Highlighting the Plural: Leading Amidst Romance(s)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The current crisis makes leadership more visible and allows us to reflect on how leadership is conceived. In this essay, we consider how leadership has been represented during the first months of the COVID-19 pandemic in articles published in the business and general press. We show that, while images of heroic leadership are prevalent in this popular discourse – reminding us vividly of the romance of leadership – other elements, such as references to plural and decentred forms of leadership can be seen as also coexisting in this discourse, while not necessarily being explicitly acknowledged. Opting for a plural, relational and processual conception of leadership allows us to reveal these under-recognized elements. This leads us to propose that these elements are not specific to leadership in times of crises, but are always constitutive of leading in practice. We conclude by arguing that renewing understandings of leadership may require that we acknowledge simultaneously the inevitable presence of romance(s) in how we approach this phenomenon as well as its collective and relational accomplishment. Referring, in turn, to the central phenomenon as leading rather than as leadership may help us reach beyond the seductiveness of the romance(s) of leadership to capture its inherent relationality.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it