Relevant bibliographies by topics / Leadership cultural metaphors

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Leadership cultural metaphors'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Leadership cultural metaphors"

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Grint, Keith, Clare Holt, and Peter Neyroud. "Cultural change and lodestones in the British police." International Journal of Emergency Services 6, no. 3 (2017): 166–76. http://dx.doi.org/10.1108/ijes-03-2017-0013.

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Purpose The purpose of this paper is to consider a challenge to an occupational jurisdiction in the British police. Historically, street cops have defended the importance of operational credibility as a way of sustaining the value of experience, and inhibiting attempts to introduce external leaders. This has generated a particular form of policing and leadership that is deemed by the British Government as inadequate to face the problems of the next decade. Design/methodology/approach The project used the High Potential Development Scheme of the British police to assess the value of operational
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Harland, Philip. "Familial Dimensions of Group Identity (II): "Mothers" and "Fathers" in Associations and Synagogues of the Greek World." Journal for the Study of Judaism 38, no. 1 (2007): 57–79. http://dx.doi.org/10.1163/157006307x170625.

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AbstractFictive parental language (e.g. "mother of the synagogue," "father of the association") has drawn limited attention within two scholarly circles, namely, those who study diaspora synagogues, on the one hand, and ancient historians, on the other. is article brings these two scholarly interests together and argues, based on inscriptional evidence, that parental metaphors were more widespread and significant in cities and associations of the Greek East than o en acknowledged. Such terminology was an important way of expressing honour, hierarchy, and/or belonging within the association or
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Powell, Russell C. "Shame, Moral Motivation, and Climate Change." Worldviews: Global Religions, Culture, and Ecology 23, no. 3 (2019): 230–53. http://dx.doi.org/10.1163/15685357-02302003.

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AbstractAn emotion like shame is endowed with special motivational force. Drawing on Ralph Waldo Emerson’s concept of shame, I develop an account of moral motivation that lends new perspective to the contemporary climate crisis. Whereas religious ethicists often engage the problem of climate change by re-imagining the metaphors, symbols, and values of problematic cosmologies, I focus on some specific moral tactics generated by religious communities who use their traditions to confront climate destruction. In particular, Bartimaeus Cooperative Ministries, a Christian non-profit organization tha
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Grisham, Thomas. "Metaphor, poetry, storytelling and cross‐cultural leadership." Management Decision 44, no. 4 (2006): 486–503. http://dx.doi.org/10.1108/00251740610663027.

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Gunter, Nathan H. "The shepherd-leader motif as a pastoral model for a globalizing church." Perichoresis 16, no. 3 (2018): 87–105. http://dx.doi.org/10.2478/perc-2018-0018.

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Abstract The simultaneous globalization and demographic shift of the Church to the Global South has produced an unprecedented climate for theological work. Pastors and theologians are confronted with the task of developing theological systems that are faithful to the authoritative standard of Scripture, tailored to the increasingly complex needs of their local contexts, and sensitive to the ongoing dialogue of other leaders around the globe. In light of the increasing cross-cultural dialogue among scholars and pastors within a globalized church and a corresponding desire to encourage greater ‘
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Shields, Carolyn M. "Creating a Learning Community in a Multicultural Setting: Issues of Leadership." Journal of School Leadership 6, no. 1 (1996): 47–74. http://dx.doi.org/10.1177/105268469600600103.

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For a four year period, the author has been studying the efforts of two principals to implement changes which would turn their schools into learning communities. The original purpose was to determine whether these approaches would lead to greater student empowerment and better learning environments. As I studied the issues related to cross-cultural leadership in two schools serving largely Native American populations, questions arose concerning the nature and utility of the community metaphor in such cross-cultural settings. I did not readily find evidence of the gemeinschaft notion of a commu
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Sarasola, Marcos R. "An Approach to the Study of Organizational Culture Educational Centers." education policy analysis archives 12 (October 19, 2004): 57. http://dx.doi.org/10.14507/epaa.v12n57.2004.

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The main goal of this research is to approach to the school’s culture and subcultures knowledge. Teachers, as learning communities’ members, should be conscious of their basic assumptions in order to accomplish effective change. Culture, as a socio-critical metaphor, includes organizational clime and goes over artefacts and values. It refers to the organizational deeper level of the unconscious assumptions constructed and shared by it members. The quantitative research uses two instruments. A cultural model including six elements (Teacher Efficacy, Teachers as Learners, Collegiality, Mutual Em
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O’Loughlin, Michael. "A manifesto for critical narrative research and pedagogy for/with young children: Teacher and child as critical annalist." Journal of Pedagogy 7, no. 1 (2016): 11–24. http://dx.doi.org/10.1515/jped-2016-0001.

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Abstract In this essay I pose the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire’s “teachers-as-students and students- -as-teachers,” but elaborates the Freirean metaphor to include conceptions of emotion, creativity, and incorporation of the latent historical subjectivities of teachers and students in the process. Contrary to the deadening, circumscribed epistemology of putativ
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Blackstock, Sheila. "Adaawk: Thinking and being in our hearts--Sharing the reflections of Otsin, Gitxsan rural indigenous nursing practice." Journal of Nursing Education and Practice 9, no. 9 (2019): 123. http://dx.doi.org/10.5430/jnep.v9n9p123.

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Adaawk is oral history shared through the reflections of the first offering of a Gitxsan rural nursing practice course in follow up to the publication Otsin: Sharing the spirit of an indigenous nursing practice course development. In the spirit of adaawk, the Gitxsan’s reflections of the Gitxsan nursing practice course are themed using the metaphor of a totem pole. Each concept, and partnerships are integral to the development of a totem that reflects the adaawk. The purpose of this article is to demonstrate how the co-creation of relational concepts with the community strengthens preceptor, s
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Randell, Shirley, and Hilary Yerbury. "An Exploration of the Metaphors and Images Used to Describe Leadership in Two Different Cultural Contexts." Frontiers in Education 5 (August 19, 2020). http://dx.doi.org/10.3389/feduc.2020.00151.

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Dissertations / Theses on the topic "Leadership cultural metaphors"

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Grisham, Tom, and tgrisham@tampabay rr com. "Cross cultural leadership." RMIT University. Property, Construction and Project Management, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20061116.125205.

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Global markets are increasingly taking advantage of the strength and economic advantages of a diverse global workforce. It is common on international projects to find multi-cultural teams located in multiple countries. It is also common to find such projects led by Project Managers who come from many different countries. So having a person raised in India managing a project in China, with a design team in the USA, procurement procurement teams in Japan and Mexico, and a drafting team in Albania is not unusual. Even in historically monolithic markets like the USA, it is far more common to have
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Vaughn, Tamala S. "Measuring Leaders' Attitudes About the Use of Story to Communicate Organizational Vision." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1303059296.

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Mosengo, Blaise Mfruntshu. "A Phenomenological Study of Academic Leaders at the Marianist University in the Democratic Republic of Congo." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1555362691197213.

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Anaya, Ella Ruth. "Culture and leadership in Kenya." Thesis, 2016. http://hdl.handle.net/10500/22073.

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This dissertation investigates managerial leadership and its cultural foundations in Kenya. It discusses the theoretical underpinnings of culturally contingent leadership theories, and examines Sub-Saharan African leadership through existing literature, cultural metaphors, and qualitative and quantitative methodologies. The study replicates the Global Leadership and Organisational Behaviour Effectiveness (GLOBE) methodologies with 267 respondents – managers in the finance and food processing sectors, and the civic sector (education and health). The literature review focuses on leadership
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Books on the topic "Leadership cultural metaphors"

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Mahnen und Regieren: Die Metapher des Hirten im früheren Mittelalter. De Gruyter, 2015.

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Book chapters on the topic "Leadership cultural metaphors"

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Averin, Alexander. "Shepherding the Flock: Shepherd Leadership in Multi-Cultural Environment." In Organizational Metaphors. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41712-3_7.

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Dixon, Kenneth S. "Christian Leaders as Educators: Leading a Culture of Learning and Innovation." In Modern Metaphors of Christian Leadership. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36580-6_10.

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Arslan-Cansever, Belgin, and Gamze Bilir Seyhan. "What Does Culture of Higher Education Mean for Teacher Candidates?" In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9850-5.ch015.

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When a university is considered as an organization, the meaning of culture to students should be investigated to have knowledge of its organizational culture. In this qualitative study, it is aimed to examine university students' perceptions of higher education culture via metaphors. Participants were 230 primary school teacher candidates enrolled in Faculty of Education, Ege University in Turkey. Researchers prepared a form to use as data gathering tool including the prompt “Higher education culture is like ... because ...”. In the study, the 5 common metaphors generated by four grades and these metaphors were freedom, youth, library, sea, and sun. Moreover, all participants generated 101 original metaphors. At the end of the analysis, metaphors were grouped into seven different categories; information environment, shaping the future, pathfinder, free, perpetual adapting itself, multi-cultural, exciting. To conclude, it could be said that most of teacher candidates have a positive perception about higher education.
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Van Den Hoven, Melanie, and David R. Litz. "Organizational Metaphors and the Evaluation of Higher Education Programs, Management Practices, and Change Processes." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch004.

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Utilizing a conceptual framework based on Morgan's (1998) organizational metaphors, this chapter reports on a qualitative study conducted with faculty members to evaluate their experience of a new program and influence change processes in a teacher-training higher educational institution in Abu Dhabi, UAE, during a period of major educational restructuring. With respect to metaphors generated in response to overall perceptions of organizational dynamics, management practices, and change processes, the study demonstrates tensions surrounding access to channels of communication and decision making within the local educational context; however, no overt concerns on culture shock are found. Moreover, many metaphors are consistent with Morgan's original constructs, whereas a number are unique to the localized context. Organizational metaphors may thus be used as a feedback mechanism to guide systemic decision making around change initiatives within this institution, and to stimulate management research in this region and other higher educational settings.
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Degner, Kai E., Sarah K. MacDonald, and Melissa M. Lubin. "The Complex Case of Noncredit Credential Innovation in Public Universities." In Handbook of Research on Credential Innovations for Inclusive Pathways to Professions. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-3820-3.ch004.

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Four-year public institutions of higher education (IHEs) face increasing pressure to innovate with noncredit credentials. The chapter aims to develop leaders' mental models for navigating unique complexities associated with offering programs that do not award academic credit. First, a review of noncredit literature and organizational science principles explains that noncredit programming is often unaligned with IHE organizational culture and structure. Then, two metaphors for leaders' roles in overcoming barriers to innovation are introduced and critiqued: Buller's organic leadership concept and Christensen and Eyring's higher education DNA concept. Complexity leadership theory is next presented as a mental model to understand three complementary leader roles for fostering innovation with a complex organizational environment. Finally, the chapter's case features three vignettes from public IHE continuing education leaders that exemplify the complexities related to pursuing noncredit credential innovation. Strategies and discussion questions are included.
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Van Wingerden, Christina, Gloria Burgess, and Joanne DeMark. "Crossing Disciplines to Connect Across Cultures." In Advances in Library and Information Science. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9531-1.ch023.

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This chapter shares seven examples of transdisciplinary practices in the areas of assessment, undergraduate and graduate classroom learning, with accomplished industry leaders, and using educational technology (in the form of a learning management site) to create inclusive communities. The application of the Critical Incident Questionnaire for classroom and program assessment amplifies the voices of diverse students coming from different disciplines to dynamically impact class and curriculum design for broader engagement. Classroom and industry leader examples include integration of image, artifact, case study, reflection, documentary, image and metaphor generation, movement, orchestral music, chosen art forms, leadership studies and practices, experiential learning, writing, speaking, and discussing to create deep learning experiences that provoke growth, creativity, and the building of communities. Undergraduate students with jobs in a multi-department unit report that a planned and creative use of a learning management system for an online work orientation program results in their perceptions of belonging and connection to the work unit and each other.
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Guarneri, Michael. "Male Vampires." In Vampires in Italian Cinema, 1956-1975. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474458115.003.0005.

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The chapter zooms in on the cultural instrumentality of the vampire metaphor in Italy by studying Italian-made vampire movies as struggles for gender definition and domination that reflect the zeitgeist of post-war Italy, when a perceived decline in masculine authority due to the vicissitudes of World War Two, the hardships of reconstruction and the post-1958 neocapitalist consumerism went hand in hand with women’s ever-increasing challenges to traditional gender roles. The chapter ventures into the so-far uncharted territory of the Italian male vampires that populate horror parodies, straightforward horrors and horror-tinged adventures. It investigates how, within a masculinity-in-crisis framework, Italian makeshift Draculas act as champions of traditional virility, irresistible Latin lovers and tyrannical patres familias seeking to reassure Italian men of their gender leadership.
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Celly, Kirti S., and Charles E. Thomas. "Partnering for Purpose." In Advances in Human Resources Management and Organizational Development. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8376-1.ch006.

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The purpose of this chapter is to share with a wide range of organizational professionals three methods we find useful for educating a diverse undergraduate student body. Using metaphors from business, participants in two undergraduate classes were invited to co-create value by positioning their work in the context of their career goals. Following a description of our purposeful design for participation, exploration, appreciation, reflection and learning (PEARL), we arrive at the fertile delta that nurtures learning and grows a crop of confident, competent, culturally sensitive, and ethical participants with a refined understanding of success. We use narrative inquiry of participants' writing to suggest that PEARL may be useful in arenas beyond the undergraduate business classroom as it is beneficial in the development of ethical, managerial, and leadership values.
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