Items where Subject is "Leadership"

Leadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education (HE) settings change radically throughout the world, HE professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in HE. We examine peer-reviewed work on LD in HE settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small-scale, fragmented and often theoretically weak, with many different and co-existing models, approaches and methods, and little consensus on what may be suitable and effective in the HE context. We reflect on this state of play and develop a novel theoretical approach for designing LD activity in HEIs.

This article explores contrasting forms of ‘knowledge leadership’ in mobilising management research into organizational practice. Drawing on a Foucauldian perspective on power-knowledge, we introduce three axes of power-knowledge relations, through which we analyse knowledge leadership practices. We present empirical case study data focused on ‘polar cases’ of managers engaged in mobilising management research in six research-intensive organizations in the UK healthcare sector. We find that knowledge leadership involves agentic practices through which managers strive to actively become the knowledge object – personally transposing, appropriating or contending management research. This article contributes to the literature by advancing the concept of knowledge leadership in the work of mobilising management research into organizational practice.

How does religion impact leadership today? What are the opportunities and pitfalls for society at large? How can we constructively engage with religion?

These questions lie at the core of this project. In order to answer them, we conducted a 18-month study that involved a literature screening, over 30 interviews with religious leaders of secular organizations in Germany, and a workshop with 15 carefully selected leaders from diverse sectors with a Jewish, Christian, and Islamic background.

The result: Religion plays a decisive role for many leaders and organizations, yet is a taboo in much leadership research and practice. Like leadership, it is both deeply personal and profoundly social. Importantly, religion is a double-edged sword that can cause both harm and good in leaders and beyond. We identify four pitfalls and four opportunities. If its pitfalls are overcome and opportunities embraced, it can be an anchor and compass for individuals, organizations, and societies in a complex world. Five ways forward are outlined.

Sustainability challenges present organizations in many industries with the need to change. Leaders are critical to the process of becoming more sustainable, and yet leading change for sustainability requires new competencies. Learning at an individual level is central to developing new competencies, however there has been limited focus to date in the literature on corporate sustainability on how leaders can learn to respond to sustainability challenges. In this paper, we focus on how managers learn to become sustainability leaders in their organizations by exploring the phenomenon of experiential learning programmes. We do this by interviewing participants and organizers of four programmes about what they learned and how the programmes helped them to achieve these learning outcomes. We find that the programmes supported the development of understanding, personal connection and empowerment to act for sustainability. In particular, making sustainability personal for participants led to deep learning in each of these three areas. We contribute to conversations in the corporate sustainability literature on the potential for individuals within organizations to respond to and connect with sustainability issues in different ways. We also contribute to the literature on education for sustainability and provide practical implications for experiential learning programmes in business and business education.