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Bharwani, Aleem, Theresa Kline, Margaret Patterson, and Peter Craighead. "Barriers and enablers to academic health leadership." Leadership in Health Services 30, no. 1 (2017): 16–28. http://dx.doi.org/10.1108/lhs-05-2016-0023.
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Purpose This study sought to identify the barriers and enablers to leadership enactment in academic health-care settings. Design/methodology/approach Semi-structured interviews (n = 77) with programme stakeholders (medical school trainees, university leaders, clinical leaders, medical scientists and directors external to the medical school) were conducted, and the responses content-analysed. Findings Both contextual and individual factors were identified as playing a role in affecting academic health leadership enactment that has an impact on programme development, success and maintenance. Contextual factors included sufficient resources allocated to the programme, opportunities for learners to practise leadership skills, a competent team around the leader once that person is in place, clear expectations for the leader and a culture that fosters open communication. Contextual barriers included highly bureaucratic structures, fear-of-failure and non-trusting cultures and inappropriate performance systems. Programmes were advised to select participants based on self-awareness, strong communication skills and an innovative thinking style. Filling specific knowledge and skill gaps, particularly for those not trained in medical school, was viewed as essential. Ineffective decision-making styles and tendencies to get involved in day-to-day activities were barriers to the development of academic health leaders. Originality/value Programmes designed to develop academic health-care leaders will be most effective if they develop leadership at all levels; ensure that the organisation’s culture, structure and processes reinforce positive leadership practices; and recognise the critical role of teams in supporting its leaders.
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Le, Binh P. "Choosing to lead." Library Management 37, no. 1/2 (2016): 81–90. http://dx.doi.org/10.1108/lm-05-2015-0029.
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Purpose – Asian Americans (AAs) are underrepresented in leadership roles in academic libraries in the USA. Instead of exploring the factors contributing to their under-representation, the purpose of this paper is to focus on exploring the major factors that have helped AA academic librarians, albeit small in number, to attain, maintain, and advance further into leadership positions in academic libraries. Design/methodology/approach – A survey was conducted to garner responses from AAs who have held or currently hold senior leadership positions in American academic libraries. In total, 12 participants participated in the study: five women and seven men. The participants included three retired deans/directors/university librarians; seven deans/directors/university librarians; one associate dean/associate director/associate university librarian; and one assistant dean/assistant director/assistant university librarian. The participants represented a multiplicity of institutions, including community colleges, Ivy League institutions, and small as well as large private and public universities. Findings – The results of the survey revealed several important success characteristics of AA academic library leaders, including wanting to serve, willing to assume leadership roles, taking non-AA traditional career path, seeking visibility, and developing communication skills. Originality/value – This is the first and most comprehensive study on AA academic library leaders in the USA. Its goals are to: fill a gap in the literature on AAs and academic library leadership; raise awareness about the challenges facing AAs in their efforts to attain leadership positions in US academic libraries; and highlight some characteristics of successful AA academic library leaders that aspiring AA academic leaders will want to develop.
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Gabrilove, Janice L., Cara D. Ventura, Layla Fattah, et al. "2517 Learning to LEAD: Leadership emerging in academic departments." Journal of Clinical and Translational Science 2, S1 (2018): 58. http://dx.doi.org/10.1017/cts.2018.216.
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OBJECTIVES/SPECIFIC AIMS: Leadership is an essential and recognized team science competency. Modeled after the successful LEAD (Leadership in Emerging Academic Departments) program at University of Texas Southwestern (UTSW), ConduITS LEAD Program is designed to: (1) provide personal and professional development opportunities for participants; (2) promote organizational change through applied leadership skills; (3) provide a platform for integrating multiple disciplines and fostering interprofessional relationships among investigators and clinicians. METHODS/STUDY POPULATION: The 1-year structured LEAD program curriculum includes monthly interactive seminars covering: personal and situational leadership; unconscious bias; communication and influence; navigating personal conflict; negotiation and networking; selecting and managing the right team; teamwork; financing the academic mission, budgets and business plan development; strategic planning and vision; presentation skills. To foster the development of leadership skills participants engage in Hogan Assessments, individual and peer mentoring from an executive coach and self-directed learning activities and assignments. Completion of an individual Capstone leadership project empowers learners to enact practice change through the implementation of leadership concepts in practice. RESULTS/ANTICIPATED RESULTS: In collaboration with the Office of Academic Enrichment & Development (OADE), the first competitive RFA was issued in November of 2016. In total, 63 applications were received including: gender: 29 M: 34 F; URM: 10; Degrees: M.D. (40); Ph.D. (11); M.D./Ph.D. (6); M.D./M.P.H. (3); M.D./M.S.C.R. (2); PharmD (1); Departments: 19; Institutes/Centers: 12; MSHS: 3 sites. Through a competitive and rigorous application process, 24 junior faculty with evidence of leadership potential and trajectory were chosen to participate. The current cohort of LEAD participants joined in February 2017, and will complete the program in January 2018. Using qualitative and quantitative survey methodology, participants will be evaluated for self-reported change to attitudes, belief, skills and development of new relationships and collaborations. Submitted Capstone projects were mainly focused on implementing situational and personal leadership concepts to practice, with one additionally focused on the use of behavioral interviewing techniques to optimize team building and teamwork. At the time of abstract submission 30% of the cohort has implemented their Capstone project in practice. Participants will be followed-up in 6 months’ time to evaluate the impact of the LEAD program on their practice. Following a second RFA, 24/52 candidates have been selected as our next cohort, and will start in February 2018. DISCUSSION/SIGNIFICANCE OF IMPACT: Leadership is known to be a core component of team science, and the ability to implement leadership into practice may advance personal and professional change. This program addresses the need to empower Junior Faculty to engage in leadership in practice. In addition, this program is able to provide added value to extend the reach of the OADE, promote new individual collaborations and facilitate additional leadership training efforts at our Institution. Future collaborative studies will focus on common outcomes as well as institutional differences between these 2 CTSA institutions.
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Howell, Lydia Pleotis, Mary Lipscomb Lyons, Ann Thor, and Valerie Dandar. "Sex Differences in Workplace Satisfaction and Engagement of Academic Pathologists: Opportunities to Enhance Faculty Diversity." Archives of Pathology & Laboratory Medicine 139, no. 7 (2015): 936–42. http://dx.doi.org/10.5858/arpa.2014-0312-ep.
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Context There is attrition of women across professorial ranks in academic pathology. Women are underrepresented as leaders; 15.4% of academic pathology departments are chaired by women, according to the Association of American Medical Colleges (AAMC). Objective To identify areas for targeted interventions that can advance academic and leadership development of women faculty by examining (1) sex differences in career satisfaction in US medical school pathology departments participating in the AAMC's Faculty Forward Engagement Survey, and (2) findings from a survey of the Association of Pathology Chairs (APC). Design The AAMC Faculty Forward Engagement Survey data are from 14 US medical schools participating in the 2011–2012 survey. Pathologists' response rate was 66% (461 of 697). To investigate sex differences, t tests and χ2 analyses were used. The APC survey, administered to academic department chairs, had a 55% response rate (104 of 189). Results According to the Faculty Forward Engagement Survey, women report more time in patient care and less time in research. Women consider formal mentorship, feedback, and career advancement more important than men do and are less satisfied with communication and governance. The APC survey shows that 20% to 40% of nonchair department leaders are women. More than half of chairs report satisfaction with the sex diversity of their departmental leaders. Conclusion Opportunities exist for department chairs and professional organizations to create targeted interventions to support career satisfaction, recruitment, retention, and career and leadership development for women in academic pathology. Although chairs report satisfaction with diversity within department leadership, responses of women faculty indicate there is work to be done to grow more women leaders.
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Carter, Jason R., Nancy I. Williams, and Wojtek J. Chodzko-Zajko. "Building Department Visibility and Support through Strategic Partnerships and Innovation." Kinesiology Review 5, no. 4 (2016): 244–50. http://dx.doi.org/10.1123/kr.2016-0022.
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Building departmental visibility and support is essential to the success of any kinesiology unit. This paper provides an overview of different strategies taken by three American Kinesiology Association member departments to advance their respective units. Each program was faced with unique institutional goals and structures, yet each institutional example highlights the shared theme of building strategic partnerships and cultivating a culture of entrepreneurship and innovation. Common strategies across the three institutions included a genuine understanding of university priorities and politics, chair and faculty leadership, strong internal and external communication, a willingness to lead and think creatively, and maintaining a focus on academic and educational excellence.
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Rogus-Pulia, Nicole, Ianessa Humbert, Christine Kolehmainen, and Molly Carnes. "How Gender Stereotypes May Limit Female Faculty Advancement in Communication Sciences and Disorders." American Journal of Speech-Language Pathology 27, no. 4 (2018): 1598–611. http://dx.doi.org/10.1044/2018_ajslp-17-0140.
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Purpose The field of communication sciences and disorders (CSD) faces a critical shortage of the faculty essential to train the future workforce of speech-language pathologists and audiologists. Despite a predominance of women in the field, men receive doctoral degrees, tenure status, academic leadership positions, and American Speech-Language-Hearing Association awards at disproportionately higher rates than women. The purpose of this review is to explore how implicit gender bias may contribute to female faculty advancement, including current and projected faculty workforce shortages, and to propose tangible solutions. Method The authors present proportions of men and women who receive doctoral degrees, advance to each faculty rank, receive tenure status, hold department chairs in CSD, and receive American Speech-Language-Hearing Association honors and awards. They review ways in which cultural stereotypes give rise to implicit gender bias and discuss myriad ways that implicit gender bias may influence the decisions of students considering an academic career in CSD and their career trajectories. Conclusions Cultural stereotypes about men and women lead to implicit gender bias that may have real consequences for female faculty advancement in CSD. Such implicit bias can influence career selection and outcomes within the field in multiple ways. To ensure that CSD continues to attract top talent and maintain a robust pipeline of future faculty in doctoral training programs, the field must recognize the existence of implicit gender bias and implement evidence-based strategies to minimize its potentially damaging effects on the future of the profession.
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Lee, Kyoung-Joo. "Knowledge sharing in franchise system: franchisee self-leadership, satisfaction, and compliance." International Journal of Contemporary Hospitality Management 29, no. 12 (2017): 3101–18. http://dx.doi.org/10.1108/ijchm-03-2016-0178.
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Purpose The purpose of this paper is to deepen the understanding of the predictors and outcomes of knowledge sharing in a franchise system. An integrative framework is proposed to examine the influence of franchisee self-leadership on knowledge sharing and its subsequent influence on franchisee satisfaction and compliance. Design/methodology/approach On the basis of a survey of 111 franchisees of two leading bakery franchise brands in Korea, this study confirmed data validity and tested hypotheses by adopting partial least square–structural equation modeling. Findings Regarding the predictor of knowledge sharing, this research found that franchisee self-leadership has a positive effect on knowledge sharing. As outcomes, it found that active knowledge sharing has a positive effect on franchisee satisfaction and compliance. This study also shows that knowledge sharing mediates the relationship between self-leadership and franchisee satisfaction. Practical implications This research advises franchisors to actively develop programs and communication channels for knowledge sharing with franchisees to induce high levels of compliance and satisfaction. Furthermore, as selecting potential franchisees is key to the success of franchising, this research highlights the significance of self-leadership as a crucial personal trait of franchisees. Originality/value Despite the rapidly growing academic interest in franchise knowledge sharing, sparse theoretical approaches and empirical evidence are available. To address these limitations, this research presents an integrative model and empirical evidence.
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Walling, Anne Margaret, Christopher Pietras, Kauser Ahmed, et al. "Engaging oncologists toward integrating a shared mental model for palliative oncology within a large academic oncology practice." Journal of Clinical Oncology 35, no. 31_suppl (2017): 105. http://dx.doi.org/10.1200/jco.2017.35.31_suppl.105.
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105 Background: We aimed to engage oncologists to disseminate a successful pilot-tested shared mental model (SMM) for the integration of early advance care planning (ACP) and identification of palliative care (PC) needs across a health system’s oncologic practice. Methods: Our Oncology Communication Collaborative Team (OCCT) had oncology leadership support and included a multidisciplinary team representing leaders in oncology, ACP, PC, psycho-social oncology and quality. To communicate the SMM developed by our team, the OCCT developed an interactive Saturday session (1-hr didactic, 3-hr small group role-play) that focused on early ACP and the cognitive and emotional aspects of communication. Before and after the training, we asked participants to rate their ability to communicate with patients as well as their readiness, self-efficacy, and need for help to improve communication regarding prognosis, ACP, end of life care and symptom management using a previously validated survey. We computed means and compared matched pairs of pre and post surveys using a paired t-test. We also surveyed participants about whether they would recommend the course to others and planned changes to practice. Results: All but one oncologist (52/53), 3/4 invited fellows, and 12/14 oncology nurse practitioners participated and 90% of attendees completed pre and post surveys. Participants rated their communication ability higher (6.7 v. 7.6, p < 0.01) on a 10-point scale after the training. Readiness to improve communication in this domain (9.1 v. 9.2, p = 0.35) was similar before and after the training. Self-efficacy (1.5 v. 1.5, p = 0.70) and needing help to improve (1.6 v. 1.7, p = 0.37) were rated highly (1 = A lot and 4 = Not at all) but did not change with training. All but one participant reported they would recommend the course to others and free text responses about changes they planned to make to their practice based on the training included: having earlier ACP discussions, focusing on patient goals/priorities and asking open-ended questions. Conclusions: Conducting a training to disseminate a SMM of oncology and PC is feasible, valuable, and can be the first step for partnered continuous quality improvement.
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Gold, Robert S., M. Elaine Auld, Lorien C. Abroms, Joseph Smyser, Elad Yom-Tov, and John P. Allegrante. "Digital Health Communication Common Agenda 2.0: An Updated Consensus for the Public and Private Sectors to Advance Public Health." Health Education & Behavior 46, no. 2_suppl (2019): 124S—128S. http://dx.doi.org/10.1177/1090198119874086.
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Despite widespread use of the Internet and social media platforms by the public, there has been little organized exchange of information among the academic, government, and technology sectors about how digital communication technologies can be maximized to improve public health. The second Digital Health Promotion Executive Leadership Summit convened some of the world’s leading thinkers from across these sectors to revisit how communication technology and the evolving social media platforms can be utilized to improve both individual and population health. The Summit focused on digital intelligence, the spread of misinformation, online patient communities, censorship in social media, and emerging global legal frameworks. In addition, Summit participants had an opportunity to review the original “Common Agenda” that emerged and was published after the inaugural Summit and recommend updates regarding the uses of digital technology for advancing the goals of public health. This article reports the outcomes of the Summit discussions and presents the updates that were recommended by Summit participants as the Digital Health Communication Common Agenda 2.0. Several of the assertions underlying the original Common Agenda have been modified, and several new assertions have been added to reflect the recommendations. In addition, a corresponding set of principles and related actions—including a recommendation that an interagency panel of the U.S. Department of Health and Human Services be established to focus on digital health communication, with particular attention to social media—have been modified or supplemented.
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Wray, Ricardo, Nancy Weaver, Prajakta Adsul, et al. "Enhancing organizational health literacy in a rural Missouri clinic: a qualitative case study." International Journal of Health Care Quality Assurance 32, no. 5 (2019): 788–804. http://dx.doi.org/10.1108/ijhcqa-05-2018-0131.
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Purpose The purpose of this paper is to evaluate a collaborative effort between a health care organization and academic institution to strengthen organizational health literacy. Design/methodology/approach The intervention took place at a rural, federally qualified health clinic in Missouri between May 2009 and April 2011. Qualitative interviews of key informants were conducted before (n=35) and after (n=23) the intervention to examine program implementation and success in effecting organizational change. Findings Intervention activities helped establish a comprehensive understanding of health literacy. The project achieved moderate, fundamental and sustainable organizational change. The program successfully integrated health literacy practices into clinic systems and garnered leadership and organizational commitment, helped the workforce improve interpersonal communication and embedded practices making health education materials more accessible. Originality/value The study points to programmatic, conceptual and methodological challenges that must be addressed for organizations to improve health literacy practices, and suggests change management strategies to advance organizational health literacy.
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Ovseiko, P. V., L. Gossec, L. Andreoli, et al. "OP0074 A FRAMEWORK OF POTENTIAL INTERVENTIONS TO ACCELERATE GENDER-EQUITABLE CAREER ADVANCEMENT IN ACADEMIC RHEUMATOLOGY." Annals of the Rheumatic Diseases 80, Suppl 1 (2021): 39.1–40. http://dx.doi.org/10.1136/annrheumdis-2021-eular.1765.
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Background:A growing number of professional societies in clinical and medically related disciplines investigate evidence, make recommendations, and take action to advance gender equity. Evidence on women’s advancement and leadership in the context of the European Alliance of Associations for Rheumatology, EULAR, is limited [1].Objectives:The objective of the EULAR Task Force on Gender Equity in Academic Rheumatology was to establish the extent of the unmet need for support of female rheumatologists, health professionals and non-clinical scientists in academic rheumatology and develop a framework to address this through EULAR and Emerging EULAR Network (EMEUNET).Methods:Potential interventions to accelerate gender-equitable career advancement in academic rheumatology were gathered from a narrative review of the relevant literature, expert opinion of a multi-disciplinary Task Force (comprised of 23 members from 11 countries), data from the surveys of EULAR scientific member society leaders, EULAR and EMEUNET members, and EULAR Executive Committee members. These interventions were rated by Task Force members, who ranked each according to perceived priority on a five-point numeric scale from 1 = very low to 5 = very high.Results:A framework of 29 potential interventions was formulated, which covers six thematic areas, namely, EULAR policies, advocacy and communication, EULAR Congress and associated symposia, training courses, mentoring/peer support, and EULAR funding (Figure 1).Figure 1.A framework of potential interventions with the levels of priority, mean and standard deviation (SD)Conclusion:The framework provides structured interventions for accelerating gender-equitable career advancement in academic rheumatology.References:[1]Andreoli L, Ovseiko PV, Hassan N, et al. Gender equity in clinical practice, research and training: Where do we stand in rheumatology? Joint Bone Spine 2019;86(6):669-72.Acknowledgements:The task force is grateful to EULAR for funding this activity under project number EPI 024.Disclosure of Interests:None declared
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Burnside-Lawry, Judy, and Luis Carvalho. "Building local level engagement in disaster risk reduction: a Portugese case study." Disaster Prevention and Management 24, no. 1 (2015): 80–99. http://dx.doi.org/10.1108/dpm-07-2014-0129.
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Purpose – Contributing to the global dialogue on disaster risk reduction (DRR), the purpose of this paper is to address a key priority for the Post-2015 Framework for DRR (HFA2) by analysing initiatives used by one local government to increase local-level engagement in DRR. Design/methodology/approach – A review of literature from the multidisciplinary areas of communication, social and political theory examines the role that communication theory and practice can play in facilitating public participation to build community resilience. Building on these insights, the authors introduce a research methodology to examine modes of communication, the quality of dialogue and opportunities for “voice” and “listening” between decision makers and local-level stakeholders during DRR planning A qualitative, case study is undertaken with data sourced from observation, document analysis and interviews to provide insights into public engagement events, policies and procedures that enhance or impede local engagement in DRR. Findings – Communication between the DRR campaign team and publics are analysed according to the range of communication practices used and opportunities provided for dialogue between parties. Findings differentiate between public information, consultation and participation events. Factors that enable and conversely, constrain local-level engagement to build community resilience, and conditions associated with each factor, are identified. Research limitations/implications – A unique analytical framework adapted from the duel lenses of participatory communication and information flow models, is used to differentiate events using one-way information from those offering opportunities for dialogue and participation. The framework provides a method for DRR practitioners to plan and evaluate local-level engagement events to meet the communication needs of particular situations. Practical implications – The framework provides a method for DRR practitioners to plan and evaluate local-level engagement events to meet the communication needs of particular situations. Originality/value – Co-authored by an Australian academic and a member of Amadora’s campaign team, the paper is a combination of one city’s experience in developing strategies to build community resilience, analysed using communication, social and political theory. Findings have implications for standard command-and-control management systems and styles of leadership and crisis management. Results will assist practitioners’ advance their understanding of different ways that publics may be engaged to build community resilience.
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Rawlinson, Traci, Todd Bartholet, and Heidi Tonne. "Training staff in a virtual unit." Journal of Clinical Oncology 36, no. 30_suppl (2018): 119. http://dx.doi.org/10.1200/jco.2018.36.30_suppl.119.
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119 Background: Nebraska Medicine, a 600 bed academic medical center, had 24 inpatient oncology beds. In order to grow the oncology population, planning for the Fred and Pamela Buffett Cancer Center began. The new center would include 108 inpatient beds on four units: acute, specialty, progressive, and intensive levels of care. A year in advance, plans were initiated to onboard newly hired nurses of various clinical backgrounds with the goal of creating a competent, cohesive health care team. Despite challenges of a nursing shortage in a competitive market and construction of the facility underway, the oncology leadership team developed innovative ways to orient the large number of new staff. Collaboration with existing inpatient units throughout the organization was instrumental in achieving this goal. Methods: The oncology leadership team developed a process to deploy nursing staff into a variety of inpatient units throughout the organization. A partnership was established involving inpatient managers and hospital educators to track progress and learning needs of each individual during the orientation process. Key components were consistent communication between the leadership teams, and ensuring exposure to the relevant oncology patients, procedures and providers. To provide additional support, an existing Oncology Nurse Fellowship program was adapted and utilized to educate on the holistic care of oncology patients. Day in the life scenarios were developed to expose staff to the new space. Lead Nurses for each inpatient unit received additional development training. Team building exercises and staff meetings contributed to creating positive working relationships. Results: A year later 73 nurses and 48 patient care technicians (PCT), along with the inter-professional team, were prepared to competently and holistically care for patients upon opening of the cancer center. Collaboration with 14 units, including the hospital float pool, yielded impressive results. 84 nurses participated in the Oncology Nurse Fellowship program and 62 PCT’s attended Oncology 101, a specific training for PCTs. Conclusions: Through collaboration and innovation, it is possible to orient clinical staff to create a competent, cohesive team before a physical nursing unit exists.
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Allegrante, John P., and M. Elaine Auld. "Advancing the Promise of Digital Technology and Social Media to Promote Population Health." Health Education & Behavior 46, no. 2_suppl (2019): 5S—8S. http://dx.doi.org/10.1177/1090198119875929.
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In June of 2018, the Society for Public Health Education partnered with The George Washington University Milken Institute School of Public Health, University of Maryland School of Public Health at College Park, and the Public Good Projects to convene the inaugural Digital Health Promotion Executive Leadership Summit in Washington, D.C. We launched the 2018 Summit for several reasons. First, because of the ubiquity of digital technology and reach of social media, it had become apparent to us that the time was right to bring greater focus to the promise that digital technology and social media hold for improving the public’s health. Second, while other forums were discussing uses of mHealth and eHealth, it was clear the public and private sectors were talking within siloes; thus we believed that more needed to be done to catalyze a dialogue among the academic, industry, and government sectors to share their efforts and to examine the opportunities—and challenges—of forging collaborative partnerships in developing and evaluating the next generation of digital information and health communication technologies. And third, we hoped to facilitate a conversation among leaders from each of these sectors that would result in a consensus on a “Common Agenda” for future actions to advance digital health promotion efforts.
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Somerville, Mary M., and Niki Chatzipanagiotou. "Informed Systems: Enabling Collaborative Evidence Based Organizational Learning." Evidence Based Library and Information Practice 10, no. 4 (2015): 24. http://dx.doi.org/10.18438/b8vp4x.
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Abstract
 
 Objective – In response to unrelenting disruptions in academic publishing and higher education ecosystems, the Informed Systems approach supports evidence based professional activities to make decisions and take actions. This conceptual paper presents two core models, Informed Systems Leadership Model and Collaborative Evidence-Based Information Process Model, whereby co-workers learn to make informed decisions by identifying the decisions to be made and the information required for those decisions. This is accomplished through collaborative design and iterative evaluation of workplace systems, relationships, and practices. Over time, increasingly effective and efficient structures and processes for using information to learn further organizational renewal and advance nimble responsiveness amidst dynamically changing circumstances.
 
 Methods – The integrated Informed Systems approach to fostering persistent workplace inquiry has its genesis in three theories that together activate and enable robust information usage and organizational learning. The information- and learning-intensive theories of Peter Checkland in England, which advance systems design, stimulate participants’ appreciation during the design process of the potential for using information to learn. Within a co-designed environment, intentional social practices continue workplace learning, described by Christine Bruce in Australia as informed learning enacted through information experiences. In addition, in Japan, Ikujiro Nonaka’s theories foster information exchange processes and knowledge creation activities within and across organizational units. In combination, these theories promote the kind of learning made possible through evolving and transferable capacity to use information to learn through design and usage of collaborative communication systems with associated professional practices. Informed Systems therein draws from three antecedent theories to create an original theoretical approach.
 
 Results – Over time and with practice, as co-workers design and enact information-focused and evidence based learning experiences, they learn the way to decision-making and action-taking. Increasingly more complex experiences of information exchange, sense making, and knowledge creation, well supported by workplace communication systems and professional practices, further dialogue and reflection and thereby enrich analysis and interpretation of complexities and interdependencies.
 
 Conclusions - Research projects and evaluation studies conducted since 2003 demonstrate the transformative potential of the holistic Informed Systems approach to creating robust workplace learning environments. Leaders are responsible for design of workplace environments supportive of well contextualized, information-rich conversations. Co-workers revisit both the nature of organizational information and the purpose of organizational work. As colleagues better understand the complexities of the organization and its situation, they learn to diagnose problems and identify consequences, guided by Informed Systems models. Systemic activity and process models activate collaborative evidence based information processes within enabling conditions for thought leadership and workplace learning that recognize learning is social. Enabling communication systems and professional practices therefore intentionally catalyze and support collegial inquiry to co-create information experiences and organizational knowledge through evidence based practice to enliven capacity, inform decisions, produce improvements, and sustain relationships. The Informed Systems approach is thereby a contribution to professional practice and workplace renewal through evidence based decision-making and action-taking in contemporary organizations.
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Fried, Terri R., Colleen A. Redding, Steven Martino, et al. "Increasing engagement in advance care planning using a behaviour change model: study protocol for the STAMP randomised controlled trials." BMJ Open 8, no. 8 (2018): e025340. http://dx.doi.org/10.1136/bmjopen-2018-025340.
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IntroductionAdvance care planning (ACP) is a key component of high-quality end-of-life care but is underused. Interventions based on models of behaviour change may fill an important gap in available programmes to increase ACP engagement. Such interventions are designed for broad outreach and flexibility in delivery. The purpose of the Sharing and Talking about My Preferences study is to examine the efficacy of three behaviour change approaches to increasing ACP engagement through two related randomised controlled trials being conducted in different settings (Veterans Affairs (VA) medical centre and community).Methods and analysisEligible participants are 55 years or older. Participants in the community are being recruited in person in primary care and specialty outpatient practices and senior living sites, and participants in the VA are recruited by telephone. In the community, randomisation is at the level of the practice or site, with all persons at a given practice/site receiving either computer-tailored feedback with a behaviour stage-matched brochure (computer-tailored intervention (CTI)) or usual care. At the VA, randomisation is at the level of the participant and is stratified by the number of ACP behaviours completed at baseline. Participants are randomised to one of four groups: CTI, motivational interviewing, motivational enhancement therapy or usual care. The primary outcome is completion of four key ACP behaviours: identification of a surrogate decision maker, communication about goals, completing advance directives and ensuring documents are in the medical record. Analysis will be conducted using mixed effects models, taking into account the clustered randomisation for the community study.Ethics and randomisationThe studies have been approved by the appropriate Institutional Review Boards and are being overseen by a Safety Monitoring Committee. The results of these studies will be disseminated to academic audiences and leadership in in the community and VA sites.Trial registration numbersNCT03137459andNCT03103828.
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Saud, Aljohara Saud Abdulaziz Al, and Nouf Ibrahim Al Sheikh. "Opinions of Faculty Members Regarding Quality Implementation in the Faculty of Arts at King Saud University." Asian Social Science 12, no. 10 (2016): 136. http://dx.doi.org/10.5539/ass.v12n10p136.
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<p>King Saud University has been seeking to achieve excellence and leadership; this is shown through seeking to advance towards the best and to cope with the universities needs by qualifying its employees academically and practically in various fields. Throughout this journey of excellence, King Saud University has adapted the quality system implementation in 2007.This study aims at presenting the opinions and suggestions of faculty members regarding quality implementation mechanisms in the departments of Faculty of Arts at King Saud University. To achieve the goals of the current study, the researchers depend on a questionnaire, which was constructed by both of them to collect data. This tool was constructed based on the standards steps of constructing a questionnaire. The tool has included several focus points which are: social and academic characteristics of the study community that consists of faculty members (n=273), strategies (vision, mission, and goals) which include 8 statements, evaluation which includes 14 statements, and finally communication and engagement which include 5 statements. In light of the results of this study the researchers recommend considering the goals of Quality Units in the departments of Faculty of Arts so that they agree and serve the goals of the development process and the quality in the college and the university, in addition to introducing a clear and announced plan of quality to all employees in the department. In addition, they suggest that Quality Units in the departments of Faculty of Arts should hold training workshops and courses to clarify quality requirements and ensures that they are understood by the employees. </p>
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Vehviläinen, Sanna. "Student-Initiated Advice in Academic Supervision." Research on Language & Social Interaction 42, no. 2 (2009): 163–90. http://dx.doi.org/10.1080/08351810902864560.
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Sposato, Martin. "Understanding paternalistic leadership: how to work with Chinese leaders." Development and Learning in Organizations: An International Journal 33, no. 6 (2019): 19–21. http://dx.doi.org/10.1108/dlo-12-2018-0169.
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Purpose The purpose of this viewpoint is to introduce Westerners to Chinese leadership, leader behaviors, and expectations. The main features of Chinese paternalistic leadership (PL) are explored before outlining practical advice on what to expect when working with Chinese paternalistic leaders and their organizations. Design/methodology/approach This viewpoint is developed from both a review of the literature on paternalistic leadership and 45 in-depth interviews with Chinese leaders and their subordinates. This systematic data collection is coupled with lived experience, as the author lived, worked, and studied in China for three years. Findings The paper makes salient the three main behaviors of Chinese PL, as identified in the literature: benevolence, authoritarianism, and morality. This paper reports on how those unfamiliar with Chinese PL can negotiate and potentially thrive under this type of leadership. Originality/value The main contribution of this paper is the advice offered for those unfamiliar with PL; this advice is based on the academic literature and primary research. The advice, such as saving face and the importance of loyalty, makes the academic literature more accessible and lends practical application by highlighting how the research on PL is relevant to subordinates and colleagues.
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Dos Santos, Gislaine, Jordan Henrique De Souza, Julia Righi De Almeida, et al. "The Extension Activities in The Process of Training University Students." International Journal on Alive Engineering Education 5, no. 1 (2018): 39. http://dx.doi.org/10.5216/ijaeedu.v5i1.53764.
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Since colonial times, social inequality is the reality that insists on persisting in the country, even with the great economic advances obtained over the centuries. Faced with these problems, there are several responsible for acting on their resolutions and / or mitigations. The important role of government (federal, state, and municipal), justice, NGOs, and even religious institutions are the most popular forms of action outside the scientific community, but universities in extension actions to be an important vector for generating ideas and solutions so that we have a more egalitarian society. It was with this in mind that, in 2008 at the Federal University of Juiz de Fora (UFJF), the Nucleus of Social Attendance of the Faculty of Engineering (NASFE) was created to allow the generation of social projects of engineering and architecture, but also to enable the students to live practical experiences, acting in real cases and developing skills and competences essential for their academic formation. NASFE is currently an extension project that aims at good engineering practice in order to improve the quality of life of poor communities through the provision of free advisory services to engineering projects. With the guidance of teachers, students from the 2nd to 10th period of Engineering, Architecture, Arts and Design, and Social Service of the UFJF it is made possible to offer such services. Since November 2016 actions have been developing in partnership with the Center of Legal Practices of the Faculty of Law of the UFJF providing experience in multiprofessional and multidisciplinary activities. In addition to these services, students are organized into sectors to advance the practice of developing leadership skills so that they are able to assume leadership roles in the labor market and in public power. In this sense, NASFE is divided into three sectors: CIA (Communication, Infrastructure, and Service), Human Resources, and Quality and Projects, each of which is overseen by an academic member. Organization and opening of the requests, training, and management of the members and, finally, development, monitoring, and delivery of projects are the main activities of each sector, respectively. In 2016 and 2017, 71 consultations were carried out, divided into usucapian projects, proletarian projects, regularizations and architectural projects, mapping of risk areas, and technical surveys. Thus, even with the reduced number of students and professors facing the high demand of society for public engineering, a satisfactory productivity was obtained, as well as allowing members a practical vision of the social responsibility of their future professions. In addition, in view of the great problem of cities with natural disasters, the NASFE-EDUCATION sector was implemented in March 2018 with the aim of promoting prevention through the learning of elementary school children and the school community, regarding social and environmental risks, and to bring up the discussion on the subject and necessary care. The development of educational actions in public schools has partners such as the Fire Department and City Hall of Juiz de Fora.
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Wilson, Daniel Earl. "Moving toward democratic-transformational leadership in academic libraries." Library Management 41, no. 8/9 (2020): 731–44. http://dx.doi.org/10.1108/lm-03-2020-0044.
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PurposeThe purpose of this paper is to explore academic library leadership behaviors and the methods for integrating the democratic and transformational leadership styles.Design/methodology/approachEleven structured interviews were conducted with academic deans and directors. A thematic content analysis was conducted on their responses, analyzing the frequency of certain topics and identifying emergent themes. These themes were then used to construct a democratic communication model.FindingsThe interview responses were grouped into five general leadership themes: participation in decision-making, relationship building, frequent and honest communication, equality and knowing the environment.Research limitations/implicationsThe structured interview format did not permit for unplanned follow-up questions, and some topics may not have come up in every interview unless specifically asked by an interview question. Due to the qualitative nature of this study, the perspectives of the participants may not be generalizable to the larger population.Practical implicationsThis study identifies core themes of leadership practice that extend beyond the focus of transformational leadership alone. It suggests a democratic communication model to assist in integrating democratic leadership methods with transformational practices and goals.Social implicationsThis study suggests a greater emphasis on the communication and engagement practices of democratic leadership. In doing so, it suggests that the American Library Association's emphasis on transformational leadership alone should be reconsidered and that library science schools should increase focus on democratic leadership practices.Originality/valueMost library leadership style studies emphasize transformational leadership. While there are some studies that explore elements of democratic leadership such as engagement and a flattening of organizational hierarchy, there is limited research on the integration of democratic and transformational leadership practices.
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AlOqlah, Reema Mahmoud Abod. "The effect of leadership styles on improving communication method among academic administrators." Cypriot Journal of Educational Sciences 16, no. 1 (2021): 396–410. http://dx.doi.org/10.18844/cjes.v16i1.5539.
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This study aimed at exploring the effect of leadership styles on improving communication methods in Saudi universities from the perspective of faculty members. Four-hundred questionnaires were distributed to faculty members in the Saudi universities, 313 questionnaires were valid for analysis. The results showed that the most common leadership style among academic administrators in Saudi universities is the democratic style, followed by the laissez-faire leadership style, while the autocratic leadership style came in the third and last rank. Also, the results showed that one of the most common methods of communication is non-verbal communication related to symbols, movements, and expressions. in addition, the results revealed a significant effect was found positive of democratic leadership style on a communication method and a negative significant effect was found of autocratic leadership style and laissez-faire leadership style on communication method.
 Keywords: Leadership style, Communication method, Faculty Members, Academic Administrators
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He, Agnes Weiyun. "Withholding academic advice: Institutional context and discourse practice." Discourse Processes 18, no. 3 (1994): 297–316. http://dx.doi.org/10.1080/01638539409544897.
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Smith, Rachel A., and Brittany L. Peterson. "“Psst … What Do You Think?” The Relationship between Advice Prestige, Type of Advice, and Academic Performance." Communication Education 56, no. 3 (2007): 278–91. http://dx.doi.org/10.1080/03634520701364890.
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Martin, Timothy E., and Jamie Halsall. "Framing leadership: The social construction of leadership within the academic field of communication studies." Cogent Social Sciences 3, no. 1 (2017): 1328794. http://dx.doi.org/10.1080/23311886.2017.1328794.
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Dorrance Hall, Elizabeth, Jenna McNallie, Kathleen Custers, Elisabeth Timmermans, Steven R. Wilson, and Jan Van den Bulck. "A Cross-Cultural Examination of the Mediating Role of Family Support and Parental Advice Quality on the Relationship Between Family Communication Patterns and First-Year College Student Adjustment in the United States and Belgium." Communication Research 44, no. 5 (2016): 638–67. http://dx.doi.org/10.1177/0093650216657755.
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This study examines how college students’ family communication environments influence their adjustment during the first year of college in two distinct cultures: Belgium ( n = 513) and the United States ( n = 431). Three structural equation models were tested to determine the mediating effects of (a) perceived family support, (b) quality of academic advice from parents, and (c) quality of social advice from parents on associations between family communication patterns (FCPs) and student adjustment. Although most relationships are more complicated than predicted based on FCP theory and research, several patterns occur across models and populations. Conversation orientation tends to foster positive adjustment for both cultures while conformity orientation promotes negative adjustment for Belgian students. In addition, perceived family support and advice quality mediate several relationships between FCP and academic self-efficacy, college stress, and loneliness. Differences between the two cultures, theoretical implications for FCP, and practical implications for academic counselors are discussed along with avenues for future research.
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Looi, Jeffrey CL, Daniel Bonner, Paul Maguire, et al. "Salt in the soul, steel in the eye and caution towards the winds: a mariner’s guide for navigating a new academic psychiatry department." Australasian Psychiatry 25, no. 6 (2017): 588–95. http://dx.doi.org/10.1177/1039856217732480.
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Objectives: This paper describes principles and advice regarding the development of a new academic psychiatry department within a medical school for aspiring academic psychiatrists. We describe general principles based on the experience of the foundation of the Academic Unit of Psychiatry and Addiction Medicine at the Australian National University Medical School. Conclusions: Perspicacious leadership and organisation are the foundation for an academic psychiatry department which delivers teaching, research and broader intellectual engagement with the medical and broader community.
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Johansson, Catrin, Vernon D. Miller, and Solange Hamrin. "Conceptualizing communicative leadership." Corporate Communications: An International Journal 19, no. 2 (2014): 147–65. http://dx.doi.org/10.1108/ccij-02-2013-0007.
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Purpose – The concept of “communicative leadership” is used in organisations that analyse and develop leaders' communication competence. A scholarly definition of this concept is lacking, and the implications of leaders' communication and the development of communication competence for organisations are rarely discussed. The purpose of this paper is to create a theoretical framework around the concept of “communicative leadership”, which can contribute to future research and development of leaders' communication competence. Design/methodology/approach – Three research questions were addressed: what communicative behaviours are central to leaders? How can “communicative leaders” be characterised? What is a “communicative leader”? Literature from the leadership and communication research fields was reviewed and related to these questions. Findings – Four central communicative behaviours of leaders (i.e. structuring, facilitating, relating, and representing), eight principles of communicative leadership, and a tentative definition are presented. A communicative leader is defined as someone who engages employees in dialogue, actively shares and seeks feedback, practices participative decision making, and is perceived as open and involved. Practical implications – A theoretical foundation to the practice of analysing and developing leaders' communication competence is provided, which is related to employee engagement and organisational performance. Originality/value – Communicative leadership is a concept emerging from organisational needs, articulated by corporate and public organisation leaders. This article links its core constructs to academic quantitative and qualitative research in an integrated framework, which can guide further research and the development of leaders' communication competence.
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Amiruddin, Amiruddin, Nurdin Nurdin, and Moh Ali. "Islamic Education Teacher Communication Strategy in Increasing Students 'Learning Interest." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 3, no. 1 (2021): 41–61. http://dx.doi.org/10.24239/ijcied.vol3.iss1.31.
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This paper discusses the forms of academic communication of Islamic religious education teachers in Improving Student Learning Interest in Limua Dapurang Elementary School, Dapurang District, Pasangkayu Regency. This study used a case study approach. Data collection techniques in this study using observation, interviews and documentation. Data analysis techniques through data reduction analysis, data presentation and data verification that ends with checking the validity of the data with the source triangulation method. The results showed that the forms of Academic communication of Islamic education teachers in increasing the learning interest of the students regarding interpersonal communication which includes approaching, giving advice, exemplary, and reward. Second, group communication includes explaining the material gently, decisively and attractively, motivating and increasing the activeness of students and providing habituation. The results of increasing students' interest in learning caused students doing assignment diligently, hard studying, and increase student grades. The supporting factors include the teacher's ability to communicate, a willingness of students to receive advice and the support of class teachers. While the inhibiting factors are the level of understanding and response power of students and the lack of support from parents.
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Arquero, Jose Luis, Carmen Fernández-Polvillo, and Dolores Valladares-García. "Communication apprehension and students’ educational choices." Education + Training 59, no. 9 (2017): 946–56. http://dx.doi.org/10.1108/et-04-2017-0049.
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Purpose The literature evidences the effects of communication apprehension (CA), defined as the level of fear and anxiety associated with either real or anticipated communication, on educational efforts and suggests that (via the perceived desirability of certain professions) it could affect vocational choices. The purpose of this paper is to investigate the link between CA and the vocational choice of secondary education students. Design/methodology/approach Data were obtained from two sources: a self-administered questionnaire to measure the students’ CA levels and their academic preferences, and the vocational counsellors’ advice for these students. Findings The results confirm the existence of a link between CA and both students’ vocational choices and counsellors’ advice. In general terms, apprehensive students tend to choose vocational education, whereas students with lower levels prefer university for further education. Focussing on the later, more apprehensive students tend to choose science degrees, which are perceived as requiring lower levels of communication skills. Research limitations/implications Limitations include the use of a convenience sample in only a country. Practical implications Apprehensive students could be avoiding a path, with all the implications for their professional future, because it is perceived as frightening due to the apparent communication level required. As the literature note the links between CA and communication self-efficacy allows the development of educational interventions resulting in a reduction of CA. Originality/value The scarce early literature has paid attention to occupational and educational choices in higher and further education, but there is no research focussing on the link between CA and pre-university academic decisions.
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Adeseye, Bifatife Olufemi, and Innocent Afolabi Ariremako. "A congenial communication climate: the catalyst and panacea for effective organizational communication." EJOTMAS: Ekpoma Journal of Theatre and Media Arts 7, no. 1-2 (2020): 386–402. http://dx.doi.org/10.4314/ejotmas.v7i1-2.26.
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The spirit of positive relationships should be the sine qua non to communication climate. Social scientists use the term communication climate to describe the quality of personal relationships in an organization. Do people feel respected? Do they trust one another? Do they believe that they are appreciated? The weather metaphor suggested by the term ‘climate’ is apt. Your own experience shows that the mood of a workplace can be described as sunny and calm, cold and stormy, or in similar terms, organizations create an overall climate, which can be healthy or polluted, but within that environment, individual relationships have their own micro climate. For instance, your interactions with one colleague might be described as icy, while you and another person enjoy a warm or cordial relationship. There is no question that communication climate is a key factor in job satisfaction and commitment to the organization. For this reason, communicators need to understand how to create positive climates. This article focuses on how to develop and improve the personal communication skills that are critical to the well being and successes of individuals and corporate organisations. The study adopts trait theory of leadership as its framework. It describes the necessary and proactive ingredients that foster a positive communication climate between people. It goes on to offer pertinent pieces of advice about how to communicate in a variety of person-to-person-situations; leadership styles, congenial climate and emotional intelligence.
 Keywords: Communication climate, Informal networks, Emotional intelligence, Leadership styles, Organizational communication
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Cardno, Carol. "The functions, attributes and challenges of academic leadership in New Zealand polytechnics." International Journal of Educational Management 28, no. 4 (2014): 352–64. http://dx.doi.org/10.1108/ijem-11-2012-0131.
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Purpose – Leadership in educational settings has been established as a key factor that impacts student learning outcomes, consequently it is important to understand how academic leadership is conceptualised and enacted. The paper aims to discuss this issue. Design/methodology/approach – This qualitative study investigated the nature and demands of academic leadership in the New Zealand polytechnic sector by analysing documentary evidence and investigating the perceptions held of the role by 15 academic leaders in four institutions who were interviewed. Findings – Findings of the study highlight the four roles of organisational leadership, curriculum leadership, academic management and academic currency. Participants confirmed that they struggle with ambiguity and tensions. The importance of teams, collaboration and communication are established and the study concludes that an understanding of role complexity to reduce ambiguity and provision of support to perform the role should be key institutional concerns. Originality/value – This is one of very few research studies into conceptualising and researching the enactment of academic leadership in a polytechnic setting. The findings could impact the design of future leadership development.
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Ashiq, Murtaza, Shafiq Ur Rehman, and Syeda Hina Batool. "Academic Library Leaders’ Challenges, Difficulties and Skills: An Analysis of Common Experiences." Libri 68, no. 4 (2018): 301–13. http://dx.doi.org/10.1515/libri-2018-0063.
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Abstract The purpose of this study was to explore the perceptions of academic library leaders of Pakistan about library leadership. Qualitative research design was used with phenomenology approach as the present study aims to investigate what library leaders commonly perceive to be challenges, fundamental difficulties and needed skills to be successful. Data were collected through in-depth interviews from 15 senior academic library leaders. Major challenges found were identity crises followed by communication issues, financial constraints, CPD and administrative issues. The most challenging aspects of being an academic library leader were identified as trying to create awareness, lack of self-development culture and technological issues. The required leadership skills were communication, vision, social interaction, team building, organisational understanding and knowledge sharing. The findings of the study are helpful for current, young and future chief librarians to understand the challenges they may face and to develop the leadership skills needed to cope with these challenges. The study will also be helpful to academic institutions during their recruitment processes; professional associations for training purposes; and library schools for arranging and offering leadership courses.
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Rukmini, Elisabeth, Natalia Puspadewi, and Nurul Hariadi. "Mentoring for Senior Preclinical Medical Students in a Faculty of Medicine." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 1 (2017): 20. http://dx.doi.org/10.22146/jpki.25360.
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Background: Universities’ core values need to be translated into real learning design. At the end of the preclinical phase, the curriculum turned into a more comprehensive and full of trustworthiness of knowledge and attitudes. Meanwhile, the development of attitudes requires intensive support (mentoring). The team intended to translate the core values of Atma Jaya (Christianity, Excellence, Professional, Caring, KUPP) into an instructional design. Mentoring was the selected approach to build a dialogue and work together with students. In this article we presented the implementation of mentoring on the Elective Block of Medical Education (Block IPK) for the 7th semester medical students at Atma Jaya School of Medicine (August-September 2015, 5 weeks). The Block IPK then was followed by an advanced mentoring until the end of November 2015. We intended to realise KUPP through mentorship throughout Block IPK until the end of the first semester of 2015/2016. In particular, this action research was intended to find answers to research questions: (1) What were perceived by the students throughout the mentoring in the Block IPK ?, (2) What were perceived by the students throughout the mentoring after Block IPK?, (3) What products were the students proud of after the mentoring?Method: Qualitative analysis using Delphi method were utilized to determine the main theme. Analyses were fulfilled using interpretive analysis. Data were taken from: reflective writing, FGD or interviews, email communication, and the mentors’ observation. The Delphi was performed in three rounds. Results: Findings showed positive impression on Block IPK. Students were aware of the meaning or significance of Block IPK. Field trip and working group were learning methods which considered to be important, because the methods had succeeded in generating meaningful learning for students. Approximately 40-50% of the students stated the significance of working group in Block IPK. Approximately 50-75% of students experienced personal cultivation. Approximately 67-75% of the class stated the superiority of Blok IPK and mentoring. Students appreciated the working group, which gave opportunities to have a discussion on campus with mentors. Mentoring had advantages in terms of students’ cultivation of the freedom of thought and to proceed further learning (advance learning).Conclusion: Students perceived positively to mentoring activities during and after the Block IPK. Mentoring benefited to personal cultivation, academic support, role modeling and leadership. The implication to medical education institutions was to implement a mentoring steadily.
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Lehman, Iga, Łukasz Sułkowski, and Piotr Cap. "Leadership, credibility and persuasion." International Review of Pragmatics 12, no. 1 (2020): 165–81. http://dx.doi.org/10.1163/18773109-01201101.
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Abstract This short paper makes a tentative attempt to capture the most salient of persuasion strategies engaged in the construction of leadership in three different yet apparently interrelated domains of public life and public policy, political communication, management/business discourse, and academic communication. It explores the cognitive underpinnings, as well as linguistic realizations, of such concepts/phenomena/mechanisms as consistency-building, source-tagging, forced conceptualizations by metaphor, and discursive neutralization of the cheater detection module in the discourse addressee. A preliminary conclusion from the analysis of these mechanisms is that the three discourses under investigation reveal striking conceptual similarities with regard to the main strategies of credibility-building and enactment of leadership. At the same time, they reveal differences at the linguistic level, i.e. regarding the types of lexical choices applied to realize a given strategy.
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Aslam, Mohammad. "Leadership in challenging times of academic libraries." Global Knowledge, Memory and Communication 69, no. 3 (2019): 135–49. http://dx.doi.org/10.1108/gkmc-03-2019-0038.
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Purpose The purpose of this study is to explore the key challenges of academic libraries in times of changing nature of higher education system and how library leaders can manage the challenges when effective leadership is highly required for academic libraries today. As the time is changing, the kinds of challenges that library leaders face have also changed. Author of this study explores the methods and approaches, which are more effective ways of managing challenges in the reshaping environment of academic libraries. At the same time, change has become a permanent part of academic libraries and they need leaders who are able to lead and manage change efficiently, bring theories into practices, find innovative solutions to challenges, creative thinkers, effective communicators, collaborative mindset and self-motivators. Design/methodology/approach The selective publications have been reviewed to find the best ways to leading changes and managing challenges in academic libraries. The approaches and methods in this study are based on personal experiences of author as director of the university libraries and experiences of library leadership worldwide are conversed. Findings Academic libraries are facing similar challenges around the world. The author found that academic library leadership needs innovative skills and competencies, effective communication abilities and a new way of thinking to deal with challenges and create willingness to adapt the changes. Kotter’s leadership manage change model may apply for creating and implementing organizational change in academic libraries. Originality/value Literature on this topic is comparatively limited. Consequently, this manuscript adds value to the publications of library and information sciences and offers the literature in the field of leadership challenges and manage change in the academic libraries. It also provides guidelines to academic library leadership universally, and how can leaders work with change effectively.
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Yang, Yang, Nitesh V. Chawla, and Brian Uzzi. "A network’s gender composition and communication pattern predict women’s leadership success." Proceedings of the National Academy of Sciences 116, no. 6 (2019): 2033–38. http://dx.doi.org/10.1073/pnas.1721438116.
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Many leaders today do not rise through the ranks but are recruited directly out of graduate programs into leadership positions. We use a quasi-experiment and instrumental-variable regression to understand the link between students’ graduate school social networks and placement into leadership positions of varying levels of authority. Our data measure students’ personal characteristics and academic performance, as well as their social network information drawn from 4.5 million email correspondences among hundreds of students who were placed directly into leadership positions. After controlling for students’ personal characteristics, work experience, and academic performance, we find that students’ social networks strongly predict placement into leadership positions. For males, the higher a male student’s centrality in the school-wide network, the higher his leadership-job placement will be. Men with network centrality in the top quartile have an expected job placement level that is 1.5 times greater than men in the bottom quartile of centrality. While centrality also predicts women’s placement, high-placing women students have one thing more: an inner circle of predominantly female contacts who are connected to many nonoverlapping third-party contacts. Women with a network centrality in the top quartile and a female-dominated inner circle have an expected job placement level that is 2.5 times greater than women with low centrality and a male-dominated inner circle. Women who have networks that resemble those of high-placing men are low-placing, despite having leadership qualifications comparable to high-placing women.
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Suppiah, S. Maartandan, Xuang Ling Wong, Paul Gnanaselvam Pakirnathan, and Mohd Khairie Ahmad. "Meneroka Pengaruh Komunikasi Kepemimpinan terhadap Kepuasan Kerja dalam kalangan Kakitangan di Institusi Pengajian Tinggi Swasta Malaysia." Jurnal Komunikasi: Malaysian Journal of Communication 37, no. 2 (2021): 130–53. http://dx.doi.org/10.17576/jkmjc-2021-3702-09.
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This exploratory study investigates the influence of leadership communication on staff members’ job satisfaction at a private institution of higher learning in Malaysia, in a multicultural setting. The turnover rate among academics in Malaysia is increasing extensively and leadership communication was identified as one of the factors that contribute to poor job satisfaction at the workplace. Good leadership communication is able to create trust and understanding that would inspire people towards the goals of the organization and improve job satisfaction of an organization’s staff members. Theoretically, transformational leadership theory discusses that a leader with effective leadership communication skills could contribute to a positive working culture or environment that motivates staff members to progress in their career. However, it was found that leadership communication between leaders and subordinates was not fully explored in a multicultural perspective. A qualitative methodology was utilized in order to gain insights into the influence of leadership communication on job satisfaction from selected academics’ perspectives. Data were collected through a series of intensive interviews with 22 informants. Based on the findings, three themes emerged; leadership communication practices, the expectation towards leadership communication, and staff members’ feedback towards leadership communication. The findings of this study contribute to a new dimension of leadership communication from a multi-cultural context, specifically from the context of academicians at higher learning institutes. Furthermore, it was discovered that leadership communication affected job satisfaction among academic staffs. A good leadership communication is able to create a positive environment for effective communication among staff members in the organization. Keywords: Superior-subordinate, leadership communication, organisation, transformational leadership communication, job satisfaction.
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Le, Binh P. "Academic library leadership in the digital age." Library Management 36, no. 4/5 (2015): 300–314. http://dx.doi.org/10.1108/lm-07-2014-0083.
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Purpose – The purpose of this paper is to focus on academic library leadership in the digital age. Primarily, the goals are to identify: first, the top five major challenges facing academic library leadership; second, the top five most important leadership skills required for effective academic library leadership; and finally, the top five best ways to develop these academic library leadership skills. Design/methodology/approach – A survey was conducted to elicit responses from individuals who hold senior library leadership positions in American academic libraries throughout the USA. The participants were identified through several means: the web sites of the ALA and its divisions; the web sites of American universities; referrals; and the author’s professional contacts. To simplify the survey research process, e-mails including the survey research questions were sent to potential participants. In all, 38 invitations (n=38) were sent out to large and medium-size academic libraries throughout the USA. Over 36.8 percent (n=14) of the participants returned the survey. The participants represent a wide spectrum of libraries. Findings – The top five major challenges are how to: demonstrate the library values to the university community, operate the library under fiscal uncertainty, retrofit outdated library facilities to accommodate new services, strike a balance between digital and print materials, and keep the library staff trained and current. The top five essential academic library leadership attributes are: vision, integrity, management skills, collaboration skills, and communication skills. The top five best ways to acquire these skills include the need to have mentors, to attend leadership development programs, to gain practical library leadership experience, to seek leadership roles, and to know oneself. Originality/value – Research in this area is rather limited. As a result, this study will contribute to the academic library leadership literature and help current and aspiring academic library leaders worldwide with insightful leadership lessons needed to lead academic libraries successfully in this transformational era.
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Mulyati, Tatik. "PENGARUH KOMPETENSI, BUDAYA AKADEMIK DAN KEPEMIMPINAN SPIRITUAL TERHADAP MOTIVASI DAN IMPLIKASINYA." EKUITAS (Jurnal Ekonomi dan Keuangan) 19, no. 1 (2017): 66. http://dx.doi.org/10.24034/j25485024.y2015.v19.i1.1756.
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The purpose of this study describes competency, academic culture, spiritual leadership, motivation and lecturers’performance; to analyze the influence of competency, academic culture and spiritual leadership on motivation and to analyze the influence of competency, academic culture and spiritual leadership on lecturers’performance through motivation in Merdeka University in East Java. Using the ‘Structural Equation Modeling’ with 193 lectures as samples, this study has following results: (1) Competencies’ factor dimensions consist of pedagogical competency, professional competency, personality competency and social competency all showed significant contributions to competency. As academic culture’s factor dimensions, infrastructure, organizational management, curriculum and involvement-participation all showed significant contributions to academic culture. Regarding factor dimensions, integrity, communication and intelligence all showed significant contributions to spiritual leadership. With respect factor dimensions, physiological need, social need and sense of belonging, self-esteem need and self-actualization need all showed significant contributions to motivation. In addition, the lecturers’performance, education and teaching-learning, research and development, community service with extra activities contributed significantly. (2) Competency has significant impact on motivation; but not with academic culture and spiritual leadership (3) Academic culture has significant impact on lecturers’performance but not with competency and spiritual leadership; (4) Motivation mediates the effect of competency on lecturers’performance. Thus, spiritual leadership has no impact on motivation nor lecturers’ performance.
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Barnett, Bruce G., Alan R. Shoho, and Nathern S. A. Okilwa. "Assistant principals’ perceptions of meaningful mentoring and professional development opportunities." International Journal of Mentoring and Coaching in Education 6, no. 4 (2017): 285–301. http://dx.doi.org/10.1108/ijmce-02-2017-0013.
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Purpose When assistant principals experience positive mentoring and professional development, they can obtain valuable knowledge and leadership skills from these learning opportunities. To better understand the formal and informal mechanisms assistant principals use to expand their knowledge and skills, the purpose of this paper is to examine important advice mentors provided for them and the professional learning activities that prepare them for their school leadership roles. Design/methodology/approach Semi-structured interviews with 69 elementary, middle, and high school assistant principals were conducted. Questions focused on the advice mentors have provided and significant learning experiences that have aided in their growth as school leaders. Findings Results reveal that assistant principals greatly appreciate insights from mentors about how to enhance decision-making skills, improve people and communication skills, reflect on their personal qualities and capabilities, and clarify their values and beliefs. Their preferred means for professional growth is to work with former and current administrators they trust and respect. Originality/value This study goes beyond examining the structural and procedural aspects of mentoring by describing highly valued advice provided by mentors affecting assistant principals’ professional development and growth. For mentoring to be effective, this study suggests that mentors should provide opportunities for assistant principals to develop their decision-making, people, and communication skills as well to clarify their personal capabilities, values, and beliefs.
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Rifauddin, Machsun, Munardji Munardji, Arfin Nurma Halida, and Nur Kholis. "Gaya kepemimpinan transformasional dan situasional di perpustakaan akademik." Berkala Ilmu Perpustakaan dan Informasi 16, no. 2 (2020): 184–97. http://dx.doi.org/10.22146/bip.v16i2.36.
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Introduction. In academic libraries, transformational and situational leadership is important as it can change organizational behavior and increase the staff performance.There is limited discussion types of leadership. This research discusses two types of leadership and develops a framework in academic libraries of ideal leadership. 
 Data Collection Method. The paper used a qualitative approach and considered literature review from books, journals, and other sources related to the theme.
 Data Analysis. The paper analyzed various literature, examined and selected data, developed a theoretical framework, and conceptualized the contents. 
 Result and Discussions. Transformational leadership in the academic library is appropriate to create a vision, however, staff commitments develop slowly. The leadership can be appropriately applied to the academic library with a few human resource as itemphasizes two-way communication to motivate staff. Meanwhile, in the situational leadership, organizational vision can be achieved when staff commitments are developed effectively. The situational leadership can be implemented in the academic libraries with large number of staff by using direct and two-way interaction, as staff motivation may increase when they are trusted.
 Conclusion. The transformational and situational leadershipsare effective when applied to the proper circumstances to achieve set goals. Library leaders need to consider strengths and weaknesses of the leadership style.
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Dine, C. Jessica, Jeremy M. Kahn, Benjamin S. Abella, David A. Asch, and Judy A. Shea. "Key Elements of Clinical Physician Leadership at an Academic Medical Center." Journal of Graduate Medical Education 3, no. 1 (2011): 31–36. http://dx.doi.org/10.4300/jgme-d-10-00017.1.
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Abstract Background A considerable body of literature in the management sciences has defined leadership and how leadership skills can be attained. There is considerably less literature about leadership within medical settings. Physicians-in-training are frequently placed in leadership positions ranging from running a clinical team or overseeing a resuscitation effort. However, physicians-in-training rarely receive such training. The objective of this study was to discover characteristics associated with effective physician leadership at an academic medical center for future development of such training. Methods We conducted focus groups with medical professionals (attending physicians, residents, and nurses) at an academic medical center. The focus group discussion script was designed to elicit participants' perceptions of qualities necessary for physician leadership. The lead question asked participants to imagine a scenario in which they either acted as or observed a physician leader. Two independent reviewers reviewed transcripts to identify key domains of physician leadership. Results Although the context was not specified, the focus group participants discussed leadership in the context of a clinical team. They identified 4 important themes: management of the team, establishing a vision, communication, and personal attributes. Conclusions Physician leadership exists in clinical settings. This study highlights the elements essential to that leadership. Understanding the physician attributes and behaviors that result in effective leadership and teamwork can lay the groundwork for more formal leadership education for physicians-in-training.
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Lo, Patrick, Bradley Allard, Hermina G. B. Anghelescu, Yawei Xin, Dickson K. W. Chiu, and Andrew J. Stark. "Transformational leadership practice in the world’s leading academic libraries." Journal of Librarianship and Information Science 52, no. 4 (2020): 972–99. http://dx.doi.org/10.1177/0961000619897991.
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This article analyzes 12 semi-structured interviews within the framework of transformational leadership, using a set of open-ended questions addressed to 12 directors (six men and six women) of academic libraries in high-ranking universities in four different countries (Australia, New Zealand, the United Kingdom, and the United States of America). It also investigates the interviewees’ approach to managing and leading their library organizations within the context of the opportunities and challenges facing their organizations as well as their parent institutions. The interpretation of the participants’ responses is based on the four ‘I’s, the four dimensions of the concept of transformational leadership: (1) Idealized influence, (2) Inspirational motivation, (3) Intellectual stimulation, and (4) Individualized consideration. The findings indicated that academic library directors who chose to implement transformational leadership noted its significance as a major contributing factor to the enhancement of inner communication and building mutual trust, and respect within the library organization. This, in turn, has fostered a motivated and creative work environment that has ensured personal and collective success and institutional advancement. Transformational leadership contributes to promoting sustained organizational performance based on adaptability to the rapidly changing environment of academic libraries worldwide.
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Padron, Thomas C., and Matthew J. Stone. "Leadership Skills in Event Management Courses." Event Management 23, no. 6 (2019): 927–37. http://dx.doi.org/10.3727/152599518x15403853721321.
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Event management education continues to increase in popularity and importance. However, in many event management courses, learning outcomes are often expressed in learning process-oriented skills. Beyond event management skills, this research proposes that leadership skills should also be included in event management courses. Experiential learning activities are an ideal opportunity to develop, practice, and enhance leadership skills and the optimal situation is experiential learning activities. Students were surveyed after completing an event management course, which included an experiential learning activity where they developed and produced instructor-led events. Students indicated that they learned many leadership skills, including communication, commitment, strategic planning, and accountability. Communication was the most cited skill that students both learned and demonstrated, and this correlated to the students' perception that communication is also the most important leadership skill required for a career in event management. It is proposed that event management courses utilize leadership skills in the course objectives and that, by doing so, it may provide additional student benefits and academic legitimacy to these courses.
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Chanmugam, Amy. "The menu of bad options: Academic leadership during the early pandemic." Qualitative Social Work 20, no. 1-2 (2021): 645–51. http://dx.doi.org/10.1177/1473325020981081.
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This reflexive essay focuses on personal aspects of leadership, management, communication, and family experiences while chairing a U.S. social work program in higher education during the early months of the COVID-19 pandemic. Management and leadership in context of the pandemic were also shaped by the author's research and practice perspectives, as well as personal identities and experiences. The essay explores learning some of the emotional boundaries in taking care of self, family, and a social work program during the novel coronavirus crisis.
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Xu, Kaibin. "An Empirical Study of Confucianism." Management Communication Quarterly 25, no. 4 (2011): 644–62. http://dx.doi.org/10.1177/0893318911405621.
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Globalization has led to increased interest in leadership in indigenous cultures. The current study focused on developing a scale of faculty members’ perception of preferred academic leadership in Chinese universities. Seven factors were generated from the Confucian principles of leadership and were used to code and group items gathered through interviews. A survey consisting of 41 leadership items was administered to participants. Confirmatory factor analyses of three hypothesized models using LISREL 8.8 demonstrate that the survey is reliable with five confirmed factors—morality, nurturing, communicating/relating, fairness, and administrative competence. The findings suggest that the contemporary Chinese view of leadership is consistent with the Confucian philosophy of leadership.
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Scudder, Rosalind, Trisha Self, and Peter A. Cohen. "The Leadership Academy: A New Approach for Changing Times in Communication Sciences and Disorders Programs." Perspectives on Issues in Higher Education 13, no. 1 (2010): 32–37. http://dx.doi.org/10.1044/ihe13.1.32.
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Challenges facing academic programs in Communication Sciences and Disorders include dwindling resources and increased pressure to maintain faculty members and grow program enrollments. This article presents a model of a leadership academy established in a College of Health Professions for faculty and staff. The academy emphasizes an adaptive approach designed to change the culture of the academy and to provide a changing view of leadership as an activity, not a position of authority. A Fellow of the academy describes her experiences and changing views of leadership.
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BİREL, Fırat Kıyas. "The Perceptions of Undergraduate and Graduate Students about Ethical Leadership Behaviors of Academic Staff." International Education Studies 12, no. 3 (2019): 71. http://dx.doi.org/10.5539/ies.v12n3p71.
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The aim of this study is to identify how undergraduate and graduate students perceive the ethical leadership behaviors of academic staff. It is also tried to be found out whether dimensions of ethical leadership behavior (communicational ethics, climate ethics, ethics in decision making processes and behavioral ethics) show differences according to the variables of educational level, gender and age of the participant students. The study is in descriptive survey model. The sample is undergraduate and graduate students at Dicle University, Faculty of Education in 2013-2014. As data collection tool “Ethical Leadership Scale (ELS)” developed by Yılmaz (2005) was used. Mean, standard deviation, independent sample t-test and ANOVA test were used to analyze the data. It is concluded that the undergraduate and graduate students’ perceptions of ethical leadership behaviors of academic staff are at mid-level. The means concerning the ethical leadership behaviors of academic staff in terms of behavioral ethics, ethical decision making and communication ethics is 3.01, 3.00 and 2.89 respectively. The lowest mean about the perceptions of undergraduate and graduate students’ about leadership behaviors of academic staff is in climate ethics (2.83).
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Antonakis, John. "Leadership to defeat COVID-19." Group Processes & Intergroup Relations 24, no. 2 (2021): 210–15. http://dx.doi.org/10.1177/1368430220981418.
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Defeating COVID-19 will not happen only via efforts of scientists working on vaccines or new treatments and interventions. Key to winning this battle is to convince citizens to take the needed precautions and to follow scientific advice to stop the spread of the virus and to protect those who are vulnerable to it. Thus, leaders, especially political leaders, play a critical role in coordinating the efforts of individuals who often have private interests to act as they wish, but who expect to benefit from the efforts of others who contribute to the public good. To deal with this unprecedented challenge, I discuss the importance of leadership, particularly charismatic leadership, which is well suited to solving problems in situations of ambiguity and crisis. I also exhort researchers to pay more attention to studying leadership using robust and causally identified designs that can inform policy.