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Research in commercial organizations has provided a multitude of examples on how leadership development can effectively foster employees’ performance and work-related attitudes such as commitment or satisfaction. In contrast, to date systematic leadership development is largely lacking for employees in higher education. However, we suggest that the positive effects of leadership development in commercial organizations also apply to the academic context. Thus, the purpose of this applied article is to present two approaches to the development of leadership in higher education. More specifically, we provide a detailed description of two different programs offered to researchers at a large German university. The first program constitutes a leader development initiative for junior faculty on an individual level, whereas the second focuses on the development of leadership within university departments on a group level. We provide recommendations for establishing and evaluating effective leadership development in higher education.

In this final chapter, we summarize the core challenges to leadership in complex organizational systems as well as the lessons that we believe leaders can learn from the contributions presented in this book. Building on Complexity Leadership Theory (Uhl-Bien & Marion, 2009), we argue that high levels of complexity characterize the contexts described, and that they are unusual because they deviate from the setting of standard business organizations. Since these contexts are not often discussed in the general leadership literature, there seems to be a largely unused potential in terms of leadership learning. Specifically, in order to better contextualize leadership, scholars and practitioners need to take organizational complexity into account. With reference to the underlying structure of the book, core challenges to leadership are proposed, clustering around four main foci: sports and competition, high risk, creativity and innovation, care and community. Subsequently, we derive six lessons for leadership: adaptability, perseverance, handling paradox, leading with values, inventing the future, and sharing responsibility. We thereby hope to stimulate fruitful discussions that put leadership into context and capitalize on complexity theory as an innovative approach to leadership research and practice.

This chapter summarizes the specific challenges for leadership in academia with a focus on universities, and discusses recent approaches to facilitate the development of leadership abilities in this context. Individuals and groups in academia essentially strive for creativity and innovation through knowledge creation and transfer. Their performance is measured relative to specified targets (e.g., quality and quantity of publications, third-party funding, teaching and student supervision). We argue that in academia constant tensions between creativity and innovation on the one hand, and structures, procedures, and (legal) regulations on the other hand persist. This poses significant challenges to leadership. The chapter starts with a short characterization of the most pressing challenges and their implications for leadership. We then distinguish between leadership of universities (i.e., administrative leadership) and leadership in universities (i.e., research leadership). Next, we depict approaches that highlight leadership as a property of individuals and as a collective phenomenon in academia. Finally, we draw lessons for leaders and organizations who seek to create enabling conditions for sustained successes in the quest for creativity and innovation.

This paper aims to investigate the effects that a larger societal context (i.e. values, norms) and the legal framework have on an individual's ability to combine work and family.

Qualitative interviews were used to examine the perceptions female middle managers have of balancing work and family. A total of 25 female managers from the USA and 23 female managers from Germany were interviewed, representing diverse industries.

The results show that the dominant values in a particular society have a stronger influence on individuals' ability to balance work and family than the legal framework. Most importantly, the study provides empirical evidence for the fact that extensive laws originally designed to make it easier for women to combine work and family can actually have negative consequences for women and thus result in hurting the very persons they were designed to help.

The sample consisted of only a small number of female managers. Thus, it cannot be regarded as fully representative of women in the USA and Germany.

When introducing measures designed at increasing opportunities for employees to balance work and family, it is necessary to examine their completeness, relation to societal norms, and anticipated organizational implementation.

This work is one of the rare studies to have used a cross‐cultural comparison in research on the work‐family interface. It provides evidence for the importance of societal values and for the fact that seemingly supportive laws can have negative consequences for women's ability to combine work and family.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

When asked to “state occupation” on an official form, or merely asked “And what do you do?” at a social gathering, the responses “businessman” or “banker” don't elicit the same respect they once might have done. Banking and other big business have got a bad name. Can the principles of “authentic leadership” help to rescue those reputations?

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

The purpose of this paper is to provide more insight into team temporal constructs and team satisfaction, this study proposes and tests a multiple mediation model of shared temporal cognition (STC), temporal conflict (TC), action processes, and team satisfaction.

The authors test the theoretical model in a sample of 364 student teams (1,414 individuals) from universities in the USA, Switzerland, Germany, and Portugal. Participants completed questionnaires at three points in time.

Results indicated a direct, positive relationship between STC and team satisfaction and a direct, negative relationship between TC and team satisfaction. Action processes and TC partially and sequentially mediated the relationship between STC and team satisfaction over time.

This study was restricted to self-report, to a student population, and to Western cultures. The study was not of an experimental nature which prevents making causal claims regarding relationships among variables.

These results demonstrate the need for teams to be conscious of time and its relationship to team interaction and satisfaction. The authors advise both team leaders and members to acknowledge the importance of STC.

The need for temporal awareness and STC in collaborative endeavors, and the need to mindfully utilize action processes to minimize conflict and assist in the effective use of shared cognition is widely applicable from a societal perspective.

This study provides new theoretical and empirical insight into a multiple mediation model including STC, TC, action processes, and team satisfaction. The size and multi-cultural nature of the sample also enhance the generalizability of the findings.

The purpose of this paper is to introduce a selection of papers within the issue that discuss the work‐family interface.

The themes of the papers in the issue are outlined

The papers address the following: conflict, facilitation and individual coping styles across the work and family domains; generational differences in work‐family conflict and work‐family synergy for Generation X, baby boomers and matures; the development and transmission of work‐related attitudes; a cross cultural comparison of female managers attitudes, experiences and career choices; the impact of individual and organisational characteristics on work‐family conflict and career outcomes, and the variation of work life integration experiences of mid‐career professional women.

The paper introduces the special issue which provides a varied mix of theoretical approaches and multi‐level perspectives to scope out and explain the links between work and family life.