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Article
Publication date: 18 July 2008

Rosemary B. Duda

The purpose of this study is to assess the impact of a new leadership development course for academic medical faculty.

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Abstract

Purpose

The purpose of this study is to assess the impact of a new leadership development course for academic medical faculty.

Design/methodology/approach

In October 2006, a survey was electronically sent to the 55 faculty attending the Leadership Course for Junior Faculty.

Findings

A total of 29 women and 26 men attended a course; 85.5 percent responded to the survey. The course was reported to be beneficial personally and professionally to 88.0 percent and 84.0 percent of women, motivated 47.8 percent of women to seek a leadership position, and helped to secure a leadership position for 30.4 percent. This was comparable with the survey responses of men. Women were significantly more likely than men to seek academic career advancement (83.3 percent versus 55.0 percent, p=0.04) as a result of attending the course. However, women were significantly less likely to have secured a new leadership position since attending the course in comparison with men (4.2 percent versus 18.2 percent, p=0.04). This course also motivated 24.0 percent of women compared with 9.1 percent of men to take additional leadership courses (p‐value not significant). All of the women and 25/26 of the men faculty (46/47, 97.9 percent) reported that they would recommend the leadership course to junior faculty.

Practical implications

Formal training in leadership skills early in an academic career is professionally and personally beneficial to faculty. In particular, leadership courses can successfully motivate and encourage junior women faculty to seek leadership roles in academic medicine by providing them with the knowledge of opportunities in leadership and the skills required for such positions.

Originality/value

The paper presents a subjective assessment of a new leadership course.

Details

Leadership in Health Services, vol. 21 no. 3
Type: Research Article
ISSN: 1751-1879

Keywords

Article
Publication date: 1 March 1993

G.N. McNamara and G.D. Moss

Reports a study of over 600 soldiers enrolled in Junior Units ofthe British Army. Investigates their perceptions of leadership skills ingeneral and their own leadership qualities…

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Abstract

Reports a study of over 600 soldiers enrolled in Junior Units of the British Army. Investigates their perceptions of leadership skills in general and their own leadership qualities both before and after experiencing a leadership course. Leadership skills and qualities are classified as innate personal qualities, personal leadership skills, interpersonal skills and managerial skills. While such courses are seen to improve the self‐perception of personal leadership skills and qualities of all types, the courses fail to emphasize the overall importance of interpersonal skills and managerial skills.

Details

Education + Training, vol. 35 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 5 October 2023

Susanne Sandberg, Igor Laine, Gesine Haseloff, Andreea I. Bujac and John E. Reilly

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to…

Abstract

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.

Book part
Publication date: 6 March 2017

Patrick T. Kelly

This chapter examines the integration of leadership topics into an accounting ethics course. Literature review, course review, student feedback. Both practitioners and educators…

Abstract

This chapter examines the integration of leadership topics into an accounting ethics course. Literature review, course review, student feedback. Both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, to prepare students who are entering the profession. I have used the leadership topics and activities discussed in this chapter in a stand-alone ethics course in a graduate business program, but they could also be integrated into an undergraduate course. I provide details regarding course content and delivery, including a weekly schedule of accounting ethics and leadership readings, short cases, and leadership/ethics case research topics. Many of the leadership and ethics subjects in the course are expected to be addressed in the accounting workplace – exploring these topics helps better prepare students to confront future challenges. Although both practitioners and educators have called for broader education of accounting students in general, and student learning of leadership and interpersonal skills in particular, little progress has been made in this area. This chapter contributes to this area by highlighting the value of integrating leadership topics into an accounting ethics course.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78714-180-3

Keywords

Article
Publication date: 5 October 2015

Lee Revere, Arlin Robinson, Lynn Schroth and Osama Mikhail

The purpose of this paper is to present a case study which details the successful development, design and deployment of a leadership course for academic medical department chairs…

Abstract

Purpose

The purpose of this paper is to present a case study which details the successful development, design and deployment of a leadership course for academic medical department chairs. The course provides a needed local and contextual alternative to the lengthy and often theoretical MBA/MHA.

Design/methodology/approach

Faculty developers used a multi-tiered methodology for developing the physician leadership course. The methodology consisted of literature findings, needs assessment, stakeholder input and structured interviews with administrative leaders.

Findings

The research, stakeholder input and interviews revealed an increasing number of physician leaders with a general lack of fundamental administrative leadership skills. These shortfalls are largely because of underexposure to core management competencies during medical school and limited contextual knowledge outside their organization. There is an urgent need for leadership development opportunities aimed at current and future academic medical department chairs.

Research limitations/implications

This research is limited by the assumptions that the curriculum meets the ever-changing needs of health-care leaders, the course’s focus on academic medical department chairs within the Texas Medical Center and the lack of long range follow-up data to substantiate the effectiveness of the curriculum content and course structure.

Practical implications

The Academic Medical Department Leadership course offers valuable management skills training which complements standard medical training. Much of the course structure and content is adaptable to physician administrative and leadership positions in all settings.

Originality/value

Although the Academic Medical Department Leadership course is a response to a local concern, the study offers a generalizable approach to addressing the demand for skilled physician leaders.

Article
Publication date: 9 November 2020

Teresa Martha Soderhjelm, Tone Nordling, Christer Sandahl, Gerry Larsson and Kristina Palm

The purpose of this paper is to examine the possible factors related to transfer of knowledge and skills from two leadership development courses to the work environment and its…

Abstract

Purpose

The purpose of this paper is to examine the possible factors related to transfer of knowledge and skills from two leadership development courses to the work environment and its maintenance for two years post training.

Design/methodology/approach

A total of 12 leaders in two different types of courses were interviewed at least two years after their participation. Thematic analysis was used to identify patterns within the data that explained if, how and why these leaders used this knowledge and these skills in their leadership practice.

Findings

The most influential themes identified were personalized feedback in the courses, increased confidence in leadership roles after the courses, the opportunity to use new knowledge and skills at work, employee feedback, management facilitation and continual reflection.

Practical implications

Leadership development programs should include personalized feedback and reinforce continual reflection on the feedback and course content. The short-term goal of such programs should be to increase leaders’ confidence in their leadership role. The employer must offer opportunities for continual reflection, facilitate dialogue with employees, peers or superiors for long-term maintenance of skills and knowledge.

Originality/value

Outcome studies of leadership development programs are scarce and long-term follow-up of transfer and maintenance of knowledge, as this one, even more unusual.

Open Access
Article
Publication date: 1 June 2009

Mohammed B. Lahkim, Gregory J. Skulmoski and Russel E. Bruhn

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical…

Abstract

This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 6 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Book part
Publication date: 12 December 2023

Ravit Mizrahi-Shtelman and Gili S. Drori

The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s…

Abstract

The study discusses the professionalization of academic leadership in Israel by analyzing and comparing two different training programs: the Hebrew University of Jerusalem’s (HUJI) program and the CHE-Rothschild program. The HUJI program began in 2016 to train the professoriate to take charge of leadership positions alongside a separate program for administrative staff, while the CHE-Rothschild program was launched in 2019 to train academic leaders, both professors and administrators from universities and colleges nationwide. The analysis reveals two “ideal types” of collegiality: While Model A (exemplified by the HUJI program) bifurcates between the professoriate and administrative staff, Model B (exemplified by the CHE-Rothschild program) binds administrative and academic staff members through course composition, pedagogy, and content. The study suggests a pattern of redefinition of collegiality in academia: we find that while academic hierarchies are maintained (between academic faculty and administrative staff and between universities and colleges), collegiality in academia is being redefined as extending beyond the boundaries of the professoriate and emphasizing a partnership approach to collegial ties.

Details

Revitalizing Collegiality: Restoring Faculty Authority in Universities
Type: Book
ISBN: 978-1-80455-818-8

Keywords

Article
Publication date: 21 August 2019

Eman ElKaleh

The purpose of this paper is to investigate leadership curricula in UAE business and education management programmes and examine the extent to which they are derived from and…

Abstract

Purpose

The purpose of this paper is to investigate leadership curricula in UAE business and education management programmes and examine the extent to which they are derived from and linked to students’ cultural and Islamic values using Habermas’ critical theory.

Design/methodology/approach

The study employs a mixed methods approach that takes classical pragmatism as its philosophical foundation and critical theory as a theoretical lens. Data are collected in four sequential phases using critical discourse analysis of course materials, class observations, student survey and faculty interviews. Results are integrated at the interpretative level and abductive reasoning is used as the logic of justification.

Findings

Results show that despite the increasing efforts to incorporate cultural and Islamic values into the curriculum, it is still mainly dominated by Western theories and models of leadership, especially in the leadership courses offered by business schools, mainly because of accreditation requirements and the lack of English resources and theories on UAE and Islamic models of leadership.

Research limitations/implications

The study is limited to leadership curricula in the UAE. Researchers may extend and broaden the scope of the study by investigating leadership curricula in the Gulf and/or the Middle East. Future studies may also look at other theoretical frameworks recommended by other management scholars such as Mezirow’s transformational learning and the socio-constructivist approach (Hotho and Dowling, 2010). This study aims to open an ongoing debate and further investigation on the topic.

Practical implications

The results of the current study may inspire faculty members and programme coordinators to develop critical and culturally relevant curricula that are informed by Habermas’ critical theory and best teaching practices.

Originality/value

The study adds to the current knowledge base through its research design and approach that address an under-investigated topic. None of the current studies empirically investigated leadership curricula in the UAE. The theoretical framework and research findings can be used to develop culturally relevant and value-oriented leadership curricula that reflect indigenous and Western perspectives of leadership.

Details

International Journal of Educational Management, vol. 33 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 13 April 2015

Gladys Asuga, Scott Eacott and Jill Scevak

The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the…

Abstract

Purpose

The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment.

Design/methodology/approach

The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013).

Findings

While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development.

Research limitations/implications

The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area.

Practical implications

Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction.

Social implications

The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes.

Originality/value

The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.

Details

International Journal of Educational Management, vol. 29 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

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