Search results

The pursuit of knowledge should be the objective of managers in the workplace, both for the purpose of empowerment and to achieve financial objectives. It is important that retail managers have a need to solidify their transformational leadership knowledge, which ultimately could increase their capacity to excel. The paper aims to discuss these issues.

A structured management development programme (MDP), consisting of a comprehensive spectrum of retail management and leadership theory and practices, was designed to develop transformational leadership by using transformational teaching and learning strategies. The sample for this study consisted of seven retail managers from a group of 20 managers, employed by Retek, the largest independent retail pharmacy group in South Africa. A focus group interview identified the dominant themes and produced a landscape to understand the retail managers’ environment, their preferred teaching methodology and benefits experienced from attending the MDP.

By transforming themselves, these managers have become more empathetic leaders, armed with self-awareness and a deeper awareness of team issues. The MDP created in a shift in their attitude towards attending training programmes and subsequently, has created a more accommodating philosophy towards workplace learning. The study added to the understanding of how transformational teaching and learning lead to more effective transformational leadership and the integration of theory into practice by retail managers. The conclusion was that by embracing and practising a transformational teaching and learning ideology, the managers would be better equipped with managerial and transformational leadership abilities.

This research provided a landscape for future management development training in terms of selection of managers to attend, relevant curriculum, teaching and learning methodology as well as benefits of this type of professional development. This initiative was the first project in which such a programme has been designed, developed and instructed in this particular organisation and encompassed a unique experience in terms of training, professional development and the change in the willingness to engage in training and acknowledgement of the value of learning.

The purpose of this paper is to offer an approach to global business education that offers a transformative experience for students and results in greater confidence and expertise.

A model of global business competence is described, as well as an approach to global business education involving a short‐term study abroad experience. Transformational learning practices were embedded in the course design. Surveys were collected at two different times in the short‐term study abroad course to demonstrate changes in students' confidence and expertise. The first survey was conducted after completing reading assignments and classroom‐based instruction (Time 1) and the second was collected upon returning from the study abroad experience (Time 2).

Results indicated a significant change in students' perceptions of their global business competence from Time 1 to Time 2, indicating the benefits of the short‐term study abroad experience beyond classroom instruction and readings.

Further clarification regarding the specific short‐term study abroad experiences that had the most impact on student outcomes would further our knowledge of how to design and structure these experiences to maximally enhance global business expertise and effectiveness for business students. In addition, future research may explore longer‐term student outcomes as a result of the short‐term study abroad experience.

Business school faculty and administrators may identify practices described in this study that they could incorporate to enhance their global business education courses or study abroad experiences.

This paper builds on transformational learning and global business literature to provide a practical approach to graduate business education. A framework for defining global business competence and pedagogical design principles that promote transformational learning is offered and may be of interest to business school faculty and administrators.

The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.

The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.

Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.

The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.

The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.

The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.

This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.

The purpose of this paper is to examine how the nature of management and leadership is related to the management and development of teaching and R&D (research and development) in higher education institutions.

The nature of management and leadership is approached by consideration of transformational and transactional leadership styles. The emergence and influence of these two styles in management of teaching and R&D are examined using an electronic questionnaire for senior and middle level managers at Finnish polytechnics.

Both transactional and transformational environments were identified in polytechnics. Senior and middle level managers did not have the same management and development preferences and their perceptions of the operational and management practices differed. Differences found between the viewpoints of these managers diminished when middle managers perceive transformational environment. In a transactional environment teaching was preferred rather than R&D, the role of personnel and students was less important and the good management practices were less common. In a transformational environment, R&D and integrating teaching and R&D had better circumstances to develop further.

This study is not concerned with how various environmental and contextual factors affect management of teaching and R&D. Nor did this study shed light on the perspectives of teachers on institutional leadership and management.

Development of operations, management and leadership is crucial to integrate and be in transformational interaction involving actors from all levels of a higher education institution. In order to implement changes and improve current practices, managers and leaders should extend the ways they approach and perceive teaching and R&D, their own management and leadership and environment. Personnel training and delegation are both needed.

The paper reports on the findings of an electronic survey distributed to senior and middle managers working in polytechnics in Finland that explores their perceptions of teaching and R&D. This paper provides a topical picture of the operative management of teaching and R&D and its extensive meaning in higher education institutions. In addition, this paper identifies a need to examine practice in Finnish polytechnics in terms of the notion of transformational leadership.

The purpose of this paper is to link two modes of governance (transactional and transformational) to organizational learning by examining the example of academic teaching. Consequently, the “transformational” strategies of best practices that have been used by German universities to achieve teaching excellence are interpreted as double-loop learning. In delineating two exemplary cases of double-loop learning concerning the university-wide implementation of a new teaching formats as part their institutional strategies to develop teaching excellence, the authors want to answer the following research question: Which kind of governance is required to manage double-loop learning processes?

The purposive sample comprised four universities that had won awards for their teaching excellence. In 2014, a total of 21 semi-structured expert interviews were conducted in these universities within the following status groups: members of the rectorate, full professors, and university management professionals. The coding procedure followed a directed content analysis.

Both forms of governance are required for the management of double-loop learning. In the case of a top-down instigation of organizational learning, transformational governance is especially required in terms of idealized influence and inspirational motivation. In the case of a more bottom-up trigger of organizational learning, intellectual stimulation becomes more important. Transactional governance is required for the university-wide implementation of new routines (e.g. a mandatory quality management tool, obligatory coaching for newly appointed professors or competitive teaching grants).

This paper contributes to the empirical research on organizational learning in higher education institutions by adding a governance perspective.

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

Describes a study, which investigated the relationship between the transformational and transactional leadership behaviours of school principals in selected New South Wales state secondary schools with some teacher outcomes and aspects of school learning culture. Analysis suggested that there were two factors which were transformational, two factors which were transactional and one teacher outcome factor. Five school learning culture factors were identified. Furthermore, the transformational leadership behaviour (individual concern) was associated with the teacher outcomes – satisfaction, extra effort and perception of leader effectiveness. Contrary to what might be expected, transformational leadership behaviour (vision/inspiration) had a significant negative association with student learning culture. Significant interactions suggested that this relationship may be more complex than might be expected.

The purpose of this paper is to examine the effects of transformational school leadership on teachers’ commitment to change and the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership in the Chinese urban upper secondary school context.

The paper mainly uses quantitative methods to explore the relationships between different constructs. The author asks: to what extent can transformational school leadership practices in the urban upper secondary schools of a particular Chinese city explain the variation in teachers’ commitment to change during curriculum reform? What are the effects of organizational and teachers’ factors on teachers’ perceptions of transformational school leadership?

The results of multiple regression analysis showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as single variables. Four dimensions of transformational leadership practice together explained the moderate effects on four dimensions of teachers’ commitment to change, among which the effect of managing the instructional program was the most prominent. The results of multiple regression analysis also revealed that variables like culture, strategy, environment, and teachers’ age had significant relationships with teachers’ perceptions of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade taught had moderate effects on different dimensions of teachers’ perceptions of transformational school leadership.

This study is one of the first to explore the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. The findings contribute to educational management in China and similar contexts, and this study advances knowledge and furthers the understandings of the transferability of theories to different contexts.

The purpose of this paper is to present a model for the development of effective leadership teaching and learning. The model takes central factors into account, which have previously been identified as obstacles to the successful development of leadership qualifications. The paper presents the theoretical background for the model and makes suggestions for its implementation in a teaching and learning programme. The model integrates overall elements related to human biology and transfer of learning into a holistic learning process, which more specifically emphasizes the transformational leadership elements of envisioning, translating, communicating and sustaining credibility during change.

The teaching and learning programme is based on a comprehensive leadership learning model, which integrates different levels of knowledge, learning processes and learning formats.

In the area of leadership development, the paper presents its teaching and learning programme as a way for managers to obtain leadership meta-skills, which can be applied and individually adapted to the changing demands and conditions of modern work life.

The paper provides a valuable step towards increasing leadership performance through efficient teaching and learning.