Leadership Development Research Articles

Artikel Tentang Perencanaan dan Pengembangan Bisnis

The important process known as business planning and development allows an organization to establish the strategies, goals, and tactics necessary to grow and succeed in the long term. Businesses are faced with many complex challenges in the current era of globalization, ranging from intense competition to rapid market changes. Therefore, careful business planning is essential to anticipate changes and take advantage of emerging opportunities. In this abstract, business planning and development is very important in today's dynamic business environment. Internal and external environmental analysis, goal setting, strategy development, resource allocation, and implementation are the main steps in the business planning process, which will be discussed thoroughly. In addition, this abstract will show how leadership, innovation, and information technology help business planning and development well. Organizations can optimize performance, increase competitiveness, and better face challenges by emphasizing holistic and sustainable business planning and development. Understanding market, consumer and industry trends is important amidst global uncertainty. Therefore, this abstract emphasizes how important it is to monitor the business environment and be flexible when changing business planning strategies to adapt to changes.

The Impact of Youth Leadership Program on Perceived Employability Skills: Evidence from Brunei Darussalam

Youth leadership programs foster skills development in youth which are pivotal for gaining successful careers and being more employable throughout their career. Given the concerning youth unemployment issues in Brunei, the study aims to highlight the importance of youth leadership programs and examine their influence on perceived employability skills. By utilising structural equation modelling to analyse the survey data gathered from 229 samples of participants from youth leadership programs, it was revealed that the impact of learning involving skills-based and attitudinal outcomes has significant positive relationships with perceived employability skills. The results further confirmed the role of behavioural outcomes as a mediating variable in the relationship between learning and perceived employability skills. Findings from this study can be valuable for program designers, practitioners, and stakeholders in contributing to the process of structuring and making ongoing improvements to these programs to align with the essential employability skills. It also offers youth the foundation to be employable in the 21st-century job market, by highlighting the importance of youth leadership programs as a channel through which youth acquire desirable capabilities necessary for attaining a set of attributes that reflect the employability skills sought by employees in the current competitive job market. Therefore, the study can be a starting point in moving forward to mitigate the unemployment issues in Brunei through improving programs to meet the demand of employers concerning employability skills. The study provides notable contributions to the existing body of literature on youth leadership development in Brunei as well as contributing to a few other studies in the Asian region to demonstrate the impact of youth leadership programs on employability skills perceptions.

Enhancing the Competences of Female Village Officials in Zhanjiang from the Perspective of the Sociology of Knowledge

This study investigates the socio-cultural and institutional challenges faced by female village officials in Zhanjiang, using the sociology of knowledge framework to explore how tailored training programs can enhance their competences. Qualitative data, collected from participatory observation, semi-structured interviews, and training documents, were analyzed, revealing that context-specific and gender-sensitive approaches to knowledge selection, application, and transmission can empower the female officials to bridge the gap between theoretical concepts and everyday governance. Additionally, participatory methods like role-playing and case studies, adopted by the training can help the female officials apply new skills to real-world governance challenges. The findings also suggest training content needs to align with the socio-cultural realities of female village officials, particularly in aspects related to leadership, dispute mediation, and rural development. By focusing on the interplay between formal, codified knowledge and local, tacit knowledge, the study contributes to the literature on in-service training, rural governance, and gender studies.

The Impact of Leadership and Quality Assurance on Organizational Performance of Private Universities in Banten

Leadership and quality assurance are two crucial components that play a role in the success of an organization, especially in higher education. Both have a close relationship and have a major influence on improving institutional performance. This study aims to explore the impact of leadership and quality assurance on organizational performance in private universities in Banten. The research method used is qualitative, with data collection conducted through observation and literature study. Once the data was collected, the analysis was conducted through several steps, including data filtering, data presentation, and conclusion drawing. The results showed that leadership and quality assurance are interrelated and mutually supportive. Strong leaders play a role in encouraging the implementation of an effective quality assurance system. On the other hand, a good quality assurance system also provides support to leaders in carrying out their job responsibilities. Both contribute significantly to improving the performance of private universities in Banten. Therefore, it is important to integrate leadership and quality assurance in all academic and non-academic activities. The implications of this study suggest that private universities in Banten should consider leadership development programs and robust quality assurance mechanisms as part of their strategic planning to drive sustainable performance improvements. Furthermore, policymakers in higher education could leverage these findings to formulate guidelines that reinforce the synergy between leadership and quality assurance across institutions, thereby enhancing overall educational standards and competitiveness.

Positive Leadership Development and Leadership Types in Finnish Leaders’ Narratives

This study focused on Finnish leaders who participated in a training program called “Positive Leadership Training”. The purpose of this study was to enhance the general understanding regarding the emergence of positive leadership in leaders, as they themselves described. A narrative research approach was chosen, and the data were collected from leaders’ diaries (N = 12) that they maintained and updated during the training program. The analysis of narratives and narrative analysis were conducted. The analysis of the narratives was divided into four categories, each representing the way leaders described the emergence and development of their positive leadership. While some leaders described strong empowerment, others seemed to be searching for their own identities as positive leaders. Furthermore, leaders also described positive leadership in terms of action, and deliberation and courage were the core categories in their leadership narratives. The narrative analysis revealed the following four leadership types: humane thinker, enthusiastic developer, courageous experimentalist, and identity worker, typifying the variations between empowered and emerging leadership narratives and between prudence and the active execution of leadership. The results highlighted the role of authenticity in leadership development and the benefits of positive leadership training for leaders with different backgrounds.

“Tetranstornation” as retrogression: AMLO’s Mexico beyond alternation

AbstractIn response to the landslide electoral victory by the morena-led coalition in Mexico, I offer a two-part argument for its interpretation. Like bifocal glasses, the seventy-one-year State Party rule offers a far-sighted panorama to question the “transition towards democracy” in Mexico. Against this backdrop, a more detailed focus follows the development of the political leader who slayed the party system for the alternation of power. Together, they present an analytical description of the retrogression within a “post-neoliberal” turn.

Capacity mapping of comprehensive sexuality education in Gabon: A qualitative analysis

Abstract Background Access to comprehensive sexuality education (CSE) is crucial for adolescent health and well-being. Following UNESCO’s recommendations, Gabon revised its sex education policy in 2017 to better address adolescents’ sexual health needs. This study aims to map the capacities of the public health and education sector to implement Gabon’s CSE policy. Methods Semi-structured interviews were held with 15 professionals from ministries, NGOs, and development partners. Thematic analysis guided by Aluttis et al’s public health capacity model allowed to assess the existing capacities and gaps in leadership, organizational structures, partnerships, resources, and knowledge development for CSE. Results The implementation of CSE in Gabon is hindered by sociocultural and political factors, including the taboo on adolescent sexuality influencing perceptions of CSE content, natalist policies, and socio-economic disparities. Governmental involvement in CSE is limited to key ministries. Organizational structures for CSE lack cohesion due to changes in governance regimes and a lack of support for civil society organizations. Human resources are unevenly distributed, and financial constraints impede government initiatives, causing a strong reliance on external funding. An important role in supporting CSE is played by development partners and partnerships between stakeholders. While knowledge development for CSE is underway, monitoring and evaluation procedures are insufficient, and evidence mobilization by key professionals is insufficient. Conclusions Enhancing stakeholder collaboration, addressing structural constraints, and mobilizing human and financial resources are critical for effective CSE implementation in Gabon. Addressing these barriers requires coordinated efforts among stakeholders and addressing systemic challenges. This study provides insights for policymakers and practitioners to strengthen CSE programs and promote adolescent sexual health in Gabon. Key messages • CSE implementation is hindered by taboos on adolescent sexuality, natalist policies, and socio-economic gaps. • Evaluation and evidence mobilization deficits limit effectiveness.

Growing Greener: Cultivating Organisational Sustainability Through Leadership Development

Organisations significantly contribute to climate change, making them essential targets for climate mitigation strategies. There is an opportunity to curb organisations’ environmental impact by increasing the amount of pro-environmental behaviour (PEB) among employees. Many social and psychological factors impact an employee’s likelihood of performing PEBs. Among social–psychological factors influencing employee PEB, leadership is unique as it is a social–psychological factor that can control or influence other factors. Leadership makes performing PEBs at work and home different. Due to its unique position, leadership has garnered attention from practitioners and researchers for how it can affect organisational environmental sustainability. There is limited research focusing on how leadership development can promote employee PEB, thereby increasing organisational environmental sustainability. Researchers conducted a narrative review that provided an overview of how leadership uniquely affects employee PEB, bringing together findings from various fields. Through this review, the authors propose the ICERR model for leadership development, which outlines five key capability areas and three desired outcomes for leadership development related to environmental sustainability. This model consists of 14 proposals that provide a framework for future research and identify critical areas for leadership development programmes looking to impact environmental sustainability.

DESAFIOS E POSSIBILIDADES DA GESTÃO EDUCACIONAL: INOVAÇÃO E MELHORIA NA TOMADA DE DECISÕES

The theme “Challenges and Possibilities of Management in Education” explores the complexity and opportunities present in contemporary educational management. The main objective of this work is to analyze the challenges faced by educational managers in managing resources and implementing public policies, identifying innovative strategies that promote efficiency and continuous improvement in the quality of education. The research seeks to answer the question: how can educational managers face the challenges of managing resources and implementing public policies, while seeking innovation and continuous improvement in the quality of education in public institutions? The methodology used included a literature review on educational management. The results indicate that, despite the scarcity of resources and social inequalities, educational management offers numerous possibilities, such as the integration of digital technologies, the strengthening of participatory management, strategic planning oriented towards results and the development of educational leaders. Public-private partnerships emerge as an effective alternative to enhance resources and knowledge, contributing to the continuous improvement of school practices. The conclusion highlights the importance of proactive and innovative management, capable of adapting to changes and promoting quality education and inclusion.

Exploring the "led" in health professional student-led experiences: a scoping review.

To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.

Empowering Women: Economic Participation And Leadership Development

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

Teamwork and Leadership Development in Physical Education

This paper explores the mechanisms of teamwork and leadership development in physical education with the aim of revealing their importance in individual growth and team success. Firstly, the paper defines the concepts of teamwork and leadership, emphasising their key role in modern society. Next, the paper analyses how physical education can effectively develop these competencies through practical activities and educational strategies. Specifically, teamwork is developed in physical activity through joint training, tactical co-ordination during matches and division of roles, while leadership is promoted through role-playing, challenging activities and feedback and reflection. In addition, the paper discusses the major challenges faced during implementation, including resource constraints, low student participation, inadequate teacher training and cultural differences, and proposes solutions accordingly. By optimising resource allocation, increasing student participation, enhancing teacher training and promoting cultural integration, physical education can more effectively promote teamwork and leadership development. The paper concludes by summarising the comprehensive value of physical education in fostering teamwork and leadership, and calls for sustained attention and solutions to implementation challenges.

Who is the next leader? Understanding women leadership development and succession planning in Saudi Arabian higher educational institutions.

Leadership development and succession planning is a valuable strategy for closing the gender gap and providing an equal chance for males and females to be trained and involved in leadership roles. This strategy is an incredibly effective tool in higher education, where there is a significant disparity between male and female academic leaders. Despite its effectiveness, succession planning remained an overlooked component of the higher education system. Further research studies enhance our understanding of the current state of succession planning and the factors that affect the recruitment and selection of future academic leaders. Hence, this study aims to identify the current women's leadership development and succession planning practices in public and private universities in Saudi Arabia. A qualitative study was conducted in a Saudi Arabian higher education setting. The interest in Saudi Arabia stems from the fact that succession planning is less likely to be practiced since gender discrimination is apparent when assigning leadership positions. Results indicate that top powers typically select leaders since succession planning is absent in Saudi Arabia's higher education institutions. In this circumstance, networking and relationships play a significant role, as these institutions have no formalized succession planning process. In a highly gender-segregated society like Saudi Arabia, women are deprived of expanding their networks and showcasing capabilities to male decision-makers. The results of this study further identified the underlying components of the women's leadership and succession planning process in the Saudi Arabian setting. This study contributes to leadership and succession planning knowledge and its implications, which may extend opportunities for practitioners, consultants, and policymakers to include women in higher education succession planning.

Empowering Maritime Graduates for Policy Advocacy and Sustainability in Vocational Education

This research explores the role of maritime vocational schools in preparing graduates to become effective advocates for policy development and sustainability within the maritime industry. Through qualitative research and descriptive analysis, the study examines the perspectives of maritime professionals, lecturers, graduates, and government officials to assess the effectiveness of current educational programs. The findings highlight strong technical competency development but reveal gaps in policy understanding, leadership skills, and the practical application of sustainability principles. Collaboration between industry and educational institutions is effective, but greater government involvement is needed. To address these challenges, maritime vocational schools must enhance their curricula by incorporating modules on policy advocacy, leadership development, and sustainability. This will ensure that graduates are equipped to influence policy, lead teams, and promote sustainable practices, contributing to the long-term competitiveness and sustainability of the maritime industry.

Knowing, Being and Becoming a Person-Centred Nurse Leader: Findings from a Transformative Professional Development Programme.

Background/Objectives Leadership is central to the development of effective workplace cultures and as such should be viewed as a practice that is relational, exercised through a process of mutual and reciprocal influence. Person-centred leadership is an approach to leadership that supports a way of being that is authentic, prioritising values lived out in action. However, there is an increasing recognition that leadership development has not been impactful in relation to workplace culture. This paper reports on the ongoing evaluation of an innovative development programme (Queen's Nurse Development Programme), the overall aim of which was to illuminate the participants' experiences of engaging in transformative learning and development and identify the technical and transformative outcomes arising. The programme focused on developing leadership capacity for societal change and maximising the health impact of community nursing leaders. Methods The methodological framework for evaluation was underpinned by a Collaborative Critical Creative Inquiry. Twenty community nurses were selected to undertake the programme during 2020. The collection and analysis of data was consistent with the Collaborative Critical Creative Inquiry and was conducted as a one-day workshop, with participants engaged in a cycle of creative hermeneutic analysis. Results A total of seven themes were identified, including: sense of belonging; personal growth; developing new skills; finding voice; importance of self-care; and creating a safe place. This illuminated how the transformative learning and development processes within this programme were experienced and how these enabled participants to explore how they influence their practice and workplace. It is the journey with self that generates a sense of belonging and enables personal growth and the ability to care for self and others. Conclusions The key learning from this innovative development programme is the importance of focusing on the attributes of practitioners and the key building blocks for knowing, being, and becoming a person-centred practitioner.

Exploring Leadership Excellence and Accountability in Organisational Dynamics: A Comprehensive Analysis in Nigeria

This study explores the relationship between leadership excellence and accountability within organisations in Plateau State, Nigeria, and their combined impact on organisational culture and success. The research adopts a mixed-methods approach, utilizing both quantitative and qualitative data to provide a comprehensive analysis. Quantitative data were gathered through a structured questionnaire, revealing moderately positive perceptions of leadership practices, with a particular emphasis on fostering continuous learning and responsibility among leaders. Qualitative data, obtained through thematic analysis of open-ended responses, highlight effective leadership practices such as transparent communication and collaboration, as well as challenges in implementing accountability measures, including resistance to change and resource limitations. The Integration of quantitative and qualitative findings underscores the significant influence of leadership on accountability and, consequently, on organisational culture. The study also addresses social desirability bias by assuring participants of their anonymity and encouraging honest feedback. The findings contribute to academic discourse by providing localized Insights into leadership and accountability within the specific context of Plateau State, Nigeria. Practical recommendations include investing in leadership development programs, enhancing clarity in accountability measures, promoting continuous learning, addressing communication gaps, and prioritizing employee engagement. This research offers a roadmap for organisational leaders aiming to foster a culture of accountable leadership and drive organisational success in dynamic business environments.

Ruby Princess case study: a systems thinking analysis of COVID-19, cruise ships and Australia’s response

PurposeThe COVID-19 pandemic tested leadership in chaos and complexity and resulted in many lessons learnt in the process. One such opportunity was the cruise ship Ruby Princess “mishap” in Australia which resulted in the failure to quarantine the virus onboard the cruise ship thus allowing transmission into the Australian community. The purpose of this paper is to use the Ruby Princess as a case study and apply a systems thinking analysis to it.Design/methodology/approachWhilst many inquiries and commissions have documented the failings of the agencies or “systems” involved in the Ruby Princess, the Ruby Princess case study provides a suitable example for the application of systems thinking analysis. The paper proceeds by identifying the various agencies either directly or indirectly involved in the Ruby Princess disaster and groups them based on the system they represented (state; federal; international or cruise-based system). These systems were mapped providing a visual representation of the complexity of the landscape in which police and public safety agencies had to operate in to respond to the Ruby Princess.FindingsOver 30 agencies were found to be either directly or indirectly involved in the Ruby Princess. Following the application of systems thinking analysis, it was clear that the various systems were operating in silos, thus failing to fully exploit the interconnections between and within all the systems which ultimately resulted in the Ruby Princess.Practical implicationsThe results of this analysis have informed a series of recommendations for leadership development within similar contexts, including embracing a systems thinking approach.Originality/valueUsing the Ruby Princess as a case study, this article presents a novel approach through the application of systems thinking and how it can enhance a leader’s ability to navigate the current “new normal” operating environment. It highlights the importance of public safety leadership moving away from an insular systems focus towards more of a public sector partnership which is an imperative for police and other public safety agencies to navigate through times of complexity and chaos.

Organizational evidence-based practice culture, implementation leadership, and nurses: A bidirectional mediation model.

This study aimed to explore 1) factors that influenced the evidence-based practice competencies and behaviors of clinical nurses and 2) the interaction between the organizational evidence-based practice culture, head nurses' implementation leadership, and nurses' evidence-based practice competencies and behaviors. The significance of organizational evidence-based practice culture and head nurses' implementation leadership in enhancing nurses' evidence-based practice competencies and behavior is widely recognized in healthcare settings. However, there is limited knowledge of how these factors influence nurses' evidence-based practice competencies and behavior. A cross-sectional survey was conducted at 10 hospitals in China. Data were collected via online questionnaires from October to December 2020, utilizing social characteristic questionnaires, the Evidence-Based Practice Questionnaire, the Organizational Culture and Readiness Scale for System-wide Implementation ofEvidence-Based Practice, and the Implementation Leadership Scale. All data were imported into the IBM Statistical Program for the Social Sciences (SPSS) 27.0 and PROCESS version 4.1 macro on SPSS for statistical analysis. The design and reporting of our study adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) Checklist. We received 1047 (99.15%) valid questionnaires. The multiple linear regression analysis showed that significant factors were organizational evidence-based practice culture, implementation leadership, and years of experience in nursing. After controlling for the impact of the covariate (years of experience in nursing), it was found that organizational evidence-based practice culture partially mediated the relationship between head nurses' implementation leadership and nurses' evidence-based practice competencies and behaviors. Additionally, head nurses' implementation leadership partially mediated the relationship between organizational evidence-based practice culture and nurses' evidence-based practice competencies and behaviors. Organizational evidence-based practice culture, head nurses' implementation leadership, and years of experience in nursing significantly predict nurses' evidence-based practice competencies and behaviors. Organizational evidence-based practice culture and head nurses' implementation leadership mutually mediated their influence on nurses' implementation of evidence-based practice. Head nurses should proactively seek opportunities to enhance their implementation leadership, such as participating in training programs (e.g., mentoring and coaching programs) and attending conferences, workshops, or seminars on implementation leadership. Policymakers should also consider providing more policy support for implementing leadership development and cultivating a positive evidence-based practice culture.

Academic publishing as an exercise of leadership: evidence from doctoral students in the United Kingdom and Hong Kong

ABSTRACT This study inquires into the experiences of 15 doctoral students from universities in the United Kingdom and Hong Kong to examine the factors that contribute to publishing first-authored academic papers and explores their self-perceptions of their scholarly identities. Using Leadership for Learning as a theoretical framework, the research findings show that successful academic publishing is underpinned by powerful learning experiences, the sharing of leadership and a shared sense of accountability. The study demonstrates that student agency, which links leadership and learning, is manifested through purposeful action, relational engagement and self-transformation. The research results acknowledge the unequal power dynamics in different research collaborations and reveal that doctoral students’ identity development is interlinked with a passion for research, strong learning experiences, the way that others position themselves and autonomy. The study highlights the need for robust learning experiences, tailored support for academic publishing and leadership development opportunities that facilitate academic collaborations.

Leaders development program by 360 degree feedback: reflection on head nurses' leadership practices.

Leadership in nursing is crucial for delivering high-quality healthcare and ensuring positive outcomes for patients, staff, and institutions. Many nurses in leadership positions lack formal training, which can compromise their effectiveness. This study aims to evaluate the effect of a leadership development program utilizing 360-degree feedback on head nurses' leadership practices. A true-experimental design was employed in three healthcare institutions. The study involved 80 head nurses (40 intervention, 40 control), 240 staff nurses, and 29 supervisors. The intervention group participated in a six-week leadership development program using 360-degree feedback. Data were collected pre- and post-intervention using the Leadership Development and 360-Degree Feedback Knowledge Questionnaire and the Leadership Practices Inventory (LPI). The intervention group showed significant improvements in leadership knowledge and practices across all dimensions. Knowledge scores increased from 25.1 ± 8.8 to 93.0 ± 5.1 post-intervention, maintaining at 83.2 ± 7.1 at follow-up. Self-assessed leadership scores improved from 88.1 ± 6.0 to 97.5 ± 2.7, and 98.5 ± 2.0 at follow-up. Supervisor and staff assessments also showed substantial increases. Multiple linear regression analyses confirmed the strong positive impact of the intervention on leadership outcomes. The leadership development program using 360-degree feedback significantly enhanced head nurses' leadership knowledge and practices. The results suggest that such programs can improve leadership capabilities in healthcare settings, leading to better patient care and organizational performance. Future research should address group homogeneity and explore long-term impacts on patient outcomes.