Journal of Leadership Studies最新文献

The current paper highlights the fundamentals of employing the play state to lead people toward improved performance across a variety of leadership responsibilities. It offers perspective on the historical, sociological, and psychological characteristics of play and game design toward leading social change. Drawing from experience leading and researching a variety of game-focused interventions to lead social change, the paper focuses on the play state's unique characteristics to encourage iterative problem solving, adjust to complex problems, and optimize performance as tools leaders can use. It helps illustrate how games and play can be used to shift perspective and find solutions more traditional approaches may not. The work references a myriad of examples across leadership initiatives in education, policy, health, and more. The paper is designed to help leadership employ the power of play to address complex problems.

Finding creative solutions to organizations' challenges is critical to determining the ability to thrive. Creative leadership promotes an organizational culture based on creative problem-solving skills. Five leadership elements (being digitally and technologically savvy, having a results orientation, promoting collaborative teamwork, possessing business skills, and providing resources to the team) enable leaders to pursue creative or uncreative problem-solving solutions. The current study used a fuzzy-set qualitative comparative analysis to identify the elements of creative leadership. The analysis comprises data from 123 leaders worldwide from different sectors collected from an online survey. The results showed five leadership profiles leading to creative problem-solving and another five profiles leading to an uncreative outcome. The results provided a tangible approach to the behaviors needed to be creative leaders and the configurations of uncreative behaviors to avoid. The study integrates academic and practitioner perspectives on creative leadership and offers a model supported in the academic literature and relevant to practical needs.

The current study investigated how individual differences in self–other rating agreement (SOA) were related to leadership emergence. A sample of 4,524 students from MBA programs in the United States and Canada completed a leaderless group task as part of an assessment center. The results revealed that emergence varied by SOA, with underraters exhibiting the highest levels of emergence, followed by self-aware (i.e., accurate), and then overraters. One of the intriguing results is that underraters were more likely to display emergent behaviors than accurate raters, raising questions about the widely held belief regarding the use of accurate self-assessments as an indicator of leadership effectiveness. Overall, the results indicate that SOA is an antecedent of leadership emergence behaviors. While prior research has examined the effect of SOA on performance, commitment, and leadership perceptions, the study contributes to the literature by examining whether SOA influences actual emergence behavior.

Undergraduate students not only have the rare opportunity to experience mentoring from both the perspective of the mentor as well as the mentee, but also have the rare opportunity to experience the impact of mentoring on their leader and leadership development (LD) from both mentor and mentee perspectives. While mentoring is considered one of the most potent tools for LD, having a mentor or being a mentor does not automatically stimulate effective LD. This article will highlight cornerstones of effective mentoring practice when undergraduates are mentees versus mentors and will also offer new frontiers in undergraduate student mentoring research.

“Leading from the Middle in Higher Education: Mentoring” is a Journal of Leadership Studies Symposium dededicated to the significance of mentoring in higher education, emphasizing the role of mentoring in leadership development for undergraduate and graduate students as well as faculty. To introduce the symposium, the current article provide insights into effective mentoring practices for mentors and mentees. The article delves into the definition of mentoring, both formal and informal, and discusses the benefits of mentoring within higher education. Additionally, it highlights crucial aspects of effective mentors and offers guidance on being an effective mentee.

Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.

Graduate student development depends heavily upon effective mentoring. The ideal outcome is a scholar and/or professional who can work independently, not simply following in the footsteps and example of their mentor(s). In many instances, the developmental process requires the graduate student to be a mentor to others, whether that be for less experienced scholars (e.g., undergraduate students) or in a reverse mentoring role (e.g., guiding their faculty advisor). Effective mentoring is particularly challenging when the relationship is mediated through virtual engagement, which is the case for many online degree programs. The current article illuminates important considerations and strategies for success when facing these challenges. Particular attention is given to the openness framework, which highlights the importance of being open to change, feedback, action, and accountability.

The current article introduces the perspectives of three faculty members who together lead a mentorship program for new faculty at a Midwestern public higher education institution. These faculties offer their leadership experiences from the viewpoint of a mentee, mentor, and administrator, respectively. Together, their layered experiences outline the formation, development, and evaluation of the TANDEM (Thoughtful Advice, Nurtured Diversity, Engaged Mentorship) program. From their unique perspectives, the authors discuss effective practices, challenges faced, and future frontiers of exploration in faculty mentoring and leadership development.

There has been an explosion of research on the well-being of university students and faculty across a diverse set of disciplines across higher education. The symposium provides a brief review connecting the scholarship of mentorship with growing research on well-being in academia. Specifically, the current paper focuses on well-being outcomes for both mentors and mentees, considering undergraduates, graduates, and faculty, and concludes by discussing various avenues for further research.