Leadership Aspirations Research Articles

Leveraging international education to advance women’s leadership: reflections of Indonesian alumnae of their Australian education experiences

ABSTRACT The link between international education and the extent to which it enhances women’s leadership aspirations calls for a more situated and nuanced approach to internationalisation theory and practice. Although international education is a significant capacity-building investment and is typically assumed to advance individual and collective leadership, there is scant attention to modalities of leadership aspirations and experiences of women post-international study. The paper draws on our research exploring post-study experiences of a cohort of Indonesian women to highlight the complexities and challenges of navigating leadership post-study in Australia. The study design incorporated a mixed-method approach of individual semi-structured interviews, focused group discussions and an online survey of a diverse cohort of alumnae. The findings show that international education has the potential for advancing women’s leadership aspirations where culture and individual women’s characteristics and circumstances are considered. Indeed, alumnae report that consolidating and advancing leadership calls for successfully navigating between societal norms, family pressures and institutional contexts whilst also tapping into their international education experience.

Dispelling the Myth of the “Queen Bee Syndrome”: Assessing Women’s Professional Relationships with Women in Christian Higher Education

Over the past five decades, a gender stereotype known as “Queen Bee Syndrome” has persisted, portraying some women who have risen to leadership roles in male-normed organizations as being self-preservationist and individualistic, even to the extent of intentionally undermining the professional advancement of other women. Use of this term can be traced to the competitive dynamics among female bees in a colony, with only one emerging and dominating as the “queen.” Yet the researchers who coined this concept in the 1970s later expressed concern that their findings had been misunderstood; Queen Bee behaviors on the part of top-level women are an anomaly rather than the norm. In fact, women’s working relationships with women have received only limited research attention, with the literature reflecting a spectrum of perceptions and experiences. This study examined the reported prevalence of both Queen Bee behaviors and supportive, generative relationships that enhance the prospects for women’s career advancement. Whereas previous studies focused primarily on the corporate context, this study focused on the context of Christian higher education. A hermeneutic phenomenological approach was used to examine the relational experiences and expectations between and among 24 women participants (12 cabinet-level and 12 emerging leaders), drawing on data from two rounds of interviews. Overall, this study found patterns of strong and beneficial professional relationships among women, including support for one another’s leadership aspirations and career advancement. Key findings are summarized in three major themes regarding the experiences and expectations of women within each group and in relation to the other: (a) the centrality of women’s relationships with women; (b) women’s relational experiences versus expectations; and (c) divergent understandings of the Queen Bee Syndrome. Recommendations for relevant programming and policies that can support the advancement of women at all organizational levels, along with suggestions for future related research, are provided.

Evolution of the “digital sovereignty” concept in the EU: constants and dichotomies

The EU has recently actively discussed the concept of ‘digital (technological) sovereignty’. The goal of this article is to identify key trends in the EU’s discourse on digital sovereignty and to determine how the EU has evolved as an actor. Theoretically the article is based on critical geopolitics. A discourse analysis of the EU’s documents and speeches of its representatives was made. The analysis has demonstrated three constants which include the emphasis on values, development of the internal market and leadership aspirations. The study also identified five dichotomies: naivety - geopolitics, interdependence - dependence, openness - closeness / protectionism, market / competition - state intervention, sovereignty through rules - sovereignty through material production. It has been revealed how the EU tries to reconcile its classical power instruments (emphasis on interdependence, cooperation, universal promotion of values and norms) and greater autonomy, demanded by its perception of today’s world. Although the texts remain ambiguous, the Westphalian sovereignty dominates. It means the EU’s refusal to promote the universal values and norms, harsher order-drawing, further consolidation of its internal space, narrowing of cooperation to like-minded countries. The EU thus departs from the classical elements of its power and influence in the world. This trend is very strong in the digital sphere but is not limited to the latter.

My History or Our History? Historical Revisionism and Entitlement to Lead

Ongoing, spirited debates from around the globe over statues, street names, symbols, and textbooks call for a greater understanding of the political effects of different historical representations. In this paper, we theorize that inclusive (exclusive) historical representations can increase (decrease) marginalized group members’ perceived centrality to the nation, entitlement to speak on its behalf, and likelihood of becoming leaders. In an online experiment in India ( $ N=1,592 $ ), we randomly assign participants exercises sourced from official state textbooks containing either an exclusive, inclusive, or a neutral representation of history. We subsequently assess the supply of and demand for Muslim leadership using both an original, incentivized game and additional survey and behavioral measures. We find that inclusive historical narratives increase Muslim participants’ perceived centrality and entitlement, desire to lead, and demand for real-world Muslim leaders. Battles over history can carry consequences for the leadership ambitions of marginalized individuals, for themselves and their communities.

Gender Differences in Children’s Reasoning About and Motivation to Pursue Leadership Roles

Investigating how children think about leadership may inform theories of the gender gaps in leadership among adults. In three studies (N = 492 U.S. children ages 5–10 years), we investigated (1) whether children expect those who claim leadership roles within a peer group to elicit social support and cooperation from the group, (2) children’s own interest and self-efficacy in such roles, and (3) the influence of contextual cues (e.g., how leader roles are described) on children’s reasoning about and interest in leadership. We also explored differences based on children’s race/ethnicity. In Study 1, girls expected lower social support for child leaders than boys did. However, in Study 2, we found no evidence that girls are less interested in leadership. In addition, interest in leadership increased with age among White girls but decreased among White boys and girls and boys of color. In Study 3, we tested whether interest in a leader role is boosted (particularly among girls) by describing the role as helpful for the group and by providing gender-balanced peer role models. Regardless of gender, children in the helpful or “communal” (vs. “agentic”) leader condition were more interested in the leader role, anticipated stronger social support and cooperation from others, and reported higher self-efficacy as leaders. The gender composition of role models had little impact. This research underscores the early development of children’s attitudes toward leadership and highlights the potential value in early interventions to nurture children’s leadership ambitions.

Gender and Leadership: Student Perspectives on Gender Stereotypes in Round Square Schools

Purpose Leadership is a valuable skill for young people to navigate transformations in modern societies and find solutions to overcome global crises. However, gender stereotypes regarding leadership persist, potentially limiting female students’ leadership aspirations, experiences, and opportunities in schools. This study explores student perspectives on gender and leadership through the conceptual lens of student voice. Design/Approach/Methods Interviews were conducted with students ( n = 93) from 12 Round Square secondary schools in 11 countries: Australia, Argentina, Chile, China, India (two schools), New Zealand, the United States, Korea, Switzerland, Tanzania, and South Africa. Findings The findings demonstrate how interest in developing and practicing leadership transcends gender. The students exhibited a deep conviction in their ability to initiate change through leadership in their schools and communities. However, female students were more cognizant of gender stereotypes regarding leadership and how this represented a barrier to realizing leadership opportunities. Originality/Value This study presents students’ perspectives on leadership and gender in contexts that appear favorable for student leadership. Primarily, it argues that although schools may seek to promote equality in leadership opportunities, female students often remain comparatively sensitive to and aware of gender stereotypes. Overall, the study highlights the complex and deeply entrenched barriers to female leadership.

(Un)wanted partners: Muslim politics and third front coalitions in India

ABSTRACT Drawing on qualitative fieldwork with two Islamist movements in India since 2011, this article contributes to a better understanding of how Muslim community leaders try to spearhead third front alliances with secular and religious minorities through discourses of shared political and economic victimhood and the provision of protection against the assertions of Hindu nationalists in an era of unprecedented Hindu vote consolidation. While such alliances exist, the paper analyzes a new trend within Muslim politics that promotes a political departure from the traditional patronage of the Indian National Congress (INC) and other low-caste and socialist parties, which have historically represented the Muslim masses. I then discuss the limitations of these third front leadership ambitions, whereby Islamist movements are seen as incompatible with gender equality and secular norms. Theoretically, the paper informs the academic debate on coalition-building processes within social movement theory (SMT), which has partially ignored the role of conservative religious actors in democratic as well as authoritarian systems.

Like Animals Like Human Beings: An Ecocritical Metaphor Discourse of Leadership in Selected Poems of Niyi Osundare

Niyi Osundare extensively investigates the natural world, which is the habitat inhabited by nonhuman beings, in his poems. As a result, his poetry is referred to as eco-poetry. There have been a lot of studies of Niyi Osundare’s poetry that have focused on traditional aesthetics, political power, exile, and the African experience, but not enough studies that have looked at the leadership of animals in their natural habitats. The main sources of information for the study are Niyi Osundare’s The Leader and the Led and Random Blues. This study examined the animal metaphor in relation to leadership from the viewpoints of Lakoff and Johnson’s conceptual metaphor theory and Michael Halliday’s transitivity theory. Four main participant and process categories are identified by the data as being present in the poems, with the Material and Relational processes having the largest frequency distributions (62.98% and 22.22%, respectively). This large proportion indicates both the ongoing activity in the African continent and the significant demands that people are under in their desire to rule the biosphere. The the low occurrence of verbal and mental processes in followers (11.11% and 7.40%, respectively) suggests that both animal and human leadership aspirants are more interested in what followers do than followers are. Also, the findings revealed the metaphorical representation of each animal thus: serpent(complacence), leeches and lice (parasite), orangutans (class), beasts (hard labor), crocodile (betrayal), hive (defense), lion (subjugation), antelopes/impalas (fright), hyena (glutton), giraffe (nonchalance), zebra (duplicity), elephant (destruction), warthog (ugliness), rhino (violence), snake (anarchy), lamb (peace), tiger (aggression), doe (compassion). Overall, the study concluded that we need leaders and followers who are similar to lambs and does for harmonious cohabitation in the ecosystem.

Factors Influencing Commitment to Work among Public Servants: The Case Study of Secondary School Teachers in Morogoro Municipality

The study explored factors influencing commitment among public servants: the case study of secondary school teachers in Morogoro Municipality. The study was guided by three objectives: to identify factors influencing public teachers’ commitment to secondary school, examine challenges facing committed public teachers in secondary school and identify strategies for improving secondary teachers’ commitments. The study employed a qualitative approach and explorative case study design. A sample of 18 respondents was drawn from 5 secondary schools for data collection. Data was collected using interviews and documentary reviews. The findings show that trust from the leadership who are headmasters, good leadership from the heads of the school and the prestige of being a teacher are some of the factors that influence the commitment of the teachers. Leadership ambitions, family relationships with students, and job competition are individual factors that influence commitment. Challenges facing committed public teachers in secondary school were lack of support from other members of staff, interference from family matters, and workloads. The strategies for improving secondary teachers’ commitments increase patriotism, rewards for hard workers, and intensive supervision from supervisors

Leadership Positions and Leadership Types in Work Setting: The Role of Gender

Introduction: Leadership is a multifaceted and socially driven phenomenon that manifests in diverse contexts, most notably within professional work. The research has focused on examining the impact of racial discrimination on the assumption of leadership roles inside the workplace. Objective: This study aims to investigate the workplace challenges associated with the identification of appropriate candidates for leadership roles, with a specific focus on the influence of gender in this process. Additionally, an examination was conducted to investigate the impact of various leadership styles on the performance of individuals in the workplace. Method: The present study comprehensively examines the scholarly works published between 2019 and 2023. The selection criteria employed in this study encompassed the requirement for articles to be written in English, possess a substantial connection to the subject domain of leadership, and be grounded in either quantitative or qualitative research methodologies. Following a comprehensive and rigorous assessment of the articles, 12 were incorporated into the study. Findings: The existing research on diverse leadership styles and their relationship with gender is quite scarce. Our study encompasses twelve publications, with five studies explicitly focusing on various leadership styles and the remaining seven articles examining the impact of gender on leadership. Gender discrimination plays a role in influencing the selection of specific individuals for advancement to higher positions. The gender of their supervisor might influence the perception of leadership actions among subordinates. In general, existing data indicates that gender biases and stereotypes persistently influence the formation of perceptions and expectations around leadership positions. Nevertheless, there are signs of shifting gender perceptions and diminished gender biases inside leadership positions. The significance of supervisors and their assistance in cultivating leadership aspirations is paramount. The promotion of gender equality in leadership roles necessitates the recognition and rectification of gender prejudices, hence underscoring the need to challenge and overcome such biases.

Senior Managers in the UK: The Development of Educational Leaders in Further Education Institutions

The knowledge of the enhancement of the journey to educational leadership in the Further Education (FE) sector in the United Kingdom (UK) has attracted the attention of academics. The majority of the experiments reviewed illustrate the formal educational mechanisms that leaders have experimentally learned via their experiences in FE. However, this study proposed that in order to lead admirably, senior academic leaders need additional assistance for their training and hands-on leadership experience. With an emphasis on Gronn’s theory of leadership model, the major objective is to critically evaluate educational leadership development at FE institutions in the UK. This supports the recognition of leadership in Gronn’s model in career terms and explores the significant impacts of the four phases of Gronn’s model in the development of academic leaders. Additionally, this study is interested in learning about leaders’ experiences and how they view leadership in FE in general. This study used a mixed-method approach to ensure that the two main research questions were consistently addressed. Twelve leaders at the FBT participated in face-to-face interviews for the data-gathering process, while 61 leaders in the UK completed a questionnaire. The results showed that developing into an effective leader requires a number of factors, or what Gronn’s concept of the leadership journey refers to as four sequential phases. Four areas of critical impact were identified during the professional pathway: family influence, educational influence, influential people, and significant experiences. The leader’s major experiences, character traits, and leadership aspirations were all shaped by fostering knowledge. The research on educational leadership supports the idea that a school leader’s capacity is greatly influenced by their leadership, which is the implication of this study.

Leadership aspirations versus reality: Germany's self-concept in Europe

Abstract Leadership by powerful states is considered crucial to the success of regional integration. Since the European Union (EU) entered a ‘polycrisis’, many eyes have therefore been on Germany. But does the German political elite see itself as a leader in Europe? To date, whether German political elite members have cast off their much-cited ‘leadership avoidance reflex’ has not been empirically investigated. Based on an original elite survey, this article therefore investigates the extent to which Germany conceives of itself as a leading power in the EU. The findings show that the time of a ‘leadership avoidance reflex’ is gone. Instead, there is a high level of agreement across EU policies that Germany should take on a leadership role. However, the study also exposes a gap between leadership aspirations and perceived reality, especially when it comes to Germany providing a vision for the future of Europe. In contrast to previous research, the article therefore argues that it is not the lack of desire for leadership, but the inability to realize such a role that keeps Germany from taking the lead in Europe.

Role of Stereotype Threat, Leadership Aspiration and Work from Home in Gender Gap in Leadership: A Study of the Higher Education Institutions of Pakistan

This study examines the underrepresentation of women in leadership positions in Pakistani higher education institutions (HEIs), where women hold only 4.5% of leadership positions. Despite comprising nearly half of the population and labor force, women tend to pursue teaching careers due to domestic and caregiving responsibilities. Male faculty members predominantly occupy leadership positions in HEIs, which creates stereotype threats and obstacles for female faculty members. The COVID-19 pandemic has worsened the situation by increasing domestic and family responsibilities for women. The study used a quantitative, cross-sectional design to collect data from 329 Ph.D. female faculty members working in Pakistani HEIs. The findings offer insights into individual and organisational factors impacting the gender gap in leadership positions and suggest potential remedies to increase the number of women in leadership positions in Pakistani HEIs.

Emerging Powers and Small Island Developing States: Leadership or Co-Option?

Recent developments in climate change-related negotiations indicate that there are emerging conflicts of interest between Small Island Developing States (SIDS) and emerging powers like India and China. Emerging powers have to address their developmental concerns while pursuing aspirations related to leadership in global governance. To take a leadership role in global governance structures relating to climate change, emerging powers need to pursue their interests while accommodating the concerns of their potential followers, which include SIDS. Increased conflict of interests between emerging powers and other sets of vulnerable countries could lead to adverse implications for the North–South divide in international environmental relations, which in turn will impact their leadership aspirations. Using the example of leadership in international relations and the statements made by the SIDS at COP26, this article concludes that the existing situation presents a challenge as well as an opportunity for emerging powers like India to take a leadership role in a reformed new world order.

Women as leaders in male‐dominated sectors: A bifocal analysis of gendered organizational practices

AbstractWomen in male‐dominated sectors face significant challenges to progress their leadership aspirations. While organizations have activated policies and practices that ostensibly assist women to progress, they still face entrenched gendered practices and cultures that create ongoing obstacles. In this paper, we examine the gendered social practices from insights of 15 women leaders in Australia as they attempt to advance their careers. In particular, on formal policies, informal practices, narratives and social interactions, and informal patterns of unconscious bias and merit, they negotiate in three male‐dominated sectors: Trades, Sport, and Surgery. The findings indicate a disconnect between policies and their application. Women were conflicted about the importance of quotas, and often felt unable to access flexible work arrangements upon returning to work after parental leave. Career pathways were often unclear, and women felt a lack of support from their organization, particularly when they attempted to navigate dominant masculine cultures. Drawing on these findings, we argue that executive leaders are central to changing the systemic sexism and discrimination in organizations that persist in male‐dominated sectors. To create organizational changes necessary for women to step into leadership roles, we propose four target areas: create accessible and visible career pathways, provide networking support, activate mentoring opportunities, and address unconscious bias.

Revealing Integrated Product and Geographical Diversification Trajectories in Multinational Pharmaceutical Enterprises

Multinational Enterprises (MNEs) periodically decide on both which products to launch (or phase out) and in which global regions, thereby conducting an integrated products-countries consideration in diversification strategies. Over time, these diversification decisions can have a cumulative impact on the structure. Diversification literature has primarily focused on one of these two metrics rather than providing an integrated view; this work investigates both metrics. Considering deal-making as an execution instrument of strategies, a comparison of historic deals of MNEs with their current structure offers insights into the nature of the diversification strategies that were pursued. For the most active global deal-making pharmaceutical firms, we derive normalized deal diversity profile metrics in terms of their cumulative past product-countries’ preferences and compare them with the product-countries’ operations of their current subsidiaries. We rationalize MNE deal behaviors as means to shed, acquire and consolidate businesses to enable their market leadership aspirations. The analysis reveals two trajectories that have been actively favored in deals: one directed at niche products offered globally, and one directed at niche products in selected countries. The former is characterized by deals in a high number of countries, whereas the latter by two identifiably different product concentration levels. In contrast, trajectories directed at widely diverse products have been disfavored in deals. Understanding such directions and their pace can aid in global- or group-level strategy formulation, monitoring strategy execution, interpreting competitor moves and designing regional policies.

Factors Influencing Youths’ Career Aspirations: A Case Study of Azad Jammu and Kashmir, Pakistan

The paper measures youths’ career aspiration index based on achievement, leadership, and educational aspirations and determines the role of career counselling and mentorship in career aspirations by applying heterogeneity bias-adjusted OLS on the primary data, collected through a questionnaire in the year 2020 from 1015 youth in Muzaffarabad, Azad Jammu and Kashmir, comprised of 42:58 male-female ratio. Findings show a 39 percent educational, 30 percent achievement, and 31 percent leadership aspirations index score with an overall index of 54 percent. The career plans, academic background, and mentorship appeared significant in shaping career aspirations among selective youth. It is suggested to hire qualified mentors and offer formal career counselling at institutions that can help in reinforcing youths’ motivation and efforts for better career choices that will ultimately bridge the labour market gaps in the area.

Dermatology residents as educators: a qualitative study of identity formation

BackgroundOne of the many identities a physician comes to form during their career is their identity as an educator. Exploring formation of this identity may enrich our understanding of how physicians make decisions related to their roles as educators, their behaviors, and how this ultimately influences the educational environment. It is the aim of this study to investigate educator identity formation of dermatology residents while early in their careers.MethodsDrawing on a social constructionist paradigm, we conducted a qualitative study, utilizing an interpretative approach. We examined longitudinal data over a 12-month period using dermatology residents’ written reflections from their professional portfolios and semi-structured interviews. We collected this data as we progressed through and beyond a 4-month professional development program designed to encourage residents’ growth as educators. Sixty residents in their second, third, or final year of residency programs located in Riyadh, Saudi Arabia were invited to take part in this study. Twenty residents participated with sixty written reflections and 20 semi-structured interviews. Qualitative data were analyzed using a thematic analysis approach.ResultsSixty written reflections and 20 semi-structured interviews were analyzed. Data was categorized according to themes corresponding to the original research questions. For the first research question regarding identity formation, themes included definitions of education, the process of education, and identity development. For the second research question, 1 theme entitled professional development program included, the following sub-themes: individual act, interpersonal activity, and an organizational undertaking, with many believing that residency programs should prepare residents for their educator roles. Participants also described newfound leadership ambitions of creating new dermatology fellowship programs as a result of taking part in the Resident-as-Educator program.ConclusionsOur study provides insights on the dynamic formation of educator identities amongst dermatology residents. Investment in developing residents as educators through professional development programs may instigate transformational change on the individual physician level and profession’s level.

“The cleanest oil fields in the world”: Narratives encouraging oil development in California

In recent years, there have been increasing calls for policies that restrict supply of fossil fuels to supplement efforts being made to curb demand. However, the literature on supply-side policies has not paid sufficient attention to widespread anxieties about energy needs being left unmet. In this paper, I demonstrate how the theme of “energy needs” has facilitated narratives encouraging increasing oil production in California, a state otherwise known for its climate leadership ambitions. Through doing so, I also demonstrate how the fossil fuel industry and its supporters have begun to incorporate climate concerns into pro-industry narratives. Taking dependence on fossil fuels for granted, industry supporters use California's tough regulations and “clean” oil to depict the state as a potential hero defending the climate and other moral values through drilling for oil. Ultimately, I discuss the importance of recognizing access to energy as a cherished value; effectively responding to such narratives is essential if supply-side policies are to be widely implemented in the future.

Rethinking Nigeria’s soft power capability as a regional leader in Africa

Nigeria has always been seen as a significant regional player in Africa, and the country has not hidden its aspiration to be its leader. However, recent events, particularly in the fourth republic between 1999 and to date, have seen this ambition decline significantly. The study interrogates Nigeria’s soft power leadership capability as contemporary power diffusion theory and its ambition to be a regional leader in Africa. It examines various ways Nigeria can rethink its soft power strategies to achieve its age-long regional aspiration. The qualitative research method was adopted for the study, while primary and secondary sources were used in collecting data for the research. Findings reveal that Nigeria’s neglect and underutilisation of its strategic soft power tools in gaining regional influence continue to inhibit its African leadership ambitions. The study recommends a dynamic policy of developing and deploying significant soft power resources to boost Nigeria’s leadership in Africa.