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Open Access
Article
Publication date: 15 March 2024

Verònica Riera, Marta Moragas-Rovira and Xavier Pujadas

The purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development.

Abstract

Purpose

The purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development.

Design/methodology/approach

A qualitative research method has been adopted by conducting 17 in-depth, semi-structured interviews. The data were analyzed with the program Open Code (4.03).

Findings

The findings of this study revealed that the interviewed managers perceived that their sport trajectory has had an important influence in the development of their leadership. This influence is determined by four factors: (1) sport profile, (2) sport referents, (3) competences, values and abilities and (4) experiences from different sport roles played during their lifespan.

Research limitations/implications

The research is based on interviews with a small sample of managers. In order to develop the research further, a more extensive sample is required.

Originality/value

The paper is unique as it examines the impact of the sport trajectory as an impact factor in leadership development.

Details

Journal of Management Development, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0262-1711

Keywords

Open Access
Article
Publication date: 23 February 2024

Sherylle J. Tan

The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental…

Abstract

Purpose

The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental needs of emerging women leaders. WLD was intentionally designed around the context of second-generation gender bias with a firm grounding of research and theory on gender and leadership.

Design/methodology/approach

Organized around three leadership pathways – leadership training, leadership coaching, and leadership support networks – WLD brings together the best practices of leadership development in combination with feminist pedagogy and critical perspectives to foster meaningful and impactful development of women leaders.

Findings

This paper describes the design of the initiative and how each leadership pathway supports the leadership development journey for emerging women leaders. It provides a model that is impactful as well as foundational, for undergraduate women’s leadership development.

Originality/value

Women leaders, in particular, can benefit from leadership development that takes gender into account (DeFrank-Cole & Tan, 2022a; Ely et al., 2011).

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

Keywords

Article
Publication date: 9 October 2023

Richard T. Marcy

This paper explores some of the gaps and contradictions that can often be found in public sector leader development approaches and then examines some of the theoretical…

Abstract

Purpose

This paper explores some of the gaps and contradictions that can often be found in public sector leader development approaches and then examines some of the theoretical assumptions related to these gaps and contradictions. The purpose of this examination is to further identify and define some corresponding gaps within public sector leadership development theory, as well as to encourage future theory development.

Design/methodology/approach

Using three common examples of contradictions often found within the leadership literature, gaps within public sector leadership development theory are identified and then linked to relevant components of leader development models found within other disciplines. As they were developed in other contexts, these components were then further reviewed to determine their potential applicability in speaking to the gaps often found in public sector leader development theory.

Findings

Proposals are made to address some of the common gaps and contradictions often identified in some public sector leader development approaches, along with the detailing of future research directions for the further development of theory.

Originality/value

This exploratory review highlights some of the central assumptions and gaps in the literature for the purpose of clarifying future directions of research into public sector leadership development theory.

Details

International Journal of Public Leadership, vol. 19 no. 4
Type: Research Article
ISSN: 2056-4929

Keywords

Article
Publication date: 24 May 2023

Glenda Reynolds, Karen L. Samuels, Cari Din and Nick Turner

The purpose of this paper is to describe and contextualize the processes of leadership development through mentoring in a Leadership Learning Lab (“the Lab”) and to explore the…

Abstract

Purpose

The purpose of this paper is to describe and contextualize the processes of leadership development through mentoring in a Leadership Learning Lab (“the Lab”) and to explore the implications and applications of the Lab's approach as a social learning space.

Design/methodology/approach

The authors used a constructivist grounded theoretical approach and conducted semi-structured interviews with participants in the Lab, which operated out of a leadership center in a mid-sized Canadian business school.

Findings

The findings show that participants used their individual life experiences to practice leadership development through mentoring in a social learning space of prescribed uncertainty. The participants identified with becoming flexible, self-actualized leaders by learning to view their own experiences and those of their Lab partners through a leadership lens.

Originality/value

This study contributes to an understanding of the “doing” of leadership development in a social learning space and highlights three relational processes through which leadership development emerged through mentoring: rapport-building, democratization and reflection.

Details

Journal of Management Development, vol. 42 no. 3
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 26 June 2023

Sakina Dixon, Jera Elizondo Niewoehner-Green, Stacy Smulowitz, Deborah N. Smith, Amy Rutstein-Riley and Trenae M. Thomas

This scoping review aims to examine peer-reviewed literature related to girls’ (age 0–18) and young women’s (age 19–30) leader identity development.

Abstract

Purpose

This scoping review aims to examine peer-reviewed literature related to girls’ (age 0–18) and young women’s (age 19–30) leader identity development.

Design/methodology/approach

This study uses a scoping review. A research librarian was consulted at the start of the project. Two sets of search terms (one for each age group) were identified and then used to find publications via our selected databases. The search results were uploaded to Covidence and evaluated using the determined inclusion and exclusion criteria. The final sample of articles for the review was analyzed using exploratory coding methods.

Findings

From the analysis, four domains were identified that influence girls’ and young women’s leader identity development: relationships, personal characteristics, meaningful engagement and social identities.

Originality/value

To the best of the authors’ knowledge, this is the first study to solely explore girls’ and young women’s leader identity development. The factors and domains identified provide useful guidance for future research and practice. The findings reveal considerations about leader identity that can inform the creation of effective leadership development initiatives for girls early in their lifespan. These interventions could provide girls with a strong leadership foundation that could drastically alter their leadership trajectories in adulthood. Previous research has conveyed the advantages of having more women participate in leadership. Thus, this potential not only benefits girls and women but organizations and society at large.

Article
Publication date: 16 May 2023

Chetan Prabhu and Mita Mehta

Higher education institutions aim for the holistic development of students to cope with the changing global context. The present study aims to devise a model of leadership…

Abstract

Purpose

Higher education institutions aim for the holistic development of students to cope with the changing global context. The present study aims to devise a model of leadership development among higher education students by validating the model conceptually and testing it empirically. Attributes of Spiritual Intelligence (SI) are empirically evaluated for leadership development post its conceptual validation.

Design/methodology/approach

This article examined current theoretical frameworks and gaps in the literature. A total of 810 students were approached from Indian Higher education institutions for study. Data has been examined using the exploratory and then confirmatory factor analysis techniques to check the validity and reliability of the measuring instrument.

Findings

The empirical findings confirm that the eight new spiritual intelligence attributes defined and validated through this study can have a significant impact on the leadership development of higher education students.

Practical implications

Educational researchers have often found the construct of spiritual intelligence challenging to comprehend and implement in higher education institutions. The present study findings can be of great value to higher education institutions that will recognize the importance of spiritual values in holistic development including leadership development.

Originality/value

This paper initiates and validate a universal set of attributes of spiritual intelligence in the higher education domain that can be useful for leadership development. The uniqueness of this paper lies in the fact that the eight new attributes of SI defined are easy to comprehend and practical to use in daily academic life, and can be used by HEIs students irrespective of their spiritual beliefs. A validated model at one university could be replicated at other universities in India and around the world, not only for students but also for educators and administrators as well.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 8 November 2022

Julius Lukwago, Ana Maria De Azevedo Martins and Orthodox Tefera

Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs…

Abstract

Purpose

Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs) influence the development of leadership skills needed among sustainability leaders. This paper aims to examine the leadership development experiences of natural scientists at the forefront of disciplines associated with SDGs to identify barriers and drivers to sustainability leadership skills development at HEIs.

Design/methodology/approach

A mixed-methods comparative study was used, integrating qualitative interviews among 21 natural scientists and 11 non-scientists, two focus group discussions and a cross-sectional survey of 221 leaders. The theory of planned behaviour was used as the analytical frame to identify themes emerging from the data as facilitators or barriers to leadership development.

Findings

There was a statistically significant difference between scientists and non-scientists in the attitudes, beliefs and perceptions that drive participation in leadership development activities. Attitudes belittling leadership skills, limited integration of leadership skills in medical, engineering and agricultural curricula and a social identity of superior learning efficacy impede natural scientist students at HEIs from engaging in leadership development.

Research limitations/implications

Further research using a larger sample could assess the prevalence and effect of the drivers and barriers on sustainability leadership effectiveness.

Practical implications

Beyond integrating leadership skills in HEIs curricula, the development of sustainability leadership requires deliberate elevation of the value of leadership skills within natural sciences, specifically by addressing attitudes, beliefs and workload challenges that impede scientists’ engagement in co-curricular activities.

Originality/value

Integrating multiple disciplines provides generalised insights into the context of leadership development among natural scientists at HEIs. This study identifies specific drivers and barriers affecting leadership development at HEIs in a developing country setting.

Details

International Journal of Sustainability in Higher Education, vol. 24 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Open Access
Article
Publication date: 18 March 2022

Salla Lehtonen and Hannele Seeck

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…

1635

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Originality/value

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.

Details

European Journal of Training and Development, vol. 47 no. 10
Type: Research Article
ISSN: 2046-9012

Keywords

Open Access
Article
Publication date: 24 January 2024

Hana Lorencová, Pavlína Honsová, Daniela Pauknerová and Eva Jarošová

This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term…

Abstract

Purpose

This article focuses on the leadership development of young adults. The topic is of significant importance as leadership identity tends to form early in life, and its long-term implications contribute to leadership formation. The objective of this study was to gain insights into how leadership is constructed in young adults and how it is manifested in their preferred leadership identity.

Design/methodology/approach

This research was approached from a constructivist perspective, utilizing discourse analysis. The authors conducted a study involving 24 written essays by young individuals with a business background, in which they shared their early leadership experiences. Drawing upon a modified life story interview structure, the authors meticulously analyzed the content.

Findings

The authors identified eight discourses clustered into two groups according to the types of leadership orientation: toward oneself and toward others. The discourses in the toward oneself group consist of leadership as taking responsibility, leadership as courage, manifesting personal strengths and as a role/status. The toward others group includes discourses approaching leadership as balancing directivity, coordinating and organizing work, personalized approach and as performance management.

Research limitations/implications

The major methodological limitations stem from the qualitative design per se. The findings based on qualitative data have limits in generalizing.

Practical implications

The authors' findings have practical implications for educators. The authors propose the utilization of critical self-reflection on early leadership experiences and self-narration as effective tools in nurturing and developing young leaders.

Social implications

This paper underscores the importance of educating young leaders, as they can create a positive impact on their subordinates and society as a whole. By providing them with leadership skills, the authors initiate a chain reaction of influence that extends through different levels of leadership, leading to significant social change.

Originality/value

The authors' originality and contribution to the literature on leadership development lies in showcasing the diversity of perspectives on leadership among participants sharing a similar background and developmental stage. This holds valuable implications for educators working with this cohort.

Details

Journal of Management Development, vol. 43 no. 1
Type: Research Article
ISSN: 0262-1711

Keywords

Book part
Publication date: 5 February 2024

Elizabeth Benson, Jenny Lewis and Danny Pinchas

This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional…

Abstract

This chapter offers Australian and international insights into leadership development and discusses how aspirant and current middle leaders can use leader and teacher professional standards to foster their professional growth. Standards help inform performance and development planning, and shape feedback and provide a framework for professional learning design. This chapter provides an overview of how systems such as New Zealand, Australia, and Scotland, among others, describe leadership in terms of standards. When used alongside an annual performance and development process, middle leaders can tap into the power of standards to continually sharpen their leadership practice and create a thriving career leading from the middle. Practical guidance is provided for middle leaders to engage with national teacher and leadership standards.

Details

Middle Leadership in Schools: Ideas and Strategies for Navigating the Muddy Waters of Leading from the Middle
Type: Book
ISBN: 978-1-83753-082-3

Keywords

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