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This study explores the different survival strategies employed by family-owned small and medium-sized businesses in Nigeria. The study delves into the dynamics of ensuring business continuity from founders to successors and identifies the success factors that can facilitate seamless leadership transition outcomes.

This study utilised a qualitative multiple-case study approach, with the population consisting of founders from three medium-sized family businesses in Nigeria. Semi-structured interviews were the primary data collection tool used in the study. Furthermore, company documents were analysed to gain further insights into the leadership transition strategies employed in the selected businesses.

Successful transition and survival of family businesses are dependent on the founder's desire and support for transition, successor preparation, building trust and credibility in successors, and instilling a clear vision for the business.

The study's findings will provide valuable insights to leaders of family-owned SMEs, specifically in the development of effective leadership transition action plans. It should be noted that the study is limited to three family-owned businesses in two locations in Nigeria, which may restrict the generalisability of the findings. Despite this, the study offers novel contributions to the current literature by presenting practical strategies for achieving the survival of family businesses in an emerging economy.

This study proposed strategies for business survival, continuity, sustainability and seamless leadership transition for small and medium-sized family-owned businesses. Importantly, the study recommends action plans for present and prospective family business leaders to deepen succession pathways.

The purpose of this study is to investigate how physical therapists make meaning of their professional role identity when transitioning from clinician to leadership positions. Despite the importance of professional role identity in the transition from health-care provider to health-care leader, research on this topic in physical therapy remains almost nonexistent.

A qualitative, phenomenological research approach was used in this study. Data was collected through a three-part, semistructured interview process. An open coding to focused coding process was used to analyze data and develop themes which answered the research question.

Physical therapists in this study engaged in identity work, making meaning of their professional role identity by referencing a professional role identity focused on more than clinical skills, accepting the role of discomfort, focusing on relationships, exercising agency over the construction of their leader identity, recognizing consistency between clinical and leader roles and establishing a professional role identity informed but no longer bound by their physical therapist identity.

To the best of the author’s knowledge, this study is the first to investigate how physical therapists make meaning of their professional role identity when transitioning into leadership positions. The findings of this study highlight uniquities in the physical therapy professional role identity and the manner in which physical therapists navigate this work role transition.

The implementation of sustainability-related policies at universities has been marked by a greater sense of urgency in recent years. Despite this emerging trend, it is still unclear which leadership processes, at which levels and which theoretical concepts encourage sustainable transitions within universities.

This study aims to offer a systematic literature review of the existing literature on sustainability-related leadership processes, levels and theories that encourage the transformation of universities, aimed at providing guidance on this topic; uncovering gaps in the literature; and finding new paths for future research.

Leadership processes in the context of sustainability-related transitions have been approached in a rather fragmented way in the literature, and the scientific field would benefit from more in-depth and longitudinal studies. In total, this study identifies 95 processes that are related to 17 aspects of universities’ transitions.

The various leadership levels are involved in transition processes at different stages. The theories of distributed and sustainability leadership seem to be the most frequently used theories in the literature.

Structuring and defining leadership processes, levels and theories can lead to a better understanding of the dynamics of the transition process and, in a broader sense, of the process of sustainability integration in higher education. A better knowledge of how such a transition develops could contribute to the enhancement of existing sustainable development strategy and policy.

By focusing on an underresearched topic through a theoretical perspective of leadership theories, this study contributes to literature pertaining to leadership levels and processes involved in sustainability transitions of universities.

Our aim is to catalog how the functional behaviors that leaders engage in should change over time based on the needs of the team – thereby presenting a functional view of team leadership over time.

A critical review of the literature on team leadership, team development, and teams was conducted. This information was critically analyzed and integrated to produce a framework serving to depict how team needs change over time, and based on this, highlight the leadership behaviors which should be most critical at particular points in time. Based on the limited amount of literature that explicitly focused on team leadership over time, a series of propositions which flow from the framework are also put forth.

Great strides have been made in understanding team leadership; however, little work was uncovered that directly focused on how leadership dynamics change over time within the context of the team. Leveraging the limited work that existed, we developed a framework (and propositions) that serves to delineate how team leadership functions change over time. In doing so, we have integrated work delineating leadership functions within transition and action phases of team task cycles along with that highlighting how the role of the leader may vary based on team developmental needs.

The originality of this chapter lies in its using a functional approach to leadership to argue how the efficacy of particular leadership functions change over time based on team task cycles and development needs. This, in turn, can be used to focus training efforts.

The purpose of this paper is to compare leadership functions from different team contexts considering context characteristics that contribute to team effectiveness.

A qualitative study was conducted. Seven leaders of multidisciplinary child protection teams (MDTs) and nine managers of an information technology (IT) company took part in semi-structured interviews. The data were analyzed using content analysis with ATLAS.ti.

Results showed that the two types of teams used different performance criteria, with teams from non-profit contexts lacking defined performance criteria. The results also showed that transition leadership functions are more frequently mentioned by IT than by MDT leaders. Moreover, interpersonal leadership functions emerged as independent functions that may occur in both the transition and action phases.

Context is paramount for performance criteria definition and for the relevance of certain team leadership functions over others. It also presents some suggestions for improvement to the model of Morgeson et al. (2010a).

The results support the idea that there are differences in the leadership functions that are most valued by leaders, depending on the specific team’s context. Results also showed that some non-profit and less task-structured teams lack the specific performance criteria that could help them make more successful interventions.

This paper reviews context literature, it shows that the emphasis on team leadership functions can vary across contexts and to the knowledge it is the first that compares the model of Morgeson et al. (2010a) in different contexts.

The internet-based transition is the major trend for Chinese organizations with increasing demands imposed on their organization and management. As the organizational structures gradually improve flexibility, employees desire respect and development to a greater degree, which has given rise to a new leadership model-integrative leadership. This paper aims to investigate the impact of integrative leadership on employee’s innovation performance through a multilevel analysis.

This paper proposes the two situational factors employee psychological empowerment and human resource flexibility as the mediating factors impact the relationship between integrative leadership and employee innovation performance. Valid questionnaires were collected from 619 employees from 135 leader groups of High-tech companies in China.

The results show that integrative leadership has positive impact on employees’ innovation performance through its multilevel impacts on two mediation factors include psychological empowerment of employees and human resource flexibility.

This research used cross-sectional studies due to constraints of research conditions. The measurements of all variables are done simultaneously, whereas the effects of integrative leadership on the development of corporations should be presented in a dynamic process. Therefore, in the future research, vertical research design should be adopted to deeply explore the effectiveness mechanism of integrative leadership in the context of corporate internet-based transition.

In the internet era, leaders cannot blindly pursue organizational performance. They must establish a flexible organizational structure and institutions to provide a platform for employee development, and integrative leaders need to pay attention to inspire the potential of employees and stimulate the enthusiasm of employees.

This study investigates a new leadership-integrative leadership and the relationship between integrative leadership and innovation performance in the context of Internet-based transitional Chinese organizations, thereby making important theoretical contributions as well as offering practical suggestions for improving leadership efficiency and innovation performance.

This study seeks to test the researchers' theory that a leadership development intervention called “leader assimilation” for newly appointed leaders and their subordinates will facilitate feedback‐seeking and a leader‐team dialogue which will accelerate leader/team learning, leader adaptation, and relationship building between the new leaders and their teams.

Robert Yin's positivistic multiple case study research method was used. Four primary modes of data collection were used in each of the three cases: observation during the five steps of the intervention, documentation review after the intervention, a pre‐ and post‐survey, and individual interviews with the leader and the leader's direct reports approximately seven days after the last phase of the intervention.

The researchers found support for their theory from a leader and team perspective. The three leaders in the study experienced accelerated learning, adaptation, and they built relationships with their teams. The leaders' teams experienced new learning and they built relationships with their new leaders.

The generalizability of findings is limited by the number of cases studied and by industry, leader, and team variation across cases.

The study provides supporting evidence for the importance and effectiveness of leader assimilations in helping new leaders learn, adapt quickly, and build relationships with their teams early in their transition.

The study is one of the first to report on the outcomes of an early leadership development intervention to help new leaders transition from one leadership role to another.

The actions taken during the first three months of a new job will largely determine whether you succeed or fail in the long term. The goal should be transition acceleration, not just failure prevention. This article offers a blueprint for addressing the linked challenges of personal transition and organizational transformation that confront all leaders in their first few months in a new job. Five propositions are: (1) The root causes of transition failure always lie in a pernicious interaction between the situation (with its opportunities and pitfalls), and the individual (with his/her strengths and vulnerabilities); (2) There are systematic methods that leaders can employ to both lessen the likelihood of failure and reach the breakeven point faster; (3) The overriding goal in a transition is to build momentum by creating virtuous cycles that build credibility and by avoiding getting caught in vicious cycles that damage credibility; (4) Transitions are a crucible for leadership development and should be managed accordingly. They strengthen diagnostic skills, demand growth and adaptation, and test personal stamina. Transitioning is a teachable skill; (5) Adoption of a standard framework for accelerating transitions can yield big returns for organizations. Everyone (bosses, direct reports, and peers) needs to speak the same “transition language”. Match leadership strategy to situation – methodically diagnose the situation and match your strategy to it: Step one – Diagnose the business situation. The four broad types of business situations: start‐up, turnaround, realignment, and sustaining success. Each presents a distinct set of challenges. This article defines actions for each. Step two – create a 90‐day transition acceleration plan. A framework of the ten key transition challenges is included in the article.

Nurses are a significant part of the professional workforce, but leaders may be promoted without the requisite competencies. This study aims to explore the perspectives of nurse managers about the core competencies necessary for promotion as leaders in health.

This was a mixed-methods study that targeted nurses (N = 126) who were promoted in four Caribbean countries over the past five years. A 30-item questionnaire was used for quantitative data collection and analyzed using SPSS version 25. Interviews yielded the qualitative data, which were analyzed using open coding and thematic analysis. Ethical approvals were received from ethics committees at the university and country level.

Most participants were female (n = 112), had 15 or more years’ experience (n = 71) and an associate degree/diploma in nursing (n = 62). Leadership was the most important competency required of nurse leaders in spite of their position within the organization, followed by team building and motivation. Challenges to the transitioning into leadership positions included the prevailing culture and a lack of a systematic approach to building capacity in leadership. There was also between-group statistical significance, as determined by one-way ANOVA for delegation, motivation and leadership as core competencies based on occupations roles.

Notwithstanding the importance of the findings from this research, there were some limitations. While the researchers considered implementing this study in eight Caribbean countries, approvals were received for only four countries. This will affect the ability to generalize the findings to the wider Caribbean countries. One of the strengths of this research was the use of mixed methods for data collection. However, the qualitative component of the findings may be limited by the number of focus groups conducted, notwithstanding the richness of the data collected.

The findings can be used as a framework from which the health system in developing countries can begin to examine practical solutions to developing 21st century leadership competencies in nursing. While there may be remanence of the colonial past in the way systems function, the complexity of health systems requires leadership that is rooted in competence that is multidimensional.

This paper provides an important contribution to the literature on leadership and competencies from the perspective of low- to middle-income resource settings. The qualitative component of the research added richness to the nuances and understanding of the phenomenon of competencies for nurse leaders.

This chapter discusses the challenges of safeguarding academic freedom during leadership transitions and organizational change in universities. Examples from a large public university illustrate current challenges and provide perspective for proactive measures to protect academic freedom. While the context and details are unique to the institution featured in the chapter, the lessons gleaned from each vignette offer valuable insight to faculty and university leaders who are motivated to better understand and uphold the principles of academic freedom and, more broadly, protected speech with higher education. To support academic leaders in achieving these goals, a conceptual framework for shared leadership through shared governance to support academic freedom is presented. The chapter concludes with recommendations for leveraging shared leadership to foster a university culture that supports of academic freedom.