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The purpose of this paper was to examine inspiring others as a psychological construct in leadership contexts by investigating lived and personal experiences of inspiring leaders.

A phenomenological design was used to investigate leaders' personal and lived experiences of leading to inspire others. In‐depth interviews were conducted with seven participants nominated by others as inspiring leaders based on the demonstration of five characteristics (vision, openness, transparency, passion, and being somewhat unconventional).

Participant responses coalesced into five key dimensions of leading to inspire others: connecting, leading, inspiree, action, and context; enabling a functional description of the phenomenon. Furthermore, results indicated that leaders could intentionally cultivate opportunities to inspire others through interaction and effort.

Given that the paper investigates leaders' experiences of the phenomenon, further investigation into the relational and reciprocal aspects of inspiring others is required. Research has primarily focused on participants in the inspiring relationship independently of each other (i.e. either the inspiree or the leader).

Contrary to assertions in some transformational leadership studies that personal charisma is the primary component to inspiring others, these findings indicate that inspiring others requires an active process where leaders establish interpersonal connections and enable action.

Research on inspiration is at a formative stage. This paper represents an initial foray into the space where scholarly knowledge on leadership theory and inspiration intersect to provide greater insight into leading to inspire others.

The leadership style of inspirational leadership has not gained substantial research attention. Studies have found inspirational leadership to be particularly relevant for practitioners. The purpose of this paper is to analyse the theoretical aspects of inspirational leadership and present practical steps for applying the theory.

First, inspirational leadership is defined in the context of other leadership theories, with particular emphasis on the vision that is central to inspirational leadership. Consequently, effective leadership behaviour is contrasted against management actions, to then define main areas leaders should focus on. Moreover, this paper outlines specific actions to be implemented in these focus areas.

Comparing the different perspectives on inspirational leadership theory, it becomes evident that self-awareness and authenticity are the main foundations for inspiring followers and implementing a shared vision.

A tool is presented for practical implementation that allows leaders to measure different characteristics of inspirational leadership and to assess their progress in these areas. In this context, this paper discusses the critical role of authentic behaviour and the challenge of showing the right level of authenticity as a leader. Special attention is given to authentic leadership development, and how organisations must work to avoid over-dependency on inspirational leaders.

The ideas outlined in this paper serve as a guide for leaders to practise inspirational leadership.

The purpose of this study was to examine how undergraduate peer mentors at Texas A&M University perceive their development of leadership behaviors through their peer mentor experience. Participants were first- generation college students serving as mentors to first-generation college students at Texas A&M University. A qualitative approach was used to examine reflections from the peer mentors about their personal best leadership experiences as a peer mentor and their self-reported highest scored practice on the Student Leadership Practices Inventory (SLPI). This study is rooted in Kouzes and Posner’s (1987, 2002) Five Practices of Exemplary Leadership model. There were 33 peer mentors who participated in this study. Mentor reflections showed evidence of behaviors demonstrating all five of the exemplary leadership practices through serving as a peer mentor.

The purpose of this study was to examine how undergraduate peer mentors at Texas A&M University perceive their development of leadership behaviors through their peer mentor experience. Participants were first- generation college students serving as mentors to first-generation college students at Texas A&M University. A qualitative approach was used to examine reflections from the peer mentors about their personal best leadership experiences as a peer mentor and their self-reported highest scored practice on the Student Leadership Practices Inventory (SLPI). This study is rooted in Kouzes and Posner’s (1987, 2002) Five Practices of Exemplary Leadership model. There were 33 peer mentors who participated in this study. Mentor reflections showed evidence of behaviors demonstrating all five of the exemplary leadership practices through serving as a peer mentor.

The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the context of a student environment. The results of two confirmatory factory analyses of two independent samples of data from students across the United States provide support for a 19-factor model of EIL and the construct validity of the EILS:I 2.0. These results provide leadership educators evidence that use of the EILS:I 2.0 will result in the measurement of 19 capacities of EIL in students. Implications of these findings for leadership educators and directions for future research are discussed.

The study explores techno-work engagement, which is a positive and fulfilling state of well-being with respect to the use of digital technology at work. It provides insight into the circumstances in which the educational use of ICT enhances work well-being.

A total of 60 Finns from the education sector wrote descriptions of situations in which they experienced techno-work engagement related to the use of educational technology. The responses were analysed qualitatively.

Participants experienced techno-work engagement not only when educational technology facilitated work, enabled progress and produced novelty value but also when working in collaboration and in a positive climate.

This first qualitative study of techno-work engagement deepens the understanding of positive well-being experiences associated with the use of educational technology. It also provides suggestions for leading technology-related work well-being in educational sector.

There have again been increasing calls for management educators to strengthen the development of leadership in their programmes. However, it is unclear as to how such calls can be best answered. One way forward may be to rethink our conceptualisation of leadership. This paper seeks to address this issue.

Dominant theories of leadership may offer limited help to management educators. The dominant conceptualisation of leadership is questioned using empirical evidence from recent studies and interviews undertaken by the authors which examined managers' understandings of leadership.

This article suggests that mainstream leadership theories are framed by systems‐control thinking and highlights a number of issues in respect of teaching leadership. Proposes that a process‐relational framing of leadership may be a more useful way to think about leadership.

Whilst the interview data drawn upon is exploratory and therefore cannot be taken as conclusive, we hope to stimulate a wider rethinking of leadership than is currently present.

Tentative suggestions are presented for responding to calls to improve the teaching of leadership.

The paper emphasises a process‐relational understanding of leadership and may be seen to offer practical help to management educators concerned with the teaching of leadership.

This paper aims to describe the development of a wholly new model of transformational leadership and its applications in practice.

The paper provides a description of a wholly new, inclusive model of transformational leadership and the way in which it can be applied in practice, in the context of embedding good leadership within the culture of an organisation and ensuring “best practice” in 360‐degree feedback.

The paper finds that the Transformational Leadership Questionnaire (TLQ)™, which is both gender‐ and ethnicity‐inclusive measure of “nearby” leadership, differs fundamentally from the kind of “heroic” models that have emanated from the USA and which have dominated the literature. Comparative data are presented of the mean scores on the TLQ, based on direct reports' ratings of their line manager, across a wide range of public sector organisations, including local government, the NHS, schools, and two central government agencies. Patterns emerge in areas of strength and developmental need, and the implications of these findings are discussed in terms of the impact of leadership behaviour and its effect on the psychological safety and well‐being at work of staff.

The following needs are identified: ‐ to adopt a model of leadership that is relevant to the needs of organisations in the twenty‐first century; to embed good leadership practices at all levels; to ensure that, when 360‐degree feedback is given, it is done so in a way that conforms to the principles of ‘best practice’.

The following model of “nearby” leadership that is described is relevant to leaders at all levels in public and private sector organisations. It points to the consequences of poor leadership behaviour, and the need for the adoption of a model of leadership that is relevant to the needs of the twenty‐first century.

The purpose of this mixed-methods study was to examine how college students define the concept of leadership and to identify gender, racial, and age differences within these definitions. Participants were 1100 undergraduate students drawn from a national sample. Participants were asked to detail their definitions of leadership, which were analyzed using thematic content analysis. The definitional themes served as dependent variables in determining differences by gender, race, and age. Ten leadership themes describing the relationship between the leader and followers, leader characteristics, and leadership outcomes were identified, and the frequency of themes reflected fairly hierarchical perceptions of leadership. Findings by gender, race, and age emerged for nine of the ten themes. More contemporary understandings of leadership were demonstrated by women than by men, and the interaction of gender and age for three themes suggested more contemporary understandings of leadership for traditionally-aged students than non-traditionally aged students.

Providing leadership education for young men growing up without their father, through a structured curriculum and mentoring program, should enhance their development. To examine this, the authors interviewed adult alumni who participated as adolescents in a cohort-based, sixmonth leadership program. Interviews outlined several key themes: once served by others the young men desired to serve their community, choosing an authentic leadership educator matters, program mentors inspired positive life changes, and the learned leadership lessons transcended the setting and the curriculum. This qualitative project examined the efficacy of a youth leadership development program by interviewing past participants. This research outlined how service to others can inspire more service and that leadership education has the potential to alter lives, and in this case, even save lives.