Leadership Program Research Articles

Clinical effectiveness and cost-effectiveness of a multicomponent frailty management program “Say No To Frailty” in Singapore: A cluster-randomized controlled trial protocol

BackgroundA 12-week multicomponent frailty management program - Say No To Frailty (SNTF) consisting of interactive talks and fitness exercises led by a trained program leader has shown feasibility and positive health outcomes in community-living older adults with frailty and pre-frailty in Singapore. This study aims to evaluate the clinical- and cost-effectiveness of SNTF on physical functions, self-confidence, community participation, quality of life and fall reduction in the local community setting. MethodsThis study will use the cluster-randomization method to randomly allocate 12 participating centres into three arms. Centres under two intervention arms will conduct the same SNTF program but led by a program leader with different training backgrounds (an Allied Health Professional (AHP) v.s. a non-AHP), whereas centres under the control arm will continue their usual care without an additional intervention. Eligible participants at each participating centre will be recruited via the convenience sampling method in the community setting. Primary outcome measure (frailty level) and secondary outcome measures (e.g., physical functions, self-confidence, community participation, quality of life) will be conducted by the blinded assessors at baseline, immediate, 3 months and 9 months post-intervention. Fall data will be collected during the one-year study period. Outcomes between and within groups will be compared and analysed using STATA to evaluate the clinical effectiveness. Program costs and relevant healthcare costs during the follow-up phase will be recorded for cost-effectiveness analysis. ConclusionThis study will provide significant insights into conducting SNTF for Singapore community-living older adults with frailty and pre-frailty on clinical- and cost-effectiveness.Australia New Zealand Clinical Trials Registry: ACTRN12621001673831.

Physician engagement in reproductive health advocacy: findings from a mixed methods evaluation of a leadership and advocacy program

BackgroundMedical curricula include advocacy competencies, but how much physicians engage in advocacy and what enables this engagement is not well characterized. The authors assessed facilitators and barriers to advocacy identified by physician alumni of a reproductive health advocacy training program.MethodsThe authors present secondary results from a mixed methods program evaluation from 2018 to 2020, using alumni data from a cross-sectional survey (n = 231) and in-depth interviews (IDIs, n = 36). The survey measured engagement in policy, media, professional organization, and medical education advocacy and the value placed on the community fostered by the program (eight questions, Cronbach’s alpha = 0.81). The authors estimated the association of community value score with advocacy engagement using multivariable Poisson regression to estimate prevalence ratios and analyzed IDI data inductively.ResultsOver one third of alumni were highly engaged in legislative policy (n = 90, 39%), professional organizations (n = 98, 42%), or medical education (n = 89, 39%), with fewer highly active in media-based advocacy (n = 54, 23%) in the year prior to the survey. Survey and IDI data demonstrated that passion, sense of urgency, confidence in skills, and the program’s emphasis on different forms of advocacy facilitated engagement in advocacy, while insufficient time, safety concerns, and sense of effort redundancies were barriers. The program community was also an important facilitator, especially for “out loud” efforts and for those working in environments perceived as hostile to abortion care (e.g., alumni in hostile environments with high community value scores were 1.8 times [95% CI 1.3, 2.6] as likely to report medium/high levels of media advocacy compared to those with low scores after adjusting for age, gender, and clinical specialty).ConclusionPhysician advocacy training curricula should include both skills- and community-building and identify a full range of forms of advocacy. Community-building is especially important for physician advocacy for reproductive health services such as abortion care.

E-cigarette knowledge of undergraduate pharmacy students

Abstract Introduction The use of e-cigarettes (known as vaping) is creating public health opportunities and challenges. E-cigarettes are effective as a smoking cessation tool. However, they are not without risk. E-cigarettes are relevant to pharmacists as they can provide advice about smoking cessation and they are well placed to provide more generic support and information about e-cigarettes, including side effects. Notifications about any issues with e-cigarettes can be done through the United Kingdom’s (UK’s) Medicines and Healthcare products Regulatory Agency (MHRA) Yellow Card Scheme. Vaping products can be considered as licensed, but not yet prescribed within the UK National Health Service (NHS). There are benefits in pharmacists being knowledgeable about the legal and regulatory status of e-cigarettes. It is currently unclear whether pharmacy students are knowledgeable about e-cigarettes and their role in smoking cessation. It is also unclear whether they are aware of the relevance to the Yellow Card scheme. Aim To examine e-cigarette knowledge of undergraduate pharmacy students studying at a large university in the northwest of England, some of which may be concurrently working within retail pharmacy. Methods A link to an online quantitative survey was distributed to all students (approximately 500) studying on the four-year undergraduate pharmacy (MPharm) programme by the programme leader. This was done by email in April 2023. The research was carried out as part of a public health student’s dissertation with a questionnaire designed and piloted by the student. Results were mainly descriptive and χ2 tests were carried out using SPSS where appropriate. Results A convenience sample of 55 students (approximately 10%) was achieved. Just over half the respondents stated they did not know if e-cigarettes were available on prescription or from the NHS. Only 12% of respondents knew that e-cigarettes were regulated for safety and quality in the UK, with 50% of all respondents stating that they were not. Just over half (58%, n=32) did not know whether medically licensed e-cigarettes were available. Less than 10% of all respondents (n=5) were aware that e-cigarettes users can report via Yellow Card Scheme if suspecting a side effect from using e-cigarettes. Interestingly, 46% of those currently working in retail pharmacy (n=11) wrongly stated “no” when asked about the Yellow Card Scheme. This compared to 19% (n=6) of those not currently working in retail settings (χ2=4.44, df=1, p=0.035), indicating that those with current retail experience were less knowledgeable about the Yellow Card Scheme in relation to e-cigarettes. All respondents agreed that pharmacists should be providing health-related advice on vaping to their clients/patients. Conclusion There may be merit in including relevant material on e-cigarettes, including the licensing and Yellow Card scheme, along with more general information on the benefits of switching from cigarettes to vaping and the need to stop vaping, within undergraduate programmes. A strength of this study was that it was one of the first that looked at knowledge of the Yellow Card scheme among pharmacy students, but a main weakness was that it was a small, self-selecting sample of students.

Empowering everyday leaders

Leadership is often conceptualized and taught through famous, world-changing individuals; however, leadership spans levels of influence, from small-group projects to global initiatives. While student leaders are present at every level, existing leadership research and programs center adults. Within this article, Lisa DaVia Rubenstein, Sydney Johnson, Allison Southworth, and Gerardo Ramirez propose the 4L Continuum of Leadership, which recognizes the distinct processes and skills necessary at each level of leadership. With an emphasis on little-l leadership, they integrate specific interpersonal and strategic skill development opportunities into existing curriculum areas. This work empowers all learners to cultivate their leadership potential.

Empowering Librarians Worldwide

This paper details the analytical process and presents recommendations for the enhancement of the International Librarians Networking Program (ILNP), informed by participant feedback. The work was done as part of the 2023 American Library Association’s (ALA) Emerging Leaders program. The recommendations span four critical dimensions: communication enhancement, application process revision, poster project refinement, and the establishment of an alumni group. These proposed enhancements aim to effectively address the challenges articulated by ILNP participants, elevate the program’s overall quality, and align it with the overarching objectives of the International Relations Round Table (IRRT). IRRT’s mission revolves around empowering librarians worldwide through networking and the exchange of professional knowledge, making these proposed improvements integral to realizing this mission.

Navigating uncharted waters: leadership insights from successfully reopened schools amid the COVID-19 pandemic

ABSTRACT This research delves into the experiences, challenges, and opportunities faced of Indonesian school principals as they grapple with the complex task of reopening schools post-COVID-19 pandemic. It offers insights into the challenges they face, the strategies they employ, and the lessons they learn in this transformative phase of education. Indonesian school leaders are confronted with the simultaneous implementation of a new curriculum, the imperative of safe reopening, and the integration of innovative pedagogical approaches adopted during the pandemic. Through semi-structured interviews and reflexive thematic analysis, five overarching themes emerge: Collaboration and Communication, Adaptation and Innovation, Support and Engagement, Learning from Others, and Resilience and Trust. These themes underscore the indispensable role of school leaders in orchestrating a holistic approach to reestablishing the learning environment. The findings hold significance for policymakers, educators, and education leadership programs, not only within Indonesia but also for educational systems worldwide. As education undergoes a profound transformation, the experiences of Indonesian school leaders offer valuable guidance on adapting, innovating, and fostering resilient educational communities in a post-pandemic world.

Model development of empowered on the job training program to improve the school leadership effectiveness

Purpose: The development of an on-the-job training program manual model is a critical step for educational units within the framework of sustainable human resource capacity development, which aims to see the need for an on-the-job training program for school leadership teams to improve their leadership effectiveness. This certainly needs to be supported by the design of an on-the-job training program for school leadership teams to improve their leadership effectiveness as an alternative means of capacity building for school leadership teams in managing schools. In addition, it is also to see the validity, practicality, and effectiveness of the on-the-job training program model for the school leadership team to improve their leadership effectiveness which in turn can provide significance to the education services managed in schools. Method: This study used a development research method based on Smith and Ragan's design. The instruments used in the study were validation and practicality sheets, model needs analysis questionnaires, interviews, and observations. Data on the validity and practicality of the model were obtained during data processing. Data processing was continued with paired sample t-test analysis using SPSS and N-Gain to determine the effectiveness. Results: The results of existing research show: 1) an assessment of the feasibility of the EMPOWERED OJT model to increase the effectiveness of school leadership shows a very high validity category with an average value of 84%, and its practicality is considered very practical with an average value of 95%; 2) an assessment of effectiveness, there is a Sig value. (2-tailed) is <.001, which is < 0.05, indicating that H0 is rejected and Ha is accepted. This shows the influence of using the OJT program model manual to increase the effectiveness of school leadership. It is also seen that there is an increase in the average (gain) of the pretest and posttest data of 0.73, which is included in the medium group criteria. Based on the results of this research, the developed product model is effective and contributes positively to increasing the effectiveness of leadership in schools, in this case, in the ranks of school leaders.

Risk factors for dropout from psychological substance use disorder treatment programs in criminal justice settings

BackgroundSubstance use disorders are highly prevalent in people within the criminal justice system. Psychological programs are the most common type of treatment available and have been shown to decrease recidivism, but dropping out of treatment is common. Risk factors associated with treatment dropout remain unclear in this setting, and whether the risk factors differ by treatment form (group-based vs. individual). MethodsOutcome (treatment dropout) was defined as not finishing the program due to client’s own wish, misbehavior, no-shows, or because program leader found client to be unsuitable. Predictors of treatment dropout included a comprehensive set of individual-level clinical, socioeconomic, and crime-related pre-treatment characteristics. Multivariable regression models were used to estimate the associations between predictors and dropout. FindingsThe study cohort included 5239 criminal justice clients who participated in a psychological treatment program (group-based or individual). Multivariable logistic regression models showed that female sex (OR=1.64, 95% CI 1.20–2.25), age (0.99, [0.97–1.00]), sentence length (0.98, [0.97–0.98]), higher education (0.54, [0.28–1.00]), number of violent offenses (1.03, [1.01–1.05]), and anxiety disorders (1.32, [1.01–1.72]) were associated with dropout from the individual treatment program. For the group-based program, age (OR=0.98, 95% CI 0.96–1.00), sentence length (OR=0.96, 95% CI 0.94–0.98), stimulant use disorder (OR=1.48, 95%, 1.00–2.19), and self-harm (OR 1.52, 95% CI 1.00–2.34) were associated with dropout. ConclusionsWe identified certain sociodemographic, crime-related, and clinical characteristics that were particularly important in predicting dropout from psychological treatment. Further, we find that there are similarities and differences in predictors of dropout from group-based and individual treatment forms.

Leadership education: a content analysis of postgraduate leadership education programs for health and human service leaders in Australian universities

PurposeA systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.Design/methodology/approachQuantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.FindingsThe authors conclude that Australian universities have taken an evidence-based approach to leadership education.Originality/valueMore work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.

Competency articulation at the intersection of happenstance and experiential learning

This study explored how university students in North America acquired the ability to express their career-related competencies in the context of a pre-professional career education program. We examined the intersection of happenstance learning theory (HLT) and experiential learning theory (ELT) to facilitate significant experiences that inspired students and helped them connect with a profession. Through qualitative interviews with 19 students, we discovered three key insights. First, catalyzing experiences improved competency articulation, as planned experiences provided opportunities for pivotal educational moments and unexpected events that inspired and motivated students. Second, catalyzing experiences sparked action and transformative insights, enhancing students’ career readiness and ability to act on future opportunities. Third, transformation through catalytic experiences occurred through reflection, consolidating the significance of experiences and their personal career narratives. We discuss the practical implications of our findings for program leaders, including creating planned career-related experiences and guiding students toward effective competency articulation.

Leadership development in genetic counseling graduate programs.

Leadership is emerging as an important component of health professional training. This study aimed to characterize current leadership development in accredited genetic counseling programs. Semi-structured interviews with program leadership were conducted to explore their program's leadership curricula and their perspectives on the meaning of leadership and its place in genetic counseling training. Eleven interviews were conducted and focused on seven categories related to study goals. Using the Framework Method, themes were generated within the predefined categories. Categories and themes included Defining Leadership (Positional vs Non-positional, Beliefs about Leadership, Role of Leadership in the Field of Genetic Counseling), Leadership Curricula Origin and Delivery (Course-based and Longitudinal, Explicit vs. Implicit, Origin of Material), Role of Faculty and Students (Role of Faculty, Expectations for Students and Qualities of Students), Skills, Evaluation, Priority (Potential for Improvement, Barriers and Facilitators), and Standards (Current Incorporation, Potential Incorporation). All programs had some form of leadership development, but many participants lacked a personal or program definition of leadership. Leadership development varied in curricula and delivery, but most were longitudinal and faculty-driven, with communication, teaching, advocacy, and collaboration as commonly taught skills. However, leadership development opportunities were rarely labeled as such, and participants identified labeling current leadership development as the top area for improvement. Labeling leadership development could improve assessment of current efforts and the ability to address gaps in leadership curricula. This would lay the foundation for necessary intentional leadership development, in turn helping us better advocate for our patients and the profession.

A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools

"A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools" authored by Brent D. Ruben, Richard De Lisi, and Ralph A. Gigliotti, is a comprehensive exploration of leadership in the complex landscape of higher education. The book begins by establishing the foundational importance of leadership development and adeptly guides leaders through the dynamic challenges inherent in the ever-changing higher education environment. The authors address organizational and strategic challenges, offering practical insights derived from their extensive experiences. Notably, the book delves into the missions, purposes, and principles shaping colleges and universities, acting as a practical compass for leaders to navigate diverse stakeholder expectations. A significant portion of the book is dedicated to an in-depth examination of leadership concepts and competencies, providing practical tools and strategies for leadership development. The authors explore university cultures, communication skills, and the roles of leaders, empowering them not just to survive but thrive in their roles. The final section presents a panorama of leadership development models, offering a diverse array of approaches, characteristics, and programs. The inclusion of supplementary materials, such as communication behavior scales and leadership competency scorecards, adds a practical dimension. Beyond theoretical exploration, the book showcases real-world implications, exemplified by leadership programs from the Big Ten Academic Alliance. Tailored for higher education leaders, administrators, and educational professionals, the book serves as a companion in the challenging journey of leadership. The academic tone ensures a depth of understanding matching the complexity of the subject matter. In a higher education landscape undergoing continual transformations, this guide stands as a beacon, addressing broader themes like strategic planning, change management, communication, and leadership development. It emerges as a cornerstone in literature on higher education leadership, leaving an indelible mark by empowering leaders with the knowledge and wisdom needed to navigate complexity and foster positive change.

Development and psychometric evaluation of a Total Worker Health® practice scale.

Occupational Safety and Health (OSH) professionals increasingly need to assess and mitigate a broad scope of worker safety, health, and well-being concerns that extend beyond traditional OSH training curricula. Work-related and non-work-related psychosocial hazards, chronic physical and mental health conditions, and changing work arrangements call for an integrative, public health approach to occupational risk management; this approach has been called, "Total Worker Health®" by United States public health authorities (Schulte et al. 2019). OSH professionals need education to ensure that Total Worker Health (TWH) practice approaches are consistently and effectively applied. This study sought to develop a valid, reliable scale that could be used to assess TWH skills gaps that can be addressed with tailored, competency-based curricula. We developed a survey scale to assess professional competency for specific TWH practice approaches described in prior literature (Lee et al. 2016; Punnett et al. 2020). The scale contained 11 statements and used a 5-point scale (not skilled to highly skilled) to rate the level of competency. We pre-tested and refined the statements for face validity then administered the scale with a convenience sample of 258 professionals from mixed OSH disciplines. A total of 210 OSH professionals (31% safety, 17% industrial hygiene, 12% occupational nurses, 11% occupational physicians, 29% other) who completed 50% or more of the questions were included in the analysis. Scale reliability was assessed with a Cronbach's alpha test. Scale validity and structure were assessed with exploratory factor analysis (EFA). The 11-item scale had high internal consistency (Cronbach's α = 0.92). The initial EFA solution suggested 2 factors that explained 65.3% of variance, with one cross-loaded question. A final 10-item, 2-factor scale was developed that accounted for 66.0% of variance with no cross-loaded items (Cronbach's alpha α = 0.91). Factor 1 (6 items) contributed to 55.5% of the variance and captured skills related to TWH program leadership (e.g. leader commitment, integrating program systems, engaging with other program leaders and workers). Factor 2 (4 items) contributed to 10.5% of the variance and captured technical skills related to hazard identification and control (e.g. identifying hazards, designing work to reduce hazards). Internal consistency was very good for both TWH program leadership (Cronbach α = 0.89) and TWH risk assessment and control (Cronbach α = 0.80) subscales. A novel 10-item TWH skill scale to assess specific TWH practice approaches was developed with very good reliability. Factor analysis revealed 2 latent constructs: TWH leadership skills and TWH risk assessment and control skills. This study offers an evidence-based tool to assess competency for specific TWH practices among OSH professionals. The results of this study contribute to the broader research base needed to formalize a TWH competency framework, as advocated by other scholars interested in TWH workforce education (Newman et al. 2020).

Transforming a National Invention Education Program through a Strength-based Approach

This system-level ethnographic study of a strength-based approach to transforming a national invention education program makes visible how program leadership drew on research and their own expertise to shift who and how they served. With data analysis grounded in program reports, documentation, and internal and published research, the program’s developmental trajectory is (re)constructed and (re)presented with contextual details provided by program leadership to bring forward how facets of a strength-based approach informed the overtime transformation. Working in conjunction with program leadership to identify common design elements across new program offerings, this study presents this program’s principles for designing for instruction and considerations for curricular integration of invention education into K-14 educational institutions. Furthermore, how these principles align with a strength-based approach are discussed.

Examining the Impact of the COVID-19 Pandemic on Student Employability Skills - an Employer’s Perspective

Like most university learners, students in the Department of Pure and Applied Chemistry at the University of Strathclyde, experienced hybrid learning environments from March 2020 transitioning into hybrid approaches for the full academic year 21/22. As students who were in the early years of their programme at this time, and experienced a shift from traditional education practices are soon to graduate, a short research project was undertaken to better understand the perception of employers on the impact of remote and hybrid learning on current, and future, graduate skills, and competencies. Several employers in the chemical industries were surveyed to rate changes in their perception of, and importance of, key graduate skills and competencies after the pandemic. In general, it was shown that the employers responding to this survey did not show concern about the level of personal, professional, and higher-level cognitive skills developed by students working in remote/hybrid environments during the pandemic. A gap in practical skills was acknowledged as indicated by employers’ viewing students as being less skilled in this area, however the skills gap was not thought to be important with regards to employability. Additionally, employers indicated an increased importance on a student’s ability to develop and demonstrate basic personal and professional skills including communication, collaboration, interpersonal/networking, autonomy, self-management, and resilience. The research suggests programme leaders creating or modifying curricula should place attention on the development of these skills and competencies to ensure students are self-led to successfully transition into the workplace.

Towards equitable leadership development: active ingredients of a culturally responsive program for Black community leaders

Towards equitable leadership development: active ingredients of a culturally responsive program for Black community leaders

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

Purpose This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches. Design/methodology/approach The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods. Findings The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches. Practical implications In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development. Originality/value This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

Uncovering common elements among undergraduate leadership degree programs

PurposeThis research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and program revision, promote discussion about future leadership curriculum development and provide a starting point for developing common leadership curriculum expectations nationally.Design/methodology/approachContent analysis was performed.FindingsProgram course similarities appear to represent the organic development of unofficial common core requirements within undergraduate leadership programs. Further, there appeared to be no significant trend as to which academic department leadership programs were placed.Originality/valueThis study identifies commonly occurring classes in traditional leadership degrees, offering insights for the development of new programs and assessment of current leadership degrees.

Leadership Education and Development: An Exploration of Australian Academic Educators’ Perceptions of Leadership Education for Health and Human Service Sector Leaders

The purpose of this study was to explore the nature of postgraduate leadership courses and programs offered by Australian Higher Education Institutions for leaders and potential leaders in the Health & Human Service (H&HS) sector including structure, content, and teaching practices from the perspective of educators. Ten educators from a range of institutions were interviewed. Interview data was coded and analyzed using Inductive Content Analysis. Six global categories represent the broad range of experiences and perspectives of participants in this study. Findings demonstrate formal education has the potential to positively impact the development of leaders in the H&HS sector.

Regional development policy in Galilee periphery in Israel

AbstractIn Israel, regional clusters serve as a mechanism for regional development, achieved through the integration of interests, pooling of resources, knowledge transfer, and the facilitation of agglomerations. This study gains insights from two EU regional development programs, LEADER and URBACT, to potentially benefit the regional clusters in Galilee, Israel's northern periphery. The research examined five municipal clusters in Galilee, aiming to identify their distinct characteristics and place them within a wider theoretical and comparative framework. A qualitative research approach was adopted, involving semi‐structured interviews with the clusters' CEOs and an analysis of pertinent policy documents. The findings suggest that Galilee's municipal clusters encounter challenges similar to those faced by the EU's LEADER and URBACT programs. These include establishing regional networks, achieving recognition for their capabilities, and cultivating trust and cooperation gradually. The CEOs shared their experiences in navigating the challenges posed by wary mayors and government ministries. The recognized success of these clusters, as evidenced in policy documents, could signify a shift from Israel's traditional centralist political culture to a more decentralized power structure.