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Most leaders think they're effective at motivating their employees, but study after study shows that employees are more disengaged and uninspired than ever. The solution lies not in more management training or fun off-sites but in looking within--into the mind of the leader. Based on their years-long research and practice, Rasmus Hougaard and Jacqueline Carter, of the Potential Project, have conclusively found that three qualities stand out as being foundational for leaders today: mindfulness, selflessness, and compassion--what they call the MSC Leadership Mind, the ideal mind of the leader. Mindfulness addresses the distractedness that kills our focus, stunts our productivity, and makes us action-addicted multitaskers. Selflessness addresses the general lack of fulfillment in work life by helping us--and the people we lead--find true happiness and meaning. And compassion addresses today's social disintegration by enhancing true human connections, followership, and engagement. While some think these traits are innate, Hougaard and Carter, together with hundreds of their associates working with thousands of leaders around the world, have developed a system to help leaders of all kinds learn and cultivate the MSC Leadership Mind. By addressing their own needs first, then those of their people, and finally the culture of their organization, every leader can learn to embody what makes for great leadership in today's challenging organizational environment.--

Those aiming to respond to the recognised shortage in quantitative skills within the UK social sciences have increasingly focused on the content of undergraduate degree programmes. Problems occur when 'quantitative methods (QM)' are generally confined to a dedicated module, detached from substantive topics. This model makes it hard for students to understand or engage with the contribution of quantitative research to their discipline and can perpetuate negative perceptions of quantitative training. We suggest a solution to this problem is 'quantitative embedding', in which quantitative evidence and methods are incorporated into substantive teaching in the social sciences. We illustrate quantitative embedding with case studies from an ESRC funded project based in The University of Manchester, where teaching partnerships have developed curriculum innovations in Sociology and Politics. The paper then discusses the challenges of disseminating quantitative embedding, highlighting the need to bridge separate 'communities of practice' that can isolate quantitative specialists.