This dissertation advances the understanding and teaching of systems thinking by integrating it with the Direction, Alignment, and Commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and to the pedagogy of building the competencies sustainability professionals need. Chapter 1 offers a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multi-stakeholder collaborations. Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students from 2017 to 2020. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change. Findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Chapter 2 is a case study which illustrates how systems thinking and leadership practices were applied within Eileen Fisher, Inc. as the company reimagined its approach to sustainability starting in 2012. Eileen Fisher's efforts to promote sustainability provide a known example of leadership for systems change. The purpose of the case study is to determine whether the theory of systems leadership developed in Chapter 1 can explain the systems change that occurred in Eileen Fisher, Inc.; to help readers envision, extend, and apply this theory to their own situations; and, to support a case that can be used in classrooms to teach systems thinking and systems leadership. The case study demonstrates that substantive, systemic, organizational change resulted because of an intentional and specific set of practices put in place to promote systems thinking and sustainability. Chapter 3 explains the attributes and pedagogy of teaching cases, and Chapter 4 offers a teaching case for use by educators and workshop moderators interested in teaching systems thinking and systems leadership. / Doctor of Philosophy / This dissertation advances the understanding and teaching of systems thinking by integrating it with the Direction, Alignment, and Commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking. Systems thinking is the ability to understand the nature of systems, whether natural or socially constructed, including how various components of systems interact with one another and impact the behavior of the system as a whole. A system is any set of things working together in concert. Systems leadership is the ability of humans to apply systems thinking and leadership competencies while working across boundaries to engage others in the advancement of complex change. One theory that is particularly well suited to the advancement of systems leadership focuses on a continual cycle of achieving Direction, Alignment and Commitment (DAC) among diverse stakeholders. Direction is achieved by defining a shared vision, mission and overarching goals based on a level of agreement among members of a collaborative about both the aim of the collective effort as well as its value. Alignment pertains to how knowledge, strategies and associated tasks within a collaborative endeavor are identified, organized and coordinated, both at the outset and over time as conditions evolve. Commitment is the willingness of collaborators to embrace common goals and dedicate time, energy and resources to advancing associated tasks. In addition to DAC, it is important for stakeholders to develop a shared understanding of systems, issues, strategies, diverse perspectives and the impacts of interventions over time. Chapter 1 offers a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaborations. Findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Chapter 2 is a case study which illustrates how systems thinking and leadership practices were applied within Eileen Fisher, Inc. as the company reimagined its approach to sustainability starting in 2012. Eileen Fisher's efforts to promote sustainability provide a known example of leadership for systems change. Chapter 3 explains the attributes and pedagogy of teaching cases, and Chapter 4 offers a teaching case for use by educators and workshop moderators interested in teaching systems thinking and systems leadership.

Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.

No description available.

No description available.

Wertewandel ist ein bestimmender Faktor unserer Generation. Er durchdringt alle Bereiche des sozialen Miteinanders und macht auch vor den Subsystemen unserer Gesellschaft nicht halt. Der Wertewandel in den funktionellen Subsystemen der Wirtschaft ging dabei stets mit dem Begriff der Organisationsentwicklung einher. Diese ist jedoch nur in der Lage Teilaspekte des Wandels abzudecken, für eine ganzheitliche Betrachtung mangelte es bisher an einer theoretischen Unterstützung. Dieser Beitrag rückt daher das systemische Change Management in das Zentrum der Betrachtung. Neben seiner integrativen Ausrichtung zeichnet es sich vor allem durch eine normative Fundierung aus. Es soll anhand eines konkreten Beispiels aufzeigt werden, wie das systemische Change Management strukturiert ist und welche Wirkungsmechanismen es in einem organisationalen Wandlungsprozess entwickeln kann.:1 Von der Organisationsentwicklung… 1 2 Der Grundgedanke der Systemdidaktik 1 3 Die normative Konstituierungsebene 3 4 Empirische Bedingungs- und Entscheidungsebene 5 4.2 Das Bedingsfeld Adressat 5 4.2 Entscheidungsfelder Methodik und Thematik 6 4.2.1 Thematik 6 4.2.2 Methodik 9 5 Die normative Ergebnisebene 12 6 Revision und Evaluation 13 7 … zum systemischen Change Management 14 Literaturverzeichnis 16 Quellenverzeichnis 16