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Paradoxical leadership concerns competing yet interrelated leader behaviors in response to conflicting workplace demands. Emerging research examines the outcomes of paradoxical leadership, yet less is known about its antecedents. This article aims to examine the combined effect of leader fluid intelligence, trait anxiety and trait anger, on transformational leadership and abusive supervision as contrasting paradoxical leader behaviors.

This study involves 157 leader–manager dyads, and 137 leader–follower teams utilizing a cross-correlational, time-lagged, online survey design.

Results indicate that leader fluid intelligence moderates the relationship between leader trait emotions and behavior such that low fluid intelligence and high trait anxiety results in manager perceptions of low transformational leadership, while low fluid intelligence and high trait anger results in follower perceptions of high abusive supervision.

The results suggest that fluid intelligence is a common factor that determines how leader trait emotions (anxiety and anger) are expressed through paradoxical leader behaviors as perceived by different hierarchical observers (i.e. a leader's superior and subordinates).

This chapter addresses authentic leadership at the intersection of tradition and modernity with a focus on insider-outsider dynamics. The authors develop a typology of insider-outsider perception of authentic leadership and four leadership types – detached leadership, integrative leadership, entrenched leadership and atomised leadership – to provide a conceptual tool that advances authentic leadership research and leadership-building strategies. Investigating the intersection of tradition and modernity, Lines and Turcan illustrate that authenticity and legitimacy are tightly coupled. Leaders need to develop insider legitimacy by alignment with contextual norms, traditions and customs. Lines and Turcan encourage future research to explore the question: Is leadership more about establishing contextual legitimacy or establishing authenticity?

This chapter employs the shared leadership model in exploring how leaders of higher education institutions (HEIs) can partner with Public Policy Groups (PPGs) within the Global South, a region characterized by complex challenges such as underdeveloped economies, corrupt leadership, limited financial and human resources, and political instability in some cases. The driving forces for collaboration include interconnected national policies, shared goals, responsibility, and accountability for resources. The Zambian Higher Education Policy (HE policy) draws on national, regional, and global aspirations for education and skills development, making it a suitable tool for advancing a common agenda for social, economic, and environmental sustainability. HEIs can use their collective leadership competencies to understand the multidimensional context in which they must exercise their varied roles. HEIs require relational and dynamic processes, practices, and narratives to negotiate the ups and downs of the complex terrain for sustainable development and drive a more transformative and complementary agenda for change.

This study aims to analyze the precursors of high and low intrapreneurial intentions among fitness center employees, considering various variables (gender, age, organization size and job satisfaction).

The study involved 166 fitness center employees of the Portuguese fitness center. The study used a two-part questionnaire to gather sociodemographic data and assess variables related to intrapreneurial intentions and job satisfaction among fitness employees. The first part collected basic demographic information, while the second used validated scales to measure intrapreneurial intentions (innovation and risk-taking) and job satisfaction (intrinsic and extrinsic).

This study underscores intrapreneurship as key for the evolving global fitness sector, highlighting job satisfaction as critical for fostering intrapreneurial intentions. Age, organizational size and gender diversity are also significant, suggesting that fostering a diverse and satisfied workforce under transformational leadership can enhance fitness organizations’ adaptability and growth.

This research supports the growth of the fitness sector by demonstrating how intrapreneurship, propelled by job satisfaction, can resolve challenges, benefiting fitness centers regardless of size, age or gender diversity.

The study highlights the vital role of intrapreneurs in the fitness industry, advocating a nongender-biased approach to intrapreneurship and identifying job satisfaction as key to fostering intrapreneurial intentions, beneficial for all fitness centers.

This paper aims to enrich the scholarly discourse on learning within small social entrepreneurial organisations by examining how leadership can facilitate conditions conducive to collective learning during crises.

A longitudinal single-case study was conducted on a social entrepreneurial organisation in Sweden, operating within the integration field. The study involved comprehensive interviews and observations. Using a longitudinal approach facilitated an in-depth analysis of the organisation’s development over time.

The findings underscore that shifts in leadership can significantly influence collective learning. Specifically, the results suggest that establishing trust between the CEO and team members is a pivotal factor in cultivating conditions for collective learning and fostering the related processes, which persisted even during the pandemic. This trust catalysed inclusive and interactive actions that encouraged team members’ participation in day-to-day decision-making and strategic planning. Consequently, the organisation successfully leveraged its diverse knowledge resources, promoting knowledge sharing and experience exchange, crucial components of successful collective learning.

This paper advocates for a departure from conventional leadership perspectives, proposing that a focus on team–leader relationships – a form of leadership in practice – can offer valuable insights into cultivating collective learning. This approach underscores the significance of collaboration and engagement among team members in promoting collective learning and accentuates the role of leadership in creating these conditions.

The examples provided on structuring, organising and leading virtual meetings could offer valuable insights for leaders. With the increasing adoption of hybrid workplaces combining remote and office environments, communication challenges within teams may arise. Therefore, these examples can aid leaders in formulating effective communication strategies that bridge the gap between remote and in-person team members, ensuring that everyone stays informed and engaged.

This study seized a unique opportunity to explore how leadership can create favourable conditions for collective learning during crises by collecting data both before and during the Covid-19 pandemic.

This paper reviews what has been written on leadership development from the leadership-as-practice (L-A-P) perspective, which views leadership as emerging in everyday activities and interactions of a collective in a specific context. This paper aims to deepen the theoretical understanding of how leadership can be learned and developed from the L-A-P perspective.

An integrative literature review was undertaken to review and synthesise what has been written on the topic in journal articles and scholarly books.

The importance of the context and the practices that are embedded in it is the most central aspect affecting leadership development from the L-A-P perspective. This places workplace leadership development centre stage, but several papers also showed that leadership programmes have an important role. Not only collective capacity building is emphasised in the papers, but the importance of individual-level leader development is also recognised.

The contribution of this study is twofold: First, it brings the currently fractured information on L-A-P development together to enhance theory building by providing a synthesis of the literature. Second, a conceptual framework is constructed to show how the L-A-P perspective on leadership development can take both leadership development at the collective and individual levels into account, as well as the learning that takes place either inside or outside the workplace. This study’s results and framework show that the development has its own specific purpose and suggested methods in both levels, in both learning sites.

This paper aims to analyze the implications of orality for management practices in a developing country such as Iran.

This paper relies on the seminal theory of Walter Ong (1982) and a leading line of anthropological research to analyze the implications of orality/literacy for management practices in Iran. The authors first define orality and literacy as distinct modes of communication and examine their conceptual properties. Then, the authors draw on the existing literature to analyze the five main management functions impacted by orality.

The analyses suggest that the predominance of orality in Iran is associated with a wide range of management practices, including short-term or unstructured planning, spontaneous decision-making, fluid organizational structure, the prevalence of interpersonal relations, authoritarian and traditional leadership and behavior-based controlling mechanisms.

While most studies have focused on the impacts of cultural dimensions and economic variables, this paper offers a novel approach to analyzing management practices. More specifically, the paper suggests that in addition to the implications of cultural dimensions and economic variables, the mode of communication, namely, orality/literacy, could have significant implications for management practices.

In the following theoretical article, the author generates a theory of Leadership Pedagogy and its connection to Creative Arts Education.

The article analyzes Leadership Theory across three pillars: Socio-relational, Cognitive and Creative, and how these areas underscore thoughtful and caring pedagogy and inclusive teaching in undergraduate education.

Drawing on the Scholarship of Teaching and Learning (SoTL), the article advocates for a flexible, multifaceted approach to curricular design rooted in theoretical pluralism, prioritizing interdisciplinary methods to bridge theory and practice in Creative Arts Education.

The article concludes with implications for future research and collaboration connecting Leadership Studies and the Arts.

This study aims to investigate the dynamics of knowledge sharing in health care, exploring some of the factors that are more likely to influence the evolution of idea sharing and advice seeking in health care.

The authors engaged 50 pediatricians representing many subspecialties at a mid-size US children’s hospital using a social network survey to map and measure advice seeking and idea sharing networks. Through the application of Stochastic Actor-Oriented Models, the authors compared the structure of the two networks prior to a leadership program and eight weeks post conclusion.

The models indicate that health-care professionals carefully and intentionally choose with whom they share ideas and from whom to seek advice. The process is fluid, non-hierarchical and open to changing partners. Significant transitivity effects indicate that the processes of knowledge sharing can be supported by mediation and brokerage.

Hospital administrators can use this method to assess knowledge-sharing dynamics, design and evaluate professional development initiatives and promote new organizational structures that break down communication silos. This work contributes to the literature on knowledge sharing in health care by adopting a social network approach, going beyond the dyadic level and assessing the indirect influence of peers’ relationships on individual networks.