scholarly journals Leadership-in-teams, ready, willing and able: perspectives of international accounting students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heinrich Oosthuizen ◽  
Paul De Lange ◽  
Trevor Wilmshurst ◽  
Nicola Beatson
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Work Experience ◽  
Student Leadership ◽  
Accounting Students ◽  
International Accounting ◽  
Leadership Roles ◽  
Business Simulation ◽  
Content Type ◽  
Academic Teams

Purpose The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams, considering the importance employers attach to leadership and teamwork graduate attributes. Design/methodology/approach Adopting the Keating et al. (2014) ready, willing and able (RWA) leadership framework, this qualitative study uses a narrative textual approach to analyse the data from responses to open-ended questions recorded in interviews with a sample of Master of Professional Accounting (MPA) students (N = 12) undertaking leadership-in-team roles in a management and cost Accounting unit (N = 110) within an Australian higher education accounting program. Findings The results of this study suggest that a lack of past work experience disadvantages accounting students in being ‘ready’ to adopt leadership roles in teams. Self-interested behaviour results in students not being ‘willing’ to adopt leadership roles. Students perceive business simulation and work-integrated learning activities to hold the potential to improve their ‘ability’ to lead. Practical implications The study offers a conceptual schema for student leadership development, suggesting that accounting curricula in higher education should include the assessment of scaffolded leadership development activities. Mentorship roles in academic teams should also be explored. Originality/value To the authors’ knowledge, this is the first application of the RWA framework to explore accounting students’ predisposition to accepting leadership roles in teams. Informed by the student narrative, the authors offer a future focused RWA schema as a practical guide for educators to embed leadership development in the accounting curriculum.

Assistant principal leadership development: a narrative capture study

2014 ◽  
Vol 52 (2) ◽  
pp. 173-192 ◽  
Author(s):  
Lisa Petrides ◽  
Cynthia Jimes ◽  
Anastasia Karaglani
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Principal Leadership ◽  
Assistant Principals ◽  
Teaching And Learning ◽  
Assistant Principal ◽  
Leadership Roles ◽  
Content Type ◽  
Leadership Challenges ◽  
Teacher Professional

Purpose – The purpose of this paper is to contribute to the knowledge base on the ways in which assistant principals view their roles, and on the potential challenges involved in a distributed leadership model. Design/methodology/approach – The study employed a narrative capture method, in which assistant principals from two large urban school districts were asked to relate and self-interpret two leadership stories through a web-based narrative capture form. A total of 90 stories were collected from 45 assistant principals. Participants rated their stories based on a set of leadership indicators (including method of decision making and type of teacher interaction present in the story, among others); the results were analyzed statistically. Findings – Overall, participants tended to view their roles in terms of instructionally focussed leadership. However, leadership challenges emerged in several areas of leadership practice, including operational management and teacher professional development (PD). Demographic factors were found to influence leadership perceptions and practices. Research limitations/implications – This study begins to fill the empirical gap on assistant principal leadership roles, practices, and perceptions. Further research, using other methods (e.g. observation), is needed to collect evidence of in situ leadership practices of assistant principals, and how those practices impact and relate to school objectives for teaching and learning. Practical implications – The study sheds light on the leadership development needs of assistant principals and on the importance of ongoing, tailored PD, based on factors including where leaders are in their careers and how they envision their roles. Originality/value – This paper contributes to nascent scholarship regarding assistant principal school leadership.

Disability and Dominant Leadership Models Over Time

2020 ◽  
pp. 274-293
Author(s):  
Melanie Lee
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Students With Disabilities ◽  
Personal Narrative ◽  
Student Leadership ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership Models ◽  
Models Of Disability ◽  
Over Time

This chapter is grounded in scholarly sources and personal narrative, and it concludes with recommended best practices about fostering more socially just higher education environments for college students. Specifically, the author focuses on the development of more equitable inclusion of students with disabilities in curricular and co-curricular leadership development programs. This chapter provides a context of major models of disability over time, a chronological scaffold of dominant student leadership models, and recommendations for educators inside and outside of classroom spaces. The intersection of models of disability and leadership models has not been explored. This chapter fills that gap in the literature.

Leading after the boom: developing future leaders from a future leader’s perspective

2018 ◽  
Vol 37 (1) ◽  
pp. 2-5 ◽  
Author(s):  
Katie Lynn Akers
Keyword(s):  
Leadership Development ◽  
Real Life ◽  
Future Generation ◽  
Leadership Traits ◽  
Leadership Roles ◽  
Content Type ◽  
Open Discussion ◽  
Future Leaders ◽  
Successful Leaders ◽  
New Generation

Purpose This paper aims for an open discussion of new traits which are important to the success of future leaders. By understanding what is important to the new generations coming into leadership roles and how that differs from previous generations, a new set of leadership traits can be developed to help future leaders find success. The purpose of this paper is to challenge the current practices of leadership traits that are being developed and defined for making successful leaders. Design/methodology/approach This paper was designed to raise questions regarding what traits are being developed in current leaders to make them successful and provide two suggestions for new traits to be developed in future leaders. The bulk of the research was from books that analyzed leadership characteristics and the generational needs of the previous and current generations. The information was accompanied with personal experience working as and with the new generation of potential leaders. Findings This paper initiates the need for a discussion on why it is important to start discussing the development of the future generation of leaders. It suggests that the traits of curiosity and belief will be beneficial to the success and fulfillment of future leaders. Research limitations/implications Because of the newness of this concept in regards to curiosity and belief being leadership traits, the research comes from theories and a real life, relevant understanding of leadership development. Therefore, it is encouraged to continue to build upon the thoughts and ideas presented in the paper. Practical implications This paper includes implications that there is a need for leadership development and that through the development of future leader traits, based on what they want from the workforce, will help to make them successful and sustainable future leaders. Originality/value This paper fulfills a need to understand what areas future leaders will need to be developed to create a new generation of effective and successful leaders.

scholarly journals Academic leadership development programs: a model for sustained institutional change

2014 ◽  
Vol 27 (6) ◽  
pp. 1008-1024 ◽  
Author(s):  
Ortrun Zuber-Skerritt ◽  
Ina Louw
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Institutional Change ◽  
Process Model ◽  
Academic Staff ◽  
Action Learning ◽  
Development Program ◽  
Theory And Practice ◽  
Content Type ◽  
Multiplier Effect

Purpose – The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approach – The paper presents the background, outline of the LDP and evaluation of results through participant feedback: at the end of the program; and after two years, using a “participatory action learning and action research” (PALAR) approach. Findings – All participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students’ learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. The authors discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implications – Medium- and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implications – The authors identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Social implications – The paper aims to assist higher education institutions to ensure sustainability in their LDPs. Originality/value – The process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.

scholarly journals Open Universities: the next phase

2018 ◽  
Vol 13 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Alan Tait
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Environmental Changes ◽  
50Th Anniversary ◽  
Open University ◽  
Distance Teaching ◽  
Content Type ◽  
Digital Revolution ◽  
Vice Chancellors ◽  
The Uk

Purpose The purpose of this paper is to report on research on the views of Presidents and Vice Chancellors of Open Universities of current threats and opportunities for their institutions as the author marks the 50th anniversary of the first Open University in the UK established in 1969. The paper offers a historical account of the development of the Open University model, and assesses the extent to which it remains in the key position as owner of innovation in the higher education sector. Design/methodology/approach Interviews were conducted with leaders of Open Universities or distance teaching universities. They covered a total of 14 universities. Findings The replies from institutional leaders reveal the current developments, opportunities and strategic challenges of the universities. It is suggested that the digital revolution along with a wider range of environmental changes for higher education have substantially eroded the first-mover advantage that Open Universities had undoubtedly enjoyed in the first 25 years. Originality/value The paper concludes that there are significant concerns that innovation in Open Universities is not sufficiently embedded to ensure that their contribution to the UN Sustainable Development Goals will be maximised, or even in some cases their survival, and that a key but undervalued element is leadership development for innovation and change.

scholarly journals Book Review: Choosing to Lead: The Motivational Factors of Underrepresented Minority Librarians in Higher Education

2017 ◽  
Vol 57 (1) ◽  
pp. 62
Author(s):  
Africa Hands
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Best Practices ◽  
Leadership Roles ◽  
Underrepresented Minority ◽  
Residency Programs ◽  
Underrepresented Groups ◽  
The Subject ◽  
Diversity In The Workplace

Leadership is a topic regularly discussed in library circles. Day-long preconference sessions are dedicated to the subject. Library associations offer webinars and host institutes on leadership development and best practices. Also of continued interest is diversity in the workplace, particularly with regard to recruitment, retention, and promotion of libraries from underrepresented groups, as evidenced by the burgeoning number of residency programs at academic libraries. Yet despite all the institutes and initiatives, minority librarians express frustration in securing leadership roles. Choosing to Lead addresses the intersection of diversity and leadership through essays by minority librarians who actively sought leadership opportunities within and outside their libraries.

Working toward aspirations: how higher education learning-working trajectories for refugees in the Netherlands support work-related capabilities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Diana van Dijk
Keyword(s):  
Higher Education ◽  
The Netherlands ◽  
Vocational Education ◽  
Work Experience ◽  
Qualitative Data ◽  
Content Type ◽  
Dual Program ◽  
Work Related ◽  
Highly Skilled ◽  
Employment Integration

PurposeRefugees face multiple barriers to employment, such as previous work experience and qualifications not recognized. The Rotterdam University of Applied Sciences offers a higher vocational education and training (VET) dual program for highly-skilled refugees, in which education and work is combined. After completion of the two-year program, participants have gained new skills, learned (vocational) language, have work experience in the Netherlands and have a Dutch diploma. These are the factors that are decisive for successful employment integration.Design/methodology/approachThis explorative study aimed to get insights into the participants' views and experiences with the dual program. A qualitative design has, therefore, been chosen. This article is based on 20 in-depth interviews with refugee-students. The transcribed qualitative data were systematically analyzed using ATLAS.ti 8 qualitative data analysis software.FindingsOverall, students were positive about the opportunity to study further and to work simultaneously. They valued the close connection with employers, learned new skills, improved their (vocational) language, and it gave them professional prospects that fit their ambitions. Based on the experiences of students, it seems that the dual program enhances work-related capabilities. However, the University should make more use of existing professional knowledge and experiences. Recognition of prior learning is crucial for employment integration but also contributes to a sense of inclusion.Originality/valueHigher VET dual programs for highly-skilled refugees are innovative and can contribute to their integration into the labor market. The associate degree is a recognized diploma between higher education and secondary vocational education.

scholarly journals Leadership cultures and discursive hybridisation

2015 ◽  
Vol 11 (3/4) ◽  
pp. 147-165 ◽  
Author(s):  
Lucia Crevani ◽  
Marianne Ekman ◽  
Monica Lindgren ◽  
Johann Packendorff
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
International Comparisons ◽  
Leadership Studies ◽  
Change Initiatives ◽  
Content Type ◽  
Higher Education Reforms ◽  
Recent Developments ◽  
Hybrid Leadership ◽  
Discursive Resources

Purpose – The purpose of this paper is to explore the concept of leadership culture and analyse how leadership cultures are produced in higher education reforms, in a hybridised discursive context of traditional academic values and emerging managerialism and leaderism. Design/methodology/approach – Building on a perspective on leadership as a cultural phenomenon emerging in processes in which societal, sectorial and professional discursive resources are invoked, this study adds to earlier studies on how notions of leadership are involved in the transformation of higher education organisations. To this end, the method combines a traditional qualitative study of change initiatives over a long period of time with participative observation. Focusing on two vignettes, the analysis centres on how several discursive resources are drawn upon in daily interaction. Findings – The emergence of hybrid leadership cultures in which several discursive resources are drawn upon in daily interaction is illustrated. This paper emphasises how hybrid cultures develop through confirmation, re-formulation and rejection of discursive influences. Research limitations/implications – An extended empirical material would enable further understanding of what cultural constructions of leadership that become confirmed, re-formulated or rejected. International comparisons would also enrich the analysis. Practical implications – This paper may influence leadership, leadership development and change initiatives in higher education organisation. Social implications – Higher education organisations are crucial for societal development and this paper contributes to better understanding how they are changing. Originality/value – The perspective proposed builds on recent developments in leadership studies and expands the means for focusing on social processes rather than individuals.

scholarly journals Self-determining medical leadership needs of occupational health physicians

2017 ◽  
Vol 30 (4) ◽  
pp. 394-410 ◽  
Author(s):  
Prosenjit Giri ◽  
Jill Aylott ◽  
Karen Kilner
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Leadership Roles ◽  
Leadership Qualities ◽  
Leadership Academy ◽  
Self Assessment ◽  
Leadership And Management ◽  
Content Type ◽  
Management Experience ◽  
Medical Leadership

Purpose The purpose of this study was to explore which factors motivate doctors to engage in leadership roles and to frame an inquiry of self-assessment within Self-Determination Theory (SDT) to identify the extent to which a group of occupational health physicians (OHPs) was able to self-determine their leadership needs, using a National Health Service (NHS) England competency approach promoted by the NHS England Leadership Academy as a self-assessment leadership diagnostic. Medical leadership is seen as crucial to the transformation of health-care services, yet leadership programmes are often designed with a top-down and centrally commissioned “one-size-fits-all” approach. In the UK, the Smith Review (2015) concluded that more decentralised and locally designed leadership development programmes were needed to meet the health-care challenges of the future. However, there is an absence of empirical research to inform the design of effective strategies that will engage and motivate doctors to take up leadership roles, while at the same time, health-care organisations continue to develop formal leadership roles as a way to secure medical leadership engagement. The problem is further compounded by a lack of validated leadership qualities assessment instruments which support researching this problem. Design/Methodology/approach The analysis draws on a sample of about 25 per cent of the total population size of the Faculty of Occupational Medicine (n = 1,000). The questionnaire used was the Leadership Qualities Framework tool as a form of online self-assessment (NHS Leadership Academy, 2012). The data were analysed using descriptive statistics and simple inferential methods. Findings OHPs are open about reporting their leadership strengths and leadership development needs and recognise leadership learning as an ongoing development need regardless of their level of personal competence. This study found that the single most important factor to affect a doctor’s confidence in leadership is their experience in a management role. In multivariate regression, management experience accounted for the usefulness of leadership training, suggesting that doctors learn best through applied “leadership learning” as opposed to theory-driven programmes. Drawing on SDT (Deci and Ryan, 1985; 2000; Ryan and Deci, 2000), this article provides a theoretical framework that helps to understand those doctors who are likely to engage in leadership and management activities in the organisation. More choice and self-determination of medical leadership programmes are likely to result in more relevant leadership learning that builds on doctors’ previous experience in this area. Research limitations/implications While this study benefitted from a large sample size, it was limited to the use of purely quantitative methods. Future studies would benefit from the application of a mixed methodology to combine quantitative data with one-to-one interviews or a focus group. Practical implications This study suggests that doctors are able to determine their own learning needs reliably and that they are more likely to increase their confidence in leadership and management if they are exposed to leadership and management experience. Originality/value This is the first large-scale study of this kind with a large sample within a single medical specialty. The study is considered as insider research, as the first author is an OHP with knowledge of how to engage OHPs in this work.

Universities as inclusive learning organizations for women?

2018 ◽  
Vol 25 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Patricia Gouthro ◽  
Nancy Taber ◽  
Amanda Brazil
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Learning Organizations ◽  
Education Sector ◽  
Leadership Roles ◽  
Content Type ◽  
Inclusive Learning ◽  
Academic Faculty ◽  
Critical Feminist ◽  
The Impact

Purpose The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector. Design/methodology/approach Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles. Findings It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education. Originality/value The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.

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