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Smith, Edward D. "The Assessment of Civic Leadership." About Campus: Enriching the Student Learning Experience 5, no. 3 (2000): 26–28. http://dx.doi.org/10.1177/108648220000500307.
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How can we measure civic leadership? This was the challenge that faced Ed Smith a few years ago when Longwood College in Virginia revised its mission to make preparation of citizen leaders a central goal. Here he shares what he has learned.
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Levine, David P. "The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom." History of Education Quarterly 44, no. 3 (2004): 388–414. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00015.x.
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In a 1981 interview, civil rights leader Andrew Young commented, “If you look at the black elected officials and the people who are political leaders across the South now, it's full of people who had their first involvement in civil rights in the Citizenship Training Program.” Informally known as Citizenship Schools, this adult education program began in 1958 under the sponsorship of Tennessee's Highlander Folk School, which handed it over to the Southern Christian Leadership Conference (SCLC) in 1961. By the time the project ended in 1970, approximately 2500 African Americans had taught these basic literacy and political education classes for tens of thousands of their neighbors. The program never had a high profile, but civil rights leaders and scholars assert that it helped to bring many people into the movement, cultivated grassroots leaders, and increased black participation in voting and other civic activities.
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Monkman, Karen, and Amira Proweller. "Emerging Youth Leaders in an After-School Civic Leadership Program." Schools 13, no. 2 (2016): 179–97. http://dx.doi.org/10.1086/688521.
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Posner, Barry Z. "An investigation into the leadership practices of volunteer leaders." Leadership & Organization Development Journal 36, no. 7 (2015): 885–98. http://dx.doi.org/10.1108/lodj-03-2014-0061.
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Purpose – While numerous studies of leadership have been conducted in the corporate and public sectors, there are lots of people leading in civic, social, and community service organizations and little is known about either how they lead or how their leadership practices are similar to or different from those leading in other sectors. The purpose of this paper is to fill that gap by examining leadership practices unique to leadership that occurs within organizations where both leaders and followers are volunteers. Design/methodology/approach – The sample involved surveying over 60 percent of the volunteer (n=569) leaders across a national youth sports organization based in the USA. Findings – Volunteer leaders engaged more frequently in leadership behaviors than did paid leaders. Some differences in leadership behaviors were found on the basis of respondent gender, age, educational level, and employment status. Leadership behaviors were systematically related to quality of respondents’ volunteer leadership experience. While objective measures of organizational effectiveness were unrelated to the leadership behaviors of the voluntary leaders, subjective assessments did impact how leaders behaved. Research limitations/implications – The research relied upon the self-reported leadership behaviors of respondents, and the organization’s measure of effectiveness was unrelated to respondent leadership behaviors. Future studies would benefit from leadership assessments provided by observers and constituents, samples involving different kinds of volunteer organizations (both settings and services) and more complex and nuanced empirical relationships. Practical implications – It is problematic that a volunteer organization cannot clearly define what it means to be an effective leader. Knowing the direct relationship between leadership behaviors and how favorably people feel about their voluntary leadership experience implies making certain that volunteer leaders actually have the opportunity to lead. Social implications – Because so many people volunteer and voluntary (and not-for-profit) organizations are vital to economic well-being it is important to know more about what effective leadership looks like within this domain. Originality/value – Few studies of volunteer leaders have been done, and none in this particular type of youth sports organization. Extends an understanding of leadership and what people do when they are leading others, especially in terms of settings involving volunteer participants rather than paid participants.
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Steffensmeier, Timothy, Julia Fabris McBride, and Peter Dove. "Developing citizen leadership in Myanmar: the DeBoer fellowship." International Journal of Public Leadership 12, no. 2 (2016): 129–42. http://dx.doi.org/10.1108/ijpl-12-2015-0031.
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Purpose The purpose of this paper is to understand the impact of the DeBoer fellowship, a citizen leadership development program in Myanmar. The challenge in Myanmar of catalyzing transformative change facing government and civil society cannot be overstated. Autocratic, centralized, and a traits-based approach to leadership has been, until recently, the primary way to assess leaders in Myanmar. In this dynamic civic context, new ways of leading and learning are needed. Design/methodology/approach Interviews of DeBoer fellowship alumni were analyzed using a single case study method. The project focuses on individual participants of the program as the primary unit of analysis. In addition, direct observation and contributions from DeBoer fellowship administration and faculty were used to describe this case study. Findings The DeBoer fellows understood their challenge as one of energize others, a concept of adaptive leadership. Moreover, individuals experienced deep degrees of transformational development. Civic agency was the least noticable concept that was studied. Research limitations/implications Future research could more explicitly measure and examine the degree to which civic agency is being nurtured in leadership development programs. Practical implications Civic leadership curriculum designers should be more conscious of adult development theory when choosing programming objectives and activities. Social implications Leadership development initatives in more authoritative systems can be effective developmental experiences for participants who are motivated to improve their organizations and communities. Originality/value To the authors’ knowledge, this is the first effort to analyze a citizen leadership program in Myanmar.
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Ribeiro, Neuza, Ana Patrícia Duarte, and Rita Filipe. "How authentic leadership promotes individual performance." International Journal of Productivity and Performance Management 67, no. 9 (2018): 1585–607. http://dx.doi.org/10.1108/ijppm-11-2017-0318.
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Purpose The purpose of this paper is to provide a more comprehensive understanding of how authentic leadership (AL) can affect individual performance through creativity and organizational citizenship behavior (OCB)’s mediating roles. Design/methodology/approach The sample included 177 leader-follower dyads from 26 private and small and medium-sized organizations. Followers reported their perceptions of AL, and leaders assessed each follower’s level of creativity, individual performance and OCB. Findings The findings show that AL has a positive impact on OCB (i.e. altruism, sportsmanship, civic virtue, conscientiousness and courtesy), employee creativity, and individual performance. Creativity partially mediates the relationship between AL and individual performance. Some dimensions of OCB, namely, altruism, civic virtue and courtesy, also play a mediating role in this relationship. Research limitations/implications Additional studies with larger samples are needed to determine more clearly not only AL’s influence on individual performance but also other psychosocial variables affecting that relationship. Practical implications Organizations can increase employees’ creativity, OCB and individual performance by encouraging managers to adopt more AL styles. Originality/value This study is the first to integrate AL, creativity, OCB and individual performance into a single research model, thereby extending previous research. The study also used a double-source method to collect data (i.e. leader-follower dyads) to minimize the risk of introducing common-method variance.
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Malin, Joel R., and Donald G. Hackmann. "Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District." Educational Administration Quarterly 55, no. 2 (2018): 189–224. http://dx.doi.org/10.1177/0013161x18785870.
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Purpose: This study analyzed leadership structures, processes, and practices that have enabled and constrained an ambitious career and college readiness reform within an urban school district. It was designed to discern how leaders worked across cross-sector boundaries to support district-wide high school career academy implementation. Research Method: Case study methodology was applied to examine a long-standing cross-sector collaborative partnership that supports the district’s career academy reforms. Data were collected over 15 months through interviews, observations, and document analysis. Crosby and Bryson’s integrative leadership theoretical framework guided data collection and analyses. Findings: The integrative leadership framework was suitable for understanding the boundary-spanning leadership work that was occurring, involving school leaders, civic officials, and business members in leadership roles to support academy reforms. As expected, for example, system turbulence was key to the reform’s initiation, establishing legitimacy was arduous and important, and numerous facilitative structures were developed. Some nuances were also apparent. For instance, we noted the motivating power of the shared goal to enhance the relevance of student educational experiences, while business and civic leaders were particularly interested in developing student employment skills. We also noted formidable political opposition and the development of a new, cross-sector power structure. Implications for Research, Policy, and Practice: Current educational theory is inadequate to explain leadership practices and provide guidance as school leaders increasingly enter into cross-sector collaborations. Scholars should seek to address this issue by prioritizing this line of research. Practitioners can benefit from insights gained by applying the integrated leadership framework to cross-sector initiatives.
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Han, Hahrie, Kenneth T. Andrews, Marshall Ganz, Matthew Baggetta, and Chaeyoon Lim. "The Relationship of Leadership Quality to the Political Presence of Civic Associations." Perspectives on Politics 9, no. 1 (2011): 45–59. http://dx.doi.org/10.1017/s1537592710004081.
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Member-based civic associations, or citizen groups, have two crucial roles in American democracy. They advocate for members' interests in the public arena, but also operate as Tocquevillian “schools of democracy” linking citizens to politics and equipping them with the skills of democratic citizenship. Yet scant research has examined the interrelationships of these two roles. Does the work that civic associations do in developing democratic participants enhance the work they do advocating for members' interests in the public arena? We bring together two previously disparate strands of research on civic associations by arguing that a key factor affecting the political presence of civic associations is leadership quality. We focus on the relationship of leadership quality to political presence, using data from a unique 2003 study of 226 local entities of the Sierra Club. We show that organizations with more skilled and committed leaders have higher levels of political presence. This contrasts with previous research that has focused primarily on community context and resources as explanatory factors. This study shows that political presence is related to the extent to which leaders develop their skills and demonstrate commitment to the organization.
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Kibbe Reed, Trudie. "A New Understanding of "Followers" as Leaders: Emerging Theory of Civic Leadership." Journal of Leadership Studies 3, no. 1 (1996): 95–104. http://dx.doi.org/10.1177/107179199600300109.
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Hambleton, Robin. "Place-based collaboration: Leadership for a changing world." Administration 63, no. 3 (2015): 5–25. http://dx.doi.org/10.1515/admin-2015-0018.
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Abstract Placeless power, meaning the exercise of power by decision-makers who are unconcerned about the impact of their decisions on communities living in particular places, has grown significantly in the last thirty years. A consequence is that societies are becoming more unequal. Even in the wealthy global cities modern capitalism is increasing inequality at a formidable rate. In a new book the author provides an international, comparative analysis of the efforts being made by place-based leaders to create inclusive, sustainable cities. This article draws on the evidence presented in the book to suggest that place-based leaders can play a significant role in advancing social justice, promoting care for the environment and bolstering community empowerment. An opening section introduces the idea of place-based power, providing a context for the subsequent discussion. A second section sets out a new way of conceptualising the roles of place-based leaders in any given context, a framework described as the New Civic Leadership. This distinguishes five different realms of civic leadership. The third section provides an example of place-based leadership in action. It outlines the way local leadership has brought about a remarkable transformation of the central area of Melbourne, Australia. A final section presents a comparative discussion of three themes relating to place-based leadership and local collaboration: (i) the changing possibilities for place-based leadership in our rapidly globalising world, (ii) the need for outward-facing local government leadership given the changing nature of public policy challenges and (iii) the role of place-based leadership in bringing about radical public innovation.
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Herrold, Catherine E. "A Conceptual Model of Foundations’ Leadership Capacity in Times of Change: Lessons From Egypt." Nonprofit and Voluntary Sector Quarterly 47, no. 2 (2017): 286–303. http://dx.doi.org/10.1177/0899764017746020.
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In the wake of the January 25, 2011 Egyptian uprisings, local private and community foundations responded divergently to civil society’s calls for political change. Egypt’s community foundations quickly positioned themselves as leaders of democratic political reforms, while private foundations remained focused on their pre-2011 activities in the economic development realm. To explain the foundations’ different responses to the uprisings, the article draws upon extant literature to develop a conceptual model of foundations’ capacity to lead change. It then applies the model to the Egyptian case, arguing that community foundations’ high levels of political independence and low levels of financial and civic independence facilitated their leadership efforts, while private foundations’ low levels of political and financial independence and high levels of civic independence hampered their ability to lead reform initiatives. Implications for theory and practice are discussed.
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Makrum, Makrum. "ON MUSLIM VOTING FOR NON-MUSLIM LEADERS." Epistemé: Jurnal Pengembangan Ilmu Keislaman 14, no. 2 (2019): 235–51. http://dx.doi.org/10.21274/epis.2019.14.2.235-251.
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This paper examines the Quranic perspective on Muslim voting for non-Muslim candidate leader in the election. It discusses the position of non-Muslim in a majority Muslim and democratic Indonesia and serves as a response to contemporary political rallies against the candidacy of non-Muslim. The Jakarta Governor election in 2017 clearly demonstrated how Muslim politics define non-Muslim in democracy. Examining important concepts on leadership, mainly the doctrine of khali>fah, uli al-amr, ima>m, and awliya>’, explained in the Qur’an, this article further argues that this holy scripture has defined criteria of leader for the Muslim. Faith and competencies of leadership candidate serve as main references when Muslim send their vote in the election. In political affairs or nashb al-ima>mah, Muslim is supposed to vote for Muslim candidate while also having obligation to guarantee the fulfillment of civic rights, particularly for non-Muslim.
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Madrigal, Daniel, Mariana Claustro, Michelle Wong, Esther Bejarano, Luis Olmedo, and Paul English. "Developing Youth Environmental Health Literacy and Civic Leadership through Community Air Monitoring in Imperial County, California." International Journal of Environmental Research and Public Health 17, no. 5 (2020): 1537. http://dx.doi.org/10.3390/ijerph17051537.
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With a rapidly changing climate, new leaders must be trained to understand and act on emerging environmental threats. In California’s Imperial Valley, a collaborative of community members, researchers, and scientists developed a community air monitoring network to provide local residents with better air quality information. To expand the reach of the project and to prepare the next generation of youth leaders we developed an internship program to increase environmental health literacy and civic leadership. In the 10-week program, high school students learned about air quality science, respiratory health, community air monitoring, and policies intended to improve air quality. The students learned to present this information to their peers, neighbors, family, and community leaders. The program used participatory approaches familiar to community-engaged research to center the students’ experience. Surveys and interviews with the students were used to assess the program and found that the students became more familiar with air quality policies, increased their ability to use air monitoring resources, and increased their own confidence in their ability to effect change. With the growing threats related to environmental hazards, it is vital to prepare youth leaders to understand, communicate, and act.
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Pieczka, Magda, and Isidoropaolo Casteltrione. "AlcoLOLs, re-thinking drinking: Developing a shared leadership approach for alcohol education." Health Education Journal 79, no. 3 (2019): 346–61. http://dx.doi.org/10.1177/0017896919883364.
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Objective: The aim of this article is to extend and elaborate ways of conceptualising, enabling and practising peer leadership in whole-school alcohol education programmes. Design: Qualitative study involving individual and group interviews. Setting: The AlcoLOLs project took place in six secondary schools in North East Edinburgh (Scotland) from 2013 to 2015. Methods: A total of 21 individual and 4 group interviews with young people aged 14–18 who acted as peer leaders in the AlcoLOLs project. Interviews were conducted throughout the duration of the project as a means of hearing peer leaders’ individual voices, monitoring progress and evaluating the intervention. Data were analysed using the principles of thematic analysis. Results: The intervention demonstrates transformative multilevel learning (i.e. cognition, civic/communal attitudes, self-identity, self-efficacy, specific communication/team skills) for peer leaders resulting from the shared leadership process. Results indicate that there is an element of continuity between antecedents, process and outcomes of shared leadership which, in the context of peer education, needs to be seen as an iterative rather than a linear process. Drawing on these findings, a model for a whole-school alcohol peer education intervention is developed. The model is underpinned by critical dialogic principles and reframes alcohol consumption as action rather than behaviour. Conclusion: This article redefines peer leadership in alcohol education interventions for young people as a process involving formal, informal, individual and shared leadership. Combined with a whole-school dialogic intervention, this approach can lead to the development of alcohol consumption/abstinence as a practice that focuses on the articulation of a self-identity drawing on both individual/personal and civic aspects.
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Ketelle, Diane. "The Disappearance of the Homemakers Club: A Dilemma for School Leaders." Public Voices 7, no. 1 (2016): 43. http://dx.doi.org/10.22140/pv.196.
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How can we return to a broader notion of education? There is a currently a need to focus on the public purpose of schooling. The notion of leading with public purpose derives from the progressive idea that human beings have bot hthe desire and capacity to make the world a better place. Educational leadership should engage individuals in the educational and civic community and assist in the bettering of public life and public schooling.
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Karnes, Frances A., and Victor D'Ilio. "Assessment of Criterion-Related Validity of the Leadership Skills Inventory." Psychological Reports 62, no. 1 (1988): 263–67. http://dx.doi.org/10.2466/pr0.1988.62.1.263.
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This study was designed to assess criterion-related validity of the Leadership Skills Inventory. The student subjects were 113 girls and boys (Grades 6–11) who had recently completed a 1-wk. Leadership Studies Program. Adult subjects were 55 community leaders who were chosen by a panel to represent arts, business, government, professions, and civic activities. Both groups completed the inventory. Mean self-rating for the children who had completed the training leadership was higher than mean self-rating of adults. Results are consistent with the criterion-related validity of the instrument.
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Gal-Arieli, Nivi, Itai Beeri, Eran Vigoda-Gadot, and Amnon Reichman. "Can Leadership Transform Educational Policy? Leadership Style, New Localism and Local Involvement in Education." Sustainability 12, no. 22 (2020): 9564. http://dx.doi.org/10.3390/su12229564.
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In the realm of new localism and collaboration, local educational policymakers are called upon for responsible community leadership. Given the conceptual continuum between new localism and transformational leadership, this study examines the relationship between the leadership style of local educational policymakers and the involvement of local authorities in education. Data were obtained from 107 questionnaires submitted by mayors and directors of education affiliated with 100 local authorities in Israel. As predicted, there was a positive relationship between transformational leadership and the local authorities’ involvement in education, measured using four factors, but only for sound local authorities. We used five criteria to determine the soundness of the local authorities. In contrast, among less sound local authorities, there was an inverse relationship between transformational leadership and involvement in education. In general, in such communities, leaders seemed to prefer to leave educational issues to the central government. Thus, we present evidence for the boundaries of educational transformational leadership in the educational governance arena. Education-related policies are on the agenda of leaders even in weaker local authorities, but only to the extent that these policies can serve as an instrument to meet specific needs of the local community. All in all, there is no “one size fits all” for all aspects of new localism—i.e., central regulation towards local government, local policy, local leadership, and civic participation. Accordingly, policymakers, local leaders and residents must fit themselves to the blurred boundaries of new localism and collaborate towards better education. Implications of the findings are discussed.
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Fine, Janis B., and Krista W. McNamara. "Community Redefined: School Leaders Moving from Autonomy to Global Interdependence through Short-Term Study Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 21, no. 1 (2011): 254–74. http://dx.doi.org/10.36366/frontiers.v21i1.312.
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This paper will present a framework for how to use global learning to develop in today’s educational leaders the conceptualization and disposition to bring about the revolutionary changes that eliminate marginalizing practices in schools. By providing a global framework to guide this development, tomorrow’s educational leaders will be provided with the learning they need to address the problems they will face in the future. Such a strategy aims to revitalize educational leadership preparation programs and increase student engagement by showing the relevance of global knowledge to education’s most urgent social, ethical, and civic challenges.
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Fernández González, Manuel Joaquín, Tamāra Pīgozne, Svetlana Surikova, and Ļubova Vasečko. "Students’ and staff perceptions of vocational education institution heads’ virtues." Quality Assurance in Education 28, no. 1 (2019): 1–18. http://dx.doi.org/10.1108/qae-11-2018-0124.
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Purpose The relevance of institution leaders’ personal qualities for providing quality education is widely recognized. The purpose of this paper is to explore vocational education and training (VET) institution leaders’ character features. The research question was twofold: What are the features of the character of the pedagogical leaders of three Latvian VET institutions according to students, teachers and institution board members? What are the differences between respondents’ groups regarding their perceptions of leaders’ virtues? Design/methodology/approach Six members of the institution board, five teachers and six students participated in structured qualitative interviews collected in 2013 in three high-quality VET institutions from different fields (tourism, sports and maritime education). Secondary analysis of latent content was used to explore respondents’ perceptions of leaders’ virtues, using software AQUAD 7 for qualitative data analysis. Findings The results revealed significant differences between students’ and staff (teachers’ and institution board members’) perceptions: the staff members appreciated particularly leaders’ performance virtues (“teamwork orientation”) and intellectual virtues (“critical thinking”), whereas, for students, heads’ moral virtues were more relevant, especially “magnanimity”. Respondents also showed concern about VET institution leaders’ civic virtues (“neighborliness,” “community awareness,” and “communicability”). Practical implications The results suggest that different perspectives, and in particular students’ voices, should be integrated in VET leaders’ assessment process and that their continuing professional development should also address their intellectual, moral and civic virtues. Originality/value This study represents an innovative methodological trial for investigating educational institution heads’ leadership from the lens of virtue ethics.
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Mania-Singer, Jackie. "Making Waves in Riverside: A Superintendent/Principal Partnership for Dramatic School Turnaround." Journal of Cases in Educational Leadership 21, no. 4 (2018): 131–45. http://dx.doi.org/10.1177/1555458918769119.
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This case was written for use in educational leadership programs preparing superintendents, central office leaders, and school principals. This case requires students to draw from knowledge of successful school turnaround, effective school leadership, and system-wide reform strategies to consider how a first year superintendent and a newly hired principal implement turnaround strategies in a persistently low-performing school amid increasing pressure and scrutiny from the surrounding business and civic community. The case begins with the history and context of the community and school district and then explores the significant events and challenges during the first year of implementation.
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Thomas, Nancy L. "Teaching for a strong, deliberative democracy." Learning and Teaching 2, no. 3 (2009): 74–97. http://dx.doi.org/10.3167/latiss.2009.020305.
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Across the U.S.A, everyday citizens, civic leaders, policy makers, and educators are experimenting with inclusive, deliberative approaches to addressing social, economic, and political issues. Some academics and civic leaders describe this renewal in citizen engagement as a movement, a significant, transformative shift in the way we interact with each other to solve public problems, strengthen communities and 'do' democracy. Colleges and universities need to take stock of the movement towards a more deliberative democracy and adapt their programmes and activities to fit what democratic societies need today. Many campuses already offer programmes in inclusive dialogue, deliberative public reasoning, justice and other Constitutional values, democratic leadership and conflict management. Many faculty members use democratic teaching methods. These can serve as helpful models. For all colleges and universities, the challenge is to get to scale, to teach all students - not just a few in particular disciplines or co-curricular activities - to serve as effective citizens in an increasingly diverse, deliberative democracy.
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Asamoah, Kwame, and Emmanuel Yeboah-Assiamah. "“Ubuntu philosophy” for public leadership and governance praxis." Journal of Global Responsibility 10, no. 4 (2019): 307–21. http://dx.doi.org/10.1108/jgr-01-2019-0008.
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Purpose Leadership and governance are all about “people” and the “common welfare”. Africans have an Ubuntu philosophy which culturally calls on individuals to promote the welfare of collective society. It is therefore paradoxical to note how African leaders and governance regimes perform poorly when it comes to the usage of public resources to create conditions for collective human welfare. Why do leaders instead of championing societal advancement rather advance their selfish, egoistic and sectional interests? This study aims to unpack a prevalent paradox and discuss a new approach of linking the rich Ubuntu philosophy to Africa’s governance and leadership discourse. Design/methodology/approach This study discusses from secondary sources of data, mainly drawn from journal articles, internet sources and scholarly books relevant to leadership and public administration in developing African countries and how Ubuntu African philosophy can be deployed to ensure leadership ethos. In attempt to obtain a more comprehensive and systematic literature review, the search covered all terms and terminologies relevant to the objective of the study. The search process mainly comprised four categories of keywords. The first category involved the concept as approximately related to leadership: “leadership and civic culture”, “Ubuntu culture” and “African collectivist culture”. For the final category, words such as “crisis”, “failure” and “experiences” were used. Findings This study contends that the preponderance of corruption and poor leadership in Africa is anti-cultural, anti-human, anti-ethical and anti-African; hence, those individuals who indulge or encourage leadership paralysis are not “true Africans” by deeds but merely profess to be. Linking the African Ubuntu philosophy to public leadership, the study maintains that the hallmark of public leadership and governance is to develop the skills of all and caring for the society. Practical implications This study draws attention to the need for leaders to espouse virtues so that leadership becomes a tool to promote societal welfare. The hallmark of public leadership and governance is to develop the skills of all and caring for the society. It involves weighing and balancing professional and legal imperatives within a democratic and ethical context with an ultimate responsibility to the people and public interest. It is not a responsibility to a particular set of citizens, but a commitment to be just and equitable to all. The preponderance of corruption and bad leadership is anti-cultural, anti-human, anti-ethical and anti-African; hence, individuals who indulge or encourage leadership paralysis are not true Africans by deeds but merely profess to be. Originality/value This study draws a clear link between indigenous African cultural value system and ethical public leadership. It draws congruence between Africa's Ubuntu philosophy of civic virtue and Africa's leadership/governance. This will bring about a renewal of thoughts and practice of public leadership on the continent, as it has been demonstrated that a true African seeks collective social welfare and not selfish interest.
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Niqab, Muhammad, Janet Hanson, Arthur Bangert, Sathiamoorthy Kannan, Sailesh Sharma, and Abdul Ghaffar. "Measuring Organizational Citizenship Behaviors (OCB) in Secondary Schools in Pakistan and a Comparison with Factors of a School Growth Mindset Culture." International Journal of Learning and Development 9, no. 2 (2019): 83. http://dx.doi.org/10.5296/ijld.v9i2.14919.
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The study adds important contributions to the research literature on organizational citizenship behavior by providing empirical evidence of the leader’s influence as a factor in the development of OCB at the organizational level in government schools (n=34) in Pakistan. Research has shown that where OCB is present, both teachers and leaders increase work diffusion and move toward increasing productivity in their schools. This study meets the current need for reliable measures that operationalize constructs, such as OCB, by testing the validity and reliability of a new measurement scale for school level OCB; using SEM methods and survey responses from secondary school teachers (n= 408). Results revealed the survey reliably operationalizes school level OCB using three-factors named shared leadership, civic virtue, and collaborative problem solving. These factors compared favorably to the construct of a school growth mindset. Implications for schools include directing resources at professional development to increase the school leader’s capacity to promote OCB in their schools.
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Johnson, Lauri, and Yoon Pak. "Leadership for Democracy in Challenging Times: Historical Case Studies in the United States and Canada." Educational Administration Quarterly 54, no. 3 (2018): 439–69. http://dx.doi.org/10.1177/0013161x18761345.
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Purpose: This article focuses on the role of school and district leadership in the development and implementation of reform aimed at increasing racial and religious tolerance. It chronicles the rise of intercultural and democratic citizenship curriculum in three North American sites—Springfield, Massachusetts, Kirkland Lake, Ontario, and San Diego, California—during the 1940s. Research Method: Parallel historical case studies were conducted using traditional historical research methods through the analysis of archival documents, school district memos, school board minutes, and contextualization through relevant secondary source literature. Findings: School and district leaders supported curriculum innovation aimed at prejudice reduction and propaganda analysis, networked and collaborated with community organizations, and used foundation funding to support curriculum and professional development for racial and religious inclusion. Implications: These cases highlight the critical role of leadership to support democracy in the development of partnerships between school and district personnel, community activists, and civic foundations; the establishment of advocacy networks across borders; and the “borrowing” of diversity policies from other school districts, which were adapted to their unique community contexts. This historical study has implications for how current school leaders might “lead for democracy” in challenging times.
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Liddle, Joyce. "Aligning vertical structures and horizontal relationships: collaborative leadership and accountability mechanisms to enhance economic growth in England." International Review of Administrative Sciences 84, no. 4 (2016): 659–74. http://dx.doi.org/10.1177/0020852316651694.
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This article explores vertical and horizontal dimensions of the work of public, private and civic leaders involved in economic development in England, in particular, those working in the complex terrain of Local Enterprise Partnerships, a key partnership tool in the UK central government’s localism agenda for driving growth. It offers insights into innovative ways in which state, non-state and citizen agents navigate a complex set of vertical, legal authority structures within fragmented, horizontal and largely informal new ‘spaces’ of interactions/interrelationships to collaboratively co-produce strategies and plans for transforming local areas. To advance our knowledge of collaborative leadership requires new methodological approaches to investigating multi-accountabilities and how co-production works within ‘loosely coupled’ networks. It is imperative to appreciate the problems associated with leadership working across sectoral boundaries within complex networks of vertical, legal structures and horizontal, informal action spaces. In such networks, leaders, as institutional representatives, work collaboratively to achieve objectives not readily attainable by member organisations acting alone. They also need to compromise and negotiate their representative role back to a parent organisation while protecting and promoting the priorities, aims and interests of the new entity, in this case, a Local Enterprise Partnership. Theoretically, then, the article is located in recent debates on the theory and practice of New Public Governance, to show the inadequacies of New Public Management models for capturing the complexities between formal authority structures and fragmented informal sets of relationships. It also draws on accountability models, notably, from the Utrecht School, to identify social relations between collaborative leaders on Local Enterprise Partnerships, and to show how they assert agency and individual actions within the boundaries of participating institutions. Points for practitioners The findings should benefit professionals, public managers and policymakers in understanding formal and informal linkages on partnerships for economic development. The article should facilitate an appreciation of the importance of greater accountability for actions in cross-boundary working. Moreover, in exploring vertical and horizontal dimensions of public, private and civic leadership in the complex terrain of Local Enterprise Partnerships, the findings show their feasibility as key vehicles to develop collaborative, co-produced strategies in transforming sub-national localities.
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Whitehead, Kay. "Kindergarten teachers as leaders of children, makers of society." History of Education Review 43, no. 1 (2014): 2–18. http://dx.doi.org/10.1108/her-09-2012-0030.
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Purpose – In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa. Design/methodology/approach – The paper is a feminist analysis and uses conventional archival sources. Findings – The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society. Originality/value – The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.
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Thomas, Elizabeth, Marsha Walton, Anna Baker-Olson, Isabelle Blaber, Remi Parker, and Michele Becton. "Collaborative Agency in Civic and Community Engagement: Narratives of College Students Working Toward Generative Partnerships." Journal of Adolescent Research 36, no. 1 (2020): 3–33. http://dx.doi.org/10.1177/0743558420955035.
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The development of democratic citizenship and youth leadership requires an ability to collaborate with others in ways that are jointly empowering. In this study, we sought to understand how students at an urban liberal arts college in the United States framed their own and others’ efficacy and responsibility in narrative accounts of situations they faced in civic and community engagement. We were interested in how young people learn and work alongside local stakeholders, rather than serve on behalf of people and communities considered to be in need. We aimed to gain insight into occasions in which collaborative agency emerged, or failed to emerge, in the coordinated activity of individuals engaged in the creation of intersubjectivity, shared commitments, and perceptions of group accomplishment. We collected narratives over a 4-year period from 123 Bonner Scholars, campus leaders whose scholarship includes a substantial weekly commitment to service. Our analysis of stories featuring or problematizing collaborative agency showed students grappling with limits of collaborative agency, but also generativity and interdependence. They described civic agency and leadership with other students, non-profit partners, and citizens. In some settings, we heard students striving for a collaborative solidarity, moving beyond collaborative agency toward relationships affording mutual empowerment.
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Ishimaru, Ann. "Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration." Harvard Educational Review 84, no. 2 (2014): 188–216. http://dx.doi.org/10.17763/haer.84.2.r2007u165m8207j5.
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In this ethnographic case study, Ann M. Ishimaru examines how a collaboration emerged and evolved between a low-income Latino parent organizing group and the leadership of a rapidly changing school district. Using civic capacity and community organizing theories, Ishimaru seeks to understand the role of parents, goals, strategies, and change processes that characterize a school district's collaboration with a community-based organization. Her findings suggest an emergent model of collaboration that engages parents as educational leaders, focuses on shared systemic goals, strategically builds capacity and relationships, and addresses educational change as political process. This emergent model stands in contrast to traditional partnerships between communities and school or district leadership that often reflect deficit conceptions of marginalized parents and families. By rewriting the rules of engagement, parents, families, and community members can contribute critical resources to enable districts and schools to educate all students more equitably.
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Purdy, Michelle A. "Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta." History of Education Quarterly 56, no. 1 (2016): 61–89. http://dx.doi.org/10.1111/hoeq.12149.
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The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1961.
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Dudley, Peter A., Martin J. Pratt, Christine Gilbert, Jon Abbey, Jean Lang, and Helen Bruckdorfer. "Cross-school ‘close-to-practice’ action research, system leadership and local civic partnership re-engineering an inner-city learning community." London Review of Education 18, no. 3 (2020): 390–407. http://dx.doi.org/10.14324/lre.18.3.05.
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This article presents two sequential case reports of how 60 schools in the London Borough of Camden used action research in three phases of development of their local school system reform, from a traditional council-led, top-down model of centrally based professional development and monitoring of schools, to one that is schools-led and ‘bottom-up’ in nature, but still in close partnership with its local council and community. The article uses a sociocultural lens through which to view this journey of self-reform, tracking change through three evolutions of the sociocultural model as professional learning becomes situated in classrooms and between schools in Camden, as motivations to develop and change become increasingly intrinsic and less driven by fear of failure or the consequences of failure. Of critical importance is the feedback-rich context created by adoption of enquiry- and coaching-based learning models at classroom, organizational and system levels. This both fuels and is fuelled by the strategic collaboration of head teachers and by system leadership also provided by middle leaders, whose increased cross-school agency builds improvement capacity and collaborative capital. The article does not report on the action research alone: unlike many accounts of action research for change, this account provides a narrative backdrop in which to locate both scientific and system developments. This is provided through three short vignettes that place the changes reported in a societal, political and community context, without whose energetic actors (in the form of local political and community leaders and school governors) the local ‘civic governance’ so strongly behind these reforms, would not have existed.
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HALABAKU, Agon, Nuredin LUTFIU, and Valbona FISHEKU HALABAKU. "Political Constellation and Decision-making – Case Study: Two Leaders in the Negotiation Process for the Normalization of Relations Between Serbia and Kosovo." PRIZREN SOCIAL SCIENCE JOURNAL 3, no. 2 (2019): 11. http://dx.doi.org/10.32936/pssj.v3i2.97.
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In representative democracy, citizens with free vote, mainly political parties, elect their representatives to legislate, supervise, protect and make decisions that are in their interest. Given this, political leaders express the thoughts, wishes and will of the voters and act as their representatives when defending interest and making decisions that are related to the quality and the fate of their lives. Supporting their decisions can often be decisive for success and failure in their political career. Thus, in this paper work, it will be given views on how their decision-making is influenced by: leadership position and support from the coming party, constellation of political forces in parliament, achievement of a common platform and political consensus among political actors, constitutional norms, and broad civic support.
 The methodology used will be in harmony with the purpose of the study. Here will be an analysis of the behavior and actions of the two leaders within the constellation built in their country. In the course of this, this study will be oriented to the analysis of the political circumstances prevailing in the respective countries, the position of leadership within the party, the position and constitutional functions that favor one or the other, the distribution of political forces in the respective parliaments and many other moments. For this purpose, the interviews of the two leaders, the statements of the opposition leaders in the respective countries, the statements of prominent politicians, the other political and legal documents will be analyzed with which they will provide sufficient evidence on how they can be influenced in the process of the decision-making process during the Serbia-Kosovo Normalization negotiations.
 Key words: Negotiations, Decision – Making, Political Constellation, Transparency, Political Consensus, Unity Group.
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De Blasio, Emiliana, and Donatella Selva. "Affective Governance During the COVID-19 Crisis: Building Leadership, Trust, and Good Citizens." Tripodos 1, no. 47 (2021): 67–86. http://dx.doi.org/10.51698/tripodos.2020.47p67-86.
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Concepts such as emotional governance, affective citizenship and transformational leadership point at the way governments are addressing the COVID-19 crisis from an emotional perspective. The study takes the Italian and Spanish leaders as case studies, analysing TV speeches, press conferences and parliamentary addresses, on the one hand, and Facebook posts, on the other hand. The results show that the two cases adopt different emotional repertoires, depending on the historical and cultural leanings but also on the style of leadership they embrace. This style reverberates in the relationship they seek to build with citizens to stimulate compliance with their decisions and in the use of Facebook to promote positive messages and counter the spreading of misinformation. The article also shows how affective governance and style of leadership contribute to the normative definition of good and deviant citizens in critical historical junctures. In particular, the diffusion of fake news (and not just their manufacturing) is depicted as anti-patriotic and non-civic. We argue that the crisis has catalysed processes and trends that were already at play, while at the same time defining a new trait of leadership in the ability to promote cross-generational solidarity and sense of belonging beyond national boundaries. Keywords: citizenship, communication, emotions, governance, leadership, solidarity.
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Madore, Frédérick. "Francophone Muslim intellectuals, Islamic associational life and religious authority in Burkina Faso." Africa 90, no. 3 (2020): 625–46. http://dx.doi.org/10.1017/s0001972020000108.
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AbstractThe attention paid to the security threats hanging over Burkina Faso, while legitimate, has overshadowed the underlying transformations in Islamic associational life since the fall of President Blaise Compaoré in October 2014. This major political upheaval had a significant impact on the participation of Muslims in socio-political debates, the relations between generations and, more widely, the bases upon which religious authority is claimed. This article analyses the competition for religious leadership between Islamic actors in the public sphere in Burkina Faso by focusing mainly on francophone ‘Muslim intellectuals’. First, the study shows the gap between the gerontocracy at the helm of the main Islamic associations and the Burkinabe youth, which widened throughout the 1990s and 2000s and came strongly to the fore after the popular uprising of October 2014. Second, taking advantage of the space left vacant by traditional community leaders during the transition process, some young francophone ‘Muslim intellectuals’ actively sought to portray themselves as the vehicles of a ‘civil Islam’ and strove to promote new forms of civic engagement through religion. Other Muslim organizations have also tried to take advantage of the new political context to strengthen their presence in the socio-political arena.
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Schroeder, Charles C. "Being all that We can be." About Campus: Enriching the Student Learning Experience 3, no. 4 (1998): 4–12. http://dx.doi.org/10.1177/108648229800300403.
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Higher education desperately needs models for how to help students develop the skills, character traits, and sensibilities that experts agree will be essential for our society in the twenty-first century. Indeed, there is widespread agreement that leadership skills, the ability to work cooperatively in teams, a strong sense of civic responsibility, and a commitment to serve are critically important outcomes, but there is very little agreement on where or how to begin. So where can colleges and universities find these models? What educational institutions are successfully helping young people acquire these qualities? One obvious but often overlooked answer is the armed forces. The author, with apologies to the Army for borrowing its slogan, joins with two leaders in the Marine Corps to explore what the Marines are doing right and what higher education can learn from them.
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Remennick, Larissa, and Anna Prashizky. "Subversive identity and cultural production by the Russian-Israeli Generation 1.5." European Journal of Cultural Studies 22, no. 5-6 (2018): 925–41. http://dx.doi.org/10.1177/1367549418810091.
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This article belongs to the series presenting our ongoing ethnographic project on the Russian-Israeli Generation 1.5. It discusses the nexus between immigrant identity, civic activism and cultural production among young adults born in the (former) Soviet Union, who migrated to Israel as older children or adolescents. We examine the new, protest-driven activism among young Russian Israelis while drawing on the concepts of reactive ethnicity and cultural public sphere. This identity quest occurs at the intersection of their Russian, Jewish and Israeli identities that often clash with each other. Moreover, the ethnic awakening among these young immigrant adults has been clearly gendered, with mostly female leadership emerging out of its cultural avant-garde. We present and discuss examples of the media discourse, artistic and creative events organized by Generation 1.5 leaders, focusing on the recent Russian–Hebrew poetry festival in Jerusalem.
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Madore, Frédérick. "The New Vitality of Salafism in Côte d’Ivoire: Toward a Radicalization of Ivoirian Islam?" Journal of Religion in Africa 46, no. 4 (2016): 417–52. http://dx.doi.org/10.1163/15700666-12340090.
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This article examines recent developments of Salafism in Côte d’Ivoire by exploring how the movement has evolved over the last 25 years through its main national associations and leaders. Although the situation with regard to terrorism has changed in this country since the attack in Grand-Bassam on 13 March 2016, the intent of this article is to move beyond a reductive focus on security and counterterrorism by painting a more-nuanced portrait of one local manifestation of a global movement often reduced to violence and conflict. Far from becoming radicalized and despite increasing levels of activism, the country’s Salafi elites and main national associations have demonstrated civic engagement and opposition to terrorism. They also increased their participation in the socioeconomic arena as well as their willingness to act as a key intermediary between the Muslim community and the country’s political leadership.
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Heinz, John P., Paul S. Schnorr, Edward O. Laumann, and Robert L. Nelson. "Lawyers' Roles in Voluntary Associations: Declining Social Capital?" Law & Social Inquiry 26, no. 03 (2001): 597–629. http://dx.doi.org/10.1111/j.1747-4469.2001.tb00190.x.
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The extent and nature of lawyers' participation in civic life probably has important effects on the character of the community's activity and its outcomes. Where and how lawyers participate in voluntary associations may influence the ability of those organizations to function within the larger structure of American institutions. This paper compares findings from two surveys of Chicago lawyers, the first conducted in 1975 and the second in 1994-95. Contrary to some expectations, the available evidence does not suggest that community activities of lawyers decreased. Moreover, lawyers' energies in 1995 appear to have been devoted more often to socially concerned organizations, those with a reformist agenda, than had been the case in 1975. The types of organizations with the greatest increase in activity were religious and civic associations. A smaller percentage of the respondents held leadership positions in 1995 than in 1975, but, because of a doubling in the number of lawyers, the best estimate is that the bar's absolute level of contribution to community leadership did not change greatly. In both 1975 and 1995, a hierarchy of social prestige appears to have influenced the pattern of lawyers' community activities. Lawyers who had higher incomes, were middle-aged, were Protestants, and who had attended elite law schools were more likely to be active or leaders in most kinds of organizations. In ethnic and fraternal organizations, however, the elites of the profession had relatively low rates of participation, while government lawyers, solo practitioners, and graduates of less prestigious law schools predominated. Status hierarchies within the broader community—as well as social differences in taste, preference, or “culture”—clearly penetrate the bar.
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Ariffin, Mohd Hisham, Abdul Rahman Abdul Rahim, Ruslan Affendy Arshad, and Ruzaini Zahari. "BOURDIEU CAPITALS AND LEADERSHIP: THE CASE OF DESIGN CONSULTANT FIRMS’ MANAGERS IN THE MALAYSIAN CONSTRUCTION INDUSTRY." MATEC Web of Conferences 266 (2019): 03005. http://dx.doi.org/10.1051/matecconf/201926603005.
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The creative products of Malaysian design firms are critical for sustained competitiveness in the increasing globalised and local construction market. These products are derived from the collaborative efforts of the design leaders and their subordinates. Owner-managers of design firms are aware of the role of their leadership in increasing the productivity of their creativity workers. Knowledge of effective leadership traits has initially guided leadership development and sustainability. Later theories such as charismatic theories and leader-member exchange theories have a common theoretical paradigm of leader-follower relations. A novel approach to this leadership theoretical paradigm is replacing relevant leaders’ traits with Bourdieu capitals that effectively influence their followers. This paper reports the findings of interviews with subordinates in Malaysian architecture, civil engineering and landscape architecture consultant firms regarding the influence of the superior’s Bourdieu capitals upon their creativity. Qualitative thematic coding analysis of the interview transcripts generated the relevant Bourdieu capital categories and theme. The leader’s human, emotional, leadership, cultural and social capitals were found to influence the subordinate’s creativity motivation. The data indicate a common theme of followers’ creativity motivation through learning from leader’s superior human capital. The learning is aided by the leader’s emotional capital. Thus, Bourdieu capitals offer an innovative perspective in studying and possibly quantifying leaders’ influence upon their followers.
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Shea, Jennifer. "Sustainable Engagement? Reflections on the development of a creative community-university partnership." Gateways: International Journal of Community Research and Engagement 4 (November 23, 2011): 136–53. http://dx.doi.org/10.5130/ijcre.v4i0.1776.
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Recognising the untapped potential of multiple discrete community-university partnerships (CUPs) in San Francisco, San Francisco’s Neighborhood Empowerment Network (NEN) and the Institute for Civic and Community Engagement at San Francisco State University are in the midst of creating a collaborative community-university partnership called NEN University (NENu),which includes other Bay Area institutions of higher education as well as city agencies, non-profit organisations, businesses and neighbourhood resident leaders. This article reflects on the author’s experiences and observations in the ‘doing’ of engaged scholarship as it relates to NENu over the past two years. It contributes to the discussion of how best to build sustainable (in that they have staying power beyond the commitment of a few key individuals) and effective (in terms of building or strengthening communities) CUPs. In so doing it offers a framework for understanding possible threats to the sustainability of CUPs and applies that framework to an account of NENu’s partnership development process. The article concludes with implications for research and practice.
 
 Keywords
 community-university partnership; engaged scholarship; leadership; sustainability
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Ahlquist, Karen. "Playing for the Big Time: Musicians, Concerts, and Reputation-Building in Cincinnati, 1872–82." Journal of the Gilded Age and Progressive Era 9, no. 2 (2010): 145–65. http://dx.doi.org/10.1017/s1537781400003911.
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Like many midwestern cities in the nineteenth century, Cincinnati, Ohio, was home to large numbers of German immigrant musicians, among them the founders of the Cincinnati Grand Orchestra in 1872. Their model of musician-based organization eventually ran counter to the prestige-building potential of Western art music, which made it attractive to local civic leaders determined to earn respect for their city at a national level. The successful Cincinnati May festivals beginning in 1873 under the artistic leadership of conductor Theodore Thomas brought the city the desired renown. But the musical monumentality needed for large festival performances could not be obtained locally, leaving Cincinnati's players with opportunities to perform at a high level but without a way to define their performance as a significant achievement in the world of high art. Although their orchestra was ultimately unsuccessful, however, these musicians demonstrated an agency that transcends their historical obscurity and helps incorporate aesthetic and practical aspects of institution-building into the social arguments common to discussions of Western art music in the United States.
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Dörfler-Dierken, Angelika. "Ethik der Inneren Führung." Zeitschrift für Evangelische Ethik 51, no. 2 (2007): 117–28. http://dx.doi.org/10.14315/zee-2007-0204.
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_Wolf Graf von Baudissin is well known for his reformatory concept of the armed forces called Innere Führung (leadership development and civic education). He emphasises the idea of building up a Western German army, a new start in a democratic environment. Baudissin’s ideas are born out of the experience of injustice and inhumanity shown by many German soldiers and the organisational structure of the Wehrmacht. After World War II German military leaders excused the absence of morals in their conduct with the necessity of obedience. Innere Führung means that the soldier is a human being, thus guided by his individual conscience and eternal law. Innere Führung has moreover a second meaning: It forms a military organisation which guarantees the individual soldier freedom, human and political rights, participation in military and political decisions, and responsibility for his acts. Therefore, Innere Führung is a concept to anchor democracy in military structures. Because of the actual problems of military missions abroad the founding ideas of Innere Führung are still of increasing importance.
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Jacobsen, Rebecca, Rachel White, and Sarah Reckhow. "Cultivating political powerhouses: TFA corps members experiences that shape local political engagement." education policy analysis archives 24 (February 7, 2016): 18. http://dx.doi.org/10.14507/epaa.24.1924.
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In recent years, Teach for America (TFA) has invested in developing corps members as leaders. Although TFA asks corps members for a two-year commitment, TFA celebrates the achievements of alumni who have gone on to careers in politics, public policy, and advocacy. Thus, many community leaders see the arrival of TFA corps members as having a greater impact than just inside the classroom. While expectations for corps members are often high both from TFA and from the communities they serve, we seek to understand whether and how corps members become actively engaged in the broader political life of their placement city. Do corps members find the city fertile with opportunities to solve problems and engage in civic and political life? Or will these corps members leave their placements, viewing the political and educational challenges as intractable due to larger city politics? Using data from a panel study of 2012 corps members in four mid-sized city TFA placement sites, this study examines how attitudes towards and engagement with local politics shift as a result corps members’ experiences. Our research indicates that commitments to local politics shift significantly. While some corps members report an increased commitment to local politics, a sizable group actually becomes less enthusiastic and involved. These shifts appear to be related to the perceived openness of the local political arena to newcomers, one’s teaching placement and the local actions of TFA spin-off organization Leadership for Educational Equity (LEE).
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Lašáková, Anna, Ľubica Bajzíková, and Ivana Blahunková. "VALUES ORIENTED LEADERSHIP – CONCEPTUALIZATION AND PRELIMINARY RESULTS IN SLOVAKIA." Business: Theory and Practice 20 (May 15, 2019): 259–69. http://dx.doi.org/10.3846/btp.2019.25.
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The paper builds on the current trend in scholarly literature that reflects leadership from an ethical perspective. It introduces a new conceptualization of the values oriented leadership (VOL) and based on results of a pilot study, it informs on the level of VOL in the Slovak business environment and on systematic differences in VOL related to multiple individual and organizational factors. Contrary to the literature, results show that the VOL does not differ substantially between female and male leaders. Furthermore, this study adds to the current leadership ethics research also in that it includes two rarely investigated factors – the “length of leader-follower cooperation” and the “frequency of leader-follower interaction”. Both show an effect on the perceived VOL level; the theorized positive correlation with the frequency of leader-follower interaction is confirmed, nevertheless, somewhat surprisingly, results imply that the length of leader-follower cooperation affects negatively leader’s perceived ethicality at work. This study proves also differences in VOL based on regional company location and company size, with leaders in small companies rated significantly lower in VOL than leaders in large companies. The difference in VOL between leaders in Slovak-owned and foreign-owned companies is not established. Yet, compared to the private sector, this study confirms significantly lower VOL in the state-owned companies.
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Williams, Olivia R. "Community control as a relationship between a place-based population and institution: The case of a community land trust." Local Economy: The Journal of the Local Economy Policy Unit 33, no. 5 (2018): 459–76. http://dx.doi.org/10.1177/0269094218786898.
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Community control is a concept used to identify and promote efforts at collective resource ownership as a response to heightened inequality and capital mobility. The term has been used widely in political and theoretical discourses since the 1960s, but there is no clear consensus on its definition or the practical possibilities of how it can be actualized, particularly in the contemporary era of neoliberal fiscal austerity. In this paper, a case study of Rondo Community Land Trust in Saint Paul, MN is used to theorize community control as an interaction between a place-based population and an institution with authority over a shared resource. The Rondo neighborhood’s history of displacement, impending threat of gentrification, and civic leadership inspired visions for a commercial land trust development by a neighborhood leader. Rondo Community Land Trust’s history as a neighborhood-based organization, its participatory board structure, and its need for organizational diversification, and relationships with funders and other nonprofit groups made it a receptive vehicle for the proposal. The resulting “community control” of the project development was a collaboration between Rondo Community Land Trust and a group of neighborhood property owners. Neighborhood residents favored their commercial land trust proposal over a developer-led proposal for the same lot. If the neighborhood residents had been more broadly mobilized, the level of community control may have been more participatory, but Rondo Community Land Trust’s capacity to initiate community organizing was limited, so the resulting community control was driven by key leaders in the neighborhood with the support of Rondo Community Land Trust.
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Witt, Stephanie L., and Edward P. Weber. "Book Reviews : Chrislip, David D. and Carl E. Larson, Collaborative Leadership: How Citizens and Civic Leaders Can Make a Difference. San Francisco: Jossey-Bass Publishers, 1994. 182 pp." Review of Public Personnel Administration 18, no. 2 (1998): 88–93. http://dx.doi.org/10.1177/0734371x9801800208.
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Lampe, David. "Filling a hole. David D. Chrislip and Carl E. Larson, Collaborative Leadership: How Citizens and Civic Leaders Can Make a Diference, Jossey-Bass, 1994, 192 pages, $24.95 (cloth)." National Civic Review 83, no. 4 (1994): 502–4. http://dx.doi.org/10.1002/ncr.4100830416.
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Lutmar, Carmela, and Lesley G. Terris. "Introducing a new dataset on leadership change in rebel groups, 1946–2010." Journal of Peace Research 56, no. 2 (2018): 306–15. http://dx.doi.org/10.1177/0022343318802979.
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Leaders and leadership changes are found to influence states’ foreign policy decisions, in particular with respect to war and peace between states. Although this issue is also addressed in the qualitative literature on intrastate wars, the influence of leadership turnovers in civil war has received limited systematic attention. One reason for this is the scarcity of quantitative data on rebel group leaderships. To fill this gap, we present a comprehensive dataset on leadership changes in rebel groups, 1946–2010, organized by rebel-month. The effects of leadership changes among parties engaged in civil war are argued to be more complex than those found in interstate disputes. In this article we present our theoretical argument followed by presentation of the variables in the dataset and descriptive statistics. To demonstrate the potential research value of the dataset we examine the impact of leader shifts on civil war settlement in Africa. We conclude with avenues for future research which might benefit from this dataset.
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Wennerstrom, Ashley, Julia Silver, Miranda Pollock, and Jeanette Gustat. "Training Community Residents to Address Social Determinants of Health in Underresourced Communities." Health Promotion Practice 21, no. 4 (2019): 564–72. http://dx.doi.org/10.1177/1524839918820039.
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Disparities in chronic disease and life expectancy remain a significant public health problem and are largely attributable to social determinants of health. Community health workers (CHWs) promote health equity through individual- and community-level activities, and leadership and advocacy skills training make CHWs more likely to catalyze structural change. CHWs are increasingly being integrated into clinical practices to support care management, creating a need for new grassroots community-level advocates. We adapted for community residents an existing CHW training curriculum focused on social determinants of health and effecting community change. We offered 36 hours of training at community-based locations in New Orleans, Louisiana. We assessed baseline civic and community participation and pre- and postknowledge for each lesson. Among 43 enrollees, 42 completed the program. The majority were Black (92.7%), female (92.7%), and retired or unemployed (77.5%), with a median age of 61.5 years. In the past year, 85% of participants had volunteered, 57.1% had been involved with a community organization, and 32.4% had contacted the city council. Participants demonstrated statistically significant increases in knowledge in 5 of 6 lessons. Our success in increasing knowledge of advocacy among a civically engaged group suggests that trainees may become community leaders in addressing social determinants of health.
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Stelmokienė, Aurelija, and Auksė Endriulaitienė. "CONGRUENCE BETWEEN REAL AND IDEAL LEADER. WHAT MATTERS MORE IN TODAY’S WORK WORLD: ETHICAL BEHAVIOR OF A LEADER OR PRODUCTIVITY?" Business: Theory and Practice 21, no. 1 (2020): 184–91. http://dx.doi.org/10.3846/btp.2020.11800.
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This paper draws from follower centric perspective and implicit leadership theories to explore factors that predict higher congruence between real and ideal leader in followers’ view. It also examines the impact of sociodemographic and organizational characteristics to the prediction of perceived congruence. 267 Lithuanian employees from private and public organizations participated in internet-based survey. Followers filled up a questionnaire about their direct middle supervisors: they rated fit between ideal and real leader, leader’s ethical behaviour and productivity of work unit. Results indicate that both ethical behaviour of a leader and productivity are important predictors of employees’ perceived congruence between real and ideal leader. However, ethical behaviour has significantly higher standardized beta coefficients in comparison with productivity in public sector organizations. Therefore, the context needs to be considered when making leaders’ selection and promotion decisions based on follower preferences. Important insights for leadership research are also discussed in the paper.
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Storozhev, Roman. "Leadership development trends in the scandinavian countries: experience for Ukraine." Public administration aspects 8, no. 5 (2020): 90–96. http://dx.doi.org/10.15421/152097.
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At the current stage of Ukrainian state integration into European community, country leaders face new challenges that require improving efficiency of public management and public administration based on democracy and human-centeredness. Urgency of public leadership development in Ukraine is closely related to the foreign countries’ experience study on the mechanisms of formation and development of public leadership, characterized by a high level of moral values, responsibility, communication, modesty. The new management paradigm, being introduced in public administration and public management in Ukraine, also requires introduction of new qualities in public leadership, manifested through establishment of moral values in the leader's personality, leader’s behavior in public service reform. According to the author, such qualities of leadership as delegation of powers in public authorities, intersectoral cooperation in public administration determine development of leadership in the context of educational trends in foreign countries. The author believes that today an important aspect in the development of public leadership is the mobilization aspect of the efforts of all leaders and subordinates of public authorities and leaders of civil society institutions to overcome crises and do complex reforms in public administration. Such crises include ensuring stability in global fight against the GOVID-19 pandemic. However, problem of public leadership development in this aspect has not been properly reflected in modern scientific sources.The article reveals priority models of public leadership of Western European countries as a prerequisite for formation of successful personality, successful leadership qualities, the trend of which is such an important factor as publicity, because before the 90s of the twentieth century not all government officials in European countries were public.