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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.

In this chapter, we reflect on cognitive aids and their role in strategy work. Strategy research and practice abound with frameworks, models, tools, and processes meant to describe and guide the strategy work of managers. These are all examples of cognitive aids. These aids guide and support managerial cognition, the way managers make sense of the world. What we collectively call the cognitive aids of strategy have a profound impact on the way managers learn about, conceptualize, share, and enact strategy work and strategies in their organizations. Despite the importance of their cognitive role, many cognitive aids in strategy are presented without reference to the underlying cognitive theory that explains why and how the aid might be useful. Tools are presented as useful for management thinking, but without any substantive reflection or exploration of the cognitive reasons. In this chapter, we provide a definition of cognitive aids in strategy and begin exploring the landscape of cognitive theories that can explain why something might be a cognitive aid. We then briefly outline the contributions to the edited volume “Cognitive Aids in Strategy,” and end with an invitation to expand your exploration beyond.

Central to the fit concept is that congruence between individual and environmental attributes leads to improved outcomes. However, when discussing fit, researchers often describe congruence as alignment between distinctive or unique individual and environmental attributes. We suggest that current approaches to examining fit do not adequately account for this assumption of distinctiveness because they fail to consider normative expectations and preferences. As such, we propose an alternative theoretical and methodological approach to conceptualizing and measuring fit.

We introduce the normative theory of fit, outline how researchers can decompose fit into distinctive and normative components and identify areas for future research.

Management researchers have largely ignored the importance of decomposing fit into distinctive and normative components. This shortcoming necessitates additional research to ensure a more accurate understanding of fit and its relationship with outcomes.

We provide a clarification and critical examination of a pervasive construct in the field of management by introducing the normative theory of fit, identifying areas where researchers can employ this theoretical lens and suggesting a reevaluation of the importance placed on differentiation that is traditionally employed in practice.

Responsible leadership is a concept that links leadership, corporate social responsibility, sustainability and ethics to business performance and actions of senior executives and board members. This keynote illuminates how responsible leadership mindsets and their diverse understandings of the purpose of business are related to organizational level stakeholder engagement and corporate social responsibility approaches at the upper echelon. A first link is established between broader social movements (e.g., US Business Roundtable, Conscious Capitalism, Social Entrepreneurship movement) and the social identity of responsible leaders, thereby contributing to the discussion of the changing nature of the purpose of business. The article closes with a Q&A session.

The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental needs of emerging women leaders. WLD was intentionally designed around the context of second-generation gender bias with a firm grounding of research and theory on gender and leadership.

Organized around three leadership pathways – leadership training, leadership coaching, and leadership support networks – WLD brings together the best practices of leadership development in combination with feminist pedagogy and critical perspectives to foster meaningful and impactful development of women leaders.

This paper describes the design of the initiative and how each leadership pathway supports the leadership development journey for emerging women leaders. It provides a model that is impactful as well as foundational, for undergraduate women’s leadership development.

Women leaders, in particular, can benefit from leadership development that takes gender into account (DeFrank-Cole & Tan, 2022a; Ely et al., 2011).

The purpose of this paper is to report on the dynamics of “identity leadership” with a quality improvement project undertaken by an International Medical Graduate (IMG) from Sri Lanka, on a two year Medical Training Initiative (MTI) placement in the National Health Service (NHS) [Academy of Medical Royal Colleges (AoMRC), 2017]. A combined MTI rotation with an integrated Fellowship in Quality Improvement (Subedi et al., 2019) provided the driver to implement the HEART score (HS) in an NHS Emergency Department (ED) in the UK. The project was undertaken across ED, Acute Medicine and Cardiology at the hospital, with stakeholders emphasizing different and conflicting priorities to improve the pathway for chest pain patients.

A social identity approach to leadership provided a framework to understand the insider/outsider approach to leadership which helped RH to negotiate and navigate the conflicting priorities from each departments’ perspective. A staff survey tool was undertaken to identify reasons for the lack of implementation of a clinical protocol for chest pain patients, specifically with reference to the use of the HS. A consensus was reached to develop and implement the pathway for multi-disciplinary use of the HS and a quality improvement methodology (with the use of plan do study act (PDSA) cycles) was used over a period of nine months.

The results demonstrated significant improvements in the reduction (60%) of waiting time by chronic chest pain patients in the ED. The use of the HS as a stratified risk assessment tool resulted in a more efficient and safe way to manage patients. There are specific leadership challenges faced by an MTI doctor when they arrive in the NHS, as the MTI doctor is considered an outsider to the NHS, with reduced influence. Drawing upon the Social Identity Theory of Leadership, NHS Trusts can introduce inclusion strategies to enable greater alignment in social identity with doctors from overseas.

More than one third of doctors (40%) in the English NHS are IMGs and identify as black and minority ethnic (GMC, 2019a) a trend that sees no sign of abating as the NHS continues its international medical workforce recruitment strategy for its survival (NHS England, 2019; Beech et al., 2019). IMGs can provide significant value to improving the NHS using skills developed from their own health-care system. This paper recommends a need for reciprocal learning from low to medium income countries by UK doctors to encourage the development of an inclusive global medical social identity.

This quality improvement research combined with identity leadership provides new insights into how overseas doctors can successfully lead sustainable improvement across different departments within one hospital in the NHS.

Abusive supervision provokes subordinates’ interpersonal deviant behavior. It is, therefore, essential to explore the contingent factors of this relationship. Drawing upon gender role theory, this study aims to explore how subordinate and leader genders moderate the relationship between abusive supervision and subordinate interpersonal deviance. Furthermore, this study posits a three-way interaction effect of abusive supervision with leader and subordinate genders on interpersonal deviance.

Multisource survey data were collected from 45 supervisors and 170 subordinates in eight companies in China. The data were analyzed using the PROCESS macro in SPSS.

The results showed that the positive relationship between abusive supervision and interpersonal deviance was stronger among female leaders than male leaders. Furthermore, the authors found a three-way interaction effect between abusive supervision and leader and subordinate genders on subordinates’ interpersonal deviance. Compared with female subordinates, male subordinates engaged in significantly more interpersonal deviance when experiencing abusive supervision from a female leader than from a male leader.

The authors reveal that gender differences exist in the effect of abusive supervision on subordinates’ interpersonal deviant behavior. Furthermore, the authors demonstrate that subordinate and leader genders jointly influence the effect of abusive supervision. Finally, the findings extend the literature on gender’s moderating effects from constructive and neutral leader behaviors to destructive leader behaviors.