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Women remain under-represented in leadership positions in both clinical medicine and medical education, despite a rapid increase in the proportion of women in the medical profession. This chapter explores potential reasons for this under-representation and how it can be ameliorated, drawing on a range of international literatures, theories and practices. We consider both the ‘demand’ for and ‘supply’ of women as leaders, by examining: how evolving theories of leadership help to explain women’s’ leadership roles and opportunities, how employment patterns theory and gender schemas help to explain women’s career choices, how women aspiring to leadership can be affected by the ‘glass ceiling’ and the ‘glass cliff’ and the importance of professional development and mentoring initiatives. We conclude that high-level national strategies will need to be reinforced by real shifts in culture and structures before women and men are equally valued for their leadership and followership contributions in medicine and medical education.

The purpose of this paper is to elaborate an integrative framework that positions diversity considerations in a continuum of various leadership theories. The authors thus seek to differentiate between distinct leadership styles and assess their potential in fostering inclusive leader behaviors.

The authors proceed to a brief review of the extant literature on diversity leadership by distinguishing between diverse followers and diverse leaders on one hand, and leadership styles in diverse and heterogeneous teams, on the other. The authors then provide a rationale for leadership theories that are more likely to support leader inclusiveness and foster inclusive leader and follower behaviors.

Four distinct theoretical frameworks capturing the importance of emerging leadership theories (ethical, authentic. servant and spiritual leadership) for informing caring and inclusive climates, are introduced. The authors thus seek to delineate leadership styles effectively entrenched in organizational environments valuing, affirming and supporting diversity, which can better fit to inclusiveness goals.

In view of designing and implementing inclusive initiatives, organizations should consider the specific context in which diverse leaders operate and through which diverse followers interact with diverse leaders. In so doing, corporations should encourage leadership styles that effectively combine goal attainment with an unconditional affirmation of the intrinsic value of diversity.

The paper offers certain insights into the particular conditions that may help organizational leaders implement inclusion strategies facilitating thriving and fulfillment of diverse employees. In this respect, the authors elaborate on distinct leadership frameworks that are more pertinent to, and commensurate with inclusiveness objectives.

Drawing on the social-cognitive and motivational literature of leadership, the present study examines the influence of young adults' self-perceptions of leadership on their leadership self-efficacy (LSE) and motivation to lead (MTL) in their future career. The authors further examine gender and socio-economic status (SES) as important moderators of the proposed relationships.

The present investigation consists of a two-study research design, based on data collected from young adult samples across two culturally different countries, namely the UK (N = 267) and Japan (N = 127).

The study presents evidence of self-perceptions of leadership influencing LSE and MTL. The results further support the mediating role of leader self-efficacy. Regarding the moderating role of gender, results in both samples showed that the effects of leader self-efficacy on MTL were stronger for males. SES was found to moderate the effects of leadership self-perceptions of negative implicit leadership theories (ILTs) on LSE in the UK sample and the effects of leadership self-perceptions of positive ILTs on LSE in the Japanese sample.

This study fills the gap of empirical research focused on early adulthood influences on leadership development. In particular, this study has a three-fold contribution, by, firstly, developing a conceptual model that examines the role of young adults' self-perceptions of leadership on their self-efficacy as leaders and MTL; secondly examining contingencies of the proposed relationships; and thirdly testing the conceptual model in two countries.

The purpose of this paper is to examine the (in)congruence of leaders’ and followers’ cognitive characteristics (i.e. pessimism), followers’ identification with a leader and job satisfaction.

Data from 291 working professionals are analyzed, following a series of hierarchical linear modeling and mediated polynomial regression analyses.

Polynomial regression analysis results indicate that alignment (congruence) between leaders’ pessimism and followers’ pessimism, when both are at high levels, is related to low levels of job satisfaction. Further, leader–follower congruence at lower levels of pessimism leads to high levels of job satisfaction through the mediator of followers’ perceived identification with a leader.

By identifying (in)congruence of leader–follower pessimism as a key antecedent, and taking an explanatory mechanism of identification with a leader into account, the authors contribute to disentangling the conceptual paths that underlie the mode by which implicit leadership theory might explain instances of individual job satisfaction.

This chapter is about how leaders attempt to move from traditional to shared leadership and why they often cannot. We develop a new theoretical framework to examine whether leaders are willing to shift control from themselves to their followers and thus promote shared leadership in their teams. We argue that control shifts, while necessary for shared leadership, are particularly difficult for leaders to enact. This is because leadership is often closely bound with power and status in the organization, a reality of organizational life that is often overlooked in the quest for new forms of leadership, such as shared leadership. Our contribution lies in examining leaders’ ability to enact shared leadership through the lenses of primary and secondary control, and situating control shift in the context of global leadership including selected cultural dimensions, complexity, and paradoxes.

This study aims to examine factors that may explain the status of women in management by exploring the linkages between leader anti-prototypes and prototypes to gender stereotypes.

Samples from two populations described either a “bad manager” (representing leader anti-prototypes) or a “good manager” (representing leader prototypes) on two instruments that assessed masculinity and femininity.

On each instrument, masculinity was endorsed more than femininity in both leader prototypes and anti-prototypes. Both masculinity and femininity were endorsed more in leader prototypes than leader anti-prototypes but only when the purpose of the instrument was disguised rather than transparent.

Limitations of a single data collection method, the nature of the samples and a newly designed scale for purposes of the study are acknowledged. Further attention to the linkages of leader anti-prototypes and prototypes to gender stereotypes and the outcomes of these linkages is recommended.

Individuals who make managerial selection and promotion decisions may devote more attention to the presence or absence of masculine traits in candidates than to the presence or absence of feminine traits, thereby leading to female candidates being passed over and male candidates receiving greater scrutiny in determining who gets ahead.

The study suggests cognitive mechanisms that may influence the status of women in management.

The study incorporates leader anti-prototypes and leader prototypes to explain the low status of women in management.

This conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).

The sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.

The theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.

This paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.

Opening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. This theoretical model should be further examined empirically, and other types of CC, such as social and behavioral aspects, or affective complexity and self-complexity, should be considered.

This chapter offers a comprehensive review the literature on authentic leadership (AL). The authors employ a bibliometric approach to identify, classify, visualise and synthesise relevant scholarly publications and the work of a core group of interdisciplinary scholars who are key contributors to the research on AL. They review 264 journal articles, adopting a clustering technique to assess the central themes of AL scholarship. They identify five distinct thematic clusters: authenticity in the context of leadership; structure of AL; social perspectives on AL; dynamism of AL; and value perceptions of AL. Velt and Sinkovics assert that these clusters will help scholars of AL to understand the dominant streams in the literature and provide a foundation for future research.

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