Relevant bibliographies by topics / Australian leadership

Academic literature on the topic 'Australian leadership'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Australian leadership"

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Sebastian, Andi, Liz Fulop, Ann Dadich, Anneke Fitzgerald, Louise Kippist, and Anne Smyth. "Health LEADS Australia and implications for medical leadership." Leadership in Health Services 27, no. 4 (October 6, 2014): 355–70. http://dx.doi.org/10.1108/lhs-03-2014-0028.

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Purpose – The purpose of this paper is to call for strong medical co-leadership in transforming the Australian health system. The paper discusses how Health LEADS Australia, the Australian health leadership framework, offers an opportunity to engage medical clinicians and doctors in the leadership of health services. Design/methodology/approach – The paper first discusses the nature of medical leadership and its associated challenges. The paper argues that medical leaders have a key role in the design, implementation and evaluation of healthcare reforms, and in translating these reforms for their colleagues. Second, this paper describes the origins and nature of Health LEADS Australia. Third, this paper discusses the importance of the goal of Health LEADS Australia and suggests the evidence-base underpinning the five foci in shaping medical leadership education and professional development. This paper concludes with suggestions on how Health LEADS Australia might be evaluated. Findings – For the well-being of the Australian health system, doctors need to play an important role in the kind of leadership that makes measurable differences in the retention of clinical professions; improves organisational cultures; enhances the engagement of consumers and their careers; is associated with better patient and public health outcomes; effectively addresses health inequalities; balances cost effectiveness with improved quality and safety; and is sustainable. Originality/value – This is the first article addressing Health LEADS Australia and medical leadership. Australia is actively engaging in a national approach to health leadership. Discussions about the mechanisms and intentions of this are valuable in both national and global health leadership discourses.
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Shannon, Elizabeth, and Andi Sebastian. "Developing health leadership with Health LEADS Australia." Leadership in Health Services 31, no. 4 (October 1, 2018): 413–25. http://dx.doi.org/10.1108/lhs-02-2017-0002.

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Purpose Leadership, and leadership development, in health and human services is essential. This review aims to draw conclusions from practice within the Australian context. Design/methodology/approach This review is an overview of health leadership development in Australia, with a particular focus on the implementation of the national health leadership framework, Health LEADS Australia (HLA). Findings Since its inception, the HLA has influenced the development of health leadership frameworks across the Australian states and territories. Both the National Health Leadership Collaboration and individuals with “boundary-spanning” roles across state government and the university sector have contributed to the development of collaborative online communities of practice and professional networks. Innovation has also been evident as the HLA has been incorporated into existing academic curricula and new professional development offerings. Ideas associated with distributed leadership, integral to the HLA, underpin both sets of actions. Practical implications The concept of a national health leadership framework has been implemented in different ways across jurisdictions. The range of alternative strategies (both collaborative and innovative) undertaken by Australian practitioners provide lessons for practice elsewhere. Originality/value This article adds to the body of knowledge associated with policy implementation and provides practical recommendations for the development and promotion of health leadership development programmes.
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Daniel, Luke. "Safety Leadership Defined within the Australian Construction Industry." Construction Economics and Building 15, no. 4 (November 23, 2015): 1–15. http://dx.doi.org/10.5130/ajceb.v15i4.4572.

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This research explores the tenets of safety leadership within the Australian construction environment. The scope of this research aims to establish a universal definition of safety leadership and how it differs from other leadership disciplines. The literature review into this topic was governed by the parent disciplines of Safety and Leadership. Gaps were identified in the literature that indicated safety leadership is not a well-defined concept and much of the work into safety leadership has been borrowed from other schools of leadership. An exploratory research methodology was utilised which rooted the research into the post-positivist methodology. There were twenty interviews conducted for this research, with participants coming from various leadership positions across multiple construction projects around Australia. Findings detailed a saturation of data that allowed for an empirical definition towards safety leadership to be established. As a person’s scope of responsibility increases, their view of safety leadership becomes synonymous with leadership; although differences do exist. These differences were attributed to the importance of demonstrating safety and working within the legal framework of Australian construction projects. It is proposed that this research offers a substantial contribution to knowledge, based upon a well-defined definition into safety leadership.
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Sarros, James C., George A. Tanewski, and Joseph C. Santora. "Leadership Activities of Australian Executives." Journal of Management & Organization 1, no. 2 (March 1995): 33–43. http://dx.doi.org/10.1017/s1833367200006313.

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AbstractOur study examines the nature of Australian business leadership. Various extant concepts of leadership are reviewed in terms of current trends in Australian business leadership. Some of these concepts are used in the development of the Corporate Leadership Descriptor (CLD), and its sub-scales, namely the Leadership Operations Scale (LOS), Leadership Attributes Scale (LAS), and Job Outcomes Scale (JOS). Data were collected over a three year period from a variety of executive samples. Major findings indicate that key leadership functions focus on direction setting, team building, problem solving, and change agent responsibilities. Recommendations for further research and application of the CLD are provided.
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Sarros, James C., George A. Tanewski, and Joseph C. Santora. "Leadership Activities of Australian Executives." Journal of the Australian and New Zealand Academy of Management 1, no. 2 (March 1995): 33–43. http://dx.doi.org/10.5172/jmo.1995.1.2.33.

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AbstractOur study examines the nature of Australian business leadership. Various extant concepts of leadership are reviewed in terms of current trends in Australian business leadership. Some of these concepts are used in the development of the Corporate Leadership Descriptor (CLD), and its sub-scales, namely the Leadership Operations Scale (LOS), Leadership Attributes Scale (LAS), and Job Outcomes Scale (JOS). Data were collected over a three year period from a variety of executive samples. Major findings indicate that key leadership functions focus on direction setting, team building, problem solving, and change agent responsibilities. Recommendations for further research and application of the CLD are provided.
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Lee, Jason B. L. "Committing to reconciling our differences: development of the Royal Australian and New Zealand College of Psychiatrists' Reconciliation Action Plan." BJPsych. International 12, no. 3 (August 2015): 59–61. http://dx.doi.org/10.1192/s205647400000043x.

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Aboriginal and Torres Strait Islander Australians continue to experience disproportionately poor physical and mental health, and inequity of opportunity. Australia's Reconciliation Action Plan programme provides a framework and support for organisations to demonstrate leadership through public commitment to actions. The Royal Australian and New Zealand College of Psychiatrists developed its own Reconciliation Action Plan through a consultative process, and hopes to lead and promote reconciliation as a peak medical body.
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Cunningham, Christine, and Stewart Jackson. "Leadership and the Australian Greens." Leadership 10, no. 4 (March 13, 2014): 496–511. http://dx.doi.org/10.1177/1742715013498407.

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This paper examines the inherent tension between a Green political party’s genesis and official ideology and the conventional forms and practices of party leadership enacted in the vast bulk of other parties, regardless of their place on the ideological spectrum. A rich picture is painted of this ongoing struggle through a case study of the Australian Greens with vivid descriptions presented on organisational leadership issues by Australian state and federal Green members of parliaments. What emerges from the data is the Australian Green MPs’ conundrum in retaining an egalitarian and participatory democracy ethos while seeking to expand their existing frame of leadership to being both more pragmatic and oriented towards active involvement in government.
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Ville, Simon, and Grant Fleming. "Locating Australian Corporate Memory." Business History Review 73, no. 2 (1999): 256–64. http://dx.doi.org/10.2307/3116242.

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This research note reports on the quantity of business records available in Australia as indicated by a recent survey of the top one hundred firms operating during the twentieth century. The archival work was undertaken as part of a large study investigating aspects of corporate leadership in Australia, conducted Jointly at the Australian National University and the University of Melbourne. We found that the surviving records of Australian businesses cover a wide selection of firm types, and that the comprehensiveness of many archives places business history on a sound foundation for the future.
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Shiner, R. J. W. "Speaking to God in Australia: Donald Robinson and the Writing of An Australian Prayer Book (1978)." Studies in Church History 53 (May 26, 2017): 435–47. http://dx.doi.org/10.1017/stc.2016.26.

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Archbishop Donald Robinson (b. 1922) had a distinguished career as a New Testament scholar and senior churchman. As a New Testament scholar, he emphasized the linguistic and cultural distance between what Barth called ‘the strange new world of the Bible’ and our own. However, as a senior churchman, Robinson was required to traverse the distance between the Bible and twentieth-century Australians. Through his episcopal leadership, and notably through his work in producing An Australian Prayer Book (1978), Robinson faced the challenge of speaking to Australians about God, and finding the words by which Australians might speak to God. This article will explore the ways in which a prominent scholar and churchman grappled with the linguistic and cultural challenges of speaking about God and to God in contemporary Australia, understood against the background of the crisis of (ir)relevance faced by Australian churches in the decline of the 1960s and 1970s.
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Iliffe, Jill, and Rosemary Bryant. "Topic: Nursing leadership in Australia: The Australian Peak Nursing Forum." Collegian 10, no. 2 (January 2003): 5–6. http://dx.doi.org/10.1016/s1322-7696(08)60047-5.

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Dissertations / Theses on the topic "Australian leadership"

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Atsalos, Christine, University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Nursing leadership and clinical development units : unravelling the myth." THESIS_CSHS_NFC_Atsalos_C.xml, 2004. http://handle.uws.edu.au:8081/1959.7/559.

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Australian Clinical Development Units (Nursing) (CDUs(N)) take their name from the British Nursing Development Unit (NDU) movement, which has been widely credited with introducing innovative approaches to developing nurses and nursing. A network of nine CDUs(N) was set up in an urban area health service in Australia in 1997. The aim of this project was to develop existing wards or units into centres of excellence by disseminating a new vision for Australian nurses, based on the pioneering work of the British NDU (Nursing Development Unit) movement. This research study set out to develop an understanding of the phenomena of CDU(N) leadership by interviewing these new CDU(N) leaders over time. Principles of Heideggerian hermeneutic phenomenology provided a framework for the study. Despite attempts to implement a variety of measures to nurture these CDUs(N) until they had become well established, the participants were unable to maintain the CDU(N) vision with which they had been entrusted. This thesis discusses their immediate reactions to the problems they faced, the new understandings they developed over time and the regrets and disillusionment many of them retained. The recommendations made for future projects are discussed in the light of the experiences of these participants and the current Australian health care climate.
Doctor of Philosophy (PhD)
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Khan, Maria Hameed. "Analysing media framing of women in contemporary Australian business leadership." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/200628/1/Maria_Khan_Thesis.pdf.

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This study explored media framing of leadership and gender in an Australian business context. The findings indicated complex differential framings, with a dominance towards traditional and heroic leadership whilst simultaneously emphasising post-heroic perspectives. Media framing of individual leaders highlighted tensions between expectations to perform leadership and conforming to gendered cultural norms. This research contributes to critical leadership studies by providing insight into the multidimensionality of heroic and post-heroic forms of leadership. There are also practical implications for how organisations and individuals perceive and enact leadership in work contexts.
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Thomas, Keith Trevor, and mikewood@deakin edu au. "Understanding educational process in leadership development." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.134710.

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This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996). In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that: Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context. There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews. There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience. The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers. Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.
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WHITMORE, Margaret, and whittys2002@yahoo com au. "The search for character: servant-leadership in an Australian organisation." Edith Cowan University. Business And Public Management: School Of Business And Law, 2004. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0003.html.

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This study is in response to globalisation, changing world values and the call in modern literature for leaders of good character. Servant-leadership is offered to fill this requirement because its effectiveness is said to be reliant on the good character of the leader. In the literature this type of leadership is said to represent a new paradigm. The work of servant-leadership's proponent, Robert Greenleaf, is thoroughly examined to explain how his understanding of trust as faith is linked to spirituality and this is the key to understanding the character of servant-leaders. Greenleaf's work is compared with the modern servant-leadership literature and identifies a gap in the literature explaining Greenleaf's spirituality.This is a qualitative analysis using classical Grounded Theory and uses the work of Anthony Giddens to give it a modern sociological grounding. Classical Grounded Theory uses typologies or
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Southwell, Deborah Margaret. "Leadership in Australian higher education: lessons from female educational leaders." Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2551.

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There is an increasing number of women leaders in higher education. However, a far higher proportion of males than females still fill senior management roles in Australian higher education. Several recent studies have set out to examine and analyse the leadership styles of women leaders in higher education in order to better understand and inform models for women who aspire to positions of leadership in higher education.Most educational leaders are not prepared for their roles and learn through trial and error in, and by surviving, their leadership and management experiences. The term leadership, itself, is used in a variety of ways and means different things to different people. A variety of different theoretical frameworks for conceptualizing and understanding leadership has arisen from these different conceptions and understandings.This study explores the autobiographical perspectives and responses of five respected female figures in educational leadership (i.e. leadership in teaching and learning) in Australian higher education. The identification of significant factors impacting on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Australian higher education.
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Whitmore, Margaret R. "The search for character: Servant-leadership in an Australian organisation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/113.

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This study is in response to globalisation, changing world values and the call in modern literature for leaders of good character. Servant-leadership is offered to fill this requirement because its effectiveness is said to be reliant on the good character of the leader. In the literature this type of leadership is said to represent a new paradigm. The work of servant-leadership’s proponent, Robert Greenleaf, is thoroughly examined to explain how his understanding of trust as faith is linked to spirituality and this is the key to understanding the character of servant-leaders. Greenleaf’s work is compared with the modern servant-leadership literature and identifies a gap in the literature explaining Greenleaf’s spirituality. This is a qualitative analysis using classical Grounded Theory and uses the work of Anthony Giddens to give it a modern sociological grounding. Classical Grounded Theory uses typologies or “created groups” to give meaning to the way in which participants view their circumstance. The application of Giddens’ work allows for the data analysis to incorporate the historical social context that has shaped the views of the participants. Greenleaf and Giddens share the same understanding of trust and this alignment of Giddens and Greenleaf permeates the work. Giddens identifies two types of trust, which this research has termed Reciprocal Trust, and Trust as Principle. The research gives an explanation of the two types of trust and argues that understanding Trust as Principle is the key to understanding new paradigm thought. It is also the key to understanding character in terms of servant-leadership character. The research for this thesis was carried out in an organisation that until recently had been a government entity and for the purpose of this research is given the fictitious name of Railcorp. The historical circumstances of Railcorp have led to major dysfunctions, which are inhibiting the business progress of the company. There is a crisis of culture and a crisis in leadership. There is evidence of servant-leadership existing in Railcorp and these leaders have a vital role in providing the new leadership required to take Railcorp forward.
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Zaidi, Atiya H. Education Faculty of Arts &amp Social Sciences UNSW. "Leadership behaviours of heads of schools and departments in Australian and Pakistani universities." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/23315.

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This study examines transformational and transactional leadership behaviours of heads of schools/departments, and the individual level cultural dimensions idiocentrism-allocentrism, as perceived by academic staff in Australian and Pakistani universities. The principal research aim was to investigate the relationships between academics??? attributions concerning leadership behaviours of heads of schools/departments and cultural norms in a collectivistic and an individualistic culture. Samples of academic staff were randomly selected from Australian and Pakistani universities. The Australian sample consisted of 117 academics, and the Pakistani sample comprised 120 academics. Analysis was carried out using exploratory factor analysis, multiple regression analysis, and discriminant analysis. Within the context of the research, the results suggested that Australian and Pakistani university academics had similar attribution patterns for entities related to transformational, transactional, and passive leadership behaviours, and the cultural dimension allocentrism. The results also suggested that the academics of both samples did not differentiate between various transformational leadership behaviours, and perceived the transactional leadership behaviour contingent reward as part of the transformational leadership behaviour proactive leadership. Further, the academics of both samples perceived the transactional leadership behaviour passive management-by-exception and laissez-faire leadership as a single dimension, passive leadership. Analyses identified some critical relationships between perceived leadership behaviours of heads of schools/departments and idiocentrism-allocentrism variables for the two samples. The transformational leadership behaviour participative leadership was positively related to allocentrism and self-reliance for the Australian sample. The transactional leadership behaviour active management-by-exception was positively related to positive-competitiveness and negatively related to negative-competitiveness for the Pakistani sample. Passive leadership was negatively related to leadership outcomes for the Pakistani sample. Moreover, active management-by-exception and positive-competitiveness discriminated between the two samples. Leadership of schools/departments in universities has been found to be a multifaceted phenomenon. The research suggests that academics??? perceptions of leadership behaviours, cultural norms, and context have important implications for school/department leadership in universities.
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Brooks, Zoe A. "An examination of middle leadership positions in Western Australian secondary schools." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/367.

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This study examined the complexities inherent within secondary school middle leadership positions. These formal positions typically have line management accountability for the supervision of teaching and/or ancillary staff, through the Deputy Principal to the Principal. The study investigated the formal position requirements, as well as the professional perceptions and expectations of Western Australian, secondary school middle leaders. A mixed methods research design was used with a qualitative phase followed by a quantitative phase of data collection and analysis. The qualitative phase involved two stages of data collection and analyses. Firstly, a document analysis was conducted on the formal position descriptions of middle leadership positions in a purposive sample of ten Western Australian secondary schools. The formal position descriptions detailing the professional responsibilities of middle leaders were collected and analysed using content analysis techniques. Additionally, nine semi-structured interviews were conducted with a sample of subject, pastoral and program-based middle leaders across three Western Australian secondary schools. Semi-structured interviews were also conducted with a senior leader of each school sampled. The quantitative phase involved the construction and administration of an instrument designed to measure middle leaders’ perceptions of their role. The survey data were subsequently statistically analysed using the Rasch measurement model.The results of interviews with middle and senior leaders revealed six key aspects of the middle leadership position including: the dual and dynamic nature of middle leadership; the organisational functions of middle leaders; the problems and limitations associated with middle leadership positions; the effective qualities of middle leaders and their professional needs; the support and review requirements of the position, as well as the aspirations and role satisfaction of middle leaders. The results of the quantitative survey reveal middle leaders attitudes relating to five key facets of their position, including: role clarity; role authority; role support; role value and role fulfilment. The combined results of the qualitative and quantitative phases of the study resulted in the identification of seven key areas for the growth and development of middle leadership position in secondary schools. These include: the development of clear expectations and a school-wide understanding of the position; a focus on strengthening the influence of middle leaders on whole-school development; the provision of opportunities for leadership and management development; the need for peer support initiatives; the need for consistent performance appraisal and feedback processes; a focus on collaboration between middle and senior level school leaders; and the promotion of the position within the school and educational community.The implications of this study for schools include the need for clear role definition for middle leaders and targeted professional development opportunities, with a focus on leadership development. A significant outcome of this research is the construction of an instrument which measures middle leaders’ role perceptions. The instrument could be used by schools as a means of identifying the needs of middle leaders within a specific context and could also be usefully applied to future research into middle leadership. The work of middle leaders is vital in secondary schools and this research provides insight into the many dimensions of the role.
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Karpinskaia, Antonina. "A leadership program for female students in an Australian co-educational public school: Participants' perspectives on leadership." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107920/1/Antonina_Karpinskaia_Thesis.pdf.

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This thesis is a case study of the phenomenon of a girls' leadership program delivered in an Australian public co-educational high school. The study was informed by feminist poststructuralism, Michel Foucault's theory of power and Judith Butler's theory of performativity. Drawing on these theories, the discourses of gender and leadership are examined and it is argued that, while initially the girls experienced gendered powerlessness, they experienced a fluid, agentive standpoint where their voices gained some recognition after they undertook the leadership program.
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Grunes, Paul. "An examination of the relationship between emotional intelligence, leadership style and perceived leadership outcomes in Australian educational institutions." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/42319/1/Paul_Grunes_Thesis.pdf.

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In the field of leadership studies transformational leadership theory (e.g., Bass, 1985; Avolio, Bass, & Jung, 1995) has received much attention from researchers in recent years (Hughes, Ginnet, & Curphy, 2009; Hunt, 1999). Many previous studies have found that transformational leadership is related to positive outcomes such as the satisfaction, motivation and performance of followers in organisations (Judge & Piccolo, 2004; Lowe, Kroeck, & Sivasubramaniam, 1996), including in educational institutions (Chin, 2007; Leithwoood & Jantzi, 2005). Hence, it is important to explore constructs that may predict leadership style in order to identify potential transformational leaders in leadership assessment and selection procedures. Several researchers have proposed that emotional intelligence (EI) is one construct that may account for hitherto unexplained variance in transformational leadership (Mayer, 2001; Watkin, 2000). Different models of EI exist (e.g., Goleman, 1995, 2001; Bar-On, 1997; Mayer & Salovey, 1997) but momentum is growing for the Mayer and Salovey (1997) model to be considered the most useful (Ashkanasy & Daus, 2005; Daus & Ashkanasy, 2005). Studies in non-educational settings claim to have found that EI is a useful predictor of leadership style and leader effectiveness (Harms & Crede, 2010; Mills, 2009) but there is a paucity of studies which have examined the Mayer and Salovey (1997) model of EI in educational settings. Furthermore, other predictor variables have rarely been controlled in previous studies and only self-ratings of leadership behaviours, rather than multiple ratings, have usually been obtained. Therefore, more research is required in educational settings to answer the question: to what extent is the Mayer and Salovey (1997) model of EI a useful predictor of leadership style and leadership outcomes? This project, set in Australian educational institutions, was designed to move research in the field forward by: using valid and reliable instruments, controlling for other predictors, obtaining an adequately sized sample of real leaders as participants and obtaining multiple ratings of leadership behaviours. Other variables commonly used to predict leadership behaviours (personality factors and general mental ability) were assessed and controlled in the project. Additionally, integrity was included as another potential predictor of leadership behaviours as it has previously been found to be related to transformational leadership (Parry & Proctor-Thomson, 2002). Multiple ratings of leadership behaviours were obtained from each leader and their supervisors, peers and followers. The following valid and reliable psychological tests were used to operationalise the variables of interest: leadership styles and perceived leadership outcomes (Multifactor Leadership Questionnaire, Avolio et al., 1995), EI (Mayer–Salovey–Caruso Emotional Intelligence Test, Mayer, Salovey, & Caruso, 2002), personality factors (The Big Five Inventory, John, Donahue, & Kentle, 1991), general mental ability (Wonderlic Personnel Test-Quicktest, Wonderlic, 2003) and integrity (Integrity Express, Vangent, 2002). A Pilot Study (N = 25 leaders and 75 raters) made a preliminary examination of the relationship between the variables included in the project. Total EI, the experiential area, and the managing emotions and perceiving emotions branches of EI, were found to be related to transformational leadership which indicated that further research was warranted. In the Main Study, 144 leaders and 432 raters were recruited as participants to assess the discriminant validity of the instruments and examine the usefulness of EI as a predictor of leadership style and perceived leadership outcomes. Scores for each leadership scale across the four rating levels (leaders, supervisors, peers and followers) were aggregated with the exception of the management-by-exception active scale of transactional leadership which had an inadequate level of interrater agreement. In the descriptive and measurement component of the Main Study, the instruments were found to demonstrate adequate discriminant validity. The impact of role and gender on leadership style and EI were also examined, and females were found to be more transformational as leaders than males. Females also engaged in more contingent reward (transactional leadership) behaviours than males, whilst males engaged in more passive/avoidant leadership behaviours than females. In the inferential component of the Main Study, multiple regression procedures were used to examine the usefulness of EI as a predictor of leadership style and perceived leadership outcomes. None of the EI branches were found to be related to transformational leadership or the perceived leadership outcomes variables included in the study. Openness, emotional stability (the inverse of neuroticism) and general mental ability (inversely) each predicted a small amount of variance in transformational leadership. Passive/avoidant leadership was inversely predicted by the understanding emotions branch of EI. Overall, EI was not found to be a useful predictor of leadership style and leadership outcomes in the Main Study of this project. Implications for researchers and human resource practitioners are discussed.
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Books on the topic "Australian leadership"

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Sykes, Helen, and Erica Frydenberg. The Australian leadership reader: Six leading Australians and their stories. Bowen Hills, Qld: Australian Academic Press, 2006.

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Tabbernee, William. Ministry in Australian churches. Melbourne [Australia]: Joint Board of Christian Education, 1987.

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Cosgrove, Peter. A very Australian conversation. Pymble, N.S.W: HarperCollins Publishers, 2009.

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Corporation, Australian Broadcasting, ed. A very Australian conversation. Pymble, N.S.W: HarperCollins Publishers, 2009.

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Reading the play: On life and leadership. Sydney: Pan Macmillan Australia, 2006.

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Kakabadse, Andrew. Leadership in government: Study of the Australian public service. Aldershot, Hants, England: Ashgate, 1998.

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Beattie, Peter. Making a difference: Reflections on life, leadership and politics. Pymble, N.S.W: HarperCollins, 2005.

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J, Halligan, ed. Political leadership in an age of constraint: The Australian experience. Pittsburgh: University of Pittsburgh Press, 1992.

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The Australian book of heroism: Stories of courage and sacrifice. Millers Point, N.S.W: Pier 9, 2010.

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Peter, Henning. Doomed battalion: Mateship and leadership in war and captivity : the Australian 2/40 Battalion, 1940-45. [Australia?]: [Peter Henning], 2014.

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Book chapters on the topic "Australian leadership"

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Sunderland, Graham, and Ian Stewart. "Police leadership in the 21st century." In Australian Policing, 39–54. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003028918-5.

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Faris, Nezar, and Mohamad Abdalla. "Australian Muslims’ Perceptions of Leadership." In Leadership in Islam, 41–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66441-5_4.

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Faris, Nezar, and Mohamad Abdalla. "Overview of the Australian Muslim Context." In Leadership in Islam, 27–39. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66441-5_3.

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Seijts, Gerard, Jana Seijts, and Paul Bigus. "The Cultural Battle of the Australian Army*." In Leadership in Practice, 221–30. 1 Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315405629-26.

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Grant, Bligh, and Joseph Drew. "Leadership in Australian Local Government Systems." In Local Government in Australia, 293–326. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3867-9_8.

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Masters, Adam B., and John Uhr. "Selecting the Case Studies: Six Australian Public Leaders." In Leadership Performance and Rhetoric, 17–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58774-5_2.

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Kelly, John, and Darren Stops. "Promotion of Leadership and Advocacy in School Psychology." In Handbook of Australian School Psychology, 723–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_38.

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Herrington, Victoria, Deborah Blackman, Jacinta Carroll, and Christine Owen. "Connected Policing: The Importance of Social Capital and Boundary Spanning in Australian Police Leadership." In Police Leadership, 255–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21469-2_12.

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Schuttloffel, Merylann “Mimi” J. "Being Catholic and Being Australian." In International Explorations of Contemplative Leadership in Catholic Education, 43–49. First edition. | New York: Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780367086886-5.

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Maddock, Louise, Samantha Carruthers, and Karen van Haeringen. "Developing programme leadership in an Australian university." In Supporting Course and Programme Leaders in Higher Education, 41–52. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003127413-8.

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Conference papers on the topic "Australian leadership"

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Salmon, Duncan, Simon Dick, and Yuriy Zhupikov. "People Development - Holistic Approach to Leadership & Development." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210868-ms.

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Abstract In 2020 the Australian Institute of Management conducted a Leadership Survey and the "most important finding was that poor leadership is a major contributing factor to employee attrition." "75.55 % of respondents stated that they had left an organisation in their last three roles because of the leadership team, their direct manager, or a combination of both. Nearly half (42.32%) had left more than one of their previous roles." We can clearly see that "poor leadership will simply not be tolerated by employees, and this is a rising trend."
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Sarlos, Peter. "Shortsighted Leadership in Construction." In IABSE Workshop, Helsinki 2017: Ignorance, Uncertainty, and Human Errors in Structural Engineering. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2017. http://dx.doi.org/10.2749/helsinki.2017.067.

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Over the past 50 years there has been a significant decline in the quality of constructed outcomes in the Australian building industry. The decline can be readily attributed structural changes in project delivery methodologies that have been brought about by the focus of some industry participants on time, cost and profit at the expense of quality, durability and the project encapsulated environmental health. The changes have been stimulated by legislative changes that have increased the complexity of compliance while at the same time reducing the oversight of work to ensure compliance. A striking impact of these changes has been to force changes to the leadership of the project delivery process where the focus of the effort is on project economics to the exclusion of meeting the project brief and the projects long term durability.
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Concu, N., and K. May. "Managing the Northern Australian Coastline through Indigenous Protected Areas." In Littoral 2010 – Adapting to Global Change at the Coast: Leadership, Innovation, and Investment. Les Ulis, France: EDP Sciences, 2011. http://dx.doi.org/10.1051/litt/201103002.

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Lyons, Oscar, Karina McHardy, Warwick Bagg, and Tim Wilkinson. "72 Aspects of leadership best learnt at medical school and how these relate to australian medical council graduate outcomes." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.70.

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Borowik, Jenine, Merry Branson, and Debbie Watson. "Interactive content and dynamic publishing – a vital part of an nso’s output and communication strategy." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13601.

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There are far reaching changes occurring in the information industry, including the world of official statistics. The Australian Bureau of Statistics (ABS) is planning to put the user at the centre by giving to them a chance to speak directly with our data. Our catch cry has become ‘freedom to share data will make data more valuable – but only if it’s managed differently.’ The ABS mission is “We assist and encourage informed decision-making, research and discussion within governments and the community, by providing a high quality, objective and responsive national statistical service.” Informed decision making presupposes a level of statistical ability which we know needs development within the Australian community. The ABS has an important leadership role in improving the statistical capability and literacy of our current and future customers. Our statistical output and communication strategy is vital to achieve the aspirational goal of a citizenry that uses statistics to make sensible, informed decisions, whatever their job, community or situation. This paper outlines some aspects of the ABS output and communication strategy, how it has changed and how the strategy increasingly supports a diverse range of customers and their requirements. The paper finishes by examining a range of innovative ABS outputs that have a stronger focus on building statistical capability in communities with lower statistical literacy, such as our youth community.
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"Managing Volunteer Retention Through Socialisation – A Study of Volunteers in an Australian Emergency Service Agency [Abstract]." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/4020.

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Aim/Purpose: In many OECD countries, emergency response relies on volunteers, and while emergency incidents are increasing, volunteer numbers are declining. Volunteer turnover occurs at various stages of the volunteering life cycle (i.e., recruitment, training, socialisation, performance, and retirement), the socialisation stage has the greatest impact on organisations, as it occurs after the allocation of resources and training, but before the investment is returned through volunteer performance. There is sparse literature exploring this stage. Background: Addressing the gap, this paper presents a model of volunteer retention, predicting acceptance, social-expulsion, or self-exclusion, based on social fit. Methodology: The model is based on an inductive examination of the processes of volunteer turnover during socialisation of emergency service volunteers. Using a grounded theory approach, focus groups and interviews were conducted with 157 volunteers across seven locations. Contribution: This model contributes to theory by categorising volunteer turnover according to the stages of the volunteering life cycle, and to practice by drawing attention to the need to consider social fit prior to investing in new volunteer training and understanding the role of leadership intervention pre- and post-training. Findings: The study identifies the processes of volunteer turnover and predicts that volunteers either stay or leave based on the level of their social fit. Recommendations for Practitioners: Strategies are developed to guide leaders on the best approaches to maintain and retain volunteer workers in Emergency Service agencies Recommendation for Researchers: The model contributes to theory by providing an empirically based description of the processes involved in volunteer retention and turnover and offers guidelines for increasing volunteer retention in emergency services and other volunteer organisations across Australia and around the world. Impact on Society: Increased retention benefits the emergency service organisation in terms of return on the investment of volunteer training, regarding sustainability of human resources, and in regard to increasing diversity among its volunteers. In turn, this retention also benefits volunteers, and the entire community, as it gains access to a greater number of emergency services providers. Future Research: Future research should focus on recreating this study in other countries and in different emergency service contexts.
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Bryant, Peter, Natasha Arthars, Danielle Eden, and Elaine Huber. "Leveraging the pandemic to build a community of networked, engaged and curious learners – our future leaders." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0136.

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The COVID-19 pandemic has undoubtedly presented a multitude of challenges to the way education is delivered; its wide-reaching multidisciplinary impact has also presented a unique opportunity as a focus for real-world authentic learning. For some time now, technology has enabled interaction at a global scale, allowing students to connect with teachers and industry experts around the world. This paper reports on the innovative design of an intra-curricular program utilising COVID-19 as a focus for online, real-world connected learning, delivered to business students at a large Australian university during the pandemic lockdown. Implemented as an online intra-curricular initiative, ‘Leading in a Post-COVID World’ encouraged student engagement with the challenges of leadership to address issues on a personal, local, and global scale. Using a community of inquiry (CoI) lens we explore key features of the program and find that a CoI approach combined with principles of real-world learning and authentic experiences encourages student participation and engagement in this intra-curricular space.
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Yang, Jie, and Brian Yecies. "Online opinion leadership in China's digital army." In ACSW 2018: Australasian Computer Science Week 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3167918.3167949.

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Sano, M., S. Baum, F. Crick, D. L. Choy, S. Serrao-Neumann, and R. Tomlinson. "An assessment of coastal vulnerability to climate change in South East Queensland, Australia." In Littoral 2010 – Adapting to Global Change at the Coast: Leadership, Innovation, and Investment. Les Ulis, France: EDP Sciences, 2011. http://dx.doi.org/10.1051/litt/201105002.

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Tripses, Jenny S., Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė, and Karmen Trasberg. "Baltic Social Justice School Leaders." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.33.

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Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.
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Reports on the topic "Australian leadership"

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Collins, Michael, Justin Brienza, and Richard O'Quinn. Centre for Australian Army Leadership Research Report 1-2021. Brisbane, Australia: The University of Queensland, Business School, March 2021. http://dx.doi.org/10.14264/3640893.

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Williamson, Alexandra, Wendy A. Scaife, and Katie McDonald. Who's asking for what? Fundraising and leadership in Australian nonprofits. Queensland, Australia: Queensland University of Technology, April 2013. http://dx.doi.org/10.5204/rep.eprints.59196.

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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Gattenhof, Sandra, Donna Hancox, Sasha Mackay, Kathryn Kelly, Te Oti Rakena, and Gabriela Baron. Valuing the Arts in Australia and Aotearoa New Zealand. Queensland University of Technology, December 2022. http://dx.doi.org/10.5204/rep.eprints.227800.

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The arts do not exist in vacuum and cannot be valued in abstract ways; their value is how they make people feel, what they can empower people to do and how they interact with place to create legacy. This research presents insights across Australia and Aotearoa New Zealand about the value of arts and culture that may be factored into whole of government decision making to enable creative, vibrant, liveable and inclusive communities and nations. The COVID-19 pandemic has revealed a great deal about our societies, our collective wellbeing, and how urgent the choices we make now are for our futures. There has been a great deal of discussion – formally and informally – about the value of the arts in our lives at this time. Rightly, it has been pointed out that during this profound disruption entertainment has been a lifeline for many, and this argument serves to re-enforce what the public (and governments) already know about audience behaviours and the economic value of the arts and entertainment sectors. Wesley Enoch stated in The Saturday Paper, “[m]etrics for success are already skewing from qualitative to quantitative. In coming years, this will continue unabated, with impact measured by numbers of eyeballs engaged in transitory exposure or mass distraction rather than deep connection, community development and risk” (2020, 7). This disconnect between the impact of arts and culture on individuals and communities, and what is measured, will continue without leadership from the sector that involves more diverse voices and perspectives. In undertaking this research for Australia Council for the Arts and Manatū Taonga Ministry for Culture & Heritage, New Zealand, the agreed aims of this research are expressed as: 1. Significantly advance the understanding and approaches to design, development and implementation of assessment frameworks to gauge the value and impact of arts engagement with a focus on redefining evaluative practices to determine wellbeing, public value and social inclusion resulting from arts engagement in Australia and Aotearoa New Zealand. 2. Develop comprehensive, contemporary, rigorous new language frameworks to account for a multiplicity of understandings related to the value and impact of arts and culture across diverse communities. 3. Conduct sector analysis around understandings of markers of impact and value of arts engagement to identify success factors for broad government, policy, professional practitioner and community engagement. This research develops innovative conceptual understandings that can be used to assess the value and impact of arts and cultural engagement. The discussion shows how interaction with arts and culture creates, supports and extends factors such as public value, wellbeing, and social inclusion. The intersection of previously published research, and interviews with key informants including artists, peak arts organisations, gallery or museum staff, community cultural development organisations, funders and researchers, illuminates the differing perceptions about public value. The report proffers opportunities to develop a new discourse about what the arts contribute, how the contribution can be described, and what opportunities exist to assist the arts sector to communicate outcomes of arts engagement in Australia and Aotearoa New Zealand.
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