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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.

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.

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.

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.

The purpose of this self-study is to examine how transformative leadership in student organizations contributes to doctoral students’ professional development in higher education. Drawing from Mezirow’s (1997) notion of transformative learning and Bass’s (1990) theory of transformational leadership, the researchers discuss how an academic student organization, Alpha Upsilon Alpha, provided opportunities for transformative leadership in scholarship and service thus crafted academic identities and re-envisioned student organizations as spaces of transformative professional development.

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.

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.

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.

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.

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

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.

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’.

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.

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.

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.

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.

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.

The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.

Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.

Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.