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The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental needs of emerging women leaders. WLD was intentionally designed around the context of second-generation gender bias with a firm grounding of research and theory on gender and leadership.

Organized around three leadership pathways – leadership training, leadership coaching, and leadership support networks – WLD brings together the best practices of leadership development in combination with feminist pedagogy and critical perspectives to foster meaningful and impactful development of women leaders.

This paper describes the design of the initiative and how each leadership pathway supports the leadership development journey for emerging women leaders. It provides a model that is impactful as well as foundational, for undergraduate women’s leadership development.

Women leaders, in particular, can benefit from leadership development that takes gender into account (DeFrank-Cole & Tan, 2022a; Ely et al., 2011).

In the current context of change, leadership is significant in developing employees' commitment to change. In this work, the authors analysed the relationship between inclusive leadership and commitment to change and the mediating effect of job satisfaction between inclusive leadership and commitment to change.

Through a questionnaire, 256 employees from Brazil and Spain were interviewed. The hypotheses were tested through structural equations.

The results indicated that inclusive leadership is related to individuals' commitment to change and that job satisfaction mediates the relationship between leadership and commitment to change.

This research contributes to the literature on organisational change behaviour and the relationship between two critical contents – leadership and commitment to change – and points out the role of job satisfaction in this relationship. In addition, this work incorporates the variable country culture into the analysis model; however, it is not found to be statistically significant.

在目前改革的環境裡,若要培育僱員負起改革的承諾,領導者的素質和能力是甚為重要的。本研究擬探討並分析包容性領導與改革承諾之間的關係,以及工作滿足感在包容性領導與改革承諾之間的中介效應。

研究人員透過問卷、訪問了256名來自巴西和西班牙的僱員。各假設均以結構方程式來進行測試。

研究結果顯示、包容性領導與個別員工的改革承諾是有關聯的; 另外,工作滿足感是會於領導與員工的改革承諾之間起中介效應。

本研究在關於組織變革行為與兩個關鍵內容 (分別為領導和改革承諾) 之間的關係的學術文獻上作出了貢獻。研究亦指出、工作滿足感在領導與改革承諾之間所扮演的角色。再者,本研究把國家的文化這個變數納入研究的分析模型內; 唯研究結果顯示、國家的文化在統計學上不成立。

The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.

The emergence of COVID-19 has exacerbated and spurred the growth of mental health issues in ways that have challenged mental health workers tremendously. The complex nature of COVID-19 has made the need of mental health professionals extremely important. Hospital ward overcrowding, social distancing requirements, sequestrations, limits to face-to-face consultations have created barriers to mental health access, especially those in need of Certified Peer Recovery Specialists. Certified Peer Recovery Specialists play a critical role in the treatment of mental illness through their support and engagement of those recovering from substance abuse. Many in this role are hired because they have a strong skillset for help-oriented clinical work but are often challenged, especially in times like this to development and demonstrate leadership skills. This paper explores the nature and need to develop leadership skills and leadership challenges for people in this field through interpretative phenomenological analysis (IPA) and a content analysis of the current and seminal literature.

This paper explores the nature and need to develop leadership skills and leadership challenges for people in mental health through IPA and a content analysis of the current and seminal literature.

The essential necessity to invest in the cultivation of peer recovery specialists and mental health professionals as organizational leaders.

Hospital ward overcrowding, social distancing requirements, sequestrations, limits to face- to- face consultations have created barriers to mental health access, especially those in need of Certified Peer Recovery Specialists. Certified Peer Recovery Specialists play a critical role in the treatment of mental illness through their support and engagement of those recovering from substance abuse.

This paper aims to explore virtual simulations, merging artificial intelligence with real-world simulations, supporting Canadian armed forces (CAF) junior military leaders (JMLs) leadership development. Our research questions are: (1) How do virtual simulations support CAF junior military leadership development within a globalized and complex environment in the 21st century? (2) Could virtual simulations support a leadership culture change through efficacious “soft skills” training? In this paper, we explore the efficacy of virtual simulations for enhancing or developing leadership in JMLs in the CAF through a four-day pilot project with twenty JMLs (n = 20).

To assess the efficacy of virtual simulations for leadership development, we designed and studied a four-day leadership workshop for JMLs in the CAF using several virtual artificial intelligence leadership role-play simulations developed by McGraw Hill in their smart book textbook (Manning & Curtis, 2022) and several non-virtual in-class simulations for comparison. We selected four twenty to thirty-minute virtual role-play simulations that synergized with the in-person morning leadership workshop. We facilitated the three-hour leadership workshops and virtual/in-class simulations over four consecutive days. We emulated the ELESS model (De Freitas & Routledge, 2013) to assess soft and leadership skills.

The participants (JMLs) reported beneficial learning utility associated with the virtual simulations. Participants also expressed that further utility might be leveraged through virtual simulations incorporating greater complexity with multiple potential outcomes. They also suggested that leadership simulations designed around military situations would prove highly beneficial, something that was outside of the scope of this small pilot project.

Since this phase of our research is a pilot project, we secured a small amount of funding to test our hypothesis that simulations enhance leadership development for JMLs. These funding limitations resulted in several constraints in the research, such as the availability of virtual simulations articulating leadership from a military perspective. However, we believed the assigned organizational leadership simulations in the McGraw Hill Smart Book ecosystem would approximate generic leadership situations enough to test the hypothesis with the JMLs. As a pilot project, our sample size was relatively small (n = 20 JMLs) since participation was voluntary amidst a busy spring season for the JMLs. Since this is a pilot project, we suggest that twenty JMLs are an adequate sampling to test the hypothesis that simulations enhance JML leadership development. We will expand the sample size in the next phase of our research as we work with the CAF to expand the pool of participants to at least forty JML participants (n = 40). We also plan to secure further funding to collaborate with subject matter experts to design virtual simulations based on Canadian military leadership scenarios.

The CAF host robust simulations capabilities for combat training, but have not exploited the potential training and analytical capacity of virtual leadership simulations for leadership development within the CAF. We believe that virtual simulations provide an opportunity for the CAF to effect desired culture change through leadership development that leverages the substantial pedagogical benefits of simulations.

The CAF encountered several detrimental leadership scandals that eroded the reputational capital of the CAF. In the current geo-political climate of an expanding North American Treaty Organization (NATO) and threats from several international actors, the CAF seeks to expand its capabilities by adding and enhancing its human capital. However, the CAF currently experiences a significant gap in its human capital aspirations. There is a unanimous consensus that the endemic traditional culture of the CAF, as expressed in the recent explosive leadership scandals, is a deterrent to recruitment and thus weakens the CAF’s capability. The CAF targets leadership development with new leadership paradigms as pivotal to culture change. The CAF suggests that by enhancing leadership development in the CAF the new cadre of leadership will change the culture of the CAF and thereby enhance the reputational capital of the CAF. It is believed that this rejuvenated culture will lead to greater recruitment and retention, leading to a strengthened military. A strengthened military is important to provide effective support and protection for the Canadian people in these volatile and uncertain times. This expanded capacity will enable the CAF to address external military threats more effectively and also the increasing operations other than war (OOTW), such as the military support of long-term care facilities during COVID-19 or the military’s support in fighting record wildfires and the military’s support in climate change related disasters such as flooding.

The satisfaction measures indicated by the participants are typical evaluative measures of leadership development (Noe, 2023). These satisfaction ratings do not, however, indicate whether training has produced a change in behaviour (Brown, 2022). The implications of these outcomes for leadership education are that role-player simulations are useful leadership education and development tools because they provide a theatre of practice in which mistakes are not detrimental and serve as learning moments (Moore, 2012; Piro and O’Callaghan, 2021; Riotto, 2021). Further, the importance of role-player simulations that closely approximate the sector where leadership is experienced and practiced is perceived to enhance the experience. While the CAF invest in combat related simulations, but leadership development simulations are not as evident in the training and development array. This study seeks to assess their potential value as a leadership development tool within the wider context of character development as a leadership competency.

The purpose of this paper is to highlight a collaborative effort between academia (University of North Texas, Team Sciences) and practice (Toyota Connected (TC)). This study concentrated on current problems that had been experienced by TC: How to structure and manage multiteam systems (MTSs)?

This research study utilized a realist systematic review to address an existing problem by working collaboratively with TC and academia. This collaboration involved problem identification, the development of research questions and a full systematic review guided by the research questions.

This realist systematic review merged the literature with current practices at TC in an effort to gather evidence to support the best method of structuring and managing MTSs. The findings include a leadership structure that incorporates both shared leadership (bottom-up) and existing hierarchical structures (top-down).

The MTS models presented in this study provide new models for organizations/manufacturers/industries to use as a guide when structuring their MTSs.

This study provides an example of a collaborative research effort between practice and academia using a realist systematic review. The paper also provides some multiteam system models that could be implemented and tested in different organizations. Also, new responsibilities and roles for scrum and MTSs are presented as a new method of achieving Agile.

The purpose of this paper is to examine the influence of cultural leadership factors (charismatic/value-based, team oriented, participative, humane, autonomous and self-protective) on the rates of opportunity and necessity entrepreneurship.

The study integrates insights from institutional and cultural leadership theories to provide a fresh perspective to advance comparative entrepreneurship research. To test the hypotheses, the authors conduct a multiple regression analysis with observations from 34 countries, using data (from the year 2013) from the Global Entrepreneurship Monitor for the dependent variable and from Global Leadership and Organizational Behavior Effectiveness to create leadership factors as independent variables.

The results show that all the types of leadership considered in the study have a relevant effect on entrepreneurial activity. However, charismatic leadership has a greater effect on entrepreneurial activity, particularly on opportunity entrepreneurship. The research also shows that autonomous leadership has a negative impact on entrepreneurial activity, although, when it is moderated by the humane dimension, this relationship changes.

Since the alternative dimensions facilitate or inhibit the generation of new firm creation, it is critical for researchers, teachers and leaders to learn about and to foster such leadership types.

This research covers a gap in the cross-cultural evidence presented in the literature and suggests the integration of the concepts leadership and entrepreneurship.

This paper reviews what has been written on leadership development from the leadership-as-practice (L-A-P) perspective, which views leadership as emerging in everyday activities and interactions of a collective in a specific context. This paper aims to deepen the theoretical understanding of how leadership can be learned and developed from the L-A-P perspective.

An integrative literature review was undertaken to review and synthesise what has been written on the topic in journal articles and scholarly books.

The importance of the context and the practices that are embedded in it is the most central aspect affecting leadership development from the L-A-P perspective. This places workplace leadership development centre stage, but several papers also showed that leadership programmes have an important role. Not only collective capacity building is emphasised in the papers, but the importance of individual-level leader development is also recognised.

The contribution of this study is twofold: First, it brings the currently fractured information on L-A-P development together to enhance theory building by providing a synthesis of the literature. Second, a conceptual framework is constructed to show how the L-A-P perspective on leadership development can take both leadership development at the collective and individual levels into account, as well as the learning that takes place either inside or outside the workplace. This study’s results and framework show that the development has its own specific purpose and suggested methods in both levels, in both learning sites.

The purpose of this study is to identify the core responsible leadership (RL) practices that are most relevant to small- and medium-sized enterprises (SME) restaurants. Furthermore, the authors adapt scales to measure these practices and conduct a pilot study to evaluate their impact on business performance in such establishments.

Exploratory sequential mixed methods are used to fulfill the research aims. In the first phase, a set of definitions and practices associated with RL are derived from a systematic literature review. Second, a projective method of data collection is applied, involving a panel of 16 experts. Third, a fuzzy cognitive map is developed, which captures the responses of 40 owners or general managers of SME restaurants.

Twenty-five practices are identified from the systematic literature review. The results show the five leadership practices that match the order of importance assigned by the experts: societal orientation, ethics, stakeholder involvement, power-sharing and environmental orientation. The relevance of those five practices is validated to explain SME restaurants’ financial performance and innovation performance.

Innovation is the key to advancing business sustainability and resilience, and the results identify the specific RL practices that enable improvements to be made in innovation performance among SME restaurants.

This paper identifies the RL practices that are particularly relevant to the tourism field (specifically, the restaurant industry), offers measurement scales for those practices and provides empirical evidence of the relationship between these RL practices and business performance in SME restaurants.

This paper aims to suggest the structure of a platform for education and capacity building for Future Earth, which is an intensive program open to the eight stakeholders and which utilizes existing research programs/facilities associated with Future Earth. An intention of this paper is to facilitate a policy brief for projects associated with Future Earth.

This paper reviewed backgrounds and necessary items for education and capacity buildings in Future Earth projects by implementing three main priorities in Future Earth and current surrounding environments.

This paper then suggested a possible structure, competencies, contents and human resources for education and capacity building and education for Future Earth.

The suggestions can be implemented in capacity building and education programs associated with Future Earth.