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The purpose of this paper is to examine the relationship between structural arrangements of public agencies of Pakistan and their autonomy.

Data were collected through a questionnaire using the key informant approach from 70 public agencies of Pakistan. Hypotheses were drawn from the structural instrumental perspective to examine the relation between structure and autonomy. In order to test the hypotheses, multivariate regression analysis was performed on the data.

The research highlights that out of the three major structural dimensions, horizontal specialization, vertical specialization and governing board, only governing board is seen to affect the human resource management dimension of autonomy while vertical specialization is related to financial management autonomy. None of the three hypotheses were completely supported. The divergence of the results from the structural instrumental perspective points to other factors related to agencies including administrative culture and context of state that matter in delegation of autonomy to the agencies by the government.

This paper contributes to an on-going debate on globalization of public management reforms with emphasis on structural instrumental explanation of the agencification in developing countries.

The purpose of this paper is to advance the theoretical perspective of complexity leadership paradigm to introduce shared leadership style as a precursor of taking charge behavior in public sector higher educational institutions (HEIs) of Pakistan. Moreover, this study unveils the underlying mechanisms of the climate of initiative and psychological safety for clarifying the link of shared leadership and taking charge.

The multi-source and multi-wave data were analyzed by employing double mediation analysis (PROCESS Model 4); using 282 valid responses obtained from a proportionate stratified sample of faculty members working in public sector HEIs of Pakistan.

The result indicates that shared leadership is a suitable style for governing the public sector HEIs and it fosters taking charge behavior in teaching faculty. Additionally, shared leadership creates climates that support initiatives and are psychologically safe that set stage for taking charge behaviors in teaching faculty of public sector HEIs of Pakistan.

This research has filled the gap of focusing on more collaborative leadership styles instead of traditional vertical leadership practices in public sector HEIs of Pakistan. Theoretically, this study suggests new insights into the contextual antecedents and mediating mechanisms of taking charge behaviors.