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Our paper discusses the need for continued focus on ethical leadership and the importance and benefits of ethical leadership development. We propose integrating ethical leadership development, that uses cognitive development theory, into the Center for Creative Leadership’s Assess, Challenge, and Support (ACS) leader development model to help address the continued failures of ethical leader development. Our extended framework includes values and morals as a component of the model, and ethical organizational culture as its backdrop, thereby incorporating an examination of ethical leadership into each component of the ACS model. We conclude with practical implications and suggestions for future research.

The purpose of this paper is to examine the effect of team learning processes (information acquisition, information processing and information storage and retrieval) on team performance in software development projects and to assess the effect of ethical leadership and its influence on these processes.

The authors examined 354 software development project teams in Thailand. A quantitative study was conducted through a Web-based survey, with structural equation modelling used to test the hypotheses.

The results of this study revealed that ethical leadership is positively correlated with the team learning processes of information acquisition, information processing and information storage and retrieval. However, only information processing and information storage and retrieval are positively related to team performance. The results indicate that ethical leadership has a positive direct effect on team performance. The results also show that the positive relationship between ethical leadership and team performance is partially mediated by team learning processes, namely, information processing and information storage and retrieval.

This study highlights the importance of ethical leadership and guides managers towards considering the characteristics of both ethical leadership and team learning processes for enhancing team performance in software development projects.

This is the first study to the best of authors’ knowledge to examine the role of team learning processes in mediating the relationship between ethical leadership and team performance, particularly concerning software development projects. The present research contributes to the literature on team performance management, emphasising the manner in which ethical leadership can result in team learning and team performance. The findings of this study can be used to encourage organisations to develop ethical leadership behaviours and team learning processes in software development projects.

The purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.

This exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.

The data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.

This study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.

This article looks at the role of leadership development in the ethical leadership of English local government. Since the development of the ethical framework with the Local Government Act 2000 leadership has been seen to be increasingly important, although comparatively little consideration has been given to what this actually means in practice. This article seeks to investigate the situation in a number of ways. It will discuss the distinction between ‘ethics leadership’ and ‘ethical leadership’ and argue that the two are connected: leadership is both an external role and an internalised process. We will then argue that the ethics framework has created a new community of practice in which leadership is exercised by a relatively large group of stakeholders. In so doing, we will identify both members of the broader ethical community and also members of the internal ethical community: ie. those stakeholders within any given local authority. Different aspects of leadership and leadership development (LD) will then be investigated in relation to ethics as a community of practice and a model is presented that illustrates the modes of ethical leadership development.

This paper aims to argues that effective and well‐designed leadership development can help successful managers stay on the right path, in terms of ethical behaviour. In addition to reviewing key research findings on the factors that lead to success and derailment in European organisations, the paper discusses key aspects and outcomes of well‐designed leadership development initiatives and how those relate to the ethical issues and problems posed as “successful” managers move into more senior levels with the attendant demands and pressures.

The paper involves a qualitative analysis of data on learning and goals set and achieved as part of an international leadership development programme held in Europe. Also included is a summary of previously published research on European success and derailment factors, to provide context for the programme data.

What managers report learning in a leadership development programme, and the goals they set and achieve, are very much in line with theory on avoiding ethical failure in leadership roles. Leadership development supports ethical action by providing participants with opportunities for rich and comprehensive feedback, enhancement of self‐awareness, time to reflect on personal and professional relationships, and improved understanding of the nature of strategic processes.

It was not possible to track actual ethical/unethical behaviour before or after the programme, a significant direction for future research.

Well‐designed leadership development may play a more important role than previously thought in supporting ethical action.

Ethical violations are often committed by people who have a history of good behaviour, but who are generally not well prepared to face complex issues and the increased power and privilege of the upper ranks. There is little known about the relationship between leadership development and ethical action, and this paper presents results that are provocative of what further research along these lines may produce.

The purpose of this paper is to identify and address the underlying causes of costly quality/ethical problems that have prevented companies to achieve and sustain excellence. More broadly, the study has leveraged data from multiple sources to determine root-cause issues and propose a new management model that enables leadership to prevent and effectively address quality/ethical problems by operationalizing excellence. For the purpose of this research, operationalization is defined in terms of developing a sustained culture of excellence and enabling a firm to systematically prevent, detect, and address costly problems in their daily operations.

The study has defined the concept of excellence in terms of measurable results based on ten critical success factors: products, financials, stakeholders, employees, leadership, societal, operational, innovation, alignment, and ethical excellence. To identify and address the underlying causes, this study has used a spiral research model to develop and improve an assessment process for the consistent examination of three types of firms: national quality award recipients, successful and responsible Fortune-500 companies, and landmark ethical violators. Findings from case studies were then substantiated using results from current research studies and conclusions from over 20 years of international field work/experience.

To operationalize excellence, this study found that organizations need to develop a foundation for two tightly coupled and inseparable variables: ethics, excellence. Case studies show when these two variables are inadequately planned, integrated, checked, and enforced across business operations, they cause serious and costly problems. This foundation enables a firm to maximize performance, the return on investment, and to sustain performance in each of these critical success factors (CSFs) using the following interconnected building blocks of excellence: grander purpose, measurable results, effective collaboration, leadership development, individual development, continuous alignment, continuous innovation, ethics management, and ethics foundation.

The application of the assessment instrument proved to be complex due to the difficulties of transforming conjecture into certainty using existing online corporate records (e.g. understanding true leadership intention). Findings of this study are applicable to any industry and type and size company. The building blocks of this new management model should not be developed and implemented in an isolated, standalone, or piecemeal manner; nor should they be forced onto an organization as a new program. For best results, each building block needs to be implemented as an interconnected component of a complete and total system of management and infused into the fabric of the culture as a normal part of the daily operations.

Total business excellence is a proposed new management model for operationalizing excellence. This new model serves three major purposes. First, it enables an enterprise to responsibly deliver a continuous flow of innovative and competitive products as defined and measured by ten CSFs. Second, it enables management to prevent costly quality/ethical problems by developing a unified and responsible strategy for planning, execution, and quality. Most importantly, it provides a missing platform of opportunity where individuals can incrementally grow and develop as they add meaningful personal, professional, and societal value.

The beginning of the twenty-first century was plagued with extensive, evasive, and disheartening U.S. business and political leadership failures. Despite the accounting profession’s standards of professional ethics, accounting as a profession also was tainted with various ethical leadership indiscretions during this time. In response to these ethical leadership failings, renewed interest in developing accounting professionals with strong ethical principles and ethical leadership behaviors emerged. In many firms, training and development in ethical behavior is now at the forefront of communications and professional development efforts. The question remains, however, can the profession instill in its members the importance of ethical conduct? Can ethical leaders be developed who model ethical behavior? In response to the call for leaders who are ethical and moral, this research examined a model of ethical leadership and its impact on leader effectiveness for leaders within the accounting profession. The analysis shows that ethical and transformational leadership behaviors make independent and significant contributions to explaining leader effectiveness.

To deepen our understanding about the development of team performance, the purpose of this paper is to develop a model that explains how ambidexterity and ethical leadership affect knowledge sharing and team performance through within-team competition.

This study demonstrates the applicability of ambidexterity and within-team competition by surveying 78 teams from the high-tech and banking industries. This study further presents a three-way interaction among ambidexterity, politics and job complexity.

This study finds that both ambidexterity and ethical leadership are positively related to knowledge sharing and team performance through the mediation of team development competition.

This study confirms that ambidexterity and ethical leadership play critical factors for improving knowledge sharing and team performance through the mediation of team development competition. Furthermore, the moderating effects of politics and job complexity are also confirmed in the research.

Recently, ethical leadership has become a widely studied research topic. Simultaneously, many studies have begun to emphasise the role of interpersonal communication competence (ICC) in successful leadership. However, there has been little discussion on the links between ethical leadership and leaders’ ICC. To address this research gap, this study aims to compare and combine the research traditions of ethical leadership and leaders’ ICC. The study is based on two literature reviews examining (a) ethical leadership (substudy 1; N = 27) and (b) leaders’ ICC (substudy 2; N = 18). The research questions are as follows: (a) How are the requirements of leaders’ ICC noticed in the literature of ethical leadership? (substudy 1) (b) How are the requirements of ethical leadership noticed in the literature of leaders’ ICC? (substudy 2) The findings reveal that (a) studies in ethical leadership rarely pay attention to leaders’ ICC and (b) studies in leaders’ ICC do not often discuss ethical aspects of ICC, at least explicitly. While a larger sample would have been preferred, the study contributes to previous research by addressing a research gap between ethical leadership and leaders’ ICC and suggests integrating these research traditions to better understand the nature of ethics and ICC in leadership. By promoting novel interdisciplinary research perspectives, the study provides a foundation for further research and development of (a) a competence-based approach to ethical leadership and (b) an ethics-focused approach to competent leadership communication.

The purpose of this paper is to proposes benevolent leadership development as a framework to incorporate principles of responsible management education to mainstream management curriculum, specifically within the context of leadership courses.

The illustrative processes, exercises, and projects in this paper come from leadership development courses offered in Turkey and in Canada.

This paper presents four anchors that support benevolent leadership development: ethical sensitivity, spiritual depth, positive engagement, and community responsiveness.

The paper develops the framework of benevolent leadership as a means to impart the principles of responsible management.

The paper shares pedagogical strategies to incorporate benevolent leadership in leadership development courses through use of individual and team projects and exercises.

The paper shares a theoretical framework and practical insights for incorporating multiple literacies and sensitivities – namely morality, spirituality, positivity, and community – in leadership development.