One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of…
Abstract
One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic advising in higher education and discusses the viability of expanding these roles to include the role of advisor as leadership educator. In so doing, I provide a review of the literature related to student leadership development, discuss the similarity in advising outcomes and leadership development outcomes, and examine how the roles of academic advisors in higher education relate to leadership development as well as how advisors can become intentional leadership educators.
This paper addresses the challenges associated with defining and conceptualizing leadership amidst the plethora of theoretical constructs and definitions of leadership and…
Abstract
This paper addresses the challenges associated with defining and conceptualizing leadership amidst the plethora of theoretical constructs and definitions of leadership and proposes a model for developing transcendent servant-leaders. Based on a review of the literature, three categorical levels of leadership are outlined and discussed that describe the motives that drive leaders, their means of influence, and the outcomes they strive to achieve at each level. These levels include everyday leadership, effective organizational leadership, and transcendent servant leadership. Having delineated these leadership levels, a holistic model for leadership development and education that facilitates the transcendence of effective organizational leaders and ensures their sustaining power of influence is outlined and described.
The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many…
Abstract
Purpose
The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many leadership theories. Consequently, theories are needed that are culturally neutral, descriptive and practically applicable to the culturally diverse contexts in which leadership interaction takes place. To this end, the cognitive process model of (Denis et al., 2012) leadership was developed to facilitate leadership development study in a variety of cultural contexts. The model is based on how the human brain functions at its most basic level in leadership situations across cultures and outlines basic principles of leadership associated with these functions. These principles include awareness, decision-making, attention, relationship building, communication and action. This study aims to discuss this model and how it can be used as a framework for doing leadership training and development study in international settings.
Design/methodology/approach
This paper is conceptual in nature and uses psychological studies on brain function as a foundation for developing a process model of leadership.
Findings
In contrast the cognitive process model of leadership provides a foundation for understanding what is truly universal when it comes to leadership activities by examining what happens in the brain in any given leadership moment. It then provides a framework for promoting the development of leadership competencies that are essential to practicing the principles and competencies and applying them as one takes action in specific leadership moments at the self, interpersonal, group and team, organizational and social and political community levels.
Research limitations/implications
The paper has implications for the content, structure and process of leadership development study in relation to training and coaching.
Practical implications
This model makes it possible to identify how to provide training and education in relation to leadership competencies by identifying which aspects of the competencies are universal and which are situational or culture dependent.
Originality/value
This study is an original paper exploring the application of this model in the context of global leadership training and development.
Details
Keywords
Latisha Reynolds, Samantha McClellan, Susan Finley, George Martinez and Rosalinda Hernandez Linares
This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.
Findings
This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.
Details
Keywords
Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had…
Abstract
Not many weeks back, according to newspaper reports, three members of the library staff of the School of Slavonic and East European Studies in London were dismissed. All had refused to carry out issue desk duty. All, according to the newspaper account, were members of ASTMS. None, according to the Library Association yearbook, was a member of the appropriate professional organisation for librarians in Great Britain.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.
VINE is produced at least four times a year with the object of providing up to date news of work being done in the automation of library housekeeping processes, principally in the…
Abstract
VINE is produced at least four times a year with the object of providing up to date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by The Information Officer for Library Automation based in Southampton University Library and supported by a grant From the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription for 1983 for VINE is £22 for UK subscribers and £25 for overseas subscribers. The first copy will be charged at normal rate, but all others will be supplied for only £12 per year UK and £14 per year overseas. VINE is available in either paper copy or microfiche and all back issues are available on microfiche.
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are…
Abstract
Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.