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Dissertations / Theses on the topic 'Leaders'
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Shah, Yashna Jitendra. "Perceptions of Leaders: The Role of Leader Prototypes and Intervention to Improve Judgments of Female Leaders." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86616.
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Leader prototypes are our expectations for attributes a leader should possess, and these prototypes guide our perceptions and judgments of others with regard to leadership. This dissertation uses a connectionist perspective of leadership to investigate differences in perceptions and judgments of male and female leaders, and provides the first empirical test of Hogue and Lord's (2007) model for gender bias in leadership. In Study 1, leader prototypes are investigated as the mediating process through which perceptions of male and female leaders differ. Furthermore, leader and perceiver gender as investigated as contextual and person factors which impact the accessibility of leader prototypes, thus consequently impacting perceptions and judgments of leaders. The use of leader prototypes in remembering a leader's past behaviors reflects the use of a semantic memory system, where the leader behaviors recalled are influenced by our expectations of the leader, rather than whether the leader actually demonstrated those behaviors. Thus, masculine leadership behaviors demonstrated by a female leader may be discounted, and the leader behaviors recalled may be influenced by gender roles. Study 2 investigates an episodic memory intervention to increase the memory accuracy of leader behaviors as a means to reduce biases in judgments of female leaders. Overall, Study 1 results suggest that activation of agentic attributes; specifically tyranny and masculinity are impacted by leader gender, such that the accessibility of those attributes was higher for male leaders. Contrary to predictions, female leaders did not result in greater accessibility of communal attributes in the leader prototype. No impact of perceiver gender was seen on this mediation process. Subsequently, accessibility of these attributes impacts participants' perceptions and judgments of leadership. Study 2 results indicate behavior recognition accuracy of communal behaviors drives participants' negative perceptions and judgments of the female leader. Limitations and directions for future research are discussed.<br>Ph. D.
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Skeat, Lizbeth Cara. "Cognitive Development in Student Leaders and Non-leaders." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32555.
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This study examined cognitive development in student leaders and non-leaders. Participants included 60 students (30 student leaders and 30 non-leaders). Each group contained equal numbers of males and females. The Measure of Epistemological Reflection (MER) (Baxter Magolda & Porterfield, 1985) was administered to participants to measure certain indicators of cognitive development.
Cognitive development refers to the increase in cognitive complexity that may occur in students during their college years and includes students' ways of making meaning from what they learn. Students' ways of making meaning refers to changes in students' attitudes towards the nature of knowledge and truth. This development can be measured by examining how students learn, make decisions, relate to their teachers and peers, and perceive knowledge.
Analysis of these data revealed that leaders had significantly higher scores than did non-leaders. No gender differences were found, however, and no differences were found when female leaders were compared to female non-leaders or male leaders were compared to male non-leaders.
This research has implications for several groups. First, this study might be useful to student affairs professionals who work with clubs and organizations. The results provided staff with baseline data about leaders' and non-leaders' cognitive reasoning skills. Such information may enable staff to develop purposeful interventions to promote growth in cognitive reasoning skills among student leaders. The results of this study may also be useful for other student affairs professionals who try to enhance their students' cognitive development levels. For example, residential life professionals may find the results of this study interesting. The results provided them with information about cognitive development in student leaders and non-leaders, which they may then compare with their own students' levels of cognitive development. Current students may also be interested in the cognitive reasoning levels of student leaders and non-leaders. They may use these findings to understand their own cognitive development and formulate goals for this development.<br>Master of Arts
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Bruch, Heike. "Leaders' action /." St. Gallen, 2001. http://aleph.unisg.ch/hsgscan/hm00132093.pdf.
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Godoy, José Daniel Gil. "Leader succession: the impact of leaders’ background characteristics on organizations’ performance." Master's thesis, NSBE - UNL, 2010. http://hdl.handle.net/10362/10294.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics<br>The present study aims to reconcile contradictory results of previous studies regarding the impact
of the new leader’s origin and levels of general and functional experience on the firm’s
performance after the leader succession event. We analyze 52 succession events drawn from
longitudinal public records of professional Portuguese football clubs from seasons 2004-2005 to
2008-2009. Results suggest that outsider leaders have a positive effect on post succession
performance in the short term, and that leader’s general experience has neither short-term nor
long-term positive effect and finally leaders’ functional experience has positive effect in the long
term but not in the short term.
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Sampson, Susan Jane. "Influence tactics and leader effectiveness : how effective, contemporary leaders influence subordinates." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52770/1/Susan_Sampson_Thesis.pdf.
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Defining the difference between successful and mediocre leaders is a quest that has attracted many renowned scholars, drawing vast amounts of research effort. Yet while there are excellent theoretical explanations of what leaders should do: exhibit transformational behaviours, demonstrate authenticity, build productive relationships with followers and so on; there is still a scarcity of empirically-based research advising practicing leaders how to do these things. This study seeks to provide guidance about the fine-grained processes that effective leaders use on a daily basis to undertake the core process of all leadership activity; influencing followers. Using a grounded research approach, this study employs qualitative methods to capture the detail of effective leader behaviour and the micro-level influence processes that leaders use to create effective follower outcomes. Conducted in the health services industry with medical and allied health leaders, the study sought to answer the question: What influence methods might effective, contemporary leaders be using? The study builds on existing influence research, seeking to extend and update the typology of 11 influence tactics originally developed by Yukl and others, and which has been static since the late 1990s. Eight new influence tactics were identified, offering practicing leaders a powerful suite of potential strategies and representing a significant contribution to the field. Further research is recommended to confirm the identified influence constructs and test the generalisability of these findings to broader leader populations in health organisations and other knowledge-based organisations.
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Spratt, Jason Thomas. "The Leader Factor: Patterns of Alcohol Use, Negative Consequences, and Alcohol-Related Beliefs for Leaders and Non-leaders of Student Organizations." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32557.
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The purpose of this study was to explore the relationship between student leadership and alcohol use. Previous literature had examined alcohol use of leaders and non-leaders in high-use organizations â Greeks and athletes. This study extends that literature by focusing on leaders and non-leaders in low-use organizations, and by examining students with multiple leadership roles.
The research used existing data from the Core Alcohol and Drug Survey. A random sample of 2,000 respondents was obtained from the Core Institute at Southern Illinois University â Carbondale. Respondents were leaders and non-leader members of minority and ethnic organizations and religious and interfaith groups. From this total sample, 624 students were active in minority organizations only, 865 were involved in religious groups only, and 511 were active in both. Dependent variables were drawn from four questions on the Core Survey concerning average number of drinks per week, consumption of five or more drinks at one sitting, negative consequences of alcohol use, and alcohol-related beliefs.
No statistically significant differences were found in the alcohol use of leader and non-leaders who were active only in minority groups. Significant differences were found however, between leaders and non-leaders who were active only in religious groups. For these groups, leaders consumed alcohol, engaged in high-risk drinking, experienced negative consequences, and ascribed to alcohol-related myths at a lower rate than those not in leadership positions. Student in dual leadership positions across the whole sample reported significantly higher alcohol use than student involved in one leadership position. Students with leadership roles in both minority and religious organizations drank approximately three times as much (9.75 per week) as those who are leaders in only one type of organization (2.75 per week).
The results of this study, understood in the context of the existing literature on alcohol and leadership in high-use organizations, suggest that a Leader Factor may exist: Leaders of student organizations tend to drink at least as much as non-leaders, and those with multiple leadership roles have the highest rate of involvement with alcohol. The single exception to this rule is leaders who are active in religious groups only.<br>Master of Arts
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Cundiff, Nicole L. "FOLLOWERS' REACTIONS TO FEMALE LEADERS: LEADER'S ORIENTATIONS, PROTOTYPICAL CATEGORIZATIONS, AND ORGANIZATIONAL CULTURE." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/128.
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Followers' perceptions of female leaders tend to be different from male leaders. For instance, the prototypes that correspond to female leaders tend to be more communal and transformational, whereas male leaders are associated with agentic and dominant leadership prototypes. Female leaders can be perceived with bias due to conflicts between the communal role expected of women and the agentic role traditionally expected of leaders. Additionally, collectivist or individualist nature of leaders' orientation, as well as organizational culture has the possibility of affecting followers' perceptions. Leader's orientations reflect either a collectivistic or individualistic personal style. Collective orientations indicate that the leader is group or team oriented, whereas an individual orientation signifies higher identification with the self and enhancing competition. Organizational cultures also theoretically have collectivistic or individualistic components. Leaders whose personal orientation (collectivist or individualist) matches the organizational culture (collectivistic or individualistic) are expected to be categorized as a leader more so than leaders whose personal orientation does not match the organizational culture. Female leaders, however, may be at a disadvantage in organizational cultures or with orientations that are incongruent with their gender roles. To examine these issues, scenarios were used in order to manipulate organizational culture and leader's orientations, and pictures were employed for leader gender manipulations. An online survey was distributed to a variety of business-related list serves, and 388 employees from U.S. based companies participated. Participants assessed the target leaders on perceptions of leader prototypicality, likability, and perceptions of mutual commitment and support. Results show that female leaders are perceived to be more transformational and less dominant than male leaders. Further, no differences between leaders were found on all dimensions of prototypicality and liking when examining the interaction between organizational culture, leader's orientation, and gender. There were main effects of leader's orientations on perceptions of mutual commitment and support with individualist leaders perceived as having lower perceptions of mutual commitment and support than collectivist leaders. Additionally, the three-way Leader Gender by Leader Orientation by Organizational Culture interaction on leader-member exchange showed that female leaders were penalized when they were embedded within individualistic organizational cultures or portrayed individual orientations. These penalties seem to be additive with female leaders depicting individual orientations within individualistic organizational cultures being rated even lower on perceptions of mutual commitment and support. This relationship was not found for male leaders; however male leaders were penalized for depicting individual orientations in collectivistic organizational cultures. An advantage was found for female leaders who depict collective orientations in collectivistic organizational cultures. These leaders were rated higher than male leaders in perceptions of mutual commitment and support, perhaps due to the congruence of the female gender role with the highly valued transformational leadership style. The implications of this study are that organizations should focus their culture on being more collectivistic, which could enhance perceptions of female leaders by their followers.
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Myrkrans, Nathalie. "Female Leaders : How networks influence women aspiring to become leaders." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12510.
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According to Ibeh et al (2008) organizations with women in top management positions tend to excel financially, but if we look at recent statistics women are strongly underrepresented in those positions. In Sweden, 5 of the 291 stock market companies have a female CEO (www.skane.se, 2011). I started to wonder how this could still be a problem, when we are an equal society in many other ways. I found in my first search for literature that female networks were not as researched about as male networks which made this area both difficult to find other research in but even more important to conduct. My hopes are that this thesis will bring more interest into this field of research and have a positive impact on the development of more female leaders. What I try to find the answer to in this thesis is how female networks influence women aspiring to become leaders and how these networks could work more as supportive networks. I conducted my research by having 5 interviews with female leaders that has been successful. We had long discussions about what made them successful and how their female networks works. I have also used a great deal of literature, both literature that has done similar interviews in order to support my arguments but also literature in the subject Networks. I used an actor’s view, which means that I tried to understand what these women have experienced and tried to give them a fair picture. I found that there is a big difference between informal and professional networks and that woman were more likely to grade informal networks higher. Informal networks could be very unsupportive to women’s careers. In these informal networks I found that women tended to push each other to become "good girls" and do everything perfectly which could be conceived as very stressful and become an obstacle when women tries to excel in their career. In order to dismantle yourself from the wishes of the group that you need to be perfect I found that a high self esteem was something crucial that all of my interviewed women seemed to have. In order to "fight" the female laws that women are learned that they should follow you need to believe in yourself. The implications I found that can be done in this area is that women need to grade professional networks higher, we need to bring our profession into our informal networks and we also need to be supportive inside our informal networks in order to change this statistics. Since people are very dependent on having good relationships with other people, we are likely to listen to each others criticism. This change is not done in one day, and therefore we also need more research within this area.
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Babb, Katie A. "Cultural Competency of District Leaders: The Influence on Campus Leaders." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707256/.
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The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct relationship between the district leaders' cultural competence levels and their direct reports' level of cultural competence. This study can afford school districts an opportunity to recognize the value and implications of culturally proficient leaders, as they serve all students.
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Scheusner, Heidi. "Emotional Intelligence Among Leaders and Non-Leaders in Campus Organizations." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32134.
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The present study examined emotional intelligence (EQ) levels among student leaders and members of three types of student organizations: governing, service, and special interest. Emotional intelligence refers to one's ability to recognize emotions in oneself and others and the ability to exhibit appropriate responses to environmental stimuli. Participants included 79 students (half of those were organization leaders and the other half were organization members). An equal number of leaders and members from the three types of organizations were selected. The EQ-i or BarOn Emotional Quotient Inventory (Bar-On, 1997) was administered to measure participants' levels of EQ. In general, this study compared EQ scores within and between groups of participants. In addition, the interaction between leadership status and type of organization was studied.
Analysis of these data revealed that college student leaders demonstrate a higher level of EQ than student members in campus organizations. There were also significant differences between types of organizations on EQ scores. No significance was found on EQ between leadership status and type of organization, however.
This research had implications for several groups. First, student activities staff may use the results of this study to design training activities to enhance particular components of EQ. The data might be used to identify skills where training might enhance leader competency within campus organizations. Results of this study may also be used by student activities staff to market extracurricular and leadership opportunities. The study provided them with data about differences in scores by type of position and type of organization. Furthermore, the results of this study might be used by students in determining what types of organizations to join and what types of roles to assume. Future employers might also be interested in the results of this study. Differing levels of involvement may make a difference in potential employees' abilities as defined by the EQ-i scales. Such information may help future employers better assess EQ associated with certain positions or organizations.<br>Master of Arts
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Prigent, Anaïs. "The emergence of female leaders: becoming a female leader in modern organisations." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13113.
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Around the globe, many organisations are still dominated by male managerial models. In spite of the progress in the status of women in our society in the last decades, higher positions in organisations are still held by men, even though women have the capacity to occupy these positions. This work investigates many studies about the different arguments linked to organisations that researchers/authors have done on this subject. It uses narrative as a key focus to explore the under-representation of women in higher positions within national and multinational organisations. The theoretical part of this thesis enables a better understanding of aspects of leadership in organisations, and discusses the whole idea of gender labelling leadership as masculine or feminine, but also to present the principal hurdles encountered by women in organisations. Using the empirical method involves undertaking semi-structured interviews with women and men in high management positions, in order to construct a solid basis for analysis and discussion by putting forward solutions. I hope that my work will enable my readers to find some solutions, and that it can serve as a guideline for firms in order to encourage them to benefit. I will try to propose a solution for them to harness the under-utilised talent of their female employees and to pool and foster an environment of respect and equity based on merit rather than on gender.
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Coleman, Tracey. "Significance of a relationship between servant leaders and followers through leader characteristics." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731743.
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<p> Leaders must be aware of the impact and influence demonstrated to followers through leader characteristics. The quantitative research study with a correlational design determined the impact of servant leader characteristics toward followers, and if there were any differences between the two roles pertaining to the leader characteristics of altruistic calling, persuasive mapping, emotional healing, organizational stewardship, and wisdom. A sample of 18 followers and four servant leaders completed the Servant Leadership Questionnaire (SLQ) instrument via survey monkey software link. Analyses were conducted utilizing the Spearman correlation testing to determine strength and direction of the correlation (p < .05), and Mann Whitney U for analyses of differences between the roles. The results provided positive correlations between servant leaders and followers pertaining to each of the leader characteristics. However, there was no difference in the levels of correlation in the identified five variables between the two roles as defined in the research questions. The coefficient results are primarily based on the low sample response. Implications for leadership include effective leadership practices through mentoring, while providing a level of trust consistent with follower tasks and performance. These outcomes are critical for increased success as demonstrated through servant leader characteristics.</p>
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Frick, Sarah Elizabeth. "Leaders on their Best Behavior: Leader Behaviors Resulting in Effective Virtual Teams." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6702.
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A more globalized workforce, coupled with technological advances in electronic communication, have led organizations to turn to virtual work teams at a rapidly increasing rate (Gilson, Maynard, Young, Vartiainen, & Hakonen, 2015). Leadership has been shown to aid team performance across work domains (Morgeson, DeRue, & Karam, 2010), and there exist a host of functional leader behaviors that have been found to benefit face-to-face team performance (Burke, Stagl, Klein, Goodwin, Salas, & Halpin, 2006). Attention to leadership in this new era of work teams is necessary to identify those specific behaviors that enable effective virtual team functioning. Team performance, whether in the virtual context or face-to-face, requires attention to taskwork (i.e., what people do) as well as the required teamwork (i.e., how people work together to go about doing the tasking; Morgan Jr, Glickman, Woodard, Blaiwes, & Salas, 1986). Thus, drawing upon the Consideration and Initiating Structure classification of leader behaviors, the current study sought to determine which behaviors are most critical to virtual team effectiveness and other important outcomes, specifically within the context of a virtual team working on a decision-making task. This study determined that Consideration leader behaviors are most beneficial for virtual team performance, team member satisfaction, and team potency in a decision-making context. Further, perceived leader effectiveness was found to predict team member satisfaction and team potency. This work has important implications for both science and practice, including extending existing leadership theory to a new context (i.e., virtual teams) and influencing leader behaviors for decision-making teams across work domains.
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Collins, Brittany L. "Black Leader or Leader Who Happens to be Black? Racial Identity Politics Among African American Leaders." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1243355653.
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Thesis (M.A.)--University of Cincinnati, 2009.<br>Advisor: Gail T. Fairhurst. Title from electronic thesis title page (viewed Nov. 10, 2009). Includes abstract. Keywords: Discourse; Sensemaking; Identity Management; Racelessness,. Includes bibliographical references.
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Pacheco, Mafalda Silva de Lima. "Leaders leading themselves." Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/9825.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics<br>Self-leadership has been highly researched in recent years. Nevertheless, researchers have been studying this process under the umbrella of an organizational perspective. Therefore, exploring a holistic perspective of self-leadership is relevant. By considering leaders’ interviews, this research aimed to understand which factors were relevant for leaders to lead themselves in such way that allow efficient performance in all aspects of their lives. It was found that self-leadership is a process that can be translated in the capability that leaders have in handling and ensuring four balances: change and routine; self and others; non-work and work; and, mind and body. Main implications of these findings are presented and discussed.
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Saminaden, Michel Joseph Maurice. "Are directly elected mayors better facilitative leaders than indirectly elected leaders?" Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658201.
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The role of local political leadership has featured highly in the government modernisation agenda for the past 15 years. Both the previous Labour government and the current Coalition government have emphasised that strong local councillors are at the heart of our democracy. Their focus has evolved from the traditional style of collective leadership to a more individualistic style, in the form of directly elected mayors. The aim of this research is to attempt to identify whether directly elected mayors of local authorities are better "facilitative leaders" than indirectly elected leaders. Facilitative leadership has been identified in many different accounts as a more effective style for leading our modern media-savvy and technology enabled communities and provides the basis for testing the merits of different leadership models. The research reviews the literatures on political and public leadership, governance and local government modernisation. A qualitative method is adopted using in-depth interviews with 25 respondents from four different local authorities to create four mini "case studies". The authorities chosen reflect the different leadership models under investigation, as well as other important demographic differences such as the urbanlrural mix, party political control/independent control, unitary/two tier structures, to enable a broad comparison to be made. The Mayors, Leaders, Chief Executives and other stakeholders were interviewed as they are key participants within the two leadership models. The study concludes that mayors are better facilitative leaders than indirectly elected leaders by several measures. In four of the eight elements studied, mayors were clearly identified as being more effective, and in the other four elements, the two models were shown to be equally effective. Several reasons for these differences are put forward, but the single most important one appears to be the higher visibility and profile of mayors at both election time and during their term of office. This. research contributes to the growing literature on local governance and leadership. It also signals to governments that despite the finding that mayors are better facilitative leaders, they do not appear to have generated the ultimate goal of increasing public confidence, participation and voter turnout. Other measures will be needed to increase public engagement in local government.
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Evanshen, Pamela A., E. Edokhamhan, P. Mensah-Bonsu, O. Olubowale, F. Rubayii, and S. Alkaabi. "Early Childhood Leadership: Good Leaders, Bad Leaders, How Best to Lead!" Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6013.
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Adegunle, Adesina Olufemi. "Challenges Facing Organizational Leaders: A Phenomenological Study of Nigerian Organizational Leaders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3737.
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In the first decade of the 21st century, the number of functioning business organizations in Nigeria decreased by 45%. The high rate of business failures in Nigeria has left many questions about what is needed for creating business success. The purpose of this qualitative phenomenological study was to explore the influence of internal and external dynamics on leaders in Nigerian microfinance organizations. Twenty leaders from microfinance institutions participated in face-to-face semistructured interviews. The data analysis process involved the use of Moustakas's modified van Kaam method, which resulted in the emergence of 12 themes. The themes that emerged included: (a) staff turnover, (b) financial fraud, (c) knowledge gap, (d) lack of real-time technology, (e) ethical behavior of leaders, (f) organizational bureaucracy, (g) foreign exchange fluctuation, (h) poor state of Nigerian economy, (i) competition from unethical practices of other organizations, (j) constant changes of government policies and poor regulatory controls, and (k) noncompliance with the Microfinance Policy and Framework by stakeholders. There was a common perception among the participants that there was a need for government intervention in providing improved infrastructure and adequate regulatory controls. The findings provide indications from participants' responses that business success is dependent upon business leaders' effectiveness in their roles and ethical practices as perceived by the followers. The study is significant in that its findings may assist businesses and government to focus on the effectiveness of leaders, increase labor relations, and increase the overall success of business which in turn improve the economy of Nigeria.
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Faerber, Anna. "Top leaders’ relationships and their destructive results : A look into the relationship between top U.S.political leaders and business leaders." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26135.
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It has been a lot of talking about who’s president’s fault has been for the crisis that Started in the United States and how it spread around the world. Is it really a specific group of people’s fault? Our leaders’ responsibility to prevent all this? Or is it all of our fault for living in the illusions leaders created for us in order to keep being elected? I am not here to point fingers but, rather, analyzing what has happened by researching legislations that passed and did not pass, and who lobbied and why they lobbied on specific legislations that could have made a difference in the economic situation but were never given the chance. The research are mainly on the years right before the 2007- 2008 recession and specifically from 2004 to 2006. I conclude with analyzing the types of leadership styles that I feel have influenced the current situation and what is the follower’s responsibility in letting it happen, why, and how they could change the situation.
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Young, Tardif Kristin J. "Global Citizen Leader| Successful Maine Leaders Engaging in International Trade and Global Assignments." Thesis, The Chicago School of Professional Psychology, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716783.
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<p> This study was in partnership with the Maine International Trade Center. The Maine International Trade Center was formed to help Maine businesses develop trade internationally and successfully network with international businesses, and connect with governmental and business professionals globally. Maine’s leaders have added resources to the Maine International Trade Center, feeling that it is crucial to Maine’s economic recovery. Maine’s International Trade Center and the Maine Legislature commissioned an extensive research study in 2013. The outcome from this study was the need for further research on global competencies, citizenship and leadership. </p><p> The global economies are more connected than any other time in history, consequently so is business. Businesses are competing globally; cost and performance pressures are relentless. Our societies are changing, some having more, and some having less. This study researched the phenomenon of the global citizen leader, and what the cognitive, metacognitive, attitudes and behaviors are for successful executive level business professionals, who are engaged in international trade and global assignments. By studying the dimensions of cultural intelligence, social responsibility, global competence and global civic engagement rich schemas of the complex construct of a global citizen leader came from the experience and stories of thirteen Maine leaders.</p>
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Feichtinger, Benjamin, and Christian Hörold. "Recruitment and Selection : The way of finding future talented leaders." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43642.
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Hiring the wrong leader can have disastrous effects on the productivity, moral, time and budget of an organization. In fact, a gap of leaders will arise in the next years, which makes it necessary to know and use the right strategies for attracting and selecting the appropriate future leaders who have the ability to successfully lead a company. Therefore, recruiting and selecting the right leaders is an important challenge for all organizations worldwide. How can they find, attract and choose people to become leaders? To answer this question, this Thesis looks at the whole process of hiring future leaders for organizations. First, we want to determine what is necessary to be successful in a leadership position in an organization. Second, we figured out what kind of recruitment strategies can be used in order to attract and find leaders, and third, we aim at showing which methods companies can employ to select the best fitting candidate for their vacant leadership position. In order to find answers to these questions, we have conducted interviews with seven leaders from different industry sectors, who shared their experience about leadership and the way of finding, attracting and selecting talented people who can become future leaders. Moreover, we conducted a questionnaire that has been handed out to students who might be potential leaders of the future. To ensure the meaningfulness of the study, we asked students from different faculties in 21 countries. The reason of the mixture of different sources is to acquire a broader insight into how the recruitment and selection of leaders takes place, with the aim of creating a representative picture.
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Neilson, Richard A. "Interstate school leaders licensure consortium standards for school leaders : a pilot study /." Electronic version (PDF), 2006. http://dl.uncw.edu/etd/2006/neilsonr/richardneilson.pdf.
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Cason, Roslyn M. "The Interstate School Leaders Licensure Consortium : redefining the role of school leaders /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362531141&sid=16&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2007.<br>"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 113-127). Also available online.
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Allen, Clifford. "Leaders in need : perceptions of local authority senior leaders on leadership development." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/186531/.
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'Leaders In Need’ is a qualitative study contributing to an understanding of the mechanisms for exploring and identifying leadership development requirements and needs. It explores the views of senior leaders in local government as they reflect upon their individual leadership development needs and the organisational requirements expected of them. The research identifies four themes: becoming a leader, organisational requirements, individual needs and potential for improvements. Theme one explores the entry, experience and education of leaders as they prepare to make a transition from professional to leader. Theme two explores organisational requirements, organisational change, challenge and capability. Theme three explores how individual development needs are defined, identified and satisfied. Theme four explores whether improvements can be made to the mechanisms for investigating organisational development requirements and individual development needs. The research finds that leaders and their organisation do have development needs and requirements responsive to transformative modernisation. There are processes and mechanisms available to assist organisations and individuals explore and identify leadership development. When they are applied they are perceived to lack the rigour and effectiveness to adequately explore and identify leadership development requirements and needs. Perceived performance levels influence the mechanisms for exploring development requirements and needs. Leaders direct personal development activity when performance levels are perceived as acceptable. The organisation directs leadership development when performance levels are perceived as unacceptable. There is potential to improve a leadership development response by ensuring individual and organisational development activities overlap
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Klompus, Ben. "Scaling Instructional Improvement: Designing a Strategy to Develop the Leaders of Leaders." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013352.
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With close to 50 million children attending 98,000 public schools in the United States, the public school classroom continues to be an essential locus of change that, if improved at scale, could increase educational and life outcomes of many young people. Improved student learning requires an improved instructional core and school leaders are essential drivers of this improvement across a complex system of classrooms. The systematic study and codification of the behaviors, practices, and habits of “positively deviant” leaders–i.e. leaders who have consistently developed strategies to improve student learning despite facing similar challenges as others in similar circumstances–can help school and system leaders observe, create, and implement scalable effective practice. In this capstone, I describe a strategy to integrate design thinking and positive deviance to develop a desirable, viable, and feasible strategy to enable effective system-level instructional leadership practices to scale across a diverse educational system. Through my analysis of a strategic project I led at Relay Graduate School of Education, I explore the implications of these findings for my site, the sector, and for myself as a leader.
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Yu, Mengye. "Building-up leaders for challenges through vicarious learning: Reflections from Australian leaders." Thesis, Yu, Mengye (2022) Building-up leaders for challenges through vicarious learning: Reflections from Australian leaders. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/66471/.
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Organizational leaders are essential for dealing with various workplace challenges, such as VUCA (volatility, uncertainty, complexity, and ambiguity) circumstances, and leadership development (LD) is a common way to build-up leaders. However, leadership practitioners are sometimes strongly dissatisfied with LD programs, which has been identified as ineffective in developing leaders for challenging circumstances. Thus, this research aims to discover how to prepare leaders for challenging work environments.
This inductive research investigates open-ended reflections collected from 42 Australian leaders in LD programs to achieve the objective in regard to how crucial leadership capabilities are demonstrated in dealing with challenges and how to develop them. This research includes one methodological study and two empirical inductive studies. The methodological study develops a transparent step-by-step research framework through which the two qualitative studies are conducted. This qualitative research found that leadership resilience is essential in dealing with challenges, and it can strongly motivate others to learn. By observing leadership resilience demonstrated in challenging situations, leaders can improve their capabilities of dealing with challenges (e.g., leadership self-efficacy and selfawareness).
These findings enrich the theoretical understanding of social cognitive theory by integrating ‘Resilient Attitude’ and ‘Coping Skills’ dimensions into the triadic schematization and contributes to better preparing leaders for challenges from two aspects. Firstly, the vicarious learning mechanism can explain ‘How to develop leaders’. Secondly, this research provides a theoretical contribution to psychological resilience by presenting a three-dimension model (resilient attitude, resilient behaviour, and coping skills), which answers ‘What is to be developed’. This research outlines that leaders can improve their capabilities of dealing with challenging circumstances by observing others' challenges and their resilient responses. This finding provides practical contributions to leadership development programs and other human resource management, e.g., talent management. In addition, the author-designed research framework may assist other new researchers in their studies.
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Mendez, Tiffany Ann. "Enrollment Leaders| A Phenomenological Study of Leadership Styles of Enrollment Management Leaders." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10933619.
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<p> Purpose. The purpose of this qualitative, phenomenological study is to explore the leadership styles of enrollment management leaders in small, private, nonprofit colleges and universities in Southern California.</p><p> Methodology. This study used a phenomenological approach to understand the leadership styles of enrollment management leaders. The researcher interviewed 10 enrollment management leaders working at small, private, nonprofit colleges and universities in Southern California. Those who fit this classification for this study included: vice presidents and deans of enrollment management and the directors, deans, associate directors, and associate deans who report to the vice presidents and deans of enrollment management.</p><p> Findings. Eight relevant themes emerged through participants’ responses to questions about their leadership styles. These themes included trust, recognition of differences, pursuit of information, clear expectations, open communication, appreciation, hands-on leadership, and work-life balance. Situational leadership and servant leadership were the strongest leadership styles reflected amongst enrollment management leaders in this study.</p><p> Conclusions. Trust emerged as the most common theme of this study. All 10 enrollment management leaders expressed a desire for a partnership approach in working environments. It was evident that staff should feel the freedom to work independently but understand that the leader is available to them if needed. Recognizing that leading with one approach would not fit all individuals and situations was another common theme. Most leaders indicated that they needed to mold to the requirements of the individual they are leading. </p><p> Recommendations. The higher education market is changing as our population adjusts to increased tuition rates, birth rate declines, and an adjustment to what the college student looks like. It is important to be mindful that enrollment management personnel must market their colleges in creative and innovative ways. That innovation begins from the top of the enrollment management pyramid. Leadership impacts the way a college’s enrollment management team operates. Understanding leadership styles of these leaders is imperative to the success of an institution’s goals.</p><p>
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Shearer, Elaine. "Succession of influential leaders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59479.pdf.
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Golubenko, Juliana. "Emotional intelligence among leaders /." Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09SPS/09spsg629.pdf.
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Devarachetty, Shilpika. "Women as Charismatic Leaders." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1342500744.
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Nyarambi, Arnold. "Developing Generational Leaders Conference." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8276.
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La, Venture Kelly. "Transforming leaders, transforming organizations." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004laventurek.pdf.
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Harley-McClaskey, Deborah. "Developing Human Service Leaders." Digital Commons @ East Tennessee State University, 2016. http://a.co/aMuymZv.
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"...empowering text for human services students that covers the skills and behaviors essential for leaders to manage themselves, their teams, and the organization. Using a unique coaching voice, author Deborah Harley-McClaskey follows a Reflection–Diagnosis–Prescription approach for leadership development with exercises built into the dialogue. The final chapter, Prognosis, offers a workbook-style exercise to help students make a personal change." --Amazon<br>https://dc.etsu.edu/etsu_books/1115/thumbnail.jpg
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Olsen, Dorian Dawn. "Homegrown rural school leaders." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5587.
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Background: Research on rural educational leadership is often overlooked in educational research, specifically within the context of homegrown leaders, or leaders who have been lifelong residents in the districts where they were students, teachers, and now lead as principal. Rural districts face many challenges that differ from urban districts. Looking at how these homegrown leaders use transformational leadership to overcome these challenges can assist principal preparation programs in preparing administrators to lead in rural districts as well as policymakers as they look at policies and funding that impact rural districts.
Purpose: The purpose of this study is to address the following research questions:
1) How do these participants identify themselves as educational leaders?
2) How do these rural principals, identified as transformational leaders, use transformational leadership to contend with challenges unique to rural districts?
3) Do the principals’ prior experience and personal history within a school district influence transformational leadership practices, such as building trust, maintaining a positive school culture, and enacting change? If so, how?
Setting: Research for this study took place in two rural school districts in neighboring Midwestern states. The communities the participants in this study reside in are over 100 miles apart, yet both the school districts and towns share similar characteristics. These districts are housed in farming communities with a population between 1,500 and 1,800 residents. The demographics of both districts are very similar consisting of over 97% white students, with the town’s population matching that of the school. The similarities are also present in the physical description of the school sites and collaboration with neighboring districts. Both of these districts consist of one large building housing all students, and superintendent on the same campus, and share resources such as staff, transportation, and athletic and academic programs with neighboring districts.
Participants: The two school principals in this study were chosen due to similar characteristics of being homegrown leaders who both reside in similar rural districts and communities in neighboring states. In addition to having similar contexts, the participants in this study share many similarities as well. Both are male and have lived in the district where they were former students, teachers, and coaches prior to becoming the school principal. In addition, both of the principals in this study were chosen via convenience sampling due to prior experience of the researcher within both of these communities and their qualifications of being homegrown leaders.
Research Design: This is a qualitative case study analyzing two cases with two participants.
Data Collection and Analysis: Data collected for this qualitative case study include multiple interviews with both participants; observations in school and community events; observations at staff, parent, and student meetings; district handbooks and information collected from the district website and state reporting agencies, including demographics, free and reduced lunch status, number of staff, per pupil funding, assessment scores, and school improvement plans. Open and axial coding is used to analyze data. Member checks, triangulation of data, memos, and peer review are used to help ensure validity.
Findings: The findings of this study reveal that being a rural, homegrown, transformational leader is a strength to overcome rural challenges. These principals’ prior history and relationships within the district and community, as well as the deep understanding and background knowledge they have of the values and culture of the district and community, allow them an easier time building and maintaining trust and relationships, creating a positive school culture, and enacting change. Additionally, their understanding of the challenges of rural districts based on their prior knowledge as a student and teacher have given them foresight to help them better understand and manage the challenges they encounter specific to rural districts.
Conclusions: This study demonstrates how transformational leadership assists rural principals in managing challenges specific to rural districts. Additionally, it adds to the literature addressing the challenges rural districts encounter from first hand experiences of two principals who have lived in their respective districts their whole lives. This study provides insight to principal preparation programs, especially those training principals in states with a high percentage of rural districts, regarding how transformational leadership can assist rural principals in managing the challenges they will encounter in a rural district. This study is also beneficial to rural superintendents as they look to hire new principals.
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Ngunjiri, Faith Wambura. "TEMPERED RADICALS AND SERVANT LEADERS: PORTRAITS OF SPIRITED LEADERSHIP AMONGST AFRICAN WOMEN LEADERS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143220309.
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Brodie, Ernest Frank Jr. "The Leader as a Shepherd| A Case Study of Ecclesiastic, Business, and Education Leaders." Thesis, Grand Canyon University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076305.
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<p> The concept of shepherding others goes back thousands of years, yet the shepherding metaphor received limited review in academic circles. A study transpired in order to better understand what shepherding entails. It was not known how self-declared leaders from the ecclesiastic, business, and education fields, perceived, described, and practiced shepherd leadership in the greater New York metropolitan area. The purpose of this qualitative case study was to explore how 30 self-declared leaders from the ecclesiastic, business, and education fields, perceived, described, and practiced shepherd leadership. The researcher conducted a qualitative case study involving 30 experienced leaders from three Abrahamic faiths (Jewish, Christian, Islamic) and three fields (ecclesiastic, business, education). All 30 participants completed the Shepherd Leader Inventory and the Brodie Ranking of Shepherd Leadership Skills. Combining 13 open-ended interviews with the two surveys enabled the researcher to triangulate the data. When participants were asked to describe practices unique to shepherding, the leaders in the study mentioned that the shepherd leader cares about others, behaves in a professional manner, builds up others, thinks through actions, builds relationships, shares authority, develops others, shows flexibility, and provides guidance. The researcher discovered that shepherding consists of similar constructs as several positive leadership models. Shepherding proceeds from Theory Z where the leader maintains authority in times of crisis and shares authority in times of ease. </p><p> <i>Keywords</i>: Leadership, Shepherd leadership, Shepherding, Servant leadership, Spiritual leadership, Positive leadership, Transformational leadership, Leader-member exchange, Agapao love, Ecclesiastic, Business, Education, Leadership theory, Spirituality</p>
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Nilsson, Emma, and Rambo Joinani. "Qualities of Leaders in Swedish SME's : A Qualitative Case Study on Six Leaders." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26716.
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Grissom, Pamela Christine. "The use of reflection by leaders| A study of upper-tier organizational leaders." Thesis, Indiana Wesleyan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716285.
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<p> As organizational leaders are faced with challenges associated with leading in complex and often changing environments, the use of reflection or reflective thinking becomes ever more important and necessary. Also, the use of reflection has been mentioned as a key ingredient to effective leadership in more recent years. Reflection’s importance is highlighted in various disciplines (such as education, nursing, and medicine); however, it is not as prevalent in business disciplines and with business leaders. This current study is important, since leaders in general are often encouraged to meet bottom-line demands with brevity, which may leave little time or concession for reflection or slowing down and assessing learning in situations. In addition, taking time to challenge prevailing mindsets or assumptions tends to occur only after a crisis or when something adverse has happened personally or within the organization. In this qualitative study, 20 upper-tier leaders from various organizations and disciplines participated in in-depth interviews regarding their descriptions and uses of reflection in their leadership roles—individually and organizationally. A snowball sampling technique was utilized to assist in obtaining many of the participants. The interviews, which were conducted and recorded based on the availability of the participants, included reflection descriptions, processes, strategies, experiences, and predominant practices that the interviewed leaders may use on a regular basis. Following this, interview data was transcribed, reviewed, and analyzed using computer-aided software, where key themes and sub-themes were discovered, shared, and documented. In this study, it was found that all 20 participants used reflection to some extent on a regular basis in their leadership. They were able to share in-depth on reflection processes and strategies used; how reflection has aided their overall development, their learning from experiences, thinking and decision-making, and effectiveness; and how reflection has contributed to their success as leaders. Several leaders also indicated that they used reflective practices without ever calling them “reflection,” and the majority currently used some sort of a system or systematic process for reflection for themselves individually, with direct reports, or with colleagues.</p>
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Tinelli, Archie. "Leaders and their learnings: What and how leaders learn as they transform organizations." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27035.
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This study sought to better understand the learning of leaders who undertake the task of organizational transformation.
This inquiry, designed as a qualitative case study of two leaders and informed by a constructivist-interpretivist paradigm, was guided by the following research question: When leaders undertake the task of organizational transformation, what can be discovered about what they learn and the process of how they learn?
The leaders learned about themselves and about how to transform their organizations. The leaders confirmed knowledge they already had about themselves (what motivates them) and they developed new understanding of themselves (their leadership style). In addition, they developed new strategies and tactics for transforming their organizations (for example, ways to deal with troublesome staff members).
The study also found that the leaders operated from a work-oriented mental model that dominated their thinking. The leaders' learning was embedded in and inextricably linked to their work; it was accidental, incidental, and tacit.
The leaders' learning was heavily influenced by four factors: organizational context, the use of intuition to generate options and solutions, the use of daily prayer by both leaders (an unexpected finding), and consultation with a network of professional colleagues.
The data were collected throughout one year in which the leaders, who served as co-researchers, were observed six full days each (distributed across the year) and interviewed more than eight hours each. Interviews were also conducted with several staff members from each leader's organization.
The data were analyzed during several iterative stages that included the researcher working independently as well as collaborating with each of the two leaders. Further, one long-time colleague of each leader from outside each of the organizations provided an additional perspective on the data.
This study also demonstrates the complex, rich, and dynamic nature of qualitative research by distinctively portraying the data, its analysis, and the research experience. Parallel (side-by-side) columns simultaneously present descriptions of the research experience and the analysis of the data. In addition, there are two sets of internal links encouraging the reader to alternate between the research experience and the analysis (in Chapter Four) and between the research method (in Chapter Three) and the researcher's reflections (in the Appendices).
Practitioners and scholars may want to examine further the extent to which the factors identified in this study (the leaders' mental model, organizational context, prayer, intuition, and consultation with colleagues) influence leaders transforming organizations.<br>Ph. D.
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Joplin, Jerry David. "Inspiring church leaders to be effective leaders in the church through strategic planning." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Abraham, Elsheba K. "Not All Leaders Are Perceived Equal: The Interaction between Leader Gender, Perceiver Gender, and Emotion Suppression on Leader Ratings." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103877.
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Females continue to be underrepresented in leadership despite research demonstrating that leadership effectiveness does not vary by leader gender (Paustian-Underdahl et al., 2014). The current study examines the gender bias in leadership through the lens of leadership perceptions and evaluations; in particular, how perceivers' ratings of a leader would change as a function of the leader's gender. Leadership judgments are based on the leader prototype activated in the perceiver and how consistent/inconsistent the leader is perceived to be with the activated prototype (Lord et al., 2001). Due to the mismatch between the communal-oriented female gender stereotype and agentic-oriented expectations of a successful leader (Eagly and Karau, 2002), it was expected that the female leader would be rated more negatively than the male leader. Furthermore, the perceiver's gender and prior engagement in emotion suppression are investigated as two additional factors that could bias information processing when evaluating leaders. Male perceivers, who tend to hold a stronger masculine understanding of leadership (Koenig et al., 2011), were expected to evaluate the female leader more harshly than the male leader. Additionally, those depleted of their finite self-regulatory resources due to prior emotion suppression (i.e. being in a state of ego depletion; Baumeister et al., 1998) were predicted to rely more heavily on their stereotypes when making subsequent judgments; hence, ego-depleted individuals would demonstrate more bias in their ratings of the female leader relative to the male leader.
In the current study, participants were randomly assigned to an emotion suppression or no suppression condition as they watched funny clips from the comedy series "The Office''. Then, they watched four business videos featuring a leader and three business managers. Participants were also randomly assigned to one of the two versions of the business videos portraying either a male or female leader. Leadership perception and leader effectiveness ratings were collected after each of the four business videos, and leader competence and leader warmth ratings were measured once after all four videos. Additionally, behavior recognition accuracy of agentic and communal leadership behaviors that were displayed in the four business videos was assessed.
Contrary to expectations, the study findings demonstrate a dominant female leader effect; the female leader was evaluated more favorably than the male leader on all four leader judgments. This was observed both within the repeated measures and overall leadership ratings. An ego depletion effect was also observed; ego-depleted individuals showed lower accuracy in behavior recognition ratings and more leniency in leader warmth ratings. Furthermore, ego-depleted individuals showed less discernment by giving higher leader effectiveness ratings over time compared to non-ego-depleted individuals. Perceiver gender did not meaningfully affect leadership judgments. The unexpected pattern of bias in favor of the female leader instead of against her suggests that the nature of gender and leader stereotypes may be changing; the incongruence between the female stereotype and leader expectations may be decreasing, leading to more favorable evaluations of the female leader by both male and female perceivers. Moreover, the ability to provide fair and accurate judgments of leader effectiveness is reduced when depleted. Limitations and future research directions are discussed.<br>Doctor of Philosophy<br>The gender gap persists in leadership; although leader effectiveness has not been found to vary by the leader's gender, female leaders tend to be perceived and evaluated more negatively than male leaders. One reason for this is the mismatch between societal expectations for how women are ideally expected to behave and the expectations associated with a successful leader. In this study, gender bias in leader judgments and behavior recognition accuracy is examined by a leader's gender. Additionally, the perceiver's gender and prior engagement in emotion suppression are studied as two additional factors that can influence bias in leader ratings. Study findings demonstrate an unexpected but dominant female leader effect, where the female leader was perceived as more leader-like and rated more effective, more competent, and warmer than the male leader by both male and female perceivers. The amount of self-regulatory resources available also affected subsequent processing capabilities; those who suppressed their emotions and were depleted of their self-regulatory resources were less accurate in their behavior recognition ratings and were more lenient in their leader warmth ratings. Future research should explore if and how the nature of gender and leader stereotypes are changing, as evaluations of female leaders may not be as negatively-biased as it was previously.
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Lawson, Catherine L. "The Role of District Leaders in Improving Achievement and Equity: How Leaders Generate Will." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106932.
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Thesis advisor: Vincent Cho<br>District leaders are under tremendous pressure to narrow persisting achievement disparities with a dearth of guidance from existing literature. Rorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact four essential roles when engaging in systemic reform that improves achievement and equity: (1) providing instructional leadership which consists of building capacity and generating will, (2) reorienting the organization, (3) establishing policy coherence, and (4) maintaining an equity focus. However, these roles are not well understood. Therefore, this qualitative case study contributed to research and practice by exploring how leaders in a Massachusetts public school district that made gains in improving achievement and equity attempted to generate will, defined as intrinsic motivation, when enacting the role of instructional leadership. Drawing upon semi-structured interviews and a review of documents, this study concluded that leaders enacted the role to varying degrees in ways that were consistent with Rorrer, et al. (2008). Data revealed that leaders attempted to act as transformational leaders and distribute leadership in a manner that connected with individual’s values, beliefs, and desires. Furthermore, when enacting these leadership constructs, leaders attempted to use extrinsic motivators, including recognition, data, and resources such as time for collaboration and professional learning, to promote autonomy and self- determination. Recommendations include how district leaders can enact this role in a more informed, proactive and deliberate manner<br>Thesis (EdD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Yeung, Nancy Tsui Yee Education Faculty of Arts & Social Sciences UNSW. "The educational leader as counsellor implications for selection, appraisal and professional development for school leaders." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/27202.
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This study examined the literature on leadership and counselling to determine their similarities, and investigated how principals perceived their leadership role in terms of the theories of counselling and contemporary leadership. It further explored the implications of the findings for the selection, performance appraisal and professional development of principals. The research was divided into four stages. Firstly, the literature of effective counsellors and educational leaders was reviewed to find their significant similarities. Secondly, 116 principals from Government and Catholic primary, secondary and special schools in Sydney, NSW, Australia were involved in a Q-sort survey to prioritise what they deemed to be the essential emphases of effective educational leaders in schools. Analysis was by descriptive quantitative methods to provide a basis for subsequent interviews and qualitative analysis. Thirdly, structured interviews were carried out with thirteen of these principals to cast further light on the Q-sort survey results. Qualitative analysis was largely based on Bohm???s interpretation of Strauss???s axial coding paradigm. Fourthly, content analysis was carried out on formal documents of the NSW Department of School Education and the Catholic School System of the Sydney Diocese to determine the degree of congruence between selection criteria, criteria for performance appraisal and components of professional development programs for principals and the emphases in the literature and the responses of principals in this study. Contemporary literature on both leadership and counselling emphasised the importance of the leader???s/counsellor???s authenticity, empathy, respect, and effective communication skills. Principals prioritised these counselling-related attributes after a focus on students and strategic leadership but ahead of organisation, resource management, evaluating and controlling. Some ranking differences by gender, years of experience, type of school and school system were noted and discussed. Document analysis revealed that the criteria by which principals are selected, appraised and professionally developed do not include an emphasis on the counselling-related attributes which is commensurate with the importance afforded these attributes both in contemporary leadership theory and from the principals??? own view of their role. Implications of these findings for theory, practice and further research were explored and recorded.
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Tapke, Jeanne-Marie. "Influence of Leader-Follower Coaching Relationships of Transformational Transactional Leaders on Perceived Work-Related Outcomes." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1311605212.
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Phillips, Jason Frederick. "Developing highly effective Marine leaders." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA306861.
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Barden, Stephen. "Top leaders’ experiences of learning." Thesis, Middlesex University, 2015. http://eprints.mdx.ac.uk/14682/.
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This qualitative grounded theory study explores how ten top leaders experienced their learning, whether there were any commonalities in their learning and how that learning could be applied to leadership development and coaching. Four military generals, three corporate chief executives and three academic leaders were interviewed on learning experiences that they judged as being influential. These interviews were transcribed and analysed according to social constructivist grounded theory through a process of initial, focused and clustered coding followed by individual theme development and common theme construction. A tentative theory emerged from the data. At each stage findings were referred back to the ten research participants for their validation. Finally a ‘reflective conversation’ was held with each leader, during which they were asked to rate the level of their identification with 11 characteristics and tools that were identified from the common themes. The results showed considerable common identification and use across the entire sample. Findings indicate that, very early in their lives, these top leaders developed a navigational stance based on their exploration of early relationships (Bowlby, 1988), which assumes a ‘partnering’ relationship with their world. This navigational stance is strengthened by the consistent and compound application of a navigation template consisting of 11 identified tools and characteristics. These are: navigation (finding a way through), pragmatism (doing the best possible), three-way challenges, socialised decision-making, no attachment to failure (but to holding accountable), an acute sense of reality (no wishful thinking), holism (seeing linkages within and between contexts), alertness to constituents, a sense of direction (with no dogma), use of mentors and the use of the tools as a composite template. Three innovative insights emerge: a) that the individuals in this research who go on to be successful organisational heads, experience their relationship with their world as a manageable partnership at an early age, b) that because this partnership relationship is perceived to be effective, they reinforce and refine it by the consistent application of a navigation template, and c) that the consistent application of the navigation template may cause these leaders to be in default transformative learning mode. The developing theory and model is articulated and applied to leadership coaching.
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Thomas, Richard Charles. "Sexual failure among spiritual leaders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22041.pdf.
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Elias, Dean Garlock. "Educating leaders for social transformation /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1135415x.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.<br>Typescript; issued also on microfilm. Sponsor: Elizabeth Kasl. Dissertation Committee: Jack Mczirow. Includes bibliographical references (leaves 427-438).
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Connelly, Camryn. "Hiring Leaders in Catholic Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638153.
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<p>In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders.
This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.
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Parthasarathy, Dhruuv. "Leaders, followers, and community detection." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91858.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 53-55).<br>Communities in social interaction networks or graphs are sets of well-connected, and very often overlapping vertices. Formally, we view any maximal clique of the social network graph as a community. The problem of finding maximal cliques is known to be computationally hard. The goal of this work is to identify structural conditions in social network graphs that lead to efficient identification of maximal cliques, i.e. overlapping communities. We propose an evolutionary model called sequential community graphs for community formation in social networks. In a sequential community graph, each node enters the graph by either joining an existing community, or creating its own. To discover communities, i.e. maximal cliques, in such graphs, we present the non-parametric Iterative Leader-Follower Algorithm (ILFA). We establish that the ILFA finds all the communities/maximal cliques correctly in the sequential community graph model in polynomial time in the number of vertices in the graph. To scale to very large data sets, we propose a minor simplification of the ILFA, called the fast leader-follower algorithm (FLFA) which effectively runs in linear time in the input data size, and finds all communities correctly for sequential community graphs with an additional constraint. Empirically, the FLFA and IFLA perform nearly the same in terms of accuracy, but the FLFA runs nearly three orders of magnitude faster. We find that the sequential community graph model is a good fit for a wide variety of social networks where users can be modeled as entering the graph by joining existing communities or creating their own. In such social networks, we demonstrate that the FLFA and ILFA outperform other state of the art algorithms both in terms of speed and accuracy. For example, in the Internet Movie Database (IMDB) graph where communities naturally correspond to actors in the same movie, our algorithms finds nearly all ground truth communities correctly while all other known community detection algorithms do very poorly. Similar empirical results are found for various other social data sets. This supports our hypothesis that we can model many social graphs as sequential community graphs and accurately detect their communities using the ILFA or FLFA.<br>by Dhruuv Parthasarathy.<br>M. Eng.