Disability and Dominant Leadership Models 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.

Black Women’s Resiliency in Community College Leadership

Black women leaders in higher education face a double bind of gender and racial disparity and biases within the education workforce and their institutions. The literature does not fully articulate Black women's considerations when pursuing community college presidencies and the strategies they use to overcome the hurdles and discrimination they encounter. This research expands the literature by using critical race and Black feminist thought as theoretical frameworks to examine the ascension and succession of eight Black women leading community colleges and how they circumvented barriers associated with the male-dominated position. Findings reveal how three elements of resiliency—emotional intelligence, authenticity, and agility—contest and challenge the oppressive nature of White male privilege in gendered organizations. This newfound perspective has implications for the recruitment, retention, and persistence of faculty and administrators, leadership development programs, and succession planning at community colleges across the United States.

COVID 19 Conflicts and Emerging Leadership Characteristics: A Qualitative Study

COVID-19 has resulted to global changes that have continued to instigate conflict in the hotel industry. This single exploratory qualitative case study purpose was to examined COVID 19 conflicts and emerging leadership characteristics during COVID 19 period at the Safari Park Hotel and Casino in Kenya. The target population of 20 departmental managers and sections from where a sample of seven participants was purposively drawn. In-depth interviews were conducted with participants from all departments and the data analyzed thematically. The findings revealed that conflicts were evident at individual, departmental, organizational, and externally with stakeholders. Finding further indicated that COVID 19 conflicts revolved around loss of income, employee relations, customer complaints and constrained resources. It was also found that leadership characteristic such as authentic, collaboration, innovation, and perseverance are critical during conflict. Unique contribution to theory, practice and policy is leadership development programs to incorporate conflict management, open and candid communication across the business, business leaders to balance between business needs and staff welfare as well as leaders to be provided with in service support that can complement their competencies in these critical leadership roles.

What are young Pacific peoples understandings of leadership in Aotearoa New Zealand?

<p>This thesis is an exploration of the way leadership is understood by young Pacific peoples. It looks at the possible relationship between leadership and education outcomes for young Pacific peoples. It is located in an interpretative paradigm, and uses qualitative methods and seeks phenomenological date. This is because individuals interpret experiences differently, therefore understanding how these young Pacific people interpret ideas can help answer the thesis question. As Pacific research it foregrounds Pacific concepts such as vā and Pacific methods such as talanoa. These features seek to alignment with the community participating in the study. The findings suggest that young Pacific peoples understand leadership as a negotiation between Pacific and Western ideas. This negotiation is performed contextually. However, young Pacific peoples are also redefining leadership for themselves and a way they are doing this is by combining their Pacific and Western understandings of leadership. From the research there were three implications found for young Pacific peoples. Firstly, too much focus on culture can become a problem. Secondly, the different contexts that young Pacific peoples are being raised in influences their leadership beliefs, especially compared to the older generation. Lastly, young Pacific peoples need to receive recognition for their ability to negotiate ideas between the Pacific and Western worlds. Therefore, recommendations for future research come under two main categories environment. This is focused on rethinking leadership, firstly for young Pacific peoples in New Zealand-Pacific context, then rethinking for young Pacific peoples in a Western context. The second recommendation discusses ways to improve leadership development programs for young Pacific peoples in New Zealand.</p>

What are young Pacific peoples understandings of leadership in Aotearoa New Zealand?

<p>This thesis is an exploration of the way leadership is understood by young Pacific peoples. It looks at the possible relationship between leadership and education outcomes for young Pacific peoples. It is located in an interpretative paradigm, and uses qualitative methods and seeks phenomenological date. This is because individuals interpret experiences differently, therefore understanding how these young Pacific people interpret ideas can help answer the thesis question. As Pacific research it foregrounds Pacific concepts such as vā and Pacific methods such as talanoa. These features seek to alignment with the community participating in the study. The findings suggest that young Pacific peoples understand leadership as a negotiation between Pacific and Western ideas. This negotiation is performed contextually. However, young Pacific peoples are also redefining leadership for themselves and a way they are doing this is by combining their Pacific and Western understandings of leadership. From the research there were three implications found for young Pacific peoples. Firstly, too much focus on culture can become a problem. Secondly, the different contexts that young Pacific peoples are being raised in influences their leadership beliefs, especially compared to the older generation. Lastly, young Pacific peoples need to receive recognition for their ability to negotiate ideas between the Pacific and Western worlds. Therefore, recommendations for future research come under two main categories environment. This is focused on rethinking leadership, firstly for young Pacific peoples in New Zealand-Pacific context, then rethinking for young Pacific peoples in a Western context. The second recommendation discusses ways to improve leadership development programs for young Pacific peoples in New Zealand.</p>

Clinical Scholars: Using Program Evaluation to Inform Leadership Development

Leadership development programs are notoriously difficult to evaluate, and when evaluations are attempted, they often do not go beyond measuring low-level, short-term outcomes of the impacts experienced by participants. Many leadership development programs do not systematically assess changes that are catalyzed within the organizations, communities and systems in which participants lead. To address these challenges, evaluators of the Clinical Scholars National Leadership Institute (CNLI) have designed a comprehensive, mixed-methods evaluation approach to determine the effectiveness of the training and explore the impacts of participants in the spheres in which they lead. Guided by Michael Patton’s Developmental Evaluation approach and framed by Kirkpatrick’s Training Evaluation Model, the CSNLI evaluation collects data on multiple levels to provide a robust picture of the multiple outcomes of the program. The approach focuses on individual participant outcomes, by measuring competency changes over time and exploring how participants use the competencies gained through the training in their work. Social network analysis is utilized to measure the development and expansion of participants’ networks and collaboration within the teams, cohorts, and across sectors and disciplines throughout their time in the CSNLI. The Most Significant Change methodology and semi-structured alumni interviews are used to measure impacts participants identify as occurring as a result of their participation. Finally, Concept Mapping is implemented to explore how Fellows make meaning of the foundational concepts and values of the CSNLI. The outcome and impact evaluation activities employed by the CSNLI, in combination with quality improvement-focused process evaluation, support innovation and excellence in the provision of a health equity-grounded leadership development program.

An Approach for Humanizing Leadership Education: Building Learning Community & Stakeholder Engagement

In recent years, scholars have become critical of mainstream leadership development approaches. In particular, Petriglieri and Petriglieri refer to the dehumanization of leadership, whereby leadership breaks its ties to identity, community, and context. The purpose of this paper is to present an approach for humanizing leadership using the case example of George Washington University’s Organizational Leadership & Learning (OLL) program. Embedded in the critical leadership studies (CLS) approach, the humanizing principles, and the humanistic leadership paradigm, the OLL program’s leadership learning approach focuses on building a learning community and stakeholder engagement. I describe its pedagogical goals and instructional strategies that help promote a psychologically safe space where learners build trusting relationships, integrate diverse perspectives through respectful dialogues, and develop a sense of the “common good” and culture of equity through issue-centered learning. Using classrooms as “identity spaces” and “leadership learning laboratory” allows learners in the program to practice the co-construction of ideas through mutual influence and interactions. This paper makes a valuable contribution to developing future leadership development programs.

The Impact of Radical Change on Leadership Development in Large Companies

Purpose: This study aims to identify and describe changes in leadership development programs caused by the spread of SARS-CoV-2. Design/methodology/approach: Participants were selected purposefully. The core part of the qualitative study involved 25 individual in-depth interviews. Findings: The data indicates that leadership development is not perceived as a core business process. In most cases, certain learning interventions were withheld but not terminated or managers ordered a digital culture transition. Data shows that given the progressing change, there is a need for further reflection on whether technology-mediated leadership behaviour would not be a standard. Research limitations/implications: Qualitative research does not permit broad generalizations. Although the data collected allows indicating how leader-nurturing process owners perceive change that impacts leadership development, there is no possibility to indicate the intensity or importance of the reactions. Originality/value: This study enriches the research on leadership management in big enterprises. It provides meaningful insights by examining the attitude and reactions of managers responsible for nurturing leaders. The findings of this study extend the understanding of the leadership development goal and its impact under specific conditions.

Systemic leadership development: impact on organizational effectiveness

Purpose This study aims to examine the impact of leadership development programs on organizational outcomes and organizational effectiveness. Design/methodology/approach Using a grounded theory approach, semi-structured interviews were conducted with 15 executive leaders from aviation firms in Brazil with employees participating in a leadership development program. NVivo12 was used for coding and managing the data. Thematic analysis was performed to determine themes and categories. Findings The leadership development program was found to influence organizational level outcomes identified as themes of internal impact, external impact, skill development and capacity. The interviews also found that executive leaders perceived the leadership development program to impact organizational effectiveness. Connections to human capital, social capital and collective leadership were found as outcomes of the leadership development program contributing to organizational effectiveness. Research limitations/implications The findings are dependent upon the executive leaders’ interviews and are limited sample size. The protocol of subjective inter-coder reliability was followed supporting the credibility and dependability of the findings; however, researcher bias may still be present in qualitative studies. Generalizability outside of the Brazilian aviation context is cautioned until further studies in additional contexts and industries are completed. Practical implications The findings of this study support leadership development programs as impactful on organizational outcomes and effectiveness. Incorporating leadership development programs as part of human capital management strategies supports organizational effectiveness through increased collective leadership capacity, human capital development and social capital. Originality/value A large amount is known regarding the outcomes for individuals as a result of leadership development programs with less examination on the contribution to organizational level outcomes and organizational effectiveness. This study aids in bridging this gap.

UNDERSTANDING THE CHALLENGES AND THE OPPORTUNITIES ASSOCIATED WITH LEADERSHIP DEVELOPMENT FOR STUDENTS OF HIGHER LEARNING INSTITUTION IN SABAH, MALAYSIA

The presence of effective leadership is always vital for the successful attainment of common goals. Given that the students of HLIs are the potential leaders of any organization or society in the future, leadership development programs/courses generally required in HLIs. Accordingly, in an effort to ensure the Higher Learning Institutions graduates well equipped with effective leadership knowledge and skill, the HLIs in Sabah is offering leadership development programs/courses. Despite that, however, many remain clueless of what exactly are the challenges and opportunities associated with these leadership development programs/courses. By applying a qualitative approach through the examination of information gathered from various sources such as books, journals, and media reports, the paper presents a discussion on the challenges and opportunities associated with leadership development programs/courses for students of HLIs in Sabah, Malaysia. The findings are expected to contribute to the systematic understanding of challenges and opportunities of leadership development programs/courses for students of HLIs, thus led to the enrichment of existing leadership development programs in HLIs.