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Artículos de revistas sobre el tema "Leadership theory"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

Goodson, Jane R., Gail W. McGee y James F. Cashman. "Situational Leadership Theory". Group & Organization Studies 14, n.º 4 (diciembre de 1989): 446–61. http://dx.doi.org/10.1177/105960118901400406.

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2

Norris, William R. y Robert P. Vecchio. "Situational Leadership Theory". Group & Organization Management 17, n.º 3 (septiembre de 1992): 331–42. http://dx.doi.org/10.1177/1059601192173010.

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3

Pearce, Craig L., Jay A. Conger y Edwin A. Locke. "Shared leadership theory". Leadership Quarterly 18, n.º 3 (junio de 2007): 281–88. http://dx.doi.org/10.1016/j.leaqua.2007.03.009.

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4

Pearce, Craig L., Jay A. Conger y Edwin A. Locke. "Shared leadership theory". Leadership Quarterly 19, n.º 5 (octubre de 2008): 622–28. http://dx.doi.org/10.1016/j.leaqua.2008.07.005.

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5

Kenney, Matthew T. "Evolutionary leadership theory". Journal of Leadership Studies 6, n.º 1 (marzo de 2012): 85–89. http://dx.doi.org/10.1002/jls.21233.

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6

Raelin, Joseph A., Stephen Kempster, Howard Youngs, Brigid Carroll y Brad Jackson. "Practicing leadership-as-practice in content and manner". Leadership 14, n.º 3 (1 de febrero de 2018): 371–83. http://dx.doi.org/10.1177/1742715017752422.

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A collective and collaborative response to an article appearing in Leadership’s “Leading Questions” department is prepared by a team subscribing to the leadership-as-practice approach. The focus is to represent the manner in which leadership-as-practice operates as a leadership theory and in its communal practice orientation. Among the themes addressed are leadership-as-practice’s theory development, its contribution in comparison to critical leadership theory, its approach to power, and its practicality. Emerging issues in leadership-as-practice theory and application are also reviewed.

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7

Horowitz, Shale y Min Ye. "Leadership preferences and ethnic bargaining: theory and illustrations". Indian Growth and Development Review 13, n.º 2 (18 de octubre de 2019): 353–89. http://dx.doi.org/10.1108/igdr-07-2019-0070.

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Purpose In explaining ethno-territorial conflicts, leadership preferences have an odd status. In case studies, leadership preferences are often viewed as highly significant causes but are not usually defined and measured explicitly. In large-sample statistical studies, leadership preferences are only captured by weakly related proxy variables. This paper aims to fill this gap by developing suitable theory, which can be used consistently in both case study and statistical applications. Design/methodology/approach Formal bargaining models are used to examine the expected impact of variation in leadership preferences. Relevant leadership characteristics are then used to construct measures of variation in leadership preferences, which are applied in case studies. Findings In bargaining models, variation in leadership preferences is expected to have a significant impact on ethno-territorial conflict outcomes. More extreme nationalist leaders and, more conditionally, strongly power-seeking leaders, should be more likely to be willing to use force to modify the status quo – although more moderate nationalist leaderships are also willing to do so under certain conditions. In five case studies, these formally derived hypotheses receive initial empirical support. Originality/value Theoretically and empirically, further refinement of research on variation in leadership preferences promises to add significant value. Formally, it is worth investigating the expected impact of additional preference types. Empirically, it is important to invest in measures of leadership preferences across large samples.

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8

Lakshman, C. "A theory of leadership for quality: Lessons from TQM for leadership theory1". Total Quality Management & Business Excellence 17, n.º 1 (enero de 2006): 41–60. http://dx.doi.org/10.1080/14783360500249729.

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9

안경승. "Personality Theory and Leadership". Journal of Counseling and Gospel 8, n.º ll (mayo de 2007): 227–52. http://dx.doi.org/10.17841/jocag.2007.8..227.

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10

윤무학. "Xun Zi’s leadership theory". Journal of Eastern Philosophy ll, n.º 69 (febrero de 2012): 41–68. http://dx.doi.org/10.17299/tsep..69.201202.41.

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11

Blackwell, Cindy. "Leadership Theory and Education". Journal of Leadership Education 8, n.º 1 (1 de julio de 2009): 238–43. http://dx.doi.org/10.12806/v8/i1/c4.

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12

Waller, David J., Steven R. Smith y John T. Warnock. "Situational theory of leadership". American Journal of Health-System Pharmacy 46, n.º 11 (1 de noviembre de 1989): 2336–41. http://dx.doi.org/10.1093/ajhp/46.11.2336.

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13

Ling, Wenquan, Rosina C. Chia y Liluo Fang. "Chinese Implicit Leadership Theory". Journal of Social Psychology 140, n.º 6 (1 de diciembre de 2000): 729–39. http://dx.doi.org/10.1080/00224540009600513.

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14

Rajan, N. S. "Leadership Theory: in Evolution". NHRD Network Journal 2, n.º 5 (abril de 2009): 24–32. http://dx.doi.org/10.1177/0974173920090506.

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15

Allen, Bryce. "Leadership: Theory and practice". Journal of Academic Librarianship 24, n.º 2 (marzo de 1998): 177. http://dx.doi.org/10.1016/s0099-1333(98)90189-6.

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16

Irby, Beverly J., Genevieve Brown, Jo Ann Duffy y Diane Trautman. "The synergistic leadership theory". Journal of Educational Administration 40, n.º 4 (agosto de 2002): 304–22. http://dx.doi.org/10.1108/09578230210433409.

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17

Ghaffari, Masoud. "Infinity Theory of Leadership". International Journal of Knowledge, Culture, and Change Management: Annual Review 8, n.º 8 (2008): 129–42. http://dx.doi.org/10.18848/1447-9524/cgp/v08i08/50654.

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18

Bresnahan, Christopher G. y Ian I. Mitroff. "Leadership and attachment theory." American Psychologist 62, n.º 6 (2007): 607–8. http://dx.doi.org/10.1037/0003-066x62.6.607.

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19

King, Albert S. "Evolution of Leadership Theory". Vikalpa: The Journal for Decision Makers 15, n.º 2 (abril de 1990): 43–56. http://dx.doi.org/10.1177/0256090919900205.

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In recent times, the phenomenon of leadership has assumed considerable significance. The key question “What makes an effective leader?” continues to daunt researchers. In this article, Albert S King uses a developmental perspective to create an evolutionary tree of leadership theory. He identifies nine evolutionary eras with researchers in each era focusing on a specific theme of leadership. He also discusses the requirements of the Tenth Era — the Integrative Era — which hopefully will bring together different approaches in developing a sustainable theory of leadership.

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20

Penlington, Clare y Kristi Holmstrom. "Practitioner leadership: a missing link in leadership theory". International Journal of Leadership in Public Services 9, n.º 1/2 (11 de noviembre de 2013): 32–46. http://dx.doi.org/10.1108/ijlps-04-2013-0008.

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21

Galli, Brian J. "A Shared Leadership Approach to Transformational Leadership Theory". International Journal of Strategic Decision Sciences 7, n.º 3 (julio de 2016): 1–37. http://dx.doi.org/10.4018/ijsds.2016070101.

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The main objective of this paper is to identify the research philosophy as well as research methodologies that are most appropriate for the research fields identified above; this paper will highlight the research methodologies that are most applicable to this research effort by reviewing the research methodologies utilized in research performed by other researchers, in similar fields of research to those identified above. This paper acts as a guide in order to outline the research philosophies, research canons, ethical considerations, research methodologies/designs, data collection and analysis methods, sample size requirements, and “what to measure” requirements. Based on the decision to utilize the quantitative research philosophy, the paper discusses other significant research topics in terms of the quantitative research philosophy. The topics will be discussed from the quantitative perspective in order to provide the reader with the full understanding of how the quantitative research philosophy needs to be accounted for in every aspect of the research design/approach. Finally, the paper discusses a general summary of the various section of the paper and the final section also details the future intentions and responsibilities of the researcher.

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22

Popper, Micha y Raanan Lipshitz. "Putting Leadership Theory to Work: A Conceptual Framework for Theory‐based Leadership Development". Leadership & Organization Development Journal 14, n.º 7 (julio de 1993): 23–27. http://dx.doi.org/10.1108/01437739310047001.

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23

Wang, Jue, Hae-Ryong Kim y Byung-Jik Kim. "From Ethical Leadership to Team Creativity: The Mediating Role of Shared Leadership and the Moderating Effect of Leader–Member Exchange Differentiation". Sustainability 13, n.º 20 (13 de octubre de 2021): 11280. http://dx.doi.org/10.3390/su132011280.

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Alongside ethical leadership’s effectiveness on team creativity, the superiority of shared leadership has been emphasized in the literature. Based on role theory, social information processing theory, and allocation preferences theory, this study suggests that shared leadership functions as a critical intermediating mechanism to explain the influence of ethical leadership on team-level creativity. Moreover, the dispersion value of leader–member exchange (LMXD) moderates the influence of ethical leadership on shared leadership. To empirically test our hypotheses, this paper used multisource samples and team-level data with moderated mediation model with PLS-SEM method. This study targeted a sample of 30 leaders and 233 team members who work at HRD Korea where a team structure is utilized. The results of structural equation modeling showed that ethical leadership increased shared leadership, and ethical leadership and shared leadership both positively affected team creativity. Shared leadership functioned as a crucial mediating factor in the ethical leadership–team creativity link. Moreover, the team-level LMXD moderated ethical leadership effectiveness on creativity via shared leadership.

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24

Meuser, Jeremy D., William L. Gardner, Jessica E. Dinh, Jinyu Hu, Robert C. Liden y Robert G. Lord. "A Network Analysis of Leadership Theory". Journal of Management 42, n.º 5 (19 de mayo de 2016): 1374–403. http://dx.doi.org/10.1177/0149206316647099.

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We investigated the status of leadership theory integration by reviewing 14 years of published research (2000 through 2013) in 10 top journals (864 articles). The authors of these articles examined 49 leadership approaches/theories, and in 293 articles, 3 or more of these leadership approaches were included in their investigations. Focusing on these articles that reflected relatively extensive integration, we applied an inductive approach and used graphic network analysis as a guide for drawing conclusions about the status of leadership theory integration. All 293 articles included in the analysis identified 1 focal theory that was integrated with 2 or more supporting leadership theories. The 6 leadership approaches most often appearing as the focal theory were transformational leadership, charismatic leadership, strategic leadership, leadership and diversity, participative/shared leadership, and the trait approach to leadership. On the basis of inductive reflections on our analysis, we make two key observations. First, the 49 focal leadership theories qualify as middle-range theories that are ripe for integration. Second, drawing from social network theory, we introduce the term “ theoretical neighborhood” to describe the focal theoretical networks. Our graphical inductive analyses reveal potential connections among neighboring middle-range leadership theories that merit investigation and, hence, identify promising future directions for achieving greater theoretical integration. We provide an online supplement with 10 additional leadership theory graphs and analyses: leadership in teams and decision groups, ethical leadership, leader and follower cognitions, leadership emergence, leadership development, emotions and leadership, implicit leadership, leader-member exchange, authentic leadership, and identity and identification process theories of leadership.

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25

Zorn, Theodore E. y Gregory B. Leichty. "Leadership and identity: A reinterpretation of situational leadership theory". Southern Communication Journal 57, n.º 1 (diciembre de 1991): 11–24. http://dx.doi.org/10.1080/10417949109372847.

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26

Bendell, Jem, Neil Sutherland y Richard Little. "Beyond unsustainable leadership: critical social theory for sustainable leadership". Sustainability Accounting, Management and Policy Journal 8, n.º 4 (4 de septiembre de 2017): 418–44. http://dx.doi.org/10.1108/sampj-08-2016-0048.

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Purpose The purpose of this paper is to prepare the conceptual groundwork for the future study of leadership for sustainable development. The paper demonstrates the relevance of Critical Leadership Studies to future research on sustainable development policies and practices. A critical approach is also applied to concepts of sustainable development, with three paradigms of thought described. Design/methodology/approach The approach taken is an extensive literature review in fields of leadership and sustainable development, with a focus on some of the broad assumptions and assertions in those literatures. Findings A key finding is that leadership studies drawing from critical social theory can provide important insights into future research and education on leadership for sustainability. This literature shows that some assumptions about leadership may hinder opportunities for social or organisational change by reducing the analysis of factors in change or reducing the agency of those not deemed to be leading. These limitations are summarised as “seven unsustainabilities” of mainstream leadership research. Research limitations/implications The paper calls for the emerging field of sustainable leadership to develop an understanding of significant individual action that includes collective, emergent and episodic dimensions. The paper then summarises key aspects of the papers in this special issue on leadership for sustainability. Practical implications The implications for practice are that efforts to promote organisational contributions to sustainable development should not uncritically draw upon mainstream approaches to leadership or the training of leaders. Originality/value The authors consider this the first paper to provide a synthesis of insights from Critical Leadership Studies for research in sustainability.

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27

Rottmann, Cindy, Robin Sacks y Douglas Reeve. "Engineering leadership: grounding leadership theory in engineer's professional identities". IEEE Engineering Management Review 44, n.º 2 (2016): 91–109. http://dx.doi.org/10.1109/emr.2016.7502389.

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28

Rottmann, Cindy, Robin Sacks y Douglas Reeve. "Engineering leadership: Grounding leadership theory in engineers’ professional identities". Leadership 11, n.º 3 (15 de julio de 2014): 351–73. http://dx.doi.org/10.1177/1742715014543581.

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29

Mallillin, Leovigildo Lito D. "Adaptive Theory Approach In Leadership". International Journal of Asian Education 3, n.º 4 (12 de diciembre de 2022): 225–42. http://dx.doi.org/10.46966/ijae.v3i4.282.

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The study aims to examine the process of adaptive theory in leadership as a guide to educational management mechanisms in terms of qualities and characteristics of leadership, challenges of leadership, strengthening accountability in leadership, the problem-solving process in leadership, and the decision-making process in leadership. The study employs a quantitative research design. It adopts the immersive pedagogical method in education and leadership mechanisms that constitutes challenges in the educational leadership theory and mechanism. The study employs a convenient sampling technique. The study comprised thirty-two (32) respondents only. Results show that qualities and characteristics of leadership foresee the change and understanding of the process in the educational system, understand the persistence and process of the pressure gradually. Willingness to handle the situation and leadership challenges focus on effective teachers and effective leaders, the principles and competency in learning, innovate change for leaders to enact new resources in the educational system in creative challenges for new development realities and solutions to work. Strengthening accountability in leadership, ensuring precautionary measures in a better relationship in school organization and educational system and innovating change and behavior in the educational system, and diagnosing the symptoms of the situation to include the techniques in solving the expected and decision-making process in leadership style in the educational system. Finally, it explores the adaptive theory application in leadership as a guide in the educational management system and mechanisms to provide suggestions and follow-up for further study and development.

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30

Oniemola, Mandela y Professor Olalekan Asikhia. "Leadership". International Journal of Research and Innovation in Social Science 06, n.º 08 (2022): 462–67. http://dx.doi.org/10.47772/ijriss.2022.6819.

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This article examines and evaluates major leadership theories, as well as summarizes findings from empirical leadership research. Major topics and controversies include leadership versus management, leader traits and skills, leader behaviour and activities, leader power and influence, situational determinants of leader behaviour, transformational leadership, the importance of leadership for organizational effectiveness, and leadership as an attributional process. This article attempts to provide some clarity on the major topics mentioned above. Over time there have been several writings about the importance of leadership in driving change, achieving organizational goals, and facilitating appropriate responses to many other life challenges however stakeholders have also argued that strong leadership is required, particularly during difficult times such as conflicts, economic meltdowns, or flu pandemics. What leadership means, what competencies are required to be a leader, and what role the application of leadership plays in successfully responding to challenges are all unclear in this dialogue. These questions are pertinent to the advancement of an institution, nation or a discipline and profession. The consensus among many academics and practitioners is that the growth of thinking over time has created a perception that leadership is a fluid developmental process, with each new piece of research building on and extending earlier studies rarely ignoring anything that came before it completely. Main conceptions that arose in the 20th century are the Great Man Theory, Trait Theory, Process Leadership Theory, Style and Behavioral Theory and Laissez Faire, transformational, and transactional leadership theories

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31

Hargreaves, Andy y Dean Fink. "Taking Sustainability from Theory to Practice". Swiss Journal of Educational Research 28, S (1 de diciembre de 2006): 25–36. http://dx.doi.org/10.24452/sjer.28.s.4755.

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Sustainable leadership and improvement are more than matters of mere endurance, of making things last. We define sustainable leadership, in line with the environmental field, in the following way: Sustainable leadership matters, spreads and lasts. It is a shared responsibility, that does not unduly deplete human or financial resources, and that cares for and avoids exerting negative damage on the surrounding educational and community environment. Sustainable leadership has an activist engagement with the forces that affect it, and builds an educational environment of organizational diversity that promotes cross-fertilization of good ideas and successful practices in communities of shared learning and development. This definition suggests seven principles of sustainable leadership: 1. Sustainable leadership creates and preserves sustaining learning.2. Sustainable leadership secures success over time.3. Sustainable leadership sustains the leadership of others.4. Sustainable leadership addresses issues of social justice.5. Sustainable leadership develops rather than depletes human and material resources.6. Sustainable leadership develops environmental diversity and capacity.7. Sustainable leadership undertakes activist engagement with the environment

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32

Watt, Willis M. "Facilitative Social Change Leadership Theory". Journal of Leadership Education 8, n.º 2 (1 de septiembre de 2009): 50–71. http://dx.doi.org/10.12806/v8/i2/tf1.

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33

Decker, Phillip J. "Social Learning Theory and Leadership". Journal of Management Development 5, n.º 3 (marzo de 1986): 46–58. http://dx.doi.org/10.1108/eb051615.

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34

Dwibedi, Lalan. "Leadership: Theory, Principle and Style". Academic Voices: A Multidisciplinary Journal 6 (4 de junio de 2018): 11–20. http://dx.doi.org/10.3126/av.v6i0.20102.

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This art icle explains recent theoret ical development s n the study of organizat ional leadership. It begins with a concise overview of the meaning and concept of leadership in terms of research, theory, and pract ice. This article suggests that success is certain if the application of the leadership styles, principles and methods is properly and fully applied in management because quality of leadership tradition offers great opportunity to further educational leadership and management policies and pract ices by accept ing and utilizing the basic principles and styles of leadership.Academic Voices Vol.6 2016: 11-20

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35

Guastello, Stephen J. "Evolutionary game theory and leadership." American Psychologist 64, n.º 1 (enero de 2009): 53–54. http://dx.doi.org/10.1037/a0013671.

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36

Van Seters, David A. y Richard H. G. Field. "The Evolution of Leadership Theory". Journal of Organizational Change Management 3, n.º 3 (marzo de 1990): 29–45. http://dx.doi.org/10.1108/09534819010142139.

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37

Duignan, Patrick A. y Reginald J. S. Macpherson. "Educative Leadership: A Practical Theory". Educational Administration Quarterly 29, n.º 1 (febrero de 1993): 8–33. http://dx.doi.org/10.1177/0013161x93029001003.

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38

Brazer, S. David, Sharon D. Kruse y Sharon Conley. "Organizational Theory and Leadership Navigation". Journal of Research on Leadership Education 9, n.º 3 (24 de abril de 2014): 254–72. http://dx.doi.org/10.1177/1942775114532640.

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39

Porter, Su. "Outdoor leadership: theory and practice". Journal of Adventure Education & Outdoor Learning 8, n.º 2 (17 de diciembre de 2008): 157–58. http://dx.doi.org/10.1080/14729670802214594.

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40

Widgery, Robin N. y Stewart L. Tubbs. "Leadership and Attitude Change Theory". Journal of Leadership Studies 4, n.º 2 (abril de 1997): 3–17. http://dx.doi.org/10.1177/107179199700400202.

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41

Amirianzadeh, Mozhgan. "Hexagon theory- student leadership development". Procedia - Social and Behavioral Sciences 31 (2012): 333–39. http://dx.doi.org/10.1016/j.sbspro.2011.12.063.

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42

Galbraith, Peter. "Organisational leadership and chaos theory". Journal of Educational Administration 42, n.º 1 (febrero de 2004): 9–28. http://dx.doi.org/10.1108/09578230410517440.

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43

Case, Peter, Robert French y Peter Simpson. "Fromtheoriato theory: Leadership without contemplation". Organization 19, n.º 3 (mayo de 2012): 345–61. http://dx.doi.org/10.1177/1350508412437072.

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44

Zulaihah, Ifatun. "CONTINGENCY LEADERSHIP THEORY / PENDEKATAN SITUASIONAL". AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 1, n.º 1 (26 de enero de 2017): 76–87. http://dx.doi.org/10.33650/al-tanzim.v1i1.29.

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Paper ini mencoba menelaah konsep kepemimpinan situasional yang dipelopori diantaranya oleh Hersey and Blanchard, kemudian berkembang lagi teori Fiedler serta teori Path Goal. Dari teori tersebut masing-masing menganalisis bahwa kepemimpinan tidak hanya terbentuk oleh kepribadian dari pemimpin itu saja, namun kepemimpinan terbentuk dari lingkungan serta faktor-faktor yang mempengaruhi keberhasilan dari situasi sebuah organisasi agar mencapai tujuan yang dimaksud. Secara singkatnya teori tersebut menggunakan analisis kuantitatif dalam proses mempengaruhi bawahan-bawahannya dengan menggunakan variable-variable yang sudah terukur sedemikian rupa.

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45

Peck, Edward. "Theory and Practice of Leadership". Health & Social Care in the Community 15, n.º 1 (21 de diciembre de 2006): 94–95. http://dx.doi.org/10.1111/j.1365-2524.2007.682_8.x.

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46

Tomlinson, Harry. "School Leadership and Complexity Theory". School Leadership & Management 22, n.º 4 (diciembre de 2002): 453–54. http://dx.doi.org/10.1080/1363243022000053457.

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47

Bowie, Norman. "A Kantian theory of leadership". Leadership & Organization Development Journal 21, n.º 4 (junio de 2000): 185–93. http://dx.doi.org/10.1108/01437730010335427.

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48

Harung, Harald S., Dennis P. Heato y Charles N. Alexander. "A unified theory of leadership". Leadership & Organization Development Journal 16, n.º 7 (noviembre de 1995): 44–59. http://dx.doi.org/10.1108/01437739510100946.

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49

Souba, Wiley y Matthew Souba. "Challenging Your Implicit Leadership Theory". Journal of Leadership Education 17, n.º 4 (1 de octubre de 2018): 195–207. http://dx.doi.org/10.12806/v17/i4/t1.

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50

Lang, Donald. "A New Theory of Leadership". Educational Management & Administration 27, n.º 2 (abril de 1999): 167–81. http://dx.doi.org/10.1177/0263211x990272004.

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