Denizen Leaders as Radical Negotiators of Third Alternatives in Complex Societies: Not Yours, Not Mine, But Ours

Villiers, Rouxelle de; Rigby, Colleen

doi:10.1108/978-1-78743-185-020171008

Cited by 1 publication

(4 citation statements)

References 33 publications

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“…They then learn to expect problems with no right answers or a range of likely, alternative and compromised answers. In the VUCA business workplace, multiple challenges will demand “denizen leaders who can negotiate non-denominated solutions” that offer more than mere compromises and consider win-win, innovative answers to new and old problems (De Villiers and Rigby, 2017). A future fast participant commented:…”

Section: Findings: Competence Development Principlesmentioning

confidence: 99%

“…Globalization and multi-firm global alliances are likely to bring inter-cultural and inter-agent contextual issues to bear on business problems. Future-readiness demands cultural sensitivity, adaptability and the ability to think across multiple disciplines to find innovative solutions (De Villiers and Rigby, 2017). According to Mansharamani (2012, p. 1).…”

Section: Findings: Competence Development Principlesmentioning

confidence: 99%

“…Management experts Boyatzis and McKee (2005) use words such as “resonant” and “mindful”, while Gardner (2008) advocates the development of “the respectful mind”, where humans “rather than ignoring differences, being inflamed by them or seeking to annihilate them […] accept the differences, learn to live with them and value those who belong to other cohorts” (p. 107). Future accountants are likely to need respectful and ethical mindsets to enable effective interaction with alternative cultures, norms, feelings and expectations when looking for solutions to complex problems (Ikas and Wagner, 2008; De Villiers and Rigby, 2017). As the publication of the MLA Report (MLA Ad Hoc Committee on Foreign Languages, 2007), notions such as “translingual and transcultural competence” (p. 237) and “operating between languages” (p. 37) have come to the fore in higher education.…”

Section: Findings: Competence Development Principlesmentioning

confidence: 99%

“…Therefore, ingenuity, specialization, innovation, creative design and thinking are likely to be the drivers of career success for tomorrow's intrapreneurs and entrepreneurs. The future will demand transformative leadership (Emison, 2011) and radical solutions for complex societal issues (De Villiers and Rigby, 2017). Achieving this will need business and soft-skill competencies, "extensive reflective practices, strong community advocacy" (Interviewee B ), the ability to forge mutually beneficial inter-agent collaborations and inspiration from futurefast employers/employees: Creative solutions, high in emotional and cognitive engagement with problems, will become commonplace at all levels of the organization.…”

Section: Seven Principles To Ensurementioning

confidence: 99%

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Seven principles to ensure future-ready accounting graduates – a model for future research and practice

Villiers

2020

MEDAR

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Purpose The business environment is changing and education at university business schools does not appear to keep pace. This paper aims to identify principles to guide educators in preparing accounting students for automation and artificial intelligence and sets an agenda for future research. Design/methodology/approach The seven principles are derived from an extensive literature review and the analysis of qualitative data from focus groups, thought leader discussions, interviews and workshops. Findings The derived seven Cs model includes: critical, conceptual thinking and the spirit of enquiry; complicate, grapple and fail; create, innovate and experience; concise communication; collaboration; consciousness, respectfulness and ethical fibre; and curiosity, lifelong learning and specialized generalists. An inclusive list of future research topics related to the seven Cs model is provided to aid researchers’ agendas. Research limitations/implications Although every attempt was made to base this study purely on expert opinions, as reflected in journal articles, conference papers, interviews and focus groups, it is impossible to prevent author biases from slipping into the interpretation and reflection involved in creating the model. Readers will also find some overlap in terms of the accounting business competencies development model’s seven Cs, due to the inter-related nature of the concepts and because the various definitions of concepts have some habits of the mind and social competencies in common. Practical implications The seven principles will help business schools and higher education policymakers guide future education developments with a focus on new competencies and reframed skills, as opposed to new knowledge. The model ensures that scholars and graduates have insight into the essential knowledge, attributes and skills that apply to the diverse nature of accounting vocations and can adapt to unanticipated changes. Social implications This new model can be used by business schools to ensure that graduates can fully contribute to a society impacted by automation and artificial intelligence by entering the workplace with the requisite skills. It also responds to critics’ fears about the role of business schools in preparing graduates for the future of work. Originality/value The paper contributes in two ways. First, rather than focussing on particular issues or the shortcomings of current education, it identifies broad-based principles from a literature review, interviews, focus groups and workshops. Second, it sets an agenda for future research.

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Section: Findings: Competence Development Principlesmentioning

confidence: 99%

Section: Findings: Competence Development Principlesmentioning

confidence: 99%