SOLSTICE Theoretical Framework
The global landscape of research and development (R&D) is increasingly characterized by
culturally diverse teams operating within Higher Education Institutions (HEIs). These teams, while offering the potential for enhanced creativity and novel problem-solving, also present
multifaceted challenges in communication, conflict resolution, and the equitable management of resources.
The SOLSTICE curriculum is strategically designed to address these challenges by equipping R&;D managers and academics with the competencies required to foster high-performing and inclusive research environments. The theoretical framework that underpins the SOLSTICE curriculum synthesizes Social Constructionism, Narrative Approach, Solution-Focused principles and Poststructuralist perspectives to provide a comprehensive understanding of intercultural R&D team dynamics.
Our framework is built upon the premise that effective leadership in today's global R&D ecosystem requires a nuanced understanding of how knowledge is created, how narratives shape
perceptions, how solutions can be cultivated, and how power dynamics influence team
interactions. By embracing these four interconnected perspectives, the SOLSTICE curriculum seeks to empower leaders to create truly synergistic research environments where diverse perspectives are valued, conflicts are resolved constructively, and innovation flourishes.
1. Social Constructionism: Shaping shared realities
Social Constructionism is a perspective that challenges the notion of objective truth by emphasizing the active role of social interaction in shaping our understanding of reality (Berger & Luckmann, 1966). Knowledge, according to this perspective, is not simply discovered but is actively constructed through discourse, negotiation, and shared experiences within specific cultural and historical contexts. This perspective has profound implications for understanding the complexities of intercultural team dynamics. What may be considered a "fact" or a "best practice" in one cultural context may be viewed entirely differently in another. Communication styles, leadership approaches, and even research methodologies can be subject to varying interpretations and evaluations based on cultural norms and values (Hofstede, 2001).
The SOLSTICE curriculum directly addresses these challenges by incorporating collaborative
learning pedagogies that facilitate shared meaning-making and promote the development of
inclusive team norms. Participants are actively engaged in critical reflection, group discussions,
and collaborative problem-solving exercises designed to surface their own assumptions and biases and to foster a deeper understanding of diverse perspectives. This approach is supported by research demonstrating the effectiveness of collaborative learning in promoting critical thinking, enhancing understanding of complex social phenomena, and fostering a sense of shared responsibility (Gergen, 2009).
By acknowledging the socially constructed nature of knowledge, SOLSTICE aims to empower R&D team leaders to move beyond ethnocentric viewpoints and to cultivate a truly inclusive and collaborative environment where all team members feel valued and respected.
2. Narrative Approach: Unveiling the power of stories
Complementing the principles of Social Constructionism, Narrative Approach provides a powerful lens for understanding how individuals and teams make sense of their experiences and construct their identities. Narrative Approach recognizes that human beings are fundamentally storytellers, and that these stories shape our perceptions, influence our actions, and provide a framework for interpreting the world around us (Bruner, 1991; Riessman, 2008). In the context of intercultural R&D teams, narratives play a crucial role in shaping perceptions of team members from different cultural backgrounds, influencing attributions of competence, and determining access to resources and opportunities. Dominant narratives, often unconsciously held, can perpetuate stereotypes, reinforce power imbalances, and create barriers to effective communication and collaboration (Said, 1979).
The SOLSTICE curriculum incorporates narrative techniques designed to help our target groups surface and critically examine the stories that shape their own perceptions and the dynamics within their teams. This involves engaging in activities such as sharing personal narratives, actively listening to diverse perspectives, and collaboratively constructing shared narratives of team identity and purpose. By giving voice to marginalized perspectives and challenging dominant narratives, the curriculum aims to promote a more nuanced and equitable understanding of team dynamics and to foster a sense of shared responsibility for creating a positive and inclusive team environment. The use of the Narrative Approach is supported by research demonstrating its effectiveness in promoting personal and social change by altering limiting or dysfunctional stories (Morgan, 2000).
3. Poststructuralist Perspectives: Deconstructing power and promoting equity
Underlying the entire framework is a critical awareness of Poststructuralist Perspectives, which
challenge the notion of objective truth and emphasize the role of power in shaping knowledge and discourse (Foucault, 1977). Poststructuralism encourages us to deconstruct dominant narratives, question taken-for-granted assumptions, and recognize the contingent nature of reality. In the context of intercultural R&D teams, a poststructuralist lens prompts us to critically examine the power dynamics that operate within teams and institutions, particularly in relation to culture, gender, academic status, and other social categories. These power dynamics can manifest in subtle and often unconscious ways, influencing everything from who is heard and valued to who receives access to resources and opportunities (Said, 1979).
The SOLSTICE curriculum fosters this critical awareness by encouraging participants to reflect on their own positionality and to challenge the assumptions that underpin their leadership practices.
This involves examining how cultural norms, institutional policies, and societal biases may contribute to inequities within the team and taking concrete steps to create a more level playing field for all team members. By incorporating poststructuralist perspectives, the SOLSTICE curriculum aims to promote more equitable and inclusive leadership practices and to empower team members to challenge systemic barriers to their full participation.
4. Solution-Focused Approach (SFA): Cultivating strengths and possibilities
While understanding the social construction of knowledge and the power of narratives is crucial, it is equally important to equip team leaders with practical strategies for addressing conflict and fostering collaboration. The Solution-Focused Approach (SFA) provides a valuable complement to these perspectives by shifting the focus from problem analysis to the identification of existing strengths, resources, and exceptions to problems (de Shazer, 1985). SFA is not simply a technique; it is grounded in the same core principles as Social Constructionism, Narrative Approach and Poststructuralist ideas. It recognizes that:
- Solutions are socially constructed: Just as problems are shaped by our interpretations and
narratives, so too are solutions. SFA acknowledges that there is no single "correct"
solution, but rather a range of possible solutions that are negotiated and agreed upon by
team members through dialogue and collaboration.
- Narratives of success shape reality: SFA emphasizes identifying and amplifying existing
strengths and successes, effectively creating new, more positive narratives about the team's capabilities and potential. By focusing on times when the team has overcome challenges or achieved its goals, SFA helps to build a narrative of resilience, competence, and collective efficacy.
SFA is a methodology for co-constructing solutions through a process of collaborative inquiry. The SOLSTICE curriculum incorporates SFA techniques to help participants identify successful strategies for managing conflict, building positive relationships, and fostering team cohesion. This involves guiding team members to:
working, even in small ways, and to amplify those solutions within their teams (Gingerich &
Peterson, 2013). This might involve identifying times when conflict was resolved successfully,
recognizing the strengths and skills of team members, and collaboratively setting achievable goals for improvement. The emphasis on small, concrete steps promotes a sense of agency and empowers team members to take ownership of the change process (Berg & de Shazer, 1993). Empirical studies have demonstrated the effectiveness of SFA in a variety of contexts, including conflict resolution, team building, and leadership development, providing further support for its inclusion in the SOLSTICE curriculum.
5. Curriculum Design Rationale: Themes, Scaffolding, and Unit Development
The SOLSTICE curriculum is strategically structured around a series of interconnected themes,
organized using a scaffolding approach, with each unit designed to build upon the knowledge and skills acquired in previous sections. This pedagogical structure is intentionally designed to
maximize learning transfer, promote sustained engagement, and facilitate the application of
theoretical concepts to real-world challenges faced by R&D managers and academics.
The selection of the core themes was guided by a comprehensive needs assessment, informed by existing literature on intercultural leadership (e.g., Earley &Ang, 2003), and validated through consultations with experienced R&D leaders and academics. These themes represent critical areas of competence that have been identified as essential for navigating the complexities of leading diverse research teams and fostering a culture of innovation. Each theme addresses a distinct, yet interconnected, set of challenges and opportunities that are commonly encountered in intercultural R&D settings:
SCAFFOLD 1 themes:
- Introduction to cultural awareness provides a foundational understanding of the social
construction of culture and the potential for cultural differences to lead to misunderstandings or conflict (Hofstede, 2001).
- Introduction to SFA provides a description of SFA and how it can be applied to preventing,
managing, and resolving conflict in culturally diverse R&D teams.
SCAFFOLD 2 theme
- Self-awareness: Me as a team leader encourages R&D team leaders to critically examine their own biases, assumptions, and leadership styles, recognizing that effective leadership requires a high degree of self-reflection and emotional intelligence (Goleman, 1995).
SCAFFOLD 3 themes:
- Leading one step behind relates to identify the different sources of power within the team
(e.g., formal authority, expertise, social capital) and develop strategies to empower team members to become active agents of change.
- Verbal communication equips participants with practical communication skills, emphasizing active listening, empathy, and the ability to navigate diverse communication styles (Ting-Toomey, 1999).
- Art of inquiry highlights the importance for R&D team leaders to learn solution-focused
and narrative inquiry to promote cultural understandings, uncovering of implicit biases,
building team cohesion and establishing goal-oriented actions.
- Team narratives: From problems to shared purpose and global identity underscores the
importance of creating a shared sense of purpose and fostering team cohesion, recognizing
that a strong team identity can buffer against the negative effects of conflict and promote
collaboration (Lencioni, 2002).
- Open collaborative spaces relates to foster a climate and landscape in which all team
members feel heard, are respected and are empowered to actively contribute.
SCAFFOLD 4 theme
- Sustain: Embracing flexibility and experimentation promotes an agile and adaptive
approach to leadership, recognizing that effective strategies must be tailored to the specific context and constantly refined through feedback and reflection (Denison, Hooijberg, & Quinn, 1995).
The decision to structure these themes using a scaffolding approach was inspired by the work of Vygotsky (1978) and Bruner (1983), who emphasized the importance of providing learners with appropriate support and guidance as they progress through increasingly complex tasks. Scaffolding involves breaking down complex concepts into smaller, more manageable units, providing learners with clear learning objectives, offering examples and demonstrations, providing opportunities for practice and feedback, and gradually reducing the level of support as learners gain competence. In the SOLSTICE curriculum, the scaffolding structure is evident in the sequence of themes, which progresses from foundational knowledge and self-reflection to practical skills and application. For example, the Introduction to cultural awareness theme provides the necessary background knowledge for engaging with the more complex issues addressed in subsequent themes, such as Team narratives and Leading one step behind.
The development of specific units within each theme was guided by several key principles.
First, each unit is designed to be learner-centred, focusing on the active engagement of participants and promoting self-directed learning. This involves incorporating a variety of interactive activities, such as case studies, simulations, role-playing exercises, and group discussions, designed to encourage critical thinking, problem-solving, and collaborative learning.
Second, units are designed to be relevant and practical, focusing on real-world challenges and
providing participants with actionable strategies that they could immediately apply in their own
teams and institutions. This involves drawing upon examples and case studies from actual R&D settings, incorporating practical exercises that simulate real-world scenarios, and providing participants with opportunities to develop and implement action plans tailored to their specific needs.
Third, each unit draws upon the research and best practices in intercultural leadership, team
dynamics, and conflict resolution. This involves incorporating relevant theoretical frameworks,
citing empirical studies, and providing learners with access to a range of resources and tools that they can use to continue their learning and development beyond the curriculum.
Finally, and perhaps most importantly, each unit is designed to be integrated and interconnected, building upon the knowledge and skills acquired in previous units and reinforcing the overall framework of the curriculum. This involves explicitly linking the content of each unit to the core themes and principles of the curriculum, providing opportunities for the trainees to reflect on their learning and apply their knowledge to new situations, and encouraging collaboration and knowledge sharing across different units and themes.
6. Conclusion
The SOLSTICE curriculum, underpinned by this integrated and evidence-informed theoretical
framework, provides a comprehensive approach to enhancing leadership efficacy in intercultural R&D teams. By combining insights from Social Constructionism, Narrative Approach, Poststructuralist perspectives and Solution-Focused principles, the curriculum empowers R&D team leaders to navigate complexity, foster inclusivity, and cultivate synergistic innovation within their teams. The structured design, incorporating thematic organization and scaffolding, further ensures that participants are effectively guided towards meaningful and sustained learning.
7. References
Berger, P.L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Doubleday.
Berg, I.K., &de Shazer, S. (1993). Working with polluting families: An evaluation of outcome. Brief Treatment and Crisis Intervention, 1(3), 203-216.
Bruner, J. (1991). Acts of meaning. Cambridge, MA: Harvard University Press.
de Shazer, S. (1985). Keys to solution in brief therapy. London: W. W. Norton & Company.
Denison, D.R., Hooijberg, R., & Quinn, R.E. (1995). Paradox and performance: Toward a theory of behavioral complexity in managerial leadership. Organization Science, 6(5), 524-540.
Earley, P.C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Redwood City, CA: Stanford University Press.
Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Pantheon Books.
Gergen, K.J. (2009). Relational being: Beyond self and community. Oxford: Oxford University Press.
Gingerich, W.J., & Peterson, K. (2013). Solution-focused brief therapy: A practical guide. Oxford: Oxford University Press.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and
organizations across nations. London: Sage Publications.
Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. New York: Jossey-Bass.
Morgan, A. (2000). What is narrative therapy? An easy-to-read introduction. Adelaide: Dulwich
Centre Publications.
Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). London: Sage Publications.
Riessman, C.K. (2008). Narrative methods for the human sciences. London: Sage.
Said, E. W. (1979). Orientalism. New York: Vintage Books.
Ting-Toomey, S. (1999). Communicating across cultures. New York: Guilford Press.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
culturally diverse teams operating within Higher Education Institutions (HEIs). These teams, while offering the potential for enhanced creativity and novel problem-solving, also present
multifaceted challenges in communication, conflict resolution, and the equitable management of resources.
The SOLSTICE curriculum is strategically designed to address these challenges by equipping R&;D managers and academics with the competencies required to foster high-performing and inclusive research environments. The theoretical framework that underpins the SOLSTICE curriculum synthesizes Social Constructionism, Narrative Approach, Solution-Focused principles and Poststructuralist perspectives to provide a comprehensive understanding of intercultural R&D team dynamics.
Our framework is built upon the premise that effective leadership in today's global R&D ecosystem requires a nuanced understanding of how knowledge is created, how narratives shape
perceptions, how solutions can be cultivated, and how power dynamics influence team
interactions. By embracing these four interconnected perspectives, the SOLSTICE curriculum seeks to empower leaders to create truly synergistic research environments where diverse perspectives are valued, conflicts are resolved constructively, and innovation flourishes.
1. Social Constructionism: Shaping shared realities
Social Constructionism is a perspective that challenges the notion of objective truth by emphasizing the active role of social interaction in shaping our understanding of reality (Berger & Luckmann, 1966). Knowledge, according to this perspective, is not simply discovered but is actively constructed through discourse, negotiation, and shared experiences within specific cultural and historical contexts. This perspective has profound implications for understanding the complexities of intercultural team dynamics. What may be considered a "fact" or a "best practice" in one cultural context may be viewed entirely differently in another. Communication styles, leadership approaches, and even research methodologies can be subject to varying interpretations and evaluations based on cultural norms and values (Hofstede, 2001).
The SOLSTICE curriculum directly addresses these challenges by incorporating collaborative
learning pedagogies that facilitate shared meaning-making and promote the development of
inclusive team norms. Participants are actively engaged in critical reflection, group discussions,
and collaborative problem-solving exercises designed to surface their own assumptions and biases and to foster a deeper understanding of diverse perspectives. This approach is supported by research demonstrating the effectiveness of collaborative learning in promoting critical thinking, enhancing understanding of complex social phenomena, and fostering a sense of shared responsibility (Gergen, 2009).
By acknowledging the socially constructed nature of knowledge, SOLSTICE aims to empower R&D team leaders to move beyond ethnocentric viewpoints and to cultivate a truly inclusive and collaborative environment where all team members feel valued and respected.
2. Narrative Approach: Unveiling the power of stories
Complementing the principles of Social Constructionism, Narrative Approach provides a powerful lens for understanding how individuals and teams make sense of their experiences and construct their identities. Narrative Approach recognizes that human beings are fundamentally storytellers, and that these stories shape our perceptions, influence our actions, and provide a framework for interpreting the world around us (Bruner, 1991; Riessman, 2008). In the context of intercultural R&D teams, narratives play a crucial role in shaping perceptions of team members from different cultural backgrounds, influencing attributions of competence, and determining access to resources and opportunities. Dominant narratives, often unconsciously held, can perpetuate stereotypes, reinforce power imbalances, and create barriers to effective communication and collaboration (Said, 1979).
The SOLSTICE curriculum incorporates narrative techniques designed to help our target groups surface and critically examine the stories that shape their own perceptions and the dynamics within their teams. This involves engaging in activities such as sharing personal narratives, actively listening to diverse perspectives, and collaboratively constructing shared narratives of team identity and purpose. By giving voice to marginalized perspectives and challenging dominant narratives, the curriculum aims to promote a more nuanced and equitable understanding of team dynamics and to foster a sense of shared responsibility for creating a positive and inclusive team environment. The use of the Narrative Approach is supported by research demonstrating its effectiveness in promoting personal and social change by altering limiting or dysfunctional stories (Morgan, 2000).
3. Poststructuralist Perspectives: Deconstructing power and promoting equity
Underlying the entire framework is a critical awareness of Poststructuralist Perspectives, which
challenge the notion of objective truth and emphasize the role of power in shaping knowledge and discourse (Foucault, 1977). Poststructuralism encourages us to deconstruct dominant narratives, question taken-for-granted assumptions, and recognize the contingent nature of reality. In the context of intercultural R&D teams, a poststructuralist lens prompts us to critically examine the power dynamics that operate within teams and institutions, particularly in relation to culture, gender, academic status, and other social categories. These power dynamics can manifest in subtle and often unconscious ways, influencing everything from who is heard and valued to who receives access to resources and opportunities (Said, 1979).
The SOLSTICE curriculum fosters this critical awareness by encouraging participants to reflect on their own positionality and to challenge the assumptions that underpin their leadership practices.
This involves examining how cultural norms, institutional policies, and societal biases may contribute to inequities within the team and taking concrete steps to create a more level playing field for all team members. By incorporating poststructuralist perspectives, the SOLSTICE curriculum aims to promote more equitable and inclusive leadership practices and to empower team members to challenge systemic barriers to their full participation.
4. Solution-Focused Approach (SFA): Cultivating strengths and possibilities
While understanding the social construction of knowledge and the power of narratives is crucial, it is equally important to equip team leaders with practical strategies for addressing conflict and fostering collaboration. The Solution-Focused Approach (SFA) provides a valuable complement to these perspectives by shifting the focus from problem analysis to the identification of existing strengths, resources, and exceptions to problems (de Shazer, 1985). SFA is not simply a technique; it is grounded in the same core principles as Social Constructionism, Narrative Approach and Poststructuralist ideas. It recognizes that:
- Solutions are socially constructed: Just as problems are shaped by our interpretations and
narratives, so too are solutions. SFA acknowledges that there is no single "correct"
solution, but rather a range of possible solutions that are negotiated and agreed upon by
team members through dialogue and collaboration.
- Narratives of success shape reality: SFA emphasizes identifying and amplifying existing
strengths and successes, effectively creating new, more positive narratives about the team's capabilities and potential. By focusing on times when the team has overcome challenges or achieved its goals, SFA helps to build a narrative of resilience, competence, and collective efficacy.
SFA is a methodology for co-constructing solutions through a process of collaborative inquiry. The SOLSTICE curriculum incorporates SFA techniques to help participants identify successful strategies for managing conflict, building positive relationships, and fostering team cohesion. This involves guiding team members to:
- Identify exceptions: What are the times when the problem is less severe or absent altogether? What is different about those situations?
- Amplify strengths: What resources, skills, or relationships have contributed to past successes? How can these strengths be leveraged more effectively in the future?
- Co-create goals: What would it look like if the problem were solved? What specific, measurable, achievable, relevant, and time-bound (SMART) goals can we set to move toward that desired future?
- Scale progress: On a scale of 1 to 10, where 1 represents the worst possible situation and 10 represents the problem being completely solved, where are we now? What would it take to move up just one point on the scale?
working, even in small ways, and to amplify those solutions within their teams (Gingerich &
Peterson, 2013). This might involve identifying times when conflict was resolved successfully,
recognizing the strengths and skills of team members, and collaboratively setting achievable goals for improvement. The emphasis on small, concrete steps promotes a sense of agency and empowers team members to take ownership of the change process (Berg & de Shazer, 1993). Empirical studies have demonstrated the effectiveness of SFA in a variety of contexts, including conflict resolution, team building, and leadership development, providing further support for its inclusion in the SOLSTICE curriculum.
5. Curriculum Design Rationale: Themes, Scaffolding, and Unit Development
The SOLSTICE curriculum is strategically structured around a series of interconnected themes,
organized using a scaffolding approach, with each unit designed to build upon the knowledge and skills acquired in previous sections. This pedagogical structure is intentionally designed to
maximize learning transfer, promote sustained engagement, and facilitate the application of
theoretical concepts to real-world challenges faced by R&D managers and academics.
The selection of the core themes was guided by a comprehensive needs assessment, informed by existing literature on intercultural leadership (e.g., Earley &Ang, 2003), and validated through consultations with experienced R&D leaders and academics. These themes represent critical areas of competence that have been identified as essential for navigating the complexities of leading diverse research teams and fostering a culture of innovation. Each theme addresses a distinct, yet interconnected, set of challenges and opportunities that are commonly encountered in intercultural R&D settings:
SCAFFOLD 1 themes:
- Introduction to cultural awareness provides a foundational understanding of the social
construction of culture and the potential for cultural differences to lead to misunderstandings or conflict (Hofstede, 2001).
- Introduction to SFA provides a description of SFA and how it can be applied to preventing,
managing, and resolving conflict in culturally diverse R&D teams.
SCAFFOLD 2 theme
- Self-awareness: Me as a team leader encourages R&D team leaders to critically examine their own biases, assumptions, and leadership styles, recognizing that effective leadership requires a high degree of self-reflection and emotional intelligence (Goleman, 1995).
SCAFFOLD 3 themes:
- Leading one step behind relates to identify the different sources of power within the team
(e.g., formal authority, expertise, social capital) and develop strategies to empower team members to become active agents of change.
- Verbal communication equips participants with practical communication skills, emphasizing active listening, empathy, and the ability to navigate diverse communication styles (Ting-Toomey, 1999).
- Art of inquiry highlights the importance for R&D team leaders to learn solution-focused
and narrative inquiry to promote cultural understandings, uncovering of implicit biases,
building team cohesion and establishing goal-oriented actions.
- Team narratives: From problems to shared purpose and global identity underscores the
importance of creating a shared sense of purpose and fostering team cohesion, recognizing
that a strong team identity can buffer against the negative effects of conflict and promote
collaboration (Lencioni, 2002).
- Open collaborative spaces relates to foster a climate and landscape in which all team
members feel heard, are respected and are empowered to actively contribute.
SCAFFOLD 4 theme
- Sustain: Embracing flexibility and experimentation promotes an agile and adaptive
approach to leadership, recognizing that effective strategies must be tailored to the specific context and constantly refined through feedback and reflection (Denison, Hooijberg, & Quinn, 1995).
The decision to structure these themes using a scaffolding approach was inspired by the work of Vygotsky (1978) and Bruner (1983), who emphasized the importance of providing learners with appropriate support and guidance as they progress through increasingly complex tasks. Scaffolding involves breaking down complex concepts into smaller, more manageable units, providing learners with clear learning objectives, offering examples and demonstrations, providing opportunities for practice and feedback, and gradually reducing the level of support as learners gain competence. In the SOLSTICE curriculum, the scaffolding structure is evident in the sequence of themes, which progresses from foundational knowledge and self-reflection to practical skills and application. For example, the Introduction to cultural awareness theme provides the necessary background knowledge for engaging with the more complex issues addressed in subsequent themes, such as Team narratives and Leading one step behind.
The development of specific units within each theme was guided by several key principles.
First, each unit is designed to be learner-centred, focusing on the active engagement of participants and promoting self-directed learning. This involves incorporating a variety of interactive activities, such as case studies, simulations, role-playing exercises, and group discussions, designed to encourage critical thinking, problem-solving, and collaborative learning.
Second, units are designed to be relevant and practical, focusing on real-world challenges and
providing participants with actionable strategies that they could immediately apply in their own
teams and institutions. This involves drawing upon examples and case studies from actual R&D settings, incorporating practical exercises that simulate real-world scenarios, and providing participants with opportunities to develop and implement action plans tailored to their specific needs.
Third, each unit draws upon the research and best practices in intercultural leadership, team
dynamics, and conflict resolution. This involves incorporating relevant theoretical frameworks,
citing empirical studies, and providing learners with access to a range of resources and tools that they can use to continue their learning and development beyond the curriculum.
Finally, and perhaps most importantly, each unit is designed to be integrated and interconnected, building upon the knowledge and skills acquired in previous units and reinforcing the overall framework of the curriculum. This involves explicitly linking the content of each unit to the core themes and principles of the curriculum, providing opportunities for the trainees to reflect on their learning and apply their knowledge to new situations, and encouraging collaboration and knowledge sharing across different units and themes.
6. Conclusion
The SOLSTICE curriculum, underpinned by this integrated and evidence-informed theoretical
framework, provides a comprehensive approach to enhancing leadership efficacy in intercultural R&D teams. By combining insights from Social Constructionism, Narrative Approach, Poststructuralist perspectives and Solution-Focused principles, the curriculum empowers R&D team leaders to navigate complexity, foster inclusivity, and cultivate synergistic innovation within their teams. The structured design, incorporating thematic organization and scaffolding, further ensures that participants are effectively guided towards meaningful and sustained learning.
7. References
Berger, P.L., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. New York: Doubleday.
Berg, I.K., &de Shazer, S. (1993). Working with polluting families: An evaluation of outcome. Brief Treatment and Crisis Intervention, 1(3), 203-216.
Bruner, J. (1991). Acts of meaning. Cambridge, MA: Harvard University Press.
de Shazer, S. (1985). Keys to solution in brief therapy. London: W. W. Norton & Company.
Denison, D.R., Hooijberg, R., & Quinn, R.E. (1995). Paradox and performance: Toward a theory of behavioral complexity in managerial leadership. Organization Science, 6(5), 524-540.
Earley, P.C., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Redwood City, CA: Stanford University Press.
Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Pantheon Books.
Gergen, K.J. (2009). Relational being: Beyond self and community. Oxford: Oxford University Press.
Gingerich, W.J., & Peterson, K. (2013). Solution-focused brief therapy: A practical guide. Oxford: Oxford University Press.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and
organizations across nations. London: Sage Publications.
Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. New York: Jossey-Bass.
Morgan, A. (2000). What is narrative therapy? An easy-to-read introduction. Adelaide: Dulwich
Centre Publications.
Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). London: Sage Publications.
Riessman, C.K. (2008). Narrative methods for the human sciences. London: Sage.
Said, E. W. (1979). Orientalism. New York: Vintage Books.
Ting-Toomey, S. (1999). Communicating across cultures. New York: Guilford Press.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.