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This paper aims to extend the literature on how to harness the expertise of team members. This paper suggests that the leader’s expertise recognition plays an important role in enhancing team effectiveness. In addition, leader’s personal dispositions shape how the leader’s recognition could benefit team expertise utilization.

This paper utilizes a two-wave, multi-source (team leaders and team members rated) survey design from 78 information technology teams to test the proposed moderated mediation model.

The data analysis revealed that a leader’s expertise recognition is positively related to team expertise utilization. Moreover, the leaders’ traits (i.e. social dominance and reflectiveness) act as important boundary conditions of this relationship. Specifically, only when the leader is less socially dominant or more reflective can they fully utilize the expertise recognition and enhance team creativity through team expertise utilization.

This study investigated an important issue that expertise utilization research has hitherto overlooked: the effects of leader’s expertise recognition on team expertise utilization and team creativity.

The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level.

The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process.

Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders.

This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.

The purpose of this paper is to elucidate the factors influencing creativity in information system development (ISD). Specifically, this paper compares two groups, students and practitioners, in order to identify salient factors influencing creativity in this field.

An empirical study was conducted through two online surveys in Taiwan. The subjects were university students (n=220) and practitioners (n=187) who had ISD project experiences. Data were collected via an online survey and analyzed using partial least squares (PLS) structural equation modeling. The authors present state-of-the-art PLS path modeling, including heterotrait-monotrait, standardized root mean square residual, second-order identification, and partial least squares multigroup analysis (PLS-MGA).

Both the student and practitioner results showed that the most salient factor influencing creative behavior was use of creativity technologies. In addition, cognitive style, recognition, and database programming had a significant positive effect on creative behavior for the students but not for the practitioners. The PLS-MGA results indicated that differences in creative behavior between the students and practitioners need to be considered.

There are two main limitations. The first one is its design. This study was cross-sectional and there is a likelihood of common source bias due to self-reported data. In the future, researchers can use brain-imaging tools (e.g. functional magnetic resonance imaging (fMRI)) or eye tracking measurement to reduce self-reporting bias in creative behavior research. The second limitation is related to the sample. The subjects were university students and practitioners who had ISD project experiences; however, the heterogeneity of the investigated individuals (e.g. background, ability or experience) in university or industry may limit the power and generalizability of this study. Future studies may take same samples into consideration.

No previous study has investigated factors influencing the creativity of information system (IS) students and practitioners by using a decomposed and second-order research model. Thus, this paper, based on Amabile’s creativity theory, attempts to elucidate the factors influencing IS students’ and practitioners’ creativity.

The aim of this research was to determine whether leadership practices vary between German and UK organisations.

The author used self‐assessment documents submitted by German and UK organisations to the European Foundation for Quality Management (EFQM), to identify leadership practices in both countries. A survey was used to determine whether these practices were commonly used and whether they were regarded as good practice.

The research found similarities but also differences, e.g. feedback, recognition and communication. Many of the approaches described as good practice by UK organisations, were not described as usual practice. Where modern leadership practices had been adopted in Germany, they appeared to be more consistently deployed.

The research findings indicate changes are happening in Germany, for instance with strategic management more common than found by previous researchers. A longitudinal study could track the adoption of new approaches in both countries. The study does not evaluate the effectiveness of the approaches identified.

Recommendations are made for how the findings may be used in training.

The paper is original in its use of self‐assessment documents to identify leadership practices in two European countries. The findings reflect current differences and may be helpful to people working with German and UK colleagues, either in mergers and acquisitions, collaborative research, supply chain or other forms of cooperation, by making them aware of some of the different perceptions they may encounter.

Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding leadership positions in schools, who are responsible for a particular area or discipline of the school's curriculum – fulfill their instructional leadership role.

The participants in this qualitative study were 24 middle leaders (subject coordinators) in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

The current study points to three main characteristics of instructional leadership in school middle leaders: leading by expertise; leading by collaboration; and leading by example.

At present, there is only scant literature on instructional leadership in school middle leaders. This study suggests that principals and middle leaders, who work closely with each other to provide instructional leadership in their schools, do so in different ways.

The health-care services in Iraq currently face many challenges. The most noted is the lack of effective nursing leaders to meet the growing needs of the health-care services. Effective nursing leadership is critical to the health-care system, affecting work performance, quality of care and staff satisfaction. The literature suggests that nursing leaders in Iraq are not adequately trained to provide leadership to improve the nursing profession and have limited involvement in decision-making. The purpose of this study is to explore the views of nurses on what they believe constitutes effective leadership in Iraq.

A qualitative methods approach is used involving 20 semi-structured interviews of senior nurses. The sample of nurses came from two large general hospitals in Iraq. The qualitative data was thematically analyzed and interpreted.

The study results indicated that there were factors that influence the performance of nurse leader, namely, excessive workload, personal relationship with nursing staff, professional recognition of nursing and selection criteria of leaders. Test results show that there were significant differences in views of the nurses toward nurse leaders’ performance. This research concludes that the nurse leader performance in developing countries is affected by excessive workload, personal relationship with nursing staff, professional recognition of nursing and selection criteria of leaders.

The relevance of the study stems from the scarcity of research on the leader performance in developing countries, while studies on the factors influencing the innovative performance of leaders in nurses’ professional are significantly limited. This study is one of the earliest studies that investigate these factors influencing the nurse leader’s performance.

The current healthcare environment provides several challenges to the existing roles of healthcare professionals. The value of the professional expert is also under scrutiny. The purpose of this paper is to generate a construction of professional expertise amongst practitioners in the current healthcare environment. It used the speech-language therapy community in New Zealand (NZ) as an example.

Speech-language therapists currently practicing in NZ completed an online survey including qualitative and quantitative components. The range of experience and work settings of participants (n=119) was representative of the workforce.

Participants clearly identified being “highly experienced” and “having in-depth knowledge” as essential elements of professional expertise. Thematic analysis generated two interconnected themes of a professional expert being a personal leader and teacher, and a highly experienced, knowledgeable and skilful practitioner. Additionally, practitioners needed to be seen to contribute to the community in order to be known as experts. Clinical practice was valued differently from research generation.

This study is novel in exploring a construction of professional expertise amongst practitioners in a current healthcare community. Within that community, experts could be viewed as highly effective practitioners that visibly contribute to the professional community. The study draws attention to the role of reputation and the impacts of being a clinical teacher or leader compared with pursuing a research role. This could be particularly relevant in the promotion of evidence-based practice.

Research about the benefit of voice to organizations generally assumes that leaders acknowledge or act upon employees’ ideas when they are voiced, but is it always the case? Drawing on social persuasion theory, the purpose of this paper is to explore what factors shape the effectiveness of employee voice by integrating message, receiver and source characteristics of employee voice into one theoretical model. Specifically, this paper investigates the influence of different types of voice on leader receptivity, and further examines whether the effectiveness of employee voice might be contingent on authentic leadership and employee expertise.

Data were collected from 353 matched employee–supervisor pairs in a two-phase field study. Hierarchical regression analyses were conducted to examine the relationships among the study variables.

Results indicate that leaders respond more receptively to promotive voice than prohibitive voice. Furthermore, leader receptivity is contingent on authentic leadership and employee expertise. The relationship between promotive voice and leader receptivity is more pronounced when employee expertise or authentic leadership is high rather than low; the relationship between prohibitive voice and leader receptivity is significant only when authentic leadership or employee expertise is high.

This research offers a more holistic explanation for understanding the effectiveness of voice behavior. Specifically, these findings emphasize the important role of voice content in determining managerial response, and underscore the value of receiver and source characteristics in shaping the relationship between voice and leader receptivity.

The urgency of improving the schools call for a distributed instructional leadership model where teachers are not just recipients of professional development, but also active leaders who are coaches and mentors for their peers. The purpose of this paper is to examine the teacher leadership development system in Shanghai, and identify pathways to constructing actionable models that develop and maximize instructional expertise.

This is a qualitative study. Purposive sampling was conducted to select four teaching-study groups from a frame that included all certified “expert teachers” from a large Shanghai district with about 9,000 teachers. Grounded theory approaches were used to understand “what actually happens in the teachers’ world.” Participative observations (of lesson delivering and collaborative decoding), semi-structured interviews, teachers’ reflective journal entries, and video recording of group work and lessons were the main measures of data collection.

Three key features of expertise infusion were identified: recognizing, differentiating, and labeling teacher expertise at multiple mastery levels; providing expert teachers with support and leadership responsibilities to lead practice-embedded and cross-school peer learning; and creating a roadmap for teachers to chart continuous learning pathways individually and build an enhanced content pedagogical knowledgebase collectively.

Results from this study provide the impetus for further exploration in how Shanghai continuously share and improve good teaching systemically, which could be informative to US schools and districts in their effort of redesigning professional development that maximizes available expertise among teachers and stimulates teacher-led action research for student learning.

This study investigates the processes that the US universities and colleges used to learn during the COVID-19 pandemic and the factors that facilitated and impeded their learning processes.

To address this study’s research questions, this study used a crisis communication and learning lens to interview crisis response team members from 30 US higher education institutions in May 2020 (the first pandemic semester). In October 2020 (the second pandemic semester), this study conducted follow-up interviews with 25 of the original interviewees. Overall, this study conducted 55 interviews.

Learning during the COVID-19 pandemic is facilitated by a recognition of a serious deficiency in the current system and impeded by the need to act quickly. The findings demonstrate the process by which decisions, actions and strategies emerged during crises.

This investigation illustrates how crises can prompt organizational learning while demonstrating the critical role of internal and external resources in the learning process.