Leadership Program Research Articles

Action learning in higher education: reflections on facilitating AL in leadership development programmes

ABSTRACT This account of practice offers reflections and insights on facilitating Action Learning (AL) in Leadership Programmes within the Higher Education context. The account shares our reflections and key observations as practitioner academics, facilitating AL Sets within three higher education leadership programmes. We draw on our knowledge and expertise as facilitators of learning and development in the AL and leadership space. Our reflections have highlighted two key themes in our facilitation experience. First, the autonomy of learning and the significance of AL participants’ voice. Second, creating a shift from task-focus to people-focus through the use of metaphor and visualisation as a means of enquiry. This account will be of relevance to practitioner and academics engaged in leadership development and those involved in the facilitation of AL who may consider adopting AL as a part of a managerial leadership programme.

The year long journey: Transforming the BSN-DNP curriculum

BackgroundRevising a doctor of nursing practice (DNP) curriculum for family nurse practitioner and psychiatric mental health nurse practitioner education with an eye on future changes in competencies required planning and consensus among taskforce members. Major priorities included: the need to embed competency- based education (CBE), the National Taskforce Criteria for Nurse Practitioner (6th ed.) education, and the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN) Essentials, 2021). FindingsChallenges began with faculty knowledge of CBE, NP faculty skills in curriculum building, buying in to the revised degree, and reviewing all current literature on the DNP NP knowledge, skills and attitudes needed for current practice. The year long journey yielded a comprehensive curriculum model to share as well as several lessons learned and recommendations for this journey. ConclusionThe process resulted in a curriculum revision that thus far, is better suited to development of the “work-ready” graduate while still supporting individualized student needs in attending a doctoral-level program. Ongoing work is focused on specific “pillars” of program support including clinical preceptor placement and partnerships, preceptor resources, student retention resources, and exploration of competency-based tracking data management.Considering the impact on faculty workload, program leadership should actively assess levels of curricular expertise of faculty involved to determine additional development or training needs for individual professional growth.

Education Research: Establishing a Postgraduate Year-1 Director Enhances Well-Being for Adult Neurology Residents.

Adult neurology clinical trainees in Accreditation Council for Graduate Medical Education (ACGME)-accredited residency programs spend their postgraduate year (PGY)-1 within the internal medicine department, potentially causing a perceived disconnect with their neurology program. Our Adult Neurology Clinical Competency Committee found this disconnect may decrease resident well-being. We hypothesized implementing a novel PGY-1 Director role focusing on unique aspects of this first year would improve resident well-being and connection to the neurology program. The PGY-1 Director was established as an associate program director in the adult neurology residency program with goals to improve wellness, advocacy, compliance with ACGME requirements, education, and communication. Anonymous surveys compared preintervention (before the PGY-1 Director role) with postintervention resident opinions on PGY-1 experience, assessing wellness, burnout, and perception of advocacy. A total of 15 (75%) preintervention residents and 23 (96%) postintervention residents completed the study surveys. 53.7% of preintervention residents agreed or strongly agreed to feeling burned out, while only 17.4% of postintervention residents agreed they felt burned out and none strongly agreed. Significant improvement occurred in feeling supported clinically and emotionally and feeling validated. Most postintervention residents felt the PGY-1 Director was valuable and directly led to positive change. The relationship between the neurology and internal medicine departments was improved. A dedicated PGY-1 Director position can improve trainee wellness outcomes and relationships between preliminary and matched departments. This mutually benefits both programs but requires substantial resources. We propose this as a best practice when feasible for ACGME programs with the following suggestions: (1) provide dedicated full-time equivalent time, (2) meet with preliminary program leadership regularly, (3) meet with PGY-1 trainees during orientation and at least quarterly, (4) serve as an advocate, and (5) facilitate mentorship in areas of interest.

Competency-based medical education (CBME) in graduate medical education: Perspectives from learners, faculty, and program leaders

Competency-based medical education (CBME) in graduate medical education: Perspectives from learners, faculty, and program leaders

Lessons Learned from the Launch and Implementation of the COVID-19 Contact Tracing Program in New York City: a Qualitative Study.

On June 1, 2020, NYC Health + Hospitals, in partnership with the NYC Department of Health and Mental Hygiene, other city agencies, and a large network of community partners, launched the New York City Test & Trace (T2) COVID-19 response program to identify and isolate cases, reduce transmission through contact tracing, and provide support to residents during isolation or quarantine periods. In this paper, we describe lessons learned with respect to planning and implementation of case notification and contact tracing. Our findings are based on extensive document review and analysis of 74 key informant interviews with T2 leadership and frontline staff, cases, and contacts conducted between January and September 2022. Interviews elicited respondent background, history of program development, program leadership and structure, goals of the program, program evolution, staffing, data systems, elements of community engagement, trust with community, program reach, timeliness, equity, general barriers and challenges, general facilitators and best practices, and recommendations/improvement for the program. Facilitators and barriers revealed in the interviews primarily revolved around hiring and managing staff, data and technology, and quality of interactions with the public. Based on these facilitators and barriers, we identify suggestions to support effective planning and response for future case notification and contact tracing programs, including recommendations for planning during latent periods, case management and data systems, and processes for outreach to cases and contacts.

‘I have gained insight, direction, affirmation, and a network’. Examining the impact of the UK's first LGBTQ+ specific leadership development programme in higher education

This article explores the UK's first specific lesbian, gay, bisexual, transgender, queer or questioning (LGBTQ+) leadership development programme in higher education. It assesses the programme's value for the participants, who comprised of 12 colleagues in academic and professional services roles in one English Post 92 University. The year-long programme offered leadership training, mentoring and networking to LGBTQ+ staff in aspiring to leadership roles. It adopted Whitmore's GROW coaching model and promoted authenticity in the workplace and authentic leadership. The article contends that leadership development initiatives for those with protected characteristics are important in an evolving higher education landscape which is ever more complex. Despite tensions with the concept of authenticity, the article is rooted in a post-structuralist theoretical framework that rejects essentialist views of gender and sexuality. Instead, it aligns with a Butlerian paradigm, where gender and sexual identities are diverse, fragmented and perpetually evolving in relation to others and within systems of power and knowledge. The leadership programme did not assume that LGBTQ+ individuals are intrinsically different from their heterosexual and cisgender peers. However, it developed in its participants, the insight to see that their distinct life experiences as an LGBTQ+ person in a hetero- and cisnormative society had given them a distinct set of attributes conducive to effective and authentic leadership.

Implementation and Impact of Intimate Partner Violence Screening Expansion in the Veterans Health Administration: Protocol for a Mixed Methods Evaluation.

Intimate partner violence (IPV) is a significant public health problem with far-reaching consequences. The health care system plays an integral role in the detection of and response to IPV. Historically, the majority of IPV screening initiatives have targeted women of reproductive age, with little known about men's IPV screening experiences or the impact of screening on men's health care. The Veterans Health Administration (VHA) has called for an expansion of IPV screening, providing a unique opportunity for a large-scale evaluation of IPV screening and response across all patient populations. In this protocol paper, we describe the recently funded Partnered Evaluation of Relationship Health Innovations and Services through Mixed Methods (PRISM) initiative, aiming to evaluate the implementation and impact of the VHA's IPV screening and response expansion, with a particular focus on identifying potential gender differences. The PRISM Initiative is guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) and Consolidated Framework for Implementation Research (CFIR 2.0) frameworks. We will use mixed methods data from 139 VHA facilities to evaluate the IPV screening expansion, including electronic health record data and qualitative interviews with patients, clinicians, and national IPV program leadership. Quantitative data will be analyzed using a longitudinal observational design with repeated measurement periods at baseline (T0), year 1 (T1), and year 2 (T2). Qualitative interviews will focus on identifying multilevel factors, including potential implementation barriers and facilitators critical to IPV screening and response expansion, and examining the impact of screening on patients and clinicians. The PRISM initiative was funded in October 2023. We have developed the qualitative interview guides, obtained institutional review board approval, extracted quantitative data for baseline analyses, and began recruitment for qualitative interviews. Reports of progress and results will be made available to evaluation partners and funders through quarterly and end-of-year reports. All data collection and analyses across time points are expected to be completed in June 2026. Findings from this mixed methods evaluation will provide a comprehensive understanding of IPV screening expansion at the VHA, including the implementation and impact of screening and the scope of IPV detected in the VHA patient population. Moreover, data generated by this initiative have critical policy and clinical practice implications in a national health care system. PRR1-10.2196/59918.

Lessons learnt from the implementation of the Covid-19 vaccination programme in the Southwest of England.

Vaccination remains one of the most successful public health interventions in preventing severe disease and death. The roll-out of Covid-19 vaccination programmes has helped protect billions of people around the world against Covid-19. Most of these programmes have been unprecedented in terms of scale and resources, and have been implemented at times of significant humanitarian crisis. This study aims to outline the lessons learnt from the implementation of a regional Covid-19 vaccination programme. These will help inform emergency preparedness and future crisis management. This qualitative study sought to explore the key drivers to the successful implementation of the Covid-19 vaccination programme in a region in the Southwest of England, applying the Normalisation Process Theory lens (NPT) to examine multi-stakeholder perspectives. Data collection involved semi-structured interviews with 75 participants. Document analysis was also used to corroborate the findings emerging from the interviews. Inductive thematic analysis of the data was used to identify the key drivers for the successful implementation of the programme. The NPT lens was then applied to map the themes identified to the domains and constructs of the framework. Ten key drivers to the successful implementation of the Covid-19 vaccination programme locally were identified, including: the clarity and consistency of the programme's goal; the diverse representation of stakeholders within the programme leadership team and the mechanisms created by this team to ensure psychological safety, autonomy, operational flexibility and staff empowerment; Communication and data specialists' input, and collaboration with local communities to maximise the reach of the programme; and allocating funding to tackle health inequalities. This study highlights the lessons learnt from the implementation of the Covid-19 vaccination programme at a local level, and the mechanisms that can be used in future crises to respond efficiently to the needs of individuals, communities and governments.

Contextualizing Doctoral Education for Leadership Education and Development within Institutions and Degree Types

The need for a more specialized and professional workforce is growing, and doctoral programs within the United States are addressing the need with record‐breaking increases in conferred doctoral degrees. As leadership education and development is a critical component of doctoral education, the current paper explores the context of doctoral education by examining classification systems for doctoral degrees and doctoral institutions. Recommendations for integrating leadership programming based on these classifications are presented.

The Power of Place: Contextual Considerations for Graduate Leadership Education

The current symposium explores graduate leadership education in the higher education learning environment. The collection, authored by scholars from a multitude of higher education institutional types, analyzes the importance of institutional context and programmatic focus in leadership education, and takes into consideration the important role the external environment serves in informing leadership program development. Through this analysis, we focus upon opportunities and challenges faculty and students encounter given their leadership programs' situational placement, or “The Power of Place.” Examining the placement of leadership programs within a systems framework inspires creativity and encourages reframing of what initially appeared to be a challenge as an opportunity for excellence.

Digital Literacy, Skills, and Security: Impact on Digital Leadership in Higher Education

This research examines the influence of digital literacy and social media usage skills on digital leadership in higher education and the moderating role of digital security and antivirus software. This research uses the path analysis method with Smart PLS 4.0 software. They were conducted from January to February 2024, involving 100 management program students using the saturated sampling method. The research results show that digital literacy and social media usage skills positively and significantly affect digital leadership. Digital security also has a positive impact on digital leadership. However, the hypothesis regarding antivirus and security systems as moderating variables was rejected, indicating that they did not increase the influence of digital security or social media skills on digital leadership. This research contributes to developing university curricula and leadership programs by integrating aspects of digital security. The model successfully identified significant influences on digital leadership with high reliability and validity. The rejection of some moderation hypotheses suggests that further research is needed to understand the dynamics between these variables, paving the way for refining the model and exploring other influencing factors.

Outpatient Pediatric Palliative Care Development: Guidance on Building Sustainable Programs.

Context: As pediatric palliative care (PPC) expands within institutions and nationally, little guidance is available on building outpatient programs. Objectives: We asked outpatient PPC (OPPC) program leaders in the United States about clinic development experiences to gather advice for growing programs. Methods: As part of a larger OPPC study, 48 freestanding children's hospitals with inpatient PPC programs were invited to complete a survey on OPPC. Self-selected participants were sent a follow-up survey soliciting free-text responses about development experiences. Quantitative data were analyzed with descriptive statistics. Qualitative data underwent inductive content analysis. Results: Thirty-six hospitals completed the initial survey, and 28 (78%) reported practicing clinic-based OPPC. Twenty-two of 28 completed program development questions. More than half (12/22, 55%) recommended a minimum total billable full-time equivalent (FTE) ≥3 before expanding into the outpatient setting. About two-thirds (14/22, 64%) suggested a minimum billable FTE ≥4 for 24/7 coverage. Half (50%) reported that their program grew from subspecialty clinics, most frequently hematology-oncology (10/11, 91%). Half (50%) placed initial limits on referrals, with many restricting schedule availability (7/11, 64%). Six of 12 participants (50%) willing to share more about their development experience completed a follow-up survey, from which three themes emerged: program logistics, expectations and boundaries, and establishing role and workflow. Participants focused advice on slow programmatic growth to optimize sustainability. Conclusion: Program leaders offer tangible guidance informed by their OPPC development experience. Future work is needed to leverage this advice within institutions to promote resilient and sustainable PPC growth.

The Importance of Change Agent Teachers Program(PPGP) in Enhancing Leadership Competencies and Skills

This research is motivated by the urgency to enhance the quality of education through the development of Change Agent Teachers competencies. The aim of this study is to examine the role of teacher leadership programs in enhancing the leadership competencies of educators in Cileunyi District. This research employs a qualitative approach with a descriptive method. Data collection for this study uses interview techniques with research subjects who are teachers who have participated in the Change Agent Teachers Program. The results of this study indicate that the program not only enhances individual capabilities but also contributes to broader transformations in the learning environment. The program also successfully fosters better collaboration among teachers and enhances innovation in teaching methods. Furthermore, the research findings also show that teachers who participated in this program demonstrate improved abilities in classroom management and the use of technology in teaching. The effectiveness of this program is evident in the significant improvement of teachers' leadership competencies, shaping educators who excel not only in teaching but also in leading positive transformations in the education system. Thus, Change Agent Teachers can be considered significant catalysts of significant change in improving the quality of education at the local level.

Discovering the major personality traits in the tertiary education program directors via female lens and how these qualities are connected to the infrastructural and policy impact

Leadership and personality traits of leaders always remained a hot debate among researchers and practitioners. However, there is still limited literature in the context of higher education. Thus, this research aimed to identify the most important personality traits in the workplace from the perspectives of higher education system leaders in four countries. The data were gathered by interviewing six participants from different nations, and those participants identified six personality traits that they considered positive at work. These traits include integrity, passion, adaptability, positivity, creativity, and compassion. Moreover, the findings revealed how program leaders can modify their recruitment and placement strategies to promote positive workplace practices and what methods can be used to reduce bad practices and their elimination, leading to higher business prospects. The results of this study can serve as guidelines for managers, program administrators, or intermediaries who want to improve their organizational performance. Moreover, the propositions developed by the findings can be investigated empirically.

Barriers to female leadership in intensive care medicine: insights from an ESICM NEXT & Diversity Monitoring Group Survey

BackgroundThe underrepresentation of women in leadership remains a pervasive issue, prompting a critical examination of support mechanisms within professional settings. Previous studies have identified challenges women face, ranging from limited visibility to barriers to career advancement. This survey aims to investigate perceptions regarding the effectiveness of women’s leadership programs, mentoring initiatives, and a specialized communication course. Particularly it specifically targets addressing the challenges encountered by professional women.MethodsThis multi-center, observational, international online survey was developed in partnership between ESICM NEXT and the ESICM Diversity and Inclusiveness Monitoring Group for Healthcare. Invitations to participate were distributed to both females and men through emails and social networks. Data were collected from April 1, 2023, through October 1, 2023.ResultsOut of 354 respondents, 90 were men (25.42%) and 264 were women (74.58%). Among them, 251 completed the survey, shedding light on the persistent challenges faced by women in leadership roles, with 10%-50% of respondents holding such positions. Women’s assertiveness is viewed differently, with 65% recognizing barriers such as harassment. Nearly half of the respondent’s experience interruptions in meetings. Only 47.4% receiving conference invitations, with just over half accepting them. A mere 12% spoke at ESICM conferences in the last three years, receiving limited support from directors and colleagues, indicating varied obstacles for female professionals. Encouraging family participation, reducing fees, providing childcare, and offering economic support can enhance conference involvement. Despite 55% applying for ESICM positions, barriers like mobbing, harassment, lack of financial support, childcare, and language barriers were reported. Only 14% had access to paid family leave, while 32% benefited from subsidized childcare. Participation in the Effective Communication Course on Career Advancement Goals and engagement in women’s leadership and mentoring programs could offer valuable insights and growth opportunities. Collaborating with Human Resources and leadership allies is crucial for overcoming barriers and promoting women’s career growth.ConclusionsThe urgency of addressing identified barriers to female leadership in intensive care medicine is underscored by the survey’s comprehensive insights. A multifaceted and intersectional approach, considering sexism, structural barriers, and targeted strategies, is essential.

Impact of the COVID-19 pandemic on electronic referrals to rapid access clinics for suspected breast, lung and prostate cancers in Ireland.

The coronavirus disease 2019 (COVID-19) pandemic impacted cancer services worldwide. We examined the effect of the first three pandemic waves on the number of electronic (e)-referrals to rapid access clinics (RACs) for breast, lung and prostate cancer in Ireland. This study used a retrospective, repeated cross-sectional design. The predicted weekly number of e-referrals by suspected cancer types from March 2020 to May 2021 was calculated using the Holt-Winters seasonal smoothing method, based on the observed numbers from a representative pre-pandemic period (01 January 2019 to 01 March 2020) and compared this with the observed number across the first three pandemic waves (02 March 2020 to 09 May 2021). Percentage differences were calculated between observed and predicted numbers of e-referrals for the three RACs and patterns were examined in each wave. Observed e-referrals were lower than predicted for all three RACs in the first wave of the pandemic (15.7% lower for breast, 39.5% lower for lung and 28.1% lower for prostate) with varying levels of recovery in the second and third waves for the three e-referral types. The COVID-19 pandemic impacted patterns of e-referrals to RACs in the first three pandemic waves in Ireland. Early identification of changes in engagement with health services, such as a decrease in primary care presentations with a resultant decrease in e-referrals to RACs can allow for a rapid response from cancer control programmes. Continued surveillance of the impact of service disruption on cancer services allows policy makers and strategic leaders in cancer control programmes to respond rapidly to mitigate the impact on cancer outcomes.

Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives

Doctoral Community College Leadership Program Priorities, Curriculum, and Evolution: Director and Alumni Perspectives

Female Leadership in Pediatric Ophthalmology: A Descriptive Analysis.

To examine female representation among current chiefs of pediatric ophthalmology services of academic medical centers and children's hospitals, as well as program directors of ophthalmology residency and pediatric ophthalmology fellowship programs in the United States. Data collection for this cross-sectional study occurred between December 2023 and February 2024, using publicly available sources to compile a list of academic medical centers and children's hospitals, as well as ophthalmology residency programs and pediatric ophthalmology fellowship programs that participated in the 2023-2024 San Francisco Match. Chi-squared analyses were performed using Excel 2021 software, where a P value less than .05 was considered statistically significant. Of the dedicated pediatric ophthalmology services across academic medical centers and children's hospitals in the United States, 38.3% (64/167) are led by a female chief. Female representation was greater at children's hospitals (40.0%, 36/90) than at academic medical centers (36.4%, 28/77), although no significant difference was observed (P = .69). Gender distribution was near equivalent at both academic training program levels, with slightly more female directors of fellowship programs (45.7%, 21/46) than ophthalmology residency programs (42.3%, 52/123) (P = .33). The authors report near equivalent female representation in the leadership of academic training programs at the residency and fellowship level. However, the proportion of female pediatric ophthalmology division chiefs lags behind the actual gender composition of the workforce. Given the increasing prevalence of female pediatric ophthalmologists, promotion of concordant representation in leadership is necessary to reflect the changing sociocultural landscape and to close the gender gap. [J Pediatr Ophthalmol Strabismus. 20XX;X(X):XX-XX.].

A Pilot Study of the Effectiveness and Feasibility of an Early Intervention Leadership Program for Families of Children With Disabilities

A Pilot Study of the Effectiveness and Feasibility of an Early Intervention Leadership Program for Families of Children With Disabilities

Serendipitous Pathways and Elusive Definitions: Leadership in Continuing Professional Development.

Although the Continuing Professional Development (CPD) field has rapidly expanded in scope, breadth, and depth, there is a gap in how we understand CPD leadership and the role of the leader. Previous scholarship indicates that there is neither an agreed on set of competencies for CPD leadership roles nor a distinct pathway towards those roles. This study is aimed at answering the following question: How is leadership described or defined in CPD and what are the contextual issues that are and/or should be shaping its evolution? Conducted between 2020 and 2022, CPD leadership program learners and CPD leaders with a range of leadership expertise were identified using convenience and purposive sampling and invited to participate in this study. Semistructured interviews were conducted with consenting participants. Interviews were recorded, transcribed, and analyzed using a qualitative thematic template analysis approach. Seventeen interviews were conducted. There were multiple components identified that were important to CPD leadership, such as being visionary, or having strong collaboration skills with some components, such as adaptability and flexibility appearing more unique to the CPD context. The role of CPD leadership and the pathway to CPD leadership remain highly variable. Attaining a CPD leadership position predominantly involves some degree of "serendipity." While CPD leaders may fundamentally need basic and common leadership skills, an essential attribute of the CPD leader is to effectively respond to the context and the unique needs of the health system. We recommend better articulating and valuing the role of the CPD leader within the health system.