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The purpose of the study is to determine whether one leader set-up is better than the others according to interdisciplinary cooperation and leader legitimacy.

The study is a qualitative study based on semi-structured interviews at three Danish hospitals.

The study found that the leadership set-up did not have any clear influence on interdisciplinary cooperation, as all wards had a high degree of interdisciplinary cooperation independent of which leadership set-up they had. Instead, the authors found a relation between leadership set-up and leader legitimacy. In cases where staff only referred to a leader from their own profession, that leader had legitimacy within the staff group. When there were two leaders from different professions, they only had legitimacy within the staff group from their own profession. Furthermore, clinical specialty also could influence legitimacy.

The study shows that leadership set-up is not the predominant factor that creates interdisciplinary cooperation; but rather, leader legitimacy also should be considered. Additionally, the study shows that leader legitimacy can be difficult to establish and that it cannot be taken for granted. This is something chief executive officers should bear in mind when they plan and implement new leadership structures. Therefore, it would also be useful to look more closely at how to achieve legitimacy in cases where the leader is from a different profession to the staff.

The purpose of this paper is to discuss and share some practical insights on how leaders can seek legitimacy when leading highly specialized/highly educated people from other educational backgrounds than their own.

Based on an initial literature review on leader legitimacy, this paper distills three strategies for strengthening leader legitimacy that can apply to leaders of organizations employing highly specialized/highly educated people.

If these strategies are applied, leaders leading people from other educational backgrounds than their own will strengthen their possibilities for being perceived legitimate leaders. Further, for recruiters of leaders, awareness about the legitimacy challenge is an important step in choosing the “right” person for the job. For educational institutions and organizers of organizational-internal leader development programs, the strategies are important to consider when preparing and planning teaching on leadership.

Research was based on a systematic literature review on leader legitimacy and the findings result from an initial categorizing.

The paper provides strategic insights and practical approaches with the potential to enhance leader and business effectiveness and informing leader-education approaches. The paper bridges theory and practice for leaders, recruiters of leaders and leader-education institutions.

The briefing saves busy executives and researchers hours of reading time by presenting pertinent information in a condensed and practice-oriented format.

This chapter addresses authentic leadership at the intersection of tradition and modernity with a focus on insider-outsider dynamics. The authors develop a typology of insider-outsider perception of authentic leadership and four leadership types – detached leadership, integrative leadership, entrenched leadership and atomised leadership – to provide a conceptual tool that advances authentic leadership research and leadership-building strategies. Investigating the intersection of tradition and modernity, Lines and Turcan illustrate that authenticity and legitimacy are tightly coupled. Leaders need to develop insider legitimacy by alignment with contextual norms, traditions and customs. Lines and Turcan encourage future research to explore the question: Is leadership more about establishing contextual legitimacy or establishing authenticity?

The processes of legitimation and institutionalization are difficult to study because they are hard to measure. Instead, theories of legitimacy use its elements to explain various effects. We propose that these effects are due to the trust-building aspects of legitimation and institutionalization. If research can establish the trust-building nature of legitimation, then theoretical research programs in the area may progress more rapidly. Research on leadership in groups can be used to assess fundamental questions of legitimacy and trust because group leadership represents an interface between research on organizations and basic group processes. We describe an experimental setting to investigate legitimation, institutionalization, and trust.

In this paper, we examine the effects of legitimation and delegitimation of female leaders in male- and female-dominated organizations on leader behavior toward their subordinates. Drawing upon status and legitimacy theories, we argue that delegitimation represents one event that makes gender stereotypes salient in different organizational contexts, and by this means affects leader–subordinate interaction. Gender stereotypes will be more salient in male- than in female-dominated organizations, but only when female leaders are delegitimated. Specifically, we hypothesize that deauthorized female leaders will exhibit more deferential and less directive behavior than authorized female leaders, and this effect will be stronger in male- than in female-dominated organizations. Authorized female leaders, however, will express a similar amount of deferential and directive behavior, regardless of organizational sex composition. To test these hypotheses, we created a laboratory experiment with simulated organizations. Results are mixed. Deauthorized leaders are marginally more deferential than authorized leaders, and this effect is stronger in male-dominated organizations; authorized leaders express similar amounts of deferential behavior in both types of organizations. Yet, leaders are more directive in male- than in female-dominated organizations, whether they are deauthorized or authorized. We discuss the implications of these results and future directions for this research.

Underpinned by institutional legitimacy, this study explores how South African public university senior managers struggled to maintain legitimacy during an unplanned radical change process.

Gioia's grounded theory analysis approach is employed to analyse interviews with 37 senior managers of public-funded universities in South Africa.

This study's findings show that a change without proper planning severely damages institutions in all aspects of leadership's normative, empirical, moral and pragmatic legitimacy.

This study contributes to the literature on legitimacy by illustrating the importance of institutional legitimacy during unplanned social change and the factors that negate legitimacy.

Though other legitimacy models have been well developed, they do not apply to such unplanned social change in organisations. This study shows a different angle of the legitimacy crisis under unplanned social change conditions.

Conceptual ambiguity about the term “teacher leadership” has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term “teacher leadership,” enabling members of this research community to better understand and build upon each other’s work and to develop a knowledge base on teacher leadership.

In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members’ conceptions of teacher leadership diverged. They then drew upon the teacher–leader research literature and their own experiences with teacher–leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept.

Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one’s assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field.

This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders’ efforts to maximize teachers’ leadership influence as asset for improving teaching, learning and schools.

This study aims to focus on the authority formation process of Chinese enterprise leaders, with the purpose of finding out how an ordinary newly established firm leader develops into a real top leader and achieves the status of legitimacy in a well-known enterprise.

Based on constructivist grounded theory, this paper investigates the formation mechanism of entrepreneurial authority in China by using the rich data of Liu Chuan-zhi’s leader activities.

In the “evolution” path of authority formation, leaders continually consolidate and improve their authority through two classes of exceptional management activities: “emergency rescue” and “promotion activities”. The successful realization of exceptional management activities benefits from a leader’s management experience accumulation and relationship maintenance with the government. In the “design” path of authority formation, leaders consolidate and improve their authority by exercising their position of power. Leaders’ legitimacy is reflected by making strategic decision and demonstrating discretion of position power. Additionally, passing on an inspiring leader’s thoughts and ideas to an organization’s members is accomplished through the construction of organization culture, institutionalization and convention.

First, the findings are based on only Liu Chuan-zhi’s case. The authors still need more cases to compare and develop the findings and seek theoretical saturation in a broader sense. Second, the qualitative analysis is based on secondary data and future research could consider the introduction of interviews, video and other types of research data.

Under the parallel paths which are “evolution” and “design”, the dynamic leader authority formation model in China is founded.

The recognition of indigenous law in the 1991 Colombian Constitution initiated significant social, political, and cultural transformations within indigenous communities. This article explores how the indigenous law of Pijao communities in Tolima is being constructed, imagined and (re)produced by indigenous leaders who are simultaneously staking out their own political position through an engagement with these processes. The article suggests that this new generation of indigenous leaders seeks to ground its political legitimacy by drawing on the (legal) realm of the state; at the same time, challenges to its legitimacy are also increasingly framed in a legal idiom.

The concept of Shared Leaders (one or more leaders) leading an organization is gaining grounds both in the world of theory and practice. The aim of this article is to attempt to comprehend the process of the shared leadership at a strategic level of a firm, it can be called “Strategic Shared Leadership Process (SSLP)”.

Responses from 257 middle level managers were collected by a closed ended structured survey questionnaire. A total of ten variables were identified from literature to study SSLP. The data were analyzed using AMOS 16 for Structured Equation Modeling.

Three models emerged from the study. In the first model, significant positive relationship between Leaders' Organizational Legitimacy (LOL), Leaders' Informal Authority Base (LIAB) and Leaders' Domain Knowledge (LDK) with Leaders' Joint Accountability (LJA) and Leaders' Non‐Financial Decision making (LOFD) was found. In the second model significant negative relationship between followers' years of work experience and Leaders' Organizational Change Decision (OCD) and positive relationship between OCD and Leaders' Organizational Visioning (LOV) was found. For the third model, significant positive relationship between length of Co‐work Association (LCWA) and Leaders' Voice Equity (LVE) with Leaders' Organizational Financial Decision Making (LOFD) was present.

The three models developed in the study to understand SSLP made theoretical contribution.

Organizational Development practitioners can use the study output as the intervention inputs during establishing SSLP in their firm.

This is one of the first empirical studies on SSLP.