Search results

In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly develop leaders may be lacking. The purpose of this paper is to highlight the challenges and issues facing leadership education in the context of business education. More specifically, we highlight some of the structural challenges, foundational issues, and research related problems and identify several opportunities to address some of the areas for development. Throughout this paper, we discuss how the National Leadership Education Research Agenda can spark research that will legitimize our work not only in business, but across disciplines.

The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the context of a student environment. The results of two confirmatory factory analyses of two independent samples of data from students across the United States provide support for a 19-factor model of EIL and the construct validity of the EILS:I 2.0. These results provide leadership educators evidence that use of the EILS:I 2.0 will result in the measurement of 19 capacities of EIL in students. Implications of these findings for leadership educators and directions for future research are discussed.

This research assesses the Know, See, Plan, portions of the Know, See, Plan, Do (KSPD) model for curriculum design in leadership education. There were 3 graduate student groups, each taught using 1 of 3 different curriculum designs (KSPD and 2 control groups). Based on apre- test, post-test design, students’ performance was measured to assess their knowledge, and application skills of the course material. Results indicated MBA students taught based on a KSPD curriculum (Group 1) performed significantly better than students in the two control groups on 3 post-test dependent measures designed to capture the effectiveness of the Know, See, Plan curriculum design model, (basic leadership information (K1), recognition of leadership concepts in practice (S1), and developing a plan of action (P1)). Group 1 also performed significantly better on all 3 post-test measures than they performed on the 3 pre-test measures. The non-MBA control group (Group 2) improved significantly from pre-test to post test on P1 but not on S1 or K1. The MBA control group (Group 3) had no significant changes in performance from pre-test to post-test on any of the three dependent measures. These findings are discussed in terms of their support for the KSPD model and in regard to limitations of this study.

Using emotionally intelligent leadership (EIL) as the model, the authors identify behaviors that three levels of leaders engage in based on a self-report inventory (Emotionally Intelligent Leadership for Students-Inventory). Three clusters of students are identified: those that are “Less-involved, Less Others-oriented,” “Self-Improvers,” and “Involved Leaders for Others.” EIL behaviors that most differentiate the highest self-ranking group of involved leaders are the extent to which cluster members work to resolve conflicts in a group situation, work to build a sense of team, and consider the needs of others. The underlying constructs of consciousness of context, self, and others are investigated and discussed. Discriminant analysis is used to validate the cluster solution. Cluster analysis is found to be useful tool for helping leadership educators categorize students and by doing so, program architects have an opportunity to design and develop interventions tailored to better meet the needs of individual students.

Little has been written about the use of skill sheets in leadership education and this paper demonstrates how they have been implemented in one specific context. Used in a number of domains (e.g., karate, cardiopulmonary resuscitation) skill sheets are checklists or rubrics that record skill performance. The use of skill sheets in leadership learning and education is a critical step in our efforts to grow as a discipline. Founded in 2015, the Collegiate Leadership Competition has incorporated the use of skill sheets in skill development, assessment of learning, and curriculum design.

We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings students together in collaborative institution-based teams to compete with other teams in competitions to achieve goals and practice effective leadership skills. Our goal was to assess leadership capacity growth over the course of a four-month team practice period through the daylong inter-team competition and evaluate participant leadership assessed several months later. Results suggested students made significant and sustainable gains in leader-self-efficacy and short-term gains in leadership skill and motivation to lead. Our results also indicated the team’s coach played a significant role in student leadership development.

Leadership development programs for students in educational settings are proliferating in number and design. Curricular programs range from academic minors and certificates to doctoral programs in a variety of academic homes (e.g., education, business, healthcare). Co-curricular programs often take the form of drop-in workshops, day-long experiences, alternative spring breaks, service-learning trips, and other programs housed in student affairs and administrative offices (Guthrie & Jenkins, 2018). Moreover, the number of programs has steadily increased over the last 15 years from just under 1,000 in 2006 (Brungardt, et al., 2006) to more than 2,000 (ILA Program Directory, 2021). And while there is some commonality among the approach of these leadership programs in terms of content and delivery (see Harvey & Jenkins, 2014), vast differences exist in the structure and learning goals of student leadership programs compared to other social science disciplines. A potentially fruitful area in which to explore its effectiveness in supporting leadership development is the environment of competitive teams, where individuals work together as a group to compete against other teams. The purpose of our research was to investigate the degree to which such a competitive environment might support or detract from student leadership group, employing a potentially effective example of a formal program that utilizes the innovative approach of team competitions to motivate learning (the CLC).

Emotionally intelligent leadership (EIL) theory combines relevant models, theories, and research in the areas of emotional intelligence (EI) and leadership. With an intentional focus on context, self and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. The 21 capacities described by the theory equip individuals with the knowledge, skills, abilities, and other characteristics to achieve desired results. The purpose of this article is to propose an integrative, process-oriented EIL theory to provide a framework for conceptualizing and integrating future research and practice. The authors review and organize research and theory in emotional intelligence and leadership within the context of higher education, introduce the EIL model, and provide suggestions for future research. The article concludes with practical implications for leadership development in the context of higher education.

Organizational change in an evolving technological age is reconsidered here. Extant organization theory focuses largely on technologically‐induced transformation. This paper argues that this focus is inappropriate. With the proliferation of information technology in the workplace, change literature propounds a particular view of the organization: a lean, flat and networked organization. Reevaluating future change and future shock literature prediction, we establish a more realistic account of technology and the organization and question the accuracy of the “altered organization” expectation. In developing a conceptualization of a “limited reality of change,” we imply that predicted changes are not as clear cut as certain proponents would have us believe. Though there is a willingness throughout technology change literature to slip into the language of organizational transformation, this paper indicates that the reality of change is far more restrictive than has largely been previously acknowledged We conclude by proposing the coexistent organization as an alternative—arguing that hierarchical organizational forms can coexist with a networked organization—and discuss implications for organization change theory.

Since 1990, the Cleveland Clinic has trained physicians in team skills through various iterations of a program called Leading in Healthcare (LHC). In the present study, the authors utilize a case study approach to gain insight into the LHC curriculum, and more specifically, the team project. The purpose of this paper is to better understand the Cleveland Clinic’s position on the issue and its approach to education – specifically among physicians.

The authors utilized a case study approach with four key program architects.

The results of this exploratory research yielded three themes: There is a lack of formal physician education in teamwork, there is a growing trend of inter-disciplinary teams and the team project was an important component of teambuilding in LHC.

A breakdown in team function adversely impacts patient care. While formal and informal participation in teams is imbedded in the role, physicians are rarely trained in leadership or teambuilding in their formal medical education – much of it is learned on the job in hidden curricula. In addition to the adverse effects of dysfunctional teams on patient care, the authors have explored another area that will be affected by a lack of education – the team experience at the administrative level. As more and more physicians take on leadership roles in healthcare, there is an additional need to build competencies around teams (e.g. team theory, cross-functional team participation and leading teams) from an administrative perspective.

This is one of only a few studies which have specifically examined the impact of a teamwork education for physicians.

The purpose of this paper is to examine the relationship between virtual meeting participation and wellbeing. Based on the conservation of resources theory, we hypothesize that participation in more virtual meetings is associated with both negative and positive wellbeing indicators.

An online survey was sent to 3,530 employees across five Belgian universities in April 2020. Useful data from 814 respondents was collected and analyzed to test the hypothesized relationships.

The authors find support for their hypotheses, namely that participating in more virtual meetings is associated not only with negative wellbeing indicators (workload, stress and fatigue) but also with a positive wellbeing indicator, namely work influence.

Given the unique work-from-home context during the pandemic, the generalizability of our findings may be limited. Nevertheless, this study contributes to the literature on Meeting Science and Virtual Work, as it is the first study to empirically relate virtual meetings to wellbeing indicators, including a positive one.

As virtual meetings and work-from-home are expected to remain prevalent, understanding wellbeing implications is of high managerial importance. Their findings can be useful for (HR) managers who develop flexible work policies for a post-pandemic world.

The findings draw attention to the importance of maintaining a healthy balance between productivity and wellbeing in creating a sustainable work(-from-home) context.

The COVID-19 lockdown provided a unique opportunity to obtain insight on the relationship between virtual meetings and wellbeing at an unprecedented scale.