity and hyper-control with their follower? In other words, how do you fix it?

Delegate with trust. Assign the task, not your doubts.
Focus on outcomes. Care about results, not the process.
Ask, do not dictate. Collaboration beats control every time.
Invest in growth. Empower your team to make decisions – and learn from them.
Model trust. If you do not trust, why should your team?

Micromanagement destroys what leadership should build:

Trust
Confidence
Growth.

You cannot build loyalty by holding people back. You build it by letting them thrive.

The best leaders do not hover. They trust. They empower. They inspire.

Great teams are not built by watching over shoulders. They are built by lifting people up.

If you want results, let your team thrive. If you want loyalty, let them lead.

Conclusion

This study concludes that micromanagement leads to negative followership patterns. The word “unfavourable followership” encompasses employee stress and worry, dissatisfaction, demotivation, and disengagement. As a result, these challenges foster a detrimental work environment characterised by diminished managerial support, decreased productivity, restricted upward feedback, interpersonal friction within team dynamics, and a deficiency in innovation. The fundamental premise of this research is that leaders have the capacity to effectuate transformation inside an organisation, either favourably or negatively. Consequently, when confronted with a detrimental leader, it is essential to first recognise such destructive characteristics and subsequently mitigated to safeguard the integrity of the organisation.

References

Chambers, H.E. (2009). My Way or the Highway: The Micromanagement Survival Guide, Berrett Koehler Publishers.
Cho, I., Diaz, I.D. & Chiaburu, D.S. (2017). Blindsided by linearity? Curvilinear effect of leader behaviors. Leadership and Organization Development Journal, 38(2),146-163. Doi: 10.1108/LODJ04-2015-0075.
Delgado, O., Strauss, E.M. & Ortega, M.A. (2015). Micromanagement: when to avoid it and how to use it effectively. American Journal of Health-System Pharmacy, 72(10), 772-776.
Erickson, A., Shaw, B., Murray, J. & Branch, S. (2015). Destructive leadership. Organizational Dynamics, 4(44), 266-272.
Gardanova, Z., Nikitina, N. & Strielkowski, W. (2019). Critical leadership and set-up-to-fail syndrome. 4th International Conference on Social, Business, and Academic Leadership, Atlantis Press.
Manzoni, J.F. (2011). Stop being micromanaged. Harvard Business Review Blog Network.
Pastel, T.A. (2008). Marine Corps Leadership: Empowering or Limiting the Strategic Corporal? Marine Corps Command and Staff Coll Quantico.
Ryan, S., & Cross, C. (2024). Micromanagement and its impact on millennial followership styles. Leadership & Organization Development Journal, 45(1), 140-152. DOI 10.1108/LODJ-07-2022-0329.
Tavanti, M. (2011). Managing toxic leaders: dysfunctional patterns in organizational leadership and how to deal with them. Human Resource Management, 6(83), 127-136.
Wendler, W.V. (2013). Micromanagement, Southern Illinois University Carbondale, School of Architecture. Higher Education Policy Commentary.
White, R. (2010). The micromanagement disease: symptoms, diagnosis, and cure. Public Personnel Management, 39(1), 71-76. Doi: 10.1177/009102601003900105

A Concise Overview of the 2024 Macroeconomic Landscape.

Leave a reply

In 2024, elections were held in over 40 countries, encompassing more than 4 billion individuals globally. The ramifications of election outcomes were frequently substantial. The move to the right and the ascent of populism were only evident in financial markets in the United States. Trump’s triumph in such context elicited enthusiasm in U.S. equity markets. The S&P 500 increased by approximately 10% following the November election results, although other global regions experienced very modest gains or slight declines throughout the same timeframe. Cryptocurrencies experienced a significant increase following Trump’s electoral victory. For the inaugural occasion, the value of one Bitcoin exceeded $100,000.

Throughout 2024, the enthusiasm for AI persisted across major technology firms, with Nvidia as the most notable exception, with a return of +178% in US dollars. This resulted in the top 10 companies in the MSCI All Countries World Index being exclusively comprised of BigTech firms, all of which are US-based except for Taiwan Semiconductor Manufacturing Company, collectively representing over 20% of the total value of this predominant equity benchmark. Such concentrations have undermined several arguments in favour of passive investing. The dominance of passive investors over the majority of active investors has grown sufficiently to withstand any further losses resulting from these concentrations. Active equity investors had no grievances in 2024 either. Notwithstanding unsatisfactory assessments on the progress of European industry and the Chinese economy specifically, stock markets ascended throughout all areas. The Emerging Markets, comprising 27% Chinese shares, experienced an increase last year following a lacklustre 2023.

Government bond investors cannot express the same sentiment. In contrast to the predictions of most macroeconomists, the 10-year Dutch government bond yield increased from 2.35% to 2.59% last year. Consequently, premium European government bonds saw only a slight growth last year. Consequently, the appreciation of Euro-denominated corporate bonds by up to 4.7% may solely be attributed to a reduction in their credit risk premiums. The additional remuneration for the heightened risk associated with corporate bonds has thus diminished significantly.

It is often asserted that stock markets can typically manage only one or two issues concurrently. In 2024, the evolution of inflation and its influence on short-term interest rates was observed once more. In the Netherlands, inflation remained at +4.1% year-on-year at the end of December, although in Europe, it decreased to over 3.2% during the same period, and in the US, it reached 2.7% until November.

Global central banks reacted by reducing their short-term interest rates, despite the absence of necessity. Short-term interest rates must be reduced to avert a recession; nevertheless, globally, the majority of central banks do not anticipate a recession in their nations before 2025. Nonetheless, elevated interest rates are detrimental to governments burdened by escalating national debts. Interest expenses are consuming a growing portion of the nation’s annual budgets; yet politicians appear to regard this mostly as a future issue, as it adversely affects their electoral support in the short term.

Additional factors, including escalating global geopolitical tensions, the emergence of numerous authoritarian leaders worldwide, growing protectionism, and natural disasters attributed to climate change, were not reflected in stock prices in 2024; however, they were evident in the 27% increase in gold prices and the over 6% appreciation of the US dollar.

It is a striking paradox that the majority of individuals express concern over communications from their governments and banks urging them to accumulate emergency provisions and increase cash reserves at home, while the stock markets continue to stagnate. The overwhelming majority of macroeconomists maintain an optimistic outlook for 2025. Let us anticipate that their assertions will be validated in practice.

Dr. Remy Nyukorong

The gateway to scholarly and management information for the youth

Category Archives: Uncategorized

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

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

Abstract

Introduction

Forms of Parental Engagement in Catholic Schools

School-Based Engagement

Extracurricular and Spiritual Involvement

Home-Based Engagement

Discussion

Conclusion

References

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

Book Review: “Zombies in the Academy: Living Death in Higher Education”

Understanding the Most Significant Change (MSC) Technique in Qualitative Research

The Role of Critical Thinking, Media Literacy, and Ethical Reasoning in Navigating the Complexities of the Modern World

The Foundations of Critical Thinking

Media Literacy: Navigating the Information Landscape

Ethical Reasoning: Guiding Action in a Moral Maze

Interconnections and Synergy

Challenges in cultivating these skills

Strategies for Empowerment

Education Reform

Lifelong Learning

Civic Engagement

Personal Practice

Conclusion

Perfectae Caritatis (PC)—Document of Vatican II

What are the five classical principles of appreciative inquiry? A Mini-Lecture

Creating value with impact investment

INTEGRATING HUMAN RIGHTS INTO THE SUSTAINABLE DEVELOPMENT GOALS: A HOLISTIC STRATEGY

Is ESG Investing the same as Impact Investing?

How Can We Respond to the Current Global Polycrisis?

A Collaborative Spirituality – Engaging with Others

Micromanagement: A Complex Leadership Style

A Concise Overview of the 2024 Macroeconomic Landscape.