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.     

Improving Leadership Skills in Physicians: A 6‐Month Retrospective Study

The complex medical environment of today calls for physicians to have an array of leadership skills in addition to a thorough knowledge of their specific practice areas. The American College of Obstetrics and Gynecologists (ACOG) Robert C. Cefalo National Leadership Institute is a 3.5‐day intensive leadership development course targeted to physician leaders. A group of 37 physicians completed the ACOG National Leadership Institute in spring of 2013. At course completion and 6‐month postcourse, participants were asked to complete a retrospective pre‐ and posttest of perceived skill levels in 10 targeted competency areas. Course completion and 6‐month postcourse scores indicated statistically significant improvements in scores on all 10 competency areas, which was supported by a Wilcoxon signed‐rank test of median score difference. Qualitative data gathered at the 6‐month postcourse survey provide examples of how participants had applied their skills. The data presented in the current study suggested that intensive, “short‐burst,” experiential leadership training is an effective approach for leadership skills development in physicians.     

平台型领导:一种新的领导类型

本文以人本主义为思想基础,强调对下属的尊重和完整系统的认识,提出了平台型领导的概念.首先,文章从理论与实践结合的基础上论述平台型领导的内涵,即强调事业发展、把事业的平台做大、为自己和下属提供更广阔的事业空间、搭建更大的展示才华的平台,进而提出了平台型领导的四项主要内容:关注领导者和下属的成长、打造并不断扩大事业平台、塑造相互促进的互动关系和互动过程的动态优化.最后,本文将平台型领导与现有领导研究中的几个重要领导类型进行对比分析,明确了这一领导类型的独特性.     

A Socio‐Psychological Perspective on Team Ambidexterity: The Contingency Role of Supportive Leadership Behaviours

In addressing the notion of team ambidexterity, we propose that socio‐psychological factors (i.e., team cohesion and team efficacy) may help team members to resolve paradoxical challenges and to combine exploratory and exploitative learning efforts. In addition, we theorize that senior executives may play an important role in facilitating the emergence of ambidexterity at lower hierarchical levels. In doing so, we develop a multilevel contingency framework and propose that the effectiveness of teams to achieve ambidexterity is contingent upon supportive leadership behaviours at the organizational‐level. Using multilevel, multisource, and temporally separated data on 87 teams within 37 high‐tech and pharmaceutical firms, we not only reveal how team cohesion and efficacy may matter for the emergence of team ambidexterity but also show that the effectiveness of supportive leadership behaviours from senior executives varies across cohesive and efficacious teams.     

Leadership in Temporary Organizations: A Review of Leadership Theories and a Research Agenda

Projects and other temporary forms of organizing are different from standard organizational processes. As most leadership theories are based on the assumption of stable organizational environments, the increase in temporary forms of organizing poses specific challenges to leadership theories. We evaluate existing leadership theories in terms of their applicability on temporary environments and identify theories, which are adaptable to temporary settings and therefore may be the basis for empirical investigations in this field. On this basis we derive a research agenda by proposing individual leadership theories and combinations of different leadership approaches to be further assessed in research.     

Climate Change Leadership as Sustainability Leadership: From the C‐Suite to the Conference of the Parties

Corporate leaders are increasingly called to enact roles as climate change leaders because of escalating risks to production and operations from man‐made climate change. An examination of corporate leaders’ roles within a United Nations Global Compact initiative, Carbon Pricing Champions, shows that three core practices were critical in advancing climate change leadership efforts: securing and maintaining top leader support, embedding the work within the organizational culture, and collaborating with like‐minded companies.     

Leadership and information in a single‐shot collective action game: An experimental study

We consider a leader–follower mechanism in a collective action game, which exhibits both free riding and coordination problems. Leaders can persuade group cooperation by making a costly commitment to a project. Followers can choose to follow their leaders. The project's return can be transparent to all or only to the leaders. We show experimentally that when free riding is the dominant strategy of an informed subject, concentrating information in the hands of the leaders improves cooperation more effectively than a regime of information dispersal. The coordination problem, however, may be reduced more effectively in a regime of information dispersal. Copyright © 2010 John Wiley & Sons, Ltd.     

Illuminating the ‘Face’ of Justice: A Meta‐Analytic Examination of Leadership and Organizational Justice

A significant body of research has described effective leader behaviours and has connected these behaviours to positive employee outcomes. However, this research has yet to be systematically integrated with organizational justice research to describe how leader behaviours inform justice perceptions. Therefore, we conduct a meta‐analysis (k = 166, N = 46,034) to investigate how three types of leader behaviours (task, relational, and change) inform four dimensions of organizational justice (procedural, distributive, interpersonal, and informational) referenced to the leader and to the organization. Further, we examine the joint impact of leader behaviours and justice perceptions on social exchange quality (i.e., leader–member exchange), task performance, and job satisfaction. Our results suggest that leader behaviours differentially inform leader‐ and organization‐focused justice perceptions, and the joint effect of leader behaviours and justice perceptions offer more nuanced explanations for outcomes.     

Information systems project manager soft competencies: A project‐phase investigation

This article investigates the soft competencies by project phase that information systems (IS) project managers require for project success. The authors conducted 33 qualitative interviews to collect data from a sample of 22 IS project managers and business leaders located in Calgary, Alberta, Canada. The authors identified the key competencies for each of the IS project phases (initiation, planning, implementation, and closeout). The competencies were sorted into competency categories: personal attributes (e.g., eye for details), communication (e.g., effective questioning), leadership (e.g., create an effective project environment), negotiations (e.g., consensus building), professionalism (e.g., lifelong learning), social skills (e.g., charisma), and project management competencies (e.g., manage expectations). Each of the most important competencies is discussed and interconnections among competencies identified. How this research can be used by the practitioner and academic communities and the broader implications of this research are examined.     

Cognitive‐Experiential Leadership Model: How Leaders’ Information‐Processing Systems Can Influence Leadership Styles,Influencing Tactics,Conflict Management,and Organizational Outcomes

The current article provides empirical evidence in support of a new Cognitive‐Experiential Leadership Model. The foundation of the model is based on the integration of the Cognitive‐Experiential Theory (CET; Epstein, 2014), a personality‐based theory, and the Full‐Range Leadership Theory (FRLT; Bass, 1985). Results show a strong connection between the rational system and constructive elements of the CET’s experiential system, and transformational leadership and conflict‐handling styles. There is also preliminary evidence that developing leaders’ CET information‐processing systems could increase transformational leadership. Leaders who are high in rational thinking and constructive thinking may also elicit extra effort from their followers, effectively manage conflict, choose effective influencing tactics, and achieve positive organizational outcomes. Implications and future research directions examining the Cognitive‐Experiential Leadership Model are discussed.     

Evaluating asset‐pricing models using the Hansen–Jagannathan bound: a Monte Carlo investigation

We use recent statistical tests, based on a ‘distance’ between the model and the Hansen–Jagannathan bound, to compute the rejection rates of true models. For asset‐pricing models with time‐separable preferences, the finite‐sample distribution of the test statistic associated with the risk‐neutral case is extreme, in the sense that critical values based on this distribution deliver type I errors no larger than intended—regardless of risk aversion or the rate of time preference. We also show that these maximal‐type‐I‐error critical values are appropriate for both time and state non‐separable preferences and that they yield acceptably small type II error rates. Copyright © 2002 John Wiley & Sons, Ltd.     

Work values preferences of Generation Y: performance relationship insights in the Australian Public Service

Empirical research to date has provided few insights into the values and performance norms of Generation Y in the workplace. Our exploratory qualitative study treats work values preferences as inferred performance behavior in an attempt to shed light on the Generation Y performance relationship in the Australian Public Service (APS). Adopting a person–organization values fit framework, our study draws attention to how Generation Y employees (N = 60) and older managers (N = 20) shape key aspects of performance around their own different values judgments of APS operational procedures (i.e. ‘unnecessary bureaucracy’ vs. ‘legitimate governance’) and merit-based promotion (i.e. ‘it’s just wasting people’s time’ vs. ‘younger employees expect too much, too soon’). Findings suggest areas of work supportive of an efficient Generation Y performance relationship (i.e. Generation Ys’ work ethic), as well as inefficient areas of performance where managers and Generation Y hold different work values preferences (i.e. unrealistic expectations; underperforming colleagues; decision-making processes). Performance implications associated with how managers may respond to the work values preferences of Generation Y are discussed.     

Arts and Leadership: Vision and Practice at the IEDC‐Bled School of Management

In 2012 the Association of MBAs (AMBA) nominated IEDC‐Bled School of Management as one of the four most innovative MBA programs from the more than 700 schools accredited by the association. This recognition stems from IEDC’s history of being a disruptive innovator and the entrepreneurial drive of the school, its founder Professor Danica Purg, and many other collaborators from around the world. One shining emblem of this is the school's groundbreaking work in the use of the arts in business education. The nod from AMBA was a recognition of the integration of the arts within IEDC’s management and leadership development programs. From its inception IEDC has incorporated cultural, artistic, and esthetic activities in its degrees and other programs. Over the last decade this has become a core activity across most programs. The development stems from IEDC’s belief that education dominated by functional knowledge alone cannot prepare contemporary leaders for the challenges they face in an increasingly complex world. The belief is lived every day at IEDC. Described as “a creative environment for creative leadership,” its faculty boasts not just finance, accounting, and marketing, but professionals from the arts, social sciences, and humanities. Its architecture is designed to inspire, and the large collection of original art that adorns its campus deepens students’ thinking and reflection.     

Imagination,Self‐Knowledge,and Poise: Jim March’s Lessons for Leadership

James G. March was a founding father of modern organization theory, and arguably its most eclectic scholar. His elegant writings, which were underpinned by a behavioural view of organizations, spanned ambiguity and choice, rationality and decision‐making, organizational change, organizational learning, and institutional theory, among others. In this editorial, we remember Jim March by reflecting on his lessons for leadership. It is structured into three parts, each portraying a key aspect of contemporary leadership: imagination, self‐knowledge, and poise. March believed that these qualities were essential to leadership, and he embodied them to the fullest.     

Exclusion in all‐pay auctions: An experimental investigation

Contest designers and managers who wish to maximize the overall revenue of a contest are frequently concerned with a trade‐off between contest homogeneity and inclusion of contestants with high valuations. In our experimental study, we find that it is not profitable to exclude the strongest bidder in order to promote greater homogeneity among the remaining bidders, even though the theoretical exclusion principle predicts otherwise. This is because the strongest bidders are willing to give up a substantial portion of their expected rent in order to minimize the chance of losing the contest.     

Leadership: A journey of sustained performance

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

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.     

Followership in Leadership Studies: A Case of Leader–Follower Trade Approach

The current article acknowledges the absence of followership from the leadership literature for many years. Major theories of leadership are reviewed to assert that (1) modern leadership studies have been developed strictly from the leader's perspective with little or no attention on followership, (2) leadership studies have primarily been based on the static understanding of leadership (leaders always remain leaders),¹ and (3) there seems to be a need for a new paradigm for leader–follower relationships, which may result in organic relationships between leaders and followers through exchange of leadership and followership functions and roles. Thus, it is argued that the mutuality of relationships and influence between the follower and the leader exists. To address the need for a new paradigm for leadership, the leader–follower trade (LFT) approach is introduced, which may result in the nonstatic and organic approach to leadership–followership as two valuable human behavioral functions. In this case, leadership and followership functions and roles may be traded or exchanged by the positional leaders and followers in different situations or organizational settings toward mutual respect, empowerment, and effectiveness.     

Entrepreneurial Leadership in the Context of Company Start‐Up and Growth

Starting a new business is easy. Leading a start‐up and transitioning from founder to CEO is hard. As a result, less than 1 in 25 new companies will grow to have 50 or more employees. This article examines three important challenges faced by entrepreneurial leaders at start‐up: developing a vision, achieving optimal persistence, and executing through chaos. The article also considers three capabilities needed by founders who seek to continue to lead their companies during the growth stage of the entrepreneurial process: strategic thinking, coaching, and self‐evaluation. The Siegfried Group, LLP, a leading national CPA firm that provides Leadership Advisory and Talent Delivery services to Fortune 1000 organizations, is used as a brief case study to illustrate key challenges and capabilities associated with entrepreneurial leadership.     

Influence of Leadership on Job Satisfaction: The Moderating Effects of Follower Individual‐Level Masculinity–Femininity Values

The current study examined whether employee individual‐level masculinity–femininity values moderate the relationship between leadership styles (structural, human resource, political, and symbolic) and employee job satisfaction. Overall, the research provided support for the impact of individual‐level masculinity–femininity on follower reactions to various leadership behaviors. The findings indicated that followers who scored high on feminine orientation perceived a weaker relationship between all leadership behaviors and job satisfaction. Followers with more masculine values associated more perceptions of job satisfaction with human resource, political, and symbolic leadership and viewed leaders' structural behaviors as less important for satisfaction at work.