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The purpose of this paper is to examine entrepreneurial leadership and to determine the entrepreneurial leadership skills which are important for success in a developing economy environment. Specifically, the focus of this research was on entrepreneurial leadership within the retail pharmacy sector in Nigeria.

This study was guided by an interpretivist-constructionist perspective. By adopting a qualitative approach, the lived experiences of the retail pharmacy entrepreneurs could be understood. In total, 51 semi-structured interviews were the mode of data collection, and data were triangulated via three sources: entrepreneurs, employees, and literature.

From the study results, a vivid picture of entrepreneurial leadership was formed, which in turn provides the basis for an empirical skill-based model of this phenomenon in a developing economy. This study identifies four distinct entrepreneurial leadership skill categories. These include technical/business skills, interpersonal skills, conceptual skills, and entrepreneurial skills. The findings of this study also show the factors and conditions necessary for entrepreneurial leadership in a developing economy.

The findings of this study have implications in theory and practice. Its results provide an empirical, skill-based framework on entrepreneurial leadership in a developing economy, a subject area for which there exists a lack of background literature. In practice, the findings of this study serve as a useful reference for practitioners and policy makers of the skills and other factors required for people to succeed as entrepreneurial leaders.

The purpose of this paper is to develop a leadership skills development model and measure, based on its effect on organizational effectiveness and moderator effect of knowledge sharing.

Using the survey method, this paper investigates the validation of measures and model of the study. It tests the reliability and constructs validity of a leadership skills development measurement scale, created on the basis of the existing measures of leadership, organizational effectiveness and knowledge sharing. This scale is harmonized with transformational, transactional and servant leadership theories.

A structural model and measure of leadership skills development is proposed.

This study is limited by its particular population; therefore, future research need to be done to illustrate whether the current results can be generalized with other samples from different situations and cultures.

The paper provides an in depth review of leadership development, as well as developing a theory-based model and a valid and reliable questionnaire, which measures leadership skills development, effectiveness and knowledge sharing. The study results could improve the future empirical leadership development research.

This paper seeks to set the stage for the exploration of female leadership in educational systems within developing countries by reviewing the current research on women in educational administration within developing countries and suggesting future directions for further research on this subject in non‐western countries.

The paper is based partially on a systematic review of 13 English‐language papers that have been published in peer‐reviewed journals in educational administration, gender studies in education, and comparative education.

The review points to particular barriers to women's career advancement in educational systems within developing countries (e.g. strong family obligations, low levels of girl education, majority of men in teaching positions), unique career experiences (e.g. the important role of the father), and to the adoption of “androgynous” leadership style by the few women administrators in these countries.

Future directions for further exploration of this area of study are suggested (e.g. adopting a different theoretical view, the policy influences).

The paper is an initial attempt to accumulate knowledge about the life and work of women administrators and educators in developing countries, an issue that has received marginalized attention in the extended research on gender and educational administration. Likewise, the paper provides researchers with suggestions for new empirical directions of high importance to the understanding of women administrators' lives and work in different cultural settings.

This issue is a selected bibliography covering the subject of leadership.

Improving Global Health is a one year leadership scheme which places trainee doctors and more experienced nurses, midwives and AHPs in a developing country (Cambodia or Tanzania) to develop leadership and quality improvement skills while contributing to Millennium goals in the developing countries. The purpose of this paper is to report on an independent evaluation of the programme, with the purpose of highlighting lessons learned to inform other leadership development initiatives, and in particular to highlight the vital importance of a receptive NHS environment if maximum value is to be gained from investment in clinical leadership.

The evaluation methodology comprised literature review; review of documentation, including on line questionnaires to Fellows; interviews with stakeholders and attendance at key scheme events in July‐September 2011. Fellows who had completed an overseas placement in either Cambodia or Tanzania during 2009‐2010 were interviewed using a semi structured questionnaire. Mentors and Steering Group members were interviewed using an amended version of the Fellows' questionnaire.

Impact was found at the level of personal development; working collaboratively; and understanding the value of audit, teaching and quality improvement. There was some impact on the NHS, however, the majority of Fellows struggled to find opportunities to apply their learning immediately on return from their overseas placement.

Resource and time constraints meant that achievements in meeting Millennium goals were excluded from the evaluation; the authors' working assumption is that only Fellows who enjoyed the Fellowship responded to the invitation to take part; judging the extent to which the Fellowship meets its goal of creating a cadre of improvement champions in the NHS will require time to elapse.

Lessons from implementation of this Fellowship scheme are transferable to the wider NHS.

The paper provides lessons on the design of leadership schemes intended to develop quality improvement skills, particularly for clinicians at an early career stage, illustrates the potential of a placement in a developing country to achieve this, and highlights the importance of a receptive NHS environment to realise maximum benefit from investment in leadership development.

This paper aims to explore how leaders can develop value-based leadership for sustainable quality development in Lean manufacturing.

A qualitative meta-analysis was conducted using data from a three-year study of Lean manufacturing in Sweden using the Shingo business excellence model as an analytical framework.

This study demonstrates that leaders can develop value-based leadership to support Lean manufacturing by defining and articulating the organization’s values and accompanying behaviors that are needed to support the strategic direction; creating forums and time for leaders to identify the why behind decisions and reflect on their experiences to be able to lead a transformative process; and using storytelling to create a coaching culture to connect values and behaviors, to the processes and systems of work.

This paper contributes insights for developing value-based leadership to support a systemic approach to sustainable quality development in lean manufacturing. Findings are based on a limited case sample size of three manufacturing companies in Sweden.

The findings were derived using a unique methodological approach combining storytelling, appreciative inquiry and coaching with traditional data collection methods including surveys and interviews to identify, define and shape value-based leadership in Lean manufacturing.

This paper aims to uncover the challenges facing entrepreneurs in a developing economy, using the retail pharmacy sector in Nigeria. Furthermore, the entrepreneurial leadership attributes that have proved to be valuable in overcoming the challenges faced in this sector will be identified.

The study is exploratory. Data collection is based on semi-structured interviews with retail pharmacy entrepreneurs and their employees. Although there has been some body of literature on entrepreneurial leadership, (Fernald et al., 2005; Gupta et al., 2004), none have addressed the nexus of leadership and entrepreneurship (Cogliser and Brigham, 2004) from the retail pharmacy sector of a developing economy.

Findings show that retail pharmacy entrepreneurs in a developing economy are faced with challenges such as inadequate capital and poor infrastructural facilities. However, despite these challenges, these entrepreneurial leaders were successful because of key attributes, namely, vision, risk-taking and opportunity recognition and exploitation.

The sample size is a limitation to the study. Future studies with a larger sampling base as well as a different sector will provide greater insight.

This study is the first qualitative study to explore the impact of entrepreneurial leadership in the retail pharmacy sector in Nigeria. It identified the training needs for entrepreneurs in this context. By the participants sharing their experiences, the study identified the prerequisites for success, hence motivating other retail pharmacy entrepreneurs.

This chapter discusses a number of well-known African Philosophies of Education (APE) that could significantly improve the development of an international educational leadership curriculum. These include Preparedness/Preparationism, Utilitarianism/Functionalism, Communalism; Holisticism and Perennialism, Ethnophilosophy, Ubuntu, Community, Reasonableness, Moral Maturity, Maat or Ma'at African philosophies discovered from papyrus manuscripts including Imhotep, The Teachings of the Vizier Ptahhotep, The Tale of the Eloquent Peasant, and The Dialogue of a Man with his Soul, Kemit and As Above so Below, etc. In so doing, I identify the salient values of these philosophies, bringing out their qualities as well as their limitations, and discussing ways in which they could be incorporated into the contemporary field of developing an international leadership curriculum. This chapter first reviews contemporary literature on African Indigenous Education (AIE) and APE and their relevance in developing an international leadership curriculum using a descriptive and analytical interpretive approach then proposes an epistemic leadership theoretical framework to guide the delivery of APE in educational leadership learning. Such a leadership curriculum framework could be developed as part of the de-colonial epistemic movement within the Global South. The chapter concludes that while the link between APE, policy and practice is significant and new in the context of educational leadership curriculum research, its survival depends on the establishment of such a de-colonial epistemic theoretical framework.

Educators must develop leadership studies programs that prepare students to deal with the reality of a diverse world so they are able to handle constant change as they lead in the 21^st century. The purpose of this paper is to consider a variety of questions that need to be answered when developing core curricula for college and university leadership studies programs. The discussion is based many years of researching, developing, and teaching in this area at state universities as well as at private liberal arts and Christian colleges. This paper offers a review of the importance of leadership education, a review of Hosford’s (1973) curriculum development model, and an examination of three case histories. Hosford (1973) has developed a model of instructional design that suggests a strong interrelationship exists between any given curriculum program and the subsequent teaching involved in the program. Hosford’s model challenges the educator to ask a variety of questions concerning issues affecting professional, practical, political, package (i.e., program), organizational, interrelated dynamics, teaching/learning, and implementation. As illustrated by the three case histories, with attention to each dimension of curriculum development it is possible to develop meaningful and successful leadership studies courses and programs at the college and university levels.

This chapter explores distributed leadership in volunteer multistakeholder groups tackling complex problems, focusing on community organizing practices to bridge the gap between health and health care in Columbia, South Carolina. Columbia faces increasing chronic disease, high rates of uninsured, unequal access to healthcare services, and rising costs. Regional leaders periodically tackled these problems together but faced challenges common to multistakeholder groups. In 2010, leaders from Columbia partnered with the authors in a learning enterprise to find new, more sustainable ways to address these challenges. Together we adapted a community organizing approach to develop distributed leadership skills necessary to overcome the challenges of volunteer multistakeholder groups and transform the health system in a local area. In the first year, teams provided health screenings to over 1,000 residents; over 3,000 residents exercised leadership to improve community health; over 5,000 residents pledged to improve their health. Clinic hours were extended; new health coaches focused on primary care and wellness programs. Providers and payers committed to reinvesting a share of savings in the community, which has a voice in their use. We show that developing distributed leadership via community organizing offers an approach to solving seemingly intractable community problems.