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This study aims to expand understanding of servant leadership beyond organisational boundaries by making an examination of its role in the establishment and growth of a social movement.

This paper’s findings are developed from four sequential, semi-structured interviews and a narrated tour of Garstang with the founder of the Fairtrade Towns (FTT) movement. It follows a theoretical framework of servant leadership (SLship) from Spears (1996; 2009). Evidence is gathered through in-depth investigation of the activities of Bruce Crowther, the architect and driving force behind the FTT initiative.

The findings discovered how SLship operates in a social, place-based setting to influence Fairtrade consumption. The paper argues the success of the FTT movement is linked to Bruce Crowther’s leadership. The findings presented draw and expand upon Spears’ ten characteristics of SLship. Utilisation of this framework sees Crowther emerge as a servant leader operating at a community level to influence FT consumption via the FTT movement.

The paper makes a contribution to theory by identifying the novel characteristic of servant leaders that is exploring affinity and proffers it as an extension of Spears’ framework. It also provides valuable information about the impact and importance of SLship in the efficacious advance of ethical consumerism.

Presents Bruce Lloyd in discussion with Larry Spears, Executive Director of the Robert Greenleaf Center and editor of several publications which developed the work of Robert Greenleaf in The Servant as Leader. This suggested that we need radically to rethink how we relate to each other in our institutions, and that leadership needs to be based, first and foremost, on meeting the needs of others. Not only is the concept of servant‐leadership now being put forward as a good idea in theory, but it can also be justified on the grounds that it produces superior results in practice. It challenges the traditional hierarchical, power‐driven model and replaces it with a more democratic and learning‐focused approach. Spears believes that the next decade is likely to show how more organizations are successfully operating with servant‐leadership and this will inspire others to follow.

This chapter discusses the application of community informatics (CI) principles in the rural Southern and Central Appalachian (SCA) region to further the teaching of information and communication technologies (ICT) literacy concepts in courses that formed part of two externally funded grants, “Information Technology Rural Librarian Master’s Scholarship Program Part I” (ITRL) and “Part II” (ITRL2), awarded by the Institute of Museum and Library Services’ (IMLS) Laura Bush 21st Century Librarian Program to the School of Information Sciences (SIS) at the University of Tennessee (UT).

The chapter documents ICT use in ITRL and ITRL2 to extend librarian technology literacy training, allowing these public information providers to become change agents in the twenty-first century. It discusses aspects of CI that influenced these two projects and shaped the training of future rural library leaders embedded in traditionally underrepresented areas to further social justice and progressive changes in the region’s rural communities.

The chapter demonstrates the role that CI principles played in the context of ITRL and ITRL2 from project inception to the graduation of the rural librarians with examples of tangible IT services/products that the students developed in their courses that were directly applicable and tailored to their SCA contexts.

ITRL and ITRL2 provided a unique opportunity to apply a CI approach to train information librarians as agents of change in the SCA regions to further economic and cultural development via technology and management competencies. These change agents will continue to play a significant role in community building and community development efforts in the future.

One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic advising in higher education and discusses the viability of expanding these roles to include the role of advisor as leadership educator. In so doing, I provide a review of the literature related to student leadership development, discuss the similarity in advising outcomes and leadership development outcomes, and examine how the roles of academic advisors in higher education relate to leadership development as well as how advisors can become intentional leadership educators.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.