Dissertations / Theses: 'Leadership concepts'

1

Olver, Denise. "Exploring Concepts of Leadership and Leadership Development Within an International Development Through Sport Context." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20666.

Full text

Abstract:

Today’s youth are tomorrow’s leaders’, and for that reason, it is considered important by researchers and practitioners alike to understand how to develop effective leadership skills and characteristics. The purpose of this research was to explore concepts of leadership including leadership development (LD) within an international development through sport context. The Commonwealth Games Association of Canada’s (CGC) International Development through Sport (IDS) administration team created a program called the Capacity Support Program (CSP). The CSP is an internship program offered to recent university graduates to assist in various initiatives intended on building sporting capacity within partnering Commonwealth countries. Participants also known as Capacity Support Officer’s (CSO’s) were immersed within an international environment with a host sport organization (e.g., Barbados National Olympic Committee) for approximately fourteen-months. In this study, interviews were conducted with IDS administrators to clarify and provide further detailed information about the program. In addition, archival material (e.g., pre-departure training manual, website articles, DVDs), interviews with CSO’s, and a debrief focus group session with the CSO’s which discussed their experiences and the various concepts of leadership and LD within an international development through sport context was conducted. Data was recorded and transcribed verbatim. A grounded theory approach, specifically the inductive coding technique was utilized throughout the content analysis procedure. Findings showed that concepts of leadership and LD were 1) a fundamental component of the program and 2) linked to various existing literature on leadership theories (e.g., authentic leadership). Further, findings demonstrated the program design and training were significant components of LD and that the cross-cultural context accelerated LD. These findings and others will culminate in a discussion regarding future studies of leadership and LD.

APA, Harvard, Vancouver, ISO, and other styles

2

Lippstreu, Michael. "Revisiting fundamental concepts of transformational leadership theory: a closer look at follower developmental processes." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33973.

Full text

Abstract:

One of the fundamental ideas of transformational leadership theory is that transformational leaders develop their followers into transformational leaders. Unfortunately, there has been surprisingly little research on this topic. Although prior research has established a relationship between supervisor transformational leadership and follower transformational leadership (i.e., supervisor transformational leadership is positively related to follower transformational leadership), more research is needed to identify potential follower process variables and the interrelationships between cognitive, motivation, and behavioral variables that may be relevant to the development process of followers. This study initiated a closer examination of the process variables in three phases. First, the direct relationship between supervisor transformational leadership and various follower variables relevant to the development process was examined. Second, this study summarized the interrelationships between the process variables in a structural model, including a test of the indirect effects of supervisor transformational leadership on follower outcomes through more proximal follower variables. Third, this study explored transformational leadership theory's unique contribution to the understanding of leader-follower processes by comparing some of the relationships tested in this study to analogous relationships using other highly researched leadership styles, such as transactional leadership, initiating structure, consideration, and leader-member exchange. The findings supported several of the hypotheses involving direct relationships between supervisor transformational leadership and the follower variables relevant to self-concept, development orientation, development motivation, development activity, and leadership behavior. There was also support for partial mediation of the relationship between supervisor transformational leadership and the follower outcome variables (through follower developmental processes). Contrary to hypotheses, several of the alternative leadership styles showed comparable or at times better prediction of follower developmental variables, which suggests that the follower development process may not be unique to transformational leadership theory.

APA, Harvard, Vancouver, ISO, and other styles

3

Ehret, Michael Gregory. "Situational Awareness and Transparency as Core Concepts of Authentic Leadership." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844017.

Full text

Abstract:

There is not a common, agreed upon definition of authentic leadership. There are varying opinions as to whether authenticity is a trait or a style; however, most scholars believe authenticity is a purpose and value based characteristic (Gardner, Cogliser, Davis, & Dickens, 2011) that is developed over time (George, 2003). Transparency is a core concept of authentic leadership, and situational awareness is a critical skill for leaders to determine the degree of transparency that they should demonstrate. There is limited theoretical and empirical research on how transparency and self-monitoring can be used in conjunction with situational leadership and situational awareness theory. This study measures the impact of a leader’s expression of transparency on follower’s confidence in his or her ability with consideration of a number of covariates. The findings of this study are intended to help advance authentic leadership theory with specific focus on situational awareness and transparency as core concepts of authenticity. Implications are discussed on the advancement of leadership theory, authentic leadership, and transparency as a core concept of authenticity.

Data collection used Amazon Mechanical Turk (MTurk) and yielded 1,006 global participants who met the inclusion criteria. In general, higher degrees of leadership transparency yield higher levels of follower confidence. Situation can impact how expressions of transparency impact follower confidence. Thus, situational awareness and situational leadership are critical competencies for leaders to use transparency effectively. Leader-Member Exchange does not, generally, moderate the relationship between a leader’s transparency and his or her follower’s confidence. There was statistical significance in the difference in responses between geographies, but there were not statistically significant differences in the results when considering gender, years of work experience, education, age, and race in the US.

APA, Harvard, Vancouver, ISO, and other styles

4

McLeod, Charles D. "Biblical concepts of task-oriented leadership based upon Joshua 1:11." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Cavalli-Björkman, Fredrik. "Leadership during stress : French military leadership experiences and concepts during stressful events from a Swedish perspective." Thesis, Försvarshögskolan, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-4727.

Full text

Abstract:

The author has written a bachelor thesis on the subject of leadership and stress with the aim of finding differences and similarities of stress handling in the French respective Swedish armies. The methods used when gathering data for the thesis have been interviews with eight officers and cadets from the French Army and Écoles de Saint-Cyr Coëtquidan and a participant observation of a stress-exercise in the terrain of Camp Coëtquidan, where the author accompanied a platoon from the fourth battalion at École Speciale Militaire. The analysis is split up into four questions, which serve the author the means to reach the aim of the thesis. The questions are: - What defines leadership in military settings? - How is leadership affected by stress? - Is stress useful? - Are there differences in stress handling? Comparing a Swedish view with a French one. After each analysis question is finished the author draws concretised conclusions, aiming to draw even closer to the core of the answers. Lastly the author closes in on the subject of leadership and stress, granting himself the permission to freely discuss the results of the thesis as a whole. A more profound view is given, as to why there is a need for further research into the matter of leadership and stress in the French Army. This is offered along with suggestions that [French Army] experience-based research can contribute to the training of future officers and leaders of soldiers in the French Army.

Erasmus

APA, Harvard, Vancouver, ISO, and other styles

6

McAdam, Neil James, and mikewood@deakin edu au. "Evolving concepts of leadership and influence in 21st century networking organisations." Deakin University. Bowater School of Management and Marketing, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060706.095346.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Liu, Jonathan C. "Developing a pastoral leadership guide in light of the biblical teachings and the contemporary management concepts." Lynchburg, Va. : Liberty University, 1995. http://digitalcommons.liberty.edu.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Nicholls, M. K. "Concepts of Baptist ministry mainly in the period between 1850 and 1900." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301356.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Bachmann, Bernhard. "Concepts of ethical leadership and their potential implementation in organisations : an operational perspective." Thesis, Edinburgh Napier University, 2015. http://researchrepository.napier.ac.uk/Output/452917.

Full text

Abstract:

This study links ethical leadership theory to the implementation of improved leadership practices and examines whether ethical leadership characteristics actually exist, particularly in highly operational environments. The study analyses how ethical leadership can be embedded by process, by applied leadership (role modelling), and by changing culture and climate. The conclusion reveals that all three approaches are needed for an implementation and depend on middle managers, otherwise no organisational transformation is possible. The research design of this qualitative study analyses data from 100 in-depth interviews using inductive categorisation, aiming to retrieve deep, rich and unprompted data from a highly developed and advanced production facility. The ethical leadership characteristics, and evidence specific influences on leadership behaviour, revealing 14 perceived leadership issues resulting in a leadership climate which negatively influences motivation, performance, and corporate culture. These issues were found to be responsible for deteriorating work climate, motivation, morale, and team spirit. Particularly favouritism, inequalities, shouting, blaming, internal competition and unclear strategies ruin motivation, employee health, and co-operation. Concerning the implementation of a better suited leadership culture, a research framework model is developed, integrating transformational change and leadership. Findings document that the influence of middle managers acting as role models seems to be greater than research suggests. Key findings also show that individual leadership development without changing the corporate realities is not sufficient to implement ethical strategies. Neglecting to actively control the leadership climate can have devastating effects even for very successful operations. Considering the pressure of goal attainment in highly operational areas, an absence of unethical behaviour can already be seen as a success for leaders. Finally, a change process sequence for shaping leadership climate was identified. These research results are highly relevant for organisations and leaders wishing to be engaged in improving their leadership quality.

APA, Harvard, Vancouver, ISO, and other styles

10

Welen, Christoffer. "Emotionally Intelligent Leadership : A qualitative exploration of the sub concepts that contextualize the leadership style that comes from emotional intelligence." Thesis, Linnaeus University, Linnaeus School of Business and Economics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6491.

Full text

Abstract:

The aim of this study was to understand, clarify, and explain emotional intelligence, as well as possible sub concepts that are correlated to, and might also influence and shape, the leadership style that comes from emotional intelligence. Through Daniel Goleman’s (1995) bestseller: Emotional Intelligence, the topic has emerged rapidly during the last two decades and has been implemented in various settings, and among them as a leadership style. Now, even though emotionally intelligent leadership (EIL) has been touched upon in research to a certain level, there is no established map that explains the leadership style or its context. That is the gap this thesis is trying to close. By analyzing five books (from representatives of both the ability model and the mixed model) concerning strictly emotionally intelligent leadership, I wanted to discover what contextual perception these authors had of the leadership style and its context. The empirical study showed that the authors discussed a total of nine sub concepts which could be placed in the surrounding of EIL. After the analysis, the nine concepts were narrowed down to seven, which shape and influence this leadership style. Those seven concepts are acting, communication, gender, humor, mood, symbolic management and training and development. The development of emotional intelligence, emotionally intelligent leadership and its contextual concepts have also been presented through a model called: Linnaeus Model of Emotionally Intelligent Leadership and its Contextual Sub Concepts. This paper is a first effort at mapping the terrain of this emotional way of leading, and I hope that scholars and researchers within the study area, as well as practitioners and consultants (especially within leadership, management and HR) will find this paper useful.

APA, Harvard, Vancouver, ISO, and other styles

11

Doherty, Maureen Anne, and maureen doherty@cce ac nz. "Sources of Influence on Professional Practice: A Study of Five Women Principals in Aotearoa/New Zealand." Griffith University. School of Curriculum, Teaching and Learning, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030806.121232.

Full text

Abstract:

Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.

APA, Harvard, Vancouver, ISO, and other styles

12

Doherty, Maureen Anne. "Sources of Influence on Professional Practice: A Study of Five Women Principals in Aotearoa/New Zealand." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/366704.

Full text

Abstract:

Prior to 1989, in New Zealand, very few women were represented in senior leadership positions in schools, especially co-educational secondary schools. Following the 1989 Education Act, commonly referred to as the 'Tomorrow's Schools' legislation, women began to be appointed in increasing numbers to school principalships. In New Zealand, as in other western democracies where New Right ideologies have impacted on educational policy, the role of the school principal has become more demanding and complex. If principals are to be supported in this role, it is considered important that the knowledge and experiences which influence their professional practice are better understood so that professional development programmes are targeted appropriately. This study builds on previous studies of women's experiences of leadership in education (Neville, 1988; Shakeshaft, 1989, 1995; Strachan, 1991, 1997; Court, 1992; Ozga & Walker, 1995; Hall, 1996; Coleman, 1996, 2000; Ah Nee-Benham & Cooper, 1998; Henderson-Kelly & Pamphilon, 2000; McCarthy, 2001; McLay & Brown, 2001) but has as its focus, the sources of influence on five women principals' practice. It has a complementary focus to McLay's and Brown's (2001) study of women headteachers in UK independent secondary schools. They investigated the women's formal training but also sought to find out what life experiences might have prepared them for the role of leading a school. Ah Nee-Benham's and Cooper's (1998) narratives of minority women in school leadership positions in the United States provided the inspiration for this study of five New Zealand principals. While the women in this study are not 'voices from the margins' as are the women in Ah Nee-Benham's and Cooper's study, through the use of narrative and other qualitative methods, their individual accounts capture the voice of experience which is too often missing from the educational leadership literature (Ah Nee-Benham & Cooper, 1998; Heck & Hallinger, 1999; Southworth, 2001). The women's stories add collectively to an emerging literature base which seeks to unravel how leaders actually think and work. This study specifically examines five women principals' personal theories and beliefs about leadership and investigates how their personal histories and career experiences have influenced their professional knowledge and practice. The research methods reflect a commitment to understanding the women's experiences from their perspectives and their stories are seen as providing a window into what they know. Methods such as concept mapping, open-ended unstructured interviews and annals (snake diagrams) help unpack their personal theories about leadership as well as assist understanding of the influence of their personal histories and professional experiences. The educational leadership literature provides a useful starting point to analyse the first part of the research question regarding the women's conceptions of leadership. The literature acknowledges various approaches to leadership, three of which may be called 'moral/critical', 'people-centred' and 'corporate managerial'. Respectively, they each have 'world-views' which emphasise 'ideals', 'people' and 'efficiency'. In this study, I aim to identify what 'world-views' underpin the women's conceptions of leadership but also how they have constructed these concepts. The different needs of each of their schools in association with the principals' own backgrounds and values systems have strongly influenced their varying conceptions of leadership. While on one level their beliefs are unique, on another, they reveal some common themes. The principals are people-focussed but this commitment is underpinned by deeply held ideals about the purpose of schools enriching lives. Efficient management systems are seen as important supporting concepts to assisting people and accomplishing ideals. In order to answer the second part of the research question regarding how the women's personal histories and professional experiences have influenced their professional knowledge and practice, this study drew on the findings of an Australian study which investigated the sources of influence on teacher knowledge in action (McMeniman, Cumming, Wilson, Stevenson & Sim, 2000). It provided the platform and focus for the current study of women principals. A key finding of this study is that the women's beliefs and practices have been influenced by both their personal histories and various career experiences which have assisted them to grow professionally. Central to their learning from these experiences, however, is the way in which the individual interprets or filters experience and actively constructs meaning. Principals' knowledge bases are socially constructed but mediated by their personal theories. Learning from experiences in the workplace has a critical influence especially if it is scaffolded by experts (Billett, 2001) or if there is a community of practice (Wenger, 1998, 2000) encouraging participation. When this learning is augmented by various research access points (McMeniman et al., 2000) such as critical dialogue with peers, in-service education and formal postgraduate studies, it potentially has a direct and daily influence on principals' practice. Although this study is limited to an analysis of five women principals, the commonalities in the sources of influence on their practice, lead one to suggest that the findings may have relevance for other principals, both male and female, and possibly other practitioners.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Faculty of Education
Full Text

APA, Harvard, Vancouver, ISO, and other styles

13

Bennett, Chad. "Establishing training for lay leaders to integrate biblical concepts of grace at Monett Community Church, Monett, Missouri." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p054-0250.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Berry, Risha. "IDENTIFYING ORGANIZATIONAL CONTAINMENT AND ITS EFFECT ON THE CAREER PATHS OF BLACK EDUCATORS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3362.

Full text

Abstract:

The racial composition of the school workforce is the product of a complex interaction of social forces. School constituencies such as parents, students, and teachers impact new leader preferences. Their ideas influence decisions regarding who fits into school administration and who doesn't (Williams & Loeb, 2012). These "fit" preferences can shape school district ethos, which then influences access to social networks (Tooms, 2010). Limited entry to these networks may produce multiple disadvantages, particularly for Black educators. One way to think of this access is through the concept of containment. Restricted data from the 2011-12 Schools and Staffing Survey (SASS) will be used to detect containment trends: The set of systemic barriers organizational members encounter in pursuit of access to organizational resources critical to job effectiveness and career advancement. Left unchallenged, glass barriers in employment may reinforce pejorative judgments of minorities, isolating them in high stress, and low autonomy positions (Feagin, 2006).

APA, Harvard, Vancouver, ISO, and other styles

15

Weidner, Laura E. "Understanding and application of Learning College concepts among community college support staff employees." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/632.

Full text

Abstract:

Research on the Learning College indicates that everyone in the college must support learning. There have not been previous studies that centered on whether or not support staff, a major constituency group in community colleges, participates in supporting learning. This adapted phenomenological study examined staff in a Learning College to determine their understanding and application of the Learning College concept. Three research questions addressed how these employees understand the concept, perceive their roles, and apply Learning College principles. The study was conducted in a theoretical framework combining Learning College, change, and organizational culture theories. Data were collected from a purposive sample of full time employees classified by the human resources department as support staff using pre-screening questionnaires and in-depth interviews that were then coded and analyzed using a typological methodology. Themes identified emphasized learning, the availability of lifelong learning, and the importance of every employee. Support staff actions reflected some principles of Learning College theory, and though respondents understood their role in student success, they did not see this role as supporting learning. The study showed that staff do not fully understand the Learning College concept and believe that staff development would be useful in helping them support learning. With professional development, staff may gain greater understanding about supporting learning. The findings have the potential for impacting social change by: (a) helping support staff feel more valued, and, therefore, likely to perform more effectively; and (b) increasing staff understanding of student learning may give greater meaning to their work. Recommendations encourage college leaders to tap into the support staff as a resource.

APA, Harvard, Vancouver, ISO, and other styles

16

Nhlapo, Job Mphikeleli. "The role of school management teams in human resource management in selected township schools in the Mpumalanga Province / Nhlapo Job Mphikeleli." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2527.

Full text

Abstract:

Education in South Africa faces many challenges; among them is the betterment of teaching and learning in order to improve the performance in schools, particularly in township schools where the results of learners are still not up to the required standard. For schools to function effectively, the School Management Teams (Principal, Deputy Principal, HODs), need to understand the importance of the effective management of human resources. The proper and effective management of people cannot be neglected if the schools as organisations want to attain their goals. School Management Teams as managers of schools are accountable for the effective running of the schools and the task of proper management of human resources rest on their shoulders. In this study an investigation into human recource management in selected township schools in the Gert Sibande Region (Mpumalanga Province) was done. Central to the study is the School Management Team's (SMTs) understanding of the concepts management and leadership, human resource management and related aspects. An investigation was also done regarding the knowledge, skills and strategies needed to improve education in township schools. With regard to the proper training of SMTs, various recommendations are made to expose them to more rigorous training, especially in Human Resource Management as this is the cornerstones of effective school management.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

APA, Harvard, Vancouver, ISO, and other styles

17

Shuler, Cynthia Jenkins. "Telecommunication Organization Employee Development Program's Role in Employee Engagement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7897.

Full text

Abstract:

The risk of losing the most talented workers due to limited career opportunities had become an issue for telecommunication organizations. Talented workers became disengaged when there were limited opportunities for growth and development. To address this issue, human resource practitioners created employee development programs aimed at increasing employee engagement to help retain talented workers. However, data to determine the link between employee development programs, engagement, and retention were limited. The purpose of this qualitative study was to explore managers' and employees' perceptions of how a telecommunication organization's employee development program contributes to employee engagement and to explore employees' experiences resulting from the transfer of learning. Kahn's engagement model and Kirkpatrick's and Phillips's and Phillips's evaluation models provided the conceptual framework for this study. The guiding research questions focused on employees' and managers' perceptions of how the telecommunication organization's employee development program contributes to employee engagement and on employees' experiences resulting from the transfer of learning engagement concepts and activities. Using purposeful sampling, 10 employees who attended the employee development program and 5 managers shared their perceptions and experiences. The thematic analysis of the interview data uncovered 3 themes that are critical for engagement – employee-centric culture, support for career development, and management knowledge needed for real-time support. The implication of the project study was a 3-day professional development workshop for managers. Understanding how the employee development program contributes to employee engagement could offer better ways to retain talents.

APA, Harvard, Vancouver, ISO, and other styles

18

Maserumule, MH, and SBO Gutto. "A critical understanding of good governance and leadership concepts written in the context of the New Partnership for Africa’s Development (NEPAD) and the challenges to contextual discourse on Africa’s development paradigms1." Routledge Taylor & Francis Group, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001427.

Full text

Abstract:

Good governance is a value-laden concept that is characteristically nebulous; it can mean different things to different people, depending on the context in which it is used. The same applies to leadership. Concepts, as Pauw (1999a, 465) puts it, are ‘tools of thinking’ and contexts are ‘the environments or frameworks in which they [concepts] operate’. Lucidity in the meanings of concepts is fundamentally important for shaping debate and enriching discourses. To maintain their power, concepts must be used in their proper contexts. This necessitates an understanding of the art of contextual discourse. Good governance is used in NEPAD as a principle and emphasised as a sine qua non for sustainable development in Africa. On the other hand, NEPAD premises Africa’s re-birth or Renaissance on good governance and leadership, with a vision and commitment to repositioning the continent in global power balances. In this article good governance and leadership are considered as concepts. NEPAD is a textual context within which the two key concepts are used and should, consequently, be engaged. The article attempts a critical review of African scholarship engagement with good governance and leadership within the NEPAD context to determine the extent to which contextual discourse is practised. It further grapples with the immediate historical background to scholarship on Africa’s development between the 1960s and early 1990s. The exercise reveals that much of the accumulated body of African scholarship and scholarship on Africa’s development reviewed does not sufficiently contextualise discourse on good governance and leadership within NEPAD, and its key assessment and monitoring device, the African Peer Review Mechanism (APRM), and offers an alternative framework.

APA, Harvard, Vancouver, ISO, and other styles

19

Tošić, Damjan, and Usman Tariq Bhatty. "Value Co-Creation & Proposition in Service Business Models & Eco-Systems – Interactions, Perspectives, Roles : 20 Manager Interviews in SMEs & MNCs 3 Case Studies from IBM (Leadership, Strategy, Technology, Services)." Thesis, Karlstads universitet, Avdelningen för företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-34812.

Full text

Abstract:

The academic and business understanding of how Business Models through Service Logic co-creates, proposes, and captures value in extensive and complex Networked Systems is at its first daylight, specifically in the context of Service Systems with their Ecologies. With the complexity emerging in the Service Economies along with the advances in Information and Communication Technology such as the Cloud and Big Data, to describe and define the business operations, units, and value propositions consequently is done by business modeling and innovation of the company to acquire a current or new capitalization strategy, control and execution. Open Business Models such as the Business Model Canvas are easily integrated in existing or new Enterprises and Service Systems, and aim to facilitate the development of private as well as public entities in adapting, accessing, and integrating operant and operand resources by the ever-so-more used Service Logic. A Service Business Model has the academia and business recognized Service-Dominant Logic (S-D Logic) as a foundation for sensemaking in complex Networked Systems and Service Economies. The authors have conducted 20 face-to-face interviews with private and public company managers at all levels, review of literature in the Business Model and Service Logic fields, and also reviewed case studies from IBM on Business Models and its Leadership, Strategy and Technology (and Services) – which is a natural extension of our Interdisciplinary and Systems Sciences studies with S-D Logic at Karlstad Business School and Karlstad University for the past four years. The author’s research, interviews and IBM’s case studies show a need for further conceptualization and sensemaking of the Value Co-Creations and Propositions in Service Eco-System settings – and also decision-making assistance for managers designing, innovating and using Service Business Models to create sustainable Ecologies. Moreover, a Leadership perspective with a systems level strategy in Service Eco-Systems through externally-faced Value Propositions with the ability to create opportunities needs to be developed through a systems thinking. Furthermore, the quality of interaction, shared information, and influence in Dyad Perspective to facilitate Triad Relationships captures value – which is facilitated by the new Service Canvas Business Model. We argue for a multiple perspective in Service Business Models to cater both partner and customer perspective with internally- and externally-faced Value Propositions to Co-Create or Capture Value – we see that this requires an objective (objectification) foundation for consensus; the 4C model. We contend that Service Eco-Systems cannot scale or sustain without the proper use of Technology specifically Communication but also Information, which determine most of the quality in modern and digital service interactions and perspectives. Our interviews, reviews, and cumulative research in Service Business Models and Eco-Systems with IBM case studies are all strong foundations for current and future research but also for business practice today.

APA, Harvard, Vancouver, ISO, and other styles

20

Witney, Lois W. Thomas Clayton F. "Nurse educators self-concept and leadership behaviors /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101129.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 1990.
Title from title page screen, viewed November 16, 2005. Dissertation Committee: Clayton F. Thomas (chair), Edward R. Hines, Vivian R. Jackson, Douglas H. Lamb, Kenneth H. Strand. Includes bibliographical references (leaves 114-124) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

21

Lux, Michael G. ""Innere Fuehrung"--a superior concept of leadership." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://bosun.nps.edu/uhtbin/hyperion-image.exe/08Jun%5FLux.pdf.

Full text

Abstract:

Thesis (M.A. in Security Studies (Europe and Eurasia))--Naval Postgraduate School, June 2008.
Thesis Advisor(s): Abenheim, Donald. "June 2008." Description based on title screen as viewed on August 26, 2008. Includes bibliographical references (p. 103-113). Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

22

Kgatle, Mookgo Solomon. "Servant leadership in Philippians 2:5-11: Concept and application." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/63002.

Full text

Abstract:

The subject of leadership has been explored from different fields by different scholars. The leadership debates and discussion have dominated academia across the globe for decades. The contribution of this thesis to the subject of leadership is threefold. Firstly, it demonstrates a different style of leadership, that is, servant leadership. Secondly, it studies servant leadership from a biblical perspective in general and Philippians 2:5-11 in particular. Thirdly, it applies biblical servant leadership principles to an African context. The historical background of Philippians is studied to understand the world of the text. The different leadership styles are explored and compared with servant leadership. Servant leadership principles are studied in Philippians 2:5-11 and applied in an African context. The thesis concludes with the servant leadership models in South Africa like Nelson Mandela, Desmond Tutu and Frank Chikane. The purpose here is to demonstrate that servant leadership as a New Testament concept is applicable to a contemporary South African context. Consequently, the thesis makes New Testament research available to an African audience.
Dissertation (MA)--University of Pretoria, 2012.
New Testament Studies
MA
Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

23

Jones, Gail, Jennifer H. Forrester, Laura Robertson, Grant E. Gardner, and Amy R. Taylor. "Research Report — JVIB Extract - American Foundation for the Blind." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/761.

Full text

Abstract:

There is a dearth of information about how students with visual impairments learn science-process skills. The study presented here investigated students' concepts and skills in one science area: the estimation of measurements. The estimation of measurements is one of the fundamental concepts that connects all science disciplines that provide the necessary skills to understand the natural world (National Research Council, 1996; Roth & Roychoudhury, 1993) and is an instructional goal at every grade level of the Mathematics Standards (National Council of Teachers of Mathematics, 2000). Estimating is as important in the science laboratory as it is in real-world environments. In the laboratory, students are asked to make measurements using tools, such as rulers, balances, and beakers, all of which typically rely on visual perception. Although adaptive technologies are available to a small sample of students, these tools are not universally available for those who need them in mainstream classes (Jones, Taylor, & Broadwell, 2009a). The purpose of this study was to document the reported experiences of students with visual impairments with estimating measurements, as well as the students' conceptualizations of linear distances and accurate estimations.

APA, Harvard, Vancouver, ISO, and other styles

24

Kazan, Ana Lúcia. "Exploring the concept of self-leadership: factors impacting self-leadership of Ohio Americorp's Members." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243518459.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Kazan, Ana Lúcia. "Exploring the concept of self-leadership : factors impacting self-leadership of Ohio Americorps members /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960167885.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Kazan, Ana Lúcia. "Exploring the concept of self-leadership : factors impacting self-leadership of Ohio Americorps members /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243518459.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hixenbaugh, Sonja C. "Examining Organizational Communication Strategies that Target and Engage Nontraditional Undergraduate Students." Youngstown State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1589925538611892.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Rahn, Douglas L. "The Role of the Follower's Self-Concept and Implicit Leadership Theories in Transformational Leadership and Leader-Member Exchange." NSUWorks, 2010. http://nsuworks.nova.edu/hsbe_etd/96.

Full text

Abstract:

This longitudinal study evaluates the role of a follower's self-concept and implicit leadership theories on the interpretation of transformational leadership behaviors and the development of leader-member exchange. Leadership behaviors were hypothesized as antecedents to leader-member exchange. The hypotheses draw upon the social cognition theory of self-verification. Implicit leadership theories were evaluated as absolute differences between actual and recognized leadership behaviors. Both implicit leadership theories and self-concepts were tested for moderation of the leadership behaviors and leader-member exchange. Additional dependent variables included turnover intentions, organizational identification, and perceived organizational support. A key contribution of this research is the application of these variables to new organizational entrants. Two-hundred and ten new followers at a single organization completed three surveys upon organizational entry, 30 days post hire, and approximately 90 days post hire. Structural equation modeling was utilized to conduct confirmatory factor analyses and the development of the measurement and structural models. Leadership behaviors were significantly related to the development of leader-member exchange. Leader-member exchange also fully mediated the leadership behaviors. The collective and relational self-concept levels were correlated with leader-member exchange but failed to reach significance in the full structural model. Implicit leadership theories and absolute difference scores were significantly related to leader-member exchange development. Neither the self-concept nor implicit leadership theories moderated the relationship between leadership behaviors and leader-member exchange. Leader-member exchange had significant effects on all of the outcome variables.

APA, Harvard, Vancouver, ISO, and other styles

29

Ho, Ghee Wee. "The concept of captaincy in a military multi-aircrew environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ43426.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Cooper, Kristen Jane. "Does CEO Leadership Style Impact on Adoption of the Marketing Concept?" Thesis, University of Canterbury. Management, 2007. http://hdl.handle.net/10092/869.

Full text

Abstract:

An exploratory investigation using a case study approach was undertaken in five organisations in different sectors, to explore whether there is any connection between CEO leadership style and adoption of the marketing concept by the organisation. Findings emerged on several levels. The market orientation and marketing concept, beyond the level of customer focus, is not well understood in organisations. The integration of market orientation and marketing effort across the organisation presents as the most problematic component of the marketing concept, as well as the one where CEO leadership style has the most potential to impact. The language of leadership theory is not actively assumed by people working in the case study organisations. The way people experience leadership style is ultimately personal, interpersonal and difficult to describe. Leadership attributes are valued differently in different organisations. Highly regarded leadership strengths result in perceived weaknesses being forgiven. In relation to the main research question, intuitively most people believed there is a connection between CEO leadership style and adoption of the marketing concept, but this was difficult to test at an organisational level due to small sample sizes and because each case study business presented with relatively high market orientations and CEOs with appropriate leadership styles. The CEO leadership themes commonly determined to be relevant were people focus (in terms of customers and staff), vision, change orientation, and passion/enthusiasm for the business. Survey data at the individual level was aggregated across the five organisations and analysed. Results showed the above attributes, and others associated with transformational leadership approaches, were related to perceptions of market orientation. While these results cannot be statistically generalisable because of the small and unrepresentative sample used, the findings suggest that the link between individual organisation members' perceptions of market orientation and CEO leadership would be worthy of a larger study.

APA, Harvard, Vancouver, ISO, and other styles

31

Christensen, Douglas J. "Current concerns in church finance." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Hoffman, Ernest L. "Antecedents and Consequences of Variability in Leadership Identity and Regulation: A Study of Event-Level Leadership Self-Concept." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1453324789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Shah, Yashna Jitendra. "The Impact of Role Model Similarity on Women's Leadership Outcomes." Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/78144.

Full text

Abstract:

Role models can serve as a means to counteract the prevalent 'Think Leader, Think Male' stereotype. This study was designed to assess the impact of role model similarity on women's leadership self-efficacy, task performance and future leadership behavior, using two conceptualizations of similarity – match with leadership self-concept and attainability of the role model. Additionally, the process by which one's self-perceptions of leadership impact judgments of one's own behavior was also investigated. Participants were presented with a role model vignette in a laboratory setting, following which they complete a leadership task. Results indicated that there were no significant effects of the interaction of the two role model manipulations of various leadership outcomes. However, match of role model with one's self-concept did impact one's leadership self-efficacy. Results also indicated that agentic leader prototypes partially mediated the relation between individuals' self-concept and self-judgments, such that participants whose self-concept matched the role model activated the agentic leader prototype. Overall findings suggest that match with one's self concept plays an important role in role models being perceived as similar to the self, which can have important implications for women's leadership development.
Master of Science

APA, Harvard, Vancouver, ISO, and other styles

34

Brabandt, Niels [Verfasser]. "Finding a Solution to Leadership : The Development of an Effective and Sustainable Leadership Concept Based on the Considerations of the Pioneers of Management and Leadership / Niels Brabandt." Munich : GRIN Publishing, 2016. http://d-nb.info/1121590012/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Pena, Anderson Córdova. "Um conceito para liderança escolar: estudo realizado com diretores de escolas da rede pública estadual de Minas Gerais." Universidade Federal de Juiz de Fora (UFJF), 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/2426.

Full text

Abstract:

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-06T14:53:38Z No. of bitstreams: 1 andersoncordovapena.pdf: 5114878 bytes, checksum: 9ca4ca0c36d0ef98f0294cd7b006dd50 (MD5)
Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-09-06T15:34:26Z (GMT) No. of bitstreams: 1 andersoncordovapena.pdf: 5114878 bytes, checksum: 9ca4ca0c36d0ef98f0294cd7b006dd50 (MD5)
Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-09-06T15:34:37Z (GMT) No. of bitstreams: 1 andersoncordovapena.pdf: 5114878 bytes, checksum: 9ca4ca0c36d0ef98f0294cd7b006dd50 (MD5)
Made available in DSpace on 2016-09-06T15:34:37Z (GMT). No. of bitstreams: 1 andersoncordovapena.pdf: 5114878 bytes, checksum: 9ca4ca0c36d0ef98f0294cd7b006dd50 (MD5) Previous issue date: 2013-10-28
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta tese apresenta uma pesquisa sobre liderança escolar com o objetivo de propor e validar um conceito, para esse fenômeno, no contexto de escolas da rede pública estadual mineira. Na primeira parte do trabalho, sob o referencial de três grandes conjuntos de áreas do conhecimento: i) Ciência Política e Sociologia; ii) Psicologia Organizacional e Administração, e; iii) Sociologia da Educação; propõe-se um conceito de liderança escolar sob quatro dimensões: Política, Relacional, Técnica e Pedagógica. A partir desse conceito e, tendo em vista os documentos oficiais da SEE/MG, em especial a Resolução SEE n°1812, de 22 de março de 2011, que regulamenta a certificação de competências para o diretor de escola, elaborou-se uma Matriz de Liderança Escolar. As habilidades dessa matriz deram origem a um questionário online, enviado por e-mail a todos os gestores das escolas estaduais de Minas Gerais. Na segunda parte do trabalho, as respostas de 1.486 diretores foram analisadas com base em metodologias quantitativas a fim de se construir, validar e interpretar escalas de liderança escolar. Em um estudo complementar correlacionaram-se, por meio de regressões lineares, os fatores de liderança escolar à proficiência dos alunos, tendo por base o SIMAVE/PROEB 2011. Nas análises percebeu-se a necessidade de ajuste do conceito inicialmente proposto, assim as dimensões Política e Relacional da liderança escolar agruparam-se no fator Comunicação, a dimensão Pedagógica, por sua vez, deu origem ao fator Foco na Aprendizagem. Uma parte da dimensão Técnica se agrupou no fator Práticas Administrativas, parte dessa mesma dimensão e da dimensão Relacional, agruparam-se no fator Atitudes Contrárias à Liderança. Os fatores Foco na Aprendizagem e Atitudes Contrárias aparecem vinculados à proficiência para o 5º e 9º anos do EF. O fator Atitudes Contrárias é o único presente no 3ºano do EM, em todas as séries esse fator prediz queda na proficiência. Na proposição final do conceito, entende-se a liderança escolar como um exercício de gestão democrática, coordenado pelo diretor e executado de forma compartilhada na escola. Seu objetivo é o incremento da qualidade da educação e a promoção da equidade. Para tanto são necessários: o permanente foco na aprendizagem, a adoção de ações de comunicação efetiva, de práticas administrativas eficientes e de atitudes positivas do diretor em relação à sua capacidade de liderança.
The thesis presents research on school leadership in order to propose and validate a concept for this phenomenon in the context of public schools in the state of Minas Gerais. In the first part of the work, under the framework of three major sets of knowledge areas: i) Political Sciences and Sociology, ii) Organizational Psychology and Administration, and iii) Sociology of Education, a concept of school leadership under four dimensions: political, relational, technical and pedagogical, is proposed. From this concept, and in view of the official documents of the SEE/MG, especially the ESS Resolution No. 1812, March 22, 2011, which regulates the certification of skills for school director, a Leadership School Matrix was drew up. From this matrix's skills, an online questionnaire was brought up and sent by e-mail to all managers in public schools of Minas Gerais. In the second part of the work, the responses from 1.486 school directors were analyzed based on quantitative methodologies in order to build, validate and interpret scales of school leadership. In a complementary study, through linear regressions, leading factors were correlated to students academic proficiency, based on the SIMAVE/PROEB 2011. In the analyzes, it was possible to realize the need to adjust the concept originally proposed, so the Politics and Relational school leadership dimensions were grouped in the Communication factor. The Pedagogical dimension brought up the Focus on Learning factor. A portion of the Technical dimension was grouped in the Administrative Practices factor. Part of the same dimension and Interpersonal dimension were grouped in Negative Attitudes factor. Focus on Learning and Negative Attitudes factors seem to be linked to proficiency for the EF 5th and 9th years. The Negative Attitudes factor is the only one present in the EM 3rd year, in all series this factor predicts drop in performance. In the final proposition of the concept, school leadership is here seen as a democratic management exercise, that should be coordinated and executed by the director in a collective way in schools. Its goal is to increase the quality of education and the promotion of equity. For achieving this, continuous focus on learning, adhesion of effective communication actions, efficient administrative practices and directors positive attitudes regarding their own leadership capabilities are necessary.

APA, Harvard, Vancouver, ISO, and other styles

36

Hamrin, Solange. "Communicative leadership : (Re)Contextualizing a Swedish concept in theory and within organizational settings." Doctoral thesis, Mittuniversitetet, Avdelningen för medie- och kommunikationsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-26932.

Full text

Abstract:

The purpose of this thesis is to theorize about the concept of communicative leadership as well as explore the construction of the concept in three Swedish national and multinational organizations. ‘Communicative leadership’ is a concept often used in Swedish organizations and, in practice, refers to leaders’ communication competence related to others, and specifically toward her or his employees. It generally assumes that communicative leaders are better communicators than other leaders. Organizations using the concept accordingly evaluate and develop leaders’ communication competence. The thesis consists of five studies; one grounded in qualitative and quantitative literature on leadership and leadership communication and the other four using interviews with leaders and employees as datasets. The first article extends our understanding of communicative leadership with four communication behaviors to be applied toward developing leaders and defining communicative leadership with focus on leaders’ communicative behavior towards others. The results from the other four articles further contribute to our understanding of communicative leadership and they were obtained applying a constructionist and discursive framework in order to analyze the connections of contexts to the discourses of communicative leadership and highlight the socially constructed nature of communicative leadership. The results emphasize that different contexts found locally have consequences for the relation between leaders and employees, constitutively affecting local discourses and context. In addition to defining and conceptualizing the notion, this thesis thus also clarifies the roles of leaders and employees in leadership practices, highlights how micro- and macro-contexts interplay and what elements interact with them, mutually influencing consequences for perceptions and constructions of leadership locally. Furthermore, the empirical studies demonstrate that communicative leadership discourses do not just reveal contexts and how they are constituted and perceived; leaders’ and employees’ discourses can also reveal which changes organizational members desire to implement.
Denna avhandlings syfte är såväl att teoretisera begreppet kommunikativt ledarskap som att utforska begreppets konstruktion och användning i tre svenska nationella och multinationella organisationer. ‘Kommunikativt ledarskap’ är ett begrepp som ofta används i svenska organisationer. Det syftar i praktiken på ledares kommunikationskompetens i förhållanden med andra, och specifikt mot medarbetare. Generellt förutsätter begreppet att kommunikativa ledare är bättre på att kommunicera än andra ledare. Organisationer som använder begreppet utvärderar och utvecklar ledarnas kommunikativa kompetens i enlighet därmed. Avhandlingen består av fem studier; en grundad på den kvalitativa och kvantitativa litteraturen om ledarskap och kommunikation och de andra fyra använder intervjuer med ledare och anställda som empiriskt material. Avhandlingens första artikel utvidgar vår förståelse av kommunikativt ledarskap med fyra kommunikationsbeteenden som kan användas för ledarutveckling och genom att definiera kommunikativt ledarskap med fokus på ledares kommunikativa beteende. Resultaten från de resterande fyra artiklarna bidrar till vår förståelse av kommunikativt ledarskap i praktiken. Här tillämpades ett konstruktionistiskt och diskursivt ramverk för att analysera ledares och medarbetares syn på och användning av kommunikativt ledarskap och belysa hur kommunikativt ledarskap är socialt konstruerat i de undersökta organisationerna. Resultaten betonar att olika lokalt existerande sammanhang har konsekvenser för relationen mellan ledare och anställda, en relation som konstitueras och formas i lokala diskurser och sammanhang. Förutom att definiera och teoretisera begreppet, förtydligar denna avhandling ledares och anställdas roller i ledarskapsutövningen, belyser hur mikro- och makro-sammanhang samspelar, och ömsesidigt påverkar konsekvenserna för uppfattningar och konstruktioner av ledarskap på det lokala planet. Dessutom demonstrerar de empiriska studierna att ledares och medarbetares diskurser om kommunikativt ledarskap inte bara avslöjar hur det inrättas och uppfattas i olika sammanhang; utan även kan avslöja vilka förändringar en organisations medlemmar önskar tillämpa.

Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 3 (kommande), 4 (inskickat) och 5 (inskickat).

At the time of the doctoral defence the following papers were unpublished: paper 3 forthcoming), 4 (submitted) and 5 (submitted)

APA, Harvard, Vancouver, ISO, and other styles

37

Lalor, Clare. "Responsible Leadership : Developing the Concept of Leader Character from a Virtue Ethics Perspective." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/75853.

Full text

Abstract:

Abstract This study of leader character located within the emerging construct of Responsible Leadership (RL) is conducted from a virtue business ethics perspective. A review of the leadership literature reveals that although there is a need for leaders of character, little is known about the concept of leader character from a research perspective. Leadership researchers note that current research methods are not satisfactory for gaining an understanding of the enigmatic nature of leader character. To address this shortcoming, this research examines the concept of leader character from a philosophical virtue ethics perspective. The emerging construct of RL is a normative theory of leadership that considers leaders’ responsibilities within our global societal context and resonates with the moral and societal themes of virtue ethics. The nature of this study of leadership is from a humanities perspective that seeks to apply moral philosophy to understand the whole of leadership, and is in contrast to a social science study of leadership. The works of the moral philosophers Aristotle and Alasdair MacIntyre are interpreted by applying the method of hermeneutics in gaining an understanding of character. This virtue understanding of the concept of character, which forms the foundation of the concept of leader character, is informed by business ethics research from an Aristotelian and MacIntyrean perspective. The conceptual foundation of RL is extended by exploring leader character, which lies at its core, taking the form of a virtue model of leader character.
Thesis (PhD)--University of Pretoria, 2020.
National Research Foundation (NRF)
Business Management
PhD
Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

38

Kelley, Christopher Patrick. "The power of identity in important leadership decisions." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1656.

Full text

Abstract:

Why might someone avoid information that could be useful for making an important decision? Useful information can indicate that some options are better than others for achieving an important goal or averting disaster. A theory is developed here which proposes that decisions feel more important because the consequences of the decisions are more threatening the self-concept. Useful information threatens to reduce a decision maker's decision options, thus constraining their opportunities to act quickly, reduce uncertainty and make the decision in a way that is self-verifying. This occurs while a decision maker is strongly motivated to reduce the uncertainty and the threat to the self-concept generated by the decision making situation. As a result, people become less likely to access useful information when making more important decisions. This is more likely to occur when the decisions includes a substantial threat to more salient identities and core aspects of the decision maker's self-concept. First a study is conducted to develop a measure of the relative strength of a respondent's leadership identity. Then, hypotheses derived from the theory are tested in two experiments. The hypotheses predict that participants making more important decisions will (1) experience stronger feelings, (2) value self-verifying options more and feel more certain after making a decision, (3) prefer fewer options in a subsequent decision task after making more, as opposed to less important decisions, (4) make more important decision more quickly, (5) access less useful information when making more important decisions , (6) feel more certain after avoiding useful information that could indicate an identity validating solution is inferior and less certain if accessing that information, (7) report that decisions associated with stronger feelings are more important, and (8) prefer fewer choices to pick from in a subsequent decision when having made a prior decision with less useful information. The hypotheses are tested in two incrementally differing experimental in which participants make organizational leadership decisions after completing the instrument developed to test the strength of their leadership identity. Contrasting pairs of conditions vary theoretically important elements to make the decisions feel more or less important. Both pairs vary the importance of the decision situation by changing the definition of the situation to increase or decrease the consequences for the participant's leadership identity. The second study similarly varies the decision's importance and adds the opportunity to access various types of useful information prior to making each decision. Findings indicate that decisions feel more important when the outcome includes a credible threat to the maintenance of a highly salient identity. Participant making more important decisions in experiment A felt more certain they were right after making their decisions. They preferred fewer options in a subsequent decision situation which indicates they felt more powerful. In Experiment B Participants were less likely to access useful information when making more important decisions. Participants who did access useful information prior to making a more important decision preferred more options in a subsequent task. This indicates they felt less powerful after making more important decisions with more information. These findings have implications for research on decision making, identity theory, leadership in organizations, and research on emotions, and the role of perceptual control in the resiliency of social structure.

APA, Harvard, Vancouver, ISO, and other styles

39

Mckenna, George Tucker. "Understanding Illinois Principals' Concerns Implementing Charlotte Danielson'S Framework for Teaching as a Model for Evaluation." Thesis, Western Illinois University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619441.

Full text

Abstract:

The purpose of this study is to determine the levels of concern of Illinois principals regarding the adoption of an evaluation system modeled after Charlotte Danielson’s Framework for Teaching. Principal demographics and involvement in the use of and professional development surrounding Charlotte Danielson’s Framework for Teaching were studied for their impact on the concerns of principals. Finally, the concerns of principals were determined using both the Stages of Concern Questionnaire and the Open-Ended Statements of Concern.

The study used a quantitative research design to identify the levels of concern of principals in the adoption of a new innovation, Charlotte Danielson’s Framework for Teaching as the basis for evaluating teaching practice. Descriptive and inferential statistics were used to provide insight into principals’ concerns implementing Danielson’s Framework. The target population was the 2960 K-12 public school principals in Illinois, excluding principals working for Chicago Public Schools. The online survey was completed by 313 principals.

The results of the study found that the implementation of Danielson’s Framework for Teaching has raised concerns for principals including the amount of time, paperwork, and inability to perform other duties. In addition, gender and the average number of teacher evaluations per year influenced the concerns of principals. Finally, the variables studied included: years of experience using Danielson’s Framework for Teaching, principal self-rating of knowledge of Danielson’s Framework for Teaching, and the number of professional development activities also impacted principals’ concerns. Based on the results and the current literature, recommendations for educational practitioners and for future research were made.

APA, Harvard, Vancouver, ISO, and other styles

40

Cline, Timeka L. "The influence of concerns-based training on teachers' perceptions of inclusion." Thesis, Cambridge College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102281.

Full text

Abstract:

This case study research examined the perceptions of general and special education teachers towards educating students with disabilities in an inclusion classroom. The Concerns Based Adoption Model (CBAM) aided understanding of teacher participants' stages of concern in the inclusive process and the ways in which participation in training could affect those perceptions. A small district in the southern part of the United States was the focus of this study. Before training, participants took a pre-assessment survey, followed by three training sessions, and a subsequent post-assessment survey. The analysis of previously collected statistical CBAM data and interviews provided context for the research questions. Analysis of Pre- and Post-Stages of Concern survey data determined the teacher participants' levels of concern before and after training. After transcribing and coding interview data to develop categories, the data created themes that supported teacher responses on pre- and post-surveys. CBAM survey data indicated no change in teacher concern from pre- to post-survey; however, interview data revealed teachers had thought about inclusion. Interview data also revealed other initiatives and programs of higher concern, which affected the outcome of the statistical data. Research outcomes addressed teacher concerns, noting that leaders should develop training to meets those concern and consider teacher demands when implementing new initiatives.

APA, Harvard, Vancouver, ISO, and other styles

41

Steele-Pierce, Mary Ellen. "Leadership as Teaching: Mapping the Thinking of Administrators and Teachers." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1165860089.

Full text

Abstract:

Thesis (Ph.D.)--Antioch University, 2006.
Title from PDF t.p. (viewed April 10, 2007). Advisor: Jon F. Wergin . Keywords: leadership, concept mapping, educational administration, teachers' thinking, cognitive map. Includes bibliographical references (p. 148-159).

APA, Harvard, Vancouver, ISO, and other styles

42

Holte, Martin Bech. "Essays on Incentives and Leadership." Doctoral thesis, Stockholm : Institute for International Economic Studies, Stockholm University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7492.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Fair, Carmella G. "A qualitative phenomenological study of the implementation of concept-based instruction." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3647750.

Full text

Abstract:

The purpose of this qualitative hermeneutic phenomenological study was to explore lived experiences of 8 North Carolina secondary teachers who received professional development and implemented concept-based instruction (CBI). Guided by adult learning theories including andragogy, transformational learning, and constructivist theory, interview questions addressed adults as self-directed learners who integrate learning as needed in daily situations, adults who reflect on personal perspectives to overcome misconceptions and institutional change as a result of a shift in beliefs, and adults who gain knowledge by making sense of new learning through individual experiences. The study reveals (a) teachers’ perceptions of the adequacy of professional development, (b) teachers’ self-assessments of progress in implementing CBI, (c) teachers’ perceptions of consistency in implementation across classrooms, and (d) supports and barriers that influenced the implementation of CBI. Study participants recognized CBI as the basis for the organization and structure of the units and lessons used to promote student engagement and understanding around concepts. The study findings indicate the degree of implementation of CBI depends on individual understanding and the level of priority to use CBI recognized by school leadership. Recommendations directed toward educational leaders encourage the organization of a comprehensive professional development design to include administrative support of teacher implementation of new instructional strategies.

APA, Harvard, Vancouver, ISO, and other styles

44

Chiao, Mei-Lun. "The kingdom and the leadership the reflections of the pastoral leadership according to the concept of kingdom as found in the Bible /." Theological Research Exchange Network (TREN), 2003. http://www.tren.com.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Brands, Jessica Fleur. "The effects of supportive and empowering leadership behaviours on follower outcomes : a self-concept based approach /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19747.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Eriksson, Andrea. "Health-Promoting Leadership : A Study of the Concept and Critical Conditions forImplementation and Evaluatio." Doctoral thesis, Nordic School of Public Health NHV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3731.

Full text

Abstract:

Aim: This thesis aims to describe and analyse the concept of health-promoting leadership, including criticalconditions for implementation and evaluation of such leadership. Methods: Three case studies and one conceptual analysis were conducted using qualitative methods, including interviews, observations and document analysis. The qualitative data material in study III was supplementedwith quantitative material from a leadership survey. Study I was a qualitative case study of a Swedish industrial company characterized by a low sickness rate, a structure of self-managed teams and an organisational culturethat aimed to develop employee skills and influence. Study II was a phenomenograpic study of health-promoting leadership, as described by 20 individuals employed in Swedish municipalities. Study III was a case study of anintervention programme for the development of health-promoting leadership conducted in four city districts of Gothenburg, Sweden. Study IV was a case study on collaboration in workplace health promotion between municipalities in a Swedish region. Results: Study I illustrates how a company leader developed and influenced organisational culture, including the employees’ control over their work situation, participation and personal development. The results of this study emphasise the importance of considering contextual factors when evaluating the role of leadership in promotinghealth at work. Study II describes health-promoting leadership in three different ways: organising health promoting activities, supportive leadership style, and developing a health-promoting workplace. Interviewees frequently linked good leadership in general with good employee health. Study III shows the importance ofregarding the development of health-promoting leadership as a contribution to building organisational capacityfor a health-promoting workplace. The intervention programme was implemented in an existing managementgroup already producing action plans for workplace health promotion. Such integration is an important part ofbuilding organisational capacity for creating and sustaining a health-promoting workplace. Study IV shows thatcollaborative health-promoting leadership is viewed as a strategy to reduce the sickness rate amongmunicipalities in a region. The study implies that collaborative workplace health promotion should be organisedinitially on a small scale, giving participants the time and opportunities to develop mutual trust. Moreover, StudyIV demonstrates the importance of including participants with differing levels of knowledge and experienceabout workplace health promotion. Conclusions: Health-promoting leadership can be defined as leadership that works to create a culture for healthpromotingworkplaces and values, to inspire and motivate employee participation in such a development. Healthpromotingleadership can also be viewed as a critical part of organisational capacity for health promotion,including managerial knowledge and skills as well as organisational policies and structures that support a healthpromotingworkplace. Therefore, leadership involvement in the systematic development of both the physical andpsychosocial work environment is important.
Syfte: Det övergripande syftet med denna avhandling är att beskriva och analysera begreppet hälsofrämjandeledarskap, vilket även inkluderar förutsättningar för utveckling och utvärdering av ett sådant ledarskap. Metoder: Kvalitativa metoder har tillämpats i avhandlingens alla studier, inklusive intervjuer, observationer ochdokumentanalys. I studie III har det kvalitativa datamaterialet kompletterats med kvantitativa data från enledarskapsundersökning. Tre fallstudier och en konceptuell analys genomfördes. Studie I var en kvalitativfallstudie av ett svenskt industriföretag med låg sjukfrånvaro och med en arbetsorganisation som syftade till attutveckla medarbetarnas kompetens och inflytande i sitt arbete. Studie II var en fenomenografisk studie av hurhälsofrämjande ledarskap beskrevs bland 20 personer anställda i svenska kommuner. Studie III var en fallstudieav ett interventionsprogram för utveckling av hälsofrämjande ledarskap i fyra stadsdelar i Göteborg. Studie IVvar en kvalitativ fallstudie av samverkan mellan kommuner i en svensk region kring att skapa hälsofrämjandearbetsplatser. Resultat: Studie I visar hur en företagsledare har utvecklat och påverkat en företagskultur som främjar deanställdas kontroll över arbetssituationen, samt deras delaktighet och personlig utveckling. Resultaten visar påvikten av att ta hänsyn till kontextuella faktorer vid utvärdering av vilken betydelse ledarskapet har för att främjahälsa på arbetsplatsen. Hälsofrämjande ledarskap beskrivs i studie II på tre olika sätt: att organiserahälsofrämjande aktiviteter, en stödjande ledarskapsstil, samt att utveckla en hälsofrämjande arbetsplats.Konceptet användes ofta bland intervjupersonerna för att länka idéer om ett gott ledarskap i allmänhet till deanställdas hälsa. Studie III visar på vikten av att se ledarskap som ett bidrag till utvecklingen av enhälsofrämjande arbetsplats. Programmet genomfördes i befintliga ledningsgrupper som tog fram handlingsplanerför en hälsofrämjande verksamhetsutveckling. Denna typ av integration är ett viktig led i att utveckla denorganisatoriska kapaciteten för att vara en hälsofrämjande arbetsplats. I studie IV sågs samverkan kringhälsofrämjande ledarskap som en strategi för att minska sjukskrivningar bland kommunerna i regionen. Studienpekar på vikten av att till en början organisera samverkan kring utveckling av hälsofrämjande arbetsplatser imindre skala för att ge samverkansparterna tid och möjligheter att utveckla ett ömsesidigt förtroende förvarandra. Studien visar också att det är viktigt att involvera olika samverkansparter med kompletterande kunskaper och erfarenheter om arbetshälsa. Slutsatser: Hälsofrämjande ledarskap kan definieras som ett ledarskap som arbetar för att skapa enhälsofrämjande arbetsplatskultur. En sådan kultur innefattar värderingar som inspirerar och motiverar deanställda att delta i utvecklingen mot en hälsofrämjande arbetsplats. Hälsofrämjande ledarskap kan också sessom en viktig del av den organisatoriska kapaciteten för att främja hälsa, det vill säga chefers kunskaper ochfärdigheter såväl som riktlinjer och strukturer i organisationen som understödjer en hälsofrämjande arbetsplats.Det är därför viktigt med ett ledarskapsengagemang i den systematiska utvecklingen av både den fysiska ochpsykosociala arbetsmiljön.

APA, Harvard, Vancouver, ISO, and other styles

47

Bashir, Ahmed, and Peter Changufu. "Homosexual Reproduction : An evaluation of the concept of homosexual reproduction in female leadership roles." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104344.

Full text

Abstract:

In the last few years, the world has seen a relative increase in female leadership in different areas such as political space and the corporate world. This rise has a significant impact on how these female leaders reproduce future leaders of their organizations. This study explores the concept of homosexual reproduction in female leadership roles through their interaction with fellow females in corporate settings. Furthermore, the study was used to determine the factors that prevent homosexual reproduction among female leaders. The study's strategy used a qualitative methodology supported by an inductive approach, empirically with semi-structured interviews to collect data from six experienced female leaders in Sweden and Zambia. Empirical data were analyzed using qualitative analysis of content. The interviews indicate that homosexual reproduction was not present in the female leadership, as most female leaders valued the skills, competency, and qualification. The result also suggests three factors that prevented homosexual reproduction in female leadership roles: competency and qualifications, job profiles, and home and family responsibilities. Female leaders were efficient in their roles because they focused on attaining organizational objectives when thinking about future leaders. The empirical data revealed differences in the barriers that prevented homosexual reproduction in Sweden and Zambia. In Zambia, all the barriers were manifest in the female leaders, while in Sweden, it was only the competency and qualifications aspect.

APA, Harvard, Vancouver, ISO, and other styles

48

Juarez, Kristina M. "Examining the MOVE Program: Exploring program impact and perceptions of the concept of leadership." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/212.

Full text

Abstract:

This thesis explored the ways in which co-curricular programming affected students' development through a case study of the Mountains, Ocean, Valley Experience (MOVE) program at University of the Pacific. This study assessed the learning outcomes related to the MOVE program based on the student participants' perceptions of development and learning. In addition to finding support for most of the program identified learning outcomes, themes including the development of self-awareness, meaningful relationship cultivation, and a connection to the university emerged. Leadership development was also explored as it pertains to this program. Students at this particular institution appeared to begin transitioning through leadership identity development as defined by Komives et al. (2006) in terms of their understanding of the concept of leadership. Implications for future research and practice are also discussed.

APA, Harvard, Vancouver, ISO, and other styles

49

Miremont, Marie-Claude Gilberte. "La dynamique "éthique du care", nouvel enjeu pour la gouvernance : contribution à l'analyse du concept et de sa pratique à l'hôpital." Thesis, Pau, 2014. http://www.theses.fr/2014PAUU2010/document.

Full text

Abstract:

Cette thèse traite de la crise de gestion à l’hôpital à partir de son cadre théorique et de son contexte actuel. Nous suggérons quelques pistes pour quitter la stricte centration économique en accordant plus de place à une orientation éthique. En effet, nous considérons que l’hôpital, de nos jours, se focalise plus sur les performances économiques que sur sa mission sanitaire.Notre recherche développe de nouvelles tendances en gestion qui intègrent la théorie du care. A travers une étude qualitative nous décrivons et cherchons à comprendre différentes postures éthiques susceptibles de faire évoluer les outils de management pour l’actuel et futur système public hospitalier français. Nous intégrons dans notre recherche de nombreuses théories (leadership, management éthique, responsabilité sociétale et care)
This PhD deals with the management crisis in the hospital explaining the theoretical framework and current habits of this subject. We do suggest some ways to leave a strict economic orientation and we would like to let more insights to an ethics focus. The main consideration that we have to point out is that the mission of the hospital nowadays is not strictly oriented on health but much more on economic performance. Our research develops new trends in management with a deep focus on the theory of the “CARE”. Following a qualitative methodology, we describe and make understand different ethics mindsets of the boards of hospitals as the starting point of a re definition of management tools for the actual and the future of public system in France. We do integrate in our research many theories (leadership, managerial ethics, corporate social responsibility and care)

APA, Harvard, Vancouver, ISO, and other styles

50

Fairley, Suzanne Elizabeth, and Sue Fairley@mailbox gu edu au. "The Effects of Professional Development on Ministerial Leaders' Thinking and Practice." Griffith University. School of Cognition, Language and Special Education, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030304.094147.

Full text

Abstract:

This study focused on the extent to which professional development can bring about changes in ministerial leaders' thinking and practice, and was based on a constructivist approach to learning. The study adopted a qualitative methodology to answer the three research questions: 1. To what extent can professional development assist ministerial leaders to change their thinking about themselves as leaders and their actual leadership practices? 2.What changes (if any) occurred in each of the participants' conceptions of ministerial leadership during a Ministerial Leadership Development Program (MLDP)? 3. To what extent did changes in participants' thinking about ministerial leadership affect their actual practice? There were nineteen participants in a Ministerial Leadership Development Program which was conducted between March and October 2000 by the Uniting Church in Australia (Queensland Synod). Data were gathered at the beginning and end of the MLDP and one year after its completion. The methods used to collect data were concept maps of 'effective leaders', repertory grids based on participants' views of 'effective' and 'ineffective' leaders, interviews and a survey. The concept maps and repertory grids were completed at the beginning and end of the MLDP. The interviews and survey were conducted one year after the program was completed. The interviews were conducted with a small group of the participants (five) and the survey was completed by lay leaders from the congregations where the nineteen participants were ministering. For each of the five interviewees a case was constructed using methodological triangulation and an interpretive approach. Triangulation of the three types of data (concept maps, repertory grids and interviews) enabled identification of important components of individuals' thinking and practice. The survey produced data on the perspectives of lay leaders, thus enabling comparison between the perspectives of the ministerial leaders and their lay leaders. The study found a variety of initial conceptions of effective ministerial leadership amongst the participants. Most of these conceptions were related to leadership skills and qualities. Very few participants demonstrated an understanding of the nature of effective ministerial leadership at the beginning of the program. However, during the MLDP, the conceptions of participants developed and by the end of the program most of them demonstrated a more holistic understanding of the nature of leadership, and particularly, the nature of Christian leadership. In relation to changes in leaders' practice, the study found that significant changes were reported as taking place in leaders' practice and most of this was linked to their thinking changing first. Many of these changes in practice were attributed to the encouragement leaders received in mentor groups. These reported changes in practice were also supported by data from the lay leaders' survey. Thus there was consistency in data from ministerial leaders' perspectives and from lay leaders' perspectives. Apparent trends across the cases included links between the leaders' feelings of self confidence and their capacity to lead effectively; the difficulties associated with following a minister who had a very different conception of effective leadership from his/her own; the unrealistic expectations some congregational members have of their ministers; and the difficulty of moving a congregation from one understanding of ministry to another. The results of this study have implications for pre-service education, continuing education, and the policy-making committees of the Synod, and suggest fruitful areas for further research. The results of the research are discussed in relation to relevant literature. Implications of the findings for the appropriate stakeholders are highlighted, and some ongoing issues for ministerial leadership are raised.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Leadership concepts'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles