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While recent scholarship emphasizes the potential role of shared leadership as a viable alternative to help address existing challenges in the Sport for Development and Peace sector, limited attention has been given to understanding how and when shared leadership can be developed. Therefore, the purpose of this study was to explore antecedents of shared leadership based on practitioners' lived experiences within multiorganizational collaboratives. A total of 30 practitioners involved in two multiorganizational Sport for Development and Peace collaboratives was interviewed. Data were analyzed through a two-cycle coding process. Four themes were identified, including (a) strategic planning, (b) support from vertical leaders, (c) shared events, and (d) personal characteristics of members as critical antecedents of shared leadership. The findings of this study provide a foundation for refining shared leadership theory. Additionally, the findings also allow for the identification of field-sensitive strategies practitioners can implement to develop environments more conducive to shared leadership development. [ABSTRACT FROM AUTHOR]

In national and state policy and curricula in Australia, Teacher Educators (TEs) are responsible to embed Aboriginal and Torres Strait Islander perspectives in Initial Teacher Education (ITE) courses. TEs in Australia are primarily non-Indigenous which raises important questions and challenges related to preparedness for meeting these requirements. The authors, a non-Indigenous TE and a Dja Dja Wurrung TE, use vignettes to articulate their experiences of working together developing decolonising practices with ITE students at an Australian university. This process has provided a working model that promotes co-construction of education contexts through shared labour and leadership of First Nations and non-Indigenous stakeholders by respectively indigenising and decolonising their practice for ITE classrooms. We argue shared labour and leadership is central to developing decolonising practices for education spaces, and that our model could support TEs in other ITE programs and universities to meet policy standards that have wide reaching benefit for all. [ABSTRACT FROM AUTHOR]

Purpose: Drawing on power approach-inhibition theory, this study aims to theorize a cross-level model to examine how team member personal power (i.e. expert power and referent power) impacts shared leadership through activating their taking charge behaviors in R&D teams, as well as the moderating effect of team learning orientation on the relationship between team member taking charge behaviors and shared leadership. Design/methodology/approach: With multisource data collected from 264 employees in 58 R&D teams from 13 companies, this study tested the hypotheses of the cross-level theoretical model using Mplus 7.4. Findings: The results showed that team member expert power was positively related to their taking charge behaviors, which in turn led to shared leadership, while team member referent power was not significantly related to their taking charge behaviors. Furthermore, the positive relationship between team member taking charge behaviors and shared leadership was strengthened by team learning orientation. Practical implications: This paper offers suggestions regarding how vertical leaders should pay attention to team member power to promote their change-oriented taking charge behaviors and address team learning to strengthen the effect of team member taking charge behaviors on shared leadership. Originality/value: By echoing the changing focus towards a shared leading process among team members in leadership literature, this paper provides important insights for both scholars and practitioners to understand the role that power plays in activating team member taking charge behaviors which in turn improves shared leadership. [ABSTRACT FROM AUTHOR]

Drawing upon stewardship theory, we propose a moderated mediation model that thriving at work as the mediator and organizational identification as the moderator in the relationships between servant leadership and employee knowledge sharing. Using a sample of 355 working adults through a time-lagged survey in China, the hypotheses were demonstrated using Hayes' PROCESS macro in SPSS. The results reveal that thriving at work fully mediates the positive effect of servant leadership on employee knowledge sharing. Furthermore, the indirect effect of servant leadership on knowledge sharing via thriving at work is stronger for employees with high organizational identification. This study advances our understanding of how servant leadership results in knowledge management among employees. This contributes to the literature by identifying thriving at work as a suitable mediating mechanism linking the positive associations of servant leadership with employees' knowledge sharing behavior. [ABSTRACT FROM AUTHOR]

Background: Evidence-based and evidence-informed interventions designed to address gaps in the HIV care continuum have the potential to improve HIV care and treatment. However, inadequate organizational readiness can derail intervention uptake, prevent the integration of interventions, and contribute to suboptimal HIV treatment outcomes. This study sought to understand organizational readiness to implement bundled interventions for Black women with HIV and inform facilitators and barriers to implementation. Methods: We conducted a mixed methods readiness assessment across 12 sites participating in the Black Women First (BWF) initiative to gauge preparedness to implement bundled interventions. Readiness was assessed using the organizational readiness for implementing change (ORIC) scale, and two open-ended questions examined facilitators and barriers. Associations between participant and organizational level factors were evaluated using linear models with clustering by site at baseline, 6- and 12-months. Pre-implementation interviews were conducted with staff virtually and transcripts were managed in NVivo. Directed content analysis was used to explore implementation barriers and facilitators. Findings: Sites demonstrated high levels of organizational readiness at baseline; overall organizational readiness for implementing change (ORIC) (mean 56.4, median 59, interquartile range [IQR] 5) and subscales of the ORIC change efficacy (mean 32.4, median 35, IQR 4), change commitment (mean 24, median 25, IQR 1), which is consistent with willingness and capability to implement bundled interventions for Black women with HIV. Organizational readiness remained high at 6- and 12-month follow-up periods. Staff role was significantly associated with organizational readiness (p = 0.007), change efficacy (p = 0.006), and change commitment (p = 0.020) at 6 months. Qualitative analysis indicated strategic planning and assessment (e.g., team coordination and the development of workflows to support implementation); organizational change through network weaving across silos within the organization, and communications systems that engage external partners, as well as resources available for hiring and training, supported readiness. Collaborative leadership and organizational buy-in, staff motivation, and partnerships facilitated implementation processes. Conclusions: Organizations in the BWF initiative have high levels of organizational readiness reflecting willingness and capability to implement bundled interventions for Black women with HIV. Future research should examine the relationship between readiness and clinical outcomes. [ABSTRACT FROM AUTHOR]

This study was conducted to allow us to understand the subjective experiences of medical students participating in rowing exercise classes at a medical school in South Korea and to derive implications for medical education. Accordingly, we analyzed their reflective journals, focusing on leadership and teamwork development. The study involved 40 second-year premedical students, and Colaizzi's analysis was employed to understand and structure their experiences. The comprehensive analysis revealed 149 meaningful statements expressing students' thoughts and experiences regarding the rowing exercise. From these statements, 13 meanings were synthesized, resulting in nine themes and four overarching categories, which provided a multilayered understanding of students' experiences. The factors that enhanced teamwork included communication, trust, respect among team members, and a sense of responsibility. By contrast, the hindering factors were competitiveness, impatience, and avoidance of responsibility. Before the class, a mix of anticipation, excitement, and dissatisfaction regarding the rowing exercise course was observed. However, after the class, students realized that the role of the entire team, rather than individual ability, is crucial, and collaboration with peers is key—the concept of shared leadership. This study is significant in that it demonstrates rowing's potential as a team sport to serve as an effective program for fostering collaboration and leadership within the medical school curriculum. [ABSTRACT FROM AUTHOR]

Although shared leadership is typically considered a beneficial leadership approach, findings reporting its effectiveness are mixed. By integrating implicit theory and the "Too-Much-of-a-Good-Thing" (TMGT) effect, this study hypothesizes that both too little and too much shared leadership restrict team creativity and employee creativity. We test such double threshold logic across three independent studies. Study 1 results reveal that shared leadership can promote team creativity, but only within a certain range. Results from Study 2 suggest that shared leadership is positively related to employee creativity, but again only within a certain range. Study 3 replicates the findings of Study 1 and Study 2, and reveals that shared leadership is unrelated to employee creativity when team collectivism is high. Together, these findings suggest that there is a double-threshold effect of shared leadership on employee creativity and team creativity, and that the double-threshold effect of shared leadership on employee creativity is moderated by team collectivism. [ABSTRACT FROM AUTHOR]

Copyright of M@n@gement is the property of AIMS - Association Internationale de Management Strategique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The exploration of teacher performance for the improvement of educational quality and student achievement is an important subject in Indonesia. Therefore, this research aimed to specifically explore the impact of principal adaptive leadership on teacher performance in the Indonesian educational landscape, with collaborative school culture serving as the mediating variable. To achieve the stated aim, data were collected through the administration of questionnaires from 425 public primary school teachers in West Java, Indonesia. Accordingly, the collected data were then analyzed using structural equation modeling with partial least squares (SEM-PLS). The results showed that adaptive leadership had a significant and positive influence on teacher performance. It was also observed that collaborative school culture acted as an effective mediating variable during the process. This research offers both theoretical and practical implications for the broader implementation of adaptive leadership theory in schools. Additionally, recommendations for future research areas are provided. [ABSTRACT FROM AUTHOR]

A functional positive relationship between the executive director (ED) and the board of directors (BOD) is crucial to nonprofits meeting their missions. The present qualitative study sought to identify factors—including traits, behaviors, processes, and experiences—associated with positive relationships between BODs and EDs in youth-serving nonprofits in Utah. Surveys were utilized to identify pairs (N = 6) of board chairs and EDs who had high relationship satisfaction. Individual semi-structured interviews were employed with each participant. Transcripts were analyzed using two-cycle coding, descriptive and pattern coding in which three themes emerged: (1) Background; (2) Roles; and (3) Leadership. The findings illustrated effectively harness individuals' professional experiences and skills and can provide essential support and mentoring to the ED. Furthermore, interviews with ED–Board Chair (BC) pairs revealed that holding similar values and motivations for serving and leading in the organization fed into harmonious partnership models and a supportive collaborative environment. A shared leadership approach, guided by set roles and responsibilities and solidified with trust and open communication, resulted in EDs and BCs being satisfied with their counterparts and how their organizations were operating. Findings can guide nonprofits in developing, maintaining, and evaluating relationships and processes related to leadership in nonprofits. [ABSTRACT FROM AUTHOR]

This article explains how shared leadership can be recognised and established in project-based learning as a situated English practice. It specifically explores the task characteristics of Cox et al.'s (2003) leadership model, which illustrates the functional relations between the procedural features of project work and its outcomes. The result of the analysis is that project work underlies the collective and highly integrative potential of the group of students, transforming them into a community of practice. The findings indicate that factors contributing to facilitating shared leadership are the interdependence of tasks between individuals driven by intrinsic motivation to act and the low complexity of tasks. The analysis also suggests that, although low complexity tasks may weaken shared leadership, they maximise relevance, thereby minimising cognitive effort. Consequently, this response strategy can help boost collaboration. [ABSTRACT FROM AUTHOR]

Data analytics (DA) use has been frequently considered a transformational practice in the public sector, particularly in terms of its potential for data-driven decision making by local governments. Despite growing interest from academics and practitioners, empirical research on what cities are actually doing regarding DA and how is still relatively scarce, particularly in terms of a focus on specific activities and processes. Based on a socio-technical view, this paper examines a local government’s experience with DA use and how DA can be seen as a process and transformational practice. Results reveal that DA practices go beyond the use of specific technologies and involve collaborative efforts to formulate meaningful problems and prepare data for specific uses. Indeed, problem formulation is an essential step where collective discussions and assessment by technical and nontechnical DA practitioners occurs. Our findings suggest that (1) data analytics viewed as a socio-technical process involves data management and analysis, but also collaborative processes between multiple city agencies, (2) collaborative efforts go beyond data analytics and include data collection, data representation, and problem formulation; and (3) formulating the problem in a collaborative manner could be considered an important first step when using data analytics for decision-making in local governments. Furthermore, collaborative problem formulation in DA seems to be affected by specific variables related to the collaborative effort such as leadership, governance, and technology. [ABSTRACT FROM AUTHOR]

A successful multidisciplinary research center depends on the quality of the science being conducted and the quality of the center's design, culture, infrastructure, and institutional support. In this perspective, we describe our experience building and maintaining a multidisciplinary transplant research center with a large focus on transplant infectious diseases. We identify principles that we believe contributed to our success including: taking inventory, defining culture, creating a multidisciplinary shared leadership model, establishing expertise in a multiple method approach, investing in operations and management, building and sharing resources, and securing institutional support. We share our experience putting these principles into practice and highlight potential roadblocks. [ABSTRACT FROM AUTHOR]

Background Aims Materials and Methods Results Conclusions Women in leadership in obstetrics and gynaecology in Australia and Aotearoa New Zealand have historically been underrepresented, despite forming a significant portion of the workforce. This study extends prior research from 2017, examining shifts in gender representation, attitudes, and perceived leadership barriers within the specialty.The study aims to evaluate changes in gender diversity among leadership positions in the Royal Australian and New Zealand College of Obstetricians and Gynaecologists (RANZCOG) and accredited training hospitals since 2017. Additionally, it seeks to understand current attitudes toward leadership and identify perceived barriers among RANZCOG consultants and trainees.A cross‐sectional approach was employed, utilising publicly available information, a survey distributed to RANZCOG members, and data from accredited training hospitals. Gender representation in leadership positions was analysed, and survey responses were collected from consultants and trainees to evaluate attitudes and perceived barriers.The study reveals an increase in women's representation in RANZCOG leadership, particularly on the council and in clinical leadership positions. While the proportion of women trainees remained stable, there was a noteworthy increase in women specialists. Survey responses revealed shared perceptions on leadership qualities but diverged on barriers, with more women expressing concerns about skillsets, caring responsibilities, and mentorship support.The findings underscore substantial progress in achieving gender equity in obstetrics and gynaecology leadership roles, attributed to RANZCOG initiatives, societal changes, and improved policies. Ongoing efforts, including structured mentorship and flexible arrangements, are recommended to sustain and further enhance gender representation and address specific barriers identified by women in the specialty. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the role of collaborative leadership in government digital transformation in the Sultanate of Oman. To analyze collaborative leadership, the research examines four exogenous variables: self-directed team, power-sharing, relational intelligence and agility. The endogenous variable chosen to represent Oman's e-Government performance is organizational performance. Design/methodology/approach: A quantitative method was applied to gather cross-sectional data in a questionnaire survey. Using a stratified sampling technique, the data were collected from 100 information and communication technology and e-government officials who assume leadership responsibilities. Partial least square structural equation modeling (PLS-SEM) examined measurement and structural models. Findings: The role of collaborative leadership in the performance of government digital transformation in the Sultanate of Oman was examined in this study. Collaborative leadership was categorized into four exogenous variables: self-directed team, power-sharing, relational intelligence and agility. Oman's e-government performance operationalized as the organizational performance was selected as the endogenous variable. The results show that the self-directed team and agility components of collaborative leadership significantly positively impacted the performance of government digital transformation in the Sultanate of Oman. Research limitations/implications: The major limitation of this research was that the study covered only four collaborative leadership attributes: self-directed teams, power-sharing, relational intelligence and agility. The study should have covered building trust, commitment, emotional intelligence, vision and communication skills. Practical implications: These results are important for government policy creators and decision-makers aiming to enhance government digital transformation performance by leveraging collaborative leadership. Social implications: Addressing collaborative leadership in management can be done through awareness of its importance to critical decision-makers and embedding it in the organization's governance, policies and human resource career path. In particular, it is recommended that public sector leaders continuously monitor self-managing teams and teamwork practices within the organization. Originality/value: The originality and contribution of the above article lie in its investigation of the role of collaborative leadership in the context of government digital transformation in the Sultanate of Oman. The study contributes to the existing literature by examining the impact of four exogenous variables, self-directed team, power-sharing, relational intelligence and agility, on collaborative leadership. Additionally, the research uses a quantitative approach and uses PLS-SEM to analyze the data. The findings highlight the significant positive impact of self-directed team and agility components of collaborative leadership on the performance of government digital transformation. These insights provide valuable implications for government policy creators and decision-makers aiming to enhance digital transformation in the public sector by effectively implementing collaborative leadership strategies. [ABSTRACT FROM AUTHOR]

In crisis scenarios, trust and knowledge sharing are rare and crucial for moderating the relationship between leadership and performance. This paper examines how leadership influences the performance of civil servants during crises in the public sector, mediated by trust and knowledge sharing. The authors develop a theoretical model and empirically test it with survey data from 346 civil servants in the public sector related to epidemic response in China. A structural equation model is used to examine the paths through which leadership affects performance. This research indicates that crisis leadership can directly enhance contextual performance but does not directly impact task performance. However, both explicit and tacit knowledge‐sharing behaviour can exert significant mediating effects. Furthermore, cognition‐based trust can indirectly influence task performance through a chain mediation effect involving explicit knowledge sharing. This research underscores the multifaceted impact of crisis leadership and elucidates how leaders can effectively navigate crises through different types of trust and knowledge‐sharing strategies. [ABSTRACT FROM AUTHOR]

This study focuses on and analyzes the influence mechanism of shared leadership on ambidexterity in R&D teams. Based on the organisational learning theory and ambidextrous theory, this paper explores the impact of shared leadership on ambidextrous competence in R&D teams, constructs a multi-factor model including shared leadership, strategic learning, organisational trust and ambidextrous competence in R&D teams, and selects 106 teams from 32 science and technology enterprises as samples to test the hypothesis. The results show that, shared leadership of R&D team has a significantly positive impact on ambidexterity; Strategic learning plays an intermediary role in influencing shared leadership and ambidexterity; organisational trust can not only positively regulate the relationship between strategic learning and ambidexterity, but also regulate the mediating role of strategic learning between shared leadership and ambidexterity in R&D teams. The higher the level of organisational trust, the stronger the mediating role of strategic learning. This study enriches the literature research of organisational behaviour. Ambidexterity plays a vital role in the innovation and development of enterprises in the era of big data. As a new leadership model, enterprises should pay attention to the positive impact of shared leadership. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the predictive role of team personality composition in facilitating shared leadership through team member exchange (TMX), while also to examine the moderating effect of organizational culture. Design/methodology/approach: The authors conducted a two-stage online survey and selected the customer service teams, claims teams and financial teams of 26 Chinese insurance companies as the research samples. The authors finally obtained validated questionnaires from 107 teams with 457 members. The hypothesized relationships were tested using SPSS 25.0 and Mplus. Findings: The results indicate that both team relationship-oriented and task-oriented personality composition have significant positive effects on shared leadership with team-member exchange serving as a full mediator for both paths. As a boundary condition, organizational culture (i.e. including internal integration values and external adaptation values) has a moderating effect on the influence of TMX on shared leadership. Originality/value: The study investigates the predictive role of team personality composition on shared leadership, which complements the empirical studies of shared leadership antecedents in the literature. Drawing on social exchange perspective, the authors find out that TMX serves as a mediator between team personality composition and shared leadership. The authors also identify the moderating effect of organizational culture on the emergence of shared leadership. The research emphasizes the contextual boundary condition in this process. [ABSTRACT FROM AUTHOR]

Purpose: Infrastructure projects are pivotal for regional economic development, but also face low project effectiveness. Leadership is always regarded as a key enabler for project team effectiveness, including vertical leadership and team-level leadership. The purpose of this paper is to examine how vertical leadership facilitates shared leadership in infrastructure project teams. Design/methodology/approach: This paper develops the conceptual model based on the literature review. Then the questionnaire survey was conducted. The empirical data obtained from 117 infrastructure project teams in China were analyzed by partial least squares structural equation modeling (PLS-SEM) for validating the proposed model. Finally, the results were comparatively discussed to explain the dual-pathway between vertical leadership and shared leadership. And the practical implications were presented for the project managers in infrastructure project teams. Findings: Drawing on social learning theory and social cognitive theory, the results show that both participative leadership and task-oriented leadership can facilitate shared leadership. Further, team atmosphere fully mediates the link between participative leadership and shared leadership. Team efficacy fully mediates the relation between task-oriented leadership and shared leadership. Also, role clarity has a negative moderating effect on the former path. Originality/value: The study extends the knowledge of leadership theory in the construction field. Based on the proposed conceptual model and PLS-SEM results, this study unveils the black box between vertical leadership and shared leadership and contributes to the theory of leadership on how the impact of different vertical leadership on team process promotes shared leadership. [ABSTRACT FROM AUTHOR]

Over the past two decades, there has been extensive research into what constitutes successful school principal leadership under the assumption that leaders' practices are significant and context-dependent on their school organization. By investigating how successful principals balance their personal ethical leadership dispositions and their intention of sharing leadership, this paper aims to contribute to the knowledge of how school principals need to balance the ethical, personal, and collective as the top leader of the school. Findings from the interviews suggested that a central aspect in the Norwegian school principals' characteristics of their leadership practices is student wellbeing and collaborative effort for school quality and student learning. Norwegian successful school principals seem to be relatively unaware of aspects of power use in their leadership practices. Dilemmas arise in the complexity of ensuring individual and collective effort and responsibility for the school to function in accordance with the societal mandate. [ABSTRACT FROM AUTHOR]

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

People with disability are an 'at‐risk' group in a pandemic context for various clinical and structural reasons. However, in the early stages of the COVID‐19 pandemic, people with disability were not identified as a priority group, which exacerbated this risk, particularly for those living in congregate settings. This paper examines inter‐organisational issues during the second wave of the COVID‐19 pandemic in disability residential settings gathered from senior managers, team leaders, and disability support workers. We use Victoria as a case study since several Victorian disability residential settings were in mid‐transition from state provision to non‐profit organisations. We argue that residential settings in mid‐transition had clearer lines of organisational accountability and communication, which was thought to reduce the impact of outbreaks compared to residential settings in other States and Territories with multiple lines of communication and blurred accountability. The paper contributes to the literature on inter‐organisational collaboration by reinforcing the necessity of clear lines of accountability and leadership in collaborative governance during emergencies. The evidence suggests how government and disability residential settings could better support residents and staff in future COVID‐19 outbreaks or other pandemics. Points for practitioners: People with disability, particularly those living in congregate settings, are often at heightened risk during public health emergencies.Clearer lines of responsibility, administrative, and communication arrangements across organisations and governments, alongside tailored responses within residential settings, are required to keep 'at‐risk' individuals safe.Emergency management block funding could be designed to alleviate the financial pressures identified in this study for residential disability services in future pandemic responses. [ABSTRACT FROM AUTHOR]

Member commitment has an impact on the viability and success of cooperatives. While there are studies on member engagement in European and American cooperatives, empirical research on member commitment in Chinese agricultural cooperatives is rare. Using a sample of 391 farmer cooperative members in China, this study investigates the factors associated with member commitment, particularly whether trust in the cooperative leadership and social pressure at village level affect member commitment. In addition, the study explores the pathway how trust and social pressure affect member commitment by employing structural equation modelling. Our results show that both trust and social pressure are positively associated with the three components of member commitment – affective commitment, continuance commitment and normative commitment – in a direct way. Furthermore, trust in the leadership impacts affective commitment indirectly via the mediation of member participation. These findings can be used by cooperative leaders, policy makers and rural administrators to strengthen member commitment and thereby the economic viability of agricultural cooperatives and the communities in which they are embedded. [ABSTRACT FROM AUTHOR]

Background: Although physician-pharmacist collaborative clinics for diabetes management have been shown to be effective and cost-effective worldwide, there is limited understanding of the factors that influence their sustainable implementation. This study aims to identify the associated factors and provide sustainability strategy to better implement physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers in China. Methods: A sample of 43 participants were participated in face-to-face, in-depth, semi-structured interviews. Consolidated Framework for Implementation Research was used to identify facilitators and barriers to implementing physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers, and to explore discriminating factors between low and high implementation units. A sustainable strategy repository based on dynamic sustainability framework was established to inform further implementation. Results: This study demonstrated that clear recognition of intervention benefits, urgent needs of patients, adaptive and tailored plan, highly collaborative teamwork and leadership support were the major facilitators, while the major barriers included process complexity, large number and poor health literacy of patients in primary areas, inappropriate staffing arrangements, weak financial incentives and inadequate staff competencies. Six constructs were identified to distinguish between high and low implementation units. Sixteen strategies were developed to foster the implementation of physician-pharmacist collaborative clinics, targeting Intervention, Practice setting, and Ecological system. Conclusion: This qualitative study demonstrated facilitators and barriers to implementing physician-pharmacist collaborative clinics for diabetes management in primary healthcare centers and developed theory-based strategies for further promotion, which has the potential to improve the management of diabetes and other chronic diseases in under-resourced areas. [ABSTRACT FROM AUTHOR]

A liberated company is an emerging concept, which is based on trust and autonomy and is radically opposed to hierarchical principles. The empirical literature describes liberation as a complex process of cultural and organizational transformation, wherein managerial functions are questioned or even eliminated, and blind spots are a source of numerous pitfalls. Against this backdrop, the central issue of transforming leadership, and the roles it entails, remains underexplored in liberated companies, whereas reflections are primarily focused on the liberating leader. Using a single case study and a processual, multilevel approach to liberation, this study analyzes the evolution of key leadership roles at the individual (supporting), collective (catalyst), and organizational (driving) levels. The results show that the distribution and sharing of leadership roles is an evolutionary and dynamic process rather than a tipping point and question the opportunities and limits of role distribution at different stages of the process.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher design teams (TDTs) are professional learning communities in which teachers collaborate to (re)design innovative educational materials. When appropriately supported, TDT work stimulates the explication and use of pedagogical content knowledge, thus providing important opportunities for teachers to learn from one another. However, TDT coaches struggle to provide adequate support, largely because this concerns not only vertical leadership through the structure, clarity and quality of the team process, but also the creation of an environment in which leadership is distributed among participants. In this conceptual article, we draw on research literature from teacher design teams and team leadership to conceptualize guidelines for TDT coaches. Specifically, we address the question: How can TDT coaches support professional learning and team effectiveness? To support TDT coaches in the translation of research-based guidelines to daily practice, a concrete routine is provided and examples of enactment are given. Alignment with other design team routines is discussed, along with considerations related to the needs and perspectives of both TDT coaches and participants alike. [ABSTRACT FROM AUTHOR]

With data and code sharing policies more common and version control more widely used in statistics, standards for reproducible research are higher than ever. Reproducible research practices must keep up with the fast pace of research. To do so, we propose combining modern practices of leadership with best practices for reproducible research in collaborative statistics as an effective tool for ensuring quality and accuracy while developing stewardship and autonomy in the people we lead. First, we establish a framework for expectations of reproducible statistical research. Then, we introduce Stephen M.R. Covey's theory of trusting and inspiring leadership. These two are combined as we show how stewardship agreements can be used to make reproducible coding a team norm. We provide an illustrative code example and highlight how this method creates a more collaborative rather than evaluative culture where team members hold themselves accountable. The goal of this manuscript is for statisticians to find this application of leadership theory useful and to inspire them to intentionally develop their personal approach to leadership. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate how shared leadership, as perceived by players within a soccer team, influences teamwork execution and the state of flow. To achieve the objectives of this study, a purposive sampling method was employed, and soccer players registered with the Korea Football Association were selected as the research participants. Subsequently, data were collected using self-report surveys on shared leadership, teamwork execution, and flow state. Data from 415 participants were utilized for analysis, and data analysis was conducted using the SPSS 26.0 and AMOS 21.0 programs. Shared leadership was found to have a positive association with teamwork execution and the state of flow. Furthermore, the mediating effect of teamwork execution in the relationship between shared leadership and the state of flow was found to be significant. The results of this study emphasize the influence of leadership that is shared among team members rather than the effectiveness of individual leadership. [ABSTRACT FROM AUTHOR]

Resilient teams can efficiently resolve disruption and overcome adversity. Despite growing interest in building and maintaining resilient teams, our understanding of the factors that promote team resilience necessitates further theorizing and empirical testing. Based on conservation of resources and shared leadership theories, we propose that team member personality (i.e., mean openness to experience) serves as a resource that facilitates team resilience via shared leadership. Further, we argue that the strength of influence of shared leadership on team resilience is contingent on the variance of openness to experience scores among team members. We draw our conclusions from three studies (i.e., two recall experiments and a multi‐source field study) involving working professionals in virtual teams. Our findings shed light on the interactive role of team member personality in explaining team resilience, thereby extending our knowledge of the personality predictors of shared leadership and team resilience. [ABSTRACT FROM AUTHOR]

The present study aims to identify shared instructional leadership strategies administered by school principals and instructional coaches to enhance teacher professional learning within a southeastern school system. Using a qualitative case study approach, we collected data through semi-structured interviews with six principals and six instructional coaches from seven elementary schools. Qualitative content analysis was utilized to analyze the data. The results revealed various shared instructional leadership strategies across three key components: structuring the school environment to facilitate professional learning, fostering a culture of ongoing learning, and nurturing interpersonal relationships conducive to teacher development. We discuss implications for policy and practice. [ABSTRACT FROM AUTHOR]

Major curriculum review and redesign at the higher education level demand transformative academic leadership and significant time commitment. However, the traditional university culture characterised by change aversion, complex bureaucratic processes, and a research dominated academic workload allocation and promotion system poses significant obstacles to teaching quality enhancement. This article presents the critical reflections of a Program Director (academic middle leader) at an Australian university on the challenges and successes experienced while leading a major accounting curriculum reform project. Conducted between October 2019 and May 2021, this project encountered constant disruptions due to the Global Covid-19 pandemic, organisational restructuring, the new external professional accreditaiton requirements. Academic middle leader’s insights on the positive impacts and obstacles of major curriculum reform at the whole of a program level within a constantly evolving institutional environment provide valuable perspectives for both business education practice and policy reforms. The reflection has policy implications for university management to reassess strategic priorities with more balanced support for teaching and research in practice. [ABSTRACT FROM AUTHOR]

This study explores the relationship between collaborative dynamics, expressed through observed leadership behaviour, and skills. It is based on the mechanical design activity of six dyads of students (post-secondary vocational training), composed of 11 boys and one girl, who are improving an existing mechanical system. Actions are studied using principal components analysis (PCA) and hierarchical clustering to identify collaborative dynamics in teamwork and their links with scores in standardised spatial tests. Results reveal two profiles of collaboration characterised by two leadership styles, typically identified as autocratic leadership and participative leadership. We highlighted a relationship between leadership posture and spatial skills level, although leadership style does not seem to depend on the spatial skills of the teammates. In addition, we have implemented a methodology based on the actions initiated, to identify leadership posture and leadership styles. This methodology could be complementary to the one currently used and based on questionnaires. [ABSTRACT FROM AUTHOR]

Amidst ongoing educational reform around the world, the leadership qualities of primary and secondary principals have captured the increased interest of researchers. This article aims to explore the essential components of principal leadership by conducting a literature review of relevant research both in China and other countries. The survey finds that despite the variations in the definitions of principal leadership in different regions and at different times, there are still certain shared key elements in them. It summarizes the core qualities of principal leadership at the basic education level in terms of personal traits, the capacity to influence people, and the ability to make sustainable organizational improvements. [ABSTRACT FROM AUTHOR]

This study explains the approaches used by the Institute for Research and Community Development Studies in School-Based Management (SBM) training for Islamic elementary schools in the Magelang Regency. The data in this qualitative study were collected through observation techniques, interviews, and documentation studies obtained from training facilitators, principals, supervisors, school boards, and training organizing committees. Furthermore, the data were analyzed using qualitative techniques. The results of the study showed that the leadership enculturation approach was used in training to strengthen the leadership of Islamic elementary schools. The leadership enculturation approach was adjusted to the stages of SBM training as follows: 1) Partnership leadership enculturation was used to strengthen school leadership in preparing follow-up plans after SBM training. (2) Mentoring collaborative leadership enculturation was used to strengthen school leadership in the implementation of school actions. 3) Evaluative leadership enculturation was used to strengthen school leadership by measuring and assessing the training process, training outcomes, and the impact of change on schools. The school leadership enculturation approach adjusted to the training stages can be used to ensure the implementation of the SBM in schools after training. [ABSTRACT FROM AUTHOR]

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This research aims to investigate the role of Agile Leadership and knowledgesharing practices on lecturer performance in higher education institutions. The quantitative method of multiple regression analysis was used to collect and analyze data from questionnaires distributed to lecturers at Linggabuana PGRI Sukabumi University, with a sample of 72 permanent foundation lecturers. The results of the analysis show that Agile Leadership and knowledge sharing simultaneously have a tremendous influence on lecturer performance. Agile Leadership makes an extraordinarily positive contribution to lecturer performance while knowledge-sharing practices also have a positive and extraordinary impact. These findings emphasize the importance of implementing Agile Leadership principles and encouraging knowledge-sharing practices as a strategy to improve lecturer performance in higher education environments. The practical implication of these findings is the need for educational institutions to develop a culture of responsive leadership and encourage collaboration and exchange of knowledge between lecturers to increase the effectiveness of teaching, research, and community service. [ABSTRACT FROM AUTHOR]

Municipal policy leadership is shared between managers, city councilors, and mayors, all of whom vary in institutional power and resources across municipalities. Corresponding with their importance, scholars have established consistent measures of professionalism for Mayors and City Managers. Unfortunately, there is no parallel measure of professionalism for city councils. After reviewing the role of councils in local policy leadership and establishing the need for a systematic measure of local legislative professionalism, this paper uses data from over 4,000 municipalities to develop a measure of legislative professionalism for city councils. We demonstrate that considerable variation exists in levels of professionalism among local legislatures and describe the implications of this variation for questions of municipal policy leadership and local legislative representation. [ABSTRACT FROM AUTHOR]

This special issue presents eight new studies that explore the outcomes and impacts of Research-Practice Partnerships (RPPs) in the field of education. The studies highlight the potential of RPPs to foster ethical, equitable, and collaborative approaches to solving complex challenges in schools and districts. They examine various dimensions of RPP effectiveness, including dignity-affirming care, cocreation of knowledge, antiracist work, ongoing learning, and organizational impact. The studies demonstrate that RPPs can lead to transformative changes at the individual, partnership, and organizational levels, and emphasize the importance of considering diverse perspectives and outcomes when evaluating the impact of RPPs. [Extracted from the article]

This account summarises the findings from one component of a six-stage study conducted in multiple international sites. Following a series of interviews, a 10-month case study was conducted in a K-12 private school in western Canada. Initial interviews demonstrated how the school manifested shared leadership, clear pedagogical goals, student success, and strong community support. Members of the school agreed to have two university researchers conduct further interviews, observe school-wide, grade level and subject area meetings. Two school-based researchers collaborated to identify key members of the school community, flag salient planning and celebratory events, and participated in ongoing debriefing meetings with the university researchers. All four researchers engaged in data analysis and reporting. The research team identified four themes. First, the teacher work theme included positivity, shared expectations for professionalism, and rigour. Second, communication included unique internal and external communication strategies. Third, there was a learning culture that utilised unconventional information sources. A fourth theme was operational support. Results highlighted the holistic nature of teacher leadership and suggested that teacher leadership is a complex, sophisticated state of being. Results challenge school governance stereotypes and invite educators to work with a sense of vocation and mission. [ABSTRACT FROM AUTHOR]