Co-management is in essence about collaboration and participation. In this chapter, definitions are provided for each, with recurring themes identified from definitions of collaboration and collaborative governance. The chapter explores these key themes in relation to the ‘what, who, how and why’ of collaboration, moving to distinguish between cooperation, coordination and collaboration, the nature of leadership in collaboration and the relevance of scale. The chapter then moves on to review the meaning and practice of participation, reflecting on the ‘why, who, how and when’ of participation. Challenges to meaningful participation are identified, noting critique of the adoption of a mechanical, technical approach rather than recognising the political and empowering potential of participation.

I study charismatic leadership and use costly signaling theory to understand “charismatic” individuals and their ability to intuit the group mind of their followers.

This chapter shifts focus inward, analyzing how teams, leadership, and organizational psychology shape AI development outcomes. Through examples like Tesla’s safety controversies and Meta’s Galactica failure, it demonstrates that many AI failures stem not from technical flaws but from poor team dynamics, leadership gaps, and cognitive biases. The chapter draws on research in organizational psychology and decision-making to stress the importance of psychological safety, inclusive leadership, and diverse team composition. It warns against techno-optimism, novelty-seeking, and sunk-cost bias, urging organizations to integrate human judgment with machine intelligence in thoughtful, accountable ways.

This chapter argues that it is in the enlightened self-interest of higher education to renew a top-priority place for citizenship education both to restore core academic missions and to redress the deficit of public confidence that recent academic trends have yielded. It then develops four sections: (a) Renewing the Academy’s Core Mission through Civic Education – including the public university reform movement establishing new colleges, departments, and centers of civics, also renewal efforts in private universities and across higher education, with an emphasis on restoring intellectual diversity and lively discourse in academia through renewal of American civics; (b) A Higher Civics: Civic Thought and Leadership – on the rise of a new academic field in the past decade, including a summary of a course on American civic thought, institutions, and political debate recently developed at Arizona State University; and (c) Leadership Education and the American Balance of Theory and Prudence, emphasizing the importance of study of statesmanship, statecraft, and leadership to prepare public servants for our constitutional democratic republic; and (d) America Civics and Renewed Pluralism in Campus Discourse.

We here give a narrative account of Signs of Safety implementation in M, a poorly rated children’s social care department, overseen by a new director. This director worked hard to gain support from parties including department staff, partner agencies and local politicians for the reforms. Staff participated in many meetings about the reform plans and provided feedback, eliciting generally positive comments especially about the value base, but also concerns about Signs of Safety’s emphasis on relying on family networks. Implementation was undertaken using the Signs of Safety’s organisational Theory of Change, involving interconnecting strands of learning, leadership and organisational alignment of policies and procedures, working with partner agencies and oversight mechanisms to monitor use. We detail work undertaken as part of each of these strands, noting that, for illustration, we will apply our detailed evaluation method to some of these causal pathways in later chapters.

Signs of Safety is a ‘strengths-based’ practice framework for child protection, devised to help with maximising child welfare and minimising dangers. In developing this case study about its implementation, we were able to draw upon extant work on challenges in implementing Signs of Safety practice which has highlighted features such as the extent of proceduralisation, oversight reporting mechanisms, the culture around managing uncertainty and organisational leadership as significant in achieving or limiting implementation. Preventing deaths is important but this task should be understood in light of the rarity of, and difficulties with predicting, such tragedies. Extant UK practice has emphasised procedures and oversight as the method for improving practice but this has failed to achieve its goal. It is debated what natures of character and expertise best facilitate child protection work.

Understanding the common depth structure of all organisations reveals differences in the complexity of tasks and types of decisions made by managers and their subordinates, whose individual capabilities may or may not match the requirements of their roles. Also, accountability and authority must be clear for effective decision-making.

Medicine as a discipline is constantly changing. Interprofessional collaboration is on the rise, requiring more complex teamwork and communication skills. There are still steep professional hierarchies and discrimination and harassment commonly occur. While most perpetrators are senior medical staff, doctors in training also experience these behaviours from other health workers, patients and their families. Unfortunately, learners are also exposed to other forms of occupational violence. The formal curriculum codifies professionalism into competency skills which can be taught and examined, but it is the hidden curriculum, shaped by experience, that instils professional attitudes and values. Many attempts have been made to reduce the risk of sexual harm, including training learners to recognise and respond to inappropriate behaviour, but none have ensured a psychologically safe workplace for all doctors. In this chapter, we explore the role of medical training in shaping the culture of medicine. Doctors in training are still developing their professional identities, and their experiences in training shape the way they work, and who they aspire to be as a professional. Without a vocabulary to discuss their discomforts and emotional needs, junior doctors are left isolated and vulnerable, hidden in a culture of silence.

This chapter explores the complexities of pushing for cultural change from a leadership position. After examining the barriers leaders may face in changing their workplace culture, we provide practical actions and key considerations to inform a strategy that improves workplace accountability and eradicates sexual misconduct. By outlining a framework for change and including examples of the framework in action, we look at how leaders can implement measures that are person-centred, collaborative, integrated and measurable. Our recommendations focus on the prevention of sexual harm as well as creating a culture where impacted people feel safe to report inappropriate behaviour because they trust their organisation to take swift, fair and decisive action.

Advocacy is a broad term, arising from the Latin word ‘advocare’ meaning ‘coming to the aid of someone’. Implied in this definition is the concept of lending one’s own power to the cause of another. The power to direct the goals of any advocacy effort should remain with the individual or group that will benefit from the advocacy campaign. Advocacy can be misdirected if the voices of the individuals for whom advocacy is sought do not speak, or are not sufficiently heard.

Many of the authors in this book have shared their experiences advocating for change. In this chapter, we will explore how advocacy can occur by examining where within the system advocacy efforts can be directed, the process of planning, implementing and evaluating advocacy, and how an individual can determine where to focus their efforts. We will also draw on examples from various authors, illustrating how and why they undertake their work, and the lessons they have learned through their advocacy journeys.

This chapter offers insight into some of the kinds of positions people can take in their emotional and personal journeys as advocates within medical training. It includes people in different positions in their advocacy journeys, offering their visions for the kinds of changes that need to happen to make a difference to sexual harassment in medicine. May Erlinger writes from her perspective as a medical student, describing the personal and emotional journey of becoming mobilised around sexual harassment in Australia. Becky Cox and Chelcie Jewitt are the co-founders of ‘Surviving in Scrubs’, an online campaign to tackle the problem of sexism, sexual harassment, and sexual assault in the healthcare workforce. They launched Surviving in Scrubs as doctors in training in the UK, giving a voice to women and non-binary survivors in healthcare to raise awareness of the problem, and to demonstrate the diversity of lived experience that needs to be addressed. Louise Stone and Fiona Moir are senior medical educators, who have had senior roles in medical student and GP training in Australia and New Zealand. They discuss the range of roles and challenges they have addressed in managing professionalism, wellbeing and professional identity formation in policy, teaching and leadership.

Leadership is a very fashionable term and firmly established in the lexicon of managers in both the private and public sectors and within domestic and international politics. As a concept, it is complex, multifaceted, dynamic and invariably influenced by the context and organisational culture in which it occurs.

The chapter begins with an overview of different ideas about leadership, examining ‘wicked’ and ‘tame’ problems, the distinction between leadership and management, psychiatrists as leaders and different leadership styles. We then delve into the emerging fields of compassionate and systemic leadership, emphasising relational trust, diversity and collaboration. We explore the role of contention, developing collaborative relationships, the centrality of developing relational trust and working with diversity. The chapter concludes with a discussion focused on the ubiquitous influence of conflict in organisations. Throughout, we will explore leadership through multiple lenses to unlock new possibilities for practice.