To ensure that the Dutch School of Thought evolves into a meaningful and pioneering body of ideas, we develop knowledge along three lines of research. We explain them below.

Research line 1

Learning from thought leading organisations

We see thought leadership as a meaningful and pioneering positioning strategy that challenges organisations to break free from collectively embedded ways of thinking, and to mobilise people to give meaning to and shape new realities or worldviews. To do this, it is important for us to equip ourselves with a more systematic understanding of how these forerunners think, act and create an impact on their business and society. Read More

Research line 2

How can an organisation’s novel points of view contribute to a shifting of paradigms?

In our view, thought leadership is, to a great extent, about the ability to shift paradigms. But how do organisations contribute to shifting paradigms? How do they articulate and share their novel viewpoints and build up understanding and trust among stakeholders, not to mention their employees? How do they get employees to see the bigger picture and how do they get them involved? How do they connect with other partners and build eco-systems of innovative thinkers and doers and how will this create ripple effects in spreading novel ways of thinking and instigating societal change? Read More

Research line 3

The impact of thought leadership on positioning and societal goals

In order to embrace thought leadership as both a positioning strategy and a transformational strategy, we have to develop measurements that provide insight into how these two approaches may be integrated. The Dutch School of Thought focuses on developing such measurements. By doing so, we offer practitioners an array of ways to measure their thought leadership goals. These tools can also make communication professionals more aware of the fact that the effects of thought-leadership may already be found in subtle aspects in their organisation. These are often overlooked, yet can serve as significant catalysts in their paradigm-shifting process. An instrument with a set of measurements may support practitioners in their attempts to account for and justify their thought-leading efforts.

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