The term humanisation was introduced in humanistic studies to develop a humanist way of thinking about organisations and human relations. It stems from a need to think about questions of justice and living a good life in practice but not from some absolute or abstract point of view. As it is often framed, humanisation is concerned with working towards a more human type of organisation. Organisation studies are concerned with understanding organisations and their role in our society, and developing perspectives and methods to improve them, while humanisation theories, on the other hand, do not represent a managerial blueprint as they tend to incorporate notions of situated knowledge, sense-making and relational value, drawing our attention to specific processes rather than offering universal truths. Although Critical Management Studies counters mainstream managerialism, it still tends to produce the same kind of ‘truths’ that are supposed to apply to all organisations. Much of the existing management literature is related to control and offers strategies on how to do things but this is not about prescriptions, rather how to explore possibilities from both theoretical and practical perspectives. It offers managers as well as theoreticians of organisations the possibility to question their grounding principles. In the variety of contributions to this book the authors reflect on their understanding of what it is to be human and whether this can be found in the way that organisations are run. They consider the value of humanisation to understand and intervene in organisations and the challenges they face.

This book explores humanising practice within higher education (HE). It provides a fresh perspective by bringing together expert voices with empirical experience of humanising theory and practice in various areas of higher education, in order to influence and improve the way in which universities work. The book draws on Todres et. al’s humanisation framework, as well other relevant theories such as positive organisational scholarship, Vygotsky’s socio-cultural theory and socio-emotional intelligence. Topics include micro elements of humanisation such as transitions and the student experience, and macro elements such as the policy impact of humanising HE and sustainability. The authors demonstrate how a humanising approach can provide the catalyst for wider change and help to improve wellbeing in the community. This book offers an invaluable resource for scholars interested in teaching and learning in HE, and for HE practitioners and policy makers keen to develop a more human practice.

Legendary leaders change the world by putting leadership at the service of humanity Humanise is a comprehensive look at human-centred leadership, providing insight and guidance for those who want to change the world. A deep examination of the concept of moral leadership, this book examines what it is, how it's acquired, and how it can be applied in business, government, and society. Readers will gain insight into predominant leadership styles exemplified in governments and organizations around the world, and discover the missing pieces that come together to more effectively guide people through challenges and transitions. With a focus on building a solid foundation, a strong moral compass, and deep empathy for others, this book shows you how to be a leader wherever you are, build your leadership capability, and make a positive impact on the world. We are facing a crisis of leadership. Where are the new Mandelas? What type of person is that? What are their qualities and attributes? Who will lead us into the future? Humanise is a book for people who want to be the very best version of themselves, the best leader they can be, and impact the world for good. Discover a different perspective on the leadership crisis throughout the world Create your own leadership foundation starting with your purpose and principles Turn your personal moral values into a leadership style that will benefit and inspire others Influence the individuals and world around you to become a part of the solution Following in the footsteps of Mandela and Ghandi, this book explains why great leadership is human-centred, and how you can become such a leader, no matter who you are or what position you are in. For those interested in picking up the torch and guiding the way, Humanise provides a roadmap to the version of you you've always wanted to be, and that the world needs you to be.

Tait and White provide a much-needed introduction to the complex field of critical care nursing for undergraduate and postgraduate students. Covering the essential aspects of critical care nursing, students are asked to consider the biopsychosocial triggers of critical illness, and are walked through a number of different patient scenarios. Reacting to the Francis Report and other inquiries into standards of care, Tait and White’s humanising approach to critical care places equal emphasis on the ′head, hand and heart′ knowledge; evidence, technical and ethical. The book’s depth of clinical knowledge is built and cemented through extended case studies of critically ill patients with a variety of needs. This breadth, along with the author’s unique approach prepares students for courses and assignments in critical care, as well as preparing critical care nurses for clinical decision making and practice. A must-have for anyone studying or working in critical care nursing.

A great deal of attention is focused on the problem of improving the working environment. The research involved is not merely a question of improving industrial relations but rather it forms part of the entire inter-disciplinary search for ways of improving the quality of working life. This volume, first published in 1977, presents a range of views from researchers in a variety of disciplines to illustrate what has already been achieved and what goals and objectives ought to be set. This title will be of interest to students of business studies and human resource management.

Over the past decades, there has been a consistent and poignant ambiguity with regard to the role of education in the context of post-conflict and divided societies working towards building peace. Most recently, global developments, including the after-effects of the Arab Spring, the devastating wars in Syria, and the refugee crisis in Europe, have directed our attention once more to the part that education can play in building peace at many levels. In this context, it is timely to create a space for a focused inquiry and scholarly debate about peace-oriented pedagogies and how they might affect the post-conflict reconstruction in divergent settings. Thus both the subject and the content of this book are important in the light of the current needs in many societies emerging from conflicted community relations. In particular, they propose a refreshing and transformative view of peace based on a humanising conception of education and dialogic pedagogy as a key avenue for peacebuilding. Through both conceptual inquiries and empirical case studies, the book will appeal to educational thinkers, researchers, practitioners, policy-makers, NGO workers, and the public in re-examining some of the key concepts identifying pivotal underlying issues in the field. Furthermore, by offering a principled, persuasive conceptual framework and by problematising implementations and interventions in practice, this book can serve to provoke more appraisals, evaluations, and constructive critiques of humanisation and dialogic pedagogy in peacebuilding education. This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.