Journal of Leadership Studies最新文献

Women are underrepresented in higher education leadership. Many institutions offer women-only programs to bridge the gap to career advancement. COVID-19 has compounded existing gender inequities and raised concern about long-term setbacks for women. Recognizing the need to equip women to enter the postpandemic talent pool, a Women in Leadership program at Syracuse University rapidly pivoted to online delivery in the 2020–2021 academic year. The current paper reports dramatic increases in offerings, quality, and participation during the online pivot compared to in-person programming the preceding year. The pivot broadened access to women and strengthened their networks for career advancement. Integrated programming for academic and administrative staff reinforced a shared leadership model with the ability to learn during a crisis. Programming was nimbly adjusted using trauma-informed design thinking. Online platforms afforded intensive small group discussions, active learning, access to higher profile presenters, and connection with national leadership opportunities. Rapid growth during the online pivot enabled the initiative to bring its vision into focus. Briefly, the online pivot was embraced by women seeking leadership education. In the rush to return to normal and address gender equity in the talent pool, providers of women-only leadership education should consider online delivery as effectual.

The current research developed a model to explain team effectiveness in Korean firms and theorized how a leader's vertical transformational leadership and members' shared transformational leadership affect team performance and creativity differentially through the mediating process of dynamic capability (i.e., exploitation and exploration). The hypotheses were: (a) the two forms of leadership affect dynamic capability, but the effect of members' shared transformational leadership is greater than that of the leader's vertical transformational leadership; (b) dynamic capability in the team enhances both team performance and creativity; and (c) dynamic capability mediates the effects of the two forms of leadership on team performance and creativity. Testing the hypotheses with 71 teams and 324 members sampled from Korean firms, the current study provided overall support for the hypotheses. Partially supporting the hypothesis, leaders' transformational leadership positively affected the exploitation, but not the exploration. In contrast, members' shared transformational leadership positively affected both dimensions of dynamic capability. Supporting the second hypothesis, the two dimensions of team dynamic capability positively affected both team performance and creativity. Finally, the results supported all mediating effects of leadership on team performance and creativity, except the mediation effect of leaders' transformational leadership on exploration.

Although prior research has established an association between transformational leadership and sick leave, there is still no clear evidence for a causal relationship between the two constructs. The present study contributes to this quest by developing and evaluating the effectiveness of a transformational leadership intervention in reducing employee sick leave. One hundred and seventeen leaders from two Spanish organizations were randomly assigned to either the intervention (n = 54) or control condition (n = 63). An ANCOVA analysis of 6 months of pre and post-test sick leave data was used to examine the impact of the intervention. Results confirmed the effectiveness of the intervention in reducing total subordinate sick days, sick days due to long-term spells and sick days of younger employees. No significant effect was found for follower sick days due to short-term spells and sick days in older employees. As levels of sick leave rise, an evidence-based and actionable tool is provided for organizations seeking to improve employee health.

Social justice activism can both precede and be the byproduct of collegiate leadership education. As leaders and participants in these social movements, college student activists can catalyze national and global change (Boren, 2019). However, this change can occur at the expense of the activists’ well-being, especially when they engage in identity work or aim to address daunting structural problems (Chen & Gorski, 2015; Linder et al., 2019). The current article presents results from a constructivist, qualitative study grounded in individual interviews with 17 college student activists representing eight universities in the mid-Atlantic region. Themes include identity as a catalyst for action, costs of activism, linking leadership and self-care, and the need for collective approaches to leadership efficacy and well-being.

CEOs and C-level executives of healthcare organizations in the United States reimagined their leadership roles during the COVID-19 pandemic. These leaders had to make decisions to positively impact their hospitals, communicate with their stakeholders, protect their employees, and offer urgently needed services to the community by utilizing virtual technology. In 2020, the COVID-19 crisis emphasized leadership in hospitals and other healthcare organizations as patients, clinicians, and staff sought clear direction in the face of uncertainty and stress. The second part of the problem was that hospitals and other healthcare leaders often arrived at their positions unprepared for their roles. The current research explored the transition CEOs, and C-level executives of healthcare organizations in the United States made to continue operations during the pandemic. The framework of the study was a quantitative survey with a descriptive design to explore the changes these leaders incorporated to become effective in a virtual environment during challenging times.

Socially just leadership learning is critical in developing leaders who can lead in equitable and just fashions. However, students can, both knowingly and unknowingly, participate in injustices by perpetuating dominant narratives and systems that marginalize and oppress others (Foste, 2019). Some students may exhibit resistance when engaging in socially just leadership learning (Cooper & Gause, 2007). To navigate resistance, leadership educators need to consider developmental readiness (Avolio, 2016). The authors adapt Vygotsky's (1978) zones of proximal development as a framework for assessing readiness in socially just leadership education, promoting brave spaces and empathy development as a means to expanding student readiness.

Leadership in Organizations is a recent book authored by well known leadership scholars Drs. Gary Yukl and William Gardner. Their book attempts to bridge the gap in scholarship and practice by incorporating the process and practice of leadership for those in any organizations. Using a theoretical approach to teaching the reader about the concepts of leadership, the book then teaches how to practically apply the concepts in real- world situations for optimal results. While the book lacks specificity in the discussion of leadership approach styles, it does provide compresive explanations combined with practical instructions for leadership students and practitioners.

The current article draws on findings from a constructivist, qualitative case study via which we explored which and how experiential leadership learning activities supported students in making meaning of social inequity and change as well as how students’ identities were held in conversation. Data collection was grounded in semi-structured interviews with 13 students enrolled across four leadership courses (i.e., Leadership Theory; Women and Leadership; Leadership and Social Change; Leadership and Organizational Problem-Solving) at a public, four year university in the Mid-Atlantic. Thematic analysis of student voice—as well as syllabi and student journals—uncovered not only the types of experiential leadership learning that amplified students’ awareness of social justice issues, but also how students’ experiences of dissonance and vulnerability, the creation of safe/brave learning environments, and educators’ emotional availability intersected with experiences to expand leadership learning.