Search results

The purpose of this paper is to describe the relationship between authentic leadership and the ethic of care (EoC) and to propose that leadership is characterized by the commitment of others that is represented by EoC’s moral perspective.

This paper is a conceptual paper that compares authentic leadership characteristics with the moral and ethical elements of EoC.

This paper proposes that authentic leadership is closely tied to the commitment of others which characterizes the leader’s moral responsibility and shows how EoC fits with 11 other ethical perspectives in enabling leaders to serve others

The contribution of this paper lies on its focus on the importance of EoC as a guiding moral perspective in the actions of authentic leaders. Although authentic leadership has been written about extensively, very little has been written to link authentic leadership with the EoC.

This intervention study outlines the continuing journey of a university towards its sustainability potentiality. We introduce the importance of sustainable development and link it to our intervention study of potentiality for sustainability from a Heideggerian phenomenological perspective. Through a case study of sustainability at New Mexico State University, we provide an insight into the development of a new dimension of university sustainability interface. This interface exists in terms of a dialogic of sustainability, as it relates to the balancing of competing needs, such as efficiency, heart, and brand identity. An important aspect of this interface is intervention, highlighting new possibilities for the top administrators regarding the university's goals and environmentalities. A qualitative and interpretive approach using ontological storytelling inquiry is employed. Data for the study were collected through in-depth interviews with university members from all hierarchical levels. This article raises interesting ontological issues for sustainability researchers, and has implications for strategy as practice.

It is becoming more generally accepted that there is a need to develop a new kind of leader to meet the needs of our 21st century VUCA world. The bookcases are full of volumes that describe “what” great leaders should do, but “how” to develop such leaders is usually limited to a macro or systemic solution rather than focusing on granular behavioural change of the individual. This paper describes the qualities and characteristics of Transpersonal Leaders, then focuses on developing these leaders through a new coaching process and finally explains how experienced coaches can be trained to coach these leaders.

Our research over the last 20 years of working with leaders individually and in teams has focused on this issue. We have been developing “21st century ready” leaders, referred to as Transpersonal Leaders, for over 10 years in teams, but only recently have we been developing such leaders through a new coaching process. We have also developed a methodology that codifies the development of Transpersonal Leaders which, in turn, allows us to replicate the programme by training other professionals, potentially in large numbers.

Graduates of the Transpersonal Coach Training Programme say that it has been a transformational personal experience, enabling them to take their leader clients to a new level. Leaders who have been coached say the programme has equipped them to learn a practical approach to becoming an authentic, ethical, caring and more effective leader.

This is a unique approach to coaching leaders but based on proven learning principles.

The purpose of this paper is to explore different kinds of authenticity in four health courses for adolescents. In school-based approaches to health education it is often difficult to present health in ways that make sense and appeal to adolescents. Authenticity, as a health-pedagogical concept which focuses on the quality or condition of being believable, trustworthy or genuine, has the potential of providing an analytical framework as well as practical recommendations for this challenge.

This was a qualitative study based on 23 group interviews with a total of 114 adolescents and 12 individual interviews with their teachers. The data were iteratively analyzed and categorized using guidelines for content analysis. The study used a theoretical construct focusing on participation, knowledge and health identity, as each of these three elements affects aspects of authenticity when applied to a health education context.

The analysis revealed four interdependent categories of authenticity: first, authentic connections/relations; second, authentic instructors; third, authentic themes; and fourth, authentic methods/activities. In each of the four categories the paper presents analytical tools for researchers and practical recommendations for health education professionals.

The paper presents a new and innovative model with four categories of authenticity that provide health practitioners with important knowledge about why and how health education might wish to focus on authenticity in order to provide conditions that create a significant health educating effect for all adolescents, not just for the ones who are already healthy.

The purpose of this study is to investigate the causal relationships between the dimensions of authentic leadership and patient care quality in the nursing profession of Ghana.

The study used explanatory and cross-sectional survey designs. The data were obtained from 400 respondents, consisting of 200 nurses and 200 patients in selected general hospitals. The analysis was done using descriptive statistics, correlation and multi-linear regression techniques.

The study found that all four dimensions of authentic leadership, namely, self-awareness, internalized moral perspective, balanced processing and relational transparency positively correlated with patient care quality, however, only internalized moral perspective and self-awareness have positive significant association with patient care quality and internalized moral perspective being the highest predictor. Thus, the results suggest that authentic leadership can positively predict patient care quality.

The study contributes to the understanding of how dimensions of authentic leadership practices affect patient care quality. This understanding is relevant to academics in general and Ghanaian policymakers in particular.

The research makes a significant contribution to the existing authentic leadership literature by establishing that the dimensions of authentic leadership predict patient care quality with an internalized moral perspective being the highest predictor followed by self-awareness. Furthermore, the authors anticipate that the outcomes of this research, which so far is the first study in the Ghanaian context, can significantly shape nursing leadership discourse, practices and policies in Ghana and in other developing countries to improve patient care quality.

This paper aims to share the findings of a realist evaluation study that set out to identify how to strengthen nursing, midwifery and allied health professions (NMAHP) leadership across all health-care contexts in the UK conducted between 2018 and 2019. The collaborative research team were from the Universities of Bangor, Ulster, the University of the West of Scotland and Canterbury Christ Church University.

Realist evaluation and appreciative inquiry were used across three phases of the study. Phase 1 analysed the literature to generate tentative programme theories about what works, tested out in Phase 2 through a national social media Twitter chat and sense-making workshops to help refine the theories in Phase 3. Cross-cutting themes were synthesised into a leadership framework identifying the strategies that work for practitioners in a range of settings and professions based on the context, mechanism and output configuration of realist evaluation. Stakeholders contributed to the ongoing interrogation, analysis and synthesis of project outcomes.

Five guiding lights of leadership, a metaphor for principles, were generated that enable and strengthen leadership across a range of contexts. – “The Light Between Us as interactions in our relationships”, “Seeing People’s Inner Light”, “Kindling the Spark of light and keeping it glowing”, “Lighting up the known and the yet to be known” and “Constellations of connected stars”.

This study has illuminated the a-theoretical nature of the relationships between contexts, mechanisms and outcomes in the existing leadership literature. There is more scope to develop the tentative programme theories developed in this study with NMAHP leaders in a variety of different contexts. The outcomes of leadership research mostly focussed on staff outcomes and intermediate outcomes that are then linked to ultimate outcomes in both staff and patients (supplemental). More consideration needs to be given to the impact of leadership on patients, carers and their families.

The study has developed additional important resources to enable NMAHP leaders to demonstrate their leadership impact in a range of contexts through the leadership impact self-assessment framework which can be used for 360 feedback in the workplace using the appreciative assessment and reflection tool.

Whilst policymakers note the increasing importance of leadership in facilitating the culture change needed to support health and care systems to adopt sustainable change at pace, there is still a prevailing focus on traditional approaches to individual leadership development as opposed to collective leadership across teams, services and systems. If this paper fails to understand how to transform leadership policy and education, then it will be impossible to support the workforce to adapt and flex to the increasingly complex contexts they are working in. This will serve to undermine system integration for health and social care if the capacity and capability for transformation are not attended to. Whilst there are ambitious global plans (WHO, 2015) to enable integrated services to be driven by citizen needs, there is still a considerable void in understanding how to authentically engage with people to ensure the transformation is driven by their needs as opposed to what the authors think they need. There is, therefore, a need for systems leaders with the full skillset required to enable integrated services across place-based systems, particularly clinicians who are able to break down barriers and silo working across boundaries through the credibility, leadership and facilitation expertise they provide.

The realist evaluation with additional synthesis from key stakeholders has provided new knowledge about the principles of effective NMAHP leadership in health and social care, presented in such a way that facilitates the use of the five guiding lights to inform further practice, education, research and policy development.

This paper aims to examine the ethics of authentic talent development in socioeconomic context by considering a set of alternative ethical frameworks. It juxtaposes the ideals of civic virtue, which involve a concern for the common good, with the reality that socioeconomic deprivation and sociocultural practices severely constrain talent development opportunities and choice.

The paper draws on several frameworks complementary to the ideals of civic virtue – the basic goods approach, human capital theory, the capabilities approach and the ethic of care – to elucidate the barriers to talent development embodied in sociocultural context, as well as policy and institutional practices to overcoming these barriers.

While multiple ethical frameworks are necessary to fully capture the issues related to authentic talent development in socioeconomic context, a focus on the ethic of care and basic goods provision is an important starting point. There are also a few fundamental starting points for human resource development in responding to ethical concerns regarding authentic talent development.

While the prevailing approach to talent development is implicitly based on a logic of social identity ascription, this paper promotes an alternative approach based on the ethics of civic virtue. While the former is oriented to the support of social hierarchies based on identity, the latter is oriented to fostering both social and human well-being via choice and authentic talent development.

The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA.

This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program.

The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care.

This study contributes to the growing body of research focused on the recruitment and retainment of students of color within teacher education. The suggested implications offer important considerations for practitioners and policymakers regarding the recruitment and retention of students of color in teacher preparation programs.

Presents three autobiographies to show the link between personal experiences and consulting. All are stories of personal change and involve the processes of feeling, reflection, voice and nurturance (FRVN). Gives an example of a consultation to show how FRVN became an underlying process. Presents definitions of FRVN and shows how these relate to personal involvement. Stresses that authenticity is central to effective consulting and that it is through the process of FRVN that this can be achieved.

The purpose of this paper is to explore the emic theme of “unqualified social work” as part of the process of property management in a self-described “letting agency with a difference” in Edinburgh, set in the context of the rapid expansion of the private rented sector.

The paper is based upon ethnographic data from participant observation in a letting agency and unstructured interviews with their employees.

The paper suggests that the shift in Scotland in terms of the provision of housing and housing-related services from the public sector to the private rented sector in recent decades has engendered new social and economic relations in which property managers become “unqualified social workers”.

The paper aims to exemplify how anthropology and ethnographic research may contribute to the understanding of the private rented sector and of property management.

The paper aims to contribute to the wider literature on the private rented sector by foregrounding the role of the property manager. The paper also brings an analysis derived from the anthropology of ethics to an ethnographic understanding of property management and the private rented sector.