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Available. Open Access. Open Access
Article
Publication date: 15 December 2007

Susan Beck-Frazier, Larry Nash White and Cheryl McFadden

The study design investigated the leadership behavior of deans of education that addresses an important aspect of leadership – leadership is created when there is alignment…

50

Abstract

The study design investigated the leadership behavior of deans of education that addresses an important aspect of leadership – leadership is created when there is alignment between the organizational leadership behaviors needed by the institution and the leadership behaviors provided by the organizational leader. A survey of a selected group of deans of education from 35 institutions addressed the questions: what do deans self-identify as their prominent leadership behavior and to what extent do deans use multiple leadership behaviors. The research of Bolman and Deal (1984) provided the frames for analysis: structural, human resource, political, and symbolic frames. The study response rate was 50%. The findings of the study indicated that the majority of respondents perceived their primary leadership behavior as most closely matching the human resource frame. Results also indicated that a majority of respondents did not perceive that they

Details

Journal of Leadership Education, vol. 6 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 24 April 2024

Stacey Kim Coates, Michelle Trudgett and Susan Page

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding…

739

Abstract

Purpose

Senior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.

Design/methodology/approach

Through qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.

Findings

The research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.

Originality/value

Given Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.

Details

Journal of Leadership Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1552-9045

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 December 2008

Paige Haber and Susan R. Komives

This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college…

461

Abstract

This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students’ capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development. An adapted version of Astin’s Input-Environment-Outcome Model was the conceptual framework and the Social Change Model individual values including consciousness of self, congruence, and commitment served as the theoretical framework. Data were collected from a random sample of 3,410 undergraduates at one institution through the Multi-Institutional Study of Leadership. Participants completed a web-based survey including the Socially Responsible Leadership Scale-Revised2. Data were analyzed using hierarchical multiple regression to identify the extent to which the environmental variables contributed to outcomes. Involvement in student organizations was the most significant environmental variable and community involvement emerged as significant for women. A discussion of findings and implications is presented.

Details

Journal of Leadership Education, vol. 7 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2021

Laura N. Irwin

Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine…

80

Abstract

Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine racialized legitimation within student affairs leadership education through lenses of whiteness as property and legitimacy. Findings detail how leadership educators sought to gain and/or maintain legitimacy and the ways racialization is embedded in these processes through professional experiences, leadership knowledge, and identity. Implications for research and practice are discussed.

Details

Journal of Leadership Education, vol. 20 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 June 2009

Susan R. Komives, Susan D. Longerbeam, Felicia Mainella, Laura Osteen, Julie E. Owen and Wendy Wagner

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, &…

631

Abstract

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

Details

Journal of Leadership Education, vol. 8 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2014

Susan Keim

The concept of civic engagement, defined independently of engagement in political, social, or vocational organizations connects the parallel concept of followership to civic…

62

Abstract

The concept of civic engagement, defined independently of engagement in political, social, or vocational organizations connects the parallel concept of followership to civic engagement with two kinds of follower motivation emerging: mission-oriented and leader- oriented. The mission-driven follower “owns” the cause and supports it with an ongoing, sustainable energy, while the leader-driven follower participates based on esteem for the leader. In the latter case, the leader must continually renew the follower’s engagement through direct requests and exhortation. This research has identified an area of emergent opportunity in the leadership and followership literature, conceptualizing civic engagement as most significantly motivated by mission-driven followership. Practically, mission-driven followers should be sought out and encouraged to volunteer because they support the mission and are more likely to stay with the organization through leadership changes. Theoretically, the addition of a quantitative analysis of mission-driven and leader-driven followership contributes to the emerging scholarship on followership.

Details

Journal of Leadership Education, vol. 13 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 14 March 2023

Gabriela Uribe, Ferdinand Mukumbang, Corey Moore, Tabitha Jones, Susan Woolfenden, Katarina Ostojic, Paul Haber, John Eastwood, James Gillespie and Carmen Huckel Schneider

Integrated health and social care initiatives are increasing and health and social care systems are aiming to improve health and social outcomes in disadvantaged groups. There is…

1932

Abstract

Purpose

Integrated health and social care initiatives are increasing and health and social care systems are aiming to improve health and social outcomes in disadvantaged groups. There is a global dialogue surrounding improving services by shifting to an integrated health and social care approach. There is consensus of what is “health care”; however, the “social care” definition remains less explored. The authors describe the state of “social care” within the current integrated care literature and identify the depth of integration in current health and social care initiatives.

Design/methodology/approach

A narrative literature review, searching Medline, PsychINFO, CINAHL, PubMed, Scopus and Cochrane databases and grey literature (from 2016 to 2021), employing a search strategy, was conducted.

Findings

In total. 276 studies were eligible for full-text review, and 33 studies were included and categorised in types: “social care as community outreach dialogues”, “social care as addressing an ageing population”, “social care as targeting multimorbidity and corresponding social risks factors” and “social care as initiatives addressing the fragmentation of services”. Most initiatives were implemented in the United Kingdom. In total, 21 studies reported expanding integrated governance and partnerships; 27 studies reported having health and social care staff with clear integrated governance; 17 had dedicated funding and 11 used data-sharing and the integration of systems’ records.

Originality/value

The authors' demonstrate that social care approaches are expanding beyond the elderly, and these models have been used to respond to multimorbidity [including coronavirus disease 2019 (COVID-19)], targeting priority groups and individuals with complex presentations.

Details

Journal of Integrated Care, vol. 31 no. 5
Type: Research Article
ISSN: 1476-9018

Keywords

Available. Open Access. Open Access
Article
Publication date: 11 June 2019

Taylor N. Allbright, Julie A. Marsh, Kate E. Kennedy, Heather J. Hough and Susan McKibben

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’…

17601

Abstract

Purpose

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Design/methodology/approach

Case study methods, including interviews, observations and document analysis, were employed.

Findings

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

Originality/value

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

Details

Journal of Research in Innovative Teaching & Learning, vol. 12 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 December 2004

Kristyn Marie Harms, Susan Fritz and S. Kay Rockwell

The purpose of this study was to determine degrees of internalization of character traits across two groups (K-12 teachers and Extension staff) with varying years of participation…

66

Abstract

The purpose of this study was to determine degrees of internalization of character traits across two groups (K-12 teachers and Extension staff) with varying years of participation in character education professional and program development activities. An online survey was developed to collect data describing the 109 respondents, the extent of their character education professional and program development activities, and their degrees of internalization and behavioral change. Post-then-pre data comparisons revealed significant levels of change in behaviors, including considering other peoples’ feelings and resolving conflict in a peaceful manner. All post-then-pre data demonstrated that respondents at least frequently lived their lives in accordance with the post-then-pre statements. Recommendations for future research included: marketing character education professional development opportunities to a broader audience; and increasing ongoing and intensive multicultural training of Cooperative Extension staff.

Details

Journal of Leadership Education, vol. 3 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Book part
Publication date: 14 October 2021

Lisa Sugiura

Abstract

Details

The Incel Rebellion: The Rise of the Manosphere and the Virtual War Against Women
Type: Book
ISBN: 978-1-83982-257-5

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