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1 – 10 of over 10000Yulia Tolstikov-Mast, Franziska Bieri, Jennie L. Walker, Alicia Wireman and Vlad Vaiman
Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on…
Abstract
Global leadership is a vibrant and still emerging field of study. As scholarship grows in this area, the boundaries of the field become more defined. This has a direct impact on curriculum selection for courses and degree programs focused on global leadership. This article begins by exploring how emerging areas of study become recognized as disciplines and applies this knowledge to the global leadership discipline. We also look at doctoral-level degree programs in global leadership, comparing, and contrasting their offerings and approaches, and reflecting on global leadership doctoral education’s role in the ultimate crafting of the discipline. Finally, the curriculum strategies within the doctoral program in global leadership at Indiana Tech are discussed to illustrate the complex and multidisciplinary approach required to prepare global leadership scholars-practitioners.
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The purpose of this paper is to explore the benefits of incorporating the tenants of followership into leadership curriculums as a means of increasing employee engagement in the…
Abstract
Purpose
The purpose of this paper is to explore the benefits of incorporating the tenants of followership into leadership curriculums as a means of increasing employee engagement in the organization’s mission.
Design/methodology/approach
Five years ago, the author reported on the impact instruction in followership had in helping a government agency achieve a significant change in workplace culture. This paper provides an update on the agency’s followership instruction, insights on how development of followership skills can enhance organizational agility, collaboration and engagement and strategies for incorporating followership into a leadership development curriculum.
Findings
The literature suggests that followers can partner with the leader to advance organizational objectives and enhance outcomes through proactive participation. Evidence from three followership programs suggests that indoctrination in followership principles leads to better understanding of the impact follower contributions play in achieving mission-related goals.
Research limitations/implications
Much of today’s leadership instruction leverages industrial-age concepts on treatment of followers in the workplace. This type of instruction limits leader/manager thinking on how to best leverage the knowledge-age talents resident in the workforce. This paper suggests that followership instruction increases the potential for followers to make meaningful contributions that enhance organizational agility and competitiveness while simultaneously improving leader strategies for engaging followers.
Originality/value
Instruction in the principles of followership is gaining momentum in academia and in the public and private sectors. Yet, the number of resources for teaching the subject is limited. This paper provides insights into the impact of teaching followership, suggestions on structuring a followership curriculum and recommends resources for creating meaningful instruction.
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Meghan J. Pifer, Tenisha L. Tevis and Vicki L. Baker
The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people…
Abstract
Purpose
The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey.
Design/methodology/approach
By conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development.
Findings
The authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice.
Originality/value
This paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.
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Barrie O. Pettman and Richard Dobbins
This issue is a selected bibliography covering the subject of leadership.
Abstract
This issue is a selected bibliography covering the subject of leadership.
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Patrick Blessinger and Denise Stockley
This chapter provides an overview of the challenges, opportunities, and successes facing contemporary doctoral programs. The authors outline the changing dynamics of doctoral…
Abstract
This chapter provides an overview of the challenges, opportunities, and successes facing contemporary doctoral programs. The authors outline the changing dynamics of doctoral studies, including the various degrees that are associated with doctoral programs and the changing demographics of doctoral students. Drawing from aspects of situated learning theory, the authors position the chapters in this volume in relation to learning communities and communities of practice in the ways that reimagine and re-invigorate traditional models of doctoral education.
The purpose of this chapter, which is a response to calls to examine students’ perspectives of the doctoral experience, is to investigate the notion that doctoral education…
Abstract
Purpose
The purpose of this chapter, which is a response to calls to examine students’ perspectives of the doctoral experience, is to investigate the notion that doctoral education facilitates developing nodes in leading networks of knowledge for leader and leadership development – a theme that has not been examined.
Design/methodology/approach
Using data generated from in-depth interviews embedded with excerpts of personal life stories and the questionnaire, this qualitative study analyses the views of some African students about their experiences of doctoral study in the United Kingdom.
Findings
The study discovered that doctoral education is perceived as: acquisition of knowledge and capabilities for professional leadership trajectories; creator of learning communities, networks and relationship resources; developing nodes in leading knowledge networks; progression from the self to the relational and to the collective; and action learning, all for leader and leadership development.
Originality/value
Drawing on the findings, the chapter argues for the novel notion of doctoral education as developing nodes within leading networks of knowledge for leader and leadership development.
Research limitations/implications
Although, the research is a qualitative study that focused on a small group of students in one university, and as a result, its findings cannot be generalised, its implication for doctoral agendas worldwide and Africa and its Agenda 2063, in particular, need consideration.
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Helen Terry and Karen D. Liller
The purpose of this article is to describe the Doctoral Student Leadership Institute, an initiative developed to hone the leadership skills of doctoral students from a wide range…
Abstract
The purpose of this article is to describe the Doctoral Student Leadership Institute, an initiative developed to hone the leadership skills of doctoral students from a wide range of disciplines. The components of the Institute and preliminary assessment measures with findings are discussed. We particularly were pleased with the outcomes of the Fellows through examination of their leadership assessments (especially the portfolios), the evaluation of the leadership course, and their success with the community service project. We hope this article will inspire other institutions to be forward-thinking in how they can best meet the leadership needs of their current and future graduate students.
Alison Taysum and Stephen Rayner
The purpose of this chapter is to introduce the role of the doctorate as an investment in education, and to consider whose education is being invested in, how and why. We examine…
Abstract
Purpose
The purpose of this chapter is to introduce the role of the doctorate as an investment in education, and to consider whose education is being invested in, how and why. We examine the role of postgraduate research within the doctorate and how this may contribute to a self-improving profession, self-improving educational institutions and self-improving education systems.
Methodology/approach
The methodology is the representation of different chapters from authors that explore the key themes that we introduce in this chapter.
Findings
We present the three main findings from a British Educational Leadership, Management and Administration Doctoral Research Interest Group seminar series funded by the British Educational Leadership, Management and Administration Society (BELMAS). First is the progression of a systemic basis for active educational research, engaged with the mobilization of learning-based and pedagogic knowledge leadership within doctoral scholarship, learning and pedagogy. Second is the continued examination of the internationalization of purpose, structure and function in doctoral study through evidence informed leadership. Third is the provision of opportunities to explore ways in which doctoral study may facilitate educational leaders to recognize ‘minoritised’ and marginalized communities, and disrupt dominant discourses that work within patterns of ecologies that ‘pathologise’ diversity and difference.
Originality/value
Here, a clearly stated focus emerged during the seminar series, emphasizing how leaders engaging with doctoral learning have the opportunity to articulate generative transformative theories of human learning for a civic curriculum, and to apply this new knowledge to work for change for students’ full economic, cultural and political participation in the society.
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Denise Kwan and Libi Shen
The purpose of this case study was to explore senior librarians’ perceptions of successful leadership skills in the 21st century. The data gathered from 10 senior library leaders…
Abstract
The purpose of this case study was to explore senior librarians’ perceptions of successful leadership skills in the 21st century. The data gathered from 10 senior library leaders consisted of demographic information and responses to six open-ended interview questions. From the NVivo 10 analysis, several significant themes emerged regarding successful library leadership skills in the 21st century at two levels: foundational and interpersonal. At the foundational level, technical and knowledge skills form the building blocks for the next level of interpersonal skills. Persuasion and collaborative skills are interwoven with these interpersonal skills, both of which are at the core of the postindustrial paradigm of leadership. These two levels of skills, with an emphasis on persuasion skills, should form the basis of succession planning programs for next generation librarians. Implementing such programs could lead to increased leadership diversity, greater job satisfaction, improved job performance and effectiveness, all of which help retain librarians and ease staff shortages. Further studies are recommended.
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