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Book part
Publication date: 29 August 2018

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Healthcare Antitrust, Settlements, and the Federal Trade Commission
Type: Book
ISBN: 978-1-78756-599-9

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Book part
Publication date: 27 June 2022

Paul Crawford

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Mental Health Literacy and Young People
Type: Book
ISBN: 978-1-80382-150-4

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Book part
Publication date: 19 February 2019

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Gender, Sex and Gossip in Ambridge
Type: Book
ISBN: 978-1-78769-948-9

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Book part
Publication date: 30 July 2024

Mark Pearson and Helen Foster

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Creative Writing
Type: Book
ISBN: 978-1-83753-372-5

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Book part
Publication date: 24 October 2017

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Corruption, Accountability and Discretion
Type: Book
ISBN: 978-1-78743-556-8

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Article
Publication date: 15 October 2016

Alexa J. Lamm, Kevan W. Lamm, Mary T. Rodriguez and Courtney T. Owens

Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not…

288

Abstract

Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not on their leadership style. Leadership education curriculum often focuses on change as a product of leadership and leadership styles but places little emphasis on how the leadership styles of those chosen to lead change can influence the change process. In order to inform the development of curriculum targeting this aspect of leadership, research needs to be done to determine if leadership style impacts level of engagement in change. This research examined how transformational and transactional leadership styles impacted engagement in a national change process when 39 department chairs of universities across the United States were selected by the National Science Foundation to lead science, technology, engineering and math (STEM) educational reform at the undergraduate level. The findings revealed transformational leadership style positively predicted engagement in change and transactional leadership style negatively predicted engagement in change. While the small sample size makes the findings exploratory in nature and should be used with caution, they imply leadership education curriculum should include lessons on the impact these two styles have on engagement in change since there were statistically significant differences.

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Journal of Leadership Education, vol. 15 no. 4
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 16 March 2021

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Flapjacks and Feudalism
Type: Book
ISBN: 978-1-80071-389-5

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Book part
Publication date: 18 June 2021

Suneel Jethani

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The Politics and Possibilities of Self-Tracking Technology
Type: Book
ISBN: 978-1-80043-338-0

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Book part
Publication date: 1 March 2021

Matthew W. Ragas and Ron Culp

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Business Acumen for Strategic Communicators: A Primer
Type: Book
ISBN: 978-1-83867-662-9

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Article
Publication date: 15 January 2022

Brendon Fox and Jeff Bourgeois

The internationalization of United States higher education has been described as a “two-way street” where students arrive at knowledge transfer. That transfer occurs through a…

109

Abstract

The internationalization of United States higher education has been described as a “two-way street” where students arrive at knowledge transfer. That transfer occurs through a curriculum deemed “unidirectional” with no relevance to local issues or needs and results in limited application and educational colonialism perceptions. Specific to leadership education, the extant literature presents implications of neglect to cultural contexts traditionally reflected in the curriculum within a host nation. We used an explanatory mixed methods design for this study to investigate the degree to which undergraduate Western-based leadership studies courses taught in China reflect the notion of “neocolonialism” by prioritizing Western interests and values.

While the study’s quantitative results reveal cultural differences in leadership education concepts, the qualitative follow-up phase finds students’ appreciation in the utility of leadership concepts and knowledge gained from the leadership curriculum. Students could cite specific situations in which they employed leadership concepts acquired from their respective leadership courses.

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Journal of Leadership Education, vol. 21 no. 1
Type: Research Article
ISSN: 1552-9045

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