Implications For Leaders Research Articles

How to Promote Effectiveness of Dual Leadership: Perspectives from Power Distribution

In a dual leadership condition, two leaders share formal power in team decision-making. How to distribute the power between dual leaders in the decision-making process determines team effectiveness. Our research proposes a new perspective to solve the tension between the unity of command and the shared command in a dual leadership condition. We advance and distinguish between decision-participation power and decision-making power. Furthermore, we posit that the decision-participation power gap has a negative effect on team performance through decision-making comprehensiveness whereas the decision-making power gap has a positive effect on team performance through the decision-making speed. A multi-time and multi-source data of 127 dual leader pairs provide support for our hypotheses. Our research discusses the theoretical and practical implications for dual leadership and power distribution.

Technical skills in the operating room: Implications for perioperative leadership and patient outcomes.

Today's effective leaders create opportunities for their teams to develop both technical and non-technical skills. In the perioperative arena, the focus until now mainly has been on improving non-technical skills, with only few studies analyzing the relationship between technical skills and patient outcomes. Technical competence requires assessment of one's own strengths and weaknesses, inclusion of deliberate goal-oriented practice, objective structured feedback assessment, and a focus on best practice and improved patient outcomes. In this article, we address the prerequisites, assessment, and implications of technical skills for perioperative leadership, and provide key metrics impacting patient outcomes and leadership development.

Regenerative tourism: the challenge of transformational leadership

PurposeThe aims of this paper are to share how one cohort of tourism practitioners viewed the transformative change needed within the tourism industry and to explore the implications for leadership in the future.Design/methodology/approachThe research design is based on a virtual whiteboard brainstorming activity incorporating both the individual and collective thinking of 20 participants in a global cohort class. Using conversational techniques to elicit cognitive knowledge and felt experience, the methodology generates shared understandings about the opportunities and challenges of implementing regenerative tourism.FindingsThe conversations reported in the findings of this paper provide important insights into the challenges and opportunities faced by tourism professionals as enablers of regenerative tourism. Findings included, first, that participants within the course demonstrated characteristics of transformational leadership including a strong moral positioning, embodied self-awareness, collaboration and collective action. Second, specific points of inertia that impede regenerative tourism are identified including embedded culture, power and organisational structures. Third, professionals are calling for practical tools, new frames of reference, and examples to help communicate regenerative tourism.Research limitations/implicationsThis is a viewpoint, not a research paper. Nonetheless, it provides a rich vein of future research in terms of disruptive pedagogy, potentially gendered interest in regenerative tourism, issues of transforming the next generation and power.Practical implicationsGovernance, organisational, destination management strategies, planning and policy frameworks, individual issues as well as contradictions within the tourism system were revealed. Transformative change in an uncertain future requires transformational leadership, characterised by moral character and behaviours that trigger empowered responses.Originality/valueThis paper shares insights from a unique global cohort class of tourism professionals wherein the challenges and opportunities for regenerative tourism are identified. The methodology is unusual in that it incorporates both individual and collective thinking through which shared understandings emerge.

Not "My" crisis: Social identity and followers' crisis responses to COVID-19.

Operationalizing social group identification as political partisanship, we examine followers’ (i.e., US residents’) affective experiences and behavioral responses during the initial COVID‐19 outbreak in the United States (March to May 2020). In Study 1, we conducted content analyses on major news outlets’ coverage of COVID‐19 (N = 4319) to examine media polarization and how it plays a role in shaping followers’ perceptions of the pandemic and leadership. News outlets trusted by Republicans portrayed US President Donald Trump as more effective, conveyed a stronger sense of certainty with less negative affective tone, and had a lower emphasis on COVID‐19 prevention compared to outlets trusted by Democrats. We then conducted a field survey study (Study 2; N = 214) and found that Republicans perceived Trump as more effective, experienced higher positive affect, and engaged in less COVID‐19 preventive behavior compared to Democrats. Using a longitudinal survey design in Study 3 (N = 251), we examined how emotional responses evolved in parallel with the pandemic and found further support for Study 2 findings. Collectively, our findings provide insight into the process of leadership from a social identity perspective during times of crisis, illustrating how social identity can inhibit mobilization of united efforts. The findings have implications for leadership of subgroup divides in different organizational and crisis contexts.

A cogwheel model of dynamic capabilities: Evidence from an Australian university

AbstractThe Australian tertiary education sector has been experiencing transformational change for many years driven by shifts in public policy and funding, emergent competition on an increasingly international scale, a seemingly never‐ending number of universities restructures, and the sudden rise of online teaching forced upon by the global COVID‐19 pandemic. This high level of environmental uncertainty suggests that if universities want to remain competitive, they might need to reconsider their strategies through adopting a dynamic capabilities (DCs) approach, such as outlined in this paper. This research is built on Teece et al.’s DCs model to examine an Australian university between 2012 and 2021. This research adds to our understanding of DCs by developing a metaphorical Cogwheel Model of Dynamic Capabilities that captures DCs’ complex and dynamic process. This model has implications for leadership and managerial practices, especially when organisations seek to navigate a strategic pathway into the future.

Illustrating Business Relevance of Systems Engineering via Storytelling

AbstractMany software‐centric organizations do not embrace Systems Engineering, whether lacking awareness or perceiving it too onerous for value delivered. While some embrace Digital Engineering, Design, and Innovation to advance their market position, some continue to experience sub‐optimal results and downstream consequences.These realities show Systems Engineering becoming inconsequential in today's business settings, to the detriment of success and customer value. Effective storytelling, showcasing situational implementation of the right elements of Systems Engineering, can address this.Stories engage, inspire, and create connection. When layered with multiple dimensions and meaning, they become timeless.This paper describes four vignettes about enhancing success in software‐intensive enterprises by leveraging Systems Engineering in context, flexibly and fit for use, and compatibly with other disciplines. The vignettes illustrate how Systems Engineering strengthens performance and positions for flexibility, adaptability, and resilience in a fast‐changing, complex world.The paper concludes with implications for Systems Engineering outreach, leadership, and influence.

State of Educational Rights of Inmate Dependent Children: A Case Study of Prisons in Khyber Pakhtunkhwa, Pakistan

Children, who are retained by imprisoned women (mothers), face several issues, including deprivation of their right to education. Imprisonment of women with dependent children often results in the impingement of child rights, including their right to education under Article 25(A) of the Constitution of the Islamic Republic of Pakistan, 1973. The retention of children above the age of six by imprisoned women under Pakistan Prison Rules 1978 is a violation of Article 25(A) of the constitution. The current paper analyzes the educational facilities available to the dependent children of female prisoners with reference to international standards and statutory laws. The paper adopts qualitative research design and interviews-based data obtained from women prisoners and jail authorities has been used. The study concludes that there is lack of proper mechanisms and facilities for safeguarding the educational rights of dependent children in prisons. The study has substantial implications for political, educational and administrative leadership in the Pakistani context and for leadership with similar contexts elsewhere.

Measuring College Student Attitudes Toward COVID-19 Vaccinations

This survey explores attitudes of 1,197 currently enrolled college students regarding their comfort taking a COVID-19 vaccine. Results suggest most college students are willing to take a COVID-19 vaccine if their institution requires it to return to campus in subsequent semesters. However, certain students of Color, students with disabilities, and adult students may be hesitant to take a COVID-19 vaccine if it were required before or during an on-campus semester. Finally, many college students do not understand that COVID-19 vaccines will be free, possibly affecting these students’ vaccine hesitancy and willingness to vaccinate, along with their perceptions of safely and affordably returning to campus. Implications for postsecondary policy and leadership are addressed.

Online but Not Alone: Teachers’ Perceptions of Effective Online School Leadership (OSL)

Online school leadership (OSL) is of particular interest given the growing number of online education opportunities. As school districts develop more online and blended learning programs, particularly for secondary grade students, the need to examine leadership in these programs is paramount. The literature suggests that most studies focus on effective leadership in bricks and mortar schools, while limited research focuses on leadership in online programs. In this study, we aimed to explore teachers’ perceptions of leadership in online secondary schools in two districts. Our questions focused on secondary teachers’ experiences with leaders in their online schools and how these experiences contribute to perceptions of what makes for effective leadership practices. Using phenomenology, we interviewed six teachers, analyzed for themes and categorized these into a sense of community, organizational learning and empowerment to represent teachers' perceptions of OSL. Based on these results, we suggest that OSL consists of both foundational and contextualized practices, and that both are necessary for effective OSL. This research has implications for educational leadership broadly, but specifically for leadership in online education.
 

Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian regional university

Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data was collected from nine ECRs using online focus groups and analysed using a hybrid thematic approach. Key findings indicate that ECRs transition into the Academy post-doctorate with varying experiences of identity liminality that impact their capacity to manage research expectations. ECRs experiencing shorter periods of liminality are best positioned to manage the intensified expectations of academic life while ECRs experiencing persistent liminality and identity ‘struggle’ are more likely to perceive a diminished sense of achievement and support. These findings have significant implications for university leadership and research supervisors, in Australia and globally, regarding the ways they support ECRs to productively navigate the hyper-invigilated audit cultures of what we have termed the neo-academy.

K-12 School Leaders’ Application of Professional Learning Communities (PLCs) During a Pandemic

Using reflective practice inquiry (Schön, 1983), this article highlights the role of K-12 school leadership approaches in facilitating Professional Learning Communities (PLCs) (Dufour & Dufour, 2012; Dufour & Eaker, 1998; Dufour et al., 2008) during the COVID-19 pandemic. In a constantly changing and uncertain world, school leadership is acknowledged as being more complex and multi-faceted while also becoming more intensified, demanding, and diverse than ever before (Canadian Association of Principals (CAP), 2014; Pollock & Schleicher, 2015; Wang & Hauseman, 2015;). Leadership continues to evolve and become more multi-layered during a pandemic, requiring both face-to-face and remote learning options. Therefore, a leader’s responsive approach may differ based on the situational context. Educational research in instructional leadership (Hallinger, 2003, 2005; Robinson, 2011), shared leadership (Dewitt, 2017; Leithwood, 2012), and adaptive leadership (Bagwell, 2020; Dunn, 2020; Heifetz et al., 2009) have shown these to be effective leadership approaches. A PLC is an organizational path for leadership to facilitate the building of relational trust, and especially during complex, uncertain times, such as during a pandemic. To be an effective leader, trust becomes an essential factor within schools (Bryk & Schneider, 2002; Fink, 2015). Strengthening relational trust between teachers and the principal fosters conditions for members of a school community working together as well as social and academic progress for student learning (Bryk & Schneider, 2002; Tschannen-Moran & Hoy, 1998). The leadership implications for K-12 principals require adaptability and resilience to the ever-changing context while always maintaining ethical and moral standards. This article highlights the critical role in developing PLC collaborative opportunities to establish teacher connections based on relational trust to support student learning.

Teachers’ Views About the Intricacies of Learner-On-Teacher Violence and the Implications for School Leadership

Despite a global concern and interest in researching school violence, little is known about the nature of violence perpetrated by learners against the teachers. The in loco-parentis status of teachers position them in a situation where they are expected to address various challenges that learners encounter. These challenges include, inter alia, school violence. However, teachers are sometimes victims of violence that they experience from their own learners. Thus, school violence is a complicated phenomenon. This paper is intended to add to the debates about school violence with a focus on physical violence and threats of violence perpetrated by learners against teachers and the leadership implications thereof. The paper uses eco-systemic theory to interpret and explain the said violence. I used semi-structured interviews to generate data from 12 teachers and 2 principals. The participants were purposely selected from two South African high schools. The findings revealed that learner-on-teacher violence in general and physical as well as threats of violence in particular are complicated in that they occur within the parameters of interconnected systems and subsystems. The paper argue that it is imperative for principals and other teachers to provide a vision and direction for non-violent relationships between learners and teachers.

A Structural Model to Explain Influences of Organisational Communication on the Organisational Commitment of Primary School Staff

Organisational commitment is a job attitude frequently linked to employee morale, motivation and behaviour. High organisational commitment has been associated with increased effort and productivity, while low commitment has been associated with low productivity, absenteeism and turnover. There is evidence to suggest aspects of organisational communication are important in this regard. This article reports the results of a study that investigated the relationships between a comprehensive set of aspects of organisational communication and general organisational commitment, while also identifying those that had the most important effects on organisational commitment. Participants were 1575 staff members from government and non-government primary schools across all states and territories of Australia. Data were gathered using a survey comprising the Organisational Communication in Primary Schools Questionnaire and a five-item general organisational commitment scale. Exploratory and confirmatory factor analyses were used to identify and validate constructs for measurement. Structural equation modelling was used to identify important relationships. Of the ten aspects of organisational communication identified, five had significant effects on general organisational commitment. The most important of these concerned openness between principals and staff, supportive communication among colleagues (positive effects) and communication overload (negative effects). Implications for school leadership and school culture are discussed along with directions for further research.

Leading through a pandemic.

sion="1.0" encoding="UTF-8"?> AH Australian Health Review Aust. Health Rev. 0156-5788 1449-8944 CSIRO Publishing 36 Gardiner Road Clayton 3168 Melbourne Victoria Australia AH22124 10.1071/AH22124 Policy Reflections Leading through a pandemic S. Matthews Matthews Sue Doctor of Public Health, Chief Executive A * Administration, The Royal Women's Hospital, Locked Bag 300, Cnr Grattan Street and Flemington Road, Parkville, Vic. 3052, Australia. * Correspondence to: Sue Matthews Administration, The Royal Women's Hospital, Locked Bag 300, Cnr Grattan Street and Flemington Road, Parkville, Vic. 3052, Australia Email: sue.matthews@thewomens.org.au 2 June 2022 46 3 255 255 17 May 2022 Received 17 May 2022 17 May 2022 Accepted 17 May 2022 Published © 2022 The Author(s) (or their employer(s)). Published by CSIRO Publishing on behalf of AHHA. 2022 The Authors Leading in a crisis has been studied and written about in the past. But, leading in a crisis the scale and length of the pandemic has very few publications. Implications for leaders are to lead with confidence and transparency.

Attachments, trauma, and COVID-19: Implications for leaders, groups, and social justice.

Attachments, trauma, and COVID-19: Implications for leaders, groups, and social justice.

Vanderbilt verdict: Implications for leaders.

Vanderbilt verdict: Implications for leaders.

Differences in Trans Employees’ and Students’ School Experiences

Little is known about the professional experiences of trans school workers. This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfied with their role, they experience high levels of discrimination and harassment, and there is a lack of administrative guidance for trans staff compared to trans students. The brief concludes with a discussion of the implications for school leadership and policy.

Reaching agreement on contribution behavior in different cultures-a public goods game with representatives in Japan and Germany

We discuss the results of an experimental public good game with group representatives in Germany and Japan, societies with varying levels of individualism. Representatives are permitted to communicate with their constituencies, but not with other representatives. We focus on accountability between representative and his constituency and on the risk taken in the interaction between representatives. We find that in Germany, subjects more readily trust a stranger's cooperativeness, groups reach agreement faster and are quicker to discuss and formulate a strategy in pre-play communication vis-a-vis Japanese subjects, where group formation takes longer. Further, we find a stronger end effect in Germany than in Japan, where the period of play explains much less variance in contribution behavior.Our study contributes to our understanding of intercultural differences in group formation and behavior when small group representatives invest in the public good, with implications for cross-cultural management, negotiation and leadership. Our evidence on between-country differences seems to empirically validate Yuki's (2003) framework for group behavior. We hope that our findings will stimulate further enquiry into human group behavior from a cross-cultural perspective.

The role of leadership capabilities in Smart Specialisation Strategies: comparative case studies in two Latin American regions

ABSTRACT This paper empirically investigates the leadership implications of adopting the European Smart Specialisation Strategies (S3) in a non-European context. A multiple case study compares the Latin American regions of Medellín, Colombia, and San Luis Potosí, Mexico. A variety of data collection procedures are used, including in-depth interviews with 33 relevant actors from the triple helix that participated in the S3 design. The paper contributes to the literature by identifying the leadership capabilities that lead to effective S3 in intermediate metropolitan regions, as well as the factors that foster and hinder those leadership capabilities. This paper argues that the leadership roles for S3 include a systemic perspective among a wide range of stakeholders, but also an evolutionary perspective to manage novelty and break path dependencies. Second, it argues that the degree of centralization and institutional context affect regional leadership. Finally, four leadership capabilities are suggested based on both systemic and evolutionary perspectives.

Attorney Representation in Student Conduct Matters in Colleges: Arguments for Change and Implications for Leadership

Historically, attorney representation in higher education student conduct hearings have not been prevalent. Given the greater implications of disciplinary hearings on students in contemporary society, many have argued for attorney representation to be the norm. As a result, legislatures have passed laws requiring public institutions to permit attorney representation. However, colleges and universities assert that the disciplinary process is educational and collaborative and attorney representation would create an adversarial system. This article examines the required due process afforded by the U.S. Constitution, the arguments for both change to have attorney representation and to preserve the educational system, and implications for higher education leadership and attorneys, alike.