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The college athletics environment within the USA is ethically complex and often controversial. From an academic standpoint, athletes are often viewed as a privileged class receiving undue benefit. Yet closer inspection reveals that student athletes are at risk psychologically, physically, and intellectually in ways that undermine development and flourishing. This reality stands in troubling contrast to the prosocial, virtue-based goals expressed by university mission statements. Given the role of sport in many university business models, college athletics invites scrutiny from a business ethics standpoint. Using a humanistic leadership perspective (Pirson in: Humanistic management: protecting dignity and promoting well-being, Cambridge University Press, Cambridge, 2017), we organize our analysis around three challenges facing the college athletics system: (1) navigating the tension between claiming college athletes are amateurs rather than professionals; (2) defining the ethical edge between winning and winning fairly; and (3) moderating the insatiable drive to win while protecting student athlete well-being. We then articulate three strategies for successfully addressing these challenges: leadership role modeling, putting structural supports in place and holding people accountable. We argue that humanistic leadership and a 'balanced motivational drive mindset' (Lawrence and Nohria in: J Bus Ethics 128:383–394, 2002, https://doi.org/10.1007/s10551-014-2090-2; Pirson 2017) could help move college athletics from an economistic model toward a more humanistic model that prioritizes the dignity and well-being of its participants, particularly student athletes. [ABSTRACT FROM AUTHOR]

How does collective leadership within social networks resolve chronic and complex problems common to communities? Unfortunately, sometimes it does not, but when it does, the outcome may be truly extraordinary. We use a case study approach to explain how one Midwest community within the USA applied collective leadership within a community network to reduce teen births. It took ten years of what many identified as provocative media campaigns and comprehensive sex education programs to reduce teen births by 65%, significantly exceeding the stated goal. Using Kotter's change model as a backdrop, powerful strategies and provocative creativity reveal courageous leadership within a social network of diverse people and organizations focused on improving the social well being of their community. [ABSTRACT FROM AUTHOR]

Today’s leaders must thrive in a world of turbulence and constant change. Unstable conditions frequently generate crises, emphasizing the need for crisis leadership preparedness, which is missing from many business curricula. Thus, the purpose of this work was to develop a learning module in crisis leadership preparedness. As a baseline measure or pretest, 217 graduate students were asked to analyze two crisis leadership cases during the first week of an entry leadership class. Content analysis provided the method to identify where student analyses fell short. These gaps in learning then informed the creation of student learning objectives. Applying inquiry-based learning, I then suggest instructional methods that I incorporated into an active learning module to better prepare today’s leaders for crisis leadership. [ABSTRACT FROM AUTHOR]