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In the collective or distributed leadership models that are now increasingly dominant in the literature about leadership in public services, the role of the “practitioner as leader” takes on powerful significance. The purpose of this paper is to address a gap in this corpus of research, which is a critical analysis of what constitutes the role of the practitioner leader, and the strengths and limitations of these informal leaders as agents of organisational change.

The paper develops a critical comparative analysis of the role of ordinary teachers and doctors as leaders, as a way of gaining purchase on what comprises and shapes the role of practitioner leader and the potential of this form of leadership to be a driver for quality improvements in the public sectors of education and health.

Traversing traditional academic divides and comparing medical and teacher leadership provides a clearer picture of how professional and organisational culture strongly influences the roles that practitioner leaders can take up and the influence they can wield. This comparison also shows that building capacity of practitioner leadership in the public services should be approached as an expansion of professional identity, rather than an “added extra” for keen few.

Importantly, this critical comparative review indicates that practitioner leadership is best understood and fostered as a particular ethical stance, rather than a special form of power or knowledge and that it occupies an interstitial space in between formal leadership structures and ordinary practitioners. This is both its strength and its weakness as a form of leadership.

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the complex problems the changing global arena demand of us today and into the future. We argue when preparing adult leadership scholar-practitioners, using adult learning theories and paying attention to the interdisciplinary roots of the field of leadership might lead to better learning and engagement with real world challenges. In this paper we present a leadership development model we call interdisciplinary leadership. First, we discuss the interdisciplinary roots of leadership. Second, we describe interdisciplinary leadership as a tapestry – an intricate combination of identities, practices, and outcomes used to prepare people to address complex problems. Finally, we describe the mission, structure, curriculum, and instructional strategies that can be used by leadership educators when applying interdisciplinary leadership. This model acknowledges the identity, practices, and outcomes needed to develop scholar-practitioners of leadership and provides practical techniques to help leadership educators prepare leaders to work together across differences to address complex problems.

The purpose of this study is to investigate the influence of servant leadership on job satisfaction within private healthcare practices.

Criterion sampling has been used to draw a sample of private healthcare practitioners and their employees. The data collected from 241 useable questionnaires have been statistically analysed. Factor analysis and Cronbach’s alpha coefficients have been used to assess the validity and reliability of the measuring instrument, and multiple regression analyses have been performed to test the influence of the dimensions of servant leadership on job satisfaction.

The findings show that private healthcare practitioners display the dimensions of servant leadership investigated in this study. Furthermore, a significant positive relationship between developing others and job satisfaction for both sample groups, but only between caring for others and job satisfaction for the employee sample group, was reported. Acts of humility and servanthood by practitioners were not found to influence job satisfaction.

Educators can use the findings of this study to identify gaps in the leadership training of healthcare practitioners, and healthcare regulators can use the recommendations provided to implement appropriate interventions to ensure that healthcare practitioners fulfil their mandate of practising in an appropriate manner.

This study contributes to the limited understanding of servant leadership among private healthcare practitioners and it provides recommendations on how private healthcare practitioners can improve their servant leadership behaviour.

Bearing in mind reviews of the existing corporate management leadership theory, this chapter presents a theoretical framework of holistic leadership for top and middle management as well as the staff for strategically promoting knowledge creation activities in companies in industries with rapidly changing competitive environments. “Holistic leadership” here refers to leadership with characteristics that allow for the coexistence of centralized leadership, distributed leadership, and dialectical leadership and their dynamic application according to circumstances by practitioners at each management level (top management, middle management, and staff) of the three practice layers, that is, the formal organizational layer, the psychological boundary layer, and the informal organizational layer. This new theoretical concept of leadership has been derived a posteriori from existing theory and cumulative fieldwork by the author to date.

This chapter discusses the theoretical framework of the strategic knowledge creation process for realizing business innovation. It presents an explanation of the relationship between the concept of the business community that originates with the formation of “Ba” (which is required in the formulation and execution of the strategic knowledge creation process) and the strategic knowledge creation process. The chapter also analyzes and examines the theoretical framework where the holistic leadership of practitioners achieves new business innovation through the formation of a business community, which is the organizational platform for practicing strategic knowledge creation, that is, the sharing, inspiration, creation, and stockpiling of knowledge.

In particular, the chapter presents a dynamic, theoretical framework where all practitioners at every level of management demonstrate holistic leadership across a three-layered structure (three practice layers) including the formal organization layer, the informal organization layer, and the psychological boundary layer to connect elements for formulating and executing macro and micro strategies and the business community, which has its origins in the formation of “Ba,” to drive the strategic knowledge creation processes.

This chapter goes into deeper discussion and consideration of holistic leadership through the concept of holistic leadership presented in Part 1 and analysis of a number of case studies presented in Part 2. The chapter first analyzes and considers the concept of dialectical leadership, which is an element for achieving a balance between centralized leadership and distributed leadership at the psychological boundary layer located at the boundary layer between the formal organizational layer and the informal organizational layer from the perspective of four dimensions: the time axis, spatial axis, strategic axis, and management axis. This is because there is new knowledge gained from multiple case analyses and because dialectical leadership has an impact on management elements in these four dimensions when companies execute strategic knowledge creation processes to achieve business innovation. Second, the chapter discusses the concept of leadership interaction which occurs among leaders at the individual boundaries of the three-layered structure (practice layers) of the informal organization layer located in the business community, the psychological boundary layer located in the boundary layer of the business community, and the formal organization layer located in the formal organization, and the three management layers. Third, as demonstrated in the cases of Apple, Cisco Systems, Dyson, SoftBank, and Sony, strategic collaboration with other companies including customers is extremely important for those practitioners who are promoting business ecosystem strategies across different companies. To achieve this, synchronization of leadership at the three practice layers and three management layers in holistic leadership through boundary negotiations among individual leaderships across different companies is important. These concepts are discussed in this chapter. Fourth, this chapter indicates that excellent holistic leadership is necessary for practitioners to achieve strategic knowledge creation high in quality, but this requires leadership for value creation for the formation of new business communities that originate in the formation of “Ba.” The chapter also indicates that “practical wisdom” is an important element for practitioners in such value creation, and the presence of this element is a necessary condition for generating excellent holistic leadership.

The persisting tension over the relative importance of theory and practice creates a crevasse between scholars and practitioners. The purpose here is to problematize divisions between cultural norms found among scholars and practitioners.

Both authors, higher education scholars, experienced temporary assignments as public school leaders and reflect on their experiences moving back and forth between school leadership practice and academia. This qualitative and autobiographical work draws on a combination of hermeneutics in the dominant educational leadership literature and the co‐authors' experiences recorded in journals, saved memos and other school data records. These data sets and continuing access to their professional and scholarly colleagues provided the basis for analyses.

Draws on three main points: curricular balance; faculty composition; and research, and, while it strongly encourages faculty to seek ways to connect or reconnect with the field, opines that, if the field's curriculum for development and preparation with research is balanced, then faculty will connect with practice.

Research carried out in the program is of high quality, driven by practice, and useful to practitioners and/or policy makers.

The purpose of this paper is to explore an effective educational method for leadership development.

In order to achieve the objective of the paper, Chester Barnard's insights on leadership and its development are reviewed: the gap between action and thinking; practitioners' ways of thinking and moral senses; combinations of abilities and qualities for leaders; and an educational method for leaders.

The paper concludes that when business school students write their own cases and explain them comprehensibly for others who did not experience the situation, they can enhance their abilities to observe and deeply analyze situations and are given opportunities to reflect and share their experiences.

The paper proposes the idea of the educational method, so, in the future it would be possible to show how to implement this method concretely.

The paper suggests that it would be effective to develop an educational method based on practitioners' ways of thinking and sensing.

The paper indicates that practitioners develop their own ways of thinking and sensing that are different from researchers' ways of scientific thinking. Practitioners' ways of thinking and moral senses can be learned in educational institutions by using rich cases including participants' intentions and interpretations.

The purpose of this paper is to reconceptualize the theory-practice gap in educational leadership, not as a deficit, but as a necessity for legitimacy within institutional contexts.

This paper draws on institutional theory to reframe the theory-practice gap, which is often seen as a deficit of leaders or preparation programs.

Three vignettes illustrate how aspiring and current educational leaders engage with theory and practice within specific contexts and in relation to specific aspects of leadership. Importantly, the vignettes show that when school leaders decouple theory from practice, they may be doing so to function as legitimate providers of K-12 educational leadership.

The theory-practice gap, while often perceived as something negative, can have certain benefits within particular contexts. Scholars interested in the interconnections of theory and practice would benefit from considering why and how school leaders engage theory and practice.

Implications for leadership preparation programs highlight developing more complex views of the challenges that leaders face in tightly coupling theory and practice. To support future and current leaders, leadership preparation programs need to ensure that their students understand their institutional contexts and the reasons that leaders may decouple theory from action in various ways.

Instead of viewing the theory/practice gap as a deficit, this paper argues for a new way to consider why school leaders and leadership candidates may engage with theory and practice in different ways.

This chapter reflects on the challenges of connecting global leadership practice and theory through an academia-practitioner research project focused on global/international managers in Danish businesses in and outside Denmark. Based on research and dissemination activities conducted (in part by the authors) as part of the project and the associated cocreative forum, Global Leadership Academy (GLA), four learning points for global leadership development practice will be presented. Considerations for engaging global managers, particularly from small and medium-sized enterprises (SMEs), are discussed and implications for educational practice are provided. Specifically, issues concerning the challenges of self-identification of global managers, differentiation of types of global leadership roles and the contextualization of global leadership are discussed. This chapter is targeted toward faculty, consultants, trainers, and program designers (full-time or postexperience learning) seeking to design, recruit participants, and foster a meaningful global leadership learning experience for postexperience learners and global practitioners.