Learning about hardiness and servant leadership by accompanying refugees at a united nations resettlement camp

The internationalization of curriculum has contributed to a number of models for study abroad programs, service learning, and global engagement. Some frameworks are intentionally grounded in program theories and objectives shared by multiple stakeholders and the mission of the sponsoring academic institution. This article describes an international program inspired by a partnership between a Jesuit University and the United Nations agency charged with the purpose of safeguarding the rights and well‐being of refugees. The international program was grounded in the practice of accompaniment and theoretical frameworks of hardiness and servant leadership. These principles are described in the context of the curriculum, objectives, activities, and outcomes. The article concludes with lessons learned and future direction for design and delivery.     

Agricultural Leadership Education: Past History,Present Reality,and Future Directions

The article explores the past, present, and projected future of agricultural leadership education. Beginning with roots in youth leadership development and grounded in land‐grant universities, agricultural leadership education has undergone a shift from working primarily with rural youth to a new focus on also educating undergraduate and graduate students to empower community members and create change. The renewed focus has encouraged recent growth and in the last 10 years, the profession has added three leadership majors, six leadership minors, seven leadership focus areas, seven undergraduate leadership programs, and four graduate leadership programs. Research exploring the student impact of agricultural leadership education revealed that nationwide a total of 7,904 students are exposed to 208 agricultural leadership education courses. As the discipline continues to mature, recommendations are made for continued program development. Discussion highlights prior research examining potential courses to include types of experiences, program objectives, and career connectedness relating to agricultural leadership education. Programs have ample opportunity for future growth and recommendations are made to continue the development of innovative leadership opportunities and consistent pedagogical practices across institutions.     

Federal Health Care Leadership Skills Required in the 21st Century

The purpose of the current study was to identify and describe the skills required of future health care leaders in the U.S. Department of Defense, Department of Veterans Affairs, and the Department of Health and Human Services. The identified skills should also be relevant to leaders of nonfederal agencies or nonmedical disciplines, such as education, human services, and similar public sector‐oriented disciplines, where the leaders are challenged to engage with a multitude of local, state, federal, and not‐for‐profit entities. The study employed a focus group methodology during a 2‐day leadership summit. The participants were 47 senior health care leaders representing various federal agencies and the private sector. During facilitator‐guided sessions, six focus groups consisting of seven or eight randomly selected participants identified 165 skills that are required of leaders. Subsequent to the summit, content analysis was used to group the skills into 12 overarching skill sets. The 12 skill sets were the ability to build partnerships, develop trust, thrive in complex and ambiguous environments, listen actively, think with agility, create conditions for success, assert aspirational future‐based leadership, develop present moment awareness, create an interagency learning network, develop network leadership, develop network goal setting, and maintain resilience. It appeared that only the first six skills were noted in the literature. Further research is recommended to validate the findings including further investigation into the leadership competencies that are most effective at driving health and non health outcomes in communities.     

The Social‐Cognitive Underpinnings of Employees’ Ambidextrous Behaviour and the Supportive Role of Group Managers’ Leadership

Although research on organizational ambidexterity has exploded in the past several years, the determinants of individual‐level ambidexterity have received little scholarly attention. This is surprising given that management scholars increasingly highlight the benefits of combining explorative and exploitative activities in individual employees’ work roles. Using data collected by a two‐wave survey of 638 employees nested in 173 groups across 34 organizations, our research demonstrates that both psychological factors and leadership predict employees’ ambidextrous behaviour. Our results demonstrate that general self‐efficacy positively predicts ambidextrous behaviour through learning orientation. In addition, we show that employees exhibit higher ambidexterity when their group managers demonstrate paradoxical leadership; that is, a leadership style that couples strong managerial support with high performance expectations. Paradoxical leadership also moderates the relationship between learning orientation and individual ambidexterity such that employees’ ambidextrous behaviour is highest when paradoxical leadership and employee learning orientation are simultaneously at high levels.     

The Common Language of Leadership

As our complex society continues to call for leadership across all career fields, preparing leaders at the college level can be challenging. This article outlines the results of a comprehensive examination of learning outcomes of 475 academic programs within 72 academic accrediting organizations in regard to student leadership development. The purpose of the current study was twofold: (a) to understand better what competencies college students need to develop in order to engage in leadership in their respective career fields and (b) to use research findings to develop a list of leadership competencies across academic disciplines, serving as a “common language” for use in program planning, course development, as well as individual student advising and mentoring. The Student Leadership Competencies have been translated to contemporary leadership models such as the Relational Leadership Model, the Social Change Model of Leadership Development, the Five Practices of Exemplary Leadership, Emotionally Intelligent Leadership, and the CAS Standards. Implications for the use of the Student Leadership Competencies in program development, program assessment, and the development of strategic partnerships are also discussed.     

Mind the Gaps: What Limits the Impact of Leadership Education

Although leadership education holds great promise for enhancing the effectiveness of individuals in their work lives, it is limited by certain critical shortcomings. Unless these are successfully addressed, the classroom experiences we create will not facilitate the transfer of useful learning and its application to the day‐to‐day challenges that leaders face. In this article, the author addresses three important gaps in our approaches: the reality gap, the skill intensive gap, and the application gap. The author illustrates how and why each gap creates barriers to the transfer of learning to individuals and to their work‐lives.     

Transformational Instructor‐Leadership in Higher Education Teaching: A Meta‐Analytic Review and Research Agenda

Researchers have shown that transformational leadership is applicable to higher education teaching, that is, transformational instructor‐leadership. However, such research is fractionated across diverse fields. To address the fractionated literature, the purpose of the current study was to conduct a meta‐analytic review of transformational instructor‐leadership and to analyze research in which such leadership has been empirically associated with student outcomes. For the meta‐analysis, the Hunter–Schmidt approach was adopted, and thus, correlations were corrected for attenuation due to measurement error. The findings indicated that transformational instructor‐leadership was positively associated with students’ motivation, satisfaction, perceptions of instructor credibility, academic performance, affective learning, and cognitive learning. Moderator analyses revealed that culture, course delivery, instrument, and gender were all significant moderators of the relationship between transformational instructor‐leadership and specific student outcomes. The findings also showed that there were significant differences between the transformational leadership dimensions, thus supporting the notion that each dimension is conceptually distinct. The present meta‐analysis drew from varied disciplines in contributing the first integrative review on transformational instructor‐leadership. Future research needs to extend the literature with regard to context sensitivity, common method variance, causal conclusions, mechanisms, outcome measures, and control variables. Practically, higher education institutions should consider training transformational instructor‐leaders.     

Female Graduate Students’ Attitudes After Leadership Training

Although the increasing focus on female leadership in both the popular press and scholarly literature is relatively recent, women's leadership is not. Women have traditionally played a role in civic and cultural arenas and now have a greater opportunity to bring their particular leadership strengths to a broad range of organizations. The current paper reports on a case study about participants’ attitudes after participating in a leadership seminar series program for female graduate students at a university in the Northeast. The program's design incorporated networking, goal setting, skills training, and mentoring. Postprogram results (N = 17) on measures of Houghton and Neck's Revised Self‐Leadership Questionnaire indicated significant changes on all three of the leadership questionnaire's dimensions as well as on several subscales within the dimensions indicating that after the leadership training, the women were adapting to more transactional practices such as self‐reward and goal setting.     

Leadership in Islam

Leadership is about knowledge, skills, and abilities for transformation. It is also increasingly about worldviews or visions of life—beliefs, values, and principles. But worldviews are also ways of life, for beliefs direct us, values guide us, and principles motivate us to certain kinds of action and behavior. How, then, do worldviews have an impact on leadership for transformation? If worldviews are glasses or filters by which we view the world, mental models of the bigger picture, frameworks by which we make sense of the world, and narratives by which we orient our lives, then how do they influence human thoughts, ideas, and behaviors when it comes to transformative leadership? This was the subject matter of an International Leadership Association Conference panel discussion held in November 2009 in Prague, entitled Leadership for Transformation: The Impact of Worldviews. It is also the subject matter of this issue's symposium, in which we bring you the four papers and the response presented at the conference. Members of the panel were characterized by gender, disciplinary, religious, and global diversity. Nathan Harter, organizational leadership professor at Purdue University in the United States, begins the discussion with some preliminary remarks about worldviews. Ali Mohammed Mir, medical doctor and director of programs of Population Council, Pakistan, speaks of leadership from an Islamic perspective. Michael Jones, accomplished composer, pianist, and leadership educator, writer, and speaker from Orillia, Canada, reflects on how a “marriage of mythos and logos” can transform leadership today. Lisa Ncube, originally from Zimbabwe and currently assistant professor of organizational leadership at Purdue University, speaks about Ubuntu as an alternative leadership philosophy emerging from Africa. John Valk, associate professor of worldview studies at Renaissance College, University of New Brunswick, Canada, speaks of leadership for transformation from a Christian worldview perspective. Jonathan Reams, associate professor in the Department of Education at the Norwegian University of Science and Technology in Trondheim, responds to all of the papers and opens a venue for further discussion. We hope that you will find this symposium engaging. We hope it will give food for thought and that it might stimulate further thinking regarding the role worldviews play in leadership for transformation.     

Mythology as the Original Framework in the Development of Leadership Principles

Mythology served a much greater sociological role than just the telling of story and legend. Leadership principles developed inadvertently through narrative story and the invention of the mythological tale. Story was an original methodology by which we could teach others about the essential traits and qualities leaders needed for effective leadership. Myths and legends also warned listeners to avoid the dark side of leadership. The principles of leadership were originally embedded in our sociobiological evolution through social learning theory. Thus humanity was learning about leadership at an unconscious level and transferring that knowledge through new and similar story over time. Often we look for new leadership theory and answers, and yet most of that knowledge is already present if we just listen to the mythological stories we tell.     

Assessment Adrift: Review of the Current State of Assessment of Academically Based Leadership Education Programs

Assessment is a growing priority among the academy and also appears to be of increasing interest among academic‐based leadership education programs. This article offers a brief history of assessment within higher education as well as an overview of the current state of assessment in the context of academic‐based leadership education programs. While there are numerous studies reporting on assignment‐ and course‐level assessment activities, comparatively limited literature addresses program‐level assessment. It is the author's assertion that we must raise the level of conversation within our emerging discipline to identify effective best practices.     

Leadership as an Ideograph: A Rhetorical Analysis of Military Leadership Training Material

The current rhetorical study used McGee's theory of ideographs to identify how cultural politics influence efforts to portray “leadership” in a military setting. Such an approach seeks to better address some of the enigmas that have complicated the understanding of military leadership—and leadership in general—for decades. McGee's theory emphasizes that language reflects political as well as referential qualities and, in some instances, these attributes come into conflict. Acknowledging this reality in an applied setting can help address ambiguous issues that escape the net of prevailing social‐science approaches to leadership inquiry. The rhetorical analysis, which examines U.S. Air Force leadership training material, documents the manner in which ideographic portrayals of leadership were pervasive in each training program, and it considers practical implications of such a situation. Most notably, the analysis provides an explanation of how ideographic portrayals of leadership implicitly emphasize cultural indoctrination over promoting social influence skills. Such an orientation fortifies the military hierarchy and perpetuates romantic views of the military profession, but it also blurs key distinctions between social control and social influence. It is suggested that because ideographs reflect vital cultural motives, associated problems are inherently difficult to remedy.     

The Emerging Role of Higher Education in Educating and Assessing Future Leaders for Disaster Relief

As the frequency and intensity of disasters throughout the world increase, so do the demands for humanitarian relief and the need for effective disaster‐based leadership training. Numerous organizations are poised to act in response to disasters that necessitate a significant amount of leadership and logistics support. Although there are many entities often involved in disaster relief, the symposium outlines the emerging role higher education can play in improving response outcomes, not only by providing “boots on the ground” but also by developing skilled disaster relief leaders in both curricular and cocurricular venues. Institutions of higher education provide experiential learning opportunities offering critical service for immediate disaster relief while developing the skills of future leaders. During these experiences, students develop disaster‐based leadership and logistics acumen. Similarly, programmatic assessment is critical in measuring student leadership growth during the experiential learning process of providing disaster relief. The education and assessment of these trainings provides an important dimension of disaster leadership as it examines the leaders in action and fosters a commitment to adequately prepare them to lead in a time of disaster. A qualitative approach is recommended for assessing experiential leadership learning to better inform teaching and to cultivate future disaster leadership that meets ongoing global needs.     

Leadership,governance, and perceptions of trust in the higher education industry

This article presents a trust‐centered, integrated model for achieving educational excellence in the higher education industry with focus on governing boards and strategies for academic quality and financial performance. The discussion includes leadership themes and strategies on development of teacher‐leaders, creating a culture of shared leadership and effective governance for performance outcomes, robust evaluations of student‐learning assessments for continuous improvement, and strategic leadership in the implementation of high‐quality programs. Perceptions of trust form the foundation of the integrated model with influences of personality, culture, motivation, values, reliability, competence, and intuition. Trust among board trustees is essential for creating collaborative environments for innovative change and educational performance excellence. Collaborative environments promote a sense of shared leadership and governance to encourage innovation and performance excellence at all levels within the educational institution.     

The Relation Between Leadership and Perceived Well‐Being: What Role Does Occupational Self‐Efficacy Play?

Current research confirms the link between leadership behavior and subordinates’ health. However, only a few longitudinal surveys have been carried out. The present longitudinal study examined whether occupational self‐efficacy moderates the impact of transformational leadership on perceived negative well‐being. The sample consisted of 339 employees working in the health‐care sector. The correlations between transformational leadership at the first time of measurement (Time 1) and emotional exhaustion and perceived strain at the second time of measurement (Time 2) were negative and significant, but the correlation with depersonalization was not significant. Regression analyses revealed that the effect of transformational leadership behavior on perceived negative well‐being was not moderated by the level of occupational self‐efficacy. Implications for future research are discussed.     

I Don't Need Leadership: An Exploration of the Societal Discourse of Leadership

Even with a myriad of definitions of leadership, we still know little about the discourse of leadership in which those of us without formal leadership education and development are embedded. Through a discourse analysis of interviews with a broad cross‐section of 12 “followers,” the current study begins exploring the idea of a societal discourse of leadership and how that discourse complements and conflicts with the academic and workplace discourses. Analysis shows that although individuals define leadership in a similar fashion to the academic discourse, they identify heroic figures as leaders, and they neither look for, nor feel they need, leadership in their own lives.     

Health Care Educators: New Directions in Leadership Development

Fortune 500 companies have a competitive advantage in leadership development, whereas health care has lagged far behind. Physician leadership development, in particular, is a game changer for a closed staff, group practice that relies on a pipeline of physician leaders—such as the Cleveland Clinic. To address this leadership development gap in health care, the Cleveland Clinic Academy (CCA) was established in 2006. The academy is predicated on developing health care leaders with specific emphasis on physician leadership education using a competency‐based curriculum with value‐added components, including continuing medical education (CME) and master's of business administration (MBA) transfer credits. In the pioneering spirit of Dr. F. Mason Sones, the novel curriculum includes didactic learning, experiential immersion, and executive coaching, designed to promote physician career development, leadership potential, productivity and job satisfaction, and business acumen. The unique programs—54 stand‐alone courses, and customized programs such as Leading in Health Care, Staff Leadership Rotation, Samson Global Leadership Academy, Healthcare Finance and Accounting, and others—have affected individuals and patient care by reaching over 6,000 health care providers, including physicians from Cleveland Clinic, Bulgaria, France, Ireland, Japan, Qatar, UAE, India, Belgium, Saudi Arabia, Nigeria, Turkey, Dominican Republic, and throughout the United States. CCA provides a new direction in leadership development with an integrated competency‐based curriculum for physicians, nurses, and administrators.     

The Fallacy of Misplaced Leadership*

abstract The leadership literature typically talks about the discrete individuality of its subject and particularly the personal qualities and capabilities of a few key people occupying top positions in a hierarchy. Current leadership research now has begun to generate new knowledge about leadership practice in relations of interpersonal exchange. Nevertheless, there is an urgent need for the ramifications of this insight to be more sufficiently developed. The current discussion explores how a perspective of process studies challenges the dominance of the field by individual social actors and discrete schemes of relations. Its aims are twofold. First, it will show how both of these latter epistemologies are lacking and suggest that current leadership research and development activities must rise to the ontological challenge of processes rather than things. Second, it looks at some methodological implications of this way of thinking as a productive incitement to future management studies.     

Development and application of the Leadership Archetype Questionnaire

The leadership assessment questionnaire (LAQ) is a 360 degree survey instrument designed to help organizational leaders identify their own style of leadership and formulate appropriate development objectives. It is designed to provide avenues for development of an executive team in which multiple leadership archetypes are represented. The LAQ is based on eight leadership archetypes – strategist, change-catalyst, transactor, builder, innovator, processor, coach, and communicator. These archetypes are representations of ways of leading in a complex organizational environment. In this article, we discuss the development, design, and psychometric analysis of the LAQ. We detail the conceptual foundations of the questionnaire and the psychometric methods used to confirm the validity and reliability of the instrument. We conclude with avenues for future research.     

Leadership strategies for sustainable development: a case study of Suma Wholefoods

This paper explores possible leadership strategies for a firm wishing to move towards sustainable development, defined in its most holistic, long term, environmental, social and financial sense. Empirical, grounded theory, case study findings from Suma Wholefoods, a socially innovative U.K. worker co‐operative, are used to explore the above research aim. A case study of such a company could prove illuminating considering the importance placed by numerous authors on the links between worker participation, pluralism and sustainable development. The central objective of the paper is to consider to what extent Suma can maintain its pluralist commitment and practically move towards sustainable development, using a contextually appropriate leadership strategy. Realising that sustainable development may be more of a journey than a destination, Suma's past, present and possible future leadership strategies are explored. The case study findings argue against using solely participative or wider pluralist leadership strategies. Alternatively, the findings argue that a business should adopt a contextually appropriate set of leadership styles, based on different contingency theories. For Suma, a possible future leadership strategy would be predominantly pluralist, in order to take account of its enduring pluralist commitment. Copyright © 2000 John Wiley & Sons, Ltd. and ERP Environment