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

Probably more has been written and less known about leadership than any other topic in the behavioral sciences.

Trust is built largely through the way in which the culture of communication is implemented by the organizational leadership. The role of the leader as a listener, communicator and educator is imperative in formulating and facilitating a positive organizational culture. Addresses the proposition that the central tenet of successful leadership is the building, consolidating and maintenance of successful relationships. These relationships are increasingly being identified as the cornerstone of the soft skills needed to manage and lead organizations of the twenty‐first century where an empowered workforce engages in trust‐initiated roles.

Initiating Structure and Consideration provide a simple, powerful and popular way of describing the behaviour of leaders. Tile determination of leader effectiveness poses added methodological and theoretical demands for the researcher, however. Hersey and Blanchard's “Life Cycle Leadership Theory” represents one such approach. The study reported below, conducted in Toronto, tested two hypotheses that suggested inverse relationships between maturity level of teachers and the degree to which they prefer task‐oriented and relationships‐oriented leader behavior. Limited support was found for the hypotheses but the authors discern some important trends and suggest relevant areas for future research.

Despite a fast-growing interest in leadership development programs, there is limited research on the impacts of leadership development and a narrow focus on professional competencies as outcomes. The authors’ aim was to test whether authentic leadership development (ALD), an identity-based leadership development approach, is associated with positive changes in leaders' psychological well-being.

In a large sample of leaders (N = 532) from five different ALD programs, the authors conducted a pre-registered outcome-wide analysis and tested within-person changes in key indicators of psychological well-being and explored individual differences moderating these changes.

Results showed significant increases in self-concept clarity, sense of purpose in life and personal growth about two to three weeks after the programs ended. Changes in stress and health were not consistent. These changes did not differ across socio-demographic status (gender, age), work-related factors (leadership, industry and tenure) and most personality factors (extraversion, agreeableness, openness to experience). Those with high emotional variability experienced greater improvements in some outcomes of well-being while individuals with higher income and conscientiousness (who had high baseline self-concept clarity) experienced smaller improvements. Longer follow-up assessments were associated with smaller changes.

As one of the most comprehensive assessments of ALD outcomes to date, this study shows the potential of ALD for improving outcomes beyond leadership skills, the well-being of leaders, highlighting the return on value in leadership development and pointing to learning and development as a workplace well-being intervention.

Despite its persistence as a form of leadership, paternalism has received limited attention within organizational studies. In order to develop a construct definition of paternalism in a contemporary organizational context for this study, a literature review of paternalism is synthesized with qualitative field data collected in Mexican organizations and U.S. organizations that are owned and operated by Mexican immigrants. This analysis is conducted within a framework of leadership, and it suggests that paternalism combines paternalists’ benevolent acts with their subtle control over subordinates’ flexibility in meeting employment terms. Leaders express benevolence through their supportiveness and by providing for employees’ welfare both within the organization and their personal needs outside of the organization. Furthermore, both paternalistic leaders and subordinates frame their relationships in terms of social exchange, offering new insights into the dynamics within these exchange relationships.

In a recent investigation undertaken in Western Canada, it was found that school personnel, particularly those at the administrative level, who strongly desired promotion placed a significantly higher emphasis in their role perceptions on Initiating Structure (the organization‐oriented dimension of leader behaviour), and a significantly lower emphasis upon Consideration (the person‐oriented aspect of leader behaviour), than those who possessed low levels of promotional aspiration. Tills impersonal, procedural, and task‐oriented emphasis was evident not only in the administrators' perceptions of the leader behaviour deemed most appropriate for their own present role, but also in their perceptions of the actual leader behaviour exhibited by their immediate superiors. If such highly ambitious individuals gain advancement, it appears likely that the type of administrative climate which they would induce, with such a pronounced emphasis on Initiating Structure allied with a de‐emphasis of Consideration, would lead to future conflict and dysfunctional effects for the educational organization, as teachers become more professional, and newer approaches such as team teaching, collegial organization, and consensual decision‐making—all of which demand rapport and consideration for people—become more widespread.

As of 2007, there were an estimated 10.4 million businesses in the United States that were owned and operated by women. The number of women-owned firms has continued to grow at around twice the rate of all firms for the past two decades (Center for Women℉s Business Research, 2008). On the other hand, women comprise only 15.4 percent of corporate officers in Fortune 500 companies (Catalyst, 2007b) and, in 2003, held only 14.8 percent of board seats in the Fortune 500 (Catalyst, 2007a).To better understand the glass ceiling faced by both female entrepreneurs and women leaders, the research on women℉s issues is examined from a number of different vantage points. Women℉s entrepreneurship and women℉s leadership research on leadership, decision-making, and gender differences was examined to discover commonalities. Then female single-sex education literature was reviewed for insights on developmental issues that might influence future women entrepreneurs and leaders. In this exploration of research, it was found that both women entrepreneurs and women leaders in the corporate environment tend toward the same leadership styles and ways of interacting with others; they also experience a lack of role models and possible lack of self-efficacy.The literature on single-sex education provides observations that young women may thrive in environments in which there are fewer male competitors, hold less stereotyped views on gender, hold higher aspirations, may have greater opportunities for training of leadership skills, and may have increased self-confidence that may be the result of exposure to successful women role models. Implications for future research are explored and suggestions are provided to meet the needs of developing women entrepreneurs.

The purpose of this study is to present a systematic assessment of the distinctive challenges and opportunities associated with creating leadership within the realm of social enterprise. A modified and expanded form of Grint’s leadership lenses heuristic framework (i.e. person, position, process, performance, purpose and place) is used to examine and highlight what is particular about creating leadership in social enterprises by virtue of their distinctive missions, strategic contexts, legal forms and organisational structures and cultures. Based on this initial exploration, five research priorities are identified to better understand and then develop leadership practice in the social enterprise realm.

An enhanced heuristic framework for systematically examining leadership within the social enterprise research literature has been applied, drawing on the leadership practice literature. The application is illustrated through six instrumental case studies.

While there are a number of similarities between leading in the social enterprise realm and leading within the private, public and not-for-profit sectors, the levels of complexity, ambiguity and the lack of an established theoretical and practical knowledge base makes creating leadership in the social enterprise sector that much more challenging. On the positive side of the ledger, the fact that the purpose is at the core of social enterprise means that it is relatively easier to use the purpose to create a basis for common meaningful action, compared to leadership within the private and public sectors. Related to this, given the strongly local or “glocal” nature of social enterprise, a ready opportunity exists for leaders to draw upon a place as a strategic resource in mobilising followers and other stakeholders. The novel, uncertain and pioneering nature of a social enterprise is also arguably more tolerant and accommodating of a leadership mindset that focuses on posing questions regarding “wicked” problems compared to public, private for-profit and, indeed, traditional not-for-profit sector organisations.

As far as we can ascertain, this is the first systematic attempt to examine the distinctive challenges and opportunities associated with creating leadership within the social enterprise realm. The application of the heuristic framework leads to the identification of five key inter-related lines of empirical research into leadership practices within social enterprises.