Index
Ross Rynehart PhD
(Imagine Consulting Group International, Australia)
Boosting Impact and Innovation in Higher Education
ISBN: 978-1-78754-833-6, eISBN: 978-1-78754-832-9
Publication date: 1 June 2018
This content is currently only available as a PDF
Citation
Rynehart, R. (2018), "Index", Boosting Impact and Innovation in Higher Education, Emerald Publishing Limited, Leeds, pp. 201-208. https://doi.org/10.1108/978-1-78754-832-920181016
Publisher
:Emerald Publishing Limited
Copyright © 2018 Ross Rynehart
INDEX
Academic cultures
, 10
American Academy of Arts and Sciences
, 128
American National Academy of Sciences
, 128
Aristotle’s Rhetoric (AR) model
, 188–189
‘Best Knowledge’ media
, 190–191
Career stage, casting phase
, 164
Coercive power
, 72
Commitment to practice
, 83–84
Communication Model
, 40
See also Neuro Linguistic Programming (NLP) model
Competence model
, 82
awareness level
, 84
development process
, 84
Gordon Training
, 82
Knowledge Entrepreneur (KE) Toolkit
, 86
conflict/placative compromise
, 85
degrees of diversity
, 85
disciplinary skill sets
, 86
foundational components
, 87
groups learning challenges
, 85
self-assessment
, 84, 85
self-reflection
, 85
origins
, 81
real-time feedback
, 83
relevance and effectiveness
, 82
sources
, 82
Complex adaptive systems
, 12
Complexity theory
, 12, 59
Complex responsive processes (CRPs)
, 12, 13, 186
individual mind
, 15
Knowledge Entrepreneur (KE) and
, 16–17
Stacey’s theory. See Stacey’s theory
Consumer expectations
, 1
Conversational patterns
degree of diversity
, 63
elements
, 66
features
, 65–66
group discussion map
, 60, 61
High diversity group (HDG) forums
, 62
MBTi personality indicator
, 63
‘misinterpretations’
, 63
organisational life reality
, 64
resilience demonstration
, 65
‘self-initiated’ (SI)
, 64
Stacey’s Complex Responsive Processes (CRPs)
, 59
Creative knowledge process
brainstorming
, 107
‘Branson thinking’
, 108
double loop learning (DLL)
, 108
quarantine and incubate (Q&I)
, 107
re-framing
, 107–108
Decision-making process
clumping
, 108–109
consensus testing
, 109
negotiation, prioritising and voting
, 109
Disciplinary boundaries
, 2
Disciplinary research
, 26, 127
Discipline-based conferences
, 8
Discursive process
, 12
Diversity-informed discourse
, 4
Double loop learning (DLL)
, 44, 49
academics and professionals
, 50
development of
, 47
habitual behaviours
, 48
practice of
, 48
process of
, 50
Emotional intelligence (EQ)
, 25, 31
Engagement
, 186–187
Experiential learning
, 169
Expert power
, 72
Faculty Leadership Group
, 73
Feedback process
, 35
filters
, 40
giving and receiving feedback model
, 39
personalities and values
, 38
principles
, 40–43
university feedback systems
, 38
Foundational framework elements
, 28, 29
Gardiner’s theory
, 31
Group dynamic management process
change state
, 110
check in/out
, 110
‘constructive tension’
, 109
group conversation map
, 111
perceptual position 3 (P3)
, 110–111
political landscape
, 111
Group mind
, 15–16
High diversity groups (HDGs)
, 2, 3, 157–158
artefacts
, 99
basic assumptions
, 99
characteristics
degree of contrast
, 97
discursive process, KE Toolkit
, 95
fluid and adaptable agenda
, 94
learning culture
, 96
participants role
, 96
problem redefinition
, 94–95
skill set and process
, 96
solution focused and creatively orientated
, 93
trust levels
, 95
unusual diversity
, 94
collaborative and distributed leadership culture
, 5
demand behaviours and process
, 98
diverse disciplinary/professional perspectives
, 91
diversity-informed discourse
, 4
diversity types
, 92
espoused values
, 99
establishment phases
, 160
casting
, 162–166
engagement
, 166–167
learning and performing
, 167–171
performing and learning
, 172–174
performing and reporting
, 175–176
performing, evaluating and learning
, 174–175
explicit knowledge
, 97
features
, 92–93
group performance
, 5, 6
guiding coalition (GC)
, 160–162
vs. high diversity
, 10–12
high diversity leadership groups (HDLGs)
, 92
high diversity research groups (HDRGs)
, 92
‘normal’ groups
, 93
organisational culture
, 97, 98, 100
Process Playlist
, 4, 5, 92
creative knowledge process
, 107–108
decision-making process
, 108–109
facilitation
, 103–106
group dynamic management process
, 109–111
learning process
, 111–114
phases
, 101–103
sense-making process
, 106–107
symbolic practices. See Symbolic practices
relationship management
, 184
Schein’s model
, 97
self-awareness
, 184
self-management
, 184
skill development and cultural change
, 180
skill levels and cultural practices
, 7
skills requirement
, 7
social awareness
, 184
types
high diversity leadership groups (HDLGS). See High diversity leadership groups (HDLGS)
high diversity research groups (HDRGs). See High diversity research groups (HDRGs)
High diversity leadership groups (HDLGs)
, 27, 92, 119
conflict/placative compromise
, 19
creativity and innovative solutions
, 121–122
functions
, 17
leadership and management
, 18
implications
, 123
Kotter’s descriptors
, 122
skill sets
, 123
leadership groups
characteristics
, 124
development of
, 127
‘normal’ leadership culture
, 124, 125
skills and cultures
, 126
university leadership group
, 126
High diversity research groups (HDRGs)
, 19–21, 27, 92, 119
American Academy of Arts and Sciences
, 128
American National Academy of Sciences’
, 128
conflict/placative compromise
, 129
convergence research
, 128
disciplinary research
, 127
discipline-based ‘constraints’
, 136
disciplines boundaries
, 134
grand challenges
, 130–131
‘home’ disciplines
, 129
inter-disciplinary research
, 127, 129
Janelia Research Campus
, 135
MIT Media Lab
, 135
multi-disciplinary research
, 127, 130
National Research Council’s Convergence report
, 131
patronage
, 132–133
Standford Interdisciplinary
, 134
Trans-disciplinarity Lab (TdLab)
, 135–136
trans-disciplinary research
, 127, 129
wicked problems
, 130–131
Individual mind
, 15–16
Intelligence
, 9–10
Inter-disciplinary research
, 127, 129
Inter-personal and intra-personal intelligences
, 31, 32
Interpersonal skills, casting phase
, 165
Inter-personal/social components
relationship management
development of
, 67
‘natural act’
, 67
political landscape. See Political landscape
rapport. See Rapport
values, beliefs and interests
, 66
work demands
, 67
social awareness
conversational patterns
, 54
high diversity groups (HDGs)
, 53
perceptual positions
, 54
personal perspectives
, 54
Intra-personal/self components
self-awareness. See Self-awareness
self-management. See Self-management
Knowledge Entrepreneur (KE)
, 2
complex responsive processes (CRPs) and
, 16–17
conflict/placative compromise
, 4, 9
definition
, 3
organisational development activities
, 21–22
role
, 3, 4, 22
disciplinary research
, 26
efficacy of
, 27
emotional and social intelligence
, 25
exceptional performance
, 25
high diversity leadership groups (HDLGs)
, 27
high diversity research groups (HDRGs)
, 27
high-level intelligence
, 26
management skills
, 26
‘people issues’
, 28
personal and inter-personal skills
, 27
self and social awareness
, 26
traditional intelligence
, 26
transform group performance
, 25
skills requirement
, 7
Toolkit. See Knowledge Entrepreneur (KE) Toolkit
traditional group leader/facilitator skills
, 5
Knowledge Entrepreneur (KE) Toolkit
, 4, 16
behavioural competencies
, 28, 30, 33
competence model
, 86
conflict/placative compromise
, 85
degrees of diversity
, 85
disciplinary skill sets
, 86
foundational components
, 87
groups learning challenges
, 85
self-assessment
, 84, 85
self-reflection
, 85
elements
, 28, 29
components
, 32
inter-personal and intra-personal intelligences
, 31, 32
practical and ‘accessible’ framework
, 32
foundational framework
, 28, 29
high diversity groups (HDGs)
, 30
inter-personal/social components. See Inter-personal/social components
intra-personal/self components. See Intra-personal/self components
mental models
, 28, 30
foundational components and
, 33
Language challenge
, 188
Leadership
, 181
groups
characteristics
, 124
development of
, 127
‘normal’ leadership culture
, 124, 125
skills and cultures
, 126
university leadership group
, 126
and management
, 18
implications
, 123
Kotter’s descriptors
, 122
skill sets
, 123
and skills and culture assessment
, 182–184
Learning culture
, 96
Learning process
action learning
, 113
adult-learning process
, 112
competence level
, 111
demonstrations
, 113
feedback
, 112–113
journal writing
, 114
on-the-job learning
, 112
reflective pairs
, 113
skill development process
, 112
Legitimate power
, 72
Logically evolving pattern
, 14
Mental models
, 28, 30
conversational patterns
, 54
See also Conversational patterns
foundational components and
, 33
perceptual positions. See Perceptual positions
political landscape. See Political landscape
rapport. See Rapport
self-awareness. See Self-awareness
self-management. See Self-management
MIT Media Lab
, 135
Multi-disciplinary research
, 127, 130
Myers–Briggs Type Indicator (MBTi)
, 35, 63
accessibility
, 37
Good type development
, 37
Jung’s theories
, 36
personality indicator
, 38
reliability and validity
, 37
Reported Type
, 36
results
, 36
sense-making interpretations
, 37
validation process
, 36
Neuro Linguistic Programming (NLP) model
, 44
challenge to
, 47
external event
, 47
in-depth training
, 45
process
, 46
Normalising conversational pattern
, 15
Normalising/stabilising pattern
, 13
Organisational culture
, 97, 98, 100
Perceptual positions
, 105
body language
, 55, 57
common interest/political parties/social interest groups
, 55
communication model (filters)
, 54
conversation course
, 56
decision-making
, 55
degree of comfort/discomfort
, 58
degree of mastery
, 54
emotional state
, 58
empathy and rapport levels
, 54
energy-sucking effect
, 59
facial expressions
, 55
Neuro Linguistic Programming (NLP)
, 54
productive and robust process
, 58
‘the lazy P2’ technique
, 57
‘turf protection’ behaviour
, 59
Personal and inter-personal skills
, 27
Personal characteristics, casting phase
, 164–165
Political acts
, 189–190
Political landscape
awareness of
, 75
behavioural competencies
, 77, 78
coercive power
, 72
constructive tension
, 71, 76
expert power
, 72
Faculty Leadership Group
, 73
feedback exercise
, 78
foundational components
, 78
leadership type
, 77
legitimate power
, 72
‘one-off’ training session
, 78
organisational politics and power
, 72
power types, usage
, 74, 75
referent power
, 72–73
reward power
, 72
Stacey’s concept
, 71
types
, 74
Political party formation
, 191–192
Population growth
, 1
Professional cultures
, 10
Rapid emergence pattern
, 14, 16
Rapid technological development
, 1
Rapport
authenticity
, 68
body posture
, 69
communication model
, 70
counter-intuitive behaviour
, 70
‘feeling’
, 68
importance of
, 70–71
judgements and generalisations
, 67
‘mine’ diversity
, 70
mining diversity
, 68
‘private side’, home
, 68
‘professional side’, work
, 68
rigidity level
, 70
social-awareness skills
, 69
Referent power
, 72–73
Reflexive process
, 15
Relationship management
, 3, 9, 29, 32
development of
, 67
‘natural act’
, 67
political landscape. See Political landscape
rapport. See Rapport
values, beliefs and interests
, 66
work demands
, 67
Reward power
, 72
Schein’s model
, 97
Self-awareness
, 3, 9, 29, 32
feedback process
, 35
filters
, 40
giving and receiving feedback model
, 39
personalities and values
, 38
principles
, 40–43
university feedback systems
, 38
Myers–Briggs Type Indicator (MBTi)
, 35
accessibility
, 37
Good type development
, 37
Jung’s theories
, 36
personality indicator
, 38
reliability and validity
, 37
Reported Type
, 36
results
, 36
sense-making interpretations
, 37
validation process
, 36
Self-management
, 3, 9, 29, 32
development of
, 43
double loop learning (DLL)
, 44, 49
academics and professionals
, 50
development of
, 47
habitual behaviours
, 48
practice of
, 48
process of
, 50
Neuro Linguistic Programming (NLP) model
, 44
challenge to
, 47
external event
, 47
in-depth training
, 45
process
, 46
time efficiency and productivity
, 44
Sense-making process
diverse viewpoint presentations
, 106
individual reflection
, 106
mind mapping
, 107
small groups
, 106
whole group discussions
, 106
Social awareness
, 3, 9, 29, 32
conversational patterns
, 54
See also Conversational patterns
HDGs
, 53
perceptual positions
, 54
personal perspectives
, 54
See also Perceptual positions
Social entrepreneur
, 3
Social intelligence
, 25
Sociology and group analysis
, 12
Stacey’s theory
, 12
conversational patterns, types
, 13
emergence of, new ideas
, 14
logically evolving pattern
, 14
normalising/stabilising pattern
, 13
rapid emergence pattern
, 14
Symbolic practices
agenda
, 116
group size
, 118
HDG BUS
, 118–119
materials
, 117
meeting space
, 115–116
meeting time
, 116
music usage
, 116–117
photography
, 117
right brain stuff
, 117–118
skills/process
, 114
wall space
, 117
‘Time-efficient’ process
, 105
Trans-disciplinarity Lab (TdLab)
, 135–136
Trans-disciplinary research
, 127, 129
University cultures
, 3
academic and professional cultures
, 10
discipline-based conferences
, 8
excellence and innovation
, 9
Unsustainable resource consumption
, 1
- Prelims
- Chapter 1 Introduction
- Part 1 The Knowledge Entrepreneur
- Chapter 2 The Knowledge Entrepreneur Role
- Chapter 3 The Intra-personal or Self Components of the KE Toolkit
- Chapter 4 The Inter-personal or Social Components of the KE Toolkit
- Chapter 5 The Challenge of Learning
- Part 2 High Diversity Groups
- Chapter 6 Introduction to High Diversity Groups
- Chapter 7 The HDG Process Playlist
- Chapter 8 Two Specific Types of HDGs
- Chapter 9 A Hypothetical Example of a HDG
- Chapter 10 How to Establish and Develop High Diversity Groups
- Chapter 11 Conclusion – Beyond the Boundaries
- References
- Index