Leadership Knowledge Research Articles

Fostering leadership development and growth of nurse leaders: Experiences from Midwest Nursing Research Society Leadership Academy

Leadership development and growth of nurse leaders is critically important for the thriving of the nursing profession. Formal leadership training programs are helpful in building leadership knowledge and skills. The Midwest Nursing Research Society (MNRS) launched the Leadership Academy (LA), a new initiative to foster leadership development among MNRS members and intentionally create a steady pool of members prepared to step into MNRS leadership positions. Mentoring by an experienced board member is a key component. The purpose of this article was to describe the experiences of a mentor and mentee dyad through the MNRS LA and discuss their perspectives on fostering leadership development and growth. The success of a leadership development program has a far-reaching impact on novice and potential future leaders. A tailored leadership mentoring relationship helps increase one’s self-confidence in being a leader and provides individualized leadership development opportunities. Engagement of both the mentee and mentor in the leadership mentoring relationship is a key to ensure an optimized leadership mentoring experience.

A situated analysis of research publication evaluation in Latin countries based on a pluriversal approach

The global knowledge ecosystem is affected by ethnocentrism and witnesses Western monopolies of knowledge that have built hegemonic structures and narratives, especially in scientific and academic publishing. For the design field, the paper proposes a transition from processes of power and control over knowledge to processes of distributed knowledge leadership among the stakeholders of the publishing system (journals, conferences, scientific associations and societies, academic networks). It analyses the publishing ecosystem of Latin American countries as a case study representative of Global South knowledge that is ‘decentring’ scientific design publishing. By problematizing pluriversity, it proposes a practical frameworkon international collaboration, informed evaluation, and distributed processes to promote equity and accessibility. The 8th International Forum of Design as a Process serves as a testbed, showcasing community-led knowledge experimentation targeting the Global South countries. The case study highlights the potential to re-evaluate established structures for more pluriversal design knowledge.

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.

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.

Transformational Leadership Practices and Work Engagement among School Heads: An Explanatory-Sequential Mixed Method Inquiry

This study examined the transformational leadership and work engagement of 169 public school heads. It also sought an in-depth explanation of their transformational leadership and work engagement experiences. The sample was stratified, and the multifactor leadership questionnaire and Utrecht work engagement scale were used. Semi-structured interviews collected the qualitative data. In selecting 10 participants, maximum variation was employed. Generally, the school heads’ transformational leadership was great, and administrative experience correlated with it. Meanwhile, they had a very great work engagement. Their transformational leadership was associated with their work engagement. The qualitative phase generated four themes: values at the heart of a transformational leader; experience at the heart of shaping transformational leadership knowledge and skills; passion at the heart of a transformational leader; and organizational change and accomplishments mirror the influence of school heads’ transformational leadership to work engagement. As a result, they transformed their organizations and achieved success. Their leadership style stimulated motivation, consideration, idealized influence, and intellectual stimulation among teachers. They have found fulfillment through work. Therefore, transformational leadership and work engagement are vital to a successful organization.

Leadership development: relationality and temporality in professional sport

ABSTRACT This study explored leadership development from a relational leadership perspective in the context of a professional sporting organization during one season. While there is an increased recognition that leadership development is a collective practice, more research is needed to explain the relational nature of leadership development and how it is co-constructed. Grounding our research in the literature on relational leadership and based on in-depth qualitative interviews and observations with a professional sporting organization, we explored how leadership development is constructed collectively and experienced over time. Thematic narrative analysis was applied to the interview data to explore these experiences. The findings revealed three themes that described leadership development in the organization: learning from experience, development priorities, and sharing expectations. The findings are supported by existing relational leadership literature and extend leadership knowledge in sport management by outlining how leadership can be developed by becoming intelligible to the social order through experiences over time. We have provided recommendations for developing leadership in professional sporting organizations.

Políticas de liderazgo y gestión en instituciones de educación superior de México y Costa Rica

Educational policies focused on management and leadership in higher education have gained significant importance in recent years. Decision-making, planning, organizing, and executing strategies are the responsibility of the leadership of schools, units, and faculties within various university bodies. The knowledge, skills, and competencies in management and leadership of these leaders are essential elements for implementing development strategies for research, teaching, and outreach. This study aims to compare educational leadership policies in higher education in Mexico and Costa Rica, focusing on regulations, policies, and professional development at the University of Guadalajara, the National University of Costa Rica, and the University of Costa Rica, as well as to identify a binational model. The research was conducted from a naturalistic approach with a comparative methodology, using the case study technique through document analysis. The findings conclude that the three universities are characterized by a diversity of styles and approaches in their policies, regulations, training programs, and curricula to address management and leadership, ranging from more traditional models to more participatory and collaborative approaches. They address university organization indifferent and varied ways, each with a specific logic. It was not possible to determine a binational university leadership model, nor are there institutional policies directly aimed at management and leadership for university authorities, thus opening a research avenue for future academic and interinstitutional practice.

Age-Friendly Healthcare: An Evolutionary Concept Analysis.

Aging populations require adapting healthcare systems for older adult's specific needs. Numerous initiatives to improve older-patient care have emerged, but the field lacks a unified framework. The current study aims to provide a systematic concept analysis of 'age-friendly healthcare', examining its characteristics, components and structure. Rodger's evolutionary concept analysis. Searches were conducted in ProQuest, CINAHL, PubMed and Scopus databases between November 2022 and October 2023, utilising the PRISMA 2020 reporting checklist. A literature search using specific terms relevant to age-friendly healthcare retrieved 1407 articles. After screening for duplicates and relevance, 140 articles were examined for eligibility based on inclusion criteria for age-friendly care, language and full-text availability. Following full-text screening, 65 articles were included for data extraction by multiple researchers to synthesise theoretical, methodological and design elements. Our findings highlight key attributes of age-friendly healthcare: Respect for older adults' autonomy and needs; leadership and organisational knowledge and support; Proactive policies and processes of care; holistic care environments; and communication and follow-up with awareness of challenges and barriers as well as prioritisation of continuity-of-care. The concept of age-friendly healthcare is still developing, with much research focused on development and implementation rather than evaluation of real-world patient and health-system outcomes. Our analysis of the concept may help unify the field and clarify future research directions through identification of areas requiring further study and enable development of improved practices and policies for implementing age-friendly healthcare in a variety of settings. This concept analysis did not include any patient or public involvement. This study utilised the PRISMA reporting checklist.

What do we know about police leadership? A review of the current status of police leadership research and practice, with suggestions for future research directions

ABSTRACT This article, which consists of three systematic reviews covering the period 1992–2023, focuses on why scholarly knowledge of effective police leadership is limited. The literature on police leadership amounts to just 197 peer-reviewed journal articles; most of these are leader-centric and tend to uncritically echo the conventional literature, focusing on police leaders` traits and styles as independent of context and practice. Using three surveys of peer-reviewed journal articles and a sample of around ten contributions to the contemporary critical leadership literature on police leadership research, we make a series of recommendations for future directions. Firstly, the collective and relational nature of police leadership, which is understood to be a co-production involving leaders and followers, is under-researched. Secondly, studies are needed to narrow the gap between leadership theories and police leadership practice and recognise the need for research on what works or does not work. Thirdly, conceptual parameters and their effects on police leadership, particularly organisational, structural, and hierarchical conditions, should be examined in more detail. Each suggestion highlights the socially constructed, situated, relational processes and practice-orientated nature of leadership, which is essential if future research is to be relevant to police forces.

Three exemplars of Church and agency partnerships growing hope in uncertain times: a practical theology conversation

ABSTRACT Disruptive social, health and environmental changes are currently creating global uncertainty. In response, the two authors – an ordained Minister and a Christian social worker – undertook a multidisciplinary cooperative inquiry into the research question: With a focus on three exemplars, how do churches and associated care agencies create communities of hope in the current uncertain times? This research involved reflecting on three case studies, from two Anglican Dioceses of Australia. The case studies illustrate the practical and transformational nature of church and agency partnerships that can create Christian communities of hope. The key themes regarding creating communities of hope are sacrificial volunteering that promotes the well-being of others, engaging First Nations people’s leadership and local knowledge, and hearing the need and partnering to equally promote physical and spiritual flourishing. We propose creating inclusive, loving and kind communities of hope for every individual that holistically meets the needs of people, to be consistent with Christ’s ministry in these current times. Hope can grow when people have the option of an empowering community space where they can choose or be invited to explore questions regarding faith in Jesus and identity whilst having their practical needs fully met.

Responsible leadership and deceptive knowledge hiding: the mediating role of moral reflectiveness and the moderating role of leader-follower value congruence

Purpose The key to preventing employees from engaging in deceptive knowledge hiding is fostering a responsible environment. Drawing on social cognitive theory, this study aims to explore the factors that inhibit deceptive knowledge hiding and to construct potential pathways for enhancing individual moral cognition. This study further analyzes the moderating effect of leader–follower value congruence on these relationships. Design/methodology/approach Using data from 341 full-time employees in various service industries in China, this study conducted path analysis, the product-of-coefficients method and bootstrapping to test the hypotheses through a three-stage, time-lagged survey. Findings The empirical results show that responsible leadership is negatively associated with employees’ deceptive knowledge hiding. Employee moral reflectiveness mediates this relationship, whereas leader–follower value congruence moderates the indirect effect of responsible leadership on deceptive knowledge hiding through moral reflectiveness. Originality/value First, this study extends field research by introducing positive leadership factors to reduce deceptive knowledge hiding, whereas prior studies focused mainly on negative leadership antecedents. Second, this study sheds light on the underlying moral cognitive mechanisms and explains how responsible leadership can prevent implicit unethical behavior. Third, it reveals how leader–follower value congruence can enhance the impact of responsible leadership on moral reflectiveness, offering novel insights into the role of value-based fit in reducing deceptive knowledge hiding.

From authentic leadership to knowledge sharing and knowledge worker retention: mediating role of psychological empowerment

ABSTRACT This study explores how leaders can reduce employees’ intention to quit and stimulate knowledge sharing in knowledge-based companies. Grounded in intrinsic motivation theory, it investigates the impact of authentic leadership on these outcomes, analyzing the mediating role of psychological empowerment. We tested the hypotheses in a sample of 123 professionals from a large private company operating in Brazil’s digital communication sector, employing structural equation modelling with Bayesian estimation. Results show that authentic leadership decreases the intention to quit and increases knowledge sharing. Additionallly, psychological empowerment fully mediates the relationship between authentic leadership and follower knowledge sharing but does not affect the intention to quit. This study highlights the role of positive forms of leadership in leveraging knowledge management and the importance of psychological empowerment as a critical mechanism through which authentic leaders promote knowledge sharing. Lastly, it underscores the association between authentic leadership and decreased turnover intention among knowledge workers.

Does leadership humility foster salesperson creativity? The serial mediating role of job satisfaction and knowledge sharing

PurposeThis study clarifies the mediating effects of job satisfaction and knowledge sharing on the relationship between leadership humility and salesperson creativity. It also shows how job satisfaction mediates between leadership humility and knowledge sharing.Design/methodology/approachThis study sampled 380 salespeople in Japan’s financial sector to participate in a two-wave online survey. The partial least squares structural equation modeling was applied to test the research hypotheses.FindingsThe results of the partial least squares structural equation modeling showed that the serial mediating effect of leadership humility on salesperson creativity through job satisfaction and knowledge sharing was statistically significant. The supplementary analysis showed that leadership humility had a curvilinear effect on salesperson creativity.Research limitations/implicationsThe findings were restricted to salespeople employed in Japan’s financial sector.Practical implicationsContrary to previous meta-analytic studies, the mere presence of humble leaders is insufficient to induce salesperson creativity.Originality/valueThis study is the first to deeply elucidate the underlying mechanism between leadership humility and salesperson creativity and examine the curvilinear relationship between leadership humility and salesperson creativity.

Leadership knowledge in practice: Reimagining pedagogy, application, and assessment.

Leadership learning frequently overemphasizes teaching, while undervaluing how students acquire leadership knowledge, skills, and abilities (Barr & Tagg, 1995; Fink, 2013). This article discusses the value of grounding leadership learning processes in a framework unique to leadership learning (Guthrie & Jenkins, 2018). Specifically, we advocate for the leadership learning framework (LLF) with an emphasis on leadership knowledge in practice. The authors share an overview of a practical approach toward leadership learning and offer a praxis model. Additionally, we offer a critical analysis of several instructional and assessment strategies, including peer facilitations, classroom learning, and rubrics. We share recommendations and implications for practice around leadership knowledge in pedagogical practice. Lastly, the authors provide their own examples of leadership knowledge in practice from their work.

Integrating culturally relevant leadership learning into the leadership learning framework.

By incorporating the culturally relevant leadership learning model (CRLL) into the leadership learning framework (LLF), this article provides leadership educators with an inclusive approach to leadership learning. The authors illustrate how educators can integrate the five dimensions of campus climate into leadership knowledge, observation, development, training, engagement, and metacognition. We describe practical ways to address leadership identity, efficacy, and capacity development for all college students, especially those belonging to traditionally underserved identities. Finally, the authors present a new visual for integrating CRLL into the LLF-a kaleidoscope leadership learning model.

Decolonizing leadership knowledge: Context, culture, and complexity.

Leadership knowledge is viewed as an essential aspect of overall leadership learning, yet questions abound as to who decides what forms of knowledge are recognized as legitimate. This article reviews existing frames of leadership knowledge along with prior attempts to codify leadership knowledge. We then examine the function of leadership knowledge within the leadership learning framework (LLF) and explore how it connects to and illuminates other facets of the LLF model. Finally, critical questions are asked about the future evolution of leadership knowledge and the roles of context, culture, and complexity in decolonizing leadership knowledge.

How does knowledge leadership influence knowledge hiding? A psychological ownership perspective

ABSTRACT This study explores how knowledge leadership mitigates knowledge hiding within cross-functional project teams (CFPTs). From a psychological ownership perspective, this study hypothesizes that knowledge leadership influences knowledge hiding via the mediating effect of knowledge-based and organization-based psychological ownership. Additionally, this study proposes the moderating role of mastery climate between psychological ownership and knowledge hiding. Then, this study used a questionnaire-based survey to collect data and adopted regression analysis and bootstrapping methods to analyse the data to test the proposed hypotheses. Results indicate that (1) knowledge leadership has a negative effect on knowledge hiding; (2) both knowledge-based and organization-based psychological ownership play the mediating role between knowledge leadership and knowledge hiding; (3) the relationship between organization-based psychological ownership and knowledge hiding is moderated by mastery climate. The relationship between knowledge-based psychological ownership and knowledge hiding is also moderated by mastery climate. This study provides implications for managers to mitigate knowledge hiding within CFPTs.

Study of the family environment of students studying in government and non-government upper primary schools

The study of the family environment of students studying in government and private upper primary schools is an important topic. It helps in understanding their family context, social structure, economic status, and motivational environment. The families of students studying in government upper primary schools are often economically weak, and their infrastructure usually depends on government schemes. The families of students studying in these schools are often socially organized, and they have more knowledge of leadership and social change in society. There is more support for education in the families of students, and this supports their education. The message of understanding the importance of education is often propagated more intensively among the families of students. The families of students studying in private upper primary schools are often socially diverse, and this gives the students a diversity of experiences. The families of students studying in these schools are usually financially stable, and this gives them more resources. The level of enthusiasm and support for education is higher in the families of students, and they have more freedom in making decisions regarding their education. The families of students studying in these schools are more insistent in participating and supporting the students in their studies. The difference and importance of the family environment of students studying in government and non-government upper primary schools can be understood. Findings from the research study - No significant difference was found in the family environment of male students studying in government and non-government upper primary schools. No significant difference was found in the family environment of female students studying in government and non-government upper primary schools.

Characterizing engagement and burnout among Certified Child Life Specialists: a mixed methods study

ABSTRACT Certified Child Life Specialists (CCLS) are healthcare professionals susceptible to burnout given the psychosocial nature of their role. Job engagement and motivation are highly related to burnout in many populations, yet few have explored this relationship among CCLS. Therefore, this convergent, mixed-methods study described engagement, motivation, and burnout among CCLS. A sample of 117 CCLS completed an online demographic survey and validated measures of job engagement and burnout; thirty participants completed a semi-structured follow-up interview about their experiences. Overall, participants were emotionally engaged in their work and planned to remain working as a CCLS. Helping patients and families was identified as an important engagement factor; however, participants also reported moderate levels of burnout as emotional exhaustion. Feelings of burnout were related to low compensation, lack of respect from colleagues, and ineffective leadership. CCLS participants noted motivation to stay in the profession was related to supportive leadership that provided resources and opportunities to cultivate and recognize individual strengths. These findings provide guidance on the type of supports and resources CCLS need to remain engaged and motivated in their work, including skilled and knowledgeable leaders, recognition for their role in patient care, professional growth opportunities, and increased compensation.

The Relevance and Challenges of Big Data for Leadership

This research is a study of ‘The Relevance and challenges of Big Data for Leadership’. The purpose of this study is to examine the level of understanding, knowledge, and skill of leadership to drive a data driven organisation and to determine the shortcomings for corrective measures. The research involves an exploratory study of the leadership needs and abilities for effectively leading in the big data environment. Method used include literature review and qualitative analysis of interviews of people at different levels of leadership, as primary research. The analysis is a combination of a deductive and an inductive approach, and the themes help analyse big data benefits and challenges for leadership, and the leadership style adopted by leaders. Findings reveal the underlying issues of lack of skill and knowledge among leaders. The findings enable organisations and leaders understand the gaps in using data efficiently, and recommendations help to take measures to improve effectiveness. Big data and leadership are under explored and there is scope for continuing research in these areas.