Structured Abstract:Purpose: This chapter explored theories related to inclusive leadership, and the application of inclusion and collaboration principles in a master's-level leadership program.Design/Approach: We reviewed the concept of inclusive leadership, its theoretical grounding in social construction, and the role of collaboration and dialogue in learning, creativity, and what has been called, "dialogic change" in creating an inclusive culture. The application of four principles -leadership as engagement, engaged scholarship, orientation to possibility, and learning as transformation -have been critical to the practices of the authors as leadership educators and in teaching leadership.Findings: Inclusive leadership practices can have a dramatic positive impact on employee engagement, organizational culture and, ultimately, on organizational effectiveness. Moreover, inclusive leaders can effectively navigate through a context of volatility, uncertainty, complexity, and ambiguity, through engaging those affected by these issues.Social Implications: Universities play a key role in making the world a better place by educating future leaders to work effectively and respectfully with others by fostering creative problem solving. When faculty and staff embrace inclusive leadership principles in their work together, they generate creativity, and improve their effectiveness. As leadership educators, we not only model inclusive leadership principles; we use them as a framework for our teaching.Originality/Value of paper: Our leadership journey from theory to practice is of interest to leadership educators, scholars, and practitioners seeking to better understand and apply the concept of inclusive leadership in their particular settings. While our setting is Canadian, we argue the theoretical discussion and principles have broader application.Keywords: Inclusion; post-heroic leadership; social construction; dialogic change; leadership education; generative metaphor. (Hamilton, Márquez, & Agger-Gupta, 2013 Classification: Conceptual paper [Maximum is 250 words in total (ours is 250 words). Please provide up to six keywords]

Purpose – This study aims to describe the design of a provincial government ministry group mentoring program and examine mentees’ and mentors’ experiences in the program. Design/methodology/approach – A total of 151 mentees rated their satisfaction in a post-program survey. The survey was followed by in-depth, semi-structured interviews with 10 mentees and 11 mentors. Findings – In all, 87 per cent of mentees rated their learning as effective. Benefits to mentees were relevance of the learning, and senior leader/mentors use of current issues, events and personal stories. Delivery through a combination of Web conferencing and collaboration technologies was most effective. Mentors learned from mentees and other mentors. Regular and full mentee participation was an identified issue. In addition, not all mentoring teams worked well together. Research limitations/implications – The selection criteria favored participants who had a positive experience. Including more participants who were disengaged or less active may have revealed what inhibited full engagement. Complex underlying systemic and cultural issues negatively affected mentee participation and mentoring team effectiveness. It is unclear whether this was caused by intrinsic or extrinsic barriers. Further study could shed light on how to address participation issues. Practical implications – Selection criteria favored highly active participants who had a positive experience. Including more disengaged or less active participants may have revealed barriers to full engagement. Social implications – Despite a context of extreme organizational churn, this program delivered cost-effective and engaging learning to a large number of employees. Recommendations are made to further strengthen the program. Originality/value – This contextually grounded case study will be useful to those who plan to implement a group mentoring program.

PurposeThis project engaged faculty, students, alumni and staff in re-visioning their university's learning, teaching and research framework. An extensive consultation process allowed participants to explore, discuss and critically reflect on effective practice.Design/methodology/approachThis action research project provided a process for university community members to engage in practice conversations. In phase 1, focus groups and campus community discussions elicited the diverse perspectives of the community. The design-thinking process of discovery, ideation and prototyping aligned with the action research cycles to help a working group create a learning and teaching framework prototype based on the findings. In the second phase, surveys were used to elicit community members' responses to the prototype, which was then refined.FindingsThe prototype was organized into three overarching categories, each containing several attributes. The attributes of the “Applied and Authentic” category were: interdisciplinary and transdisciplinary; experiential and participatory; flexible and individualized; outcomes based; and openly practiced. The attributes of the “Caring and Community-Based” category were: inclusive and diverse; community-based; supportive; team-based; co-creative; and place and virtual space-based. The attributes of the “Transformational” category were socially innovative; respectful of Indigenous peoples and traditions; impactful; and reflective.Originality/valueThis article should interest higher education institutions seeking to engage faculty, staff, students and others in practice conversations to develop a learning, teaching and research strategy. This research demonstrated that fostering practice conversations among diverse community members can be a powerful process for creating a common and integrated vision of excellent learning, teaching and research practice.

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