<p>Refugee community leadership enhances social cohesion by focusing on belonging, inclusion, participation, recognition, and legitimacy, presenting an open door to freedom and social justice for underrepresented communities, including refugees (Dandy & Pe-Pua, <span>2015</span>). As a person from a refugee background, with lived experience of resettlement challenges that need to be resolved (Lumb & Ndagijimana, <span>2021</span>), I know how critical leadership is for refugee communities (Clarke, <span>2018</span>). As an African-Australian, born and raised in Burundi, a country wedged between Tanzania, the Democratic Republic of the Congo, and Rwanda, I lived in a refugee camp in Tanzania for 7 years. During that time I worked with diverse refugee communities through different United Nations organizations, including teaching at a high school for 4 years (2003–2007). When I arrived in Australia, learning the English language alongside the Australian “ways of doing things” was significantly challenging for me. Upon obtaining technical training in the community services sector (i.e., community services work, Mental Health and Case management), I completed my Bachelor of Social Science degree and Master of Social Change and Development at the University of Newcastle. These experiences support my current role at the University of Newcastle in the Centre for Excellence for Equity in Higher Education (CEEHE), where I work with students from refugee or refugee adjacent backgrounds, supporting them in successfully navigating higher education (Lumb & Ndagijimana, <span>2021</span>).</p><p>In a country like Australia, refugee community leadership is required in order to reconsider the politics of knowledge and the importance of advocacy to ensure “social justice” (or participation parity) (Charmaz, <span>2011</span>; Fraser, <span>2008</span>; Power, <span>2012</span>). Social justice leadership frameworks examine whether individuals labeled as “non-traditional” or “refugees” are socially treated un/fairly within their host community (Fraser, <span>1999</span>). Thus, refugee community leaders are instrumental in implementing and enhancing advocacy for the refugee community they represent. Community leaders advocate restlessly, aiming to achieve possible socioeconomic environments where refugees' choices of access and participation are prioritized (Power, <span>2012</span>). However, on both sides of refugee communities and community representatives, there are many challenges and struggles that need to be explored before experts come up with adequate and durable solutions.</p><p>Since Australia signed the Refugee Convention and Protocol in Geneva in 1951, refugees have traveled from third world/global south countries, aiming to re/settle (temporarily or permanently) in Australia for a wide variety of reasons (Palmer, <span>2009</span>). This resettlement is accompanied by challenges as refugees try to align with the local lifestyle and culture
{"title":"The Critical Bridge of Refugee Community Leadership to Enhance Belonging in Australia","authors":"Louis Ndagijimana","doi":"10.1002/jls.21852","DOIUrl":"10.1002/jls.21852","url":null,"abstract":"<p>Refugee community leadership enhances social cohesion by focusing on belonging, inclusion, participation, recognition, and legitimacy, presenting an open door to freedom and social justice for underrepresented communities, including refugees (Dandy & Pe-Pua, <span>2015</span>). As a person from a refugee background, with lived experience of resettlement challenges that need to be resolved (Lumb & Ndagijimana, <span>2021</span>), I know how critical leadership is for refugee communities (Clarke, <span>2018</span>). As an African-Australian, born and raised in Burundi, a country wedged between Tanzania, the Democratic Republic of the Congo, and Rwanda, I lived in a refugee camp in Tanzania for 7 years. During that time I worked with diverse refugee communities through different United Nations organizations, including teaching at a high school for 4 years (2003–2007). When I arrived in Australia, learning the English language alongside the Australian “ways of doing things” was significantly challenging for me. Upon obtaining technical training in the community services sector (i.e., community services work, Mental Health and Case management), I completed my Bachelor of Social Science degree and Master of Social Change and Development at the University of Newcastle. These experiences support my current role at the University of Newcastle in the Centre for Excellence for Equity in Higher Education (CEEHE), where I work with students from refugee or refugee adjacent backgrounds, supporting them in successfully navigating higher education (Lumb & Ndagijimana, <span>2021</span>).</p><p>In a country like Australia, refugee community leadership is required in order to reconsider the politics of knowledge and the importance of advocacy to ensure “social justice” (or participation parity) (Charmaz, <span>2011</span>; Fraser, <span>2008</span>; Power, <span>2012</span>). Social justice leadership frameworks examine whether individuals labeled as “non-traditional” or “refugees” are socially treated un/fairly within their host community (Fraser, <span>1999</span>). Thus, refugee community leaders are instrumental in implementing and enhancing advocacy for the refugee community they represent. Community leaders advocate restlessly, aiming to achieve possible socioeconomic environments where refugees' choices of access and participation are prioritized (Power, <span>2012</span>). However, on both sides of refugee communities and community representatives, there are many challenges and struggles that need to be explored before experts come up with adequate and durable solutions.</p><p>Since Australia signed the Refugee Convention and Protocol in Geneva in 1951, refugees have traveled from third world/global south countries, aiming to re/settle (temporarily or permanently) in Australia for a wide variety of reasons (Palmer, <span>2009</span>). This resettlement is accompanied by challenges as refugees try to align with the local lifestyle and culture","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 2","pages":"39-46"},"PeriodicalIF":1.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jls.21852","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41408735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Community-based participatory research (CBPR) is an increasingly popular framework used for ethical health disparities research and social justice praxis with refugee communities (Ellis et al., <span>2007</span>; Wallerstein & Duran, <span>2006</span>). It is anchored by several main pillars, including recognition of the community context, indigenous knowledge, and practices; shared leadership and decision-making; capacity building; and empowerment and transformation for social change (Blumenthal, <span>2011</span>; Minkler & Wallerstein, <span>2003</span>; Wallerstein et al., <span>2005</span>). When applied in real-life scenarios, CBPR fosters mindful and reciprocal relationships by deflating power imbalances and dismantling distrust between mainstream academic researchers (outsiders) and refugee community constituents (insiders) (Tobias et al., <span>2013</span>).</p><p>Participatory Action Research (PAR), from which CBPR derives, has been described as a “decolonizing methodology” that counters social inequities through the emphasis on community members and researchers coproducing knowledge to promote social change (Kia-Keating & Juang, <span>2022</span>). CBPR includes rigorous approaches to engage community members and reduce power differentials, including scrutiny of community members' and researchers' gains and potentials for harm from the research process, and the accountability of the latter to the former (Kia-Keating & Juang, <span>2022</span>). Such approaches are key to transformative work with marginalized communities in a societal and institutional climate of structural racism.</p><p>In particular, youth from refugee-origin communities within the United States differ markedly from the dominant society in their ethno-history, identity, cultural beliefs, and world views (Reynolds & Bacon, <span>2018</span>). These differences can heighten youth from refugee-origin communities' vulnerability to adverse mental health outcomes (Frounfelker et al., <span>2020</span>). However, this also has implications for their potential to act as agents of community empowerment when they are supported through the education process (United Nations High Commissioner for Refugees (UNHCR), <span>2018</span>). In the United States, there has been more emphasis on supporting refugee youth to adjust to the receiving society's educational expectations and settings (Reynolds & Bacon, <span>2018</span>), and less on recognizing and developing their cultural and linguistic expertise to bridge mutual gaps with mainstream agencies, resources, and society to empower their communities.</p><p>This is where the CBPR pillars—equitable voice, recognizing indigenous knowledge, and community capacity building focus—can be agents of transformation and change. For example, Yoon et al. (<span>2022</span>) used the CBPR approach to engage and examine acculturation, cultural integration, and life satisfaction with South Sudanese refugee youth/young ad
{"title":"Youth Capacity Building and Leadership Through CBPR and Conflict Transformation with the Montagnard Refugee-Origin Community","authors":"Sharon D. Morrison, Andrew J. Young, S. Sudha","doi":"10.1002/jls.21857","DOIUrl":"10.1002/jls.21857","url":null,"abstract":"<p>Community-based participatory research (CBPR) is an increasingly popular framework used for ethical health disparities research and social justice praxis with refugee communities (Ellis et al., <span>2007</span>; Wallerstein & Duran, <span>2006</span>). It is anchored by several main pillars, including recognition of the community context, indigenous knowledge, and practices; shared leadership and decision-making; capacity building; and empowerment and transformation for social change (Blumenthal, <span>2011</span>; Minkler & Wallerstein, <span>2003</span>; Wallerstein et al., <span>2005</span>). When applied in real-life scenarios, CBPR fosters mindful and reciprocal relationships by deflating power imbalances and dismantling distrust between mainstream academic researchers (outsiders) and refugee community constituents (insiders) (Tobias et al., <span>2013</span>).</p><p>Participatory Action Research (PAR), from which CBPR derives, has been described as a “decolonizing methodology” that counters social inequities through the emphasis on community members and researchers coproducing knowledge to promote social change (Kia-Keating & Juang, <span>2022</span>). CBPR includes rigorous approaches to engage community members and reduce power differentials, including scrutiny of community members' and researchers' gains and potentials for harm from the research process, and the accountability of the latter to the former (Kia-Keating & Juang, <span>2022</span>). Such approaches are key to transformative work with marginalized communities in a societal and institutional climate of structural racism.</p><p>In particular, youth from refugee-origin communities within the United States differ markedly from the dominant society in their ethno-history, identity, cultural beliefs, and world views (Reynolds & Bacon, <span>2018</span>). These differences can heighten youth from refugee-origin communities' vulnerability to adverse mental health outcomes (Frounfelker et al., <span>2020</span>). However, this also has implications for their potential to act as agents of community empowerment when they are supported through the education process (United Nations High Commissioner for Refugees (UNHCR), <span>2018</span>). In the United States, there has been more emphasis on supporting refugee youth to adjust to the receiving society's educational expectations and settings (Reynolds & Bacon, <span>2018</span>), and less on recognizing and developing their cultural and linguistic expertise to bridge mutual gaps with mainstream agencies, resources, and society to empower their communities.</p><p>This is where the CBPR pillars—equitable voice, recognizing indigenous knowledge, and community capacity building focus—can be agents of transformation and change. For example, Yoon et al. (<span>2022</span>) used the CBPR approach to engage and examine acculturation, cultural integration, and life satisfaction with South Sudanese refugee youth/young ad","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 2","pages":"53-61"},"PeriodicalIF":1.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jls.21857","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42006985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Developing Cultural Humility in Leadership Education Programs to Promote Community Leadership","authors":"Jason Fraser-Nash, Matthew Sowcik","doi":"10.1002/jls.21855","DOIUrl":"10.1002/jls.21855","url":null,"abstract":"","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 2","pages":"66-74"},"PeriodicalIF":1.5,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41984878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Wise Follow the Wise: Harnessing the Wisdom of Community Leaders in Shaping Public Health Messaging Among Refugee Populations","authors":"Sunita Joann Rebecca Healey, Karinne Andrich","doi":"10.1002/jls.21856","DOIUrl":"10.1002/jls.21856","url":null,"abstract":"","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 2","pages":"62-65"},"PeriodicalIF":1.5,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46122123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Movement Lawyering to Empower Leadership from Subordinated Communities: Examples of Alternative Visions of Our Conceptions of Justice","authors":"Caitlin Barry","doi":"10.1002/jls.21853","DOIUrl":"10.1002/jls.21853","url":null,"abstract":"","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 2","pages":"34-38"},"PeriodicalIF":1.5,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41312694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Small and medium enterprises (SMEs) are instrumental to most economies and leadership offers a means for SMEs to face today's business challenges. Despite the need for effective leadership in SMEs, researchers rarely examine leadership theories in this context. The SME context is characterized by proximal conditions that are conducive to role-modeling leadership. Role-modeling leadership, although popular in the practitioner literature, is an underdeveloped concept in the scientific literature because such leadership has been confounded with other leadership theories and behaviors. The present study showcases role-modeling leadership as a distinct style of leadership and investigates its nomological framework between SMEs and large organizations. Using a sample of 371 employees across the UK, the findings supported (a) leader identification as an antecedent of role-modeling leadership and (b) a chain of outcomes between role-modeling leadership, leader–member exchange, job stress, job satisfaction, and turnover intent. However, the moderating effect of organization size was not supported. The present study contributes to theory by unraveling how a novel style of leadership is predicted as well as its relationship with important organizational outcomes. Limitations and suggestions for future research are discussed.
{"title":"Role-Modeling Leadership in Small and Medium Enterprises: The Role of Leader Identification, Leader–Member Exchange, Job Stress, Job Satisfaction, and Turnover Intent","authors":"Paul T. Balwant, Amanda Singh","doi":"10.1002/jls.21843","DOIUrl":"10.1002/jls.21843","url":null,"abstract":"<p>Small and medium enterprises (SMEs) are instrumental to most economies and leadership offers a means for SMEs to face today's business challenges. Despite the need for effective leadership in SMEs, researchers rarely examine leadership theories in this context. The SME context is characterized by proximal conditions that are conducive to role-modeling leadership. Role-modeling leadership, although popular in the practitioner literature, is an underdeveloped concept in the scientific literature because such leadership has been confounded with other leadership theories and behaviors. The present study showcases role-modeling leadership as a distinct style of leadership and investigates its nomological framework between SMEs and large organizations. Using a sample of 371 employees across the UK, the findings supported (a) leader identification as an antecedent of role-modeling leadership and (b) a chain of outcomes between role-modeling leadership, leader–member exchange, job stress, job satisfaction, and turnover intent. However, the moderating effect of organization size was not supported. The present study contributes to theory by unraveling how a novel style of leadership is predicted as well as its relationship with important organizational outcomes. Limitations and suggestions for future research are discussed.</p>","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 1","pages":"4-19"},"PeriodicalIF":1.5,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48734670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Megan Seibel, Eric K. Kaufman, D. Adam Cletzer, Jeremy Elliott-Engel
While adaptive leadership is a useful framework for leadership practitioners, there is limited empirical research supporting its conceptual tools and tactics. Kirton's adaption-innovation (A-I) theory contends individuals have innate problem-solving style preferences for more or less structure. In the current conceptual paper, we examine the theoretical underpinnings of adaptive leadership and A-I theory within the context of complex problem-solving. We connect A-I theory to concepts from adaptive leadership to link a more rigorous and empirically supported theory to a popular practice. We go further to explore how a leader's A-I style informs the maintenance of an adaptive leadership holding environment (HE), particularly with regard to facilitating a productive zone of disequilibrium (PZD).
{"title":"Advancing Adaptive Leadership Through Adaption-Innovation Theory: Enhancements to The Holding Environment","authors":"Megan Seibel, Eric K. Kaufman, D. Adam Cletzer, Jeremy Elliott-Engel","doi":"10.1002/jls.21841","DOIUrl":"10.1002/jls.21841","url":null,"abstract":"<p>While adaptive leadership is a useful framework for leadership practitioners, there is limited empirical research supporting its conceptual tools and tactics. Kirton's adaption-innovation (A-I) theory contends individuals have innate problem-solving style preferences for more or less structure. In the current conceptual paper, we examine the theoretical underpinnings of adaptive leadership and A-I theory within the context of complex problem-solving. We connect A-I theory to concepts from adaptive leadership to link a more rigorous and empirically supported theory to a popular practice. We go further to explore how a leader's A-I style informs the maintenance of an adaptive leadership holding environment (HE), particularly with regard to facilitating a productive zone of disequilibrium (PZD).</p>","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 1","pages":"23-29"},"PeriodicalIF":1.5,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jls.21841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49225062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Market Basket started as a local grocery store in Lowell, Massachusetts in 1917, and rapidly expanded into a large supermarket chain by following a business model driven by community empowerment. However, success did not come easy. A sudden change in leadership and the resulting top-down organizational culture pushed the store chain into unprecedented chaos with boycotts and supply chain disruptions. The collective force generated by employees, customers, and business partners left the shareholders with no choice but to reinstate the ousted CEO with full authority. But how did the leadership cultivate trust, loyalty, and commitment in all stakeholders, which resulted in undefeatable resilience against the intended top-down approach? The current paper answers this question by analyzing the collective organizational culture built through collaborative leadership and the ensuing leaderful response of all stakeholders to adversity.
{"title":"The Market Basket Case Revisited: Community Empowerment through Leaderful Organizational Culture","authors":"Soyhan Egitim","doi":"10.1002/jls.21844","DOIUrl":"10.1002/jls.21844","url":null,"abstract":"<p>Market Basket started as a local grocery store in Lowell, Massachusetts in 1917, and rapidly expanded into a large supermarket chain by following a business model driven by community empowerment. However, success did not come easy. A sudden change in leadership and the resulting top-down organizational culture pushed the store chain into unprecedented chaos with boycotts and supply chain disruptions. The collective force generated by employees, customers, and business partners left the shareholders with no choice but to reinstate the ousted CEO with full authority. But how did the leadership cultivate trust, loyalty, and commitment in all stakeholders, which resulted in undefeatable resilience against the intended top-down approach? The current paper answers this question by analyzing the collective organizational culture built through collaborative leadership and the ensuing leaderful response of all stakeholders to adversity.</p>","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 1","pages":"51-56"},"PeriodicalIF":1.5,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jls.21844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43300407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current paper reviews examples of working with organizational leaders and integrating adaption-innovation (A-I) theory and its associated psychometric, the Kirton's Adaption-Innovation Inventory (KAI; Kirton, 1985). Three specific in-depth cases are reviewed and analyzed, and a series of learning insights are shared. A set of key enabling factors are argued to transform A-I related insights to valuable actions. These include emotional intelligence capabilities focused on self-and-others; the role of a structured learning process to aid reflection and action; effective coping behavior that sustains the options for action; and examples of the sourcing and use of diversity. Areas for further research into practice are also described.
{"title":"Working with Adaption-Innovation in Leadership Practice: What Works and What's Missing?","authors":"Rob Sheffield","doi":"10.1002/jls.21840","DOIUrl":"10.1002/jls.21840","url":null,"abstract":"<p>The current paper reviews examples of working with organizational leaders and integrating adaption-innovation (A-I) theory and its associated psychometric, the Kirton's Adaption-Innovation Inventory (KAI; Kirton, 1985). Three specific in-depth cases are reviewed and analyzed, and a series of learning insights are shared. A set of key enabling factors are argued to transform A-I related insights to valuable actions. These include emotional intelligence capabilities focused on self-and-others; the role of a structured learning process to aid reflection and action; effective coping behavior that sustains the options for action; and examples of the sourcing and use of diversity. Areas for further research into practice are also described.</p>","PeriodicalId":45503,"journal":{"name":"Journal of Leadership Studies","volume":"17 1","pages":"45-50"},"PeriodicalIF":1.5,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jls.21840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42379742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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