Brigid Carroll is a Professor in the Department of Management and International Business and holds the Fletcher Building Employee Educational Fund Chair in Leadership at the University of Auckland in New Zealand. She teaches broadly in the area of leadership, organizational  theory and qualitative research methods at undergraduate, postgraduate and executive level and does extensive cross sector leadership development work with corporate, community, professional, and youth organisations. Ongoing research themes revolve around  identity work, power, responsibility and resistance, leadership development, distributed and collective leadership, cross system governance and discursive/ narrative approaches. Ultimately Brigid is interested in leadership as a discourse, identity, and practice  and in exploring how it is constructed and shaped between people, spaces, and artefacts in different organisational contexts. She has published in Organization Studies, Human Relations, AMLE, Management Learning and Leadership and has co-edited three books on Leadership.

Dr. Scott Taylor is Associate Professor of Leadership & Organization Studies at Birmingham Business School, University of Birmingham, UK. He has researched and taught at a number of British universities, and visited universities in New Zealand, Australia, India, Sweden, and Saudi Arabia. Scott has published research in a range of peer-reviewed journals and books, focusing on spirituality at work, work/life balance, and gender discrimination. He has served as Associate Editor of Organization, Section Editor for Journal of Business Ethics, and co-chair of the Critical Management Studies Division, Academy of Management. All of Scott's research is qualitative, interpretive, and sociological, to understand the human experience of work, management, and workplaces. He is currently working with colleagues to prepare the third edition of Leadership: Contemporary critical perspectives (Sage, 2021), a textbook that emphasises the need to approach leadership as complex practice-in-context.