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Libraries have faced many periods of grim economic realities. These periods of hardship have forced libraries to strive for more efficient organizational structures. Many of these improved organizational structures have been the result of mergers and/or consolidations. This phenomenological study describes the lived experiences of the merger design team of a large and complex library organization.

Results indicated the experience of the participants touched upon each of Bolman and Deal’s (2008) four frames: political, human resources, structural, and symbolic. The merger design team’s effectiveness on task is congruent with the model of team effectiveness proposed by Hackman (2002). Lastly, the role of underlying assumptions, espoused values and beliefs, and artifacts that makes up the organization’s culture falls within the parameters set forth by Schein (2004).

The study design investigated the leadership behavior of deans of education that addresses an important aspect of leadership – leadership is created when there is alignment between the organizational leadership behaviors needed by the institution and the leadership behaviors provided by the organizational leader. A survey of a selected group of deans of education from 35 institutions addressed the questions: what do deans self-identify as their prominent leadership behavior and to what extent do deans use multiple leadership behaviors. The research of Bolman and Deal (1984) provided the frames for analysis: structural, human resource, political, and symbolic frames. The study response rate was 50%. The findings of the study indicated that the majority of respondents perceived their primary leadership behavior as most closely matching the human resource frame. Results also indicated that a majority of respondents did not perceive that they

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

The purpose of this study was to better understand the challenges faced by leaders who have demonstrated excellence in integrating technology into teaching and learning in P-12 schools in the United States.

This case study of technology savvy P-12 school principals provides insights into how building leaders overcome digital technology innovation challenges. In the summer of 2017, the authors interviewed 12 of the 18 recipients of the NASSP Digital Principal Award. These principals serve as examples of how to lead schools in the digital age.

Using Bolman and Deal's (2013) conceptual framework, the authors analyzed the data around the four frames (i.e., political, structural, human resources, and symbolic) to understand the challenges of being a digital principal. Bolman and Deal posited leaders who function predominantly in a single frame may miss essential organizational change elements.

The authors recognize several limitations in this study. First, the nominating process for the NASSP Digital Principals award involves an application process. Thus, while these principals were recognized for meeting these criteria, it is possible that these awardees were selected based on their nomination materials rather than on actual longitudinal evidence. Second, this study's data were gathered through interviews. The authors did not gather data through student work samples, teacher and staff interviews, or other data points, but rather the single data point of principal perspectives through interviews.

One silver lining from the pandemic is that leading schools cannot be detangled from the digital needs of diverse stakeholders. As such, digital principalship has become the new norm where the principal leads on a screen, teachers teach on a screen, and students learn on a screen. The award-winning digital principals in this study played an integral role in how they message their school's story, how they navigate and design structures, how they overcome political realities, and how they invest in addressing the needs of individuals.

The purpose of this study is to examine how academic library directors set goals for change in the information age and the factors influencing the approaches used.

Bolman and Deal's reframing change model provided the foundation for this research. An online survey was sent to 1,010 academic library directors in the USA. The response rate was 59 percent. The qualitative data were analysed using content analysis. The collected quantitative and qualitative data were analysed using descriptive (frequencies, percentages, means, standard deviations) and inferential statistics (binary and multinomial logistic regressions).

Most directors used multiple approaches to set goals for change. The structural and human resource approaches were the most frequent single approaches. Regression analysis confirmed that demographics, human capital, and library variables played significant roles in setting goals for change.

Data in this study were collected from directors in libraries of doctoral granting, master‐granting, and baccalaureate‐only colleges and universities. Accordingly, the results of the study might not be generalized to college and university libraries outside this classification.

This paper provides a useful overview of the approaches used to set goals for change and the factors influencing the approaches used.

Directors may use the results to reflect on different options of the strategies for setting goals for change in the information age and balance the weight of the factors' influences. The results may also help librarians better understand various approaches to setting goals for change in the information age.

Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.

This chapter proposes a conceptualization of joyful leadership as a unique leadership style and identifies a future research agenda to further explore the concept. While the concept of joyful leadership appears repeatedly in the nonacademic literature, including in blogs, vlogs, and podcasts, there is limited reference to joyful leadership in the academic literature highlighting a lack of academic rigor around the concept. Joyful leadership is proposed as a unique leadership style with specific patterns of behavior demonstrated by the leader. This research draws on understandings of emotion, positive affect, and leadership in the academic literature to develop a conceptualization of joyful leadership.

The proposed conceptualization is based on an extensive literature review drawing from both the leadership field and the study of emotions including various theoretical perspectives from these diverse fields.

Based on discrete emotion theory a conceptualization of joyful leadership as a unique leadership style is presented, identifying key patterns of behavior associated with joyful leadership including discrete autonomic patterns, actions, nonverbal signals, and identified feelings.

This research outlines a conceptual model to provide an understanding of the concept of joyful leadership as a unique leadership style. It draws on the current study of emotion, positive affect, and leadership and more specifically examines the concept of joyful leadership aligned to discrete emotion theory. This particular theory of emotion, when examined in relation to leadership, provides a basis for the concept of joyful leadership as a leadership style and the basis for its proposed characteristics and outcomes.