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Article
Publication date: 15 January 2015

Mark E. Burbach, Kristin Floress and Eric K. Kaufman

Water resource professionals and others involved in managing water resources face increasingly complex challenges. Effective leadership development programs are needed to produce…

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Abstract

Water resource professionals and others involved in managing water resources face increasingly complex challenges. Effective leadership development programs are needed to produce water leaders who can address these challenges. Leadership programs must be designed not simply to increase participants’ environmental and leadership knowledge but to develop in participants the requisite abilities and skills. This exploratory study determines the extent to which water-related leadership programs go beyond knowledge only, event-type workshops to determine what proportion are grounded in leadership theory, and employ developmental experiences with assessment, challenge, and support components. Results indicate that most water professionals and others seeking to develop 21st century leadership abilities and skills to manage water resources are not getting the developmental experiences they need. Water-related leadership development programs must be grounded in evidence-based theory; provide assessment, challenge, and support; and offer a variety of developmental experiences and the opportunity to learn from experience. There is an urgent need for new or revised leadership development programs for those interested in water resource management.

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Journal of Leadership Education, vol. 14 no. 1
Type: Research Article
ISSN: 1552-9045

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Publication date: 31 October 2015

Guoqing Tang and Caesar R. Jackson

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) – a…

Abstract

In this chapter, we present our ongoing efforts in developing and sustaining interdisciplinary STEM undergraduate programs at North Carolina A&T State University (NCA&T) – a state-supported HBCU and National Science Foundation (NSF) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) Institutional Implementation Project grantee. Through three rounds of NSF HBCU-UP implementation grants, a concerted effort has been made in developing interdisciplinary STEM undergraduate research programs in geophysical and environmental science (in round 1), geospatial, computational, and information science (in round 2), and mathematical and computational biology (in round 3) on NCA&T campus. We first present a brief history and background information about the interdisciplinary STEM undergraduate research programs developed and sustained at NCA&T, giving rationales on how these programs had been conceived, and summarizing what have been achieved. Next we give a detailed description on the development of undergraduate research infrastructure including building research facilities through multiple and leveraged funding sources, and engaging a core of committed faculty mentors and research collaborators. We then present, as case studies, some sample interdisciplinary research projects in which STEM undergraduate students were engaged and project outcomes. Successes associated to our endeavor in developing undergraduate research programs as well as challenges and opportunities on implementing and sustaining these efforts are discussed. Finally, we discuss the impact of well-structured undergraduate research training on student success in terms of academic performance, graduation rate and continuing graduate study, and summarize many of the learnings we have gained from implementation and delivery of undergraduate research experiences at HBCUs.

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Infusing Undergraduate Research into Historically Black Colleges and Universities Curricula
Type: Book
ISBN: 978-1-78560-159-0

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Article
Publication date: 23 September 2013

Gina Grandy

The purpose of this paper is to extend the notion of strategic leadership, that which has been primarily applied to for profit organizations, to nonprofits, specifically the…

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Abstract

Purpose

The purpose of this paper is to extend the notion of strategic leadership, that which has been primarily applied to for profit organizations, to nonprofits, specifically the church setting.

Design/methodology/approach

The research employs a case study methodology and draws primarily upon qualitative data collected from interviews and observation.

Findings

The findings reveal that over the past several years, the organization and its members have undergone a number of incremental and more radical changes. Much of this change has been attributed to the vision and leadership style of the current leader. Four key themes illuminate the processes and content of change under this strategic leader, including unsettlingly the status quo, model of shared leadership, shared vision and culture of community and learning.

Research limitations/implications

The findings are based upon one case study site and this limits the generalizability of the research. In addition, exposure to the organization was limited to short periods of time on-site and the sample size was relatively small.

Practical implications

Achieving success in nonprofits requires leaders to have an intimate understanding of the complex nature of stakeholder relations and measuring success needs to be multi-dimensional in nature and linked directly to the mission and context of the organization, rather than based solely on generic measures.

Originality/value

There is limited research to date that examines the applicability of leadership theories that have been traditionally applied to for profit and public sector organizations to nonprofits. The research extends the notion of strategic leadership from the for profit setting to nonprofit organizations generally, and more specifically to the church setting.

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Leadership & Organization Development Journal, vol. 34 no. 7
Type: Research Article
ISSN: 0143-7739

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Publication date: 9 August 2017

François L’Écuyer and Louis Raymond

This study aims to explore the relationship between IT and HRM in the context of manufacturing SMEs, more specifically the relationship between strategic HRM and e-HRM as well as…

Abstract

Purpose

This study aims to explore the relationship between IT and HRM in the context of manufacturing SMEs, more specifically the relationship between strategic HRM and e-HRM as well as the performance effects of this relationship. The conceptual framework is founded upon the resource-based view (RBV), specifically upon the strategic HRM and e-HRM capabilities of SMEs and upon the strategic alignment of these capabilities in the form of capability configurations or “gestalts.”

Methodology/approach

To answer the research questions, a questionnaire was constructed and mailed to 1854 manufacturing SMEs in the province of Quebec, Canada, producing 216 valid responses that were used for statistical analysis purposes. Capability configurations were identified through a cluster analysis of the e-HRM and strategic HRM capabilities developed by these firms.

Findings

Using structural equation modeling to validate the research model, a causal analysis confirmed a positive influence of the sampled SMEs’ strategic orientation upon their development of strategic HRM capabilities. More importantly, a higher level of alignment between the SMEs’ strategic HRM and e-HRM capabilities was associated to a higher level of strategic HRM performance.

Originality/value

To our knowledge, ours is the first study to show interest in the effect of the strategic alignment of HRM and IT capabilities upon HRM performance, by adopting a configurational perspective and considering organizational IT from a functional point of view. Given the specific context of SMEs, the focus was on e-HRM capabilities related to the IT infrastructure of these organizations and the IT competencies of individuals related to HRM.

Details

Electronic HRM in the Smart Era
Type: Book
ISBN: 978-1-78714-315-9

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Article
Publication date: 8 February 2008

Kevin S. Groves, Mary Pat McEnrue and Winny Shen

The purpose of this study is to empirically test whether it is possible to deliberately develop emotional intelligence (EI) as conceptualized in the Mayer and Salovey model.

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Abstract

Purpose

The purpose of this study is to empirically test whether it is possible to deliberately develop emotional intelligence (EI) as conceptualized in the Mayer and Salovey model.

Design/methodology/approach

This empirical study utilized a sample of 135 fully‐employed business students in a treatment/control group research design in which treatment group participants underwent an intensive 11‐week EI training program. Additional samples of 270 and 130 fully employed business students were utilized to develop an EI measure appropriate for EI development.

Findings

The results indicate that EI can be deliberately developed; the treatment group demonstrated statistically significant overall EI gains and across each EI dimension, while the control group did not show any significant pre‐/post‐test differences.

Practical implications

In addition to illustrating EI training best practices, a new EI measure is described that is appropriate for leadership development.

Research limitations/implications

Research implications are discussed for the role of EI training in leadership development programs and fertile research directions for EI training.

Originality/value

Emotional intelligence training has emerged into a popular and lucrative field, but empirical evidence on the deliberate development of EI has been substantially more elusive. This study provides an empirical EI training study that overcomes the conceptual and methodological limitations of extant research on the EI development process.

Details

Journal of Management Development, vol. 27 no. 2
Type: Research Article
ISSN: 0262-1711

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Book part
Publication date: 7 May 2019

Irene Campos-García, Miguel Olivas-Luján and José Ángel Zúñiga-Vicente

We examine gender diversity in Spanish multinational companies to test whether their policies in the different countries (i.e. institutional contexts) in which they operate…

Abstract

Purpose

We examine gender diversity in Spanish multinational companies to test whether their policies in the different countries (i.e. institutional contexts) in which they operate (mainly Latin American countries) are consistent with institutional norms.

Design/Methodology/Approach

After reviewing the relevant literature, we compare longitudinal gender employment data for some of the largest Spanish multinationals. We then extend the analysis to different organizational levels as well as cross-sectionally, to their Latin American subsidiaries.

Findings

While not universal, the largest Spanish multinationals show progress in their compliance of gender recommendations within their national borders, in spite of the voluntary character of the relevant legislation. In addition, their subsidiaries sometimes exhibit better gender proportions than the national averages in Latin American countries.

Research Limitations/Implications

The study’s emphasis on some of the largest Spanish multinational corporations cannot be considered representative of all Spanish companies or of subsidiaries in those host countries.

Practical Implications

This study may be of use for politicians, boards of directors, and other decision makers that need to be factually aware of the way these firms manage workplace diversity.

Originality/Value

This study shows that some of the largest Spanish firms are slowly exhibiting responsible behavior with respect to female employment, both longitudinally and in their subsidiaries. The fact that this is not a consistent tendency lends support to the argument that existing legislation should have stronger normative pressures, such as fines and penalties for noncompliance.

Details

Diversity within Diversity Management
Type: Book
ISBN: 978-1-78973-172-9

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Article
Publication date: 3 January 2023

Surajit Saha, Roshni Das, Weng Marc Lim, Satish Kumar, Ashish Malik and Bharat Chillakuri

Emotional intelligence (EI) is a critical component of leadership that reflects the ability of leaders to understand how their emotions and actions affect the people around them…

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Abstract

Purpose

Emotional intelligence (EI) is a critical component of leadership that reflects the ability of leaders to understand how their emotions and actions affect the people around them in the organization. This paper aims to deliver state-of-the-art insights on EI and leadership.

Design/methodology/approach

This paper leverages on bibliometric analysis to unpack 25 years of EI and leadership research.

Findings

This paper reveals the bibliometric profile (e.g. trends in publication activity and top articles, authors, countries and journals) and intellectual structure (e.g. themes and topics) of EI and leadership research, shedding light on EI manifestation in leadership, EI and leadership congruence, EI role in leadership and EI and leadership for human resource management.

Research limitations/implications

This paper offers several noteworthy implications. First, EI is a leadership competency that can be cultivated and leveraged to improve leadership effectiveness. Second, the need for EI and leadership congruence indicates that leadership effectiveness is vital to human resource management (HRM). Taken collectively, these theoretical implications, and by extension, practical implications, suggest that increased investment in EI and leadership effectiveness is critical for organizations and their HRM.

Originality/value

This paper sheds light on current trends and ways forward for leading by feeling, showcasing the role and manifestation of EI in leadership, its value for HRM and the importance of its congruence for effective leadership in shaping the future of work.

Details

International Journal of Manpower, vol. 44 no. 4
Type: Research Article
ISSN: 0143-7720

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Article
Publication date: 23 March 2012

Mark Loon, Yet Mee Lim, Teck Heang Lee and Cai Lian Tam

The purpose of this paper is to examine specifically the impacts of transformational leadership on job‐related learning at the individual level.

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Abstract

Purpose

The purpose of this paper is to examine specifically the impacts of transformational leadership on job‐related learning at the individual level.

Design/methodology/approach

A questionnaire survey was conducted. The survey questionnaire contained measurements of job‐related learning (JRL) and the five dimensions of transformational leadership: idealized influence attributed (IIA), idealized influence behavior (IIB), individualized consideration (CON), inspirational motivation (INSPIRE), intellectual stimulation (INTSTIM). Data were collected from 400 individuals of various organizations on a voluntary and anonymous basis.

Findings

The research results showed that the dimensions of IIB and CON were two significant predictors to job‐related learning.

Research limitations/implications

All of the data collected in the present study are gathered from a single source through a common method (i.e. a Likert‐scale questionnaire). Also, the use of a cross‐sectional design in the present study restricts inferences being drawn regarding the causal relationships between transformational leadership and job‐related learning.

Practical implications

It seems that leaders are able to enhance job‐related learning among the employees when they recognize the growth needs of their followers and provide them with personal guidance and goal‐directed development. The findings imply that if a high learning orientation in an organisation is desired, transformational leadership would be the type of leadership needed in the organization.

Originality/value

The present study does provide some evidence that some dimensions of transformational leadership are more influential on job‐related learning than the others.

Available. Content available

Abstract

Details

Employee Relations, vol. 36 no. 4
Type: Research Article
ISSN: 0142-5455

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Book part
Publication date: 19 July 2022

Daniel Henry Smith and Tanja Carmel Sargent

The intervention of international organizations in the development of the Global South has been credited with expanding the freedoms, capabilities, and well-being of people so

Abstract

The intervention of international organizations in the development of the Global South has been credited with expanding the freedoms, capabilities, and well-being of people so that they are more able to lead valuable and flourishing lives. There are, however, critical issues that need to be considered regarding the extent to which powerful donor countries of the Global North shape educational development work in the Global South. The need for education might be universal, but local communities should have a leading role in shaping its content and determining its goals. Drawing on postcolonial perspectives, we raise questions about northern involvement in educational interventions in the Global South including the role of loan conditionalities; the gradual encroachment of international business and corporate interests; the hegemonic control of knowledge; the dismantling of cultural values and ways of life; and the stereotype, racism and deficit perspectives that are frequently perpetuated. We argue for the need to rethink, reframe and reconstruct educational development in a way that will place the Global South at the front and center of the education process.

Details

Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80382-618-9

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