Seamless Leadership Learning in Curricular and Cocurricular Facets of University Life: A Pragmatic Approach to Praxis

The development of curricular and cocurricular leadership experiences is often a complex undertaking, second only to the complexities of learning how to lead effectively. The current article outlines the shared and diverse experiences of two leadership faculty charged with coordinating academic leadership programs at separate institutions. Both faculty members were previously student affairs professionals and chose to educate undergraduate leaders in the classroom while providing research for the leadership consortium. Additionally, both faculty members continue to partner with student affairs to facilitate strong curricular and cocurricular student experiences. The current article shares a practical approach to providing ongoing strategic practice opportunities for future leaders enrolled in academic, undergraduate leadership education programs while suggesting the creation of a common leadership language for both academic and cocurricular programs.     

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.     

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.     

A Collective Effort to Understand Formalized Program Review

In response to the growing field of Leadership Studies, the International Leadership Association appointed a task force to explore questions concerning formalized program review systems, such as a peer review process, accreditation, and/or certification. The inquiry involved questions regarding the value of a formalized program review process to advance the field of leadership studies and discover important patterns emerging in areas such as content, teaching, outcomes, and assessment. This article provides a summary of the work completed by the International Leadership Association's Formalized Program Review task force from 2011–2012 to explore and recommend options related to formalized program review for curricular based leadership studies programs.     

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.     

Female entrepreneurial leadership factors

This article presents the foundations, current structure and trend of academic research into leadership factors in female entrepreneurship to provide scholars in the field with an overview of the followed research directions and to explore whether the same traditional patterns are reproduced in gender studies on entrepreneurship and leadership. For this purpose, a bibliometric analysis of the Web of Science database from 2000 to 2020 was used. With a performance analysis of variables (e.g. authors, publications, journals and countries), and thanks to scientific mapping, the links among these variables were studied. The results show that the trend of publications increased from 2015, but with little influence and output. The most influential and productive countries are the USA and Spain. 35% of the journals are based in the USA and 25% in England. The most influential ones deal with entrepreneurship, business, management and leadership. Although the foundational base is influenced by the author Ahl, known for calling for new research directions related to women entrepreneurs from a social construction perspective, the most influential articles continue to investigate gender with a dominant male bias. The network analysis reveals cooperation between different countries and authors with the USA dominating. The ambiguity of entrepreneurial leadership field due to the overlap of entrepreneurship and leadership disciplines reveals through the co-citation of journals different specialisation areas: business and entrepreneurship, management and psychology, organisational behaviour. This work provides researchers with an overview that encourages them to overcome the dominant male normative lens from new epistemological perspectives.

     

“But we can't go back”

In 2004, a provincial cancer agency in Canada developed and implemented a provincewide Leadership Development Initiative (LDI) to enhance organizational leadership and relationships. Research using a quasi‐experimental survey design determined whether LDI implementation influenced the emotional health and leadership practices of LDI participants. An ethnographic approach (18 focus groups and 13 individual interviews) explored participants' perceptions of the LDI. This article presents qualitative findings that contribute to understanding the statistically significant findings of increasing levels of cynicism, emotional exhaustion, and burnout for most LDI participants. The LDI was regarded as a critical strategy for helping leaders grow and cope with change and help in changing organizational leadership culture to be more collaborative and inclusive. However, an organizational history of short‐lived, flavor‐of‐the‐month development initiatives and growing skepticism and disengagement by leaders represented in the themes of Catch‐22 and “there is no going back” contributes to understanding why these quantitative measures increased. Few studies have explored the hypothesis that real organizational development happens through a series of planned stages. In this study, leaders experienced escalating frustration because change was not seen to occur fast enough in “others” and reported that this was necessary before they would alter their own behavior. Leadership development programs in general need to reflect the reality that it takes considerable time, patience, and effort to effect fundamental change in leadership culture.     

Sources of learning in student leadership development programming

The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group‐oriented development.     

CONCEPTUALIZING LEADERSHIP PROCESSES: A STUDY OF SENIOR MANAGERS IN A FINANCIAL SERVICES COMPANY*

Established methodologies of leadership research have placed unnecessary constraints upon our capacity to examine creatively actual leadership practices and to generate fresh insights into their dynamics. A regeneration of leadership research depends upon the development of new frameworks of interpretation which yield new or deeper understanding of processes to which the term ‘leadership’is usually attributed. To this end, the article presents a conceptual framework founded upon well established traditions of social enquiry which have been underutilized in leadership research. The value of this framework is demonstrated through the analysis of data taken from an intensive field study of leadership processes amongst senior managers. It is argued that this methodology for leadership research serves to answer calls for increasing the practical relevance of leadership research without making unacceptable sacrifices to its intellectual credibility.     

In Memory of the Father: Laurence S. Moss

A personal reflection on the life and philosophy of the late Laurence S. Moss (former editor of the AJES) by his son, Joshua Louis Moss. Mixing personal anecdote with a general academic analysis, Moss informally examines his father's intellectual beginnings in the 1960s drawn from the lectures of Ludwig Von Mises, and traces this through his father's development of innovative teaching techniques like the incorporation of stage magic. Moss examines his father's intellectual contrarianism and canonical skepticism as key developmental foundations used to build his father's academic and pedagogical approach. Moss examines his father's interest in expanding economics through a cross‐disciplinary approach utilizing philosophy, history, sociology, and performance studies through his father's innovative examination of points of contact between the principles of stage magic and the principles of economic theory.     

On the relation between intellectual collaboration and intellectual output: Evidence from the finance academe

This paper tests the relation between intellectual collaboration and the quality of the intellectual output using academic papers published in prestigious finance journals during 1988–2005. We use the number of authors of a paper to measure the extent of intellectual collaboration and the number of citations that a paper receives (adjusted by the number of years since the paper's publication) as a measure of its intellectual value. Based on empirical tests, we find that papers with more authors are cited more often. This relation does not hold for purely theoretical papers. Coauthoring with a prolific author leads to higher quality papers, but coauthoring with colleagues at the same institution leads to neither higher nor lower quality papers. Papers with four authors are cited most often. Overall, when it comes to intellectual collaboration, our results counter the notion that “too many cooks spoil the broth.”     

Teaching Leadership Through a Cultural–Psychological Lens

Leadership education is in a unique position at the college level. The study of leadership is both multidisciplinary and interdisciplinary, and is often found in different academic departments at different institutions. The educational aspect of leadership is often overlooked, leaving many college teachers with an opportunity to further develop their pedagogy and practice. In the current paper, a cultural–psychological approach to leadership education, grounded in a review of prominent educational psychologist and educator Jerome Bruner's (2008) book The Culture of Education, is presented. The educational framework along with implications as to how this approach adds value to curricular design and classroom instruction in the undergraduate leadership studies classroom are provided.     

Expanding leadership diversity through formal mentoring programs

To attract and retain people, it is essential that organizations design and successfully implement programs and processes that develop people and nurture their talents. For those who aspire to a leadership role, the opportunity to engage in mentoring relationships with senior‐level leaders is a powerful way to accelerate growth. In the majority of informal mentoring relationships, mentors and protégés share similar racial, gender, and cultural backgrounds. Senior leaders in most large organizations are still primarily white males. As a result, it can be difficult for people from diverse backgrounds who aspire to higher level leadership roles to find senior executives with whom they can develop a mentoring relationship. To address this challenge, some organizations have implemented formal mentoring programs that are specifically designed to facilitate development of people from diverse backgrounds. Unfortunately, previous research studies conducted on the impact of formal mentoring relationships have shown that these programs do not consistently achieve the desired outcomes. The change intervention described in this article suggests that formal mentoring programs can significantly influence the movement of protégés from diverse backgrounds into higher level leadership positions.     

Does Co‐authorship Lead to Higher Academic Productivity?

In recent decades, co‐authorship and policies aimed at inducing academic collaboration have increased simultaneously. Assuming that intellectual collaboration is exogenously determined, prior studies found a negative relationship between co‐authorship and productivity. I examine a panel data on economists publishing from 1970 to 2011 to test the causal effect of intellectual collaboration on intellectual output. As characteristics of the individual and her opportunity set are endogenously related to both collaboration and productivity, I instrument the amount of co‐authorship by the common research interest between an author and her potential co‐authors. After controlling for endogenous co‐authorship formation, unobservable heterogeneity and time varying factors, the effect of intellectual collaboration on individual performance becomes positive.     

Components of CEO Transformational Leadership and Corporate Social Responsibility*

abstract We use transformational leadership theory to explore the role of CEOs in determining the extent to which their firms engage in corporate social responsibility (CSR). We test this theory using data from 56 US and Canadian firms. CEO intellectual stimulation (but not CEO charismatic leadership) is found to be significantly associated with the propensity of the firm to engage in ‘strategic’ CSR, or those CSR activities that are most likely to be related to the firm's corporate and business‐level strategies. Thus, studies that ignore the role of leadership in CSR may yield imprecise conclusions regarding the antecedents and consequences of these activities. We also critique transformational leadership theory, in terms of its overemphasis on charismatic forms of leadership. This leads to a reconceptualization of transformational leadership, which emphasizes the intellectual stimulation component in the context of CSR.     

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.     

父母教养方式对组织管理领域的溢出效应

父母教养方式是指父母在促进或支持子女(从婴儿期到成年期)的身体、情感、社交和智力发展过程中对待子女的教养实践或行为态度。本研究系统梳理了父母教养方式在组织管理领域的溢出效应。首先,梳理了父母教养方式的相关构念,将其归纳为教养实践、教养态度和教养风格三大类,并介绍了相应的测量方法。然后,结合自我决定理论、社会学习理论、社会认知职业理论、心理发展以及领导力发展等多个理论视角归纳了父母教养方式对子女职业发展、领导行为以及创业的深远影响。最后,从补充结果变量、分析边界条件、拓展自变量内涵以及考察非线性关系四个方面对未来研究进行了展望,呼吁组织管理领域的学者针对这一主题开展更多有价值的研究。     

Discovering and developing collaborative leadership using vectors and videos

Leadership development continues to rely on executive and educational programs that focus on enhancing individuals’ skills, knowledge, or experience. But when leadership is collaborative (i.e., socially achieved by multiple people irrespective of status or title), then currently favored development approaches may be inadequate and inefficient because they do not train the correct skills and therefore waste leadership development dollars. In this paper, we describe a six-step process that can be used in organizations for collaborative leadership development. The six-step process used video recordings of two groups who watched themselves in order to notice and describe the emergence (or not) of collaborative leadership. Before watching themselves, we provided a new graphical language that changed the ways in which the group could see and understand their collaborative activity. The new graphical language (called vectors) made it possible for them to focus and comment on their group practice and not on their practice as individuals. This process of video recording a group and giving them graphical tools to reflect on the practices that they see, provides a simple way for participants to discuss their group patterns and the consequences of these for leadership. Their discussion was developmental in that it naturally helped the group to learn about their own practice. The six-step process seems to be particularly potent because it is based on the group identifying what does and does not advance their collaborative leadership experientially rather than just being taught about behaviors that support or detract from collaborative leadership. We conclude by reflecting on the implications of our process for those interested in developing collaborative leadership.     

More Than Rocket Science: A Case for Differentiated Leadership Development

Drawing on the research of Edwin Friedman (2007) in his book, A Failure of Nerve: Leadership in the Age of the Quick Fix, we explain the importance of developing differentiated leadership in groups and organizations of all sizes and types. According to Friedman, the leadership process is plagued by the fallacies of self, expertise, and empathy. These fallacies lead to an over reliance on data, low tolerance of ambiguity, anxiety, and a superficial comfort in togetherness, all of which upset the emotional balance in the leadership process. Using examples from rocket science, biology, and social psychology, we suggest that in order to combat these common dysfunctions, leadership development programs should be aimed at developing leaders who represent a nonanxious, self‐regulating presence. The goal of the current paper is to expand leadership development concepts and ideas to include practices that make groups and organizations more psychologically safe and enriching for all stakeholders.     

Exploring Instructional Strategies in Student Leadership Development Programming

The author explored 24 commonly used instructional strategies in student leadership development programming recently profiled in the leadership education literature. Through a national web‐based survey, this study asked leadership educators teaching classroom‐based academic credit‐bearing undergraduate leadership studies courses how often they used certain instructional strategies. Leadership educators showed a preference for discussion‐based pedagogies as well as instructional strategies that promoted conceptual understanding and personal growth. Although the infrequent use of tests and quizzes in leadership education was anticipated, the sparse use of highly experiential skill‐building activities such as simulation, role play, and games was surprising.