Professional Leadership Roles Research Articles

Developing Leadership and Management Competencies in Maritime Vocational Education: A Qualitative Study

This research investigates the effectiveness of maritime vocational education in developing leadership and management competencies, focusing on ethical decision-making, global competence, and innovation. A qualitative approach was used to gather insights from 24 participants, including maritime professionals, lecturers, graduates, and senior government officers. The results reveal that maritime vocational schools are highly effective in fostering leadership skills, with an overall average score of 9/10 across various indicators. However, graduates indicated a need for more practical, hands-on learning experiences to better transition into professional leadership roles. The study suggests that further collaboration between maritime vocational schools and industry stakeholders is essential to ensure curriculum relevance and alignment with industry demands. By enhancing practical learning opportunities and addressing gaps in leadership training, maritime vocational education can continue to play a critical role in preparing future leaders for the complexities of the global maritime industry.

Stjórnun og fagleg forysta í grunnskólum

Samfara aukinni valddreifingu í íslensku skólastarfi hefur umfang starfs skólastjóra grunnskóla aukist verulega. Í skólastjórn felst bæði stjórnun og fagleg forysta en skólastjóra er fengið það hlutverk samkvæmt lögum að móta stjórnskipan síns skóla og skipta verkum á milli kennara og stjórnenda. Sjónir fræðimanna hafa í vaxandi mæli beinst að hlut skólastjóra í að bæta námsárangur en sýnt hefur verið fram á að skýr tengsl eru á milli faglegrar forystu skólastjóra og árangurs nemenda. Með kjarasamningum 2001 var samið um störf aðstoðarskólastjóra og deildarstjóra í þeim tilgangi að efla kennslufræðilega forystu í grunnskólunum og fjölgaði stjórnendunum talsvert fram til ársins 2008. Markmið þessarar rannsóknar var að kanna hverjar væru starfsaðstæður og bakgrunnur skólastjóra og hvaða viðfangsefni hann kysi sjálfur að axla í stjórnkerfi skólans. Gagna var aflað með rafrænni spurningakönnun sem send var öllum stjórnendum í grunnskólum með meira en 100 nemendur. Niðurstöður sýna að skólastjórar grunnskóla hafa umtalsverða starfsreynslu og mikill meirihluti þeirra hefur lokið framhaldsnámi í stjórnun. Þrátt fyrir viðleitni til að binda skólana saman sem faglegar stofnanir virðast þeir enn vera talsvert laustengdir. Tilhögun stjórnkerfis skólanna er óljós og hefur í för með sér ákveðin einkenni óreiðu fremur en fagveldis. Hlutverk aðstoðarskólastjóra og deildarstjóra eru óljóst skilgreind en algengast er að skólastjóri gegni sjálfur hlutverkum stjórnenda. Hinum mikilvægu faglegu forystuhlutverkum er skipt með óljósum hætti milli stjórnenda og oftar en ekki er vísað til ábyrgðar stjórnendateymis. Benda niðurstöður til þess að áform kjarasamnings árið 2001 um að efla kennslufræðilega forystu í grunnskólum hafi ekki gengið eftir.

The phoenix is rising! How professional services leadership roles are evolving in academic units to shape the modern university

ABSTRACT This paper provides a small-scale exploration of the evolvement of leadership roles in higher education academic units (AUs), namely Departments, Schools & Faculties. A literature review provides theoretical examples of the evolution of professional services (PS) staff. Changes in PS leadership roles are also explored alongside the emergence of ‘Third Space’ professionals whereby staff from the perceived ‘binary’ construct of HE (academics and PS staff) work together on shared initiatives outside formal structures. Semi-structured interviews with PS leaders working in AUs across the sector highlight a number of key themes. Findings suggest that documented tensions between academics and PS staff have lessened with the focus shifting to ‘local’ vs ‘central’ challenges. With identity emerging as an important consideration for Higher Education Professionals (HEPs), the paper calls for a sector wide review of structures and resource allocation models, the development of a new HEP apprenticeship scheme and a rebuilding of the PS throughout HE.

CHALLENGES OF FEMALE PRINCIPALS IN MADRASAH LEADERSHIP IN BANDA ACEH: A GENDER ANALYSIS

Women's leadership is gaining more recognition in the public eye, particularly in professional leadership roles within educational institutions. Despite facing challenges such as seniority, local customs, and societal perceptions, these obstacles do not deter women from their leadership roles in educational institutions. In fact, they strive to create better opportunities for future leadership. The challenges faced by female school principals are often influenced by the prevailing patriarchal culture in society and community life. This research employs a qualitative method with a gender analysis approach. The findings reveal that challenges related to seniority and local customs are dominant issues for female school principals in Aceh. Seniority comes into play when younger school principals are perceived as inexperienced leaders by their senior counterparts, even if they possess the necessary competencies for the role. On the other hand, local customs are influenced by the presence of teachers who are local residents in the school. Additionally, dealing with policy dualism in private schools and collaboration with committees presents straightforward challenges for school principals, influenced by the research location, student backgrounds, and school status. The strategies offered by school principals involve continuous engagement, fostering better collaboration, and early consultation with relevant stakeholders. These efforts have helped ease tensions and lead to more effective solutions for overcoming these challenges.

The Principals’ Professional Leadership Roles in Managing the Teachers’ Professional Development: the Case of Addis Ababa Senior Secondary Schools

The Principals’ Professional Leadership Roles in Managing the Teachers’ Professional Development: the Case of Addis Ababa Senior Secondary Schools

Diversity, equity, and inclusion in gastroenterology and hepatology: A survey of where we stand.

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of five national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n=431 [35.4%]), in professional leadership (n=340 [27.9%]), and among practicing GI and hepatology professionals (n=324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n=545 [44.7%]), medical student opportunities (n=520 [42.7%]), and program and professional society leadership roles for underrepresented racial and ethnic minority groups (n=473 [38.8%]). Our survey explored imperative and timely perspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Diversity, equity, and inclusion in gastroenterology and hepatology: a survey of where we stand

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n= 431 [35.4%]), in professional leadership (n= 340 [27.9%]), and among practicing GI and hepatology professionals (n= 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n= 545 [44.7%]), medical student opportunities (n= 520 [42.7%]), and program and professional society leadership roles for underrepresented racialand ethnic minority groups (n= 473 [38.8%]). Our survey explored imperative and timelyperspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Diversity, Equity, and Inclusion in Gastroenterology and Hepatology: A Survey of Where We Stand

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n= 431 [35.4%]), in professional leadership (n= 340 [27.9%]), and among practicing GI and hepatology professionals (n= 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n= 545 [44.7%]), medical student opportunities (n= 520 [42.7%]), and program and professional society leadership roles for underrepresented racialand ethnic minority groups (n= 473 [38.8%]). Our survey explored imperative and timelyperspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

Diversity, Equity, and Inclusion in Gastroenterology and Hepatology: A Survey of Where We Stand.

In the setting of increasing attention to representation in medicine, we aimed to assess current perspectives of racial and ethnic workforce diversity and health care disparities among gastroenterology (GI) and hepatology professionals in the United States. We developed and administered a 33-item electronic cross-sectional survey to members of 5 national GI and hepatology societies. Survey items were organized into thematic modules and solicited perspectives on racial and ethnic workforce diversity, health care disparities in GI and hepatology, and potential interventions to enhance workforce diversity and improve health equity. Of the 1,219 survey participants, 62.3% were male, 48.7% were non-Hispanic White, and 19.9% were from backgrounds underrepresented in medicine. The most frequently reported barriers to increasing racial and ethnic diversity in GI and hepatology were insufficient representation of underrepresented racial and ethnic minority groups in the education and training pipeline (n = 431 [35.4%]), in professional leadership (n = 340 [27.9%]), and among practicing GI and hepatology professionals (n = 324 [26.6%]). Suggested interventions were to increase career mentorship opportunities (n = 545 [44.7%]), medical student opportunities (n = 520 [42.7%]), and program and professional society leadership roles for underrepresented racial and ethnic minority groups (n = 473 [38.8%]). Our survey explored imperative and timely perspectives on racial and ethnic representation and health equity among professionals in GI and hepatology. The findings should inform future interventions to address workforce diversity and establish priorities toward improving health equity, ultimately serving as a springboard for professional societies, academic institutions, and other organizations that aim to increase diversity, equity, and inclusion in our field.

A qualitative study investigating Stakeholders' perspectives on a professional body of pharmacy

BackgroundWith the advent of “shared regulation” over a decade ago in healthcare to allow for greater public input, the Pharmaceutical Society of Ireland (PSI) shed its professional leadership role. Since then there has been no unified voice for the profession of pharmacy in Ireland, which is in stark contrast to other jurisdictions and allied healthcare professions, where both public and practitioner are catered for in separate entities. This is an issue which has received little academic scrutiny thus far, and therefore this study provides a unique opportunity for stakeholders to submit their views. MethodsSemi-structured interviews with key stakeholders working in representative bodies in Ireland using purposive and snowball sampling. Each interview was audio-video recorded and transcribed accordingly for six phase thematic analysis. ResultsInterviews were conducted with thirteen participants working in diverse sectors relevant to professional representation. There was a consensus regarding the existing void in the pharmacy profession, and how this has had a detrimental impact on the development of the profession and pharmacists' position in the Irish healthcare system. Different structural models were proposed by participants and potential financial and logistical hurdles for the profession to overcome were considered. ConclusionThe study provides a unique review of stakeholders' perspectives who had clear desires for change. The manner in which such change will occur is a consideration for the profession and policy makers going forward.

Professional and Organizational Leadership Role in Ethics Management: Avoiding Reliance on Ethical Codification and Nurturing Ethical Culture.

The engineering profession has experienced some ethical cases that were rarely reported, scrutinized, or discussed because: they did not necessarily represent violations of existing codes even if they breached ethical principles; those within the organization were not prepared to take steps to address the issues or impose sanction; an/or some of the personnel associated with these cases resorted to silence to avoid being labeled as trouble-makers in their organizations and, perhaps, more broadly, in society. The goal of this paper is to heighten managerial awareness of ethical issues, interrelated ethical lapses, and appropriate responsive actions within professional engineering communities. As such, the authors reviewed recent well-known professional and organizational ethical cases including impact of leadership role and existing standards, and critically analyzed interrelated literature. The paper's case studies exemplify that because ethical issues are complex, intricate, and nuanced; bylaws are insufficient for establishing the inclusive culture for handling potential ethical situations. In fact, through what is known as the codification of ethics, it is possible that someone's conduct can totally fulfill all professional responsibilities but still be unethical. As such, ethical leadership is needed to provide the means for establishing appropriate norms so as to set the proper structures for addressing the diverse ethical matters. Perceptions about the responses of leaders to potential ethical lapses are a critical factor in formulating, changing, and maintaining ethical values at the individual and organizational levels. A leader's passive attitude toward ethical issues can be the signal for the ignored lapses to become the norm at not only the organizational level but also the society. Guided by the new Code of Ethics by the American Society of Civil Engineers, this paper aims to trigger the proper ethical behavior and expectations for the welfare of the engineering profession both in the present and future.

What Motivates Marketing Educators to Attend In-Person and Virtual Academic Conferences in a Time of Pandemic Pedagogy?

The global pandemic in 2020 caused by Covid-19 required marketing educators to quickly adapt to pandemic pedagogy. It also abruptly curtailed in-person large gatherings, including academic conferences. Although many marketing scholarly professional organizations suffered a negative financial impact, the quick transition to offer completely online live events allowed many marketing educators to attend a virtual conference for the first time. After having experienced the benefits of virtual attendance, will marketing educators return to in-person attendance when it is deemed safe to do so? Marketing educators can earn credit for serving in scholarly professional organization leadership roles and for organizing and participating in academic conferences offered by those organizations. Thus, there is a vested interest in having profitable events to support the organizations. This study seeks to answer the question, what motivates marketing educators to attend in-person and virtual academic conferences? Grounded in self-determination theory, relatedness and competence are examined as marketing educator motivations. Regression analysis of the survey results suggests marketing educators have a relatedness motivation to participate in-person. They also have a competence motivation to participate virtually. Therefore, marketing scholarly professional organizations should consider offering both virtual and in-person academic conferences to address relatedness and competence motivation.

Mentorship for Doctor of Education Candidates: Exploring Sustainability, Networking, and Expected Outcomes within a Mentoring Program

Candidates who pursue a Doctor of Education (EdD) often have a unique set of challenges as these candidates typically hold professional leadership roles in schools, districts, or organizations while taking courses and completing a dissertation. EdD candidates may benefit from participating in a mentoring relationship to gain social, emotional, academic, and career readiness support. In this paper, we explore perceptions of an EdD mentoring program related to sustainability, networking, and expected outcomes of their current mentoring opportunities. Perceptions of mentors’ and mentees’ self-efficacy, readiness, and progress are also studied in order to better support candidates in completing the doctoral program.

A Call to Action: Nurse Leader Succession Plan in Acute Care

Nurse leader succession plan in acute care is a business strategy that has a financial impact. Quality care and patient safety is reliant on effective clinical leadership. Efficiency and effectiveness in care delivery processes and outcomes translate into corporate financial sustainability. The premise of nurse leader succession plan is to build leadership capacity for clinicians, and enlarge nursing portfolio. Potential candidates acquire skills and knowledge pertinent to professional growth and leadership roles. Structured mentorship program focus on inter-professional collaboration that enhance clinical and leadership competencies. Individualized professional development plans align competencies with personal career goals. Emerging nurse leaders are inspired to demonstrate commitment and ownership of healthcare processes and outcomes. Regular performance appraisal and feedback provide objectivity in training and development programs. Additionally, communication and relationship management lead to efficiency and mentorship program integration. Succession plan and leadership development advances nursing discipline, autonomy, career development and job satisfaction. Therefore, a nurse leader succession plan provides a reflection on the voice of a nurse in hospital environment.

Femininities in the Field. Tourism and Transdisciplinary Research

Within modern societal constructs where male scholars still dominate academic and research environment at many levels of professional and senior research leadership roles, this book is a well-timed addition on gender and research to Channel View Publications portfolio. The book edited by two inspirational female academics aims to present lived experiences of female researchers during the data collection phase in the field of tourism studies. “The Femininities in the Field” are portrayed through self-reflective case studies. These case studies use first-person narratives that illustrate and analyse the role of gender, portray encountered gender biases and experiences of researchers at different stages of authors’ lives and research journeys.

Leadership and Counseling Psychology: What Should We Know? Where Could We Go?

In this article, we present an introduction to the scholarly literature in leadership, especially as related to counseling psychology. Although many counseling psychologists engage in professional leadership roles across various settings in which they function, there is little formal knowledge about leadership represented in principal books and journals in the field, nor is leadership addressed formally in most programs providing education and training for counseling psychologists. In this article, we first summarize the most important theories, constructs, and processes in the body of knowledge regarding leadership. We also consider the applicability of this knowledge to the field of counseling psychology, particularly noting values and commitments that may position counseling psychologists for effective leadership. We then outline several cross-cutting issues in leadership for counseling psychologists that arise across settings and roles, concluding with a call for more formal attention to leadership by counseling psychologists.

Proyecto HAD 2020: una propuesta para consolidar la hospitalización a domicilio en España

La Hospitalización a Domicilio (HAD) apareció en España hace 36 años con la apertura de diversas unidades. El empuje inicial fue truncado por la falta de liderazgo político y en ocasiones también clínico. La realidad actual ofrece una implantación irregular con disparidad de modelos asistenciales y de recursos. La Sociedad Española de Hospitalización a Domicilio (SEHAD) no ha jugado el papel de liderazgo científico y profesional esperado. Se diseñó el «Plan HAD2020: clave de futuro» como revulsivo. Se trata de un ambicioso proyecto a 4 años para consolidar la HAD como modalidad asistencial. Su despliegue consta de cinco fases. Preparación: se establecieron las bases del plan estratégico (PE). Análisis de situación: se realizó una encuesta nacional a las 106 unidades operativas (datos 2014). Validación del PE: aportaciones y propuestas de actuación de los miembros de SEHAD. Congreso Nacional 2016: presentación y aprobación de conclusiones y propuestas del PE. Fase de despliegue PE: se extenderá hasta el año 2020 y la ejecutarán diversos equipos referentes, repartidos en cinco líneas de trabajo.El objetivo final fijado para el año 2020 consiste en: consensuar un modelo asistencial más homogéneo; promover la formación y reconocimiento profesional de quienes trabajan en la HAD; que cada hospital de España tenga una unidad de HAD; reconocimiento y potenciación por el sistema de salud nacional.HAD2020 ha marcado un punto de inflexión en la SEHAD. El camino trazado y el esfuerzo de todos los profesionales HAD permitirán alcanzar aquella visión que persiguieron los pioneros de la HAD en España.

Promoting diversity to add value to the LIS profession

Purpose The purpose of this paper is to discuss the impact the University of North Carolina at Greensboro’s (UNCG) Library and Information Studies Academic and Cultural Enrichment (ACE) Scholars Program has had on promoting diversity and adding value to the library and information studies profession. Design/methodology/approach This paper is presented as a case study in which three iterations of the ACE Scholars Program are discussed, including program design and suggested impact the program has had on educating and engaging diverse individuals for careers in the library and information studies professions. Findings Nearly 50 ACE Scholars program participants, representing ethnically, racially and socioeconomically diverse backgrounds, have graduated from UNCG with their Master of Library and Information Studies degrees since 2011. In the five years since the first ACE cohort graduated, Scholar alums continue to impact the Library and Information Studies (LIS) profession through their professional roles as well as through their community engagement, professional association memberships and leadership roles, professional presentations and numerous publications. Originality/value This paper presents a model that has helped to promote diversity in the LIS field in way that can be adapted by other graduate programs that are preparing individuals for successful and engaged careers as library and information studies professionals.

Responding to families with complex needs: a national survey of child and family health nurses.

The aim of this study was to explore the extent to which Australian child and family health nurses work with families with complex needs and how their practice responds to the needs of these families. Many families with young children face challenges to their parenting capacity, potentially placing their children at risk of poorer developmental outcomes. Nurses increasingly work with families with mental health problems, trauma histories and/or substance dependence. Universal child health services must respond effectively to these challenges, to address health inequalities and to promote the best outcomes for all children and families. The descriptive study used cross-sectional data from the first national survey of child and family health nurses in Australia, conducted during 2011. Survey data reported how often, where and how child and family health nurses worked with families with complex needs and their confidence in nursing tasks. Many, but not all, of the 679 respondents saw families with complex needs in their regular weekly caseload. Child and family health nurses with diverse and complex caseloads reported using varied approaches to support their clients. They often undertook additional professional development and leadership roles compared with nurses who reported less complex caseloads. Most respondents reported high levels of professional confidence. For health services providing universal support and early intervention for families at risk, the findings underscore the importance of appropriate education, training and support for child and family health professionals. The findings can inform the organization and delivery of services for families in Australia and internationally.

Who will lead the physicians unwilling to lead? Institutional logics and double-bind situations in health care leadership

Purpose– Health care organizations are increasingly demanded to balance the institutional logic of “medical professionalism” and “business-like health care,” that is, to both recognize physicians’ professional expertise while locating it in a wider social, economic, and political organizational setting. The purpose of this paper is to examine the implications from this shift in terms of leadership work in health care organizations.Design/methodology/approach– Case study methodology including interviews with 15 residents in Swedish health care organizations.Findings– A study of the willingness of residents to take on leadership positions show that leadership roles are treated as what is potentially hindering the acquisition of the know-how, skills, and expertise demanded to excel in the clinical work. Consequently, taking on leadership positions in the future was relatively unattractive for the residents. In order to overcome such perceived conflict between professional skill development and leadership roles, top management of health care organizations must help residents overcome such beliefs, or other professional groups may increasingly populate leadership positions, a scenario not fully endorsed by the community of physicians.Originality/value– The paper demonstrates how complementary or completing institutional logics are influencing debates and identities on the “shop floors” of organizations.