David Rosch, Gayle L. Spencer and Beth L. Hoag
Within this application brief, we propose a comprehensive model for mapping the shape and optimizing the effectiveness of leadership education in campus-wide university settings…
Abstract
Within this application brief, we propose a comprehensive model for mapping the shape and optimizing the effectiveness of leadership education in campus-wide university settings. The four-level model is highlighted by inclusion of a philosophy statement detailing the values and purpose of leadership education on campus, a set of skills and competencies that serve as learning goals, a map of formal educational and informal practice opportunities for leadership development, and a plan for assessment and evaluation of effectiveness in both formative and summative contexts. We provide the example of leadership education at the University of Illinois at Urbana-Champaign to illustrate how the model might look on one campus.
Ariel L. Kaufman and Mark R. Kueppers
A content validation process of an institutional leadership framework is described for leadership educators in higher education. We created this process to further integrate our…
Abstract
Purpose
A content validation process of an institutional leadership framework is described for leadership educators in higher education. We created this process to further integrate our leadership framework across campus, maintain alignment with advancements in leadership research and ensure it is broadly inclusive and culturally responsive.
Design/methodology/approach
Our approach included seven essential design elements and was informed by a review of leadership frameworks in practice and the literature, validation studies and a comprehensive document review.
Findings
Our approach yielded a validated leadership framework with modifications to its principles, values, competencies and outcomes. Modifications addressed pre-determined criteria and were deemed relevant to leadership research and our institutional context.
Originality/value
The external content validation process of our leadership framework is novel and serves as a valuable guide for those considering opportunities to strengthen their own institutional approaches to leadership education.
Details
Keywords
Joe Nandhakumar and Richard Baskerville
The purpose of this paper is to report the findings of an in‐depth case study into virtual teamworking practices in a large petro‐chemical company.
Abstract
Purpose
The purpose of this paper is to report the findings of an in‐depth case study into virtual teamworking practices in a large petro‐chemical company.
Design/methodology/approach
By drawing on the case study the paper offers a theoretical conceptualization of the development of commitment and personal trust relationships in a virtual teamworking context.
Findings
The paper argues that the durability of virtual teamworking depends largely on commitment and personal trust relationships, which may gradually dissipate over time without collocated, face‐to‐face social interactions. The virtual teamworking technologies alone may have limited scope in contributing to reproduction and reinforcement of commitment and personal trust relationships.
Research limitations/implications
This research is based on an investigation in one organization that used a set of virtual teamworking technologies, which have been constantly improving in terms of capabilities and usability. In a business context investigated in this paper, the team working was not continuous, and the level and the range of activities varied over time. Future research should seek to explore whether personal and abstract trust can develop through continued online interaction.
Practical implications
Findings indicate that virtual teams should seek to manage expectations of the use of such technologies in their interactions. Human relationships, rather than technologies are therefore important for nurturing both personal and impersonal trust relationships, which is vital for durable virtual teams.
Originality/value
This paper argues that the long‐term virtual teamworking without face‐to‐face social interactions leads to a gradual dissipation of personal trust relationships, and subsequently loss of impersonal trust relations.