Journal of Leadership Studies最新文献

The rapid proliferation of artificial intelligence (AI) has intensified the need for ethical governance frameworks that address its societal impacts. This article investigates how UNESCO's ethical AI guidelines influence leadership practices across diverse cultural and organizational contexts, with particular attention to the role of human intelligence (HI) in complementing AI governance. Through comparative document analysis of artificial intelligence governance frameworks in the United States, European Union, and China, supplemented by a case study on India and insights from UNESCO contributors, the study reveals key patterns in the regional implementation of ethical principles, such as transparency, accountability, and inclusivity. The findings emphasize the critical role of leadership in navigating the intersection of global frameworks and local priorities. The research contributes to the growing discourse on ethical AI governance and leadership in transformative technologies by identifying essential leadership competencies and offering actionable recommendations.

Integrating generative artificial intelligence (GenAI) into leadership practice represents a pivotal transformation in organizational dynamics, presenting unprecedented opportunities and complex challenges. The current article develops a comprehensive conceptual framework grounded in sociotechnical systems and complex adaptive leadership theories to guide future research and practice. By carefully examining leader-follower relationships, decision-making processes, and organizational learning patterns, we demonstrate how GenAI reshapes traditional leadership paradigms while raising critical ethical considerations. Our analysis reveals four key areas demanding attention: ethical decision-making in AI implementation, trust dynamics between human and artificial agents, GenAI literacy development across organizational levels, and integrating AI systems with existing organizational structures and governance policies. The framework emphasizes the crucial balance between technological advancement and human-centered leadership, particularly highlighting how the Human Interaction lens can guide responsible AI adoption. By identifying specific research questions in each domain, the article provides a roadmap for scholars and practitioners navigating the evolving landscape of AI-enhanced leadership.

The current article examines artificial intelligence's (AI) role in leadership training, education, and development across higher education and industry contexts. We analyze current implementations and explore how AI technologies reshape leadership preparation while investigating the essential balance between task-oriented and relationship-oriented approaches. Our analysis reveals that successful AI integration depends on human-in-the-loop processes, pedagogical design that preserves relationship-building, and comprehensive AI literacy development. The study introduces the concept of ‘taxonomical leapfrogging’ and demonstrates how AI can enhance traditional leadership development through sophisticated content sequencing, personalized learning pathways, and intelligent feedback systems. We provide a practical framework for implementing AI tools while identifying key challenges, including quality assurance at scale and ethical considerations. Our findings suggest that effective leadership development requires integrated approaches that leverage AI's capabilities while preserving essential human elements, with specific recommendations for both academic programs and industry initiatives.

Employee-organization linkages have been the subject of considerable scholarly and managerial attention. The findings of this research study provide empirical evidence that instrumental leadership attributes predict affective commitment among employees in their organizations. More specifically, based on their expertise and environmental knowledge, instrumental leaders endorse attributes that help followers adhere to the organization's vision through providing timely feedback and facilitating tasks. Instrumental leadership thus promotes a positive workplace in which affective commitment is encouraged. The sample included 226 followers from a major telecom company in Morocco. Employees reported their levels of affective commitment, completed the Social Skills Inventory, and rated their supervisor's instrumental leadership. Results suggest that instrumental leadership may play a role in building employees’ affective commitment and that more socially skilled employees may be more likely to develop healthy leader-follower relationships, resulting in affective commitment to the organization as a whole.

As formal leadership development programs grow in scale and scope, there is a need for further research that extends beyond the focus on short-term outcomes for individual program participants. This study explored alumni perceptions of the longer-term outcomes associated with participation in leadership development programs, focusing specifically on their retrospective analysis of organizational-level outcomes and perceptions of program value and influence. This qualitative study consisted of semi-structured interviews with alumni who participated in an academic leadership development program at Rutgers University within the last five years. The findings from this study highlight alumni perceptions of the value and influence of program participation, including an emphasis on organizational outcomes related to bridging social capital, translating theory to practice, enabling systems thinking, and promoting strategic alignment that were all made possible as a result of their participation in these leadership development programs. The article concludes with a call to action for additional research on the relationship between leadership development program participation and organizational outcomes, focusing specifically on the value of retrospective sensemaking and considerations of influence across multiple levels of analysis.

The study explores the link between formal training, experiential learning, mentorship, and the leadership development of department chairs at a Canadian university. Employing a framework analysis approach grounded in transformative learning theory, data from 17 semi-structured interviews revealed that formal training imparted essential knowledge and skills to new chairs. However, the training's influence on the chairs' development varied, depending on individual career stages and previous leadership experiences. Participants identified experiential learning as a vital element of their leadership development, with prior leadership roles providing a solid base for a successful transition. Mentorship emerged as a transformative instrument, offering timely developmental opportunities through exchanges with experienced leaders. The study concludes that strategically combining learning approaches can enhance institutional leadership capacity and facilitate faculty members' transition into department chair roles, particularly in the context of the post-COVID-19 pandemic and the ongoing leadership crisis.

The complexities in leadership challenges have evolved as have human conceptions of leadership. Advancing from a deepened understanding of human systems, leadership work pushes beyond a leader-centric model and to a new horizon that disrupts the leader–follower-dyad to focus on practice. A practice orientation—fully adopted by educators—can impact leadership work on peace, a pervasive, ongoing human challenge. Educators may lean on pedagogy from the scholarship of teaching and learning to pull from established practices for learning. Peace Leadership and Leadership-As-Practice (L-A-P) direct leadership educators toward practice work, offering practice as an approach to leadership work in the classroom.

Peace leadership is an adaptive challenge, thus the authors demonstrate the mutuality that exists between Peace Leadership and Adaptive Leadership. The authors also argue that peace leaders would be more effective in mobilizing groups by utilizing both theories, and also demonstrate how it can be done in practice.