Servant leadership focuses on the well-being of those being served, helping them become healthier, wiser, freer, and more autonomous. The emphasis on becoming implies inner development. This chapter links servant leadership with a recent initiative, the Inner Development Goals (IDGs). This chapter draws heavily on developmental psychology and, more specifically, adult development to emphasize the need for developing more mature versions of ourselves to meet external challenges such as the UN Sustainable Development Goals (SDGs). Developmental psychology uses a maturity model that maps out how the ego, or sense of self, goes from developing into a mature and healthy self to transitioning into a more transcendent or selfless way of functioning in the world. This chapter lays out the parallels between servant leadership and adult development, using the IDG project as an example, and provides a rich set of perspectives that can help illuminate certain aspects of servant leadership and how it can be developed.

Perspective taking is emphasized by several developmental theorists as a basic aspect of human development, although it hasn’t been properly defined beyond the conventional stages and 3^rd person perspective. The aim of this analysis is to present a general theory of perspective taking, introduce six orders of perspective taking and apply them to the psychological, relational and physical aspects of reality. The analysis is formulated from principles of adult development and compared with stage descriptions of social perspective taking according to Selman, children’s understanding of space according to Piaget and Inhelder and stage descriptions from Ego development theory by Cook-Greuter. This theoretical formulation of perspective taking allows for generalization into an understanding of physical reality according to 4^th and 5^th person perspectives with examples in Einstein’s theory of special and general relativity and quantum mechanics, according to Bohr.

Sustainable housing that both creates good indoor environmental quality (IEQ) and avoids unnecessary energy use has proved difficult to realize. Renovations of multifamily houses provide an opportunity to find this balance. This study concerns whether tenants perceive that conditions for achieving sufficient IEQ with low energy use exist. Focus group interviews with 42 participants, in areas where the rents were in the lower range and included heating up to 21 degrees C, aimed to capture the tenants' perceptions of: IEQ and actions taken to regulate it; information and control; the connections between IEQ and energy use; and the role of the housing company. Good IEQ was crucial to interviewees, who described it as sufficient heat without draughts, ability to ventilate, and no disturbing sounds or smells. The main responsibility was attributed to the housing company, but daily regulation controlled by tenants. However, unclear interfaces between tenants and the systems that regulate IEQ make it difficult for tenants to act as a positive part of the system. Tenants did not link IEQ to energy use. A holistic view of the physical environment's affordances, including intuitive interfaces, could optimize the balance between good IEQ and energy use.

Although issues concerning indoor environments and their interaction with humans span many disciplines, such as aerosol technology, environmental psychology, health, and building physics, they are often studied separately. This study describes a research project with the transdisciplinary aim of bridging such disciplinary boundaries. Semi-structured interviews were conducted with the twelve project members to explore their understanding of transdisciplinarity regarding the conceptual as well as social aspects of collective learning and leadership and the measures taken to achieve this. The interviews were coded in NVivo (QSR International, Doncaster, Australia), which was used to identify themes concerning notions associated with transdisciplinarity, collective leadership, collective intelligence, and learning. A shared understanding of transdisciplinarity meant that the researchers transcended their disciplinary boundaries by moving into each other's fields. This collective learning process was facilitated by introductory lectures on each other's fields, contributing to collective leadership and a safe atmosphere. We argue that a transdisciplinary approach is appropriate in order to address indoor environment issues as well other complex problems, for which additional time and resources should be allocated for individual and collective learning processes.

The dialogue map is a new pedagogical framework that provides an overview of leader and leadership development methods and is designed to facilitate dialogues about how to promote leadership development. The aim was to create and test a dialogue map. This was accomplished through an iterative process using the literature, experts on leadership development, 45 interviews, 16 questionnaire responses and 6 workshops in three large organizations with managers, professionals and human resources experts. The dialogue map is designed as a table with five categories: developmental relationships, developmental assignments, feedback-intensive processes, education and self-development activities. Each category consists of individual leader development methods and collective leadership development methods. Thirty three methods are presented. The pilot test showed that the dialogue map increased awareness about available methods and enabled more deliberate choices regarding development activities. The dialogue map contributes by providing a systematic overview of collective leadership development, not only individual leadership development. Leadership development becomes more democratized because it focuses on activities that can be done in daily work, inside and outside work, at both an individual and collective level.

Leadership development is a multifaceted phenomenon with a multitude of definitions and meanings requiring closer exploration. The aim of this study was to identify and investigate qualitatively different ways of understanding leadership development and categorize them from a complexity perspective. We conducted 21 semi-structured interviews with professionals and managers. Analysis using a phenomenographic approach revealed six categories and different ways of understanding leadership development: (1) one's own development, (2) fulfilling a leadership role, (3) personal development, (4) leader and organizational development, (5) collective leadership development, and (6) human development. The categories were arranged hierarchically according to increasing complexity. Our contribution recognizes more nuanced interpretations than previously identified and highlights underlying structures of complexity. The results help to empirically ground and elaborate current theories and distinctions within the field of leadership development research where similar patterns can be observed. They may assist researchers in making both their own and other's assumptions on leadership development explicit, as well as informing the practice of tailoring leadership development activities to better match individuals and organizational contexts.

Energy efficiency measures in residential buildings typically include changes in ventilation and heating systems, and increased thermal insulation of the building envelope. The expected energy efficiency is not always reached, despite large knowledge and professional implementation of each separate measure. There is a lack in understanding of how technical systems interact, and how the occupants are influenced by and in turn influence the systems by their behaviour. A holistic view and a transdisciplinary research approach are needed to understand relevant interactions and propose integrated energy efficiency measures. The aim of this paper is to reveal challenges in transdisciplinary research projects that include real world studies on both humans and technical systems with measurements before and after renovation of multifamily housing. It is based on experiences from the PEIRE-project (People, Environment, Indoor, Renovation, Energy) carried out by a research team with expertise on environmental psychology, human behaviour, interaction design, universal design, building physics, building services, thermal comfort, aerosol technology, exposure assessment, acoustics, daylight, and complex thinking. Differences in theoretical bases and methodology needed to be dealt with. Metatheory building could help with the transition from a multi- to a transdisciplinary understanding.

Indoor environments have a large impact on health and well-being, so it is important to understand what makes them healthy and sustainable. There is substantial knowledge on individual factors and their effects, though understanding how factors interact and what role occupants play in these interactions (both causative and receptive) is lacking. We aimed to: (i) explore interactions between factors and potential risks if these are not considered from holistic perspective; and (ii) identify components needed to advance research on indoor environments. The paper is based on collaboration between researchers from disciplines covering technical, behavioural, and medical perspectives. Outcomes were identified through literature reviews, discussions and workshops with invited experts and representatives from various stakeholder groups. Four themes emerged and were discussed with an emphasis on occupant health: (a) the bio-psycho-social aspects of health; (b) interaction between occupants, buildings and indoor environment; (c) climate change and its impact on indoor environment quality, thermal comfort and health; and (d) energy efficiency measures and indoor environment. To advance the relevant research, the indoor environment must be considered a dynamic and complex system with multiple interactions. This calls for a transdisciplinary and holistic approach and effective collaboration with various stakeholders.

Vad innebär utveckling för dig som individ? Är det att göra nya saker, resa till nya kontinenter, skaffa hus och familj? Eller är det att lära dig nya saker såsom kinesiska, dansa tango eller programmera? Kanske är det att nå en ökad personlig mognad - vad det nu innebär. När det gäller barns utveckling är vi alla mer eller mindre medvetna om att barn går igenom ett antal utvecklingsstadier och stegvis utvecklas till vuxna individer. Vid 18-20-årsåldern är man vuxen. Färdig. Vad är sedan meningen med livet?

I den här boken presenterar Kristian Stålne på ett lättillgängligt sätt vad forskningen säger om att utvecklas som människa, med fokus på komplext tänkande, meningsskapande och förmågan till självreflektion. Han tar avstamp i sin egen drivkraft som ledde honom från ingenjörsstudierna vidare till att bli forskare inom vuxenutveckling. Vuxna utvecklas också i stadier, även om det inte är lika märkbart för omgivningen som barnens utveckling. Ett flertal forskares teorier om de olika stadierna presenteras. Centralt är hur individens förmåga att hantera komplexare frågeställningar och att se världen ur olika perspektiv utvecklas stegvis. I den tredje och avslutande delen av boken återknyter Stålne till sin personliga resa. Hur har de här insikterna förändrat honom? Är det eftersträvansvärt att utvecklas?

Boken fungerar som textbok i vuxenutveckling och ger en strukturerad framställning av teorier från Kohlberg, Commons, Kegan, Loevinger, van Rossum och Hamer, King och Kitchener. Samtliga teorier presenteras i förhållande till utveckling av komplext tänkande, kunskapssyn, jagutveckling, och vad vi uppfattar som meningsfullt. Sammantaget ger Vuxen men inte färdig läsaren en introduktion med både inlevelse och teori, bredd och djup kring temat vuxenutveckling med fokus på förmåga till komplext tänkande och meningsskapande. Förmågor som ter sig allt viktigare i vårt samhälle och dess utveckling.