Assume Leadership Roles Research Articles

Gender Disparity in Leadership of Family-Run Businesses

This paper examines the complex dynamics of leadership and succession within family-owned businesses (FOBs), which constitute a significant portion of the global economy. Given their importance, it is crucial for these businesses to prioritize capable leadership while navigating the complexities of family ties. The paper explores how leadership succession is often influenced by familial relationships, which may lead to nepotism and inefficiencies in decision-making. It also investigates the challenges FOBs face in diversifying leadership, especially gender diversity, which has been shown to enhance decision-making, innovation, and organizational resilience. Although gender-diverse teams tend to perform better, women remain underrepresented in top executive roles due to persistent societal biases, work-life balance challenges, and limited mentorship opportunities. This is particularly relevant in family businesses, where leadership roles are frequently passed down through family members. The paper argues that FOBs might have a unique advantage in fostering gender diversity, as familial ties reduce traditional barriers faced by women in non-family firms. By emphasizing competence and long-term vision over short-term gains, family businesses may create more opportunities for women to assume leadership roles, aligning with their strategic goals. The study concludes that while FOBs face their own challenges, their potential to drive more inclusive leadership practices offers a competitive advantage in the evolving business landscape.

Exploring the landscape of pre-service teacher leadership: A systematic literature review

More than ever, teachers play a larger and more significant role in society. This change in perspective has recognized pre-service teachers enrolled in teacher preparation programs as having the capacity to assume leadership roles. Despite the fact that many researchers have conducted research on pre-service teachers’ leadership, limited numbers of scholars have attempted to gather and conduct a systematic literature review on the same topic. This article seeks to address the aforementioned issues by compiling a comprehensive literature review of earlier research on pre-service teacher leadership published in English-based journals from 2020 to 2023. Through a theoretical discussion, the study synthesis aimed to uncover emerging research agendas for future research and to generate fresh perspectives on pre-service teacher leadership. The PRISMA writing standard has been used to guide this SLR's composition. Two primary databases, Web of Science and Scopus, were utilized to locate articles and relevant materials for this systematic literature review. A total of 22 articles were selected from the original 733 articles identified. Based on the content analysis done, this SLR has identified five main themes, which are "Teacher Development and Conceptions", "Curriculum Leadership and Teacher Education", "Women in Education and Leadership", "Leadership Styles and Teacher Impact", and "Mentoring and Professional Development". The findings underscore the evolving nature of teacher education, emphasizing the imperative for programs to prepare pre-service teachers to meet the ever-changing demands of contemporary classrooms and contribute meaningfully to national and societal goals. The study's implications can guide pre-service teachers to prepare more comprehensive planning and implement leadership in future education.

H. Agus Salim's Islamic Feminism Thoughts and Its Contribution to Contemporary Islamic Studies

This article explores the discourse on Islamic feminism through the perspective of H. Agus Salim. Using a descriptive-analytical method and an Islamic feminist approach rooted in harmony and justice—distinct from Western notions of equality—the study examines Salim’s works as primary sources, supported by secondary materials such as books, journal articles, and online resources discussing his thought. The findings reveal: (1) Salim advocates for equality in rights and responsibilities between men and women, particularly in education; (2) he approaches the hijab with a contextual and historical understanding, considering asbab al-nuzul; (3) he views the veil not merely as a piece of cloth but as a potential symbol of oppression; (4) he favors monogamy over polygamy, emphasizing the challenges of achieving justice and the historical specificity of certain rulings; and (5) he acknowledges the inevitability of women assuming leadership roles. This study highlights Salim’s nuanced stance on gender issues within an Islamic framework.

From Y to Z: Understanding the Evolving Workforce Preferences

Effective leadership methods in a workplace with a diverse workforce include recognising the unique features of each generation and addressing their motivation (Ahmad & Ibrahim, 2015). Managers of today must comprehend how to effectively oversee youthful, inexperienced staff members from Generation Z. Although these workers have many features in common with Generation Y, they also exhibit new behavioural patterns and distinct generational attributes influenced by their experiences (Schroth, 2019). The purpose of this study was to examine the traits and inclinations of Generations Z and Y in the workforce, as well as the distinctions between them. The study included 84 people from North Macedonia who belong to these two generations and who have all worked at least one job.The study's findings indicate that members of Generation Z are willing to assume leadership roles, expect regular feedback from their bosses, and envision themselves in managerial jobs. Members of Generation Y think of themselves as patient, skilled at multitasking, and seek a flexible work schedule. Unlike Generation Z, they emphasize social contacts with co-workers.Both generations highly value opportunities for professional growth, chances for advancement with greater pay, and yearly bonuses; in fact, 93% of them ranked these as the most significant benefits they look for in a company.The study's findings can assist businesses in building organizational cultures and tactics that are geared towards the youngest workers. They can also aid by giving managers the right kind of training to help them create leadership methods that work for these generations.

Older Adults’ Wellbeing and Involvement in a Uruguayan Intergenerational Learning Initiative

ABSTRACT Within Latin America, the evidence surrounding intergenerational learning experiences remains limited. This study addresses this gap and marks a significant contribution to the literature by evaluating a Uruguayan intergenerational learning program using a systematic mixed-methods approach – the first of its kind in this country. Over eight workshops, the program assessed levels of wellbeing and involvement among older adult participants through observation, a series of interviews and focus groups. The findings revealed medium-to-high levels of wellbeing, increased involvement over time and a desire for program continuity. Notably, participants expressed interest in assuming leadership roles in planning and found smaller group settings to be more beneficial to engagement. The results provide comprehensive insights into participant preferences for intergenerational programs and their effectiveness. These findings pave the way for future research and the development of tailored intergenerational programs that cater to the unique sociocultural context of Uruguay and beyond.

Young Women’s Informal Leadership: Reflections on Taking Responsibility in Youth Participation

This article aims to enhance understanding of young women’s experiences in political participation by examining their practices of ‘informal leadership’ within Italian and German radical grassroots organizations. It explores the biographical pathways that lead young women to assume leadership roles and highlights the often invisible practices of responsibility that challenge traditional power dynamics. Drawing on gender and feminist studies, the article reveals how gendered practices of responsibility emerge in the analysed participatory settings and how gender biases obscure the recognition of certain leadership practices. In so doing, the article also examines the broader implications for understanding youth participation. It argues that dominant discourses, which emphasize contemporary young people’s disinterest in taking responsibility in civic and political spheres, overlook how and where young people assume responsibility outside formal political institutions and fail to consider the impact of various inequalities on young people’s ability to take on responsibilities.

Sustained Success: Evaluating the Enduring Effects of Leadership Training on Professional Growth

The focus of this longitudinal study is on the long-term effectiveness of leadership training modules on the professional growth of graduates, with a particular emphasis on the strategic management and leadership training modules in postgraduate management education programmes. The study aims to track a cohort of graduates over five years post-module completion, assessing their leadership skills, career progression, and their impact on organisational performance. The first phase of the study focused on the initial assessment of the ongoing influence of leadership training over time, highlighting the key areas of career progression. Data was collected at multiple time points—immediately post-completion, and at the 1, 2, and 5-year mark. This approach enables a comprehensive analysis of the trajectory of leadership development over time. The study employs quantitative methods, administering the same questionnaire annually to the same cohort of graduates. The consistent data collection allows for a robust comparative analysis across different years, providing insights into how the leadership training modules contribute to individual career progression and organisational outcomes over time. Initial findings revealed that six months after completing the module, 90% of respondents integrated the leadership concepts into their daily activities, with a 75% implementation rate. Additionally, 80% observed noticeable changes in job responsibilities, and 85% reported increased job satisfaction. One-year post-completion, 55% of the initial respondents participated in the study, with 29% engaging in further leadership development programs. All respondents perceived a significant improvement in job performance, and 41% received promotions or career advancement opportunities. Two years after completion, 29% of the original respondents remained employed at the organisation. Among them, 76% attributed their career advancements to the leadership module, and 80% felt confident in leading and managing teams. Additionally, 84% were satisfied with their overall career progression. Five years post-completion, only 13% of respondents remained employed, with 90% rating the module's long-term impact on their leadership abilities and career trajectory as significant. All these respondents had assumed leadership roles and rated their organisation's overall success positively. This research significantly contributes to understanding the sustained impact of leadership education and offers valuable implications for curriculum developers, educators, and organisational leaders, highlighting the importance of continuous investment in leadership development for long-term career and organisational success.

Religious monoglossia/heteroglossia and discourses of women leadership in Pakistani higher education

A growing body of literature reveals how women in higher education are either excluded from leadership roles or face challenges when they take such responsibilities. The role of religion in Muslim societies is vital to understand Muslim women's sense of “self” and their academic leadership roles and engagement in social and political activities. This study uses Bakhtin's writings as well as a feminist perspective in Islam to unpack how religious discourses shape and construe Muslim women's leadership roles in a public university in Pakistan. Data in this study was drawn from two sources: (a) semi-structured interviews with women academic leaders and academics and (b) focus group discussions with postgraduate students. Findings suggest that discourse around women's leadership in higher education in Pakistan is influenced by a male-centric religious monoglossia characterized by discourses on the hijab, masculinist religious epistemologies, and male-centric divine imagery. In addition, the study points to heteroglossic de-centering of the religious monoglossia by suggesting heteroglossic fluidity in Pakistani religious ethics that favors women's roles as leaders in higher education. A heteroglossic fluidity is characterized by how Islam is viewed as a national project, interpreted along sectarian and gendered lines, and often misused to discourage women from assuming leadership roles.

“You can't ignore us”: Multiliteracies and disruption in youth activism

AbstractThis article examines the activism of student protesters in a rural Rust Belt community's Black Lives Matter protest, challenging prevailing stereotypes about civic engagement, literacies, and youth involvement in rural settings. Utilizing critical ethnography and nexus analysis to examine disruptions of discourses in place and interview student participants about their activism, findings showcase how students strategically practiced multiliteracies to upturn power dynamics and assume leadership roles within a socio‐spatial landscape. Examining youth protest literacies can inform education partners of the ways students already engage in civic discourse and how understanding their co‐construction of space can inform practices across learning communities.

Challenges and Opportunities in Empowering Leadership: An Emerging Trend in Musikot, Rukum West

Indigenous communities in Nepal have historically faced marginalization, with limited access to resources and decision-making roles. However, recent years have seen a notable change, particularly in Musikot, Rukum West, where indigenous women are increasingly assuming leadership roles across various sectors. This study delves into the rise of indigenous women's leadership examining the patterns of its emergence, the factors promoting their political engagement, and the primary challenges they encounter. Despite the increasing presence of indigenous women in leadership, they continue to face significant obstacles rooted in deep-seated patriarchal norms and structures, particularly in political and governmental arenas. These impediments include discouraging organizational dynamics, societal biases, familial obligations, and cultural stereotypes that perpetuate their underrepresentation. Challenges specific to political parties, such as limited opportunities for advancement and insufficient support mechanisms, further complicate these issues. To foster indigenous women’s leadership, which is vital for social inclusion and democratic governance, comprehensive strategies are necessary. These include promoting equal opportunities, economic empowerment, enhancing access to education and healthcare, and adhering to international norms. Implementing targeted policy interventions is essential to ensure the sustainable political involvement and leadership of indigenous women in Musikot, Rukum West.

Roles of Women Engagement in Managing WASH Projects in Rural Areas: A Case Study of Mufindi District, Tanzania

Women’s participation in managing Water, Sanitation, and Hygiene (WASH) projects is crucial for the sustainability and success of these initiatives, yet remains significantly limited, particularly in rural areas. This cross-sectional study, conducted with 163 participants, explores the challenges and opportunities surrounding women’s roles in WASH project management, focusing on their participation, the influence of cultural practices, and the availability of capacity-building programs to support women's leadership. Findings show that while women engage in community outreach and planning, their leadership and decision-making roles are restricted by traditional gender roles and patriarchal norms. A lack of training programs further limits their leadership potential. Additionally, the study highlights a severe shortage of training programs aimed at empowering women to assume leadership roles in WASH management, particularly in rural areas where access to these resources is most limited. The study recommends gender-sensitive policies and expanded training initiatives to promote women’s inclusion and leadership in WASH management, essential for achieving sustainable outcomes.

Feminist Empowerment Through Labor Organizing: In-Depth Interviews With Female Labor Union Organizers at American Newspapers

In recent years, U.S. journalists have formed labor unions to address job insecurity, benefit cuts, and wage issues. Unions have played a critical role in advancing gender equality in the newsroom. Through in-depth interviews with women involved in union organizing at American newspapers, this study shows how feminist empowerment and gender dynamics manifested through organizing activities. The findings indicate union organizing empowers women by giving them opportunities to assume leadership roles, address systemic oppression, and shape the future of journalism.

Challenges and Facilitators in the Clinical Adoption of Traditional Chinese Medicine Technology

Objective: This study aims to analyze the challenges and facilitators in the clinical adoption of traditional Chinese medicine (TCM) technology. It proposes practical recommendations to provide evidence-based support and guidance for medical institutions at various levels in effectively integrating and advancing TCM technology. Methods: A descriptive phenomenological approach was employed to facilitate semi-structured interviews with doctors, nursing managers, and nurses. The collected data were subsequently analyzed using NVivo software. Results: In a study involving interviews with 17 doctors, nursing managers, and nurses, researchers identified three main themes and ten sub-themes. These included factors that promote the use of traditional Chinese medicine (TCM), such as the development of a comprehensive training curriculum, support from leadership, and strategies for integrating TCM technology. Conversely, hindering factors were also identified, including low awareness of TCM among some healthcare professionals and patients, as well as challenges related to medical costs and insurance. Recommendations for promoting TCM technology in Grade A hospitals include the creation of operation manuals, establishment of platforms for learning and communication, provision of dedicated spaces for teaching and discussion, and empowerment of nurses to assume leadership roles in clinical decision-making. Conclusion: The development of Traditional Chinese Medicine (TCM) appropriate technology projects in general hospitals in Northwest China faces both obstacles and promoting factors. It is essential to address these challenges through targeted training and the implementation of a standardized management system to enhance the capabilities of TCM nursing services. Additionally, establishing a distinctive platform for TCM nursing services, fostering collaboration and exchange across various regions, and encouraging the inheritance and innovation of TCM nursing characteristics are critical steps in advancing TCM practices.

Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022.

Student leadership prepares students for responsibilities, such as taking on specific tasks and assuming leadership roles in their future personal and professional lives. Developing students' leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students' leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, two-class and three-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the two-class model, the three-class model provides more detailed information about student profiles. In this respect, two-class and three-class latent models are reported comparatively. In the two-class latent model, students are labeled as the "Shy or Lack of Self-Confidence Group" and the "Active Leader or Influential Group". In the three-class latent model, students are labeled as the "Moderate or Passive Leader Group", the "Strong Leader or Influential Group", and the "Avoidant or Leadership-Uncomfortable Group". In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile.

Fostering teachers’ readiness for leadership roles: the dynamic interplay among positive school culture, affective-identity motivation to lead and teacher optimism

PurposeThis study delves into the less-explored domain of teachers’ readiness for leadership roles by investigating the direct and indirect relationships between positive school culture and teachers' readiness for leadership roles through affective-identity motivation to lead, and teacher optimism.Design/methodology/approachThis study employed partial least squares structural equation modelling (WPLS-SEM) for data analysis. The data were gathered from 424 elementary school teachers who do not hold any leadership positions in Xi’an, China. A total of 391 samples were used after sampling weight adjustments.FindingsThere is a significant and positive direct relationship between positive school culture and teachers’ readiness for leadership roles. Affective-identity motivation to lead and teacher optimism emerged as significant mediators in this dynamic.Practical implicationsThis study complements and expands on the study of the relationship between positive school culture, affective-identity motivation to lead, teacher optimism and teachers' readiness for leadership role. This research has established a theoretical framework for school stakeholders to cultivate future teacher leaders.Originality/valueThese findings provide valuable theoretical insights into educational leadership literature and contribute to a more comprehensive understanding of the factors influencing teachers in assuming leadership roles, particularly in the context of Asian societies.

Utilization of an Asynchronous Online Learning Module Followed by Simulated Scenario to Train Emergency Medicine Residents in Mass-Casualty Triage.

This is a combined independent study and simulation session designed to teach and drill Mass Casualty Incident (MCI) Triage and is intended for emergency medicine residents at all levels. The training of emergency medicine residents to assume leadership roles in disaster response is important. However, lack of accepted specific educational goals on the national level leads to significant variability between residencies. The purpose of this session is to train EM residents in the use of the Simple Triage and Rapid Treatment (START) and pediatric JumpSTART algorithms for triage in mass casualty incidents (MCIs) using an asynchronous model. By the end of this small group session, learners will be able to: 1) describe START triage for adult MCI victims; 2) describe JumpSTART triage for pediatric MCI victims; 3) demonstrate the ability to apply the START and JumpSTART triage algorithms in a self-directed learning environment; 4) demonstrate the ability to apply the START and JumpSTART triage algorithms in a simulated mass casualty scenario under time constraints; and 5) demonstrate appropriate use of acute life-saving interventions as dictated by the START and JumpSTART triage algorithms in a high-pressure simulated environment. This session utilizes an online independent study module that was created de novo for this specific purpose by the authors followed by a high-pressure in-person simulation session where learners practice applying the START triage model with multiple simulated patients under time constraint. Learner feedback was collected after completion of the session. Retention of learning objectives was tested at four months via multiple-choice quiz. The session was very well received by our residents, who appreciated the opportunity to practice applying START triage under pressure. The average score on the pretest was 49%. Response rates to the post-test were low, but residents scored an average of 73%, indicating a trend towards retention of learning objectives. Overall, the utilization of a de novo online learning module followed by simulation proved to be a well-received method of teaching MCI triage to emergency medicine residents. We consider this to be an effective way to train MCI Triage with minimal in-conference time utilization. We plan to implement this training annually to provide our residents with longitudinal reinforcement of this vital skill. Mass casualty, MCI, triage, START triage, JumpSTART Triage, disaster, disaster preparedness, disaster curriculum, prehospital, EMS.

Efforts to Improve Educator Performance Through Women's Leadership and Work Motivation

Currently, leadership in business, government, and education is increasingly diverse, with many women assuming leadership roles, including in education. Despite this progress, societal perceptions still question women's leadership abilities, often stereotyping them as weak and emotional, contrasting with the perceived rationality and assertiveness of men. This study investigates the impact of female leadership and work motivation on the performance of teaching staff at MTs N Samarinda, using quantitative methods. Data was collected through a questionnaire completed by 63 educators. The analysis included Descriptive Statistical Tests, Instrument Validity Tests using r count and r table, and Reliability Tests using Cronbach's Alpha. Analytical techniques such as Classic Assumption Tests, Multiple Linear Regression Analysis, Partial Tests, Simultaneous Tests, and Determination Tests were applied. Findings indicate that Women's Leadership does not significantly affect Educator Performance, contrary to the hypothesis, whereas Work Motivation significantly enhances it, aligning with expectations. Additionally, the combined influence of Women's Leadership and Work Motivation significantly improves Educator Performance. Conclusions drawn from this study are: 1) Women's Leadership has an insignificant negative effect on Educator Performance. 2) Work Motivation has a significant positive effect on Educator Performance. 3) Women's Leadership combined with Work Motivation has a significant positive effect on Educator Performance.

Hubris occurrence, management and accountability in higher education institutions in Australia

Hubris refers to an individual's display of self-assurance, pride or excessive confidence and has been presented in the extant literature to describe the language used by hubristic leaders. Therefore, this research explores the characteristic features of hubristic discourse in higher education and its potential link to the organisation's financial outcomes. By using computational linguistics to analyse written discourse samples of 20 Australian Vice-Chancellor's Addresses in the university's annual reports for the 10-year period, this research identifies linguistic markers of Vice-Chancellor hubris (increased use of negations, discrepancy words, power and achievement-oriented language) and their link to financial outcomes. As the role of the Vice-Chancellor has been compared in literature to that of the CEO, exploring if and how hubris’ symptoms manifest in language use can contribute towards explaining agency problems, accountability issues and the ongoing ethical debate over pay for performance in higher education. This research has implications for university key stakeholders such as government bodies, for standard setters who oversee the preparation of university financial reports and those who assume leadership roles within tertiary institutions.

Philosophical Foundations in Training Traditional Religious Educators: Bridging Past and Present

Aim. Preparing teachers for future challenges involves more than just giving information— it is about forming individuals who can adapt to an evolving world. This paper aimed to examine Aly Zawiyah Jakarta, renowned for its traditional religious education, and explore how its values can offer insights into effective teacher training. Method. A qualitative approach to investigate the intersection of cultural, religious, and personal values with teacher development programs at Mahad Aly Zawiyah Jakarta was used in the study. Results. The study demonstrated that by adopting teaching techniques inspired by those used by Prophet Muhammad PBUH, educators do not only acquire knowledge but also discover themselves spiritually and morally. This then enables them guide forthcoming generations appreciating what these principles mean both for the individual person and the role of humanity on earth. Scientific Novelty. The contribution of this research was to emphasise the value of blending traditional practices with innovative approaches to enrich religious education. The practice of preserving age-old traditions while adapting them to contemporary needs is portrayed as a domain in which educators evolve to assume leadership roles in an ever-changing environment. Conclusion. In its influence on the future of education, it was determined in the research that the integration of traditional religious doctrines with modern pedagogical approaches fosters the capacity of educators to connect the past and present— thus, not compromising their readiness to address future challenges.

Factors Impacting Women Gaining Leadership Roles in the Jordanian Construction Sector: Architects and Civil Engineers

The persistent underrepresentation of women in leadership positions within the construction industry remains a global concern. In Jordan, despite comprising 60.45% and 22.4% of the total workforce of architects and civil engineers, respectively, women’s contribution to management roles is significantly low. Therefore, there is an urgent necessity to examine the factors hindering women’s advancement in the construction sector and their ability to attain leadership positions. This research aims to provide an overview of the current situation in Jordan, focusing specifically on the architectural and civil engineering professions. It presents findings from a desktop study, a survey questionnaire, and focus groups. The Severity Index (SI) formula is utilised to identify critical barriers in the Jordanian context, derived from both the literature review and questionnaire responses. Additionally, the Interpretive Structural Modelling (ISM) technique is employed to establish a hierarchy of critical barriers and analyse their interrelationships. The study reveals that the obstacles impeding women from assuming leadership roles in the Jordanian construction sector primarily stem from 20 critical barriers categorised across 11 levels in ISM. Notably, the lack of childcare programmes is identified as a fundamental barrier at the lower level, while informal networks formed by men emerge as the highest-rated barrier at level 11. Addressing and mitigating these challenges is crucial to facilitating women’s progression into leadership positions within the sector and is anticipated to contribute significantly to addressing the growing complexity of modern construction projects.