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The research aims to understand the stories of women leaders who have demonstrated bravery in leadership. By analyzing their lived experiences through storytelling and narratives, it seeks to shed light on the challenges and motivations behind their brave actions, contributing to a deeper understanding of bravery in leadership within gender and organizational contexts.

This study adopts a qualitative multiple case study approach, focusing on the autobiographical accounts of three women leaders to explore their experiences of bravery in leadership. Utilizing narrative analysis (NA), it is grounded in ethical leadership theory and narrative identity theory. The research method involves cross-analyzing these narratives to unearth themes that depict a multifaceted view of bravery, including moral courage and ethical decision-making.

The study reveals various themes of bravery in leadership, such as moral courage, authenticity, resilience and ethical decision-making. These findings enhance the understanding of bravery's role in ethical conduct and transformative change, highlighting the complex manifestations of bravery in women's leadership practices.

This study contributes to the broader discourse on bravery in leadership, especially for women. It offers insights into how bravery is integral to ethical conduct and transformative leadership and sheds light on the influence of gender dynamics on leadership experiences. This study significantly enriches the discourse on bravery in leadership, with a particular focus on women's experiences. It delves into how bravery, encompassing moral courage and authenticity, is crucial for ethical conduct and transformative leadership. By highlighting the stories of women leaders, the research underscores the complex interplay between bravery and gender dynamics within organizational contexts. It challenges traditional perceptions of leadership and bravery, advocating for a more nuanced understanding that recognizes the unique challenges and strengths of women leaders. Furthermore, this study paves the way for future research to explore diverse dimensions of bravery in leadership, encouraging a more inclusive approach that values different perspectives and experiences.

The findings of this study advocate for empowering leadership practices and guide the development of a courageous leadership landscape. Current events show evidence that many organizations lack the integration of bravery as a core leadership trait. These narratives of bravery in women's leadership can serve as a powerful catalyst for inspiring all leaders These stories can guide leaders across various levels to embrace bravery in their decision-making and leadership styles. The integration of these insights into organizational policies and leadership development programs can lead to a more courageous, ethical and transformative leadership landscape.

The research emphasizes the need for inclusive approaches to leadership and bravery, challenging dominant gender norms. It underscores the importance of acknowledging and valuing women leaders' stories, thereby empowering their narratives.

The study adds value to the field by unveiling the often untold narratives around bravery in leadership. Findings can assist in fostering environments where diverse expressions of bravery are recognized and valued. Findings have the potential to inspire a new generation of leaders, across all genders, to embrace bravery in their roles, thereby enriching the leadership landscape with diverse, ethical and courageous practices. This research not only contributes to academic discourse but also has real-world implications, encouraging organizations to reevaluate and evolve their leadership models to be more inclusive and effective in today's dynamic and diverse global environment.

This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term implications contribute to leadership formation. The objective of this study was to gain insights into how leadership is constructed in young adults and how it is manifested in their preferred leadership identity.

This research was approached from a constructivist perspective, utilizing discourse analysis. The authors conducted a study involving 24 written essays by young individuals with a business background, in which they shared their early leadership experiences. Drawing upon a modified life story interview structure, the authors meticulously analyzed the content.

The authors identified eight discourses clustered into two groups according to the types of leadership orientation: toward oneself and toward others. The discourses in the toward oneself group consist of leadership as taking responsibility, leadership as courage, manifesting personal strengths and as a role/status. The toward others group includes discourses approaching leadership as balancing directivity, coordinating and organizing work, personalized approach and as performance management.

The major methodological limitations stem from the qualitative design per se. The findings based on qualitative data have limits in generalizing.

The authors' findings have practical implications for educators. The authors propose the utilization of critical self-reflection on early leadership experiences and self-narration as effective tools in nurturing and developing young leaders.

This paper underscores the importance of educating young leaders, as they can create a positive impact on their subordinates and society as a whole. By providing them with leadership skills, the authors initiate a chain reaction of influence that extends through different levels of leadership, leading to significant social change.

The authors' originality and contribution to the literature on leadership development lies in showcasing the diversity of perspectives on leadership among participants sharing a similar background and developmental stage. This holds valuable implications for educators working with this cohort.

This article presents a pedagogical model that utilizes students as primary researchers in the identification, interviewing, and then reporting on women entrepreneurs as a major component of a multidisciplinary entrepreneurship course. The purpose of the course is to attract students who may not be familiar with the entrepreneurship concept itself, the role of women in such economic ventures, or the possibilities for people like themselves in such a career avenue. Students are exposed to the accomplishments of women entrepreneurs throughout U.S. history in the broad categories of agriculture and mining; construction; communication; manufacturing; service (both for profit and not-for-profit); transportation; and wholesale and retail trade. This content experience is then enhanced by the studentsʼ own direct interaction with and interviewing of women entrepreneurs. The implementation, potential outcomes, and possible adaptations of the course are described, and this transformational learning process model is illustrated.