Forms Of Leadership Research Articles

CONCEPTUALIZING THE SUBJECTIVITY OF GLOBAL LEADERSHIP IN CONTEMPORARY INTERNATIONAL RELATIONS THEORY

This article, based on an interdisciplinary approach and structural-functional analysis tools, examines the transformation of classical forms of conceptualizing the subjectivity of global leadership in contemporary international relations theory under the influence of new global political realities. It emphasizes that the initial classical positioning of international leadership as the primacy or hegemony of a single state on the international stage is yielding to other political practices that have not yet gained normative consolidation and theoretical conceptualization. It has been identified that modern international processes demonstrate a trend towards the institutionalization of international leadership in the form of a collective subject of international relations, endowed with exceptional powers and special status. New theoretical approaches increasingly note a shift in focus from classical factors ensuring leadership in international relations by enhancing the status and leadership potential of individual actors to the formation of collegial global leadership, including the concept of global governance, which is increasingly seen as the most probable and conventionally interpreted prognostic model for the transformation of the modern world order. Contemporary international relations theory identifies several subjects of international relations, with the nation-state traditionally occupying a leading position. In recent decades, other actors have been added to the list, including international governmental and non-governmental organizations, transnational corporations, civil associations, and private individuals. The emergence of new types of international relations subjects on the international stage, combined with the increasing importance of integration associations and the growing technological potential of digital networks, alongside the practical impossibility of establishing control over them, and the transfer of certain sovereign powers from national states to international institutions, indicates that traditional methods of governance and regulation in world politics are becoming outdated, losing their relevance and effectiveness in contemporary conditions. This necessitates the formation of an institutional foundation appropriate to the modern international system. Increasingly, this foundation of world order is associated with the phenomenon of global leadership. However, attempts to conceptualize it based on classical subjects of international relations are demonstrating increasing methodological inefficiency, leading to the search for new forms of the subjectivity of global leadership on the international stage.

Barriers and facilitators of evidence-based practice in the Portuguese context: perceptions of formal nursing leaders.

Formal nursing leaders play an important role in promoting and sustaining evidence-based practice (EBP) in the clinical context, particularly by creating a conducive environment for change and increasing clinicians' awareness of the positive results of EBP. However, nursing leaders encounter both barriers and facilitators in their work; therefore, it is important to understand their perceptions on this topic. The objective of this study was to understand the perceptions of formal nursing leaders about barriers and facilitators for EBP. A descriptive exploratory study with a qualitative approach was conducted. A convenience sample was obtained, consisting of formal nursing leaders from three Portuguese health care institutions. Data were collected through semi-structured interviews. Content analysis was conducted using MAXQDA Analytic Pro 2022 software. Seventeen formal nursing leaders were interviewed. Five categories of EBP barriers were identified: (1) scarce resources and inefficient resource management; (2) non-conducive organizational culture; (3) distance between academia and the clinical context; (4) demotivation; and (5) resistance to change. Seven categories of EBP facilitators were identified: (1) availability of resources and efficient resource management; (2) conducive organizational culture; (3) partnerships between academia and the clinical context; (4) motivation and commitment; (5) leadership; (6) organization that regulates professional practice; and (7) multidisciplinary meetings. This study identified barriers and facilitators for EBP through the perceptions of formal nursing leaders. Collaborative multidisciplinary efforts by leaders, direct care professionals, academics, and researchers should be conducted to overcome barriers and strengthen facilitators for EBP. http://links.lww.com/IJEBH/A242.

CULTURAL AND SOCIO-ECONOMIC FACTORS AFFECTING THE FORMATION OF LEADERSHIP IN ACHIEVING SUSTAINABLE MANAGEMENT: IN THE CONTEXT OF UKRAINE

New challenges for leaders in the field of sustainable management are awareness of cultural and socio-economic factors in the practice of organizational development and organizational change. The purpose of the article is to contribute to the existing body of knowledge through a systematic study of the influence of culture and socio-economic factors on the formation of leadership in the context of sustainable management. The research methodology includes a literature review, analysis of cultural and socio-economic aspects that influence the formation of leadership for sustainable management. The study is based on the analysis of empirical data obtained through questionnaires. The research results highlighted the impact of culture on leadership in Ukraine, some age differences in the perception of culture as an important element of the triad "sustainable management - leadership - cultural and socio-economic factors", the importance of socio-economic factors and the crucial role of education in the development of leadership for sustainable management. Leaders must adapt their approaches to management, considering cultural aspects, economic conditions and societal demands.

Pathways to Leadership: A Cross-cultural Analysis of Women Leaders in Pakistan and United States

This study investigates the experiences of women in leadership roles within higher education institutions in Pakistan and the United States. The main aim is to understand how women describe their experiences in attaining, advancing, and maintaining leadership positions in higher education. It contributes to theoretical understandings of women's leadership and highlighting unique challenges and opportunities in different cultural contexts. This study employs Mezirow's (2003) Critical Reflection Theory as a theoretical framework to guide participants' retrospective storytelling process. Through qualitative research methods including semi-structured interviews and thematic analysis of interview transcripts, the study explores how women navigate their journeys to leadership positions and the challenges they encounter. Despite cultural variations, female leaders in both countries face comparable obstacles such as gender bias and limited training opportunities. To empower these leaders, policies should prioritize formal leadership training, address workplace bias, and support work-life balance initiatives. Policy implications include the implementation of formal leadership training programs, addressing unconscious bias, and supporting family-friendly policies to empower female leaders. Advocacy for legislative measures promoting gender equality in leadership positions is crucial for creating supportive policy environments globally. Keywords: Cross culture, work life balance, leadership, gender gap, networking, and mentorship

Navigating Through Disruption: How are School Principals Leading Digital Learning in Secondary Schools in Ireland

The COVID-19 pandemic forced school leaders to rapidly adopt digital technologies, sparking new awareness and discussions about digital education and its transformation. Despite significant advances, these changes may be minor compared to the potential impact of artificial intelligence and immersive technologies in education. This paper explores digital learning leadership in Ireland’s secondary school sector using the ISTE Standards for Educational Leaders as a guiding conceptual framework. Qualitative interviews with school principals from various secondary school types provide insights into their existing leadership practices and anticipate their future needs. Key findings revealed digital learning visions integrally woven into the school’s broader learning and educational vision and fresh assessments of student digital competence. They highlighted the salience of the school context in decision-making and the drive for more strategic deployment of formal leadership positions and relationships within and between schools. The implication of these findings underscores the imperative of professional learning models for school leaders that are sensitive to the unique context of each school, their bespoke opportunities and challenges, and the rapid advancements in digital technologies.

PAs' perspective on leadership in medicine.

This study evaluated physician associate/assistant (PA) training and confidence in leadership and leadership skills, as well as where best to incorporate leadership training for the profession. A quantitative survey was administered to assess PAs' perceptions of leadership and degree of leadership training during their primary PA education. The study also solicited where in the career trajectory leadership training is perceived to be most effective. Of the 284 participants who responded to the survey, 207 had complete responses that were used in the analysis. Nearly 92% of PAs agreed that they aspire to be leaders, and 93.2% agreed or strongly agreed that leadership training would be beneficial during PA school. Additionally, more than 50% of PAs agreed that they had no training but desired more regarding personal mastery, teaching, administration, ideals of a healthy workforce, vision and goal setting, getting results, coalitions, and system transformation. This study demonstrated that PAs desired supplemental training in leadership to cultivate career goals and reported that formal leadership training would be useful to cope with and overcome adversity in clinical practice.

Authentic student leadership development: structural equation model testing differences among student leader populations

ABSTRACT Objective There remains a need for effective and ethical development in students, for cohesive and connected societies of moral actors. This paper adopts an authentic leadership development in students perspective as a possible complement to discipline expertise. This research explored whether taking leadership roles while studying had a positive effect on students’ development of authentic leadership attributes, including demographic contributions. Method This study comprised a quantitative survey of undergraduate students (n = 415) at an Australian university using structural equation modelling to test relationships between student leadership status and authentic leadership. Results Results demonstrated that student leaders exhibited higher authentic leadership than students who were not leaders. Demographics (e.g. gender) also explained variance across authentic leadership scores. Authentic leadership also served as a useful predictor of whether students intended to take up formal student leadership roles. Conclusions Practical implications of this research include opportunities for policy development to support leadership opportunities and training for higher education students as a method of developing their authentic leadership.

Like mama always said: family socio-economic status, maternal attitudes and leader role occupancy in adulthood

Leadership research has always recognised the importance of childhood factors for the occupation of formal or informal leader positions later in life. Still, empirical research in the field has mainly been based on retrospective accounts from selective and small samples. Such research has also concentrated on individual traits and experiences, less on characteristics of the family. Our aim is to fill this void by prospectively examining the role of the family of origin on educational attainment and holding a managerial position in adulthood. Analyses were based on the Stockholm Multigenerational Study, including register and survey data, regarding 3,088 males born between 1950 and 1976 and their mothers’ attitudes to education and child-rearing in the late 1960s. Our results showed a significant effect of family socio-economic status (SES) on managerial role occupancy in late adulthood. This effect was mainly mediated through educational level. However, a noteworthy share of the total effect of family SES was channelled through maternal attitudes towards education. Positive attitudes towards education in the home environment accounted for an equally large share of the total indirect effect of family SES as the offspring’s cognitive capacity did. Authoritarian attitudes to child-rearing among mothers were also found to have a negative impact on cognitive capacity and educational level – two well-known antecedents to leader emergence. Parental attitudes may boost or modify structural characteristics and individual traits associated with holding formal leader roles such as a managerial position – but also showed an independent effect several decades later.

The Development of a New Model of Educational Leadership: Leadership for Teacher Flourishing

This paper contributes to a broader movement in which the telos of leadership is flourishing, and the primary role of a leader is to promote the flourishing of their team members through creating a loving environment. In support of this, we propose a new perspective on, and associated model, of educational leadership: ‘leadership for teacher flourishing’ (LFTF). This model was developed through a literature review and a mixed methods research project across 78 British schools with collaborative and participatory elements which asked how school leaders could improve the flourishing of teachers. The quantitative and qualitative findings suggested that key factors in enabling teachers to flourish, and therefore incorporated into the model ‘LFTF’, were positive relationships; opportunities for growth; positive impact on subjective wellbeing; and increasing teachers’ sense of meaning at work. The ways leaders could impact these factors were reported as: being supportive and compassionate; being trustworthy; giving teachers autonomy; enabling teachers to grow; being appreciative and focusing on strengths; and enabling teachers to do meaningful work. It was also found that not only leaders could influence flourishing; teachers with no formal leadership role could also positively impact teacher flourishing. It is suggested that virtuous dispositions in leaders are required to ensure they are consistent in acting in ways that promote flourishing. We argue that this integration of virtue and a desire to promote flourishing is properly understood as love. The participatory and collaborative phase of the research showed that teachers wanted autonomy in deciding what would help them to flourish. The conclusion sets out the implications of this research for policy on the training and selection of school leaders, to improve not only the flourishing of teachers, but also pupils and communities.

Exploring emergent leadership in agile teams: network dynamics, roles and skills at the individual level

PurposeLeadership research has traditionally focused on formal leadership; however, leaders may emerge in informal settings in self-managed teams, and little is known about who emergent leaders are and what their characteristics are. This study investigates emergent leaders' behaviors, roles, skills, and leadership style, drawing on a multi-method approach.Design/methodology/approachWe first identify emergent leaders using social network analysis and aggregation approaches. Second, we investigate emergent leaders' characteristics using interviews with forty agile team members in five organizations.FindingsResults indicate different roles of emergent leaders (i.e. coach, liaisons), leadership styles (i.e. supportive), skills (i.e. culturally intelligent, strategist), and influencing factors (i.e. personality, technical knowledge, social circle).Originality/valueWe contribute by identifying emergent leaders through multiple identification methods (i.e. network analysis, aggregation), and then through identifying their various characteristics, we contribute to leadership literature as well as idiosyncrasy-credit theory. We also add to agile-leadership theory, showing that multiple informal leaders may emerge within agile teams. Finally, our findings have practical implications for self-managed teams, informal group settings, organizational change professionals, and organizations with horizontal structures.

Five Finger Model: an empathic alternative to the elevator speech

PurposeLibrarians need to effectively communicate the need for space, resources and personnel, even in service or technical positions, yet librarians often lack formal leadership or strategy training on how to be most effective in advocating for the library. This paper presents the Five Finger Model as a communication strategy for training librarians on advocacy.Design/methodology/approachIn order to show how the Five Finger Model can be helpful, we have included two case examples from our own work contexts, which are in academic libraries. We also present guidance on how to train library staff on the model.FindingsIn one example, the model was used for advocating for the library as part of the campus-level strategic planning process. In another example, the model was used to effectively market research consultations. These examples highlight how the Five Finger Model can help the communicator stay on topic and use personal stories to have a strong advocacy effect.Originality/valueThis paper is unique in that it shows how staff training on advocacy can be impactful and useful. We believe that putting tools like the Five Finger Model into the hands of staff not only improves their effectiveness but also empowers them to see their role as true advocates for the library.

Leadership Experiences and Perceptions of Mid-Career to Senior Clinician-Scientists: A Qualitative Exploration.

This study aimed to elucidate the experiences and perceptions of mid-career to senior clinician-scientists in academic medicine regarding pursuing, attaining, or rejecting leadership roles as well as their conceptualization of the influence of leadership in their broader career trajectories. The authors conducted a qualitative analysis of in-depth, semistructured interviews conducted in 2022 with a diverse sample of clinician-scientists who received new National Institutes of Health K08 or K23 Career Development Awards between 2006 and 2009. A total of 859 of the 915 survey respondents (94%) were eligible to be recruited for the qualitative study. Qualitative analysis was informed by thematic analysis and used a social constructionist approach to understanding participants' conceptualizations of their experiences. Interview transcripts were coded using an iterative, inductive coding process. Themes were generated by reviewing coded data and identifying common patterns in participant narratives, affording particular attention to participants' discussion of the effect of race and/or gender on their leadership experiences. Sixty clinician-scientists participated in individual interviews. Five themes were generated surrounding participants' conceptualizations of their leadership experiences. Themes were (1) feeling unprepared for leadership roles, (2) reluctance and lack of intention in attaining leadership positions, (3) influence of networks on leadership access and decision-making, (4) impact-related benefits and downsides of leadership, and (5) confining ideas of who leaders are. The study highlighted the need for formal leadership training in academic medicine and the importance of mentorship and sponsorship in attaining and succeeding in leadership positions. Individuals from communities underrepresented in leadership positions faced additional challenges internalizing a leadership identity. Efforts to encourage current leaders to engage in intentional succession planning and development of faculty towards leadership roles, including expansion of institutional leadership development programs, are needed to promote equitable distribution of leadership opportunities.

Monitoring the Training of School Management Teams in Educational Institutions of the Novosibirsk Region

Introduction. The article discusses topical problems of team building typical for state educational organizations. The problems of team formation, formal leadership and the differences between a team and a working group are considered. The purpose of this article is to present the methodological grounds for the use of team building in the management activities of school leaders, as well as to show the monitoring of the training of management teams in the Novosibirsk region. Methodology. The study of the possibilities of using the technology of team building in the organization of innovative activities of teachers of educational organizations (on the example of management teams of schools in the Novosibirsk region) was carried out in several stages: organizational, diagnostic, approbation, and reflexive-evaluative. The purpose of the monitoring was to study the conditions created for the professional growth of members of school management teams at the regional and municipal levels, as well as the demand for various forms of training. Also, in the course of monitoring, information was collected on organizations that train management teams. Results. The analysis of the information provided has shown that the heads of general educational organizations and representatives of municipal educational authorities often do not understand what the concept of “training of management teams” includes and often replace it with a referral to advanced training courses and training events of the group. Conclusion. The monitoring recorded the need to form a system of work at the regional and municipal levels to organize the training of school management teams. Heads of educational institutions should consciously approach the issues of team building and assess the need to create a team based on the actual need.

‘When it floods, we work on our own’: Exploring factors influencing collective efficacy appraisals for community‐level flood measures among urban informal settlements in Suva, Fiji

AbstractMore than one billion people worldwide are living in urban informal settlements where flood risks are high. Positive collective efficacy beliefs can facilitate community‐level adaptive action. This sub‐study of the Revitalizing Informal Settlements and their Environments (RISE) trial, aimed to identify social and contextual factors influencing residents' collective efficacy appraisals about their settlement's ability to implement community‐level flood prevention, protection and response measures. Forty‐two in‐depth interviews were conducted in 10 settlements in Suva, Fiji using a photovoice methodology. Thematic analysis was used to elicit key themes, which were then interpreted and contextualized collaboratively with the local field team. The most salient influencing factors were formal leadership, shared needs or benefits, collective identity (whether via shared religion, ethnicity or regional/kinship group), past performance experiences and expectations around collective action. While the data revealed some between‐settlement variation on these factors, there was also a large degree of within‐settlement variation concerning perceptions of these factors. Community‐based flood programming should not be undertaken without first assessing the degree to which participants believe that programme objectives reflect shared needs or will yield shared benefits and whether those objectives warrant collective action according to the community's social expectations for participation and contribution.

Research with Black Communities to Inform Co-Development of a Framework for Anti-Racist Health and Community Programming.

The effects of systemic racism were exacerbated and amplified throughout the COVID-19 pandemic. The resurgence of the "Black Lives Matter" movement in North America brought awareness to the public, especially white people, of the impacts of systemic racism in society and the urgent need for large-scale and institutional anti-racism work. In collaboration with a local Community Health Centre, this research focused on identifying priority areas for tailored and co-developed anti-Black racism interventions in health services and community programming, as well as examining how purposeful relationships can be created with African, Caribbean, and Black (ACB) communities in London, Ontario. Semi-structured interviews were conducted in either French or English with nine formal or informal leaders from London's ACB communities. Interpretive description methodology guided analysis and interpretation. Participants indicated that anti-Black racism is ever-present in the community and in their lives, with systemic racism causing the most harm. Racism should be addressed by creating ACB-specific services, and education for non-Black communities; increased representation, inclusion, and engagement of ACB people within organizations, especially in leadership roles, are essential. A framework based on study findings to guide how organizations can develop authentic and purposeful relationships with ACB communities is presented. Organizations will continue to perpetuate systemic racism unless they actively seek to be anti-racist and implement strategies and policies to this end. The proposed framework can guide partnerships between health and community organizations and ACB communities, and support co-development of strategies to address anti-Black racism.

Experiencing leadership: Perceptions of leadership development for higher education contexts.

Higher education is complex and so is the leadership needed in this context. Educational leadership is not well understood despite an increasing interest in studying the phenomenon. This interpretive study aimed to identify aspects of leadership theory found in practice and implications for leadership education by exploring, analyzing, and interpreting experiences of people who earned an Educational Leadership Doctorate at Simon Fraser University. I conducted in-depth interviews and analyzed data to identify themes within and across interviews while also triangulating with my systematic reflections. This paper presents findings on leadership development, focusing on four themes that emerged from 18 interviews with higher education participants: Pathways to Formal Leadership, Learning “How to Be a Leader”, Learning “About Leadership”, and Learning “the Dialogue of Practice”. Leadership was perceived as an intricate lifelong journey. Overall, participants developed their leadership through their own experiences as leaders, followers, or observers of leadership, by engaging in leadership education (formal, informal, and non-formal), and by interacting with others. Finally, both successes and challenges supported learning, yet challenges were more salient and had more memorable lessons. This paper provides valuable insights on leadership development to leadership scholars and practitioners, as well as organizations offering leadership education.

UTILIZING DIGITAL COMPETENCES FOR THE DEVELOPMENT OF LEADERSHIP AND MANAGEMENT POTENTIAL IN HIGHER MEDICAL EDUCATION STUDENTS

Introduction. Building a robust healthcare system aimed at improving overall population health and a reliable electronic health system requires a corresponding level of proficiency in digital competences (DC) among future healthcare professionals. The relevance of this research lies in the understanding that the effective execution of medical and managerial responsibilities is impossible without an adequate level of DC, and mastering them must occur during the education of future healthcare professionals. The aim. To investigate the levels of proficiency in DC and the understanding of their importance among students enrolled in institutions of higher medical education (IHME) for the development of leadership and management potential during the educational process of future healthcare professionals. Materials and methods. A cross-sectional study was conducted among 265 students (1st-6th years) at Dnipro State Medical University. Bibliosemantic and sociological methods were used. Students were grouped by academic year: junior (1-2), middle (3-4), and senior (5-6). Results were analyzed using widely accepted statistical approaches and the integrated development environment Jupyter Notebook (https://jupyter.org/install). A significance level of p<0.05 was considered statistically significant for all hypotheses. Results. According to the obtained data all students, regardless of their academic year, understand the importance of studying digital competences. On average, the overall importance level for all DC was 6.99 (95% CI 6.72-7.26) on a ten-point scale. Proficiency in DC significantly (p=0.002) varied depending on the academic year, with seniors scoring higher than middle (in all aspects) and junior students (for most aspects). No significant differences were found between the proficiency levels of junior and middle students (p>0.05). Proficiency in general DC was significantly higher compared to special medical and cybersecurity DC, both within each group and for all respondents. More than 80% of respondents stated that mastering DC is important for performing managerial functions, with no differences between groups (p>0.05). Conclusions. Present-day healthcare professionals require a proper level of proficiency in DC. The study demonstrates that students' motivation to learn DC is more than sufficient, but proficiency in special medical and cybersecurity DC needs improvement. The majority of respondents consider mastering DC an integral element in the formation of health-oriented leadership and effective management in healthcare. Mastering of DC should occur systematically with active involvement of IHME in the process.

A Future Agenda for Research on In‐Service Theological Training in Thailand and Beyond

AbstractContextualization has featured prominently in missiological research for decades, often alongside concepts such as syncretism and hybridity. Being typically conceived as attempts to transpose and communicate the gospel in words and ways that make sense to people in their local cultural settings, contextualization has been theorized extensively in missiological scholarship. Notwithstanding this longstanding scholarly interest, a dearth of research recognizes in‐service training as a valid expression of contextualization praxis. This article addresses this knowledge gap. Set in the contemporary church context in Thailand, the article explores questions, issues, and trends of current theological training practice, considering future opportunities for indigenous leadership formation. The analysis converges around the central proposition that in‐service training is an under‐recognized strategy for leadership development in Thailand and beyond. Conceptualizing opportunities for future research, the review charts pertinent perspectives and prospects for in‐service training. This article embodies a timely research agenda aimed at sidestepping undue reliance on Western‐dominated hermeneutics while at the same time advocating for indigenous theological training approaches in countries of the majority world.

“智能＋”视角下大数据技术专业虚拟仿真教研室建设研究

信息化技术的“智能+”时代下，虚拟教研室作为基层教学组织与信息化融合的新产物，是开展协同教研和教学实践的新形态。厘清其运行模式、规律和特征，对高校提升教学内涵式发展、提高本科教学质量具有实际意义和实用价值。本论文从借助信息化手段创新教研形态；实现线上线下融合，培育教研共同体；形成思政引领、创新驱动课程矩阵；发挥示范引领作用，开展教师培训等方面，提出大数据技术专业虚拟仿真教研室的建设方法与发展策略。 Under the “intelligent +” era of information technology, virtual teaching and research room, as a new product of the integration of grass-roots teaching organization and information technology, is a new form of collaborative teaching and research and teaching practice.It is of practical significance and practical value to clarify its operation mode, law and characteristics for colleges and universities to enhance teaching connotative development and improve undergraduate teaching quality. This paper from the use of information means to innovate teaching and research form; Realize the integration of online and offline, and cultivate the teaching and research community; Formation of ideological and political leadership, innovation-driven curriculum matrix; In this paper, the construction method and development strategy of virtual simulation teaching and research room for big data technology major are put forward.

State Youth Policy in Recruitment System of Political Leader

The article contains the results of a study, the aim of which was to identify the role of youth policy in the system of recruiting political leaders. In the text, the authors analyze the features of the formation and stages of development of youth policy as a part of state policy aimed at supporting young people and realizing their interests. The article describes existing programs and projects designed not only to support young people, but also to help identify, develop and support their political potential and, consequently, the formation of youth political leadership in Russia. The paper presents the results of an expert survey conducted by the authors in 2023, the aim of which was to determine the features of state youth policy as a tool for the formation and identification of the leadership potential of youth, as well as the integration of its representatives into the country’s political elite through the system of recruiting youth political leaders. As a result, the authors came to the conclusion that recently there has been an evolution of state youth policy in the indicated manner. It acts as the primary mechanism of socialization in the field of political leadership, providing opportunities for building a career in various fields of activity, including in the field of public policy and public administration. At the same time, as a result of the study, the authors came to the conclusion about the fragmented nature of its implementation, expressed in the difference between the declared and actual levels, which meanwhile makes it possible to build career trajectories and social elevators for a certain category of young people, forming the first level of the pool for recruiting political leaders.