Leaders gender and the fight against COVID-19: investigation, replication, and a possible explanation

Objectives To investigate the alleged relationship between leaders gender and COVID-19 related cases and deaths in different countries across the globe. Study design The relationship between leaders gender and percent of women in parliament to COVID-19 cases and death per million was investigated in three time points (10 months) across 180 countries, controlling for possible covariates. Methods Three different types of analyses were run: (1) Six basic t-tests; (2) Two repeated-measure ANOVA tests analyzing change over time; (3) Six stepwise regression analyses for both leaders gender and the percentage of women in parliament. Results Our findings suggest that, contrary to some research and popular media headlines, and in-line with recent academic research, leadership gender is not a significant factor in explaining the variation between countries in the fight against the COVID-19 pandemic. Conclusions We suggest that this alleged relationship may stem from an illusory correlation. We argue that the uncertainty, stress, and anxiety that prevail in these times of global pandemic may be the breeding ground for judgmental biases of this sort.

Wildy Prize Lecture, 2020–2021: Who wouldn’t want to discover a new virus?

Innovations in science education are desperately needed to find ways to engage and interest students early in their undergraduate careers. Exposing students to authentic research experiences is highly beneficial, but finding ways to include all types of students and to do this at large scale is especially challenging. An attractive solution is the concept of an inclusive research education community (iREC) in which centralized research leadership and administration supports multiple institutions, including diverse groups of schools and universities, faculty and students. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Sciences (SEA-PHAGES) programme is an excellent example of an iREC, in which students explore viral diversity and evolution through discovery and genomic analysis of novel bacteriophages. The SEA-PHAGES programme has proven to be sustainable, to be implemented at large scale, and to enhance student persistence in science, as well as to produce substantial research advances. Discovering a new virus with the potential for new biological insights and clinical applications is inherently exciting. Who wouldn’t want to discover a new virus?

Early- and mid-career transitions to research leadership in Africa

This article examines the early-and mid-career transition to research leadership in Africa. Much of the available African literature on research leadership indicate several challenges related to poor conceptualisations of career transitions and gaps in the availability of research training. Qualitative data were collected using individual interviews (n=24) and focus groups (n=27) to identify key transition points of early career researchers (ECRs) and mid-career researchers (MCRs) in selected African countries. The qualitative data was complemented with quantitative survey questionnaires (n=250) and a triangulation approach was adopted to analyse the results. The findings were themed into different categories describing the common career paths, stages and challenges of research leaders. The latter part of the findings present a discussion on development approaches to attract and retain researchers in African universities. By focusing on the African continent, this study contributes to the current body of literature on research leadership in the Global South.

Leadership as a skill

In both the event industry, and in scholarly research, leadership is often considered as a skill. This school of thought is closely related to the trait theories of leadership, as conceptually, it is hard to differentiate between the personality traits leaders possess and the skills that they demonstrate. What is the difference between the terms? Well, it is widely accepted that traits are innate, but skills can be learnt (Athey & Orth, 1999). So, skills differ from traits because they are considered to be something that can be developed – a practised ability. A skill is the ability to do a job well, particularly if you have practiced it. This school of thought therefore suggests that you might not be a ‘natural leader’, but you can develop the necessary set of skills that will allow you to become a good one. As such, you can develop the capabilities required to lead (Mumford et al., 2000b).

Early- and mid-career transition to research leadership in Africa

This article examines the early-and mid-career transition to research leadership in Africa. Much of the available African literature on research leadership indicate several challenges related to poor conceptualisations of career transitions and gaps in the availability of research training. Qualitative data were collected using individual interviews (n=24) and focus groups (n=27) to identify key transition points of early career researchers (ECRs) and mid-career researchers (MCRs) in selected African countries. The qualitative data was complemented with quantitative survey questionnaires (n=250) and a triangulation approach was adopted to analyse the results. The findings were themed into different categories describing the common career paths, stages and challenges of research leaders. The latter part of the findings present a discussion on development approaches to attract and retain researchers in African universities. By focusing on the African continent, this study contributes to the current body of literature on research leadership in the Global South.

Exploring advanced nursing practice in stroke services: a scoping review

Background: Stroke care is becoming increasingly reliant on advanced nursing practice (ANP); however, little is known about these roles within the stroke specialty. Aims: To explore the current knowledge of advanced nursing practice in stroke services internationally, specifically, the conceptualisation of ANP and the rationale for its implementation. Methods: Arskey and O'Malley's scoping review methodology was employed, and six academic databases were used. Findings: Two key themes were identified; ‘role development’ and ‘four pillars of advanced practice’. The review identifies that ANP is implemented primarily to provide acute stroke care. Conclusions: Current research does not clarify the rationale for implementing these posts or how ANP is conceptualised. This review does identify that stroke ANP incorporates the four pillars of advanced practice (clinical, research, leadership and education) and was implemented to improve the quality of stroke care. Barriers and facilitators to implementation were also identified.