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Creativity is a strongly context related, collective and collaborative task across multiple boundaries that are of immaterial and material nature. Numerous factors play a role in the emergence of creativity. Leadership styles and diversity have undoubtedly an impact on team creativity. Creative teams face many processes inherent paradoxes which leaders and members need to balance and overcome together. According to the observations and research findings discussed in this chapter, effective management of diversity for creativity requires a ‘humble leadership’ style as well as different communication competencies and strategies. This book chapter provides theoretical and practical insights for those responsible for diversity management in creative teams, based on two empirical studies conducted between 2019 and 2022. Competencies and strategies are presented that may help leaders and teams navigate through highly dynamic, paradoxical interaction processes and, thus, turn their diversity into a creativity asset. In addition, a glimpse of the Team Creativity Navigator (TCN) is offered, which is a new assessment and development tool that supports leaders’ and team members’ learning processes for inclusive, creativity enhancing collaboration. As such, our chapter is an empirically based conceptual contribution with the objective of providing practitioners (and researchers) with insights into appropriate strategies to boost creativity in diverse teams.

^∗ Indicates books which are especially recommended.

Discuss in detail the uses which might legitimately be made of the following passage by the writer of a profound study of economic life and thought in France at the end of the reign of Louis XIV. In answering the question make full use of your knowledge of (a) historical criticism; (b) French economic and general history.

Recent construction literature has been focusing more on integrative contracting approaches such as integrated project delivery (IPD). However, conceptual studies on integration in IPD literature are scattered and fragmented, that is, most of the studies only focused on the segmented dimension of integration. A systemic understanding of the concepts of integration in IPD project-based context is still lacking. To fill this gap, this paper analyzes two aspects of integration (dimensions and directions) in IPD literature and explores their extent in construction projects.

Grounded theory review and focus group discussion approaches were employed to perform a thorough conceptual review of the literature, frame the research into the theory and increase the fundamental understanding of the concept of integration in IPD literature.

In this study, IPD integrating techniques were identified and their integration dimensions and directions were discussed. Results show that integration in the project-based environment of IPD is a multidimensional construct. Based on organizational, contractual and operational characteristics of IPD projects, twenty-four integration mechanisms were identified and framed into seven clusters. The integration directions over project life-cycle were demonstrated in three contexts: (1) an on-site construction project, delivered traditionally, (2) an on-site construction project, delivered with IPD and (3) an off-site construction project, delivered with IPD.

This paper gathers the segments of integration into a comprehensive overview, which can help researchers and practitioners explore elements of IPD project success more precisely. A theoretical framework of integration clusters is developed, based on IPD literature. The impact of IPD on on-site versus off-site construction is illustrated from an integration direction perspective. Finally, future areas of studies for researchers and practitioners about the concept of integration in an IPD context are discussed. This paper provides a point of departure for future theoretical and empirical explorations.

This paper aims to identify and conceptualize a set of relational capabilities that school libraries in the Alentejo region of Portugal develop for acquiring new knowledge that exists externally in the wider community.

A qualitative research design operationalized via case studies was followed for the empirical analysis. Empirical findings are based on the analysis of the 84 narrative reports submitted by school libraries as part of a national performance evaluation exercise that took place between 2010 and 2012. Data analysis followed the techniques of inductive data categorization, within case-analysis, and cross-case analysis.

The exploration of the relational capabilities that school libraries in the Alentejo region of Portugal develop for acquiring new knowledge that exists externally in the community resulted in the identification of relationships that school libraries in the region have established to acquire new knowledge: connecting with and supporting organizations committed to civic engagement; facilitating discussions about challenging issues through strategic partnerships; convening community conversations to identify shared concerns and solutions; and embracing local culture to foster endogenous development.

The ability to seek and recognize the value of new and external knowledge, assimilate it and apply it to organizational ends has been traditionally linked to the concept of absorptive capacity. While absorptive capacity literature in business settings is prolific, literature that focuses on school libraries’ ability to identify and explore external knowledge and applying it to improve their performance is scarce. Focusing on the specific context of the Alentejo region of Portugal as an archetypical rural area, this paper identifies how knowledge existing externally in the community is absorbed by rural school libraries through specific relational capabilities that reflect school libraries’ community orientation and engagement in participatory processes that develop social resilience.

Sustainability is a major concern in education policies. This paper aims to describe how alternative economic education including concepts of the circular economy (CE), cradle to cradle (C2C) and zero waste can be addressed by teacher education. The author asks to what extent such alternative concepts contribute to sustainability education and transitions and empower students and future teachers, through fieldtrips.

Fieldtrips to three extracurricular learning places in Graz (Austria) – a plastic waste disposal facility, an upcycling design atelier and a supermarket without packaging – were organized as part of a university seminar on economy and sustainability. Based on student essays reflecting the fieldtrips, this praxeological paper provides insights on how students perceive awareness-raising and innovative responses to mass consumption, recycling/upcycling and waste prevention issues.

Including altermatic economic frameworks, such as CE/C2C and zero waste, into teacher education contributes to reflections on the economic growth paradigm and promotes more sustainable futures. In various statements, students highlighted social-ecological change and awareness-raising. They rather focussed on recycling, upcycling and (plastic) packaging than on the problematic eco-efficiency of downcycling.

Alternative economic concepts can be addressed and critically reflected in sustainability education, even if rarely taught. Although the extracurricular learning places described offer partial solution from the perspective of degrowth, they can serve as an eye-opener and promote alternative economic education, where students can share experiences, knowledge and creative ideas to engage in sustainability transitions.