Leadership Domains 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.

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.

Empowering Women: Economic Participation And Leadership Development

Empowering women in economic participation and leadership development remains a critical issue globally, with significant disparities in opportunities and representation. This research aims to investigate the factors influencing women's economic participation and leadership roles through a quantitative approach. They were analyzed using statistical methods, including regression analysis. The results reveal a significant positive correlation between access to education, mentorship programs, and economic empowerment, highlighting that women with leadership training exhibit higher participation in leadership roles. The findings emphasize the importance of policy frameworks and support systems to bridge the gender gap in economic and leadership domains. The conclusion underscores the need for targeted interventions to enhance women's leadership capabilities and economic participation, offering insights for policymakers and stakeholders in promoting gender equality.

Entrustable Professional Activities in Medical Education: SELECT Leadership, Values-Based Patient-Centered Care, Health Systems, and Scholarly Excellence

Entrustable Professional Activities (EPAs) represent a concept in medical education that has gained significant traction over the last few years, particularly in the context of competency-based medical education. An EPA refers to a specific task or responsibility that can be entrusted to a trainee once they have demonstrated the necessary competence. EPAs provide concrete tasks that a trainee should be able to complete at various stages of training in order to clarify expectations and responsibilities they should master. The University of South Florida Morsani College of Medicine (USFMCOM), Scholarly Excellence, Leadership Experiences, Collaborative Training (SELECT) MD program pairs a unique four-year longitudinal leadership program including the domains of leadership, values-based patient-centered care, health systems, and scholarly excellence with an innovative medical degree program. Students in the SELECT program spend the first two years on the campus in Tampa, Florida, and the clinical years on the regional campus in Allentown, Pennsylvania. These additional threads of curriculum call for a unique set of EPAs. A working group of faculty, students, and administrators within the college from both the main and regional campus developed EPAs for each of the above listed areas of focus within the curriculum. In this paper, the authors describe how Entrustable Professional Activities were developed at MCOM to assess the SELECT curriculum in the areas of leadership, values-based patient-centered care, health systems, and scholarly excellence.

Understanding philanthropic leadership: a bibliometric analysis of research trends over the 1991–2021 period

Purpose Philanthropy has developed into a trillion-dollar industry with substantial transnational funds. Scholarly research on philanthropic leadership has experienced substantial growth since the 1990s, but as an academic field, it remains ill-defined. The purpose of this study is to examine the current state of the literature on philanthropic leadership to determine the extent to which the field needs to be further specialized. Design/methodology/approach Relying on the VOSviewer software version 1.6.15, the authors conducted a bibliometric analysis of 470 identified articles published between 1991 and 2021 to uncover the most influential articles, academic outlets and scholars in the field. Findings There is a noticeable lack of literature that accurately reflects the overall practice of philanthropic leadership. Most specialized research concentrates on the influence of corporate leaders in using philanthropic activities as a means of achieving business objectives. However, it is essential to recognize that leadership plays a critical role in effective philanthropy, which benefits various stakeholders and produces favorable spillover effects. The findings indicate that existing literature tends to focus on the influence of corporate leaders on philanthropic activities and their correlation with business outcomes. Originality/value This study contributes to the field by offering insights into the intellectual structure of the field and assists with the identification of new research directions within the philanthropic leadership domain. Further scholarly consideration is needed to understand the practice of philanthropic leadership.

Factors Affecting Job Satisfaction Among Medical Postgraduate Trainees In A Tertiary Hospital, Imphal, Manipur : A Mixed Method Study

Background: Doctors’ dissatisfaction with their jobs can have significant public health implications as it may adversely affect the clinical management of patients and it may affect their health as well. Objectives: To assess job satisfaction and explore the perceived barriers and facilitators of job satisfaction among postgraduate trainees in a tertiary hospital, Imphal. Materials and Methods: A mixed-method study was conducted among postgraduate trainees. For the quantitative component, all the postgraduate trainees (430) enrolled in a tertiary hospital were included. For the qualitative part, participants were approached for in-depth interviews using purposive sampling till the saturation point was reached. Data was summarised in mean, standard deviation, and percentage. Chi-Square test and ANOVA, followed by Bonferroni for comparison were applied. Thematic analysis was done for qualitative data. Results: Overall, 89.1% of the participants were not satisfied with their jobs. Out of 405 respondents, 96 persons disagreed, and 42 persons strongly disagreed on being satisfied with their working hours. Participants were most satisfied in domains of teamwork, leadership, empowerment and participation. Among postgraduate trainees of different departments, PMR was the most satisfied and Obstetrics and Gynaecology was the least satisfied. Conclusion: Most participants experienced burnout due to increased working hours and lack of work- life balance. They also expressed the need for rewards and recognition.

Examining the status of school improvement program implementation in primary schools: a case study in South Ethiopia region

The implementation of a School Improvement Program (SIP) is a means to enhance the overall quality of education and ultimately improve students’ academic outcomes. Hence, this study aimed to investigate the extent of SIP implementation with respect to its main domains in primary schools of Gamo Gofa Zone, South Ethiopia Region. Accordingly, the current study focuses on four key areas in schools, which include teaching-learning, school leadership and management, parent-community school relations, and healthy school environment. A descriptive survey research design was used with a quantitative research method. From 16 primary schools; 99 teachers, 32 principals, 44 school improvement committees and 396 students were selected using a simple random sampling technique. The research utilized close-ended questionnaires and document reviews as data-gathering instruments. Quantitative data were analyzed using mean, standard deviation, and one-way ANOVA, while qualitative data were analyzed using descriptive narration. The findings revealed that the implementation of SIP in the four main domains was moderate status. However, the domains of teac hing-learning and school leadership exhibited a high level of implemen tation. The study also identified significant differences among districts regarding the extent of implementation in the teaching-learning and community participation domains. Moreover, the results of grade four zonal and grade eight regional examinations indicated that SIP is not yet properly implemented and needs high consideration. Therefore, raising awareness about the revised school improvement Blueprint and framework through short-term training, establishing an incentive system to encourage best practices and implementing formal monitoring and evaluation tools are suggested to boost the status of SIP implementation in the study area.

Leadership competencies for dentists: What do undergraduate students think?

Dentists face difficult situations and challenges every day, but undergraduate dental students in Pakistan are not formally taught leadership skills or assessed for these skills. This study aims to explore the perception of undergraduate dental students on various leadership competencies. A multi-institutional cross-sectional observational study was conducted on undergraduate students in five institutions by using universal sampling technique. Students were asked to self-assess various leadership competencies for dentists based on 15 competencies using a validated questionnaire utilizing Likert scale response format. Responses to these items were presented as frequency and percentage. The overall scores were presented in mean and standard deviation and median and interquartile range. The differences in median scores of all items of the questionnaire between male and female students were determined with Mann Whitney U tests. The year-wise differences in the median of all response items of the questionnaire were determined using Kruskal Wallis H test. A total of 750 students, of which 570 (76%) were females and 180 (24%) were males, participated in the study. Most of the students (n = 708, 94.4%) did not attended any leadership course or workshop in the last five years. Majority of the students perceived that their leadership competencies were fair to excellent. Empathy was perceived as 'excellent' by the majority of the students (n = 294, 39.2%). Majority of the students (n = 319, 42.5%) perceived that their 'authenticity' skills were 'good'. Statistically significant differences were reported between male and female students in most of the leadership skills including 'compassion', 'advocacy skills', 'inquiry skills', 'empathy', 'integrity', 'ability to build trust with others', 'managing conflict', 'leading groups/teams', 'dealing with difficult personalities', and 'likelihood to exercise leadership during a crisis' (p < 0.05). There were also significant differences in the median item scores in 13 out of 15 leadership domains and the year of study (p < 0.05). The study identified the perceptions of students regarding different leadership competencies. It gives indications that which leadership competencies need to be incorporated, promoted, and enhanced in leadership curriculum to make them effective dental practitioners and leaders in future. Incorporating these targeted leadership courses into the curriculum can provide participants with the opportunity to refine their existing leadership strengths and develop a well-rounded set of competencies essential for making a significant contribution in their chosen fields.

TEAMs go VR—validating the TEAM in a virtual reality (VR) medical team training

BackgroundInadequate collaboration in healthcare can lead to medical errors, highlighting the importance of interdisciplinary teamwork training. Virtual reality (VR) simulation-based training presents a promising, cost-effective approach. This study evaluates the effectiveness of the Team Emergency Assessment Measure (TEAM) for assessing healthcare student teams in VR environments to improve training methodologies.MethodsForty-two medical and nursing students participated in a VR-based neurological emergency scenario as part of an interprofessional team training program. Their performances were assessed using a modified TEAM tool by two trained coders. Reliability, internal consistency, and concurrent validity of the tool were evaluated using intraclass correlation coefficients (ICC) and Cronbach’s alpha.ResultsRater agreement on TEAM’s leadership, teamwork, and task management domains was high, with ICC values between 0.75 and 0.90. Leadership demonstrated strong internal consistency (Cronbach’s alpha = 0.90), while teamwork and task management showed moderate to acceptable consistency (alpha = 0.78 and 0.72, respectively). Overall, the TEAM tool exhibited high internal consistency (alpha = 0.89) and strong concurrent validity with significant correlations to global performance ratings.ConclusionThe TEAM tool proved to be a reliable and valid instrument for evaluating team dynamics in VR-based training scenarios. This study highlights VR’s potential in enhancing medical education, especially in remote or distanced learning contexts. It demonstrates a dependable approach for team performance assessment, adding value to VR-based medical training. These findings pave the way for more effective, accessible interdisciplinary team assessments, contributing significantly to the advancement of medical education.

Evaluating equity, diversity, and inclusion in Canadian Postgraduate Medical Education: A cross-sectional analysis of online content.

Medical graduates applying to Residency through the Canadian Resident Matching System (CaRMS) utilize the internet to gather information on programs and their overarching Postgraduate Medical Education (PGME) Office. This study aims to evaluate how PGME websites across Canada convey their commitment to equity, diversity, and inclusion (EDI) through their website features. Cross-sectional analysis of the 17 Canadian PGME websites against 20 EDI criteria based on contemporary literature, across five domains: leadership and governance, recruitment, accommodations, community engagement, and pathways to entry. Non-parametric testing was conducted to explore the relationship between EDI performance and municipal population diversity and geographic region. The evaluation of PGME websites, policies, reports, and plans revealed a mean score of 8.65/20 (SD = 3.00), with scores ranging from a minimum of 4/20 to a maximum of 13/20, indicating variability in EDI representation. Specifically, the domain of leadership and governance demonstrated the highest mean proportion of completed criteria (51%), while community engagement had the lowest (24%). Notably, 9 out of 17 PGME websites (53%) met at least 10 EDI criteria. Analysis by geographic region demonstrates significant mean differences (p = 0.02), with Ontario (10.50, SD = 2.17) and Western Provinces (11.00, SD = 0.00) scoring notably higher than Quebec (4.50, SD = 0.58), the Prairies (8.50, SD = 2.12), and the Atlantic region (8.00, SD = 2.83). The assessment of Canadian PGME websites reveals varying levels of commitment to EDI. While many programs exhibit strong EDI representation in mission statements, access to mental health services, and anti-discrimination policies, there are notable gaps in leadership messaging, diverse interview panels, family-friendly policies, and deliberate recruitment of underrepresented groups. Regional differences highlight the need for sharing best practices to promote inclusivity across the country. Improving EDI efforts on PGME websites can promote the recruitment and retention of a diverse resident population.

A framework for leadership practices and communication in the context of the construction sector

An ongoing debate in the leadership domain underscores the prevalence of project failures globally, prompting project managers to refine leadership strategies and create innovative practices to navigate project complexities, emerging technologies, artificial intelligence, evolving stakeholder expectations, shifting construction landscape, and brittle, anxious, nonlinear and incompressible environment challenges in the construction industry. This study aims to provide insights into the relationship mechanisms between leadership practices, communication, and project success, introducing a framework for behavioral practices to address challenges in the Australian construction industry, such as project complexities, inefficiencies, cash flow disruptions, supply chain issues, communication barriers, cultural diversity, digitalization, and regulatory protocols compliance. Exploratory factors/multivariate regression analysis on collected responses on 66 projects have identified four critical success factors: relationship management, communication effectiveness, leading by example, and self-management that impact and improve project success significantly using relationship and conflict management as mediators, help formulate creative practices using stakeholder analysis, conflict resolution strategies, and promoting collaboration enhancing the decision-making process to overcome challenges. Researchers validated and confirmed results through in-depth interviews with independent practitioners, encouraging project managers to modify behavioral practices using an explicit model for enhancing project success.

Effect of the COVID-19 Pandemic on the Performance of Undergraduate Healthcare Students During Their Internship in Saudi Arabia.

The coronavirus disease (COVID-19) isaninfectious disease that has rapidly spread on a global scale. The entire world has fought tirelessly to combat this disease, which has had a significant impact on humanity. This study examines the effects of the COVID-19 pandemic on the performance of undergraduate healthcare students during internship, focusing on the leadership, social, and mental aspects. A cross-sectional national survey was conducted among Saudi Arabia's undergraduate health care students. From August to December of 2021, non-probability convenient sampling was employed in the study. Online-questionnaire was used to administer the three survey dimensions-mental health, social life, and leadership-as well as the demographic profiles. Correlation coefficients were utilized to establish a meaningful connection between the independent variables and the study's domains.Moreover, the Kruskal-Wallis tests wereemployedtoefficientlycompare the mediansamong theindependent groups. Two hundred and forty-one undergraduate healthcare students from a variety of backgrounds participated in this study. Mental health issues such as difficulty relaxing and increased irritability were prominent. From a sociological perspective, the majority of participants expressed a strong desire for more social interaction. Lastly, most participants in the leadership domain revealed satisfaction with their professional relationships. However, 50.7% of respondents expressed dissatisfaction with their incentives. The study concludes that addressing problems in the mental, social, and leadership domains is crucial to enhancing the resilience and overall well-being of undergraduate healthcare students during their internships. Anxiety and stress emerged as the most prevalent factors affecting these students. However, the presence of a positive relationship with their supervisors, as well as the support provided by healthcare organizations, played a vital role in helping them overcome these challenges.

Educating Our Future Medical Leaders: An Innovative Longitudinal Course Across Surgical and Medical Specialties in Graduate Education.

Increasing healthcare system complexity, multidisciplinary care delivery, and the need to deliver high-quality, cost-effective care drive a critical need for leadership development. Currently, few examples of multidisciplinary leadership development exist in the medical education literature. The Accreditation Council for Graduate Medical Education (ACGME) has identified leadership domains as essential milestones in residency education, encompassing areas such as interpersonal communication, quality improvement, and systems-based practice. Presently, published GME leadership curricula vary widely in content, delivery, and duration and rarely include multispecialty cohorts. The study authors designed and implemented a longitudinal leadership curriculum for a multispecialty cohort of senior residents and fellows from multiple hospitals within a large integrated GME program. Between July 2022-June 2023, authors delivered 12 monthly sessions on core leadership concepts. Sessions delivered relevant work-based content via large-group didactics with embedded opportunities for small-group interactive experiential and reflective practice, critical thinking, and application. Thirty GME trainees participated in the longitudinal curriculum. Interval pre-/post-session assessments demonstrated significant improvement in composite scores for 6 of 9 sessions assessed. Participants rated each module's overall importance, applicability, and acceptability highly on a summative program evaluation. This longitudinal leadership curriculum adheres to best leadership development practices, demonstrates improvement in knowledge and self-reported attitudes and behaviors related to cognitive, character, and emotional leadership domains, and develops a psychologically safe community of practice for GME participants.

Teachers can differentiate between standards-based leadership skills in principal evaluation surveys: a multilevel analysis

ABSTRACT Teacher surveys of principal leadership are a common component of school improvement efforts. The usefulness of teacher feedback surveys is dependent on teachers’ interpretation of survey items. The current study explores evidence regarding the validity and reliability of teacher surveys for evaluating principals and explores their alignment to nationally recognized standards. We examine the responses of 6,965 teachers who took the Network for Educator Effectiveness Teacher Survey to evaluate 652 elementary, middle, and high school principals and assistant principals in Missouri. We explore how teacher perceptions aligned with the Professional Standards for Educational Leaders. Results of a multilevel exploratory and confirmatory factor analysis suggest that teacher perceptions aligned well with the standards, both at the teacher and principal levels. Responses showed good internal consistency. These results support the use of standards-based teacher surveys when evaluating principals, and suggest that teachers can effectively distinguish different domains of principal leadership.

Leadership Development in Graduate Medical Education: A Pilot Study of Implementation of a Validated Self-assessment Instrument.

Graduate medical education programs need leadership assessments and curricula to engage residents and advance their leadership skills. The Foundational Healthcare Leadership Self-assessment (FHLS) is a validated 21-item self-assessment of leadership skills residents need to be effective team leaders in health care settings. It generates a composite score along five foundational leadership domains: accountability, collaboration, communication, team management, and self-management. Our objective was to determine whether a leadership curriculum, using the FHLS as an educational tool to support self-assessment, self-directed learning, and reflective practice, promotes self-awareness and engagement in leadership development. We conducted a qualitative pilot study in the University of Utah Family Medicine Residency Program, integrating the FHLS into our residency's longitudinal leadership curriculum using coaching, self-directed learning, and reflective practice. Family medicine residents completed the FHLS prior to their leadership rotation. Faculty met with each resident during their rotation using a coaching paradigm based on data from the FHLS to inform leadership self-awareness. Residents identified a leadership domain for self-improvement, selected resources for self-study, and submitted a written reflection. We conducted qualitative content analysis on the reflections for evidence of self-awareness and engagement in leadership development. Residents completed 27 leadership rotations between May 2019 and April 2020, generating 21 reflections. Qualitative content analysis of resident reflections grouped by FHLS leadership domains identified evidence of impact on the residents' leadership development. This qualitative pilot study supports the usefulness of the FHLS within a residency leadership curriculum to promote self-awareness and engagement in leadership development.

Priority Competencies for Designated Education Officers in the Veterans Health Administration.

Designated Education Officers (DEOs) at Veteran Health Administration (VHA) hospitals are senior educational leaders tasked with oversight of all clinical training at a particular facility. They prioritize dozens of tasks and responsibilities each day, from educational policy and strategy to staff management, financial planning, onboarding of trainees, and facility planning and management. Clarifying priority competencies for the role can help executives recruit, appoint, and evaluate capable personnel and promote effective, efficient performance. Using a federally developed method of competency analysis, researchers consulted a panel of subject-matter experts to identify priority competencies for DEOs, using data from a 2013 study that operationalizes competencies for more than 200 federal jobs. The research identified 25 primary competencies within 6 leadership domains. Five of the primary competencies cut across all leadership domains. Veteran Health Administration subject-matter experts in educational leadership say the identified competencies are urgently needed, critical for effective leadership, and valuable for distinguishing superior DEO performance. The competencies are relevant to VHA and perhaps other senior academic leaders who develop health professions education programs, oversee clinical training, and manage educational change. In military training facilities, attending to these competencies can help Designated Institutional Officials responsible for graduate medical education become more credible partners to other hospital leaders and contribute to becoming a high reliability organization. Executives identifying, recruiting, and appointing VHA DEOs and Designated Institutional Officials at military training facilities should consider these competencies when assessing candidates.

DISTRIBUTED LEADERSHIP OF SCHOOL HEADS AND ORGANIZATIONAL COMMITMENT OF PUBLIC SECONDARY TEACHERS OF PANABO CITY DIVISION

The study uncovered the relationship between distributive leadership of school heads and organizational commitment of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of distributive leadership of school heads that significantly influence the organizational commitment of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Weighted Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive distributive leadership of school heads and an extensive organizational commitment of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of distributive leadership of school heads were found to have significantly influence on organizational commitment of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their distributive leadership to ensure a reinforced organizational commitment among teachers. KEYWORDS: Distributive leadership, organizational commitment, descriptive correlation, Panabo City Division

STRATEGIC LEADERSHIP OF SCHOOL HEADS AS DETERMINANT OF ORGANIZATIONAL LEARNING OF PUBLIC SECONDARY SCHOOLS IN PANABO CITY DIVISION

The study explored the relationship between strategic leadership of school heads and organizational learning in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of strategic leadership of school heads that significantly influenced organizational learning. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive strategic leadership of school heads and an extensive organizational learning. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of strategic leadership of school heads were found to have significantly influenced organizational learning. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their strategic leadership to ensure the attainment of organizational learning. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Strategic leadership, organizational learning, Panabo City Division, Philippines

Defining Types of Leadership Within an Academic Surgery Department to Promote Change for Decreasing Rates of Burnout.

Successful leaders influence the group they represent. Effective surgical care is tied to its leadership climate. However, most surgical providers are not attuned to their individual strengths which if known they could leverage them within their teams. This study identifies leadership types within a department of surgery which may be used to better understand and cultivate their strengths. In 2022, 172 providers in an academic surgery department were offered the GallupTM CliftonStrengths assessment, a proprietary instrument that maps 34 strengths across 4 domains of leadership. The assessment provides a respondent with their top 5 strengths and the domain in which they naturally "lead". Of 172 providers, 127 (74%) completed the assessment. While providers have strengths in multiple domains, they "lead with" a specific domain. Mapped from the providers' top 10 strengths, the most common "lead with" domain for surgical providers was Executing: the ability to implement ideas and produce results. Strategic Thinking: those who are analytical and push teams forward and Relationship Building: the ability to create strong and effective teams were followed by the least common domain. Influencing: the ability to communicate ideas and lead others. Formal leaders were significantly more likely to lead with Strategic Thinking. There were no significant differences between APPs and physicians. A majority of surgical providers "lead with" the GallupTM Executing domain. Those who lead with executing skills work tirelessly to produce outcomes. Learning to leverage the strengths of our teams to create cohesion and efficiency may improve engagement and retention.

Educational Leadership: A Fifteen Year Bibliometric Review

Exploring educational leadership is crucial for shaping the future of higher education, influencing students, educators, and institutional dynamics. This thorough review is conducted by analyzing 36 research articles published in the Journal of University Teaching and Learning Practice (JUTLP) from 2008 to 2022. The study underscores the urgent need for a nuanced understanding of diverse leadership practices within the ever-changing educational landscape. While the majority of studies in JUTLP focused on women's leadership, it became evident that other aspects of educational leadership are yet to be explored in the journal’s domain. The analysis also highlights significant gaps in the existing literature, emphasizing the necessity for more comprehensive studies that encompass broader societal contexts and global perspectives. The prevalence of qualitative methodologies in the analyzed articles indicates a preference for profound qualitative insights into leadership dynamics within academia, particularly in this journal. Key findings pinpoint critical areas for future exploration. With the spotlight on women's leadership, the study identifies gaps in research published In JUTLP related to diversity in leadership roles, international comparative studies, crisis management strategies, and the effective integration of technology in education. A particularly notable gap revolves around understanding the impact of educational leadership on sessional staff, urging institutions to empower this essential segment of academia. Additionally, the study offers strategic guidance for the Journal of University Teaching and Learning Practice (JUTLP), steering future research endeavors towards more inclusive, diverse, and globally relevant studies within the domain of educational leadership.