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Stakeholder capitalism has gained attention among business practitioners and academia, often discussed within the context of corporate social responsibility, ethical practices and values-based leadership. Many societal institutions, including businesses and higher education institutions, have a role to play in the transition toward stakeholder capitalism. This study aims to discuss insights gained from a multiyear research and pedagogical project coordinated among a group of academics and an Israel-based holding company to study the implementation of a values-based leadership process focused on establishing a stakeholder-oriented model in a variety of organizations.

Conducted over a decadal period, this project relied on a qualitative case study methodology. The project was conceived as an exploratory and inductive study examining organizations that implemented a values-based leadership model and a university that used this model for curriculum and pedagogy. Semi-structured interviews, observations of leadership practices and operations, and substantive reviews of organizational documents informed the study’s iterative methodology.

The case studies presented explore the benefits of a stakeholder capitalism and values-based leadership transformation in organizations and highlight the importance of senior leadership engagement at the outset to set the tone and direction of implementation while also role modeling values-based behaviors for the organization. The utility of aligning the new values-based approach with existing elements of the organizational culture and priorities was also identified in addition to the benefit of individuals linking the new values initiative to their personal values and life. These practices, and a broader stakeholder dialogue on values, helped establish a transition that was inclusive within the organizational hierarchy and in its connections to the larger society. The cases also explored how stakeholder principles and values-based leadership models can be integrated into management education based on the outcomes of the organizational investigations.

These case studies offer insight into the implementation of a values-based leadership framework, which draws on stakeholder theory, in diverse organizations across a for-profit to non-profit spectrum. These studies also provide a unique opportunity to evaluate the implementation of a common values framework in different sectors. The cases further highlight the potential role of business-education sectoral partnerships in educating a workforce that is dedicated to business for good.

The purpose of this paper is to examine the role of organization leaders, particularly top managers, in building support for and developing behaviors that are consistent with values‐based management, by providing an empirical assessment of the effect of an organization's senior leadership on the values‐based management process.

As part of a program of organization development, a values‐based management approach was implemented in a large manufacturing organization. As part of the process, a system of measuring and evaluating values‐based behaviors was developed. The senior leaders of two groups of the organization were assessed in terms of their values behaviors, and their direct reports were likewise evaluated by the organization using a 360° process.

The results indicated that the leader's values behaviors were significantly related to the values behaviors of subordinates. Subordinates of leaders who strongly demonstrated values‐based management behaviors were more likely to exhibit the same behaviors.

The value of these findings lies in the suggestion that the role of organization leaders, and specifically the behaviors demonstrated by leaders, are important in determining the outcomes of values‐based management techniques. Subordinates may take cues from their leaders and model their values‐based behaviors after those of the organization's leadership.

The purpose of the paper is to explore the power of values based leadership in connecting colleagues and clients to an organisation and in doing so creating sustainable business success.

The paper is based on a model of values based leadership and case study examples of where the model is being successfully used in organisations.

It was found that the organisations cited in the article who are using a values based approach such as Apple and Unilever create a connection with their organisations, that has a significant impact on organisational performance.

The paper uses a new model of values based leadership to demonstrate its impact on organisational performance. The different elements of the model are explored using current successful organisational case studies. It will therefore be of value to anyone using or considering a values based approach to developing an exciting and successful leadership culture.

To reveal the effective ways for leaders to motivate employees' innovative behaviour in complex environmental situations, the leadership rapport orientation is subdivided into two types of values-based/instrumental rapport orientation. The mechanism of supervisor developmental feedback in mediating between leadership rapport orientation and employees' innovative behaviour and the moderating effect of ambidextrous environments is explored. This paper aims to discuss the aforementioned objective.

Leadership rapport orientation is divided into value-based and instrumental rapport orientation to reveal effective ways for leaders to motivate employees' innovative behaviour in complex environmental situations.

The results show that the values-based (instrumental) rapport orientation of leaders impacts employees' innovative behaviour positively (negatively).

Leaders' values-based/instrumental rapport orientation indirectly influences employees' innovative behaviour through supervisor developmental feedback, which positively moderates the relationship between the values-based or instrumental rapport orientation of leaders and employees' innovative behaviour and further moderates the partially mediating role of supervisor developmental feedback between leaders' values-based/instrumental rapport orientation and employees' innovative behaviour.

Leadership education and training are challenging, multidimensional undertakings that require a willingness to engage in deep personal growth as the most critical antecedent to learning. This article explores the strategic alignment of values, efficacy, and goals using two tools in practice, which are part of a current research design. The Values-Based Leadership Model & Competency Map [Figure 1] and The Values-Based Leadership Taxonomy [Figure 2] are innovative tools for practitioners in Higher Education that may be applied to other industries as well. The powerful and innovative tools are in practice and are part of a current 2016-2017 research aimed at tracking leadership learning at Norwich University which will benchmark data from 9 other graduate degree programs involving over 800 instructors, staff, and executive leadership positions.

With increased globalization, technology advancements, and interconnectedness, greater alignment on values and leadership is needed. The purpose of this paper is to explore the role that personal values play in sustaining leadership during challenging times. The importance of values as a guidepost in an environment in constant change offers leaders a foundation for decision making.

Narrative inquiry and narrative interviews were used so leaders could share their stories of navigating challenging situations. One group interview was scheduled to share preliminary research findings with the research participants and receive their input. Both narrative analysis and thematic analysis were used.

Sustainable leadership included the ongoing pursuit of personal mastery, a values-based personal and professional support network, and expertise in leading self and other through the inevitable transitions that occur during change and challenge.

The above recommendations allow for leaders to sustain themselves and others while working in service of the common good.

This research offers practical guidance to public sector leaders who wish to sustain themselves amidst the inevitable challenges that they experience as part of their public sector leadership.

Leaders who adopt the above recommendations will be well positioned to support their leadership and to use values as guiding principles to release the hero in everyone around them.

This narrative study harvested the wisdom of the lived experience of leaders working in the public, health, and education sectors who have navigated challenges in their leadership. The findings offer valuable guidance to public sector leaders.

Using a values‐based leadership perspective, the paper aims to explore the Aeneid, Virgil's foundation epic of the Latin canon. Specifically, it aims to analyse the Aeneid in order to juxtapose the resonant leadership elements of vision, culture and values – and their corresponding equivalent Roman themes of fatum, pietas, and virtus.

Using a thematic analysis approach, the Aeneid was coded for key leadership themes; and a mixed‐method research framework was employed to juxtapose the leadership lessons identified to the demands of modern leadership.

The paper finds resonating elements of a compelling vision and strong culture – and coded the following eight values: integrity, good judgment, leadership by example, decision making, trust, justice/fairness, humility, and sense of urgency – in the Aeneid. Whether viewed qualitatively or quantitatively – or across sectors (i.e. for profit, non profit, government) – the findings of this study affirm the explicit relevance of the Aeneid to the demands of modern leadership. Moreover, integrity was found to be a superordinate value – without which the remaining values have far less significance.

This research highlights a leadership paradox – while managerial traits are an important consideration for the prevailing operational context in the short term, a values‐based approach to hiring, promoting and retaining leaders may be superior in achieving organizational sustainability and performance over the long term. This study illustrates the practical contemporary relevance of the Aeneid specifically, and illustrates a humanities laden and values‐based approach to reflecting on leadership effectiveness generally.

Concepts of values-based leadership posit that school principals’ professional practice must be informed by values to ensure coherently purposeful activities. Contingency models stress the contextual dependency of professional practice and the need to match activities to local opportunities and constraints. The purpose of this paper is to reconcile both positions from an integrative perspective and to illustrate examples of “values-based contingency leadership” (Day et al., 2001).

Analyses draw on survey data from 56 German schools in order to relate professional values stated by the principals as well as organizational features of their schools to teacher ratings on leadership behaviour (n=910). Instead of scrutinizing singular variables in isolation, a typological approach serves to identify value profiles as well as organizational configurations. Analyses of variance are applied to examine the combined effects of both factors on leadership behaviour.

Interactional effects in the sample indicate that contextual influences are not homogenous across differing value profiles of principals who operate under equal conditions. Descriptive patterns of leadership behaviour within each organizational configuration reveal how principals accentuate leadership activities according to their value profile.

Due to the low statistical power of the small sample, findings are clearly exploratory in nature. However, replication and extension studies seem fruitful, as effect sizes of value-context interactions are consistent with theoretical assumptions and not artificially inflated by common-source variance.

This paper elaborates and exemplifies the moderating role of values in contextual influences on leadership behaviour. It also provides deeper insights into the content and structure of professional values advocated by school principals.

The popular use of labels such as Baby Boomers, Generation X, Generation Y and Millennials suggests that the nature of effective leadership changes over time in response to the prevailing modern context. Using a values-based leadership lens, defined as the moral foundation underlying stewardship decisions and actions of leaders, the purpose of this paper is to explore the alternative notion that fundamental leadership ideals – from antiquity to modern executives to MBA students – are timeless in nature.

Using a thematic analysis approach, The Aeneid was coded for key leadership themes (integrity, good judgment, leadership by example, decision-making, trust, justice/fairness, humility, and sense of urgency); and a mixed-method research framework was employed to juxtapose the leadership lessons identified to the demands of modern leadership. Deductive thematic analysis was utilized to examine key themes from responses of 13 multi-sectoral leaders (for profit, non-profit, government) and 137 MBA students (from three MBA programs in differing regions).

Whether viewed qualitatively or quantitatively, or across sectors, the findings of this study affirm the explicit relevance of The Aeneid to the demands of modern leadership. Additionally, it was found that the way managers ranked leadership values was not significantly different from how MBA students ranked the same values. Moreover, the authors found integrity to be a superordinate value – without which the remaining values have far less significance.

This research highlights a leadership paradox – while managerial traits are an important consideration for the prevailing operational context in the short term, a values-based approach to hiring, promoting and retaining leaders may be superior in achieving organizational sustainability and performance. This study illustrates the practical contemporary relevance of The Aeneid specifically, and illustrates a humanities laden and values-based approach to reflecting on leadership effectiveness generally.

Dramatic economic, political, and societal changes at local, national, and global levels, along with commitments to achieve Education for All (EFA) and Millennium Development Goals (UNESCO, 2000), are prompting national education leaders around the world to restructure and reenvision their education systems (OECD, 2008; Olson, 2008). Decentralization is one of the key structural changes governments are using to promote greater efficiency and to increase local participation in education related to decision making, finances, and accountability in schools. As the Ministry of Education (MOE) of the Sultanate of Oman makes the shift to a decentralized structure, it recognizes that its school administrators require new leadership skills in order to make the necessary changes. Implementing decentralization requires a shift in principals' work and thus their professional identity. “By building the leadership capacity of principals as leaders at the school level, (Oman's) MOE officials hope to strengthen the principals' ability to implement school reforms for the 21st century” (Seward International, Inc., 2008, p. 6).