Journal articles on the topic 'Holistic leadership development'
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Shaked, Haim, and Chen Schechter. "Holistic School Leadership." NASSP Bulletin 100, no. 4 (December 2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.
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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.
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Von Krosigk, B. "A holistic exploration of leadership development." South African Journal of Business Management 38, no. 2 (June 30, 2007): 25–31. http://dx.doi.org/10.4102/sajbm.v38i2.581.
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Aligning body, mind and spirit, acquiring emotional intelligence, an unshakable belief in their own intuition and producing outcomes in the context of organisational abilities encompass the attributes of leaders that emerged from this holistic exploration of leadership development. Emotionally aware leaders demonstrated their authenticity and cared for peaceful process. In this exploration such leaders started at the bottom within their enterprise working their way up over time. Agreeableness and flexibility were the core competencies they developed amongst others. A complex mix of behaviour, thoughts and emotions were the specific leadership attributes that were found to differ for different organisations. These specific leadership attributes needed to fit with the character and dynamics of the organisation. Since leadership development was found to be a holistic character development over time leadership courses are recommended for all scholars and students, with a strong emphasis on self-development. A grounded theory approach to this holistic exploration of leadership development serves the community well, by promoting the emergence of grounded theories which are free from practical impossibilities.
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Francisco, Lady Bee. "School Heads as Instructional Leaders in Support of Teachers’ Holistic Development." American Journal of Interdisciplinary Research and Innovation 1, no. 2 (August 23, 2022): 14–27. http://dx.doi.org/10.54536/ajiri.v1i2.498.
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Instructional leadership is a school management paradigm in which a principal collaborates with teachers to support and advise in developing effective instructional strategies. This study was conducted to determine the school heads’ as instructional leaders in support of teachers’ holistic development in public elementary schools in the division of Nueva Ecija. A total of 316 teachers served as respondents in the study. The investigation utilized the descriptive correlational research methods and Slovin’s formula with stratified random sampling. The data was collected through a questionnaire that included the teachers’ demographic profile, school heads’ domains of instructional leadership, school heads’ leadership performance, and teachers’ holistic development—the researcher utilized Pearson Product Moment Correlation and Spearman’s rho as statistical treatment. The school head communicates with teachers and staff to ensure that everyone strives toward the same objective, assigns responsibility for curriculum organization across grade levels, and meets with instructors one-on-one to evaluate students’ school performance. Furthermore, the school principal ensures that public announcements do not interfere with teaching time, recognizes excellent performance through faculty meetings, keeps instructors informed about professional development, and recognizes students who thrive academically. The respondents strongly agree that their school head gives instructions and clarifies processes, facilitates communication, and permits teachers to evaluate their work. Regarding school heads’ domains of instructional leadership and school heads’ leadership styles, performance was positively correlated, the same with the result obtained between school heads’ domains of instructional leadership and teachers’ holistic development. Furthermore, a positive correlation was also found between school heads’ leadership styles performance and teachers’ holistic development. Generally, this study confirmed that school heads as instructional leaders would support the teachers’ personal and professional growth.
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Shared, Haim, and Chen Schechter. "Holistic School Leadership: Development of Systems Thinking in School Leaders." Teachers College Record: The Voice of Scholarship in Education 120, no. 2 (February 2018): 1–40. http://dx.doi.org/10.1177/016146811812000204.
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Background Systems thinking is a holistic approach that puts the study of wholes before that of parts. It does not try to break systems down into parts in order to understand them; instead, it focuses attention on how the parts act together in networks of interactions. Purpose This study explored the development of holistic school leadership— an approach where principals lead schools through the systems thinking concept and procedures— over principals’ different career stages, a topic that has received little research attention. Research Design Qualitative data were collected via 82 semistructured interviews, six focus groups, and 27 observations of three groups of principals: (a) prospective principals— 24 students attending three principal preparation programs; (b) novice principals— follow-up on 11 prospective principals during their first year after appointment; and (c) experienced principals— eight principals holding that position for 5+ years. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. Findings Data analysis indicated that the development of systems thinking in school leaders consists of five stages: (a) preservice stage, typified by an expansion of view; (b) survival stage, typified by a slowdown in the development of systems thinking; (c) consolidation stage, typified by a gradual development of systems thinking; (d) role maturity stage, typified by a systemic view; and (e) possible decline stage, typified by some degree of difficulty to think systemically. Conclusions Systems thinking is not equally applicable to aspiring, novice, midcareer, and veteran school principals. This study's findings may help identify ways to enhance and accelerate the development of systems thinking in prospective and currently performing principals in a way that is compatible with the unique features and context of their specific stage.
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Quatro, Scott A., David A. Waldman, and Benjamin M. Galvin. "Developing holistic leaders: Four domains for leadership development and practice." Human Resource Management Review 17, no. 4 (December 2007): 427–41. http://dx.doi.org/10.1016/j.hrmr.2007.08.003.
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A. Kumar, U. Jaiswal, and A. Bhardwa. "Leadership skills propagated by Pt. Shriram Sharma Acharya for sustainable development with special reference to all world Gayatri Pariwar." Prayukti – Journal of Management Applications 02, no. 01 (2022): 68–74. http://dx.doi.org/10.52814/pjma.2022.2110.
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Leadership skills are essential for all human beings to live a life full of enthusiasm, holistic vision, and contribute for sustainable development. Leaders perform a crucial role and share responsibility in the paradigm shift towards a civilised, peaceful, developed and happy society. This research article focused on presenting key leadership skills in the context of Pt Shriram Sharma Acharya. It is based on a literature review about leadership, leadership skills and All World Gayatri Pariwar (AWGP). This work results in leadership skills found. Those who want to become a holistic and perfect leader might adopt these skills as necessary for the future leaders.
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Ogochi, Deborah, James Kilika, and Truphena Oduol. "The effect of servant leadership tenets and perceived impact in a community development context." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 4 (June 5, 2022): 118–30. http://dx.doi.org/10.20525/ijrbs.v11i4.1818.
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The study responded to calls to extend the current understanding of servant leadership into new contexts. The selected context for investigation was the nonprofit sector in Kenya. Three objectives guided the study that sought to establish the servant leadership dimensions adopted, the impact achieved in the target communities and the effect of the dimensions on the level of impact achieved. 365 senior managers were sampled from 73 nonprofit organizations and data was collected on both dimensions of servant leadership and perceived impact in the communities served by the organizations. The study reports that ten attributes of servant leadership are relevant to the sector and are practiced to a moderate extent and this extent of adoption has accomplished a moderate level of impact in the communities served. Four tenets of servant leadership, holistic approach to work, service to others, sense of community and uprightness have a significant effect on the level of impact achieved in the communities. While a holistic approach and service to others have a negative effect, a sense of community and uprightness have a positive effect. The findings raise implications for the servant leadership theory and point to the need to complement its dimensions with the postulates of the situational leadership theory for a more appropriate application in work situations. The findings contribute toward addressing conceptual, theoretical, and empirical gaps found in the extant literature on servant leadership.
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Salamun, Hailan, Firdaus Khairi Abdul Kadir, Asyraf Hj Ab Rahman, and Rofishah Hj Rashid. "Rabbani Political Leadership for Sustainable Development: A Case Study in Terengganu, Malaysia." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 69. http://dx.doi.org/10.36941/ajis-2021-0124.
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The objective of the current study was to clarify the role of ‘Rabbani’ to establish a balance of sustainable development in Terengganu political leadership, Malaysia. We propose Rabbani political leadership as a task of bridging the understanding of sustainable development in harmony that may influence followers to manage the development in political workplace. It then explores the underlying reason for the mobilisation of sustainable social development. This study classified as a fieldwork study based in Terengganu, Malaysia. The obtained data were analysed systematically according to selected themes. The argument constructed into the following stages, namely an overview of Islamic principles in setting an identity of Islam as the way of life, proposing unity as the foundation of a harmonious life in which the whole life system as a response to having a holistic development as a catalyst of progress. This study was able to benefit the local community of Terengganu and also amongst the rulers and politicians in order to understand and applying the value of Rabbani political leadership quality for the sake of better social lifestyle. Rabbani political leadership in the state of Terengganu could be one of the models that cover three types of political leadership work ethics in Islamic principles namely; building identity that Islam is the way of life; proposing unity ass the foundation of a harmonious life; and a holistic development as a catalyst of progress. Received: 24 March 2021 / Accepted: 8 July 2021 / Published: 5 September 2021
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Efthimiou, Olivia. "Heroic ecologies: embodied heroic leadership and sustainable futures." Sustainability Accounting, Management and Policy Journal 8, no. 4 (September 4, 2017): 489–511. http://dx.doi.org/10.1108/sampj-08-2015-0074.
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Purpose The purpose of this paper is to demonstrate heroism as an embodied system of leadership and well-being. Heroic leadership is presented as a baseline for sustainable futures and global health. Design/methodology/approach This paper presents an embodied reading of heroic leadership and its sustainable development across five stages. It outlines its core functions, its grounding in self-leadership through physical and mental trauma and its holistic benefits, resulting in the development of the Heroic Leadership Embodiment and Sustainable Development (HLESD) model. The efficacy of HLESD is demonstrated in an empirical case study of heroism promotion and education: the Hero Construction Company and the Heroic Imagination Project. Findings Heroic leadership is revealed as an emergent, dynamic and distributed form of sustainable development. Research limitations/implications This paper demonstrates the critical connections between heroism, sustainability, embodied leadership and well-being and how they stand to benefit from each other, individuals and communities at large. Social implications The implementation of HLESD in educational, counselling and broader contexts in consultation with a wide range of professionals stands to offer significant benefits to pedagogies, clinical practice, holistic therapies and twenty-first-century societies, at both the community and policy level. Originality/value The emerging field of heroism science and the use of heroic leadership as an interdisciplinary tool is a novel approach to well-being, which holds immense potential for the imagining and fostering of sustainable personal and collective futures.
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Stephanie, Calley. "A holistic and inclusive model for international student services: Intercultural leadership development programs." Journal of Campus Activities Practice and Scholarship 3, no. 2 (October 22, 2021): 39–49. http://dx.doi.org/10.52499/2021021.
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International Student Services (ISS) offices have before them an opportunity to strategically cultivate the global leaders of the future. Yet, to cultivate global leaders, a change in structure, posture, and constituency is needed. Moving beyond providing compliance and transitional services, International Student Services offices can engage as co-educators through developing their constituency with the knowledge, attitudes, and skills needed of future global leaders. Moreover, with this change in posture, ISS offices can play a strategic role in bridging the divide between diverse others, assisting faculty, staff, and students in becoming more interculturally engaged. Towards that end, an ISS office at a faith-based, liberal arts university in Southern California instituted a holistic and inclusive developmental model based on the high-impact intercultural practices noted in the literature. This article outlines the changes the university instituted in structure, posture, and constituency, seeking to move from the marginalization to the development of international students through an Intercultural Leadership Development Program.
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Naudé, Marita. "Sustainable development and complex adaptive systems." Corporate Ownership and Control 10, no. 1 (2012): 535–46. http://dx.doi.org/10.22495/cocv10i1c5art5.
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The aim and contribution of this paper at a theoretical level is to discuss CAS and the principles thereof as an alternative to traditional management models as an option to enhance SD in an integrated and holistic manner. At a practical level, the author discusses management and leadership suggestions to implement the principles of CAS to enhance SD. A CAS approach is not static and allows for and encourages emergence as a result to the changing internal and external environments. As CAS is a process that allows for constant change and adaptation it could be compatible in the organization’s SD challenge that is also constantly changing and adapting in response to the internal and external environments. Translating an integrated, holistic and CAS approach might require some cognitive, structural and political changes in the thinking about and understanding of how to deal with SD
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Iyer, Ramajanaki Doraiswamy. "Servant Leadership in Teaching." International Journal of Human Resource Studies 3, no. 1 (February 28, 2013): 100. http://dx.doi.org/10.5296/ijhrs.v3i1.3035.
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Sound education is the supporting spine for the economic and social development of any nation and is primarily responsible for eradication of poverty and enhancement of an individual’s earnings . Teachers are the gatekeepers for the holistic character building of students and hence it is essential that they in turn are taken care of by effective leadership at schools. Leadership in schools should bring about a transformation encourages great and committed teaching. School leaders can pave way for setting clear directions and the fertile background for professional development of teachers. Teaching, like nursing is a noble profession that brings to minds an image of vocation and dedication.Servant leadership is a unique approach to leadership that emphasizes on selfless service of followers by being their servant, rather than assuming a command and control hierarchical role in the organization. This paper tries to examine the concept of servant leadership in the context of teaching. Key words: Servant Leadership, Teacher,Teaching
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Kempster, Steve, and Ken Parry. "Exploring observational learning in leadership development for managers." Journal of Management Development 33, no. 3 (April 8, 2014): 164–81. http://dx.doi.org/10.1108/jmd-01-2012-0016.
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Purpose – Observational learning within the leadership development of managers is under-theorized thus far. The purpose of this paper is to develop a theoretical argument that builds out from a relational leadership perspective to center on processes affecting observational learning. Design/methodology/approach – The contribution is to draw together research to build a holistic model of observational learning. A further contribution is to apply this model to the context of leadership development. Findings – The paper examines processes associated with attention, availability, access, attainability, motivation and social comparison with significant others in particular contexts. The paper takes a temporal perspective to examine the ways that such interaction appears to be most prominent at particular times. Research limitations/implications – The paper concludes by outlining the opportunities for applying this understanding of observational leadership learning within management development arenas and explore future directions for research. Originality/value – Observational learning has been relatively overlooked. Though the authors often “know” that leaders develop through experience, the role of observational learning in this experience is not well understood. This paper is intended to provide a stimulus for exploring this important area in terms of shaping thinking and designs for management development interventions.
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Zaidi, Ifti, and Blanka Bellak. "Leadership Development for International Crises Management: The Whole Person Approach." Journal of Peacebuilding & Development 14, no. 3 (August 2, 2019): 256–71. http://dx.doi.org/10.1177/1542316619864909.
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Leadership development (LD) is critical in peacebuilding and crises management where leadership decisions have far-reaching consequences. As organisations navigate turbulence, agile leaders who can deal with information extremes, take critical decisions, and deliver change are needed. We find contemporary LD approaches are conceptually not geared to deliver such leaders. From a development perspective, the problem lies in the preponderance of reductionist ideas, an overwhelming focus on managerial skills and competencies, and a short-term outlook on development that diminish the value of leadership courses. This exploratory article emphasises the value of LD and proposes a rethink in how LD is approached at individual and organisational levels. A holistic, flexible, and longitudinal approach—the whole person approach (WPA)—is proposed, which encourages individuals and organisations to work jointly towards LD. WPA is equally relevant for other sectors and organisations where volatility, uncertainty, complexity, and ambiguity affect positive change.
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Burmicky, Jorge, and Antonio Duran. "Community College Presidential Leadership: How Presidents Think and Act to Support the Holistic Needs of Their Students." Community College Review 50, no. 2 (January 7, 2022): 123–43. http://dx.doi.org/10.1177/00915521211061418.
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Objective: The purpose of this study was to explore how public community college presidents draw upon data, their core values, and lived experiences to make decisions about how they can best respond to the holistic needs of their students. Method: Utilizing secondary elite focus group data with 15 community college presidents in Texas, we employed a general qualitative approach to analyze the data through a conceptual framework that integrates community college leadership and holistic student development theory. Results: Our findings revealed that community college presidents make decisions primarily through select data sources such as external survey organizations and their own core belief systems. Although community college presidents agreed on the most pressing day-to-day issues affecting community college students today, the way in which they framed their decisions and perceptions varied across individuals and institutional contexts. As such, common strategies for addressing holistic student support are presented in this study. Contributions: The residual effects of the COVID-19 pandemic are expected to impact community colleges in the short and long term. As a result, community college presidents are pressed to develop leadership competencies to enhance their decision-making process. This study offers timely implications closely tied to community college leadership and student development theory to inform how community college leaders can enact relevant, data-driven policies, and practices to support their students holistically.
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Holten, Ann-Louise, Anne Bøllingtoft, and Inge Wilms. "Leadership in a changing world: developing managers through a teaching and learning programme." Management Decision 53, no. 5 (June 15, 2015): 1107–24. http://dx.doi.org/10.1108/md-10-2014-0617.
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Purpose – The purpose of this paper is to present a model for the development of effective leadership teaching and learning. The model takes central factors into account, which have previously been identified as obstacles to the successful development of leadership qualifications. The paper presents the theoretical background for the model and makes suggestions for its implementation in a teaching and learning programme. The model integrates overall elements related to human biology and transfer of learning into a holistic learning process, which more specifically emphasizes the transformational leadership elements of envisioning, translating, communicating and sustaining credibility during change. Design/methodology/approach – The teaching and learning programme is based on a comprehensive leadership learning model, which integrates different levels of knowledge, learning processes and learning formats. Findings – In the area of leadership development, the paper presents its teaching and learning programme as a way for managers to obtain leadership meta-skills, which can be applied and individually adapted to the changing demands and conditions of modern work life. Originality/value – The paper provides a valuable step towards increasing leadership performance through efficient teaching and learning.
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Kafetzopoulos, Dimitrios. "Ambidextrous leadership: a narrative literature review for theory development and directions for future research." Baltic Journal of Management 17, no. 2 (December 3, 2021): 206–32. http://dx.doi.org/10.1108/bjm-01-2021-0001.
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PurposeThis study seeks to provide a narrative literature review of existing empirical research, in order to better understand the processes and theory of ambidextrous leadership, as well as its influence on followers, employees and organizations.Design/methodology/approachData from 26 studies were extracted and synthesied providing a critical discussion about the methodological and theoretical aspects of the studies identified in the review.FindingsIt was revealed the attributes for an effective ambidextrous leader, it was presented the recently proposed concept of ambidextrous leadership theory and it was noticed the main criticisms against the findings of the extant ambidextrous leadership literature. It was also identified many research gaps in the literature which in turn can guide academics in the development of ambidextrous leadership.Research limitations/implicationsThe ambidextrous leadership theory represents a novel and unique approach to the domain of leadership for creativity and innovation. It is shared across hierarchical levels throughout the organization. Leaders have a significant effect on employees' behaviors and should determine its applicability to different situations. Organizations require ambidextrous managers who combine flexible, situational and versatile leadership styles developing ever increasingly new and divergent ideas. Many research gaps in the literature were also identified that can guide academics in the development of ambidextrous leadership.Practical implicationsUnderstanding that ambidextrous leadership is required to significantly influence ambidexterity and innovation allows organizations to direct their leadership selection and development.Originality/valueThis review contributes to the ambidextrous leadership literature by creating a holistic picture of where it has been and where it should go.
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Turner, John R., Rose Baker, Jae Schroeder, Karen R. Johnson, and Chih-Hung Chung. "The global leadership capacity wheel." European Journal of Training and Development 43, no. 1/2 (February 18, 2019): 105–31. http://dx.doi.org/10.1108/ejtd-07-2018-0061.
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Purpose The purpose of this paper was to examine the definitions of global leadership and indigenous leadership, identify leadership capacities inherent in human resource development (HRD) and determine relationships of the three as a means to develop a model to aid and guide opportunities for future research. Design/methodology/approach Following a two-stage integrative literature review of HRD, global and indigenous leadership literature, the grounded theory constant comparative method established 31 positive and 1 negative leadership domains, and respective capacities, and compare domains from literature. Findings The Global Leadership Capacity Wheel informs researchers of strengths and areas for additional research, has resulted in a more complete model of global leadership and calls for increased clarity for leadership capacity model development, especially for complex, global environments and local constructs and theories. Research limitations/implications Although the literature had adequate representation in the business and organizational acumen and managing people and relationships central global leadership domains, more research and reporting is required for managing self and indigenous leadership capacity development subdomains. Practical implications Leadership development is a high priority and core function of HRD. The Global Leadership Capacity Wheel provides a tool for scholars and practitioners to guide global leadership development programs and research. Social implications Understanding the relationships of leadership capacities from global and indigenous perspectives is helpful to examine cultural, identity and macro-contextual dimensions and their influence on leadership. Originality/value The Global Leadership Capacity Wheel provides a type of road-map, a holistic representation, in the context of developing global leaders in today’s complex environment.
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Fauzian, Rinda. "KIAI LEADERSHIP TRANSFORMATION IN FORMING REGENERATION AND DEVELOPING PESANTREN PERSPECTIVE OF SOCIAL CHANGE." Penamas 33, no. 2 (December 31, 2020): 323. http://dx.doi.org/10.31330/penamas.v33i2.406.
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This study presents the transformation of the kiai's leadership in forming regeneration and developing Islamic boarding schools in Al Ummah Islamic Boarding School Sukabumi. This research uses a qualitative approach with the type of case study research, which focuses on the leadership portrait of the kiai, the mechanisms and steps for the operationalization of leadership, and the process of changing leadership. Data collection was carried out in 2018 by interviewing kiai, kiai families, students and community leaders. The results showed that the portrait of kiai leadership at Pesantren Al Ummah Sukabumi is oriented towards a democratic leadership style, which is the operationalization mechanism for the transformation of private ownership into institutional property, curriculum development, and infrastructure development. This is based on the replacement of kiai who have died, replaced by kiai families who have a holistic orientation and understanding in developing future pesantren. Recommendations from the results of this study are the importance of developing Islamic boarding schools which are not only oriented towards religious development, but also fostering students to have skills that will become their life provisions in the future.
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Okoko, Janet Mola. "Framing school leadership preparation and development for Kenya: Context matters." Educational Management Administration & Leadership 48, no. 2 (August 21, 2018): 396–413. http://dx.doi.org/10.1177/1741143218792913.
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This article uses interview data gathered from school leaders to recommend a framework for school leadership preparation and development (SLP&D) in Kenya. Data were gathered from head teachers and principals about the experiences that prepared them for leadership, the gaps in the existing SLP&D initiatives in Kenya, and how current initiatives could be improved. The findings revealed a lack of clarity with regard to SLP&D expectations among school leaders. However, the personal realities and needs of school leaders influenced decisions about when they took leadership positions, what they considered to be meaningful SLP&D, and the modes they preferred and engaged in. The need for a holistic approach to SLP&D was evident in the interconnectedness of: (a) their subjective realities, such as motivations and life commitments; (b) activities they engaged in for meaningful SLP&D, such as taking courses, gaining experience as they moved through the ranks, and mentorship; (c) what they considered to be the requisite competencies for school leadership; and (d) the systemic policies and practices they thought were essential, such as recruitment for SLP&D, standards, accreditation, funding, and partnerships. The article argues for a formalized SLP&D framework that embraces both the personal and contextual realities of the school leaders, the communities they serve, and the systems within which they work.
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Nestulya, Oleksiy О., Svitlana I. Nestulya, and Nataliia V. Kononets. "CURRICULUM DEVELOPMENT METHODOLOGY OF EDUCATIONAL PROGRAM FOR MASTERS «HIGHER SCHOOL PEDAGOGICS», 011 PEDAGOGICS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 249–63. http://dx.doi.org/10.32342/2522-4115-2021-2-22-28.
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The article characterizes methodological approaches (competence, integrated, activity, resourceoriented, systemic, leadership, contextual and project), which were the basis for the educational program «Higher School Pedagogics» for masters at the University of Ucoopspilka «Poltava University of Economics and Trade»(Poltava, Ukraine). It is generalized how each of the approaches ensures the uniqueness of the program «Higher School Pedagogcs» among other similar educational programs. It is noted that the competency approach has identified a number of important competencies for a future higher school teacher: integrated, general and special approaches. The integrated approach contributes to the orientation of the educational process at the modern requirements of social development, the formation of a holistic system of knowledge in the field of pedagogical sciences, a single picture of the world scientific and educational space. The activity approach focuses on the practice-oriented component of the educational program of master’s training «Higher School Pedagogics» and aims to increase practical training in the disciplines in the cycle of professional and practical training. The resource-oriented approach is considered as a partnership between a teacher and graduates, during which the stimulation and organization of active independent cognitive activity of graduates is implemented in order to acquire competencies and achieve program results. The application of a systematic approach contributed to a holistic view of the problem of organizing the training for future higher school teachers. The leadership approach ensures the implementation of the leadership management paradigm in the educational environment of PUET: formation of a competent professional teacher-leader, able to solve problems of any complexity required by the realities of modern life and the profession of a higher school teacher. The contextual approach provides for organizing the process of teaching and educating graduates in the educational environment of the university, taking into account the specifics of future professional and pedagogical activities, the forms and methods of contextual learning, the focus on situational theories of leadership. The use of the project approach is focused on developing the formation of integrated and leadership competencies of higher school, optimization and improvement of this process through pedagogical design and use of educational projects in teaching each discipline within the educational program. The article deals with a new learnig content for masters in the educational program «Higher School Pedagogics», 011 Pedagogics, taking into account modern social and educational trends, concepts and paradigms: digitalization of education, democratization of education, student-centered and humanistic paradigms, leadership management paradigm , concept of resource-oriented learning, lifelong learning.
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Peng, Wang, Nuzul Azam Haron, Aidi Hizami Alias, and Teik Hua Law. "Leadership in Construction: A Scientometric Review." Buildings 12, no. 11 (October 31, 2022): 1825. http://dx.doi.org/10.3390/buildings12111825.
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Leadership plays an increasingly important role in construction projects, and numerous research studies have been conducted. This study aims to identify the structure evolution development trends of this knowledge domain using visualisation analysis with CiteSpace. A total of 1789 peer-reviewed articles are collected from Scopus and the WoS core collection database to conduct a scientometric analysis. The results indicate that the US dominates this field and that institutions from Australia have made greater contributions. However, international cooperation in this area is not active. A total of eight co-citation clusters were identified, and the research of leadership in construction primarily focused on the topics of transactional leadership, safety leadership, team performance, leadership interaction processes and actual leader behaviour. The keywords co-occurrence evolution analysis was also conducted to provide a holistic knowledge map. Based on the development of this field and its current status, we propose trends and innovative research areas for future research. The findings in this research would help scholars to understand the structure and future trends of this field. Meanwhile, the research results would provide a reference for construction enterprises to formulate project manager competency criteria.
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Naim, Mohammad Faraz, and Usha Lenka. "Development and retention of Generation Y employees: a conceptual framework." Employee Relations 40, no. 2 (February 12, 2018): 433–55. http://dx.doi.org/10.1108/er-09-2016-0172.
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Purpose The purpose of this paper is to present a conceptual framework of development, commitment, and retention of Generation Y employees. Design/methodology/approach Based on a review of existing literature and using social exchange and social constructivist approach, this study presents a conceptual framework with mentoring, strategic leadership, social media, and knowledge sharing as its key constructs to retain Generation Y employees. Findings Mentoring, strategic leadership, social media, and knowledge sharing have a great potential to foster competency development. Competency development is critical to evoke affective commitment of Generation Y employees, which in turn results in intention to stay forth. Research limitations/implications The proposed conceptual framework should be empirically validated in the future research. Practical implications Organisations should incorporate mentoring, strategic leadership, social media, and knowledge sharing into their talent management strategy for Generation Y employees. Competency development then in turn evokes commitment of Generation Y employees, leading to intention to stay forth. The framework suggests an approach for generation-specific retention strategy. Originality/value This is one of the first studies to propose a holistic framework to retain Generation Y employees. This paper adds a new dimension to the talent management literature by focusing on young generation employees.
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Joyner, Dr Kate. "Four Domains of Public Value Creation: A Core Typology." International Journal of Operations Management 1, no. 4 (July 2021): 24–32. http://dx.doi.org/10.18775/ijom.2757-0509.2020.14.4003.
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The public management literature has failed to capture the arenas of operation of the public sector manager in one holistic framework, thus inhibiting the development of a more complete theory of leadership that drives public value. This paper develops a core typology of arenas of public value creation, based on the locus of interaction (internal or external to the government organisation) and the public value purpose (trading or policy development). Four arenas are described, illustrating that public sector managers in complex policy areas traverse all forms of institutional structure includingmarket, hierarchy and hybrid. The typology developed and discussed is an attempt to provide more precision in characterising the nature of policy leadership. Building on the public value work of Moore (1995; 2013; 2014),the typology enables theorising on the role and nature of leadership in driving public value.
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Kabrin, V. I. "LIVE AUTHENTICITY OF MEETINGS AND PROBLEMS OF CREATIVE LEADERSHIP DEVELOPMENT IN THE EPOCH OF REMOTE EDUCATION." Bulletin of Kemerovo State University, no. 1 (April 25, 2018): 126–32. http://dx.doi.org/10.21603/2078-8975-2018-1-126-132.
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The paper features the problem of the optimal ratio of distance learning and live learning (face to face) in the training of transfessionals. The main issue here is how to prepare creative leaders in the midst of a real live authentic communication of students and teachers. This problem is complicated by the rapid development of distance education. It entails multiple game animations of virtual realities. The research contains a communicative-holistic analysis of the potential of the Meeting with the Unknown. It is the central factor in the actualization of creativity and leadership. Meeting as a transcommunicative event always brings the semantic essence into the interaction. The result is the dissolution of the boundaries of the ego and the decentration. The study points out emergent, attractive, fractal and holodynamic levels of the psychological noodynamics of a meeting in a universal holistic context. As a result, 16 main psychonoethical factors of the meeting are singled out. At the level of psychonoethical attention is drawn to the increasing mobility of experiences of energy tone, information impressions, dynamics of space and time. At the psychodynamic level, the main phases of the meeting are identified as stress-transformation: stress-mobilization, reorientation, transformation, renewal (updating). Thus, the meeting reveals all the most significant psychological factors of personality of a creative leader. This program and matrix of meetings are the current basis of research projects formation aimed at development of personal and network creative leadership.
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Burns, Heather, and Megan Schneider. "Insights from Alumni: A Grounded Theory Study of a Graduate Program in Sustainability Leadership." Sustainability 11, no. 19 (September 24, 2019): 5223. http://dx.doi.org/10.3390/su11195223.
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This grounded theory action research study examines the impact of a graduate sustainability leadership program through the lens of its alumni. The study reveals elements of the leadership program that had the most impact on the lives and careers of its alumni, as well as suggestions for how the program could better prepare students in the future. This study finds that impactful sustainability leadership programs might incorporate opportunities for: paradigm and perspective shifts; a culture of support and care; holistic personal growth and development; experiential community-based learning opportunities; and leadership tools and skills that students can practice and use. This study also indicates that future students of sustainability leadership in higher education could benefit from more career preparation and job transition support, and from more emphasis on critical theory, social justice, and diversity/inclusion in all coursework. Implications for program design and implementation are discussed, including suggestions for future practice.
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Skaalsvik, Hugo, and Bjørn Olsen. "Service branding: suggesting an interactive model of service brand development." Kybernetes 43, no. 8 (August 26, 2014): 1209–23. http://dx.doi.org/10.1108/k-12-2013-0274.
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Purpose – The purpose of this paper is to suggest an interactive model of service brand development. Design/methodology/approach – The design employed in the research represents a holistic and systemic approach to services branding and the methodology employed is conceptual desk research. Findings – The research findings encompass an interactive model of service brand components grounded on a systemic perspective. By building on services brand theory, three key actors constitute the components of the model, namely service leadership, service employees and customers. The findings also state how successful service branding may be obtained at the level of the individual service enterprise. Practical implications – The paper outlines a set of practical implications. For example, successful service brand development is obtained through a high degree of service orientation, customer involvement, an involvement model of service leadership and a motivated, committed and empowered workforce, particularly those employees at the frontline. Originality/value – The originality and value of the research rests on using systemic thinking in the development of an interactive model of services brand development
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Muhardi, Muhardi, Ade Y. Mafruhat, Cici Cintyawati, Tatty A. Ramli, Rohafiz Sabar, Hartini Ahmad, Sarah Shaharruddin, and Abdul M. Bohari. "New Holistic Strategy of Sustainable Rural Development Management-Experience from Indonesia: A PESTEL-SOAR Analysis." International Journal of Sustainable Development and Planning 15, no. 7 (November 13, 2020): 1025–33. http://dx.doi.org/10.18280/ijsdp.150707.
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This article offers a new strategy of holistic rural development by utilizing the external strengths of the rural and the internal strength based on the experience of one of the rural in Indonesia that has been succeeded in turning the rural from the poorest into the best in the national rank. The successful formula is associated with the role of village leaders in benefiting opportunities from the existing external-internal aspects. To capture more holistic development phenomena including political, economic, social, technological, environmental and legal phenomena while generating new bottom-up strategies, the study uses PESTEL and SOAR analysis. This study found that the first condition for rural development in Indonesia is the development of village leadership management strength in holistically managing the potential and opportunities of external and internal villages. It changes the fundamental paradigm that holistic rural development must be seen as a whole (the village can take advantage of the existing external-internal strengths) partially (the village only focuses on utilizing the village's internal strength utilization agricultural potential). Through the PESTELs-SOAR analysis approach, the strategy offered becomes more rational and comprehensive in sustainable rural development by collaborating the village bottom-up strategy approach while still considering prevailing external conditions (more top-down).
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Howard, Patrick, Catherine O’Brien, Brent Kay, and Kristin O’Rourke. "Leading Educational Change in the 21st Century: Creating Living Schools through Shared Vision and Transformative Governance." Sustainability 11, no. 15 (July 30, 2019): 4109. http://dx.doi.org/10.3390/su11154109.
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This article provides a critical overview of national and international efforts to shift education to what has been commonly called 21st century learning. Governments, non-profits, and corporate consortiums are in large part responsible for education reform designed to re-conceptualize K12 education for the 21st century. The article introduces an integrative transformative educational concept called the Living School that connects K12 educational reform with Education for Sustainability, sustainable community development, and individual well-being. Brief portraits describe schools that reflect Living School attributes. Ambitious initiatives to transform education for the 21st century require enlightened leadership and governance structures for scalable, system-wide reform. This paper offers an alternative vision for educational leadership and governance to support education reform based on a holistic approach to sustainable community economic development. An interdisciplinary model of professional learning to prepare education leaders for an alternative vision of education leadership is proposed.
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Wang, Jia, and Melika Shirmohammadi. "Women Leaders in China." Advances in Developing Human Resources 18, no. 2 (April 12, 2016): 137–51. http://dx.doi.org/10.1177/1523422316641399.
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The Problem Leadership research has received extensive attention; however, leadership research that focuses on women is still not part of the mainstream. Furthermore, our current knowledge about leadership is primarily built upon studies situated in the Western context. As a result, while we know much about leadership in general, our understanding of women leadership in a non-Western setting, specifically in China, is still limited. The Solution This scoping study was conducted to provide a holistic and balanced picture of women leadership progress in China through a literature review. By focusing on women leaders in China, we intend to extend our current understanding of the leadership phenomenon beyond the Western context and the mainstream research foci. The Stakeholders Developing women leaders is a collaborative effort, requiring multiple stakeholders. For China, findings from this research will benefit national policymakers, organizational leaders, human resource development practitioners, and women leaders. It will also inform Western organizations and managers who will interact with women leaders in China, as well as all scholars who pursue this line of inquiry.
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Lazar, John, Daniela Robu, Marta-Christina Suciu, Ana-Maria Bocăneală, and Gheorghe-Alexandru Stativă. "A better, human-centered path forward." Proceedings of the International Conference on Business Excellence 16, no. 1 (August 1, 2022): 772–84. http://dx.doi.org/10.2478/picbe-2022-0072.
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Abstract The main purpose of the paper is to highlight the increased recognition and growing importance of human-oriented leadership in a constantly changing world. The COVID-19 pandemic has revealed many management shortcomings in developing current and future leaders. The difficulties creating new business models, adapting to new working environments, and fostering humane corporate cultures underscore the short- and long-term challenges. The literature review offers multiple perspectives on our humanity and its inherent challenges, measures of effective leadership, approaches to leadership development, and what seems to be emerging as a values-based, human-centered approach to what effective leadership looks like. The paper suggests a holistic interdisciplinary approach aiming to support partnership between the international business community and academic environment. The methods include: a literature review as background and context; a case study; a comparative analysis of best practices in four countries; and a statistical analysis of economic practices in Romania. The main results indicate: an increased acknowledgment of human-centered leadership practices as essential to effective leadership; the use of a 70-20-10 model of leadership development as a best practices approach; and the adverse effects of the pandemic on the Romanian economy. Our conclusions reaffirm: the power of the human-centered approach to how leaders have to perform; the need to rethink how leadership development should be done, and the ongoing challenge of choosing to invest in leadership as a sound business decision. Authors conclude that the changes in mindset, priorities, decisions, and practices will be challenging for leaders to make. Suggestions are offered about this new path.
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Vora, Davina, and Astrid Kainzbauer. "Humanistic leadership in Thailand: a mix of indigenous and global aspects using a cross-cultural perspective." Cross Cultural & Strategic Management 27, no. 4 (July 9, 2020): 665–87. http://dx.doi.org/10.1108/ccsm-01-2020-0008.
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PurposeTo explore how leadership behavior in Thailand relates to humanistic leadership through indigenous and cross-cultural lenses.Design/methodology/approachAnalogically based and semi-structured interviews were used. The primary focus was on factors associated with expatriate success in leading Thais in a Thai context. As such, the main sample included 24 expatriates. Two local Thai leaders were also interviewed. Qualitative interviews were analyzed inductively using NVivo.FindingsFive interrelated themes emerged from the data: guiding, bridging, emotionally supporting, socializing and indirectly communicating. These themes relate to Asian holistic thinking, Thai culture and humanistic management. Evidence for humanistic leadership was found, albeit in culture-specific ways.Research limitations/implicationsResearchers may benefit from studying local, indigenous leadership practices and determining if and how they fit etic concepts such as humanistic leadership. Limitations of this study include a small sample from only one country.Practical implicationsTo be successful, leaders should engage in humanistic leadership practices that fit the Thai context. Human resource departments may wish to focus their talent recruitment, selection and development on these behaviors.Originality/valueThis paper adds to the nascent literature on humanistic leadership by providing an indigenous as well as cross-cultural lens to understanding humanistic leadership in the context of Thailand.
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Andersson, Thomas, and Stefan Tengblad. "An experience based view on leader development: leadership as an emergent and complex accomplishment." Development and Learning in Organizations: An International Journal 30, no. 6 (November 7, 2016): 30–32. http://dx.doi.org/10.1108/dlo-06-2016-0054.
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Purpose The paper aims to identify and address matching problems in leader development and to propose how these problems can be dealt with. Design/methodology/approach Based on previous research, traditional leadership development (LD) is criticized and alternative approaches are suggested. Findings This research identifies two major matching problems in traditional LD – between participant and development effort and between development effort and realities of managerial work. A context-sensitive and emergent view of LD is suggested to address these matching problems. Practical implications The paper illustrates the need of leader development that is addressing the complex nature of managerial work in a more holistic way and to help participants to understand how such complexities can be dealt with. Originality/value An alternative view of leader development is identified. It matches managers’ diversities and the realities of managerial work better than traditional leader development does.
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Thrasher, Gregory R., Benjamin Biermeier-Hanson, and Marcus W. Dickson. "Getting Old at the Top: The Role of Agentic and Communal Orientations in the Relationship Between Age and Follower Perceptions of Leadership Behaviors and Outcomes." Work, Aging and Retirement 6, no. 1 (October 6, 2019): 46–58. http://dx.doi.org/10.1093/workar/waz012.
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Abstract Leadership behaviors and the outcomes they foster have historically been central issues to organizational researchers and practitioners alike. Despite the continuing rise in the average age of the workforce, empirical research on leadership from a lifespan development perspective remains surprisingly rare. The current study applies socioemotional selectivity theory (SST) to address this gap in the literature in several ways. We test a holistic socioemotional model of age and leadership that examines dominance and amicability as agentic and communal mediators in the relationship between age and follower ratings of leadership behaviors and effectiveness. To accomplish this goal, we apply multisource data from a sample of 422 leaders with 2,016 follower ratings. We offer empirical support for a socioemotional model of age and leadership that highlights the role of communal shifts in the relationship between age and follower perceptions of leadership behaviors. Specifically, we find a positive mediating effect of amicability in the relationship between age and follower-rated relational-oriented leadership behaviors. Age also displayed a sequential mediating effect on effectiveness through amicability and relational-oriented leadership behaviors. Our results highlight the unique role that age-related changes in social orientations play in the perceptions of leadership behaviors and outcomes across the lifespan. Implications for research and practice are discussed.
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Hollywood, Kathryn Grace, Donna Adele Blaess, Claudia Santin, and Lisa Bloom. "Holistic Mentoring and Coaching to Sustain Organizational Change and Innovation." Creighton Journal of Interdisciplinary Leadership 2, no. 1 (May 14, 2016): 32. http://dx.doi.org/10.17062/cjil.v2i1.34.
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<p>Collaborative problem solving, creativity, innovation, and continuously improved performance outcomes are the normative expectations for organizations in the early 21st century. At the same time, workers seek not only equitable compensation for their efforts, but also opportunities for professional growth and development as well as acknowledgement and valuing of their contributions. As a result, more than ever, leaders face the challenge of creating learning organizations, communities of practice, and systems that promote the full potential of each worker, while attaining or exceeding organizational expectations and goals. An integrated, holistic model of mentoring and coaching consisting of four well researched theoretical frames is described: strengths based leadership, Emotional Intelligence, courageous conversations, and Appreciative Inquiry. The rarely acknowledged, imperceptible, but significant and indelible, neurological and biochemical links that connect the theoretical frames as well as the impact of self-efficacy beliefs and the thoughts and emotions of both mentor/coach and mentee/coachees are discussed. Recommendations for practice and implementation are presented.</p>
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Seminikhyna, N. "BUILDING LEADERSHIP COMPETENCE WHILE TRAINING MASTERS OF EDUCATION IN UNIVERSITIES OF AUSTRALIA." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 165–79. http://dx.doi.org/10.33989/2226-4051.2020.22.222018.
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Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.
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Aderemi, Toyin Janet, Patricia Rea Ángeles, Esther Benjamin, and Citlalli A. González H. "Leadership for education." Regions and Cohesion 12, no. 2 (June 1, 2022): 48–78. http://dx.doi.org/10.3167/reco.2022.120205.
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Leaving no one behind in education: A focus on children with disabilities (p.48) Toyin Janet AderemiBarriers to education exist at multiple levels for children with disabilities, especially in developing or middle-income countries: stigma and discrimination in families, communities and in schools; households living in poverty; lack of assistive devices; lack of teachers’ training and preparation; and inaccessible transportation. Inclusive education is a system that includes all learners, welcomes and supports them, irrespective of their identities and abilities. Inclusive education entails not only accessibility of the school but also teachers’ preparation, adapted curricula, and participation of the learner to achieve his or her potentials. Furthermore, inclusive education fosters inclusive societies and equity. Children with disabilities have the right to education. This article addresses inclusive education in school, communities, and policy contexts, contending that there is huge need for a multi-sectoral approach.Inclusive and community education for children with disabilities: Tools to combat discrimination and social inequality (p.55) Patricia Rea ÁngelesThis scientific article addresses the issue of children with disabilities and their inclusion in formal and community education. For many years, children with disabilities have been excluded from educational systems on the grounds of their fragility, creating a spiral of discrimination and social inequality. This article is an attentive call to governments, public policy makers, social leaders, civil society organizations, and other strategic actors to generate models of inclusive education inside and outside the classroom, attached to international law, with a multisectoral and intercultural perspective of gender, community engagement, and generation of an education for life that promotes social cohesion, community participation, and successful and meaningful educational experiences for all children.Leadership, education, and global social impact (p.64) Esther BenjaminTraditional development often focuses on the economic and social development of nations and their peoples, the implementation of international aid, and development assistance. Conversely, global engagement is focused on equity and rights, as we strive to uphold fairness and justice in our work and actions. Global engagement is about creating opportunities for one another. It is about inclusion. This article, proposes global social impact as “development 2.0.” It identifies global engagement and holistic thinking as the basis for establishing new approaches to development that start with the individual, before addressing the interconnectedness of people, organizations, sectors, and programmatic areas.Pensamiento de diseño para la complejidad socioecosistémica (p.71) Citlalli A. González H.El enfoque de pensamiento de diseño, con una perspectiva centrada en las personas, puede ser una herramienta útil para contribuir a soluciones innovadoras en el marco del compromiso global para el desarrollo y la sustentabilidad. A partir de una lectura reflexiva y critica del enfoque, se identifican algunos retos y oportunidades que permitan un abordaje comprehensivo de las problemáticas sociecológicas. Se sugiere la necesidad de aportar a un cuerpo de conocimientos más robusto, con sustentos teórico-metodológicos y filosófi cos que eviten aplicaciones reduccionistas del pensamiento de diseño. Asimismo, se requiere fortalecer las capacidades en sectores, como la sociedad civil, para adaptar los modelos y herramientas de innovación en contextos diversos y múltiples escalas. La innovación para la sustentabilidad y la equidad requiere de colaboraciones, alianzas y sinergias mejoradas y más amplias, entre actores y campos de conocimiento.
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Sønsthagen, Anne Grethe, and Øyvind Glosvik. "‘Learning by talking?’ – The role of local line leadership in organisational learning." Forskning og Forandring 3, no. 1 (August 28, 2020): 6–27. http://dx.doi.org/10.23865/fof.v3.2124.
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Organisational learning is the topic addressed in this qualitative comparative case study. The purpose is to investigate the role of local line leadership in professional development processes. Two kindergartens participating in the Norwegian national in-service programme Competence for Diversity were studied. A combination of inductive and deductive analyses led us to introduce two dimensions: leading contextual interplay, with proactive and reactive values, and practice development, with fragmented and integrated values. One of the kindergartens appeared to have organised the professional development process more productively than the other, and the findings point to a combination of integrating dialogues on practice, and proactive managers as possible keys to understanding kindergartens as learning organisations. The model seems to capture, to some extent, the holistic view of the learning organisation as a structured relationship between individual and collective learning. The managerial role as local line leader stands out as important for understanding learning in this type of organisation.
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Aldarmaki, Sharifa, and Bahari Yaakub Kamarul. "Measurements of Organizational Excellence – Development of Holistic Excellence Practices for Free Zones in Dubai." European Journal of Economics and Business Studies 8, no. 1 (January 1, 2022): 33. http://dx.doi.org/10.26417/387zyw82.
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The implementation of excellence in organizations is often subjected to different evaluation when completed since organizations may decide to use different excellence model. The problem of uneven evaluation for all sectors have motivated this paper which aims to review measurements of organizational excellence in order to determine a holistic excellence practice for the Free Zones in Dubai and potentially in the UAE. In this context, organizational excellence is reviewed as a concept with different dimensions that are important for high performing organizations. A total of 50 published articles from 2014 to 2020 in journals have been collected listed on the SCOPUS database and google scholar. It aims to address the gaps regarding organizational excellence in Free Zones and to determine areas of future research that may enhance organizational excellence in Free Zones in Dubai. The study adopted the systematic literature review approach to identify articles relating to organizational excellence. The findings indicate that certain dimensions of organizational excellence such as leadership, people or staff, processes and policy, and resources may help an organization to achieve excellence. The implication of this finding is that these four dimensions may be further investigated in Dubai Free Zones to determine the status of excellence, and the impact of organizational excellence in Free Zones in Dubai may be assessed against other organizational factors.
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Dykstra, Ruth, and Jason Paltzer. "A Review of Faith-Based Holistic Health Models: Mapping Similarities and Differences." Christian Journal for Global Health 7, no. 2 (June 30, 2020): 120–32. http://dx.doi.org/10.15566/cjgh.v7i2.311.
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This review identified and determined core aspects of holistic health models often used in faith-based global development to integrate the spiritual determinant of health into a multiple determinants framework. Understanding such models and their similarities and differences is essential when planning development opportunities. Seven holistic health models were identified for review. A similar feature among the models was the importance of understanding the impacts of a community’s worldview and beliefs on health to discussing the spiritual aspects of health and behavior change. Community engagement and cultivating relationships were two common themes motivating the models. A primary difference among the models was the direction of engagement. Some models intentionally focus on individual-level relationships and move toward larger community-level impact while others start at the community level and move toward individual-level engagement. Both approaches are helpful depending on the context, community readiness and available local leadership. Based on the review, two diagrams or maps were created to help organizations determine which models or parts of models may be applicable to their situation.
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Andrikopoulos, Vasilios. "Intercultural Managerial Ability and Leadership: Challenges, Controversies, and Prospects." Journal of Studies in Education 12, no. 1 (February 3, 2022): 1. http://dx.doi.org/10.5296/jse.v12i1.19373.
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This study attempted to present, conceptualize and recontextualize intercultural managerial ability and leadership through the examination of the relevant discourse on the topic. Data analysis revealed that the two concepts are inextricably linked to each other constituting a holistic approach to school managers and leaders’ performing their tasks successfully in intercultural settings. Moreover, the numerous challenges posed, and the prospects arisen were discussed and analyzed, so as to shed light to the dimensionality and differentiation that characterize the multiple models of intercultural competence along with managerial and leadership skills having to be nurtured, maintained as well as upgraded through initial and continuous professional development upon preparation of new, potential and proactive school leaders. In a nutshell, the present study enriches our understanding about managerial ability and leadership that is to be exercised in an intercultural school context, giving impetus to other studies in this field.
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Moon, Gi Yoon. "A Narrative Study on a Middle school Teacher with Teacher Leadership: based on teacher-student relationship experiences." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 19 (October 15, 2022): 97–114. http://dx.doi.org/10.22251/jlcci.2022.22.19.97.
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Objectives This study is a narrative study on a teacher who display teacher leadership. The purpose of the study is to explore the significance of teacher leadership by examining and observing displayed teacher leadership based on actual experiences from its teacher to student relationship; whilst looking into students’ perceptions. Methods To achieve this purpose, a narrative method was administered on selected participants of the study: a teacher and his 7 students. Results The results revealed that the teacher utilized various exciting activities during class to make it fun; ran students-oriented classes; and tried to make sincere relationships with his pupils believing that education is about touching their mind. The students responded to the teacher leadership by actively engaging in classes and building close relationships with the teacher. Conclusions he results suggest that teacher leadership is to exercise one’s influences in interactions with his/her students to help them to achieve study goals and obtain holistic development; rather than to wield it to better control them. The study results are encouraging as it shed lights on teachers with concerns with their guidance strategies as it suggested the concept of teacher leadership and how it is displayed.
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Shah, Syed Jawad Zareen, Muhammad Imran Yousuf, Muhammad Imran, and Muhammad Hanif. "Leadership role in promoting childhood education: Perception of practitioners in Pakistan." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (March 1, 2023): 180. http://dx.doi.org/10.11591/ijere.v12i1.23934.
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<span lang="EN-US">Early childhood care and education (ECCE) is a significant stage to develop responsible generations. Holistic child development may be possible through a plan of early childhood education (ECE) and early learning. This study is planned to explore the role of school leadership in promoting ECCE in Azad Jammu & Kashmir (AJK), Pakistan. This research study may play a significant role in sensitizing the educationist, practitioners, pedagogical leadership in early learning centers, and political leadership. The study was quantitative in nature. In the first step, a stratified sampling technique was used to select the districts among the three divisions of AJK. In the second step, a simple random sampling technique was used. Self-developed a five-point Likert scale questionnaire was used to collect the data. The study concluded that leadership plays a significant role in promoting ECCE. It is encouraging that educational leadership involves parents in the process of teaching-learning. Learners are happy in the school activities, and academic leadership is planning to minimize the workload of kids. It is recommended that children may be facilitated with better infrastructure.</span>
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Newhall, Steve. "Aligning the talent development and succession planning processes: don’t allow critical leadership talent to fall by the wayside." Development and Learning in Organizations: An International Journal 29, no. 5 (August 3, 2015): 3–6. http://dx.doi.org/10.1108/dlo-04-2015-0043.
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Purpose – Organizations need to take a holistic view of their talent management programs, and it’s no longer sufficient to simply look at the top layers of leadership (succession planning). High potentials need to be identified early and customized plans put in place to ensure that their development is aligned to the business strategy. Design/methodology/approach – Based on a global study commissioned by Korn Ferry and conducted by Hanover research during August and September 2014. The survey covered 54 countries globally and companies ranging in size from 500 to 50,000+ employees. It generated more than 1,000 responses from business leaders at the following levels: C-suite (41 per cent), VP/SVP/EVP (42 per cent), Director (11 per cent) and Other (6 per cent). Findings – Only one third of those surveyed reported they are satisfied with the outcomes of their succession programs and the majority end up recruiting externally more often than they would like to obtain the talent they need. Analysis of current versus future skills requirements is rarely done and promotions are awarded on current performance rather than future potential. Development plans are not differentiated neither are they dynamically managed. A structured and systematic approach is needed, starting earlier in employees’ careers to ensure those who have the greatest potential are ready when they need to be. Originality/value – Organizations typically recruit externally more often than they would wish. This article, through analysis of the survey results, highlights the need for a more holistic approach with early intervention and differentiated development.
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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.
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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.
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Waller, Lee Edward, Lincoln Pettaway, Sharon Waller, and Majed Khoder. "An Analysis of the Instructional Leadership Model at an Institution of Higher Education in the United Arab Emirates." Asian Social Science 11, no. 28 (November 22, 2015): 162. http://dx.doi.org/10.5539/ass.v11n28p162.
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<p>Leadership remains key to the successful delivery of instruction. The impact of the global economy and the digitalization of higher education continue to level the playing field for institutions of higher education as the competition for enrollment increases. Universities in the United Arab Emirates are not isolated from these changes as many are determined to emulate models of accepted academic leadership and shared governance in order to obtain institutional and programmatic accreditations from outside the region. This research examined the development, implementation and findings associated with the assessment of one institution’s instructional servant leadership model. The study employed factor analysis (dimension reduction) techniques to identify the underlying components driving responses to an employee quesionaire designed to measure the fundamental aspects of servant leadership. The results identified two major driving forces: (1) a holistic overview of the leadership style and (2) the soft skills associated with intrapersonal interaction. The research reminds leaders of the need to comprehend the power of any or all decisions to distract their followers and of the need to cultivate strong interpersonal skills such as communication and respect for others. <strong></strong></p><strong>Keywords:</strong> leadership, servant-leadership, higher education, United Arab Emirates
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Warren, Elizabeth, and Janine Quine. "A Holistic Approach to Supporting the Learning of Young Indigenous Students: One Case Study." Australian Journal of Indigenous Education 42, no. 1 (August 2013): 12–23. http://dx.doi.org/10.1017/jie.2013.9.
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Due to the high turnover of teaching staff in remote schools, the long-term sustainability of educational initiatives that enhance Indigenous student's learning is a major concern. This article presents a study of a remote Indigenous school (Ischool) situated in Queensland. Ischool has changed its approach to leadership, particularly the distribution of power and authority within the school context, to address this concern. The focus is on building the capacity of Indigenous staff. It is a holistic and communal approach that is culturally inclusive of Indigenous ways of being and operating. The approach actively ensures that power and authority, and roles and responsibilities, are shared between Indigenous and non-Indigenous staff. Data were collected in one-on-one interviews with Indigenous and non-Indigenous participants involved in the change process. A grounded methodological approach was utilised using open coding to break down data into distinct units of meaning. The results reveal that the Indigenous community of Ischool were more committed to promoting and sustaining education initiatives that improve student learning when: (a) school leadership structures were inclusive of Indigenous voices and Indigenous ways of relating; (b) power and authority within the school context was shared, and (c) Indigenous staff were included in professional development opportunities that foster collaborative classroom partnerships and legitimise their own knowledge of their culture and community.
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Shek, Daniel T. L., and Lu Yu. "An evaluation study on a university general education subject in Hong Kong." International Journal of Adolescent Medicine and Health 29, no. 1 (February 1, 2017): 103–9. http://dx.doi.org/10.1515/ijamh-2017-3013.
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Abstract This study evaluated a university general education subject on leadership and intrapersonal development (“Tomorrow’s Leaders”, TL) offered at The Hong Kong Polytechnic University (PolyU) based on an online survey using the Student Feedback Questionnaire (SFQ). At the end of the first semester of the 2013/2014 academic year, 725 Year-1 students completed the online questionnaire. Results showed that the students generally had positive ratings on both the subject attributes and the qualities of teachers. The majority of the participants perceived the subject as beneficial to their holistic development and leadership competencies. Students from the Faculty of Health and Social Sciences (FHSS) and the Faculty of Applied Science and Textiles (FAST) had more favorable evaluation of the subject than students from the Faculty of Construction and Environment (FCE). Students’ perceived benefit of the subject was significantly predicted by the subject attributes and teacher attributes. Implications of the findings are discussed.
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Naeem, Shahzad. "Short Communication: Role of Leadership in Doctor-Patient Relationship & Execution on Patient’s Case Management in Primary Care." General Medicine and Clinical Practice 1, no. 3 (July 11, 2018): 01–06. http://dx.doi.org/10.31579/2639-4162/013.
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Primary care physicians (PCP) needs to plan, organize, implement, and evaluate as care director and coordinator. In primary care there is need to implement leadership model in health sector and medicine. Transformational leadership can be described as style of leadership which is appropriate for health sector. It is alike to the approach which is patient centered. Case management must be well organized, prepared, arranged and described as per needs of patient. The same must be agreed and implemented with suitable individual roles. Leaders are required to do numerous aspects linked to management, managerial and decision making process to carry out the requisite actions. Same process and procedures are also required be completed by Primary care physicians for achievement of patient’s targeted administration, supervision and management. Such happenings and actions contain from preparation, planning, development till structuring networks. Primary care physicians are anticipated to possess transformational leadership capabilities and to assist their performance in role of care coordinators. This all can be attained through integrated, holistic, continuous, comprehensive approach and by building relations with all stakeholders.
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Marathe, Gaurav, Girish Balasubramanian, and Manish Singhal. "Demystifying the leadership kaleidoscope into an integrated view." Journal of Management Development 36, no. 7 (August 14, 2017): 859–76. http://dx.doi.org/10.1108/jmd-09-2015-0119.
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Purpose The purpose of this paper is to argue for theoretical integration as a major step in consolidation of the vast leadership literature. It is an attempt to lay out a basic canvas that could be further used for building an integrated theory of leadership. Design/methodology/approach The concept matrix framework (Webster and Watson, 2002) has been used for analytical abstraction to organize the published research on leadership and distill certain commonalities. The paper finally proposes certain pivots for theoretical integration of the leadership literature. Findings A thorough analysis of the leadership literature and the identification of commonalities within the various theories help the authors to identify the change and collective filter, outcomes of leadership, organizational outcomes, leadership role, sources of leadership, processes within the larger leadership process and the context as the pivots for building an integrated theory of leadership. Research limitations/implications While the paper is not a detailed literature review and lacks predictive power, it is a synthesis of the published literature. The paper proposes a descriptive model meant to provide a sound foundation for an integrated theory of leadership. Practical implications The paper provides a framework to reduce the complexity and ambiguity of leadership research literature and could be utilized as a starting platform for an integrated theory of leadership. It is hoped that this shall also provide leaders and leadership training providers with a more holistic approach for leadership assessment and development. Originality/value Based on a survey of literature, the explanation of the leadership process, suggestions for evaluation of quality of leadership and pivots for theoretical integration are the main contributions.