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As of 2007, there were an estimated 10.4 million businesses in the United States that were owned and operated by women. The number of women-owned firms has continued to grow at around twice the rate of all firms for the past two decades (Center for Women℉s Business Research, 2008). On the other hand, women comprise only 15.4 percent of corporate officers in Fortune 500 companies (Catalyst, 2007b) and, in 2003, held only 14.8 percent of board seats in the Fortune 500 (Catalyst, 2007a).To better understand the glass ceiling faced by both female entrepreneurs and women leaders, the research on women℉s issues is examined from a number of different vantage points. Women℉s entrepreneurship and women℉s leadership research on leadership, decision-making, and gender differences was examined to discover commonalities. Then female single-sex education literature was reviewed for insights on developmental issues that might influence future women entrepreneurs and leaders. In this exploration of research, it was found that both women entrepreneurs and women leaders in the corporate environment tend toward the same leadership styles and ways of interacting with others; they also experience a lack of role models and possible lack of self-efficacy.The literature on single-sex education provides observations that young women may thrive in environments in which there are fewer male competitors, hold less stereotyped views on gender, hold higher aspirations, may have greater opportunities for training of leadership skills, and may have increased self-confidence that may be the result of exposure to successful women role models. Implications for future research are explored and suggestions are provided to meet the needs of developing women entrepreneurs.

Entrepreneurship and leadership may flow from the same genealogical source and the appearance of separation of the two constructs may be due to differences in the contexts through which the root phenomenon flows. Entrepreneurship and leadership are figuratively different manifestations of the need to create. To better understand the origin of entrepreneurship and leadership, research must first focus on the combinations or hierarchy of traits that are necessary, but perhaps not sufficient, to stimulate the two constructs. Factors that trigger a drive to create or take initiative within the individual in the context of a particular circumstance should be identified, and the situational factors that move the individual toward more traditional leader or classic entrepreneurial-type behaviors need to be understood.

Collective entrepreneurship is the synergism that emerges from a collective and that propels it beyond the current state by seizing opportunities without regard to resources under its control (Stevenson and Jarrillo 1990). This study provides a conceptual model of collective entrepreneurship and its relationship with leadership and team dynamics in the context of a small family business. It proposes two types of prerequisites for collective entrepreneurship: attitudinal and behavioral. The attitudinal prerequisite is family business members’ commitment to the family business. The behavioral prerequisite includes collaboration and task conflict among family business members. Further, the article argues that leadership behaviors directly affect the attitudinal and behavioral prerequisites, and indirectly affect collective entrepreneurship. Specifically, relations- oriented and participative leadership have positive, indirect effects on collective entrepreneurship. Task-oriented leadership has both positive and negative, indirect effects on collective entrepreneurship. An empirical study of 271 small family businesses in the United States confirmed most of the hypotheses.

The purpose of this paper is to explore the relationship between leadership and business model innovation (BMI) in an entrepreneurial firm. From the literature, it was found that the role of a leader in BMI was unexplored. A research framework was created which was the replication of the model created showing the relationship between leadership and innovation.

The qualitative single in-depth case study was used to understand the effects of leadership in BMI. The case of an entrepreneurial firm in the graphic and animation education sector from India was chosen to test the research framework. The leader of Xplora Design Skools was observed closely, and he was interviewed multiple times.

From the analysis, it was clear that, in this organization, the leader was a trigger for BMI through creating and influencing creativity and innovation in the organization. This case also shows that he was making tangible contribution to the work being done and motivating his employees. These initiatives show his influence on the process or execution of BMI.

This is the first study explores the role of a leader in BMI in an entrepreneurial firm in emerging economy contexts like India.

We examine how leaders can become more self-aware in one graduate program that helped students develop their leadership competencies and become more accurate in their self-assessment of those competencies.

The Master of Science in Executive Leadership and Organizational Change program was created in response to the challenge of developing and accessing leaders in emotional and social intelligence competencies.

The analysis of student self-assessments and assessments by others at the beginning and end of the program provided the data for our research, showing empirical evidence of leadership development and improvement.

The study examined students in one program at one university so the generalizability of results is not clear. We have no way to rule out other experiences students had during the two-year period. We chose a single approach to measuring accuracy of self-assessment, future research may compare the results from a variety of approaches to this measurement issue.

We describe the program that helped students develop leadership competencies, develop the self-awareness necessary to take action as a leader and calibrate a more accurate self-assessment of leadership competencies over a two-year period.

We demonstrate how one leadership development program can help all students become more accurate in their self-assessments. We do not need different development programs to help one group of leaders gain confidence and another for leaders who are overly confident. An educational curriculum can foster transformational learning that enables ongoing leader development (Petriglieri, Wood, & Petriglieri, 2011). Academic programs can create experiences that help students develop and increase their self-awareness so that they are confident enough to put their learning into action. Like effective leadership development programs (Van Velsor, McCauley, Ruderman, & Ruderman, 2010), management education programs can incorporate assessment, feedback and support so that students become the effective and outstanding leaders the world needs.

The purpose is to examine the connection between leadership and its proximal and distal outcomes on employee, team and organization-level outcomes. As a more practical endeavor, a leadership measurement is constructed and validated.

The study takes a quantitative approach, statistically analyzing 301 online survey responses to a survey of leader attributes and their organizational impacts.

This study shows that the impact of leadership is associated more with actionable behaviors than personality traits. More specifically, leader success leans on leader dependability, management mode, emotive skills and coaching style, which relate to organizational outcomes. Additionally, preventative conflict management belongs to immediate supervisory foci, whereas already escalated conflicts ought to be outsourced to e.g. HR. Further, the findings verify that management is even more about communication than previously understood. Interestingly, employee satisfaction does not predict willingness to stay and is therefore irrelevant as a predictor of employee retention. This verifies the role of satisfaction as a proximal outcome and a post-goal state. Finally, the role of psychological safety is incoherent and equivocal in relation to organizational outcomes.

As a practical ramification, we devise an instrument, the Leadership Impact Inventory, for (1) diagnosing the quality and effect of organizational leadership in an easy-to-adopt, cost-effective and quick manner and (2) analyzing the influence of various leadership dimensions on satisfaction and goals on individual, team and organizational levels.

This study expands the earlier body of research on leader influence to factors promoting not only proximal outcomes that are typically post-goal states but also distal outcomes. Further, it examines outcomes on all organizational levels, as an extension to prior studies which are typically limited to the entire organization. Finally, the study does not explore leadership as a force or process separate from culture but rather appreciates their synergy through the inclusion of cultural features. This is achieved by monitoring leader success with such subjective aspects describing employee experience and organizational culture that are associated with follower performance.

The purpose of this study was to explore the leadership competencies that are effectively transferring into the workplaces of recent military college alumni from both their curricular and co-curricular experiences.

Through semi-structured interviews, this study explored 15 military college alumni’s perspectives on the leadership competencies they developed in college and currently apply in the workplace.

The findings indicated the 15 military college alumni participants developed and applied the following student leadership competencies at work: productive relationships, helping others, supervision, empathy, ethics, functioning independently, resiliency, positive attitude and scope of competence.

Limited research explores leadership learning at military colleges and service academies in the United States. Yet these collegiate military environments have a missional focus on leadership education and development. This article highlights the importance of the alumni lens in assessing leadership learning in collegiate military environments and provides recommendations to administrators of this institution type.

As a collective paradigm of leadership emerges in the literature, many community leadership programs still align with leader-centric perspectives. The Kansas Leadership Center’s Leadership Transformation Grant is an exemplar of developing collective leadership in the civic arena. The purpose of this article is twofold: (1) to present the findings of a community-engaged, qualitative research study on the impact of collective leadership development on the practice of civic leadership and (2) to discuss relevant implications learned from reflections on the methodology for the practice of community-engaged research.

This study is a form of engaged research (Van de Ven, 2007) and is consistent with the principles of community-based research (Strand, Marullo, Cutforth, Stoecker, & Donohue, 2003). I took an exploratory approach to this study because the knowledge intersection of collective leadership, civic leadership and leadership development is still emerging and understudied. I explored the individual, group and systems levels as three components of a complex adaptive system (Uhl-Bien, Marion, & McKelvey, 2007). To better understand the dynamic relationship between individual, group and system in this grant team, I employed a three-phase study including methods of deliberative civic engagement, open-ended survey and interview.

Findings illustrate the effectiveness of the grant program on developing a shared language and leadership framework and clarifying leadership goals for participants. Implications include the importance of collective leadership development opportunities that center adaptive challenges and convene participants across levels of leadership and sectors. Additionally, the findings highlight the need to consider authority, identity and culture as central components of the practice of leadership. Reflections on the community-engaged methodology demonstrate the value of learning about leadership practices from the community practitioners to inform community leadership development interventions. Implications include approaching research as iterative and pushing back on academic norms that provide tension in engaged work.

Little research crosses all three boundaries of collective leadership, leadership development and civic leadership literature. This intersection focuses on understanding how collective leadership can contribute to enhancing the practice of civic leadership. The current study is situated within this knowledge gap and explores (1) the experiences of members of a civic group who have (2) participated in leadership development that (3) aligns with a collective leadership paradigm and are (4) trying to make progress on an adaptive challenge.

The purpose was to examine the core curriculum of the top 50 graduate programs in occupational therapy (OT), physical therapy (PT), nursing, speech-language pathology (SLP) and audiology programs. The study aimed to answer the following questions: Do SLP and audiology program curricula include leadership in course offerings? How do their leadership offerings compare to those of other healthcare graduate programs? It was hypothesized that SLP and audiology programs included fewer leadership courses than other healthcare graduate programs.

This quantitative analysis evaluated the core coursework of the 250 healthcare graduate programs. The data sample included the top 50 OT, PT, nursing, speech-language pathology (SLP) and audiology programs. The graduate programs were examined for leadership content within the core coursework. A thematic text coding guide was developed following the “Ready, Willing, and Able” leadership model created by Keating, Rosch and Burgoon (2014). A Chi-Square was used to test for a categorical relationship between the graduate programs and leadership curricula. A percentage was calculated for each field to determine the number of schools offering a leadership component within their core curriculum.

The study revealed that SLP and audiology graduate programs are less likely to include leadership within the curriculum. Descriptive percentages revealed that 68% of nursing, 82% of OT, 42% of PT, 12% of audiology and 6% of SLP graduate programs included a leadership component within the core coursework. Based on the study findings, it is concluded that there is a missed opportunity for leadership preparation within the SLP and audiology curriculum. Leadership education is a crucial component to consider when developing competent clinical leaders. Following the findings, leadership development for SLP and audiology graduate programs is recommended.

A limitation of this study is that data collection relied on a single source, US News Educational Rating, to obtain the program rankings. However, US News Rankings is reliable and readily available. Another limitation is the overwhelming lack of literature on speech-language pathology and audiology leadership education. Finally, most programs had the curriculum and progression schedule publicly available on their website, but not all. Some programs do not make the curriculum information available to the public online. To minimize this limitation, the researcher contacted one or more programs via email to clarify their curricula.

This study serves as a starting point for further exploration into leadership education for SLP and audiology graduate programs. It suggests curriculum considerations, such as leadership development and identifies the need for future research. The literature review hints at a potential correlation between different leadership styles and profession selection, a hypothesis that could be further investigated. This underscores the urgency and potential for future research in this area, particularly for prospective students.

This study breaks new ground in the field of healthcare education. It is the first of its kind to investigate leadership education in SLP and audiology graduate programs. The researcher’s review of literature, research questions, study design, analysis and findings are all original contributions. The work has been synthesized and triangulated, adding unique insights to the field. This study’s originality is a crucial first step for SLP and audiology graduate programs, sparking a focus on leadership within the curriculum.

The study aims to investigate the relationship between transformational, transactional leadership and employee retention with the mediating effect of employee engagement.

Using judgemental sampling, data were collected from 650 employees serving at different levels in the pharmaceutical industry of Bangladesh. Structural equation modeling was employed to test the hypothesized relationships using AMOS.

The study found that transformational and transactional leadership significantly impact employee retention. The direct effects of transformational leadership (TFL) on employee engagement were found to be significant, while transactional leadership (TSL) has no significant direct influence on employee engagement. The output of the mediation analysis revealed that employee engagement significantly mediates the relationship between TFL and employee retention, whereas it showed an insignificant relationship between TSL and employee retention.

Based on the findings and the literature support, it can be postulated that an appropriate leadership style, especially TFL, that drives employee engagement can influence employees to stay with the organization longer. The study recommends that managers and leaders comprehend the importance of leadership and its appropriateness to retain valued employees by ensuring high workplace engagement.

The study would provide a unique insight into TFL and TSL practices and their impact on the pharmaceutical industry’s employee retention. This study also extends the research on employee engagement as a mediator between TFL and TSL and employee retention.