Leadership Career Research Articles

The Impact of Spirituality and Religious Practice on Senior Living Leader Career Resilience.

Experienced senior living leaders (SLLs) report the impact of spirituality and religious practice on SLL role adaptation and continuation. The sample included 18 SLLs in 18 skilled care settings representing public, non-profit, and for-profit types of incorporation, with oversampling of for-profit facilities. The average years of SLL experience was 24years. In-depth interviews were examined through a thematic analysis approach using Excel software. Seventy-eight percent described how a higher power, religious beliefs, and faith practices were associated with their role. Their narratives revealed three major themes: Frame (calling and pre-dispositional spiritual beliefs and religious practices), Role Performance (how spirituality informed SLL administrative practice), and Benefits (perceived rewards of adherence to spiritual beliefs and practices). Further analysis of the three themes produced codes that added greater specification for each theme. Implications provided for normalizing the spirituality and work-life intersect and infusing ethical integration of spirituality and work-life in SLL educational programs.

Inquiry of the Practice of Leadership in Chengguan: A Study Based on the Ethnographic Research of Z City

Chengguan, the Urban Administrative Law Enforcement Bureau, has been criticized for its dismal public image and poor job performance. Based on an ethnographic case study in Z City, we analyzed the type of leadership that results in passive work performance in Chengguan, and we examined whether any leadership style can be used to improve Chengguan's image and performance. We developed a new leadership ontology of CNP (Cognition–Normalization–Performance) on this foundation, and ethnographic research was conducted in three phases: leader's cognition, followers' normalization, and organization performance. Several implications were drawn. Leader selection should be cautious and can be improved by studying the leader's traits and behavior. This is done by investigating candidates' leadership career paths, trait characteristics, motive profiles, and other qualities. It is useful to change leaders by strengthening followers' unity and cohesion by setting up a labor union, youth federation, women's federation, and other groups. A leader should be selected among individuals who have completed leadership training as opposed to appointing one from outside the organization. On the one hand, the superior should help to improve the leadership environment (context), supervise problems in the organization's operation and performance, and track changes over time. On the other hand, the leader can also provide the followers with a flexible and adaptive place of work.

ANALYSIS OF FACTORS RELATED TO NURSE RETENTION IN SOURCE LIVING HOSPITAL AMBON

Employee retention is the time interval from starting work until the end of the work period in a place. Many factors have an impact on the high level of nurse retention, including competitive salaries, a healthy work environment, productive leadership and clear career management. This study aims to determine how the retention of nurses at Sumber Hidup Hospital – Ambon. The research was conducted at Sumber Hidup Hospital, Ambon. This type of research is a quantitative research with an observational approach using a cross sectional design. Sampling on nurses was carried out randomly. Data collection uses primary data and secondary data. Data were analyzed using statistical analysis through cross tabulation followed by chi-square test, namely univariate and bivariate analysis. The results showed that there was a relationship between career paths (ρ=0.000 < 0.05), nurse salaries (ρ=0.007 < 0, 05), motivation (ρ = 0.007 < 0.05), reward (ρ = 0.000 < 0.05) with nurse retention at Sumber Hidup Hospital in Ambon. Suggestions for the Sumber Hidup Ambon Hospital to be able to carry out evaluations related to the management system that is applied in order to support and provide good motivation for nurses and this supports the retention of nurses in the hospital.

AIMS: Increasing Diversity in Graduate Medical Education Leadership.

Graduate medical education (GME) leadership needs more diverse representation. Specialty medical education associations have a responsibility to support the development of the next generation of underrepresented in medicine (UIM) GME leaders. In our continued commitment to become an anti-racist organization,1 the Association of Pediatric Program Directors (APPD), in collaboration with the APPD UIM in Pediatric GME Learning Community, created the Advancing Inclusiveness in Medical Education Scholars (AIMS) Program in 2019 to address this gap.AIMS is a 12-month program that provides professional development and mentorship to UIM pediatric residents (AIM scholars) with the objective of exposing them to careers in medical education and mentorship earlier in their training with the goal of increasing the diversity of pediatric medical education leadership.Pediatric residents are eligible to apply if they meet the following criteria: postgraduate year (PGY)-2 categorical or PGY-3 in a combined pediatrics program, UIM as defined by the Association of American Medical Colleges, able to attend the national APPD conference, and demonstrating an interest in medical education leadership.The AIMS Program has been developed using the conceptual framework of self-determination theory, which posits that competence, relatedness, and autonomy lead to internal motivation. The program consists of:Scholars participate in a half-day of programming before our national conference that includes: a welcome from APPD Board, an overview of careers in medical education, a meet the educator panel, speed mentoring (topics: mentorship, wellness/minority tax, career branding, medical education scholarship), and 1:1 meetings with their mentors. The scholars then participate in the regular conference educational content to engage with the broader APPD community and end each day debriefing with their cohort and program leadership.Scholars are paired with UIM mentors who have an educational leadership position at a different institution and engage in peer mentoring, faculty mentoring, and inclusion in the UIM in Pediatric GME Learning Community.Scholars have been deliberately provided opportunities and sponsored to participate in various national committees and academic scholarship within the APPD that aligns with their interests (eg, have served on the Confronting Racism Action Team, Workforce Initiative, Curriculum Reform).Our first 2 cohorts consisted of 28 total scholars out of 71 applicants (2020 cohort: 30 applicants, 12 selected; 2021 cohort: 41 applicants, 16 selected). Scholars included 25 (89%) categorical residents, 22 (79%) female, 21 (75%) Black/African American, 8 (29%) Hispanic/Latino, and 8 (29%) first-generation college graduates. For each cohort, we ensured that there was representation across the United States from training programs in all APPD regions.Twenty-four scholars (86%) have completed a voluntary anonymous program survey. For overall quality of the program, on a 5-point scale (poor to excellent), 21 (88%) rated it excellent and 3 (13%) very good. All scholars (100%) either strongly agreed or agreed that the AIMS programming and attending the APPD conference were helpful in: (1) career development, (2) networking, and (3) feeling like they belong in educational leadership. For the future, we plan to continue program evaluation and track longitudinal career outcomes.As we continue to scale the program, the APPD has committed to fund 16 scholars per year for the next 3 years, and we continue to seek additional sustainable funding through key stakeholders. AIMS leadership comes from the established UIM in Pediatric GME Learning Community, which further supports its sustainability. Due to the COVID-19 pandemic, the first 2 cohorts have participated virtually, which has reduced costs and increased accessibility.The AIMS Program represents a feasible and adaptable framework that specialty medical education associations can utilize to build programs that provide career development, mentorship, and a sense of community for UIM trainees interested in careers in medical education leadership.

Gender and early career faculty disparities in hematology and medical oncology board review lectures series.

11060 Background: Studies show that women and early career faculty members have less access to career development opportunities and leadership positions. These disparities slow the process of change and may affect leadership roles, promotions, and career advancements in academic medicine. Here, we provide the first analysis of speakers’ gender and early faculty disparities in hematology and medical oncology board review series. Methods: We performed a cross-sectional analysis of speakers at all major hematology and/or oncology board review series meetings, which were held in the United States between January 2017 and December 2021. Six major board review series were involved: Baylor/M.D. Anderson Cancer Center, the Brigham and Dana-Farber, George Washington School of Medicine and Health Sciences, Memorial Sloan Kettering Cancer Center, Seattle Cancer Care Alliance, and the American Society of Hematology. Details of the lectures were acquired via accessing brochures available on the institutions’ official websites. Data on board certification and maintenance of certificate (MOC) were obtained from the American Board of Internal Medicine (ABIM) website. We extracted the number of publications from the PubMed website (MEDLINE). Results: Our analysis included 1224 board review lectures presented by 386 speakers. Of which, 315 (81.6%) were American Board of Internal Medicine (ABIM) certified, and MOC was active in 56.1% of speakers. Females accounted for 37.7% of all speakers, with a representation of less than 50% in 5 out of 6 board review series. The least proportion of female participation was among lectures discussing malignant hematology topics (24.8%), followed by solid tumors (38.9%), and benign hematology topics (44.1%). Faculty members with more than 15 years of experience since initial certification presented more than half of the lectures. The median time from initial hematology or medical oncology certification to lecture presentation was 12.5 years and 14 years, respectively, which varied significantly among different series (p < 0.001). Speakers’ median number of publications was 84. We also investigated how frequently the same speaker gave lectures. Thirteen male speakers conducted more than or equal to 10 lectures across all board review series, compared to only two female speakers who did the same. An upward trend of improvement in females participation was found at all board review conference meetings across the years. Conclusions: Our data suggest that women and early career faculty members are underrepresented in hematology and oncology board review series. Therefore, efforts should be made to ensure equal participation of them in such important activities needed to advance academic careers.

The Importance of Mentorship in Shaping the Careers of Academic Leaders in Plastic Surgery.

The majority of successful academic physicians cite mentorship as a critical element of their achievements. The goal of this study was to survey established leaders in plastic surgery to identify the importance that mentorship played in their career development, and to identify common themes that enabled them to "pay it forward" in helping to develop the next generation of leaders in plastic surgery. The authors performed a qualitative survey of 14 established leaders in plastic surgery (mentors) in the United States with a strong reputation for mentorship. The authors asked each to identify a key mentor (senior mentor) and mentee, grouping them in triads of a senior mentor, mentor, and mentee. The authors then submitted a similar survey to the mentee. Thirteen mentor-mentee pairs for which both members had responded were included. After reviewing responses to these questions, the authors elicited a number of recurring themes. All respondents emphasized the importance of mentorship to their success in academic plastic surgery. Additional themes included encouraging mentees to find their passion, leading by example, discussing complex cases with residents/students, and using research time as an opportunity. Strong patterns of mentorship are highlighted among the careers of leaders in academic plastic surgery. The authors advocate for formation of mentorship relationships within training programs and more national mentorship programs such as those emerging through the American Society of Plastic Surgeons and the Plastic Surgery Research Council for interested medical students, residents, and junior faculty.

The hard truth about soft skills: Exploring the association between leadership competency and career advancement of allied health professionals

Backgroud: Globally, employee engagement in healthcare organisations is low, with career advancement one of its main determinants. It may be useful for healthcare organisations to determine the factors of career advancement, to guide them to more effectively engage their workforce. Leadership competency is factor that may be crucial in influencing career advancement for healthcare employees. To our knowledge, a comprehensive analysis on its impact on the perception of career advancement within the healthcare setting has not been conducted. Research Design: An ecological, cross-sectional study was conducted, aimed at examining the association between leadership competency of healthcare professionals and perceptions of career advancement. Poisson generalized-estimating-equation models were fitted to estimate the adjusted rate ratios with bootstrap 95% confidence intervals for the associations of the AHEAD items with the number of favourable responses on the career advancement items. In each model, we accounted for clustering by departments and controlled for length of service as a confounder. Results: Statistically significant predictors of perception of career advancement were found, and included skills - Interpersonal Skills (aRR 1.53 CI 1.12–2.96), Motivating (aRR 1.31 CI 1.10–2.16), and Mentoring (aRR 1.30 CI 1.08–1.13); and values - Compassion (aRR 1.37 CI 1.17–3.40), and Collegiality (aRR 1.31 CI 1.00–1.99). Conclusion: Our findings show an association between some components of leadership competency and the perception of career advancement. These results provide initial evidence that apart from hard skills, soft skills may play an equally (or more important) role in influencing the perception of career advancement.

The DeBakey Executive Research Leadership Program Bridges the Depth of Experienced Leaders with the Breadth of Emerging Leaders

Although new investigators leading research operations may be well trained to conduct research, they often have limited practical experience leading research teams. To address this unmet need, the Aggie Research Program (ARP) was developed in 2016 to advance the research careers of graduate students and postdoctoral scholars by connecting them with teams of undergraduates seeking research experiences. The requirements for graduate students and postdoctoral scholars to become “Team Leaders” are simple: they must get permission from their faculty mentors to participate, have an active research project, select and train a team of 3‐8 undergraduates, meet with their team once a week, and submit short weekly progress reports. To earn certification of completion, they must also attend monthly Team Leader meetings where they discuss best practices in leadership and complete a “Best Practices Report” to document their innovations to address challenges. This scalable structure allowed the ARP program to grow exponentially until a critical mass was achieved for Team Leaders to congregate in different affinity groups, which could then be formalized in distinct research leadership programs with different disciplinary or vocational focuses. In 2020, the ARP partnered with the Michael E. DeBakey Institute at Texas A&M University to create the DeBakey Executive Research Leadership program for graduate students, postdoctoral scholars, and junior faculty. This program leverages the combined 50 years of leadership experience of the Director and the Executive Director of the DeBakey Institute to distill a set of “research leadership principles” consistent with successful leadership careers at Texas A&M. These principles are introduced at the beginning of each Team Leader meeting to stimulate discussion of current challenges faced by Team Leaders. By bridging the deep experience of established leaders with the broad experience of a diverse cohort of emerging leaders, the DeBakey Executive Research Leadership Program structures a resilient, mutually supportive community that has grown during a pandemic. In the fall of 2021, it not only provided research leadership training for 47 Team Leaders, but also created research opportunities for 229 undergraduates. This multilevel, experience‐based training program provides a strategy to fill a critical gap in research training that cannot be filled by standard leadership or mentoring workshops which are typically too general, too short in duration, and too removed from the context in which they were originally developed.

Early Career Leadership Advancement: Evidence of incongruity penalties toward young, single women professionals

We advance gender inequality scholarship by drawing attention to a growing but understudied group: young, single women professionals (without children). Our thesis is that for women, singlehood is deemed incongruent with role expectations of leadership—both with masculine expectations of men as “ideal leaders”, but also compared to feminine expectations of women leaders as communal, relational. We predict this incongruity to be most penalizing for analytically-talented, single professional women who are seen as gender incongruent for their masculine skills and for prioritizing their careers. Leveraging a multi-method approach, we present evidence in support of our thesis. In Study 1, a set of experiments, we observe participants evaluate single analytically-talented women as least suitable for a leadership promotion compared to identically-described single men, married men and women. Participant explanations for their negative evaluations support incongruity as the mechanism for the penalty toward single women, whom they describe as “too analytical”, lacking the people management skills needed for leadership. Study 2 adds external validity by examining early career promotions of MBA graduates, where single analytically-talented women prove the least likely to advance post-graduation compared to all other gender, marital status, and talent groupings. The combined studies unveil a novel penalty directed at young, single, analytically-talented women professionals in their early careers for their perceived incongruity with gendered expectations of masculine and feminine leadership.

PENGARUH GAYA KEPEMIMPINAN KHARISMATIK DAN PENGEMBANGAN KARIR TERHADAP PRODUKTIVITAS KARYAWAN PADA CV. GALAXI MITRA UTAMA BANDAR LAMPUNG

The purpose of this study was to examine the effect of Leadership Style and Career Development on Employee Productivity. The use of these variables is based on the results of previous studies, namely: Balerang, Nainggolan, S.E., M.Sc (2017), Suyitno, Utomo (2017), Rachmatullah, M. R. (2017) and Saklit, I. W. (2017). This research was conducted at CV. Galaxi Mitra Utama Bandar Lampung, respondents used as many as 32 employees, The results showed the influence of leadership style and career development and significant impact on employee productivity. The influence of leadership style on employee productivity is significant and positive, the effect of career development on employee productivity is significant and positive.

Redesigning Gen Y and Z Career Growth through Developmental Cycles

Meaningful growth opportunities are key drivers of engagement, especially in the early career. Research shows that it is essential to support career transitions for early career employees. While formal leadership development programs focus on providing opportunities to nominated employees, there is a need to systematically apply the elements of these programs to the broader employee population. We identify common principles of successful early career leadership development programs and use them to create a career growth framework as a series of experiences rather than a series of roles. We have developed specific recommendations to fuel growth cycles, exploration, establishment and maintenance within and across functions at the early career (0–6 years).

“No Worries, there is No Error-Free Leadership!”: Error Strain, Worries about Leadership, and Leadership Career Intentions among Non-Leaders

The growing body of research suggests that leadership is not among the most attractive career goals, especially for the younger work force. However, the need for leadership has not diminished. To shed light on the “problem of supply”, this study addresses the question of why high-potential individuals (i.e., non-leaders) do not pursue leadership positions by focusing on worries about leadership (WAL) and error-related strain. We had two aims: (1) to identify different profiles of WAL among highly educated professionals, and (2) to explore whether their error strain and leadership career intentions differ among the identified WAL profiles. Data were gathered from 955 highly educated Finnish employees representing different sectors. WAL was measured by a three-dimensional scale consisting of worries about failure, work-life imbalance, and harming others. Based on the Latent Profile Analysis, six WAL profiles emerged: (1) <em>Average-WAL</em> (37% of respondents), (2) <em>Low-WAL</em> (34%), (3) <em>High-WAL</em> (6%), (4) <em>Failure-sensitive</em> (9%), (5) <em>Imbalance-sensitive</em> (4%) and (6) <em>Harm-sensitive</em> (11%). Professionals in the <em>Low-WAL</em> profile reported the lowest error strain, whereas employees in the profiles of <em>High-WAL</em> and <em>Failure-sensitive</em> reported the highest error strain. Employees in the <em>Low-WAL</em> profile were more willing to pursue a leadership career in an unfamiliar organization compared to employees in other profiles. In addition, employees within the <em>Low-WAL</em> profile were more willing to pursue a leadership career in an unfamiliar organization compared to their home organization. Implications of our findings and future directions are discussed.

PENGARUH GAYA KEPEMIMPINAN, PENGEMBANGAN KARIR DAN KEPUASAN KERJA TERHADAP KINERJA KARYAWAN PADA PT.PERKASA INTERNUSA MANDIRI MEDAN

This study aims to determine the effect of leadership style, career development and job satisfaction on employee performance at PT. Perkasa Internusa Mandiri Medan. Data was collected by distributing questionnaires to 67 respondents. From the results of the study obtained multiple regression equations as follows: Y = 2,919+ 0,322X1 + 0,396X2+ 0,445X3 + . All regression coefficients are positive, meaning that all independent variables, namely leadership style, career development and job satisfaction, have a positive effect on the dependent variable, namely employee performance. Of the three independent variables, job satisfaction has a greater influence on employee performance because it has the largest regression coefficient of 0.445. Based on partial hypothesis testing, leadership style, career development and job satisfaction have a significant effect on employee performance where the significance value of each variable is smaller than alpha (0.05). Based on simultaneous hypothesis testing, the three independent variables, namely leadership style, career development and job satisfaction have a significant effect on the dependent variable, namely employee performance. This can be seen from the significance value of 0.000 &lt; alpha (0.05). The coefficient of determination (R Square) of 0.766 means that employee performance can be explained by leadership style, career development and job satisfaction of 76.6% while the remaining 23.4% is explained by other variables not explained in this study such as motivation, communication and competence.&#x0D; From the results of research and discussion, PT. Perkasa Internusa Mandiri Medan should develop and maintain indicators of leadership style, career development and job satisfaction on employee performance at PT. Perkasa Internusa Mandiri Medan.&#x0D;

Erik Martin, DNP, RN, CENP

Erik Martin, DNP, RN, CENP

Strengthening research capacity through an intensive training program for biomedical investigators from low- and middle-income countries: the Vanderbilt Institute for Research Development and Ethics (VIRDE)

BackgroundCapacity strengthening initiatives aimed at increasing research knowledge and skills of investigators in low- and middle-income countries (LMICs) have been implemented over the last several decades. With increased capacity, local investigators will have greater leadership in defining research priorities and impact policy change to help improve health outcomes. Evaluations of models of capacity strengthening programs are often limited to short-term impact. Noting the limitations of traditional output-based evaluations, we utilized a broader framework to evaluate the long-term impact of the Vanderbilt Institute in Research Development and Ethics (VIRDE), a decade-old intensive grant development practicum specifically tailored for investigators from LMICs.MethodsTo assess the impact of VIRDE on the research careers of alumni over the past 10 years, we surveyed alumni on research engagement, grant productivity, career trajectory, and knowledge gained in grant writing. Descriptive statistics, including means and total counts, and paired sample t-tests were used to analyze the data.ResultsForty-six of 58 alumni completed the survey. All respondents returned to their home countries and are currently engaged in research. Post-VIRDE grant writing knowledge ratings were significantly greater than pre-VIRDE. The number of respondents submitting grants post-VIRDE was 2.6 times higher than before the program. Eighty-three percent of respondents submitted a total of 147 grants post-VIRDE, of which 45.6% were awarded. Respondents acknowledged VIRDE’s positive impact on career growth and leadership, with 88% advancing in career stage.ConclusionsGains in grant writing knowledge and grant productivity suggest that VIRDE scholars built skills and confidence in grant writing during the program. A substantial proportion of respondents have advanced in their careers and continue to work in academia in their country of origin. Results show a sustained impact on the research careers of VIRDE alumni. The broader framework for research capacity strengthening resulted in an expansive assessment of the VIRDE program and alumni, illuminating successful program elements and implications that can inform similar capacity strengthening programs.

The impact of teaching from home during the covid-19 pandemic on the student evaluations of female academics

Student Evaluation of Teaching (SET) results play an important role in academic staff performance evaluation, but also in promotion processes. However, there is much evidence to suggest that the SET used in most universities across the Anglosphere has traditionally penalised female academics. As universities manage the recovery phase of the COVID-19 pandemic, they will also need to take into account the effect of remote teaching on the validity of student evaluation data. Given SET are critical to promotion success, it is important to then understand the gendered effect of remote teaching on student evaluations. We aimed to evaluate how intrusions of family life, academics’ home environment and competence with remote teaching technology of female academics were viewed by students and if there were noticeable differences in SET data. We analysed 22,485 SET data over 2019 (pre-COVID, face-to-face teaching) and 2020 (COVID-lockdowns, remote teaching) for female and male academics, matched with student gender, in the multidisciplinary First Year College at Victoria University, Melbourne Australia. Our results showed that there were no differences in the score ratings for teacher gender. However, the qualitative data showed that whilst overall there were overwhelmingly positive comments for both male and female teachers, there was an increase in the negative comments on teaching style by male students toward their female teachers during remote teaching and overall more comments relating to attitude. We speculate that this would have a negative impact on the confidence of teaching-intensive female academics hindering their leadership aspirations and career progression in academia.

Investment into Industrial Internships for Chemists program accepting applications

The ACS Division of Business Development and Management (BMGT) is accepting applications for the Investment into Industrial Internships for Chemists (I4C) program, which provides mentorship and funding to early-career chemists from underrepresented communities who are interested in pursuing careers in industry leadership and management. I4C is not an internship; the program defrays the supplemental costs associated with having an internship that make it challenging for students with limited income and funds to participate. The deadline is Feb. 1. Visit bmgt.org/mentoring-program for more information. Please send announcements of awards to acsnews.cen@acs.org

Leading through the first wave of COVID: a Canadian action research study

PurposeThis first phase of a three-phase action research project aims to define leadership practices that should be used during and after the pandemic to re-imagine and rebuild the health and social care system. Specifically, the objectives were to determine what effective leadership practices Canadian health leaders have used through the first wave of the COVID-19 pandemic, to explore how these differ from pre-crisis practices; and to identify what leadership practices might be leveraged to create the desired health and care systems of the future.Design/methodology/approachThe authors used an action research methodology. In the first phase, reported here, the authors conducted one-on-one, virtual interviews with 18 health leaders from across Canada and across leadership roles. Data were analyzed using grounded theory methodology.FindingsFive key practices emerged from the data, within the core dimension of disrupting entrenched structures and leadership practices. These were, namely, responding to more complex emotions in self and others. Future practice identified to create more psychologically supportive workplaces. Agile and adaptive leadership. Future practice should allow leaders to move systemic change forward more quickly. Integrating diverse perspectives, within and across organizations, leveling hierarchies through bringing together a variety of perspectives in the decision-making process and engaging people more broadly in the co-creation of strategies. Applying existing leadership capabilities and experience. Future practice should develop and expand mentorship to support early career leadership. Communication was increased to build credibility and trust in response to changing and often contradictory emerging evidence and messaging. Future practice should increase communication.Research limitations/implicationsThe project was limited to health leaders in Canada and did not represent all provinces/territories. Participants were recruited through the leadership networks, while diverse, were not demographically representative. All interviews were conducted in English; in the second phase of the study, the authors will recruit a larger and more diverse sample and conduct interviews in both English and French. As the interviews took place during the early stages of the pandemic, it may be that health leaders’ views of what may be required to re-define future health systems may change as the crisis shifts over time.Practical implicationsThe sponsoring organization of this research – the Canadian Health Leadership Network and each of its individual member partners – will mobilize knowledge from this research, and subsequent phases, to inform processes for leadership development and, succession planning across, the Canadian health system, particularly those attributes unique to a context of crisis management but also necessary in post-crisis recovery.Social implicationsThis research has shown that there is an immediate need to develop innovative and influential leadership action – commensurate with its findings – to supporting the evolution of the Canadian health system, the emotional well-being of the health-care workforce, the mental health of the population and challenges inherent in structural inequities across health and health care that discriminate against certain populations.Originality/valueAn interdisciplinary group of health researchers and decision-makers from across Canada who came together rapidly to examine leadership practices during COVID-19’s first wave using action research study design.

CAMEROON PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS Supporting leadership, management and administration development

Purpose: Effective leadership is about executing the organisation's vision (or redefining and improving it, in some cases), setting direction and the culture for that particular organization, developing people, engaging communities, and creating conditions for successful teaching and learning. But what does that leadership management and administration look like? The recently updated Cameroon Professional Standards for Educational Leaders (CPSEL) identify what an educational leader must develop the ability to Influence Others, Transparent to an Extent., Encourage Risk-Taking and Innovation, Value Ethics and Integrity, Balance Hard Truths with Optimism and do their job effectively in order to demonstrate and sustain effective leadership in today global society.&#x0D; Methodology: There are a number of essential understandings about the Standards that merit attention, since the Standards are based only on literature review and policy analysis evidence. The reality is that the Standards were never designed to be constructed using only literature and policy analysis findings. To be sure, a large portion of the Standards rest on the best available documental analysis of literature and policy documents governing educational leadership and administration. At the same time, the creation of the Standards was predicated on the conclusion that other empirical materials need to be employed in the building process of educational leadership; management and administration standards supporting educational leader’s development in Cameroon.&#x0D; Findings: The CPSEL maintain the same basic footprint of the original standards, emphasizing: Development and Implementation of a Shared Vision and core values of sustainable leadership, Mission, vision and core values of sustainable leadership, Good Governance, Ethics and Professional knowledge and interpersonal skills, Equity and Cultural Responsiveness, Curriculum, Instruction and Assessment, Community Engagement, Recruitment and Selection, School Leaders, Teachers, Students and Community Development, Professional Learning Community for School Leaders and Teachers, Financial Management, Succession Planning, School Improvement for the Future. Elements and indicator examples for each of these standards are included to further define leadership.&#x0D; Unique contribution to theory, practice and policy (recommendation): The paper concludes with elements of all of the leadership standards are organised into inter-related categories with Professional Values and Personal Commitment at the heart of development. These standards emphasize equity, diversity, access, equal opportunity, and empowerment for students, educators, and all members of the educational community as they work together to ensure that all educational practitioners are ready for educational leadership career. CPSEL framework serves as a foundation for educational leader’s preparation, induction, professional learning, and evaluation.

Music and Cybernetics in Historical Perspective

Introduction| December 01 2021 Music and Cybernetics in Historical Perspective: (Introduction to the special issue edited by Christopher Haworth and Eric Drott) Christopher Haworth Christopher Haworth Christopher Haworth is senior lecturer in music at the University of Birmingham. He researches contemporary and historical electronic musics as they are practiced, theorized, taught, and experienced, using a range of historical, ethnographic, interpretive, and data-driven methods. Christopher is PI on the AHRC Early Career Leadership Fellowship Music and the Internet: Towards a Digital Sociology of Music, and he is currently working on a monograph and edited collection stemming from the project. Although primarily a musicologist these days, he also composes and performs electronic music when he gets the opportunity. Search for other works by this author on: This Site PubMed Google Scholar Resonance (2021) 2 (4): 461–474. https://doi.org/10.1525/res.2021.2.4.461 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Christopher Haworth; Music and Cybernetics in Historical Perspective: (Introduction to the special issue edited by Christopher Haworth and Eric Drott). Resonance 1 December 2021; 2 (4): 461–474. doi: https://doi.org/10.1525/res.2021.2.4.461 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentResonance Search There is nothing especially surprising or controversial in observing the significant influence that cybernetics exerted on music, especially in its heyday during the 1940s, ’50s, and ’60s. Indeed, it is hard to see how things might have been otherwise. Cybernetics was distinct from traditional sciences in aspiring to create a universal interdiscipline that patched together the probabilistic worldview of information theory and the flattened abstractions of systems theory.1 Its founding Macy conferences of 1946–53 assembled a cross-disciplinary network of intellectuals, the majority of whom worked in what would now be termed STEM disciplines, but some (and some of the most influential) were drawn from social science, linguistics, literary theory, and management theory.2 Many of the scientists were returning to universities having undertaken war research, and the specter of totalitarianism shaped the overarching ethos of collaboration and cooperation that both the conferences and cybernetics itself would embody.3 Some... You do not currently have access to this content.