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Yayın Breaking free from the linear: In search for Innoveaders(Elsevier Science Inc, 2015-07-03) Yüksel, Ahmet HakanThe characteristics of the global business environment in which the organizations are expected to sense-and-respond to the target customers’ preferences constantly on the move have drastically changed for the last four decades. The impact of repeated and prolonged attempts to design the whole (system) has been neutralized since it is barely enough to predict the outcomes of the upward-causality from the knowledge of the parts. Innovativeness, under these circumstances, cannot be reified as something done to organizations via deliberate managerial interventions. Traditional leadership approaches fail to grasp the very insight regarding the creation of ingenious organizations in which emergence is giving rise to innovation. This conceptual paper intends to delve into the relationship between innovation-driven organizations and the right context of leadership to be instilled through incorporation of complexity science into management and coins the term innoveadership to identify the characteristics of such context.Yayın Developing andsSustaining outcomes assessment in english as a foreign language programs(Springer International Publishing AG, 2017) Staub, Donald FrancisEducational organizations are charged with one critical task: effectively and efficiently ensuring student learning. Traditionally, the determining factor for whether educational institutions had imparted knowledge on their students was simply to count the number of graduates. English as a Foreign Language (EFL) programs have followed this tradition, equating quality with numbers of successful program completers. Over the past two decades, the so-called accountability movement has put increasing pressure on schools to demonstrate quality by evidencing student learning through the assessment of learning outcomes. EFL programs are increasingly being asked to develop and implement learning outcomes assessment programs. To do so, however, can be arduous, and, if not approached thoughtfully, can lead to failure. This chapter explores the principles and practices that are generally believed to be must-haves for successful outcomes assessment programs. This is followed by a discussion of common pitfalls that lead to failure of such initiatives. Finally, the chapter proposes that EFL program leaders who are embarking upon an outcomes assessment process consider the Distributed Leadership model as a means for increasing the probability of success and sustainability of their outcomes assessment initiative.
