Selected as an Outstanding Academic Title by Choice Magazine in 2014! In Change Leadership for Developing Countries, Franca Ovadje offers readers a comprehensive and integrative model for the design, implementation and evaluation of organizational change. This unique book embodies an African perspective, discussing the specific needs and issues associated with leading change within the institutional, economic, social, and cultural contexts of developing economies. Based on extensive research, as well as the first-hand experiences of managers who have led change initiatives in Africa, this book envisions a change leadership model based on conscious decision-making, rather than taking a prescriptive approach. With examples and case studies drawn from African organizations, this book is a vital tool for students and managers who are based in, or interact with, emerging economies.

Selected as an Outstanding Academic Title by Choice Magazine in 2014!In Change Leadership for Developing Countries, Franca Ovadje offers readers a comprehensive and integrative model for the design, implementation and evaluation of organizational change. This unique book embodies an African perspective, discussing the specific needs and issues associated with leading change within the institutional, economic, social, and cultural contexts of developing economies. Based on extensive research, as well as the first-hand experiences of managers who have led change initiatives in Africa, this book envisions a change leadership model based on conscious decision-making, rather than taking a prescriptive approach. With examples and case studies drawn from African organizations, this book is a vital tool for students and managers who are based in, or interact with, emerging economies.

The first in-depth study of the politics of environmental policy reform in developing countries, with emphasis on Costa Rica and Bolivia.

Based on neuroscience research, this book presents and demonstrates a 'Ten Enablers' model as a framework to help change leaders successfully lead and manage change. It focuses on the execution of change processes within volatile and challenging emerging markets with high growth potential. The book first presents the organizational development and change research on which the model is based, and discusses the basic neuroscience principles. It then introduces a systematic model of the ten enablers, taking readers through the process of change, from considering the ethos prior to embarking on it, including engagement of stakeholders, up to the final phase, where change leaders exit the process or the organization. It highlights this circular process through several step-by-step illustrations, supported by examples from emerging markets. Further, it includes neuroscience research and principles to help leaders understand and manage change in themselves and others. This well-researched and practical book is a valuable resource for students and professionals alike.

This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low-income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is – perhaps unsurprisingly – faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments more broadly: informing school leadership preparation, development and support, and facilitating understanding of the context in which school leaders work. This book will be of value to students and scholars of primary school education and education in post-conflict countries, as well as to practitioners and policy makers.

Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals. Many developing countries are striving to reengineer their incoherent education systems at a time when they are most vulnerable, particularly with susceptibility to natural disasters, political unrests, and economic instabilities (UNESCO, 2007). Similarly, indigenous peoples in developed countries are seeking more control over education as they consider the long?term effects of educational policies that have been forced on them. Research on education and social change in developing countries has a long history (Glewwe, 2002; Hanushek, 1995; Sider, 2011). However, there is limited research on educational capacity?building in developing countries such as Kenya, Honduras, Haiti, Ghana, Hong Kong, India, Peru, China, and Thailand. Further, the educational frameworks by which Indigenous peoples (M?ori, Canada’s First Nations, and American Indian/Alaska Natives) have been educated have some significant similarities to those encountered in developing countries. The compilation of chapters illuminates research and collaborative initiatives between the authors and local leaders in developing countries’ and Indigenous peoples in developed countries’ efforts to solve the complexity of social inequities through educational access and quality learning. The authors draw on theoretical lens, knowledge bases, and strategies, and identify trends and developments to provide the scope of educational improvement in a globalization context (Brooks & Normore, 2010; Jean?Marie, Normore & Brooks, 2009).

Organizations and societies are facing extreme challenges that require action (IPCC, 2021). The UN's sustainability goals, demographic change, and the green shift are knocking on the door, while traditional education, and ways of leading and managing this development, often fail to keep up. Organizational Change, Leadership and Ethics challenges leadership orthodoxy, assumptions, and myths currently preventing the further development of theory and practice. It encourages intelligent disobedience in support of greater leadership capabilities and capacity in organisations and societies. As such, the book is written for everyone who wants to be MAD – to Make A Difference - students, scholars, and practitioners alike. Chapter 5 of this book is available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

The issue of climate change is now widely recognised as one of the major challenges for mankind in the 21st century, not only because it may ultimately affect many areas of our environment, nature and human activity but also because its mitigation may have far reaching consequences for almost all sectors of the economy where energy conversion takes place. Although climate change is firmly positioned on the political agenda and some initial targets have been agreed within a global framework, we are still far away from a mature political and practical policy which may deliver timely and appropriate results .to tum the tide. This is partly due to the complex nature of a possible global climate change regime, the still early stage of the development of effective and efficient instruments and the wide variety of possible ramifications for individual countries and economic sectors. But it is also due to the complexity of the negotiation process, and the lack of effective international or even global governance and leadership to tackle a multi-dimensional problem of this size and nature. This book is the first broad attempt to address the issue of leadership by one of the major parties to the UN Framework Convention on Climate Change in the ongoing international debate and negotiations towards such a policy which inevitably has to be constructed on a global scale.

There are many books that highlight the need and importance of mission toward unreached people. Unfortunately, few of them deal with the importance of understanding the real life of unreached people and how to analyze them. This book identifies conceptual issues for the development of receptor-oriented communication strategies among young, educated, urban Hui (YEU-Hui) Muslims in China's northwestern cities in order to achieve culturally relevant churches in those areas. It is written to help not only those who are interested in the unreached, but also those who are interested in Muslim evangelism, urban sociology, biblical exegesis, contextual church planting, communication, and mission strategy. Enoch Jinsik Kim utilizes a new approach--virtual community mission for planting offline churches--that integrates the use of local church-driven Internet community, traditional media, and offline task teams from a multi-ethnic local church. While the research focuses on the Chinese Muslim context, the identification of the young, urban, and educated as a strategic group for mission can be applied in other Muslim and non-Muslim contexts. This research is useful to cross-cultural communicators, church planters, and all those interested in interpersonal relationships.

'Development as Leadership-led Change' presents the findings of the Global Leadership Initiative Research Study, which examines leadership in the change processes of fourteen capacity development interventions in eight developing countries. The paper explores what it takes to make change happen in the context of development, and in particular, the role leadership plays in bringing about change. The analysis and findings conclude that leadership manifests itself in different ways in different contexts, depending on readiness, factors that shape change, and leadership opportunities. However, the key characteristics of plurality, functionality, problem orientation, and change space creation are likely to be common to all successful leadership-led change events.