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Article
Publication date: 13 May 2021

Giovanni Schiuma, Eva Schettini, Francesco Santarsiero and Daniela Carlucci

In the digital age, companies require leaders to foster digital transformation entrepreneurship, i.e. the organisational attitude and orientation of the creation of a new…

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Abstract

Purpose

In the digital age, companies require leaders to foster digital transformation entrepreneurship, i.e. the organisational attitude and orientation of the creation of a new business or the development of an existing business by having at the core or embracing digital transformation as the continuous development and application of digital knowledge for companies' value creation. This paper identifies six critical competencies distinguishing the transformative leadership profile supporting enterprises' digital transformation development.

Design/methodology/approach

The paper, through a critical literature review focussing on three research streams, i.e. wise, transformative and digital leadership, addresses the following research question: What competencies characterise a digital transformative leader promoting and encouraging digital transformation entrepreneurship? Methodologically, first, explorative analysis of the literature has been carried out exploring the role and relevance of leadership in driving companies' digital transformation. Second, focussing on the three leadership perspectives, wise, transformative and digital, the critical features distinguishing each view have been identified. A set of hypotheses has been formulated to develop a framework to profile a digital transformative leader. In the third stage, the framework of the digital transformative leadership compass has been developed.

Findings

The paper profiles the digital transformative leader, a critical figure in companies competing in the digital age to nurture digital transformation entrepreneurship. Six specific competencies are synthesised and proposed throughout the transformative leadership compass. It is presented as an interpretative framework helpful to understand what affects the organisational culture and behaviours driving digital transformation. The proposed model defines theoretical foundations to operationalise an assessment framework and developing empirical research about leadership characteristics hampering and enabling successful companies' digital transformation.

Originality/value

The study proposes a novel framework based upon a critical analysis of the leadership literature. Combining insights gathered from the literature review on transformative, wise and digital leadership, the need for nurturing a transformative digital leadership allowing enterprises to stay competitive and able to change and adapt to the scenario's evolution emerged. Accordingly, the paper defines the digital transformative leader as a leadership profile sustaining organisational and digital transformation. The transformative leadership compass is proposed as a model to outline the critical competencies distinguishing a digital transformative leader capable of driving continuous company innovation and specifically digital transformation entrepreneurship.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

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Article
Publication date: 20 September 2019

Michael Christie, Susan Simon, Wayne Graham, Kairen Call and Yvonne Farragher

A plethora of principal development programs based on myriad leadership theories currently abounds in many educational jurisdictions globally. Today’s principals…

Abstract

Purpose

A plethora of principal development programs based on myriad leadership theories currently abounds in many educational jurisdictions globally. Today’s principals, consequently and fortuitously, often feel less isolated and better supported that has been indicated in school leadership research over the past two decades. The purpose of this paper is to discover, however, how principals, through well-designed postgraduate study, can effectively become the transformational leaders, schools regularly require of them.

Design/methodology/approach

Action research involving postgraduate leadership students at an Australian university over a two year period, involved three cycles: identification of leadership learning needs, introduction of innovations to their learning and identification of the transformative learning which contributed to their leadership development.

Findings

Transformative learning impacts significantly on transformational leadership development. This happens when disorienting dilemmas challenge and open minds to possibilities, and paradigmatic assumptions are questioned. The ensuing awareness enables leaders to demonstrate characteristics of transformational leadership especially the dimension of individualised consideration.

Originality/value

Few studies have aligned transformative learning with transformational leadership theory, but this paper found that school leaders benefit from transformative learning in their quest to become such a leader. The scariness of a metaphoric principal bungee-jump could ultimately lead to rocket launching of the most transformative kind.

Details

International Journal of Educational Management, vol. 33 no. 7
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 17 December 2016

Poula Helth

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

Abstract

Purpose

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

Design/methodology/approach

The learning methods developed in the learning in practice (LIP) project include aesthetic performances combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out in the leaders’ organisational practice.

Findings

One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience. Reflection processes related to aesthetic performance serve as argument for the impact of ‘the audience wheel’.

Originality/value

Leaders who perform and reflect in a collective of leaders can better deal with complex organisational problems and enhance growing of welfare-in-the-making from an inside and out perspective. Moreover, the separation between classroom teaching and practical intervention will diminish when leaders learn aesthetic performance and reflections as a practical technique.

Details

Developing Public Managers for a Changing World
Type: Book
ISBN: 978-1-78635-080-0

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Article
Publication date: 14 September 2015

Feng Xu, Cam Caldwell, Kevin Glasper and Leiry Guevara

The purpose of this paper is to present empirical evidence about the roles of leaders and how those roles mesh with transformative leadership as a new theory of ethical…

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1949

Abstract

Purpose

The purpose of this paper is to present empirical evidence about the roles of leaders and how those roles mesh with transformative leadership as a new theory of ethical stewardship.

Design/methodology/approach

Statistical methods are implemented to test the associations between specific leadership roles and six transformative leadership perspectives. Data are collected from Likert-type responses from a survey of 399 faculty, staff, and students of a Catholic University in South Florida.

Findings

Analysis results indicate that there are significantly positive associations between six leadership perspectives of transformative leadership and the five roles of leadership in the Kouzes and Posner (2012) model.

Originality/value

This paper contributes to empirically transformative leadership, a new theory that incorporates six highly regarded leadership perspectives. It provides a framework for understanding the ethical duties of leaders and affirms the importance of those duties as they correlate with Kouzes and Posner’s highly regarded five-role model.

Details

Journal of Management Development, vol. 34 no. 9
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 1 October 2006

Lena Wilhelmson

The aim of this paper is to show what the leaders themselves regard as the working ingredients in their mutual work situation that help to facilitate personal development.

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2889

Abstract

Purpose

The aim of this paper is to show what the leaders themselves regard as the working ingredients in their mutual work situation that help to facilitate personal development.

Design/methodology/approach

In the paper data were collected through semi‐structured interviews with 14 leaders at low and middle management levels in different lines of business within the private and public sector. The analysis of the learning processes draws on the theory of transformative learning.

Findings

The paper revealed that joint leadership, according to the leaders, could provide the leaders themselves with a basis of personal development and learning. This depends on common core values, a supportive relationship and common work processes as well as complementarity, joint sense making and critical reflection.

Research limitations/implications

The implies that joint leadership provides possibilities of transformative learning through examination of different points of view, through explicitly talking about habits of mind, and through stepwise changes of existing frames of reference. The results indicate that joint leadership offers the possibility of a deepened learning process in daily work in a communicative relationship where profound values and ways of acting are openly shared and critically‐reflected upon. Joint leadership should however not be forced on to managers.

Originality/value

The paper provides insights into learning processes for leaders, based on the possibilities, which can be created through joint leadership.

Details

Journal of Workplace Learning, vol. 18 no. 7/8
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 12 June 2017

Daniel D. Liou and Carl Hermanns

The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty…

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1587

Abstract

Purpose

The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student.

Design/methodology/approach

Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics.

Findings

The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership.

Research limitations/implications

The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change.

Practical implications

The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change.

Social implications

By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools.

Originality/value

This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.

Details

International Journal of Educational Management, vol. 31 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Abstract

Details

Transformative Leadership in Action: Allyship, Advocacy & Activism
Type: Book
ISBN: 978-1-83909-520-7

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Book part
Publication date: 19 October 2020

Carolyn M. Shields

Abstract

Details

Transformative Leadership in Action: Allyship, Advocacy & Activism
Type: Book
ISBN: 978-1-83909-520-7

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Book part
Publication date: 19 October 2020

Abstract

Details

Transformative Leadership in Action: Allyship, Advocacy & Activism
Type: Book
ISBN: 978-1-83909-520-7

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Book part
Publication date: 20 October 2007

Lucretia D. Peebles and Toby Hopstone

Surprisingly, urban principals seldom learn transformative leadership in their administrator preparation programs, thus missing out on its value in redefining the moral…

Abstract

Surprisingly, urban principals seldom learn transformative leadership in their administrator preparation programs, thus missing out on its value in redefining the moral and ethical imperatives to improve with effective leadership and teaching, poor and minority students’ academic learning outcomes and performance on NCLB-mandated high-stakes accountability tests for professional learning communities. This chapter historicizes contexts and analyzes kaleidoscopic reflections of newly practicing urban school principals to illuminate chaos that often forces them into survival-mode managing rather than leading transformatively with structural reforms, and to make them aware of “equity traps” resistant to leadership intent upon radically transforming schools into productive and socially just learning communities.

Details

Teaching Leaders to Lead Teachers
Type: Book
ISBN: 978-0-7623-1461-4

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