Transcendental Leadership for the 21st Century: A Narrative Inquiry on Effective Leadership and Workplace Spirituality

2018 ◽  
Author(s):  
Joseph Emeka Isebor
Keyword(s):  
Narrative Inquiry ◽  
21St Century ◽  
Effective Leadership ◽  
Workplace Spirituality ◽  
Transcendental Leadership

scholarly journals Spiritual Well-being and Work Performance among Ground-level Employees: Unravelling the Connection

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Jeffrey Khong Loong Yee ◽  
Jonathan Smith ◽  
Simon Robinson
Keyword(s):  
Narrative Inquiry ◽  
Work Performance ◽  
Quantitative Methods ◽  
Workplace Spirituality ◽  
Ground Level ◽  
Well Being ◽  
Work Outcomes ◽  
Direct Connection ◽  
Spiritual Well Being ◽  
Nuanced Understanding

Extant research shows that spiritual well-being and work performance are directly connected. The connection is theorised to be due to the alignment between what employees are spiritually inclined towards and what they do at work. However, research overemphasises the performative benefits of spiritual pursuits and privilege the leaders’ views. These developments, coupled with the prevalent use of quantitative methods, have resulted in one-sided and uncontextualised theorisations that constrict how workplace spirituality is investigated, understood, and converted into action. In response to these gaps, this paper investigates the experiences of ground-level employees to uncover stories of how spiritual well-being may be connected to their work performance. The study uses the qualitative paradigm and narrative inquiry as its methodology to uncover the diverse ways in which spiritual well-being and work outcomes are connected, including ones that diminish or are inconsequential to work performance. There is a need to re-examine accepted knowledge regarding the direct connection between spiritual well-being and work performance and the assumed compatibility of enacting spiritual inclinations in organisational settings. This paper calls for a more nuanced understanding of how spiritual well-being is experienced and the implications these experiences might have on the ground-level employees’ work performance. Even as research unravels this relationship further, prescriptions for practice ought to be qualified, contextualised, tentative, and customised for and by the ground-level employee.

scholarly journals Generation Y Challenges in Becoming Innovative Leaders at Organization in the 21st Century

2019 ◽  
Vol 8 (2S9) ◽  
pp. 789-794
Keyword(s):  
21St Century ◽  
Generation Y ◽  
Effective Leadership ◽  
Gen Y ◽  
Open Mind ◽  
Leadership Models ◽  
Effective Leaders ◽  
Secondary Resource ◽  
Innovative Leadership ◽  
Leadership Approaches

This paper aims to analyze and describe the dominant traits that are typical Gen-Y and innovative leadership models of the 21st century and to develop applicative recommendations on innovative leadership approaches to the Gen-Y. Gen-Y is increasingly inevitable and has taken a 50% portion in several large companies in Indonesia. This description explains the characteristics of Gen-Y and innovative leadership models. Data were obtained from secondary resource reviews, reputable journals, documents and company records that have relevance to the topic of this paper as well as from the results of interviews and observations on some companies. Gen-Y is the generation of innovating, open-mind. They are expected to be effective leaders in the 21st century. Innovative leadership becomes one of the effective leadership to be understood and implemented by Gen-Y in leading the organization in the 21st century

scholarly journals EFFECITVE LEADERSHIP FOR THE GLOBAL ECONOMY IN THE 21ST CENTURY

2005 ◽  
Vol 6 (1) ◽  
pp. 3-11 ◽  
Author(s):  
John Saee
Keyword(s):  
21St Century ◽  
Global Economy ◽  
Effective Leadership ◽  
Research Article ◽  
Different Cultures

Effective leadership of modern organizations within contemporary global economy in the 21st century is seen as a highly crucial function in organizations and good leadership is the most critical ingredient for successful organizations world over. In this research article, an examination is made of a broad range of theories and conceptualizations of leadership. Differences between managers and leaders are discussed. In addition, the notion of leadership in different cultures is explored which has considerable implications for management of enterprises internationally.

scholarly journals Learning to code: A narrative inquiry - “Without code we would probably be like cave people”

2021 ◽  
Author(s):  
◽  
Shahira Popat
Keyword(s):  
Narrative Inquiry ◽  
Case Studies ◽  
Traditional Knowledge ◽  
21St Century ◽  
Digital Technologies ◽  
Digital Age ◽  
21St Century Learning ◽  
Curriculum Content ◽  
Curriculum Ideologies ◽  
Powerful Knowledge

<p>In 2018 there was educational change in New Zealand with the introduction of new curriculum content for digital technologies. A key component of the digital technologies curriculum content was computational thinking where all students from Years 1 to 10 were expected to learn core coding concepts. The reasons for introducing coding into schools reflected a range of ideologies including preparing children to contribute meaningfully to society in the digital age. This narrative inquiry aimed to explore the value of coding in the curriculum through the experiences of students in Years 7 and 8. The research questions to meet this aim were; Why do students think coding is taught in school? Do students use coding outside of school? Why do students want to learn how to code and how do students think coding might help them or be useful?  Curriculum ideologies underpinned this study as a theoretical framework to evaluate student experiences of coding across two case studies. The narratives were derived from focus group interviews held at two different schools. Similarities across the case studies included students’ beliefs about the benefits of including coding in the curriculum. Students’ felt confident that learning coding allowed them to; understand the digital world, create digital products, prepare for the future, teach others and fix broken technology. They could not comprehend what their lives would be like without technology and therefore coding. Some students believed that “without code we would probably be like cave people”.  The main difference between the case studies was the level of teacher direction. This reflected a contradiction between competing curriculum ideologies and addressed the broader debate in education of 21st century skills versus powerful knowledge. The contradictions highlighted how the pedagogical design of coding in the curriculum could be effectively structured.  Traditional knowledge and teacher explanation were found to be important to students when learning more complex coding. However, globalisation is a key concept for education in a digital age. Therefore, opportunities can be created for students to build on knowledge and collaborate in new and challenging ways. Treating coding as a social practice by teaching students to connect with the wider community or to use programming for social good can engage them with experiences beyond their own. This does not mean abandoning the elements of 21st century learning, such as students’ own experiences or active learning. Drawing on the strengths of both traditional knowledge and 21st century learning approaches can lead to more powerful knowledge creation.</p>

scholarly journals Learning to code: A narrative inquiry - “Without code we would probably be like cave people”

2021 ◽  
Author(s):  
◽  
Shahira Popat
Keyword(s):  
Narrative Inquiry ◽  
Case Studies ◽  
Traditional Knowledge ◽  
21St Century ◽  
Digital Technologies ◽  
Digital Age ◽  
21St Century Learning ◽  
Curriculum Content ◽  
Curriculum Ideologies ◽  
Powerful Knowledge

<p>In 2018 there was educational change in New Zealand with the introduction of new curriculum content for digital technologies. A key component of the digital technologies curriculum content was computational thinking where all students from Years 1 to 10 were expected to learn core coding concepts. The reasons for introducing coding into schools reflected a range of ideologies including preparing children to contribute meaningfully to society in the digital age. This narrative inquiry aimed to explore the value of coding in the curriculum through the experiences of students in Years 7 and 8. The research questions to meet this aim were; Why do students think coding is taught in school? Do students use coding outside of school? Why do students want to learn how to code and how do students think coding might help them or be useful?  Curriculum ideologies underpinned this study as a theoretical framework to evaluate student experiences of coding across two case studies. The narratives were derived from focus group interviews held at two different schools. Similarities across the case studies included students’ beliefs about the benefits of including coding in the curriculum. Students’ felt confident that learning coding allowed them to; understand the digital world, create digital products, prepare for the future, teach others and fix broken technology. They could not comprehend what their lives would be like without technology and therefore coding. Some students believed that “without code we would probably be like cave people”.  The main difference between the case studies was the level of teacher direction. This reflected a contradiction between competing curriculum ideologies and addressed the broader debate in education of 21st century skills versus powerful knowledge. The contradictions highlighted how the pedagogical design of coding in the curriculum could be effectively structured.  Traditional knowledge and teacher explanation were found to be important to students when learning more complex coding. However, globalisation is a key concept for education in a digital age. Therefore, opportunities can be created for students to build on knowledge and collaborate in new and challenging ways. Treating coding as a social practice by teaching students to connect with the wider community or to use programming for social good can engage them with experiences beyond their own. This does not mean abandoning the elements of 21st century learning, such as students’ own experiences or active learning. Drawing on the strengths of both traditional knowledge and 21st century learning approaches can lead to more powerful knowledge creation.</p>

scholarly journals The Effect of Workplace Spirituality on Employee Performance

2021 ◽  
Vol 1 (1) ◽  
pp. 22-27
Author(s):  
Noraidah Abdul Latiff
Keyword(s):  
Work Environment ◽  
21St Century ◽  
Employee Performance ◽  
Meaningful Work ◽  
Workplace Spirituality ◽  
Term Survival ◽  
Inner Self ◽  
Personal Level ◽  
Spiritual Work

Employees in the 21st century seek a work environment which allows them to find a sense of purpose at work, within an atmosphere filled with respect and courteous interactions between the employees and their surroundings. The spiritually-oriented work environment is crucial because it shapes employees’ behaviour at the personal level and eventually, improves employee performance. In this paper, a theoretical framework which explains how the spiritual work environment (inner self, community and meaningful work) improves employee performance is presented. This framework can be a reference for organisations in gauging their spiritual work environment, and subsequently incorporating spiritual elements at work as a way to influence employee performance. In return, it contributes to the long-term survival and success of the organisation.

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