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The purpose of this paper is to review the literature from the organizational sciences to develop a grounded narrative of turnaround leadership.

The paper is a review of literature, which employs a ten‐step process to explore and make sense of the turnaround literature from the organizational sciences. The paper relies on strategies appropriate for document analysis, and borrows analytic strategies (e.g. memoing, coding) employed with interview data.

The paper finds three defining themes that flow from the review of empirical and theoretical work on organizational recovery in firms, non‐educational public agencies, and not‐for‐profit organizations: leadership as the critical variable in the turnaround equation; change of leadership as a generally essential element in organizational recovery; and type of leadership, but not style, as important in organizational reintegration work.

The paper posits that the literature on turning around failing organizations in sectors outside of education provides blueprints for recovery activity in failing schools. The implications for turnaround leadership are particularly strong.

This paper is the first systematic effort to mine research in the corporate, not‐for‐profit, and public sectors to develop insights for leadership in failing schools.

The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program.

The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as program-related documents. Qualitative data analysis was completed using ATLAS.ti.

The analysis suggests that the apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process.

The study was limited in that recurring, on-site observations of apprenticeship activities were not possible. The study has implications for principal preparation programs related to the design of fieldwork experiences, as well as for educational scholars seeking to study the impact of fieldwork on principal efficacy.

The study contributes to the broader discussion of effective fieldwork experiences for aspiring school leaders, particularly when specific conceptions of leadership are infused within program designs.

Organisational decline has far-reaching, negative emotional and financial consequences for staff and customers, generating academic and practitioner interest in turnaround change processes. Despite numerous studies to identify the stages during turnarounds, the findings have been inconclusive. The purpose of this paper is to address the gap by defining these stages, or episodes. The characteristics of leaders affect the outcome of organisational change towards turnarounds. This paper focusses, therefore, on the leadership requirements during specific episodes, from the initial crisis to the full recovery phases.

A total of 11 semi-structured interviews were conducted with executives from the public sector in South Africa who went through or were going through turnaround change processes and 3 with experts consulting to these organisations.

Contrary to current literature in organisational change, this study found that, in these turnaround situations, leadership in the form of either an individual CEO or director general was preferable to shared leadership or leadership distributed throughout the organisation. This study found four critical episodes that occurred during all the public service turnarounds explored, and established that key leadership requirements differ across these episodes. The study shows how these requirements relate to the current literature on transactional, transformational and authentic leadership.

The findings on the leadership requirements ultimately inform the selection and development of leaders tasked with high-risk turnaround change processes.

Four episodes with corresponding leadership requirements were established in the particular context of public sector turnaround change processes.

In empirical research and practitioner guides, turnaround processes tend to be described in terms of discrete stages and strategies. Though necessary, this characterization belies the twists and turns of turnaround leadership. The purpose of this paper is to expand the assumptions of how turnaround proceeds in linear chronos time with the sensibilities of kairos time or the “right” time for turnaround leadership moves.

This study is an exploratory qualitative multi-case study with principals and their key supports (assistant principals, district leaders, teacher leaders) in four public turnaround schools. The grounded theory analysis conceptualizes the experiences of turnaround principals in flexible, complex ways.

The findings begin with a metaphor and definition of “shifting gears” at chronos and kairos times that emphasizes how turnaround principals make adaptive, agentic adjustments when moving forward through changing terrain. The second half of findings describes each principal’s experiences and reflections on their discernment of the right times for change within a chronological trajectory of turnaround. In addition, the leaders described shifting gears as strategic and responsive to contexts, sometimes taking a psychological toll.

Expanding notions of time in turnaround re-centers turnaround leaders as engaging in intellectually and emotionally demanding work. Such recognition challenges future research to address experiences and emotions in dynamic contexts. Hence, with this study, preparation programs and state and local systems may adjust holistic supports and leadership pipelines to sustain turnaround leaders.

Three firms engaged in the heavy engineering industry undergoing the transition from organisational decline to recovery were studied in‐depth in a period of significant change for the industry. The purpose of the study was to explore the way in which leaders manage the company turnaround process. The turnaround performance and processes of recovering firms were compared to those of a less successful rival. Effective turnaround management involved making a series of holistic changes to strategies, structures and practices throughout the organisation; changes which were orchestrated by leaders at different levels in the firms. This study of leaders at work presents a model linking leadership and the turnaround process which challenges conventional prescriptions for company revival in a mature industry and identifies three core dimensions which mediate the effectiveness of relationship between leadership and company turnarounds.

The purpose of this article is to outline how far the empirical evidence supports the centrality of leadership in the process of improving underperforming schools.

This article draws on evidence from a contemporary, selected, review of the literature.

The findings show that leadership is the critical factor in the improvement of underperforming schools. Seven new themes, derived from the selected evidence, are presented that illuminate how leaders secure improvement in the most challenging of school contexts.

This review is not a systematic review of the evidence and does not claim to be. It provides a commentary based on selected contemporary evidence and therefore is not comprehensive account of all the relevant evidence pertaining to leading the improvement of underperforming schools. The evidence is derived from sources written in English; therefore, it is fully acknowledged that other sources, in other languages might exist but are not included or reflected.

The practical implications are clearly laid out in the form of seven key themes about leading the improvement of underperforming schools that are of direct practical use.

With so many schools in high poverty areas finding themselves in difficulty, this contemporary review provides new insights about the leadership approaches and practices that continue to make a considerable difference to underperforming schools.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This research paper concentrates on leadership issues in public sector organization turnarounds within South Africa. The conceptual framework consists of 4 episodes, which refer to individual phases of a turnaround exercise.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

While recognizing networking as a powerful means of school turnaround, most studies focus on governments’ and schools’ roles in promoting collaborative turnaround rather than the complexity of external providers and their behaviors. This study explores multiple external providers’ complex roles in networked school turnaround.

This study employed a qualitative case study approach and collected data through document analysis, observation and interviews in a Shanghai public junior secondary school’s turnaround network.

This study revealed three patterns in external providers’ interactions with the school (direction leader, solution supplier and method instructor) corresponding to three types of external providers (universities, private enterprises and public institutions). While providing support at different levels (i.e. macro, meso and micro), different external providers shared common strategies for addressing policy requirements and school needs and co-constructing turnaround strategies.

This study offers new insights into external providers’ supporting roles in Chinese school turnaround and expands the scant international knowledge base on external providers in educational improvement.

Given the increased emphasis on embedding the 17 United Nations Sustainable Development Goals (UN SDGs) in the curriculum, research, engagement activities and operations of higher education institutions, this comparative study aims to replicate an earlier international study of Turnaround Leadership for Sustainability in Higher Education (TLSHE) in the unique context of Malaysia and Japan. This paper also presents a case for closer focus on developing Education for Sustainability (EfS) leaders in institutions of higher learning.

This study is a quantitative comparative research. The authors collected data for EfS-related variables from lecturers affiliated with Malaysian and Japanese public and private universities. Building on the data and results from the TLSHE study, this study made a series of within- and between-sample descriptive comparisons from different angles and levels. To generalize the findings, this study used gender and experience outside higher education as control variables and compared the academics from the Malaysian and the Japanese institutions through the path modeling framework.

The comparisons showed that except for two domains, namely, contextual factors influencing EfS leadership and the EfS leadership development approaches, the means of all other domains based on the data collected from the Malaysian sample were the highest, followed by means from the international TLSHE sample, and finally the means from the Japanese sample. This study also observed that transparency, engagement with EfS initiatives at different levels, passion for teaching and learning, and creative and lateral thinking were among the top indicators. The inferential tests revealed significant differences between the academics from Japan and Malaysia as well.

The findings of the analyses can be used to ensure that the selection and development of EfS leaders (in this case, lecturers who may be formal or informal EfS leaders), not just at the central but at the local level in the distinctive context of Japan and Malaysia, focus on what counts and the good ideas embodied in the 17 UN SDGs are actually put into practice. This study has also highlighted the policy implications with respect to the gender and the previous work experience of lecturers outside higher education sector in more detail.

This study compares the perceptions of two samples of academics from Asian countries with the perceptions of the international TLSHE sampled EfS leaders in terms of EfS leadership-related issues and therefore, increases the awareness of academic community in this regard. It also highlights the role of lecturers (e.g. professors) as intellectual academic leaders in achieving SDGs. Moreover, this study shows that lecturers’ gender and previous work experience outside higher education should be considered when developing and implementing policies on EfS leadership.

This article considers the nature and role of leadership in three ideal types of public management innovation: politically‐led responses to crises, organizational turnarounds engineered by newly‐appointed agency heads, and bottom‐up innovations initiated by front‐line public servants and middle managers. Quantitative results from public sector innovation awards indicate that bottom‐up innovation occurs much more frequently than conventional wisdom would indicate. Effective political leadership in a crisis requires decision making that employs a wide search for information, broad consultation, and skeptical examination of a wide range of options. Successful leadership of a turnaround requires an agency head to regain political confidence, reach out to stakeholders and clients, and to convince dispirited staff that change is possible and that their efforts to do better will be supported. Political leaders and agency heads can create a supportive climate for bottom‐up innovation by consulting staff, instituting formal awards and informal recognition for innovators, promoting innovators, protecting innovators from control‐oriented central agencies, and publicly championing bottom‐up innovations that have proven successful and have popular appeal.