Aspects Of Leadership Research Articles

The Current State of Leadership Research: Identifying Key Trends through Natural Language Processing and Machine Learning Analysis

The impact of leadership on organizational performance and success is a well-established theme, leading to a significant expansion in related scientific studies. This has made identifying and understanding the current state of literature challenging. Most studies focus on specific aspects of leadership, offering a fragmented view of the field. This study employs Natural Language Processing (NLP) techniques and a machine learning approach to analyze 19,429 research papers from Web of Science and Scopus. We aimed to identify and interpret current trends in leadership research, providing a comprehensive overview of the leadership domain, highlighting five key research trends: (1) Leadership and Digital Transformation Research (LDTR); (2) Leadership and Organizational Performance Research (LOPR); (3) Educational Leadership Research (ELR); (4) Leadership Practices and Development Research (LPDR); and (5) Gender and Diversity Leadership Research (GDLR). This overview not only delineates current trends but also aids researchers in identifying significant gaps in existing literature, thereby facilitating the development of innovative research projects and initiatives.

Adaptive Digital Leadership Approaches for Self-engagement to Overcome Digital Transformation Gaps

Digital transformation, forced by a rapidly changing environment and the increasing speed of technological advancements, enables various valuable opportunities in the business context, like increased efficiency, lower costs, and thus enhanced competitiveness, and manifold, complex challenges, like fast-changing customer expectations, increasing job demands, new value creation structures, and disruptive competition from outside the traditional industry boundaries. This often leads to business process reengineering and urges the strategic realignment of management and leadership styles based on competitive positions and corporate goals. In digital transformation, value impedance defines resistances encountered when integrating new digital technologies and processes into existing systems and workflows. Similarly, digital transformation gaps such as the business model gap are discrepancies preventing organizations from fully exploiting benefits and overcoming the challenges of digital transformation. The connection of digital transformation gaps and value impedance is recommended to avoid conflicts when facing digital transformation. However, as many organizations face difficulties with that alignment, this paper introduces the topic of digital transformation gaps, specifically the business model gap, and discusses its bridging with digital leadership aspects regarding self-engagement. Self-engagement enhances employee motivation, innovative work behaviors, performance, and a positive attitude toward change. This research thus answers the following research question: what digital leadership factors contribute to the development of self-engagement of employees in organizations to bridge the business model gap in digital transformation? This qualitative research is based on the Design Science Research method and elaborates four matrices with four strategic options each to enhance the self-engagement of employees, based on validated questionnaire items from the existing literature, and iteratively evaluated and further developed through semi-structured interviews with domain experts. Consequently, these four matrices build the basis for bridges to overcome the business model gap in digital transformation. Further research is suggested, on the one hand, to validate the proposed strategic options quantitatively and, on the other hand, to extend the approach with more strategic options also for other focus areas.

‘We listened and supported and depended on each other’: a qualitative study of how leadership influences implementation of QI interventions

BackgroundThere is growing recognition in the literature of the ‘Herculean’ efforts required to bring about change in healthcare processes and systems. Leadership is recognised as a critical lever for implementation...

Contexts and complexities: a realist evaluation of integrated care system leadership.

This paper presents a realist evaluation of leadership within an integrated care system (ICS) in England. This paper aims to examine which aspects of leadership are effective, for whom, how and under what circumstances. Realist evaluation methodology was used, adopting prior realist review findings as the theoretical framework to refine explanations of how and why leadership within an ICS is effective. Between January and November 2023, 23 interviews with ICS leaders took place, alongside 7 meeting observations and documentary analysis. The Realist And Metanarrative Evidence Syntheses: Evolving Standards (RAMESES) guidance informed the study design, conduct and reporting. The findings highlight two overarching infrastructural contexts influencing leadership in ICSs: the impact of the post-COVID-19 pandemic legacy and the differences between health and social care regulatory and financial environments. Findings demonstrate that ICS leaders identified a strong sense of purpose as crucial for guiding decisions and creating a psychologically safe environment for open, honest discussions, fostering calculated risk-taking. Whilst a shared vision directed priority setting, financial pressures led to siloed thinking. Leadership visibility was linked to workforce morale, with supportive leadership boosting morale amidst evolving ICS landscapes and confidence in data-driven decisions supported prevention activities. However, financial constraints hindered responsiveness and innovation in addressing health inequalities. By examining ICS leadership post-COVID-19 pandemic and amidst varying regulatory and financial environments, this study contributes to the emerging literature on systems leadership and offers practical guidance for leaders navigating the complexities of integrated care.

Medical students‘ leadership competence in health care: development of a self-assessment scale

BackgroundMedical leadership plays an increasing role already in early career stages. Undergraduate medical students in the transition to postgraduate education feel not well prepared for their leadership roles. While leadership curricula have been developed, instruments for students’ self-assessment of leadership competences as part of their professional development are still missing. The aim of our study was to develop a self-assessment scale for undergraduate medical students’ leadership competences.MethodsThe medical leadership competence scale (MeLeCoS) for undergraduate medical students was developed in twelve steps. For item generation, we employed the Medical Leadership Competence Framework (MLCF), which is also used as a framework for many leadership curricula and includes five leadership domains for three fields of education: undergraduate education, postgraduate education, and continuing practice. In a pretest, 67 items were tested with n = 88 undergraduate medical students. For content validation we performed group discussions with a total of 17 students. After item reduction a test-version with 45 items and a 5-point Likert scale (1: ‘never’, 2: ‘rarely’, 3: ‘sometimes’, 4: ‘often’, 5: ‘always’) was used in a test-sample of final-year students (n = 129). Descriptive statistics and factor analyses were performed.ResultsThe final version of the MeLeCoS includes 37 items and the scale’s Cronbach’s alpha was 0.87. Six factors could be identified and two of them, respectively, represent leadership aspects from the following three areas: (1) the medical students themselves, (2) the interrelation of the medical students with a healthcare organisation regarding general management and improvement, and (3) general leadership aspects of medical students within undergraduate medical studies and the healthcare system. The overall mean of the MeLeCoS was 3.50 ± 0.39. Factor 2 (‘Demonstrating responsible behaviour and shaping relations’) reached the highest mean (4,36 ± 0.37) and factor 5 (‘Promoting improvement and innovation in undergraduate medical education’ the lowest (1.91 ± 0.87).ConclusionsThe medical leadership competence self-assessment scale (MeLeCoS) is a reliable instrument for undergraduate medical students’ self-assessment of leadership competence with good content validity. It could be used for students’ self-reflection on leadership competences in addition to rater-based assessments in leadership curricula and for longitudinal development of students’ professional identity.

EAEU Role in the Evolution of Multipolar Structure in World Politics

The global political system is undergoing a transition from a unipolar to a multipolar world. Scientific discussions are underway regarding the emergence or formation of new poles in the world, including the potential development of a pole through the integration structure of the Eurasian Economic Union (EAEU). Attention is focused on the changing conditions of the global economy and their influence on the development strategies of regional integration associations. The necessity to adapt the development strategies of the EAEU to new trends, including the shift in the economic paradigm and the reassessment of the role of integration process participants, is argued.Aim. To justify strategies and approaches to building an economic pole based on the EAEU.Tasks. Examining various theoretical approaches to the concept of multipolarity, poles, and centers of power. Investigating interpretations of global and regional leadership. Analyzing the concept of regional leadership considering the role of the EAEU as an important element of the new world political and global economic system.Methods. Comparative analysis of vectors and development strategies of regional integration associations. The civilizational approach illuminates not only the key economic and political aspects of regional leadership but also the cultural and civilizational factors of regional integration. The deductive method and synthesis allowed for the formulation of new approaches to understanding the economic component of the EAEU pole.Results. It has been established that one of the possible and most effective ways to form the economic component of the EAEU pole is to consider the formation of a new technological paradigm in the Union’s development strategy amidst the transformation and transition to a new economic paradigm.Conclusions. Framing the EAEU as an independent pole, based on the concept of changing economic paradigms, implies a rethinking or establishment of institutions based on principles of non-discrimination, mutual respect for sovereignty and national interests, as well as the establishment of mutually beneficial relations with other states. Such an approach to pole-building is a key step in transitioning to the sixth technological paradigm.

Investigating the Impact of Digital Leadership Dimensions on Service Economics Dimensions: An Empirical Study of Service Ministries in the Kingdom of Saudi Arabia

This study examines the influence of various aspects of digital leadership (such as digital culture, visionary planning, system design, empowering leadership, employee development, innovation, persuasion, and knowledge) on different dimensions of service economics (including innovative economic ideas, efficient use of economic resources, leadership behaviors, and economic learning) within service ministries in the Kingdom of Saudi Arabia. We used a quantitative technique to collect data from a sample of 475 workers involved in service ministries via the use of a survey questionnaire. We conducted a thorough study of the data using the method of multiple regression analysis. The findings indicate that the different components of digital leadership have a significant and advantageous impact on the variables associated with service economics. The research determined that digital culture, innovation, and employee professional development are the main characteristics that have a major impact on digital leadership. This study contributes to the current literature by providing empirical evidence on the relationship between digital leadership and service economics. Additionally, it offers practical suggestions for service ministries in Saudi Arabia to enhance their service economics via the implementation of effective digital leadership methods. Nevertheless, the study is subject to many limitations, including its cross-sectional design and its narrow emphasis on a particular environment. It is recommended that future research endeavors address these constraints.

Assessing the Impact of University Teachers' Digital Leadership on Enhancing Student Learning Effectiveness

This research investigates the digital leadership exhibited by university instructors and its significant impact on students' learning effectiveness in higher education. Key aspects of digital leadership evaluated include technical expertise, innovative teaching methods, promotion of digital literacy, data-driven decision-making, and ethical technology use. Using a mixed-methods approach, data was collected through surveys and interviews with educators and students to assess the effectiveness of digital leadership strategies. Findings reveal that while instructors demonstrate moderate competence in technology and teaching methods, they excel in fostering digital literacy and ethical technology use. However, there is room for improvement in data-driven decision-making, which is crucial for enhancing learning efficacy. The study also examines students' learning outcomes related to digital literacy, engagement, metacognitive abilities, and analytical skills, finding modest improvements in these areas. A notable correlation exists between instructors' digital leadership and students' learning efficacy, particularly in data-driven decision-making and digital literacy promotion. Additionally, challenges faced by university educators include keeping up with technological advancements, effectively utilizing data, and maintaining student engagement in digital learning environments.

Letter From the Co-Editor: Yes, “Shit’s Got to Change.” But How? A Call for a Deep Scholarship Social Movement

This letter from the editor is in response to Benjamin et al.'s (2024) call to action surrounding the structures and systems of the tourism academy. It recommends a social movements approach as a possible framework for taking next steps. This Deep Scholarship Movement suggests (1) identifying and assembling key leadership change agents with diverse viewpoints, (2) enhancing self-efficacy, increasing consciousness-raising, and maximizing resource mobilization, the three primary components of successful social movements, and using them to work toward (3) community consensus building. These are challenging and daunting recommendations. This letter argues, however, that this or some other systemic, organized approach is necessary for those of us in varying aspects of leadership to clear the way and establish deeper, richer, more inclusive and less oppressive environments for our early-and mid-career colleagues.

Leadership in Technical Fields Through a Gender Lens

Although women have fought for labor rights for many years, they continue to be underrepresented at almost all levels of decision-making. The present study aims to provide insights into female leadership in technical fields both in the EU and in Russia. The article examines the principal leadership aspects of women’s status and career experiences. To identify the ingredients of successful leadership, the Multifactor Leadership Questionnaire and interviews were administrated to a sample of 200 mining students and 40 senior executives. The research data were processed by means of correlative, regressive, and autocorrelation analyses. To track the consistency of the identified leadership factors, female heads of enterprise divisions and university departments shared their views on career progress. The Mann–Whitney U test was employed to analyze the leadership factors. Studies indicate that the more senior the position is, the fewer women there are in leadership roles. Women’s progress in technical careers is hindered both by their own uncertainty and judgments made by others about their abilities. To rectify this situation, practices for encouraging young women to pursue technical careers are recommended along with approaches for maintaining them within the career structure. The research findings also indicate a positive emerging global trend towards increased gender diversity in technical fields.

Promoting leadership for learning in Nigeria: The interplay of leadership mastery experience and leader self-efficacy

Leadership for learning has emerged as a holistic leadership behaviour that combines aspects of instructional leadership, transformational leadership and shared leadership. Little is known about how this type of leadership develops and what antecedents are important. Following the rationales of Social Cognitive (Career) Theory and applying Chan and Drasgow's leader development model, we examine how leadership mastery experience and leader self-efficacy affect leadership for learning in Nigerian schools. We divide leaders’ self-efficacy into the belief that they have the necessary skills and abilities to be successful as leaders (leader self-regulatory self-efficacy) and the belief that the actions they take as leaders will have the desired effect (leader action self-efficacy). Using structural equation modelling, our results show that both leadership mastery experience and leader self-efficacy are relevant antecedents of leadership for learning, with self-efficacy mediating the effects of experience on leadership. Our results suggest efficiency–performance spirals and illustrate how important it is for the enactment of leadership for learning to believe in one's ability to competently perform various critical leadership actions.

Transformational Leadership and Non-Teaching Staffs’ Job Satisfaction in Selected Private Higher Educational Institutions

To better enhance the competitiveness of private colleges and universities, especially in the case of fewer and fewer students, the soft power of human resources is particularly important. Thus, research on private colleges and universities is of great significance to promoting the development of higher education in Sichuan and even the entire western region. The research found that the job satisfaction of employees was closely positively correlated with the four aspects of transformational leadership (idealized influence, inspiration motivation, intellectual stimulation, and individual consideration), and the needs for transformational leadership were different for different educational levels, age groups, and professional titles. The study showed that the higher the educational level and professional title, the stronger their demand for transformational leadership, and vice versa; in terms of age and years of work, the older and longer the staff had, the lower their demand for transformational leadership and the lower their scores. They had a fixed mindset and were more inclined to a stable leadership style. On the other hand, the study found that the job satisfaction of administrative staff was significantly affected by leadership style, that is, they had a significant correlation, among which relationship satisfaction had the highest correlation, followed by satisfaction with the environment and welfare, and then the satisfaction with personal growth and progress. The lowest correlation was the satisfaction with the work itself. This is mainly because transformational leaders have a sense of responsibility, motivate and inspire employees, guide employees, and pay attention to the balance between work and life, which evaluates various standards relatively high. The research results are helpful to promote the improvement of transformational leadership in private universities, and then improve employee satisfaction.

The Influence of Shared Leadership on the Innovative Behavior of New Generation Faculty

This quantitative study examined the influence of shared leadership on the innovative behavior of the new generation faculty within the context of Chinese higher education institutions. Conducted across various universities in Guangdong Province, China, the research engaged a sample of 340 new generation faculty members. Utilizing a survey method, the study evaluated the faculty’s perceptions of shared leadership, encompassing dimensions such as team progress, authority and responsibility sharing, team expectations, and team contract. Additionally, the survey captured data on the innovative behaviors of faculty, including innovation discovery, innovation proclivity, innovation reinforcement, and innovation cooperation. The findings indicated that the new generation faculty placed significant value on shared leadership aspects, particularly team progress and team expectations. The study revealed that the faculty demonstrated a commendable level of innovative behavior, yet there was room for further enhancement in both shared leadership practices and innovative actions. The research established that a combination of career values related to shared leadership significantly predicts the professional development of faculty in terms of innovation. The study’s implications are vital for educational administrators and policymakers, emphasizing the necessity to foster shared leadership environments conducive to nurturing faculty innovation. By recognizing the predictive role of shared leadership in shaping innovative behaviors, educational institutions can strategize more effectively to promote academic excellence and drive educational reforms.

Subnational leadership in response to environment and climate change

ABSTRACT This paper explores subnational leadership in collective action, responding to environment and climate change. The research was conducted in the county of Cornwall in the UK to explore why and how people take up local leadership roles, and how personal and shared values influence their activities. The results show four dimensions of place-based leadership: (1) willingness (the individual or I-dimension), (2) mobilisation and framing (the collective or WE-dimension), (3) place-shaping practices and leadership roles (the practical or IT-dimension) and (4) collaboration and responsiveness (the political or THEY-dimension). Our findings illustrate the relevance of (inter)subjective aspects of local leadership and how leaders support different scaling processes.

Exploring Primary Education in China: Approaches to Improving Teachers' Job Satisfaction

The job satisfaction of primary school teachers in Shandong Province is an issue that demands urgent attention. Research has shown that teacher job satisfaction directly impacts their professional development and the quality of education, with the principal’s leadership style potentially exerting significant influence. Although transformational leadership is theoretically advantageous, its practical application within China’s basic education system requires further empirical validation. This study collected quantitative data from 389 primary school teachers in Shandong Province via an online survey to explore the relationship between transformational leadership and job satisfaction. The findings indicate that, first, significant differences exist between various dimensions of job satisfaction, suggesting that teachers have inconsistent perceptions regarding aspects such as working environment and compensation. Second, while certain aspects of transformational leadership, such as concern for the subordinates’ quality of life, received positive evaluations from teachers, other areas, like compensation and promotion opportunities, show considerable room for improvement. Lastly, the data reveal a strong positive correlation between transformational leadership and job satisfaction, particularly in leadership practices that promote teachers’ well-being and personal development. These results challenge the idealized view of transformational leadership as a panacea for all organizational challenges. The study suggests that while transformational leadership can motivate teachers, its effectiveness is limited when not aligned with broader organizational policies and practices. Therefore, for transformational leadership to be genuinely effective, it must be complemented by structural reforms, especially in addressing the specific needs and concerns of teachers.

Exploring Social and Psychological Aspects of Conflict and Negotiation Leadership

Exploring Social and Psychological Aspects of Conflict and Negotiation Leadership

WHY DO DIGITAL TRANSFORMATION INITIATIVES FAIL? DIGITAL MINDSETS AS AN INVISIBLE STRATEGIC COMPONENT

The question of why some organizations cannot achieve successful transformation despite having sufficient technological resources and infrastructure is multidimensional and complex. If we add to this question why some organizations cannot achieve digital innovation despite successfully implementing digital transformation into their business processes, we can conclude that an invisible element in organizations is used strategically incorrectly or erroneously. This study argues that this invisible strategic component is digital mindset and examines it in terms of leaders, employees, and the collective mindset of the organization, culture. In this conceptual research, digital leadership and culture have been taken as a domain and mindsets as a method to understand invisible components of success and/or failure. With this approach, two studies that have made significant contributions to digital mindset studies, Lankshear and Knobel's (2006) and Solberg et al. (2020), were taken as reference points and delved into. Digital mindsets have been examined in two different analyze level: business mindset and individual mindset at the organizational level. Firstly, this study examines two primary digital mindsets (Lankshear and Knobel, 2006)—Mindset 1 and Mindset 2—offering contrasting views on social relations, value creation, production, expertise, and intelligence. Secondly, it examines the digital mindsets, which Solberg et al. (2020) divided into four (Fixed/Zero-Sum, Fixed/Expandable-Sum, Growth/Zero-Sum, and Growth/Expandable-Sum), as a strategic tool that operates with two different mechanisms, from culture to employee and from employee to culture, in order to create and implement a successful digital transformation strategy in organizations. Although the literature highlights some aspects of digital leadership, digital transformation and technology selection strategy, and digital organizational culture, there is not yet sufficient knowledge to see their relationship with the digital mindset in a holistic way. Addressing this gap will provide insights into the interaction between leadership, culture, employee mindset, and digital technology strategy success, ultimately contributing to more holistic and effective digital transformation practices. This research contributes to the literature with two aspects of the model it proposes. First, it draws attention to the importance of the leader's mindset in terms of strategic horizon. Second, it provides a framework for the leader to develop different strategies, policies and practices according to the differences in the digital mindsets of the employees. It is aimed to develop a strategic perspective for the digital mindset, which is associated with different individual and organizational dimensions in the literature as an element of culture.

The meaning of social work leadership. A local development process to enhance social services and reduce school dropout

ABSTRACT The study presents findings about social work leadership from a formative dialogue research project following an ongoing service development project in a Norwegian social services office. From observation of team meetings and individual interviews with the leader and middle managers the study contributes to research on the meaning of social work leadership when changes are made within an organization. Traditional leadership theories often focus on individual leadership qualities, grounded in binaries of leaders and followers, but this study’s findings support newer theoretical approaches that underscore the importance of approaching leadership within a social constructivist framework, highlighting the processual and relational aspects of leadership. The study adds to the call for more qualitative studies that capture the complexity of social work leadership. One particular finding in this regard is narrativity as a promising approach for the understanding of leadership as co-production between stakeholders. The study has implications for both practice and education, as it is relevant for understanding leadership issues in social work contexts, which should to a greater extent be a topic in social work education.

Pandemic-Driven Leadership Perceptions: Attribution Theory in the 2020 U.S. Presidential Election

The COVID-19 pandemic has highlighted critical aspects of leadership and public trust amidst a health crisis of unprecedented scale in the United States, especially within a context of significant political polarization. This research paper explores the nuances of leadership effectiveness during the pandemic, focusing on the role of attribution theory in understanding public perceptions of leadership actions. The theory elucidates how the public interprets leaders’ responses to the pandemic, influenced by factors such as political affiliations, societal norms, and racial considerations. The paper investigates the interplay between incumbent advantage theory and the rally ’round the flag effect, alongside the impact of President Trump’s handling of the pandemic on public opinion. It delves into the complexities introduced by the pandemic’s racial dimensions and its effects on minority communities, examining the broader implications for leadership responsiveness and public trust. Using a comprehensive analysis of demographic and psychographic variables, the study reveals a significant negative outlook on Trump’s crisis management across various groups. The findings underscore a complex interplay of media influence, racial identity, health status, financial conditions, and political affiliations in shaping perceptions of leadership accountability. Through the lens of attribution theory, the paper offers a nuanced understanding of the psychological and political dynamics that affect public attitudes toward leadership and accountability during crises.

Charting the evolving landscape of digital leadership in education: A systematic literature review

The increasing domains of digital technology in educational settings urgently require digital leadership (DL) to ensure the sustainability of school improvement initiatives in the digital era and to facilitate the digital transformation of educational institutions. DL emerges as an urgent and evolving topic of significant public interest. However, there is a notable lack of consensus persists regarding its definition and constructs within educational settings, hindering the advancement of DL theory. To address this gap, a systematic literature review was conceived, employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. The primary aim was to enhance comprehension of the geographical and temporal distribution of relevant publications, as well as to elucidate prevalent definitions and constructs of digital leadership in educational contexts. This article endeavors to synthesize the extant scientific literature on DL, focusing on studies published between 2019 and 2024. Inclusion criteria encompassed scientific research publications sourced from Scopus and the Web of Science (WoS) databases, available in English, and centered on educational settings. Initial database queries yielded 578 papers, subsequently refined to 35 studies through meticulous screening for duplicity and adherence to inclusion criteria. Notably, the reviewed publications predominantly characterize DL as a multifaceted process, amalgamation, or integration, with a predominant emphasis on functional aspects of leadership. Noteworthy constructs frequently encountered include digital age learning culture, visionary leadership, excellence in professional practice, systemic improvement, and digital citizenship. This review contributes to the enrichment of theoretical conceptualizations surrounding DL. It underscores the imperative for future research to explore into the measurement of DL, thereby presenting promising avenues for evaluating principal DL within educational institutions.