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In this experimental investigation, male college students (N = 56; Mage = 19.95 years) who did not yet know how to juggle were randomly assigned to a 30-min instructional juggling session with either a caring, task-involving climate or an ego-involving climate. An inflammatory response to psychosocial stress was assessed via salivary interleukin-6 prior to (t = 0) and following (t = +30, +45, +60 min) the session. Surveys were utilized to examine positive and negative affect prior to the session and affect, psychological needs, challenge and threat appraisals, and perceived ability to juggle following the session. This is the first investigation to show that ego-involving climates can trigger inflammation, along with maladaptive psychological responses. Participants in the caring, task-involving climate responded with greater psychological need satisfaction, resource evaluations, positive affect, and perceived juggling ability. This research suggests there may be important physiological consequences to ego-involving climates, in addition to concerning cognitive, affective, and behavioral responses. [ABSTRACT FROM AUTHOR]

Background: Trauma team leadership is a core skill for the practice of emergency medicine (EM). In this study our goal was to explore EM residents’ perception of their trauma leadership skill development through formal and informal processes and to understand factors that may impact the development and implementation of trauma leadership skills.Methods: Using qualitative semi-structured interviews, we explored the leadership experiences of 10 EM residents ranging from second to fourth postgraduate year. Interviews were conducted between July 26–October 31, 2019 and were audio-recorded, transcribed, and de-identified. We analyzed data using qualitative content analysis.Results: Residents discussed three main themes: 1) sources of leadership development; 2) challenges with simultaneously assuming a dual leader-learner role; and 3) contextual factors that impact their ability to assume the leadership role, including the professional hierarchy in the clinical environment, limitations in the physical environment, and gender bias.Conclusion: This study describes the complex factors and experiences that contribute to the development and implementation of trauma team leadership skills in EM residents. This includes three primary sources of leadership development, the dual role of leader and learner, and various contextual factors. Research is needed to understand how these factors and experiences can be leveraged or mitigated to improve resident leadership training outcomes.

Aim: Identify the skills and knowledge future nurse and midwife leaders might require in the next 6 years. Design/methodology/approach: An online questionnaire elicited health professionals' perspectives on the future requirements for nurse and midwife leaders. Qualitative data were generated in response on health care and the likely leadership skills for the future. Data were extracted and analysed using qualitative content analysis. Findings: Four generic categories were abstracted from the core category 'Nursing and Midwifery Leadership'. These were values/traits; creating positive healthcare cultures; digital capability/competence; and systems thinking. Limitations/implications. This first stage evaluation has gained a wide variety of perspectives regarding the perceived skills and knowledge future nurse and midwife leaders might need. This is important to enable those who deliver leadership development programmes to plan appropriately, ensuring their programmes are designed and adjusted in response to the needs of a shifting health and care landscape. However, over 50% of respondents were White, so the data may not be representative of the diversity of registered nurses and midwives. The findings may not have direct relevance to the global context due to geographical limitations. [ABSTRACT FROM AUTHOR]

A gap often exists between adult leadership learning and development practice. This gap seems particularly pronounced when considering training through a collective, practice, and constructionist theoretical lens. Leadership developers need to address this gap in their teaching methods if they are to support learning capable of responding to Complex Adaptive System (CAS) challenges. Drawing from a case-in-point (CIP) train-the-trainer experience hosted by the Kansas Leadership Center (KLC) this study will help trainers understand how primary and keying frames can be used to analyze how facilitators train trainers to use collective sensemaking for adult leadership learning. The case-in-point leadership development method is capable of moving adult leadership learners to make more systemic interpretations of leadership challenges and collectively interrogate cultural assumptions and identity. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to evaluate the impact of leadership development programmes, underpinned by Transformational Learning Theory (TLT). Design/methodology/approach: A corpus-informed analysis was conducted using survey data from 690 participants. Data were collected from participants' responses to the question "please tell us about the impact of your overall experience", which culminated in a combined corpus of 75,053 words. Findings: Findings identified patterns of language clustered around the following frequently used word types, namely, confidence; influence; self-awareness; insight; and impact. Research limitations/implications: This in-depth qualitative evaluation of participants' feedback has provided insight into how TLT can be applied to develop future health-care leaders. The extent to which learning has had a transformational impact at the individual level, in relation to their perceived ability to influence, holds promise for the wider impact of this group in relation to policy, practice and the promotion of clinical excellence in the future. However, the latter can only be ascertained by undertaking further realist evaluation and longitudinal study to understand the mechanisms by which transformational learning occurs and is successfully translated to influence in practice. Originality/value: Previous research has expounded traditional leadership theories to guide the practice of health-care leadership development. The paper goes some way to demonstrate the impact of using the principles of TLT within health-care leadership development programmes. The approach taken by The Florence Nightingale Foundation has the potential to generate confident leaders who may be instrumental in creating positive changes across various clinical environments. [ABSTRACT FROM AUTHOR]

Background: Residents' sustainable employability (SE) is threatened by high burn-out rates, sleep deficits, and career dissatisfaction. Medical education may contribute to residents' SE by providing them with opportunities to influence their employment contexts and to develop conscious self-regulation. This paper explores how residents, participating in the Resident Leadership Program (RLP), are enabled to work on, and learn about, their SE. Methods: The RLP took place between February and July 2021 and consisted of lectures on, and practice in, quality improvement (QI) work. SE was the theme that governed residents' QI projects. In this study, residents were interviewed individually before the program (n = 8), were observed while participating in the program (45 h) and were interviewed in three groups after the program (n = 8). The data were analysed in accordance with the 'flexible-coding' method. Results: The findings are presented in four 'acts' mirroring an unfolding play as a metaphor to show how residents' understanding of context, self-regulations, and quality improvement work—relevant to their SE—changed in the RLP. The acts include 'setting the stage', describing how residents experienced the context of medicine; 'acting the part', depicting how residents managed their employment contexts using self-regulation; 'changing the décor', elaborating on residents' QI projects; and 'growing one's role', presenting residents' take-aways from participating in the RLP that may benefit their SE. These take-aways encompassed awareness of the importance of SE, a reconsideration and/or adjustment of self-regulation, feeling better equipped to navigate employment contexts, and increased joy in work because of contributing to peers' SE through QI work. Conclusions: Our results indicate that medical education is a fruitful environment for providing important lessons and tools for residents to work on and learn about their SE, likely benefiting their SE throughout their careers. [ABSTRACT FROM AUTHOR]

Globally, organizations invest an estimated USD 60 billion annually in leadership development; however, the workplace application of learning is typically low, and many programs underperform or fail, resulting in wasted time and money and potential harm. This article presents a novel theory- and evidence-informed framework to maximize the outcomes and return on investment (ROI) of leadership development programs. The foundation of the framework derives from four separate literature reviews: three systematic reviews on leadership development, including the only two to isolate gold-standard elements of effective design, delivery, and evaluation, and one on "training transfer". Informed by innovative principles of leadership development and unique theoretical models and frameworks, this framework consists of 65 evidence-informed strategies that can be applied as a foundation (9), and before (23), during (17), at the conclusion of (11), and sometime after (5), programs, to maximize impact and ROI. Implications for practice and further research are also presented. Given the stakes, there is an urgent need for evidence and tools to maximize the impact and ROI of leadership development. This novel framework provides robust theory- and evidence-informed guidance for governments, policymakers, and those funding, designing, delivering, and supporting development. [ABSTRACT FROM AUTHOR]

This paper outlines a novel method for leadership researchers and practitioners to understand how and why effective and ineffective leadership look different in different groups. Leadership is a complex and contextually dependent process influenced by the interplay between leaders, followers, the group, and their environment. The social identity approach to leadership describes how a group's identity shapes the ways in which people can lead effectively. It also implies that (in)effective leadership looks different across diverse groups and teams. Accordingly, it follows that there is no single correct way to lead. To explore these ideas, we propose ethnographic methods, where researchers and practitioners immerse themselves in a group environment, as a novel type of method for examining leadership in action. We suggest the social identity approach as a framework to help guide researchers' data collection and sense-making of leadership behaviours. Additionally, we explain that ethnographic data can be represented well through creative non-fiction stories that capture the context surrounding leadership behaviours. These stories could support leadership consultancy and development programs to demonstrate the complex interplay between leaders, followers, and the group context. [ABSTRACT FROM AUTHOR]

Leadership has been considered as an essential foundation for universities to flourish, more so in the context of emerging higher education systems. Using an exploratory qualitative approach, this paper reviews the challenges and prospects in the development of higher education leaders in selected countries of the Association of Southeast Asian Nations (ASEAN). While variations were reported by the respondents, the challenges were somewhat similar: lack of leadership development policy and training centres, the non-availability and questionable quality of programmes, the irrelevance of western and corporate leadership theories, and the lack of systematic talent management programmes. For the lower income countries' respondents, contextual issues seemed to affect leadership development. Since there seems to be inadequate leadership development systems in most ASEAN countries, we propose a synergistic approach among stakeholders with tracked records in intra- and inter-regional level capacity building to design and monitor programme implementation. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise the importance of self-awareness in effective nurse leadership • To enhance your understanding of the benefits of self-awareness for nurse leaders and managers • To identify practical tools and educational methods that you can use to enhance your self-awareness. Self-awareness is a crucial component of effective leadership. Leaders who are self-aware exhibit an understanding of their strengths and limitations, as well as an ability to manage their emotions and those of their team members. Heightened self-awareness and understanding of oneself and others can have benefits in terms of increasing confidence and enhancing communication. Moreover, nurse leaders and managers need self-awareness to identify their strengths and weaknesses, navigate complexities, foster positive relationships and cultivate a culture of continuous improvement. This article defines self-awareness, discusses its importance for nurse leadership and identifies various tools and methods that nurses can use to develop their self-awareness. [ABSTRACT FROM AUTHOR]

Background: Leadership can be an isolating experience and leaders from underrepresented groups (URGs) may experience even greater isolation and vulnerability because of lack of representation. Given the collaborative nature of medicine, leadership programs for physicians need to address isolation. Social support is one mechanism to combat this isolation; however, most leadership programs focus exclusively on skills building. Purpose: The Stanford Network for Advancement and Promotion (SNAP) program was developed to reduce isolation among physician leaders from URGs in academic medicine leadership by building a supportive network of peers. Methodology/Approach: Ten women physicians from diverse racial/ethnic backgrounds were invited to participate in SNAP. Annual surveys were administered to participants to assess the effectiveness of SNAP on decreasing feelings of isolation and increasing professional leadership growth. The authors charted the expansion and adaptation of the program model across gender and in additional settings. Results: SNAP effectively created a sense of community among the physician leaders. Participants also reported feeling challenged by the program and that they had grown in terms of critical thinking, organizational knowledge, and empowerment as leaders. Participants found community building to be the most valuable program component. Because of this success, the SNAP model has been adapted to create 10 additional cohorts. Conclusion: Leadership programs like SNAP that focus on reducing isolation are instrumental for retaining and promoting the career advancement of physicians from URGs. Practice Implications: Developing a diverse workforce of academic physicians is essential to providing high-quality and equitable clinical care, research, and medical education. [ABSTRACT FROM AUTHOR]

Although various reviews about leadership development (LD) have been published in recent years, no one has attempted to systematically review longitudinal LD studies, which is arguably the most appropriate way to study LD (Day, Leadership Quarterly, 22(3), 561–571, 2011). In this way, the focus of the present scoping review is to understand how true longitudinal LD studies have been investigated and what inconsistencies exist, primarily from a methodological perspective. Only business contexts and leadership-associated outcomes are considered. To achieve this, ample searches were performed in five online databases from 1900 to 2021 that returned 1023 articles after the removal of duplicates. Additionally, subject experts were consulted, reference lists of key studies were cross-checked, and handsearch of leading leadership journals was performed. A subsequent and rigorous inclusion process narrowed the sample down to 19 articles. The combined sample contains 2,776 participants (67% male) and 88 waves of data (average of 4.2). Evidence is mapped according to participants, setting, procedures, outcomes, analytical approach, and key findings. Despite many strengths, a lack of context diversity and qualitative designs are noticed. A thematic analysis indicates that LD authors are focused on measuring status, behavioral, and cognitive aspects. Implications for knowledge and future research paths are discussed. [ABSTRACT FROM AUTHOR]

Leadership and its development within higher education remain a black box for scholars and practitioners, as its implications are not sufficiently theorized in the literature. Building on that notion, this paper aims to offer a theoretically grounded framework to understand the constituents and transition of leadership development in an economy that aspires to be a knowledge-based economy. The work is ethnographic in nature, and its empirical findings are derived from semi-structured interviews with academic leaders and experts who help shape the policies in higher education and its impact. The paper has implications for practitioners and policymakers in trying to align the higher education sector with the overall economic objectives of the nation. [ABSTRACT FROM AUTHOR]

We seek to better understand how formal mentoring may impact protégés' leadership development by arguing that protégés' informal mentoring networks help explain the relationship between formal mentoring and two protégé leadership development outcomes: motivation to lead and promotability. We also argue that protégés' political skill and gender serve as boundary conditions of these mediated relationships. Using 100 South Korean mentor-protégé dyads in four organizations across three points in time, we find that a higher level of formal mentoring is positively associated with the quality of protégés' informal mentoring networks, which, in turn, is positively associated with protégés' motivation to lead, but not protégés' promotability. We also find that the relationship between a higher level of formal mentoring and the quality of protégés' informal mentoring networks is strengthened when protégés have a higher level of political skill. In addition, we find that female protégés obtain more informal mentoring networking benefits from their formal mentors than male protégés. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Purpose: Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the "sustainability mindset principles" within a university programme can contribute to responsible management education and, by extension, leadership development. Design/methodology/approach: An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups. Findings: Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches. Research limitations/implications: The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered. Practical implications: This study evidences the value of "whole-person" learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes. Originality/value: This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development. [ABSTRACT FROM AUTHOR]

This study examines the correlation between principal leadership styles and school performance indicators at Bangkal Integrated School, specifically focusing on academic performance, teacher effectiveness, and parental involvement. Utilizing a correlation research design, data was collected from ten teachers, ten Supreme Student Government students, and ten parents. The Multifactor Leadership Questionnaire (MLQ) assessed leadership styles, while academic records and performance evaluations measured school performance indicators. Statistical analyses included descriptive statistics, correlation, and regression analyses. Findings indicated that the school head's leadership style incorporated laissez-faire, transactional, and transformational elements, fostering trust, structured expectations, and inspiration. Parental involvement significantly enhanced student academic performance, emphasizing the critical role of teacher-parent collaboration. Although a negative correlation was found between perceived leadership and academic performance, the relationship with teacher performance was positive. Recommendations for optimizing leadership effectiveness include enhancing communication, leadership development, and collaboration. Strengthening parental involvement alongside effective teaching practices can improve student outcomes. Moving forward, comprehensive leadership development and stakeholder collaboration are vital for creating a supportive and inclusive school environment that promotes student achievement and parental engagement. [ABSTRACT FROM AUTHOR]

Introduction: Two rising innovations in educational leadership development--using an equity lens and facilitating continuous improvement (CI)--depend upon leaders developing conducive mindsets for the work. However, little research has examined how educational leaders come to develop equity-focused CI mindsets. This is important given that countervailing habits of thinking are likely to develop within leaders' typical work environments. This paper traces the extent to which an Ed.D. program centered around a pedagogy of critical improvement science can foster shifts from typical habits of thinking towards equity-focused CI mindsets. Methods: Data consisted of 13 assignments and semi-structured interviews of six Ed.D. students participating in two parallel and interconnected courses during their first term. The two courses culminated in a common assessment: a White Paper about their equity-focused problem of practice and how their social identities shaped their understanding and role in addressing the problem. Through coding, analytic memos, and member checking, we traced patterns and shifts in students' thinking over time around five key domains of learning: problem identification, problem diagnosis, use of evidence, social identity, and equity leadership practices. Results: We found emergent mindset shifts for all six participants across all learning domains. Students demonstrated new insights about problem analysis and becoming evidence-informed and user-centered, challenging their initial framing of problems through a systems approach to diagnosing problem. These insights intersected with new understandings of their social identities and practices as equity leaders as they reflected on more oppressed and privileged aspects of their identity and wrestled with new understandings that acting as equity leaders would entail disrupting power dynamics and empowering others for collective learning and action. Discussion: The results reveal the potential of developing equity-focused CI mindsets through leadership programs that intentionally integrate methods of CI with critical analysis of one's social identity and leadership practices amid systems of oppression. [ABSTRACT FROM AUTHOR]

Servant leadership is characterized by a core altruistic calling and central attributes of genuine caring, humility, and empathy, and in recent years, has become a style of leadership recommended to be addressed in sports management classrooms because of its associated positive outcomes and emphasis on ethical behavior and decision-making. As the relevance and popularity of servant leadership continue to grow, it gives rise to matters of how this approach to leadership can be better studied and taught to current and aspirant sports professionals. Thus, the purpose of this qualitative case study is to analyze a community-based service-learning project as a mode for developing servant leaders as part of a college sports management curriculum. Nineteen upper-level college sports management students participated in this study by serving as mentors in an after-school program for underprivileged elementary school students for 12 h across the course of six weeks. Participants then completed a written reflection upon the conclusion of the service project. Content analysis of these reflections suggests that service learning may be a positive method for developing servant leaders. The article closes with a discussion of findings, proposed future research questions, as well as ideas for future service-learning projects aimed at developing servant leaders. [ABSTRACT FROM AUTHOR]

Human service organizations can support leaders through training to become resilient, adaptive, and innovative during rapid complex changes. This qualitative descriptive exploratory research study reports findings on a leadership resilience training program using online evaluation surveys of 56 directors and managers in a large Canadian not-for-profit mental health/substance abuse agency. Thematic data analysis and descriptive statistics revealed positive training outcomes on four levels: satisfaction; knowledge/skills; work/team performance; and organizational resilience/sustainability. Leaders identified adaptive, resilient, and authentic leadership styles, clan/adhocracy organizational cultures, psychological safety and innovation, and organizational preparedness as important to successfully manage the pandemic and future extraordinary organizational challenges. Practice Points: Leaders' satisfaction with training structure/content was high; ensuring topic relevance, including small group discussions and team-building opportunities are valuable. Leaders' knowledge/skills improvements were very/mostly high; they learned coping and resilience strategies to build with their staff and nurture organizational sustainability. Anticipated positive impacts on work/team performance were extremely/very/mostly high, including change management abilities, supporting the goal of training transfer. Organizational resilience/sustainability was very/mostly high, with planned meeting restructuring, although intentional implementation of actionable steps is required. Leaders endorsed adaptive, resilient, and authentic leadership styles, clan, and adhocracy organizational cultures, psychological safety/innovation for organizational sustainability. [ABSTRACT FROM AUTHOR]

Human resources are considered an important asset, therefore, companies must ensure the quality of sustainable work life and employee development so that they can contribute optimally in achieving company goals. This study aims to determine the effect of Leadership Development, and Work Commitment on employee performance and the effect of Work Commitment in mediating the relationship between Leadership Development and Employee Performance. The research method carried out is a quantitative research method with a causal descriptive approach. The object of this research is Leadership Development, Employee Performance and Work Commitment. The population in this study were employees of PT Pawnshop Sukabumi Branch. The sampling technique used was probability sampling technique of simple random sampling type so that a sample of 38 respondents was determined. The data collection technique used in this research is the distribution of questionnaires using google form. The data analysis technique used is Structural Equation Modeling (SEM) using partial least square (PLS). [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature 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.)

Background: Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. Purpose: This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. Conceptual Model: We explore the role of emotions in/as learning, drawing insights from the learning science literature, and analyze empirical studies in leadership education to unravel how and why discomforting emotions are triggered and operationalized when learning about racism and inequities. We present a framework, the pedagogy of discomfort toward critical hope, drawing on scholarly work bridging emotional discomfort and critical pedagogy, and exemplified by various examples of pedagogies of discomfort. Building on this foundation, we introduce an emotional scaffolding design centered around three concepts: generating discomfort to make oppression and privilege visible, guided emotion participation for engaging critical reflection and dialogue, and appraising emotions with metacognitive and meta-affect tools. Discussion and Implications: This article extends the scholarship on teaching and learning for developing equity leaders by bridging insights from learning science and critical pedagogy. [ABSTRACT FROM AUTHOR]

Higher education institutions have a key role in forming the specialists of the future. In fulfilling their role there is need for transformational leadership, culture of excellence, and academic leadership development. The purpose of this study is to investigate the link between transformational leadership, shaping a culture of educational excellence, and leadership development, as perceived by tertiary education leaders in the UAE. The qualitative approach is of focus groups, using semi-structured questions, with leaders in academia. The main finding is that in the initial stages of an organization life cycle, leadership development precedes transformational leadership and a culture of excellence. In later stages, leadership development is a mediator of transformational leadership and a culture of excellence. In the mature stages of organization life cycle, the three elements engage in an ongoing spiral and synergistic process. [ABSTRACT FROM AUTHOR]

The NHS in the UK faces numerous challenges, including increasing demand for services, financial constraints and the need for effective leadership. Paramedics are exceptional healthcare leaders within the NHS in the UK, possessing unique skill sets and experiences that make them invaluable in leadership roles. Their clinical expertise, decisive decision-making abilities, and adaptability, honed in challenging frontline environments, are crucial assets in healthcare leadership. Transformational and situational leadership theories align seamlessly with paramedic practice, showcasing their ability to inspire teams and effectively navigate diverse healthcare scenarios. Evidence demonstrates paramedics' significant positive impact on patient care, organisational performance, and healthcare innovation when in leadership positions. Despite their capabilities, challenges persist, including historical professional hierarchies and underrepresentation of certain groups in leadership. A new framework for developing paramedic leaders addresses these issues, emphasising targeted training, interprofessional collaboration, and inclusive practices. Recommendations include implementing comprehensive leadership development programmes, enhancing incident scene management training, and addressing psychological factors affecting leadership effectiveness. By fully recognising and nurturing paramedic leadership, the NHS can leverage their unique perspectives to create a more resilient, efficient, and patient-centred healthcare system to meet current and future challenges. [ABSTRACT FROM AUTHOR]

Women remain underrepresented in STEM fields, with a major STEM pipeline leakage occurring between high school and post-secondary education. Past research suggests that providing female high school students with opportunities for problem-solving, prosocial behaviors and working towards authentic communal goals can improve their perceptions of STEM and the attractiveness of STEM careers. Building on this prior research, we investigate Scientella, a US-based, student-run organization that provides out-of-school consulting projects, mentorships and webinars to female high school students. Drawing on the direct experiences of Scientella's co-founders and analyzing program survey data, we explore how Scientella provides these opportunities, the benefits realized by students, and the challenges faced by the organization. Survey data show that involvement in Scientella's activities provides students with benefits related to STEM career exploration and counter-stereotypical STEM skill development, including career discovery, industry engagement and practical experience, and the development of collaboration, communication and social research skills. The admissions of Scientella student leaders to STEM majors in selective US colleges indicates the promise of Scientella's approach, and that providing students with opportunities to engage in STEM-themed career exploration and leadership development could be an effective strategy to increase female STEM participation in post-secondary education and the pursuit of subsequent career opportunities. [ABSTRACT FROM AUTHOR]

Purpose: In response to the prevalent emphasis on short-term leadership, this article introduces a leadership framework that emphasizes four essential principles. These principles are aimed at promoting long-term effectiveness and sustainability in organizations centered on responsible leadership. These principles include developing long-term orientation, embracing organizational diversity, demonstrating emotional intelligence, and prioritizing ethical decision-making. These responsible leadership principles play a critical role in fostering long-term organizational success. Design/methodology/approach: This article presents a conceptual framework that organizes and structures the key concepts, ideas, and theories regarding organizational effectiveness and long term viability. Findings: For a responsible leader to establish a lasting social legacy and foster sustainable development, it is crucial for them to cultivate a robust and viable corporate culture, built around these four leadership principles. These principles bear witness to the fact that true evidence of sustainable leadership achievement emerges only after the leader's departure. Responsible leaders, through their track record, leave behind a social legacy by nurturing long-term organizational viability. To ensure a positive and enduring legacy beyond their leadership tenure, leaders can adopt these five principles that provide a foundation for the organization to thrive well into the future. Originality/value: In the modern context, many leaders hesitate to make tough decisions due to the prevailing focus on immediate results. Followers, stakeholders, and investors prioritize quick responses, often at the expense of long-term considerations. However, by prioritizing the implementation of these four principles, leaders can overcome the allure of immediate gratification and instead, shift their focus toward long-term success measured in years, not just months. In leadership, the legacy left behind holds greater significance than we often realize, and recognizing this importance is crucial for the future prosperity of our organizations. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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.)

Abstract Background Residents’ sustainable employability (SE) is threatened by high burn-out rates, sleep deficits, and career dissatisfaction. Medical education may contribute to residents’ SE by providing them with opportunities to influence their employment contexts and to develop conscious self-regulation. This paper explores how residents, participating in the Resident Leadership Program (RLP), are enabled to work on, and learn about, their SE. Methods The RLP took place between February and July 2021 and consisted of lectures on, and practice in, quality improvement (QI) work. SE was the theme that governed residents’ QI projects. In this study, residents were interviewed individually before the program (n = 8), were observed while participating in the program (45 h) and were interviewed in three groups after the program (n = 8). The data were analysed in accordance with the ‘flexible-coding’ method. Results The findings are presented in four ‘acts’ mirroring an unfolding play as a metaphor to show how residents’ understanding of context, self-regulations, and quality improvement work—relevant to their SE—changed in the RLP. The acts include ‘setting the stage’, describing how residents experienced the context of medicine; ‘acting the part’, depicting how residents managed their employment contexts using self-regulation; ‘changing the décor’, elaborating on residents’ QI projects; and ‘growing one’s role’, presenting residents’ take-aways from participating in the RLP that may benefit their SE. These take-aways encompassed awareness of the importance of SE, a reconsideration and/or adjustment of self-regulation, feeling better equipped to navigate employment contexts, and increased joy in work because of contributing to peers’ SE through QI work. Conclusions Our results indicate that medical education is a fruitful environment for providing important lessons and tools for residents to work on and learn about their SE, likely benefiting their SE throughout their careers.

This study investigates the impact of remote work on leadership development within small and medium-sized enterprises (SMEs), particularly examining how the expectations and skills of Generation Z play a role. The COVID-19 pandemic has accelerated the adoption of remote work, underscoring the urgent need to address the unique challenges faced by SMEs through targeted leadership training programs. Effectively addressing these challenges requires a nuanced understanding of Generation Z’s perspective, which is essential for devising strategies that align with the dynamics of remote work. The widespread use of digital tools has revolutionized communication and management practices, presenting both opportunities and challenges for leaders, especially when catering to the preferences of Generation Z. Online training emerges as a cornerstone for nurturing effective leadership in virtual environments, offering flexibility and accessibility that resonate with the digital-native Generation Z. Generation Z’s values, including efficiency, supportive leadership, and work-life balance, significantly shape their expectations of leadership roles within SMEs. Through a comprehensive analysis of empirical data and practical insights, this research contributes to a deeper understanding of how leadership development initiatives can evolve in response to changing work paradigms. A case study illustrating an SME’s successful adaptation of leadership development to remote work offers valuable lessons and actionable insights for similar organizations. Recommendations underscore the importance of innovative, inclusive, and flexible program designs tailored specifically to the needs and demographics of SMEs. In conclusion, this study offers valuable insights into the evolving landscape of online leadership development programs, with the overarching goal of empowering SMEs to thrive in tomorrow’s workplace.

In developing nations particularly in Africa, innovative administrative strategies are essential for educational leaders to navigate inherent challenges in education. This study aims to explore how educational leaders in higher education can be equipped with innovative administrative strategies to cause a positive change in education delivery. A systematic literature review was conducted to achieve this aim, drawing on the transformational leadership model as its theoretical underpinning. The search encompassed scholarly publications from major repositories like Scopus, Web of Science, and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search process went a series of exclusive and inclusive processes and yielded 43 research articles. The synthesized findings were analyzed using a thematic approach. The findings indicate that transformational leadership has the potential to incorporate innovation into higher educational administrative practices. It was also found that innovative administrative practices in higher education can be achieved through staff motivation, technology integration, adoption of agile methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and positive organizational culture. Based on the findings, professional development programs for managers and administrators in higher education were highly recommended. These programs would help enhance the knowledge and skills of employees in educational administration.

Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. A qualitative metasummary was employed to review 31 empirical studies published between 2008 and 2023. The studies were sourced from databases including Business Source Complete, ERIC, PsycINFO, Scopus, and Web of Science. The Quality Assessment for Diverse Studies (QuADS) tool was used to assess the studies. The analysis revealed that art-based methods significantly enhance reflective and reflexive practices, higher-order cognitive skills, emotional intelligence, and interpersonal competencies. Representing leader development, art-based initiatives facilitate holistic self-discovery and transformative shifts in mindset, offering a valuable complement to conventional skill-based approaches. Despite these promising benefits, the review highlights a need for more rigorous empirical studies, particularly longitudinal and quantitative research, to substantiate the long-term effectiveness of art-based methods. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise effective communication as a vital aspect of nurse leadership and safe patient care • To refresh your knowledge of different forms of communication • To read some practical examples of how to enhance your team members’ communication skills. Nurses have to be aware of their personal responsibility to demonstrate effective leadership and thereby contribute to safe and effective patient care. One of the primary skills that nurses can use to become effective leaders is communication. This article explores how communication is a vital tool in enabling nurse leaders to motivate their team members and advocate for patients. The author details some of the essential communication skills that nurses require if they are to promote person-centred care and explores the often-neglected areas of non-verbal and written communication. By possessing a full range of communication skills, nurses can empower themselves to lead clinical teams and advocate for patients. [ABSTRACT FROM AUTHOR]

This essay explores research on teacher and middle leadership. It begins by considering the definitions and the conceptual overlap between teacher and middle leaders and briefly considers the volume and sources of research information. Six areas in which trustworthy claims can be made about the roles are then explored: teacher and middle leader definitions, impact, interventions, leadership focus, identification, and supports/hindrances. The essay concludes by considering policy recommendations, practice recommendations and future research directions. [ABSTRACT FROM AUTHOR]

The article focuses on the 10th anniversary issue of the World Water Policy Journal, which reflects on a decade of progress and challenges in water management. Topics include the evolution of the journal's goals, the need for improved water leadership and strategic vision, and a series of research papers addressing diverse water-related issues, including economic development, agricultural management, and water quality improvements.

We argue for reconsidering leadership development based on open systems theory and systems design principles. A primary advantage of open systems thinking is that it encourages holistic approaches to development and avoids episodic program-based training and piecemeal thinking. The latter approaches are both limited and limiting yet tend to be the preferred approach to leadership development in organizations. Open systems approaches to development offer numerous advantages both conceptually and pragmatically, especially through the incorporation of ongoing feedback cycles. Core practices that define a leadership development system are presented and implications are discussed. [ABSTRACT FROM AUTHOR]

AIM Study purposes were to 1) establish the relevance and clarity of a new instrument, the Leadership in Nursing Education (LNE©) for nurse educators, and 2) provide evidence to support the reliability and validity of the LNE. BACKGROUND The future of nursing education is dependent upon the leadership of nurse faculty. Competency development requires self-assessment to engage in meaningful pathways for leadership development. METHOD A Delphi study was conducted with 50 nurse faculty leaders to determine the content validity of the LNE. The final instrument was then sent to nurse faculty across the United States to assess its psychometric properties. RESULTS The LNE was determined to be a reliable instrument for the population tested. Three distinct subscales emerged from the exploratory factor analysis: strategic, relational, and authentic. CONCLUSION The LNE fills a gap in nurse educator leadership assessment and provides evidence to support the instrument's reliability and validity. [ABSTRACT FROM AUTHOR]

The Supreme Court decision that race conscious admissions policies in universities are unconstitutional has created questions and concerns about the sustainability of diversity, equity and inclusion programs in many organizations and across sectors. This editorial provides hopeful examples of how belongingness is being embraced as a core value in many organizations. In an interview with education expert, Dr Pauline Dow, we discuss ways that the education sector creates trust and belongingness and explore best practices and leadership development methods that allow teachers to thrive. Lessons learned in the educator sector offer insights into how belongingness can be cultivated in other sectors, organizations and communities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the leadership development of Korean American youth who participated in a community-based participatory action research program designed to assist community members affected by COVID-19. Participants were drawn from a small town in the southeastern part of the U.S. Using a case study approach, multiple qualitative data (e.g., focus group conversations) and quantitative survey data were collected to explore the learning experiences of 15 Korean American adolescents. Qualitative data was analyzed following the six steps of thematic analysis, and descriptive statistics were performed to analyze quantitative data. Findings suggest that the program provided authentic learning opportunities in which participants researched the needs of community members and implemented action plans to help them. The program also helped participants improve communication skills and broaden their leadership perspectives. However, participants' perceived leadership development differed depending on their self-identified ethnic identity, and those students who lacked Korean language abilities demonstrated difficulties in collaborating with fluent Korean-speaking peers in bilingual learning environments. This study addresses gaps in the youth development literature by describing how a community-based approach and culturally relevant practice can help Asian American youth develop leadership and inspire them to be change agents in their communities. [ABSTRACT FROM AUTHOR]

This paper introduces the concept of leadership communities of practice (COP) as a strategy to enhance succession planning and leadership development within the Canadian healthcare context. Drawing upon Prosci's ADKAR methodology as a foundational change management framework, this paper explores the adaptation of COP, originally developed by Lave and Wenger in 1991, to foster collaborative learning. While COP have a long history in business and education sectors, their formal integration into healthcare, specifically leadership development is relatively recent. This paper highlights the necessity of a robust change management approach to effectively introduce COP as a mechanism to enhance leadership development in healthcare settings, highlighting their potential to facilitate knowledge exchange and support social learning among healthcare leaders. [ABSTRACT FROM AUTHOR]

Founded on the principles of place-based education, land-based learning collaboratively engages learners and community members in a four-step process of identification, understanding, intervention, and evaluation to enhance the sustainability of community-based agricultural systems. While scholars have provided the philosophical foundation for land-based learning, there have been no quantitative evaluations of learners engaged in this innovative pedagogical approach. Therefore, the current study explored students from two high schools in Michigan's Upper Peninsula who participated in a land-based learning experience focused on increasing local food purchasing within their high school cafeterias. Using pre-experience and post-experience surveys, student learning gains in local food awareness, local food behaviors, and eight leadership factors were evaluated. Results from the research include statistically significant gains in local food awareness, local food behaviors, empowerment efficacy, and decision making when comparing post-experience data to pre-experience data. Findings contribute to the nascent body of literature suggesting land-based learning is an effective pedagogical tool for promoting student growth. Recommendations for expanding the use of land-based learning; increasing funding to support its implementation; and targeted scholarship to inform the growth of land-based learning are also explored. [ABSTRACT FROM AUTHOR]

Amid the backdrop of the global pandemic and other complex societal and organizational challenges, the demand for proficient people management skills among managers and leaders has become increasingly urgent. The ensuing narrative offers an account of a leadership development initiative tailored for line managers and delivered amid the pandemic. This account focuses on a specific facet of the training - a series of online action learning sessions conducted between April 2021 and May 2022. The article commences by laying a contextual foundation for the project and profiling its participants. Subsequently, the paper delineates the precise action learning methodology adopted within the project, detailing its structuring and implementation. This is followed by the presentation of case studies featuring participants who engaged with the action learning process, delving into their training experiences and elucidating key outcomes pertaining to their learning, development and alterations in professional practice. Ultimately, the article culminates by reflecting on crucial findings and insights gleaned from the execution and assessment of the action learning initiative, thereby underscoring valuable recommendations for the future implementation of action learning in leadership development. [ABSTRACT FROM AUTHOR]

The paper tower was used to conduct a leadership development workshop. The workshop was conducted with participants who belonged to the engineering faculty and those who belonged to the liberal arts faculty. The results showed that the liberal arts students perceived the workshops more positively than the engineering students. However, a comparison of the Leadership Behavior Scale showed that the factors of "taking initiative," "accepting challenges," and "supporting result-oriented activities" tended to increase from pre- to post-workshop for participants in engineering programs than for those in liberal arts programs. This suggests that the workshop developed in this study can be expected to be more effective in capturing leadership behaviors among engineering students than liberal arts students. [ABSTRACT FROM AUTHOR]