Experiences of Presence as a Key Factor Toward Sustainability Leadership

In the current article, we describe how individual experiences of presence may be a key factor in giving birth to the kind of leadership that enables deep sustainability. The empirical data come from two studies of the same theme: (a) an international action research project about Waking Up Moments at Work and (b) a Finnish phenomenographical study about experiences of presence. Both studies address the generative qualities of waking up or presence, suggest the value of such experiences as catalysts for inner shifts in human consciousness, and begin to explore how this may be a core component of developing leaders' potential for contributing to sustainability.     

Guest editorial

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.     

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.     

Ubuntu: A transformative leadership philosophy

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.     

Response for ILA worldviews panel papers

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.     

Learning to lead: Segmentation of attendees to a Christian leadership conference

Christian leadership conferences are religious events in which attendees can improve their leadership skills in their current or potential area of ministry. Despite considerable anecdotal evidence, there is limited empirical research that has determined why attendees are motivated to attend these events and if they can be differentiated based on their personal characteristics and year of event attendance. To address these research gaps, 335 questionnaires were collected at an Australian Christian leadership conference during the 2013 and 2014 events. To better equip me in my current leadership role and to feel encouraged to learn more about God were the two dominant motivations identified by respondents, regardless of the year of data collection. Motivational differences also existed based on respondents' personal characteristics. This study has provided theoretical and practical implications for religious nonprofit organizations relating to these issues and provides future research opportunities.     

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.     

Worldviews and leadership: Thinking and acting the bigger pictures

Leadership is about ideas and actions. Put simply, it is about implementing new ideas into creative actions to achieve desired results. Doing so, however, is far from simple. We know leadership requires considerable skills and abilities. It requires knowledge and insight—about one's organization or entity, its people, goals, strengths and market niche. Yet, something more is needed. Leadership also requires a kind of awareness beyond the immediate, an awareness of the larger pictures—of paradigms that direct us, beliefs that sustain us, values that guide us and principles that motivate us, our worldviews. This article will, first, briefly examine how the concept of worldviews is used in leadership study and the contexts in which it arises. Second, it will critically look at worldviews, recognizing that they are not always coherent and that our belief systems are often fragmented and incomplete. Third, it will argue for the relevance of the concept worldview in leadership study as a way to explore various visions of life and ways of life that may be helpful in overcoming the challenges we face today. Fourth, it will examine how national and global issues impact worldview construction, especially among the millennial generation. Our conclusions set some directions for leadership action in light of worldview issues.     

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.     

How do leaders' perceptions of organizational health climate shape employee exhaustion and engagement? Toward a cascading-effects model

Although researchers and practitioners increasingly focus on health promotion in organizations, research has been mainly fragmented and fails to integrate different organizational levels in terms of their effects on employee health. Drawing on organizational climate and social identity research, we present a cascading model of organizational health climate and demonstrate how and when leaders' perceptions of organizational health climate are linked to employee well-being. We tested our model in two multisource studies (N_{Study 1} = 65 leaders and 291 employees; N_{Study 2} = 401 leader–employee dyads). Results showed that leaders' perceptions of organizational health climate were positively related to their health mindsets (i.e., their health awareness). These in turn were positively associated with their health-promoting leadership behavior, which ultimately went along with better employee well-being. Additionally, in Study 1, the relationship between perceived organizational health climate and leaders' health mindsets was moderated by their organizational identification. High leader identification strengthened the relationship between perceived organizational health climate and leaders' health mindsets. These findings have important implications for theory and practice as they show how the dynamics of an organizational health climate can unfold in organizations and how it is related to employee well-being via the novel concept of health-promoting leadership.     

Satisfied with red tape? Leadership,civic duty,and career intention in the military

We examine how the coerciveness of HR procedures and leadership behaviours affect job satisfaction (JS) and career intention (CI), and how civic duty (CD) mediates these relationships. Within the framework of the human resource management performance chain, we draw on leadership and motivational theories and test the proposed relations in a structural equation model with data from a survey of the Federal Armed Forces Germany (n = 1,331). The findings show that the behaviour of supervisors, rather than red tape, influences JS and CI. The results extend our understanding of the interplay between leadership behaviours and followership attitudes under high degrees of organizational coercion.     

When and why employees of non-profits promote their organizations: Determinants of positive staff-word-of-mouth

Employees represent a credible source of information for prospective job applicants of non-profit organizations. However, less is known about when and why staff actively promote their organizations. The authors develop a parsimonious model of determinants of positive staff-word-of-mouth (SWOM) and test this model on the data from a survey of employees of a major Scandinavian missionary organization (Normisjon). The findings show that identification with the organization, organizational climate, and task satisfaction are significant determinants of positive SWOM. The pattern of effects differs for employees with and without formal leadership responsibility. For employees with such responsibilities, organizational identification has a greater effect and organizational climate a weaker effect on SWOM than for employees with no leadership responsibility. Based on the current findings and the broader literature on employer branding and recruitment, the authors offer tentative guidelines for how to increase positive SWOM for nonprofits.     

Copula Gaussian graphical models with penalized ascent Monte Carlo EM algorithm

Typical data that arise from surveys, experiments, and observational studies include continuous and discrete variables. In this article, we study the interdependence among a mixed (continuous, count, ordered categorical, and binary) set of variables via graphical models. We propose an ?₁‐penalized extended rank likelihood with an ascent Monte Carlo expectation maximization approach for the copula Gaussian graphical models and establish near conditional independence relations and zero elements of a precision matrix. In particular, we focus on high‐dimensional inference where the number of observations are in the same order or less than the number of variables under consideration. To illustrate how to infer networks for mixed variables through conditional independence, we consider two datasets: one in the area of sports and the other concerning breast cancer.     

Why leadership of public leadership research matters: and what to do about it

The tough-talking, take-charge, individualistic view of public leadership is alive and well throughout the world, despite the enthusiasm of leadership scholars for more shared, relational, and collectivist views. The times therefore seem especially appropriate for assessing the state of public leadership theory and research and charting a path forward to enhance understanding of the continued appeal of Great Person leadership and the promise of collective leadership. This essay considers the current public leadership context, highlights distinctive characteristics of public leadership, and provides an overview of recent public leadership research through a collective lens. We call for more attention to leadership theory from within public management and the broader leadership fields and to public value and public values in leadership theorizing and research. We suggest public leadership scholars roam more freely through the disciplines and experiment with a variety of methods beyond the traditional case study.     

The expansive executive: How the drive to mastery helps and hinders organizations

What drives executives has a great deal to do with how they lead. Executives generally are highly motivated to attain mastery—to achieve at a high level, to be exceptionally capable, to be acknowledged as masterful, and so on. An intense drive to mastery is certainly a prerequisite to effective executive leadership. But in some executives there can be virtually no limit to the extent of their ambition for themselves and their organizations. These driven individuals are capable of going to counterproductive extremes to satisfy their appetites for mastery. So, based on intensive research on character and leadership on senior managers, this article shows how the “expansive” temperament can be a boon or a bane to an organization's existence.     

Accounts from behind the Curtain: History and Geography in the Critical Analysis of Urban Theory

This article seeks to contribute to the debate on the proposal to decentre urban theory and to develop postcolonial urban studies, and on the related issue of the geography of the production and circulation of knowledge. It focuses on how scholars writing about post‐socialist cities explain why their sub‐field has so far contributed little to urban theory, and it proposes an alternative—historically informed—perspective on the issue. Based on an analysis of the ties and exchanges that existed between urban studies in Central and Eastern Europe and ‘West‐based' urban theory and research during the state‐socialist period, this article argues that the recognized current position of research on post‐socialist cities in relation to international urban scholarship has important historical parallels with the period prior to 1989. The article thus underlines the need to include a historically informed analysis of geography of knowledge production in critical thinking about urban theory and in the project of cosmopolitan urban studies. The capacities of researchers in different localities to contribute to this project are various and shaped by the history of the discipline. The conditions and perspectives in and from which researchers contribute to urban theory should therefore be taken into account if the project of cosmopolitan urban studies is to succeed.     

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?     

Entrepreneurship education as a new model for leadership education

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?     

The leadership labyrinth

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?     

Pervasive myths in leadership development: Unpacking constraints on leadership learning

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?