Leadership education in higher education has been extensively studied; however, the long-term influence of the supervisor-student interactions in shaping leadership development remains insufficiently understood, particularly within non-Western academic contexts. To address this gap, the current study investigates how leadership development is cultivated through sh & imacr;m & eacute;n, a traditional Chinese academic supervision network, and proposes a leadership education model grounded in this relational structure. Employing a mixed-methods approach, the research integrates longitudinal textual analysis of supervisor-student interactions (1986-2025), interviews with leaders across industries, observation data, and survey responses to capture both process and outcomes of leadership development. The findings identify vision, culture, and emotion as the core dimensions through which sh & imacr;m & eacute;n influences leadership formation. Building on HeXie management theory and institutional theory, the study develops a sh & imacr;m & eacute;n-based leadership model comprising four developmental stages: sense-making, habituation, objectification, and internalisation. Results highlight the critical roles of informal organisational structures, mentorship, and adaptive practices, as well as culture attributes such as independent thinking, responsibility, inclusivity, and practicality. This study advances understanding of leadership education by demonstrating how traditional academic supervision networks can foster culturally grounded, adaptive, and responsible leaders, offering practical implications and theoretical insights for leadership education in the digital era.

Despite the high expectation of virtual learning environments (VLEs) to accelerate meaningful educational innovations for more interactive learning and teaching, resistance to changes exists, and innovations are fading over time. How to promote widespread and steady adoption of VLE enabled innovations remains an open question. This study uses mixed methods to examine 13 years of VLE logs, archival documents, and interviews with 51 teachers to investigate two research questions: What is the threshold stage of the institutionalisation process of VLE enabled innovation, and how does the innovation become institutionalised in the threshold stage? We found that the majority VLE enabled innovations (such as virtual classrooms and interactive quizzes) were abandoned or faded before the new or changed learning and teaching practices were fully habitualised. The empirical results show that individual cognitive divergence and collective consensus could promote habitualised institutional leverage through a threshold process, namely, meaning-making. These findings extend our understanding of the cognitive mechanism, and we suggest that universities provide continuous facilitating and teacher support, both on technological use and pedagogical design, to help teachers develop the meaning of the action as a priority. Research significance and implications to the educational transformation in the COVID-19 pandemic are discussed.

This chapter aims to envision future transnational university educational and management models. In the background section, a general review of international universities in China would be outlined followed by an overview of a specific example, international Xi'an Jiaotong-Liverpool University. In the literature review section, an evaluation of relevant literature will demonstrate how the examination of key concepts like knowledge, truth, education, and enlightenment could contribute to deepened understanding of future transnational higher education. In the third section on discussion, a detailed analysis of HeXie education model, HeXie mindset model, and HeXie management model would be addressed followed by an application of these models in XJTLU's management systems. Fourthly, challenges and opportunities would be outlined in terms of student-centered and research-led education, the teaching of research, quality education, future education in the uncertain, ambiguous, complex, and changeable world, and future education, before conclusion is drawn.

A leader's traits evolve over time and are expressed differently under different situations. Based on Xu et al.' (Leadersh Q 25(6):1095–1119, 2014) research, this study focuses on the dynamic view on the leader trait theory in the Chinese context to explore the distinctive characteristics. There are three patterns (homological, converse, and composite) by which leader traits evolve. The essential feature of the Chinese culture that affects the Chinese thinking the most is the notion of "Yin-Yang." The composite evolution is distinctive in the Chinese context. The traits leaders demonstrated under specific situations are composite in nature, which also supports the notion that traits evolve.

和谐管理理论是一种应对复杂多变环境下经济社会发展问题的管理理论,具有整合东西方管理智慧、紧密结合具体管理情境、创造性地解决复杂问题等特点.经过30余年的发展,和谐管理理论已经在实践和反思的不断迭代过程中形成了一套较为完备的理论体系.高质量发展是创新作为第一动力的发展.基于和谐管理理论解决复杂经济社会问题的思路,提出了构建良好创新生态的路径.

产业互联网平台是新一代信息技术在产业端的集成应用,通过搭建产业服务基础设施,赋能产业内经济体,带动产业整体升级.本文在和谐管理理论的指导下,以欧冶云商为案例,研究了产业互联网平台赋能的关键要素、动态过程及其内在机理.研究发现:产业互联网平台围绕"平台化创新—智慧化运营—生态化协同"阶段性关键任务,以资源为基础,通过技术与人才的互动和耦合,开展"资源开发—资源拓展—资源整合"活动,呈现出"连接赋能—协同赋能—生态赋能"的动态演化过程,具有阶段性、连续性、动态性特征.本文剖析了赋能过程中"人"的能动性、创造性因素与技术、数据、资源等关键要素协同的重要作用,深化了动态赋能过程模式与机理的研究.

针对组织制定发展战略时不可避免的合法性与独特性权衡问题,基于和谐管理理论,选取案例研究的方法,探究组织如何实现最低合法性基础上的最优独特性.研究表明:"系统性整体设计、和谐主题制定与调整、围绕和谐主题的谐则-和则体系优化及动态耦合"可作为组织实现最低合法性基础上的最优独特性的指导性研究框架.此外,阐述了西交利物浦大学处理"求同还是存异"问题的办学实践与该研究框架的融合,于整体化的视角提出了独特性与合法性的权衡过程是一个有限干预下复杂系统的设计和演化问题.

绩效身份指在成就相关的场景中,个体赋予个人意义的、关于自己是何种类型绩效表现者的自我知识,即以特定类型的绩效表现为参考的自我定义方式.绩效有不同等级,但现有研究认为很少存在低绩效身份,这与本土实践观察不符.此外,由于绩效身份研究比较前沿,目前尚缺乏开展研究的系统性框架.对此,本文首先在社会认同理论指导下,兼顾本土管理实践,通过分析绩效身份的形成过程提出其概念本质,明确了本土低绩效身份的存在性和重要性.其次,整合社会认同理论主导下的组织中个体身份研究的重点和绩效身份的独特性,提出绩效身份研究的一般逻辑,继而结合相关话题的研究和对管理现象的初步观察对其进行充实,本文最终搭建了包含多层次前因、机制和结果的绩效身份研究框架.最后,根据上述框架,立足于我国独特国情,本文提出未来研究的初步方向.本文对绩效身份内涵的厘清以及所搭建的初步研究框架为未来研究奠定了必要的基础.

Broad societal disruptions (i.e., the industrial revolution, digitalisation, and globalisation) have created a need for an increasingly adaptive higher education system in recent decades. However, the response to these disruptions by universities has generally been slow. Most recently, online learning environments have had to be leveraged by universities to overcome the difficulties in teaching and learning due to COVID-19 restrictions. Thus, universities have had to explore and adopt all potential digital learning opportunities that are able to keep students and teachers engaged in a short period. This paper proposes a digital learning HeXie ecology model, which conceptualises elements and relationships pertaining to the societal need for a more agile and digitally resilient higher education system that is better placed to confront disruptive events (such as pandemics) and that is able to produce graduates who are well-equipped to deal with disruption and uncertainty more broadly. Specifically, we propose a digital learning ecology that emphasises the role of self-directed learning and its dynamic interaction between formal, informal, and lifelong learning across a five-level ecosystem: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. This study contributes to the theoretical literature related to flexible learning ecologies by adopting and incorporating the Chinese HeXie concept into such ecologies.

治理规则是规制平台组织自组织互动的关键因素.采用案例研究方法,基于兼顾控制与自治的张力视角,探索平台组织面向企业内层次复杂自组织互动的治理规则内涵.结果表明,针对不同层次的治理目标,平台组织构建了由张力维度、张力框架下的规则内涵、张力关系三个要素构成的治理规则体系.具体而言,该规则体系涵盖了共同价值主张规则、互动赋能规则和竞合平衡规则三个张力维度,据此配置了涵盖控制与自治治理目标间成对规则内容及张力关系,形成了系统性的治理规则体系.研究结论扩展了组织内层次的平台组织治理规则理论,提出了一种多维分层的规则结构.平台组织应基于张力视角从规则内容和规则结构两个角度构建多维度的规则体系,以提升其对复杂自组织互动的治理能力.

基于对和谐管理理论中几个关键概念的再解读,本文尝试从组织方向、和谐主题、和谐耦合及方向—主题—耦合(实践)关联的视角为理解组织管理勾勒一幅简洁画面.结合社会、组织实例阐释了和谐主题及选择,强调要把主题落实到"当务之急、按部就班、从长计议"的组织合作秩序中.论述了两个"社会优化—谐则"的成功案例以及和谐耦合的复杂性.提出了和谐管理理论应用的八项原则,即在脑海里勾勒一幅大图、有独特的问题意识、探索可行—可能的路径、沉浸于"在场性"、养成自反性审视的习惯、提升实践者和领导者的认知和行为、敬畏"不确定性"、反复迭代—试错,并希望通过这八条原则重塑人们的思维方式和工作习惯,从而对实践和学术界有所启发.

大学如何才能在满足合法性的基础上构建自己的独特性?文章基于和谐管理理论,以西交利物浦大学为例,提出最低合法性基础上独特性最大化的大学发展之路:战略上追求最低合法性基础上的独特性最大化,领导上兼顾双重理性的和谐领导模式,育人模式上追求前沿体系下的持续变革,组织方式上打造网络和平台架构下的共生生态,人员安排上注重角色导向的能动性及制度效率的融合.这一结论给当下体制内大学在满足体制要求的前提下追求独特性和创新提供了框架和路径.改革和创新都是制度体系和创新之间的平衡和博弈,领导者做好不同力量的平衡是当前大学改革的关键.

采用多案例研究方法,以8位高校领导者为研究对象,探索领导者为组织获取资源策略的形成与分类.研究发现:领导者为组织获取资源是其个人认知、个人行为与制度环境互动的结果,形成了认知识别制度环境、认知选择制度环境、在制度环境约束下采取行动的互动机制;基于领导者认知、行为与制度环境互动,从领导者认知与行为是否一致、领导者认知和行为对制度环境是否跟随两个维度,区分出领导者为组织获取资源的3种策略:跟随型策略、妥协型策略、创新型策略.

组织如何有效应对内部制度复杂性是目前学界与业界关注的热点问题.现有研究虽然认为组织需要能动应对内部制度复杂性并提出一些个体层实现机制,但如何从组织层面整体实现能动应对内部制度复杂性的机制尚不明确.从权力结构出发,通过对西交利物浦大学进行探索性单案例分析,挖掘组织能动应对内部制度复杂性的权力机制模型.结果发现,能动应对内部制度复杂性的关键在于不耦合的认知与实践双重权力结构:组织层级式权力实践结构与网络式权力认知结构不但分别区隔、整合了多重制度逻辑诉求冲突,而且共同激励多重制度逻辑的持续弹性混合,能够有效应对内部制度复杂性.

采用案例研究方法,通过对7个组织进行实地调研和访谈,从下属视角对下属在领导过程中的能动作用过程、机制和结果进行探索,识别出相关构念和构念之间的关系,提出了下属在领导过程中能动作用过程的概念地图.研究发现,下属在领导过程中的能动作用过程具体包括下属的内在认知、下属对领导者的识别过程、下属对领导者的反应过程和下属对领导者的影响过程四个部分,并对四个过程之间的作用机理进行描述.结论 为以下属为中心的领导研究提供了一个整合性的分析框架,关注了下属在领导过程中的主动性,进一步打开了领导过程的黑箱.

本文以SSCI和SCI数据库(1959-2020年)中"金融时报"和"战略管理学报"期刊认定的63种经管类国际顶级期刊发表的资源基础理论相关文献为研究对象,基于文献计量方法分析资源基础理论的研究发展历程及热点演变,探究资源基础理论的未来发展趋势.研究发现:资源基础理论先后经历了萌芽、成长、成熟、新发展四个研究阶段;各研究阶段热点主题不断演变,首先由产业组织观演变为资源基础观,关注同行业内、不同企业间的资源差异,其次由静态资源观演变为动态资源观,能力与资源分离、建立企业竞争优势的动态机制,最后由组织资源观演变为微观资源观,个体行动者受到关注、重视组织管理资源的复杂过程;微观基础研究、资源管理与资源编排研究、社会绩效视角下的资源研究、中国情境中的资源研究,以及实证研究成为资源基础理论研究的未来发展方向.

生态管理与治理如今备受关注,正在国内外多个领域、不同层面得到实践,从国家战略、区域经济发展、产业转型升级到企业竞争、科技创新突破等.比如,国际上,《美国创新战略:确保我们的经济增长与繁荣》报告把创新生态系统建设放在国家战略的重要位置;在国内,《中华人民共和国国民经济和社会发展第十四个五年规划和2035年远景目标纲要》多次提到生态化发展——"优化创新创业创造生态"、"培育一批具有生态主导力和核心竞争力的龙头企业"、"营造良好数字生态"等.在产业(如ICT)与企业(如Apple、腾讯)层面,生态化发展实践已结出累累硕果.西交利物浦大学的3.0模式,也是融合各类资源,营造教育、创新和产业的共生生态,以创造和分享生态红利(席酉民,2020,2021).

<span id="ChDivSummary" name="ChDivSummary" class="abstract-text">经过三十余年的发展,和谐管理理论已经被我国管理学者应用到深化管理学理论创新以及引领管理实践变革的各个方面。面对充满了不确定性、模糊性、复杂性以及快变性的商业管理环境,和谐管理理论逐渐体现出了其整合东西方管理智慧、与管理情境紧密结合以创造性地解决复杂问题的基本思想,以及在应用该理论过程中体现出了"动态"与"迭代"特征。本文通过对和谐管理理论相关应用研究进行述评,讨论了相关研究所存在的一系列问题和改进建议,有助于彰显和谐管理理论的应用价值,并加强和谐管理理论的研究和应用。为了使读者对和谐管理理论有更为深入及在一定程度上统一的认识,本文以介绍和谐管理理论基本思想与特点作为开头,并深入回顾了和谐管理理论在不同领域以及行业中的应用。同时,本文也发现和谐管理理论相关应用研究存在着分布不均、理论联系度较低、理论与实践关联度不足以及和谐耦合机制相关研究不足的问题,并提出从深化和谐管理理论本身、扩大理论影响力以及加强相关应用研究等方面入手的改进建议。</span>

Purpose This paper aims to explore the complete process and underlying mechanism that social enterprises obtain legitimacy during interactions with stakeholders from theoretical integration of institutional theory and organization ecology perspective. Design/methodology/approach Based on theoretical classification, this paper selects six typical Chinese social enterprises and conducts a multi-case analysis. Findings The study finds that social enterprises aim at legitimizing single entity or industry and shaping stakeholders’ cognitive boundary simultaneously. Therefore, by adopting constrained cooperation and competition activities, social enterprises use normative isomorphism to achieve personal legitimation and combining ecological niche construction, social enterprises achieve organizational legitimation. By adopting fragmented cooperation-dominant or competition-dominant activities, social enterprises use mimic isomorphism supplemented by competitive isomorphism or population structure creation to obtain industry legitimation. By adopting dynamically integrated coopetition activities, social enterprises use mimic isomorphism and reflexive isomorphism to reach field legitimation. Originality/value This paper proposes a mechanism model that the coopetition with stakeholders influences the legitimation process, identifies four stages of social enterprise’s legitimation process and the types of legitimacy obtained in each stage and fills the gap of Chinese indigenous social enterprise research.

组织如何有效应对制度复杂性是一个日益关键的管理问题,但已有研究仅提出了针对制度复杂性单一方面的应对策略与机制.本文采用建构式扎根深度单案例研究方法,以一个工作整合型社会企业为对象,从组织身份视角出发,探索了组织整合地有效应对制度复杂性的过程与机制.研究结果表明:组织通过价值过滤和学徒工作能动地构建了基于价值的组织身份,直接消解了归属复杂性;而基于价值的组织身份塑造了以手段为核心的心理参照点,间接地同时平衡了绩效与运营复杂性.研究弥补了已有制度复杂性应对文献片面化的缺陷,发现了构建能整合应对制度复杂性的组织身份的两个关键构念,对组织解决内部冲突和进行人力资源管理具有指导意义.