In this paper we ask: “What patterns of formational leadership learning are developed through reflexive engagement with emotional experience, and how do these patterns vary within the dimensions of individual versus dialogic engagement, and everyday versus confronting emotional experiences”?...

We consider how reflexive practices can enable learning from negative emotional experiences. We study these experiences in academic organizations through a relationally reflexive autoethnographic method. Our findings contribute to theory in three ways. First, we show how learning involves...

This paper examines clinician–manager interactions within healthcare organizations in the UK and contrasts the notions of dialetics and dialogues within such interactions. We draw particularly on Bakhtin’s work on dialogue to frame our focal research question, which considers the extent to...

In the UK, approaches to policy implementation, service improvement and quality assurance treat policy, management and clinical care as separate, hierarchical domains. They are often based on the central knowledge transfer (KT) theory idea that best practice solutions to complex problems can be...

Expertly written by leading scholars from a range of different starting points, this compendium presents a synthesis of recent work relating to institutionally-informed accounts from transitional and emerging markets, as well as from mature economies. It specifically focuses on the linkage...