Relevant bibliographies by topics / Lived experience leadership

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Lived experience leadership'

Author: Grafiati
Published: 16 July 2021
Last updated: 1 February 2022

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Journal articles on the topic "Lived experience leadership"

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Byrne, Louise, Anthony Stratford, and Larry Davidson. "The global need for lived experience leadership." Psychiatric Rehabilitation Journal 41, no. 1 (March 2018): 76–79. http://dx.doi.org/10.1037/prj0000289.

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Kempster, Stephen. "Leadership learning through lived experience: A process of apprenticeship?" Journal of Management & Organization 12, no. 1 (June 2006): 4–22. http://dx.doi.org/10.1017/s1833367200004132.

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ABSTRACTThis paper develops an understanding of underlying influences shaping leadership learning within a single organization. It is not an exploration of leadership but rather an explanation of how individuals learn how to lead. Through in-depth interviews with six directors of a UK multinational public limited company and, using critical realist grounded-theory, underlying causes have been identified that build upon existing research but then goes further to provide a systemic and integrated explanation of leadership learning. A model is suggested to illustrate how causal influences, operating in a particular context, influence how people develop their ability to lead. I argue that the metaphor of apprenticeship captures the essence of how underlying influences shape the long-term process of leadership learning: an apprenticeship perspective has significant implications to the efficacy and effectiveness of leadership development interventions.
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Kempster, Stephen. "Leadership learning through lived experience: A process of apprenticeship?" Journal of Management & Organization 12, no. 1 (June 2006): 4–22. http://dx.doi.org/10.5172/jmo.2006.12.1.4.

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ABSTRACTThis paper develops an understanding of underlying influences shaping leadership learning within a single organization. It is not an exploration of leadership but rather an explanation of how individuals learn how to lead. Through in-depth interviews with six directors of a UK multinational public limited company and, using critical realist grounded-theory, underlying causes have been identified that build upon existing research but then goes further to provide a systemic and integrated explanation of leadership learning. A model is suggested to illustrate how causal influences, operating in a particular context, influence how people develop their ability to lead. I argue that the metaphor of apprenticeship captures the essence of how underlying influences shape the long-term process of leadership learning: an apprenticeship perspective has significant implications to the efficacy and effectiveness of leadership development interventions.
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Fahie, Declan. "The lived experience of toxic leadership in Irish higher education." International Journal of Workplace Health Management 13, no. 3 (October 29, 2019): 341–55. http://dx.doi.org/10.1108/ijwhm-07-2019-0096.

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Purpose The purpose of this paper is to reveal the lived experience of toxic leadership for a cohort of 11 individuals who work, or have worked, in the field of higher education in Ireland. Drawing on national and international literature, as well as the testimonies of a cohort of academic and administrative staff, the study considers the impact of this negative management style on these individuals as well as upon the organisation itself. Design/methodology/approach A total of 11 self-selected individuals (four males and seven females) were interviewed for this pilot study. Data from the semi-structured interviews were organised thematically and analysed with the support of the computer software package MAXQDA®. Findings The results show that the experience of toxic leadership was profound for the interviewees across a number of contexts. They reported adverse physical and psychological impacts as well as detailing the repercussions for their respective career trajectories as they endeavoured to safely navigate their often-hostile work environment. Human resources departments within their respective institutions were the focus of considerable criticism by the interviewees who highlighted, what they saw as, the inherent contradiction/tension between the perceived roles and responsibilities of such departments in addressing or resolving interpersonal work-related disputes. Originality/value The findings expand on the extant scholarly literature on toxic leadership in higher education and, for the first time, offer a revealing insight on this phenomenon within the Irish context.
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Jefferson, Therese, Des Klass, Linley Lord, Margaret Nowak, and Gail Thomas. "Context and the leadership experiences and perceptions of professionals." Journal of Health Organization and Management 28, no. 6 (November 11, 2014): 811–29. http://dx.doi.org/10.1108/jhom-07-2012-0129.

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Purpose – Leadership studies which focus on categorising leadership styles have been critiqued for failure to consider the lived experience of leadership. The purpose of this paper is to use the framework of Jepson’s model of contextual dynamics to explore whether this framework assists understanding of the “how and why” of lived leadership experience within the nursing profession. Design/methodology/approach – Themes for a purposeful literature search and review, having regard to the Jepson model, are drawn from the contemporary and dynamic context of nursing. Government reports, coupled with preliminary interviews with a nurse leadership team, guided selection of contextual issues. Findings – The contextual interactions arising from managerialism, existing hierarchical models of leadership and increasing knowledge work provided insights into leadership experience in nursing, in the contexts of professional identity and changing educational and generational profiles of nurses. The authors conclude that employing a contextual frame provides insights in studying leadership experience. The author propose additions to the cultural and institutional dimensions of Jepson’s model. Practical implications – The findings have implications for structuring and communicating key roles and policies relevant to nursing leadership. These include the need to: address perceptions around the legitimacy of current nursing leaders to provide clinical leadership; modify hierarchical models of nursing leadership; address implications of the role of the knowledge workers. Originality/value – Observing nursing leadership through the lens of Jepson’s model of contextual dynamics confirms that this is an important way of exploring how leadership is enacted. The authors found, however, the model also provided a useful frame for considering the experience and understanding of leadership by those to be led.
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Jones, Karen, Sally Sambrook, Andrew Henley, and Heather Norbury. "Higher Education Engagement in Leadership Development." Industry and Higher Education 26, no. 6 (December 2012): 461–72. http://dx.doi.org/10.5367/ihe.2012.0129.

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This paper explores the lived experience of leadership learning and development in a single case study of an entrepreneur participating in a major leadership development programme for owner–managers of small and medium-sized enterprises (SMEs). Based on autobiographical research, it provides a rich contextual account of the nature and underlying influences of leadership learning throughout the life-course and as a consequence of participation in the programme. Whilst the paper should interest scholars, policy makers and those concerned with programme development, it may also resonate with entrepreneurs and help them make sense of their experience of leadership development.
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Christensen, Olivia. "Proving Montessori: Identity and Dilemmas in a Montessori Teacher’s Lived Experience." Journal of Montessori Research 2, no. 2 (November 15, 2016): 35. http://dx.doi.org/10.17161/jomr.v2i2.5067.

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This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.
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Che Ibrahim, Che Khairil Izam, Seosamh B. Costello, and S. Wilkinson. "Making sense of team integration practice through the “lived experience” of alliance project teams." Engineering, Construction and Architectural Management 25, no. 5 (June 18, 2018): 598–622. http://dx.doi.org/10.1108/ecam-09-2016-0208.

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Purpose Team integration is a concept that has been widely fostered in alliances as a way of improving collaborative relationships between diverse organisations. However, deeper insights into the practice of high levels of team integration remain elusive. The purpose of this paper is to develop a deeper understanding of team integration through the “lived experience” of practitioners in an alliance. Design/methodology/approach This study employed a qualitative research methodology. Using a phenomenological examination, via the lived experiences of 24 alliance practitioners, the practice of alliance team integration has been investigated based on the key indicators that foster alliance team integration: team leadership, trust and respect, single team focus on project objectives and key results areas, collective understanding, commitment from project alliance board, single and co-located alliance team, and free flow communication. Findings The findings highlight that alliancing gives the project teams’ flexibility to change and adapt, to advance the collaborative environment and that successful integration of multi-disciplinary project teams requires commitment to the identified indicators. These findings have led to the development of a framework of leadership for successful alliance integrated practices. It is proposed that to influence the leadership for the purpose of achieving successful integration practice, a team-centric approach is required which includes four elements: task and relationship-oriented behaviours; collaborative learning environments; cultivating cross-boundary networks; and collaborative governance. Practical implications As team integration is the central tenet of alliance projects, greater understanding regarding the leadership of integration practice is of value in leveraging the benefits of outstanding performance. Also, the results of the study are expected to be informative and provide insight for alliance teams to help them proactively recognise how the context of integrated teams is influenced by specific indicators, impacting on the extent of integration practice. Originality/value This study contributes to the current body of knowledge concerning the insights from the “lived experience” of alliance teams towards achieving a greater understanding of what contributes to the leadership of successful integration practices.
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Cullen, Christopher, and Brian Leavy. "The lived experience of project leadership in a loosely coupled transient context." International Journal of Managing Projects in Business 10, no. 3 (June 6, 2017): 600–620. http://dx.doi.org/10.1108/ijmpb-10-2016-0075.

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Purpose The purpose of this paper is to investigate the lived experience of the project leader and generate additional insight into the relationship between the social and technical aspects of the actual practice of project leadership, focussing on a particular type of project that is prevalent in practice but largely overlooked in mainstream literature. It is referred to here as a “loosely coupled transient” (LCT) project. Design/methodology/approach Using an exploratory, inductive approach, the research investigates the lived experience of 30 project management (PM) practitioners to try to deepen the empirical and conceptual insight into the nature of the leadership challenge and what it takes to be successful in the LCT project setting. The research design includes an extra data-collection phase to allow the initial findings and their interpretation to be further validated and refined in the field. Findings The empirical findings highlight the importance of three socio-behavioural roles: context building, culture-bridging and political brokering, in addition to the more traditional technical coordinating role, and examine their implications for future research and practice. Research limitations/implications The findings emerging from this study are based on the insights provided by 35 exploratory interviews and while they provide the authors with useful insights into the socio-behavioural roles that practitioners consider necessary, they should now be further examined through more focussed, systematic research. Practical implications This study points up that project leadership requires new forms of ability and intelligence described in this study as contextual, cultural and political forms of intelligence. Practitioners suggest the findings have a potential usefulness in the selection and training of future project managers. Originality/value The study attempts to provide a fresh perspective on social phenomena that are context specific, of relevance to PM practice and of interest to the academic community. It contributes to previous PM research by furthering the analysis of actual PM practice that takes place within the project setting by giving explicit consideration to the importance of understanding the contextual, cultural and political influences on leadership in the project setting.
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Kafle, Narayan Prasad. "Lived Experiences of Middle Level Leaders in the Nepali Institutional Schools." Journal of Education and Research 3, no. 2 (August 9, 2013): 59–76. http://dx.doi.org/10.3126/jer.v3i2.8398.

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This paper explicates the contextually embedded meaning of being middle level leaders in Nepali institutional schools. Using in-depth interview and protocol writing as the means of data generation, this article unearths the experience of three middle level leaders. Distributed leadership theory (Spillane, 2006) and its constructs of leadership plus aspect and leadership practice aspect provide the theoretical lens to unveil the myths and realities of being middle level leaders. All three participants shared their common acknowledgement about the significance and sensitivity of middle level leadership roles for school administration and effectiveness. Individual essence of being a middle level leader was contingent to the very context where they worked. Their feelings of being relegated, marginalized, helplessness or of high exhilaration were subjects to the contextual reality. DOI: http://dx.doi.org/10.3126/jer.v3i2.8398Journal of Education and Research August 2013, Vol. 3, No. 2, pp. 59-78
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Dissertations / Theses on the topic "Lived experience leadership"

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Stepp, Rachel Elizabeth. "Nurse Executives' Lived Experience of Incorporating Caring Leadership." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7197.

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The link between compassion and caring at all levels of nursing practice and the enhancement of the patient experience is well-documented. However, the techniques nurse executives use to incorporate caring into their daily practice while coping with competing organizational priorities is poorly understood. The purpose of this qualitative phenomenological study, guided by Watson's theory of human caring, was to examine detailed accounts of the experiences of nurse executives incorporating compassion and caring into their daily practice, including techniques they use to build and sustain compassion and caring while balancing competing priorities. A purposive sample of 10 nurse executives participated in the study. Audio recordings of each participant's face-to-face interview were transcribed and coded using NVivo 12 software while the demographic surveys were analyzed using SurveyMonkey. The data analysis was performed using the interpretive phenomenological analysis (IPA) process. Four themes emerged from the analysis: (a) preparation for executive role, (b) execution of responsibilities, (c) demonstration of caring, and (d) balancing influences. The key findings revealed that caring permeates the nurse executive's practice and nurse executives require mentorship to effectively execute their function. Based on these results, nurse executives should focus on welcoming guidance from other experienced mentors and nurse leaders. Nursing administrators, educators, and researchers can use these findings to design further research exploring the experience of nurse executives from additional settings, cultures, and ethnicities. Positive social change may result from this work by providing direction to nurse executives seeking to successfully navigate corporate culture while improving the staff work environment, quality of care, staff retention, and patient outcomes through compassion and caring.
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Snowden, Denise Arla. "Leading School Turnaround: The Lived Experience of Being a Transformation Coach." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337896671.

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Buchholz, Nele Charlotte, and Rosie Rooney. "“We change structures the moment our experience counts” : Exploring lived experience leadership in the third sector." Thesis, Malmö universitet, Institutionen för Urbana Studier (US), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43870.

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Leadership in general is still perceived as individualistic, masculine and hierarchical. Despite fighting against discrimination and for social justice, third sector organizations are themselves often places of entrenched privilege and limited diversity. Leaders with lived experiences draw on their first-hand experience of social issues and/or injustices and attempt to tackle those problems through their work. They represent a diversity of backgrounds, experiences and capabilities that challenge the homogeneity of third sector leadership. Following critical leadership studies this thesis draws from the standpoints of lived experience leaders to offer new, intersectional perspectives on leadership and to expand and diversify understandings of what it is to lead in third sector organizations. The focus of this thesis’s exploration is the experiences and perceptions of 10 individuals who hold or have held leadership positions within third sector organizations in the UK and Germany. Through the analysis of semi-structured interviews, a phenomenology of lived experience leadership is explored. Drawing from feminist standpoint theory, attention is paid to what lived experience leaders think about leadership generally and lived experience leadership in particular, as well as their perspectives on the systemic leadership structures they exist within and challenge. It is found that lived experience leaders acknowledge ‘traditional,’ ‘mainstream’ concepts of leadership and see their own leadership styles and approaches as distinct from these leadership norms. Their approaches and understandings challenge typical leadership constructions and, strongly influenced by their own lived experiences, promote political self-organization, activism and a socio-economic empowerment of people with lived experiences in order to unravel current social power structures and promote social change. With these key findings, the paper suggests further research to test and expand on the conclusions drawn. Ensuring that leadership positions are accessible to all should be a priority for future development of third sector organizations and beyond. Further research should therefore explore how lived experience leadership can help to gain insights about how to remove barriers to leadership positions efficiently.
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Waters, Kristin Albright. "The lived experience of teleworking| A case study from the higher education environment." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10191736.

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Changes to society, the economy, and technology in the 21 st century have transformed the world of work as employees are expecting greater flexibility (Bond, Thompson, Galinsky, & Prottas, 2002; Matos & Galinsky, 2014; McNall, Masuda, & Nicklin, 2010). Among all forms of flexibility, gaining in popularity is the concept known as teleworking (Nilles, 1998). Teleworking is on the rise (Matos & Galinsky, 2014; Lister, 2010; Telework trendlines, 2007; Telework trendlines, 2009) however adequate literature is lacking on the teleworker experience. This case study was designed to understand and explore the lived experiences of exempt employees who telework and to determine if these employees experience fit, as outlined by the theoretical framework, Concept of Fit (Belanger & Collins, 1998).

The 11 participants in the sample included exempt employees who had a telework agreement on file with the Department of Human Resources at public, research university located in the state of Maryland. Semi-structured interviews were conducted and data analysis revealed that exempt employees did experience fit at outlined by the theoretical framework. While all participants had unique experiences with teleworking, there were similar themes among the entire participant group. Participants agreed that they would like to telework more. During their telework day, they are more focused and disciplined, leading to increased productivity. They understand, however, the need for face-to-face communication and collaboration in the workplace. They plan specific tasks to complete while working from home and believe that they work with supportive supervisors and employees. It was recommended that additional research on the theoretical framework, as amended, be conducted to further support the framework. Additionally, it was recommended that research on supervisory support, the influence of gender on teleworking, and telework day in respect to experience, be explored.

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Ellerbe, Jennifer Christine. "GAINING INSIGHT INTO ALTERNATIVE EDUCATION: THE LIVED EXPERIENCE OF ALTERNATIVE EDUCATORS." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami149271041474054.

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Mahoney, Sue Ann. "Persistence| The Lived Experience of Successful Accelerated Associate Degree Nursing (ADN) Students." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13420174.

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In response to the prediction of a significant shortage of nurses, the research addressed attrition in accelerated associate degree in nursing (ADN) programs. The purpose of this phenomenological study was to understand the meaningfulness and essence of successful nursing students’ lived experiences of persistence in accelerated ADN programs. The study included 11 students from two accelerated ADN programs located in Central Florida, who participated in two lengthy semi-structured interviews. The interview questions were created from three theories: the strand theory, Knowles’s adult learning theory, and Tinto’s theory of persistence. The results indicated the importance for educational leaders in higher education to recognize the potential of accelerated ADN programs and nontraditional students. The findings indicated there is a need to improve future student access to nursing programs, and admission criteria should be realistic and meet the needs of nontraditional students. In addition, curriculum and instruction should be creative and address ways to make difficult content easier. Future implications of this study align with recommendations of the Florida Center for Nursing, which address the following areas of concern: (a) recruitment, (b) career advancement, (c) creative instruction to improve retention, and (d) ongoing support of research that analyze workforce trends.

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Stachowicz, Tamara L. "Melungeon Portraits: Lived Experience and Identity." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382444721.

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Quinlan, Colleen. "Women's Career Development: The Lived Experience of Canadian University Women Presidents." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353006797.

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Morales, Albert. "Exploring the Impact of Mindfulness on the Lived Experience of Middle School Teachers." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10786652.

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RESEARCH PROBLEM: Educational systems find themselves in a constant state of flux with continuous restructuring and the work of teachers increasing in complexity (Hargreaves, 1998). The nature and pace of this institutional change along with the highly emotional nature of the classroom set the stage for what can become highly stressful experiences. Educational systems appear to assume, in part by virtue of its absence in training, that teachers have the requisite social and emotional competencies necessary to negotiate the emotional terrain of the classroom. The growing problem of teacher burnout and attrition contradict this assumption. A burgeoning body of research on mindfulness reveals the potential of mindfulness-based practices to decrease stress and improve well-being. A wide variety of neuroscientific research has shown the effects of mindfulness practices on brain activity and physiology. Most recently, studies on the effects of various mindfulness-based interventions in education have shown promise.

METHODS: This qualitative study explores the ways in which mindfulness practices influence the lived experiences of teachers in a public middle school. The teachers in this study participate in a course designed for educators. This course combines a variety of mindfulness practices and practical in-the-moment strategies that can be incorporated into everyday life. At the conclusion of the course, teachers participated in focus group discussions and individual interviews during which teachers provide rich descriptions of their experiences.

RESEARCH QUESTION: What is the lived experience of middle school teachers engaged in mindfulness practice?

KEY FINDINGS: 1. Mindfulness increases awareness of oneself and others and enhances teachers’ ability to choose a response rather than succumb to automatic reactions. 2. A mindful response includes specific common mechanisms including pausing, distancing, appraisal, reappraisal, and choice. 3. Mindfulness improves communication both in terms of transmission (speaking) and reception (listening). 4. Increased awareness fosters a greater sense of empathy and compassion which thereby promotes the expression of a mindful response. 5. Mindfulness reduces feelings of isolation through an increased recognition that negative experiences and struggles are common. Participation in the mindfulness course also results in feelings of close connection and community within the group.

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Warren, Janet W. "Merging Education With Experience: Transforming Learning into Practice." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1331296787.

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Books on the topic "Lived experience leadership"

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Howard, Mary Loretta. The lived experience of college faculty: Workplace change, workplace learning? 2002.

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Taylor, Robert G., and Susan A. Lynham. Leadership for National and Social Change: Lived Experiences of South African Business Leaders. Palgrave Macmillan, 2020.

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Lykes, M. Brinton. Critical Reflection of Section Three. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190614614.003.0009.

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Conversing with Dutt’s and Dutta’s chapters suggests that activist scholars in psychology seeking to accompany women as they construct more just and inclusive communities might benefit from engaging dialogically with critical transitional justice, toward articulating and performing a more holistic “bottom-up” vernacularization of intersectional human rights. Within distinctive geographic and historical sites with contrasting possibilities vis-à-vis women’s protagonism and leadership, Dutt and Dutta share a commitment to engage with local women to document and understand multiple experiences of violence and violation in their everyday lives. Both authors collaborate with women in rural and/or remote areas of Nicaragua (Dutt) and India (Dutta) where women’s lived experiences are constrained by racialized and gendered economic and political structures that frequently exclude them from accessing their basic needs. Both authors help us to discern distinctive possibilities of women’s political engagement through the lens of civic participation (Dutt) and protagonism in the everyday (Dutta).
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Pruzan, Peter. Spirituality as a Firm Basis for Corporate Social Responsibility. Edited by Andrew Crane, Dirk Matten, Abagail McWilliams, Jeremy Moon, and Donald S. Siegel. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199211593.003.0026.

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This article focuses primarily on how to operationalize corporate social responsibility—how to integrate it into the corporation's vocabulary, policies, stakeholder communications, and reporting systems. It argues that in order for an organization and its members to be able to experience an obligation to live up to their social responsibility, an organization must address the following three fundamental questions. The first question asks what responsibility is. The second asks whether organizations can be responsible or not. Finally, the third asks why should organizations be responsible. This article briefly addresses these inquiries. In particular, based on theoretical reasoning and empirical research in the form of interviews with leaders from six continents and fifteen countries, it is argued that true responsibility, both by leaders and their organizations, is grounded in a perspective on leadership—spiritual-based leadership—that transcends the (self-imposed) limitations of economic rationality.
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Kreiss, Daniel, Kirsten Adams, Jenni Ciesielski, Haley Fernandez, Kate Frauenfelder, Brinley Lowe, and Gabrielle Micchia. Recoding the Boys' Club. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197535943.001.0001.

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This book offers the first in-depth look at the employment patterns and work experiences of women working in political technology on presidential campaigns in the United States. The book draws on a unique data set of 1,004 staffers working in political technology on presidential campaigns during the 2004, 2008, 2012, and 2016 election cycles; analysis of hiring patterns during the 2020 presidential primary cycle; and interviews with forty-five women who worked on twelve different presidential campaigns. The book reveals that women are underrepresented in political tech and especially in leadership positions, struggle to make their voices heard on campaigns, and have few means of holding people accountable for inappropriate behavior. This book is animated by the lived experiences of women. It conveys the struggles that many women endured to gain access to campaign workspaces and the battles for inclusion many faced once they got there. It shows how few formal channels women had to hold men accountable for sexist or demeaning behavior that prevented them from being the best they could be at their jobs. All with the aim of helping those who do this work create more gender-equitable and inclusive workplaces—and ones that value the ideas and skills of all those who work to get candidates elected. For those women entering the field or their careers more generally, this book offers an inside look at what those who came before experienced to help them navigate workplaces dominated by men.
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Blankenship, Anne M. Asian American Religions from Chinese Exclusion to 1965. Edited by Paul Harvey and Kathryn Gin Lum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190221171.013.16.

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This chapter charts the religious lives of South and East Asian Americans during the era of Asian exclusion—from the Chinese Exclusion Act of 1882 to the implementation of the Immigration and Nationality Act of 1965—and those of non-Asians who adopted elements of Asian religions to shape new approaches to those traditions. Religious organizations provided immediate social aid and fellowship, leadership opportunities, and a connection to immigrants’ homelands. Religious beliefs provided strength to Asian immigrants by helping them cope with discrimination, while social realities in America reshaped many of those traditional beliefs and practices. White sympathizers reimagined aspects of Asian religions and utilized them in new ways. The chapter follows four major themes: adaptation of religious minorities from Asia, the experiences of Christian Asian immigrants, Asian American religious responses to discrimination, and the ways in which non-Asians were drawn to Asian religions prior to 1965.
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Cooper, Brittney C. Queering Jane Crow. University of Illinois Press, 2018. http://dx.doi.org/10.5406/illinois/9780252040993.003.0005.

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Pauli Murray was one of the young activists that Mary Church Terrell mentored. In the 1940s, Murray enrolled at Howard University Law School and went on to graduate as the only woman and top student in her class. In the 1930s, the convergence of several important Black male intellectuals at Howard University, including Abram Harris, E. Franklin Frazier, and Ralph Bunche, had cemented a new formal model of the academically trained Black male public intellectual. When Murray enrolled in the 1940s, she experienced great sexism from these Black male intellectuals. She termed their treatment of her, “Jane Crow.” While she went on to have a storied career as a legal expert, Episcopal priest, poet, and writer, all of which place her firmly in the tradition of the race woman, her identity as both a woman and queer person in the 1940s and 1950s collided with the Howard model of public intellectual work. This chapter brings together Murray’s time and training at Howard, her archives, and an examination of her two autobiographies to suggest that her concept of Jane Crow grew out of the collision of race-based sexual politics and limited ideas among Black men about who could provide intellectual leadership for Black people. Moreover, Jane Crow exposed the heterosexist proclivities of Black public leadership traditions, and offers a framework for thinking about how Black women negotiated gender and sexual politics even as they devoted their lives to theorizing new strategies for racial uplift.
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Book chapters on the topic "Lived experience leadership"

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Kempster, Steve. "Revealing Leadership Learning from Lived Experience." In How Managers Have Learnt to Lead, 109–20. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230234741_6.

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Klinck, Patricia. "Observations on Leadership: Linking Theory, Practice and Lived Experience." In Intelligent Leadership, 13–25. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6022-9_2.

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Nsiah, Joseph, and Keith Walker. "Servant-Leadership as Experienced in Daily Lives of Principals." In The Servant, 75–91. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-058-3_6.

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Bigombe, Betty O. "Field Reflections on Post-Conflict Reconstruction: The Social Imperatives of Disarmament, Demobilization and Reintegration." In The State of Peacebuilding in Africa, 65–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46636-7_5.

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Abstract Disarmament, Demobilization, and Reintegration (DDR) and post-conflict reconstruction interventions have placed an inordinate emphasis on rebuilding the lives of ex-combatants, at the expense of the largely invisible mass of victims in communities, who often suffered as greatly or more than the active fighters. Ignored war’s aftermath, victims in communities end up being “punished twice.” This chapter, drawing heavily on the author’s leadership experience of DDR initiatives in Uganda and Burundi, seeks to highlight the myriad ways in which greater attention to war’s forgotten non-combatants is essential to heal societies, foster reconstruction and development, and prevent a recurrence of conflict.
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McBride, Bronwyn, and Trachje Janushev. "Criminalisation, Health, and Labour Rights Among Im/migrant Sex Workers Globally." In Sex Work, Health, and Human Rights, 153–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64171-9_9.

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AbstractThis chapter introduces the structural determinants that shape health and labour rights among im/migrant sex workers globally. It explores issues related to criminalisation, mandatory health testing, precarious immigration status, economic marginalisation, racialisation, racism and discrimination, language barriers, and gender. This chapter examines how these factors shape health access, health outcomes, and labour rights among im/migrant sex workers in diverse contexts. These issues were explored through a review of academic literature, which was complemented by community consultations that elucidate the lived experiences of gender-diverse im/migrant sex workers from Europe and across the globe. Findings illustrate how shifting sex work criminalisation, public health and immigration regulations (e.g. sex worker registration, mandatory HIV/STI testing), and policing practices impact im/migrant sex workers and shape the labour environments in which they work. The chapter subsequently presents recommendations on policy and programmatic approaches to enhance health access and labour rights among im/migrant sex workers. Finally, it concludes by highlighting the ways in which im/migrant sex workers resist social and structural exclusion, stigma, and ‘victim’ stereotypes, highlighting their tenacity and leadership in the fight to advance labour and human rights among im/migrants and sex workers worldwide.
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Carter, Lorraine M., and Diane P. Janes. "The Transition of Women to Leadership in Post-secondary Institutions in Canada: An Examination of the Literature and the Lived DIM Experiences of Two Female Leaders." In Exploring the Toxicity of Lateral Violence and Microaggressions, 209–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74760-6_11.

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Dials-Corujo, Shaneen. "Connecting Concepts of Self-Efficacy, Engaged Scholarship, and Civic Responsibility Among Student-Veterans." In Advances in Educational Marketing, Administration, and Leadership, 125–43. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3649-9.ch006.

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An estimated 23 million veterans lived in the United States in 2013, when the U.S. spent approximately $99 billion on veterans' benefits, $4.4 billion of which funded education and vocational rehabilitation. This denotes increased presence of combat student-veterans in colleges, which signifies a growing need to understand their educational experiences. Research connects high self-efficacy and academic achievement. This study aimed for a deeper understanding of the educational experiences of combat student-veterans who had achieved academic degrees following deployment in Operation Enduring Freedom (OEF)/Operation Iraqi Freedom (OIF). Qualitative methodology was used as a source of in-depth exploration to identify conditions enhancing combat student-veterans' motivation in the college classroom. Using Yin's multiple-case-study research design, information was gathered from nine individual combat student-veteran perspectives. Findings indicated that mastery experience, vicarious experience and social persuasion were major sources of self-efficacy among student-veterans.
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Jing, Xinlin. "Servant Leadership and Job Satisfaction." In Servant Leadership Styles and Strategic Decision Making, 106–30. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4996-3.ch004.

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This chapter seeks to investigate the association between servant leadership and job satisfaction in a healthcare-specific environment. The study uses the method of narrative enquiry within the framework of interpretative phenomenological analysis to capture the lived experience. Interviews were conducted with health professionals in a public hospital in China. The study's findings suggest that servant leadership contributes positively to health professionals' job satisfaction. The study provides insight into practical strategies for healthcare managers to optimize healthcare management. Although there are a few earlier studies that link servant leadership with job satisfaction, there has been an absence of research in the healthcare context.
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Kornacki, Gillian. "Transformational Learning Theory and Service-Learning Projects." In Advances in Educational Marketing, Administration, and Leadership, 346–69. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch018.

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This chapter investigates the University of Windsor's service-learning program Leadership Experience for Academic Direction's (L.E.A.D.) impact on teacher candidates' perceptions of teaching in-risk students. The L.E.A.D. program focuses on introducing teacher candidates to the Ministry of Ontario's Student Success initiatives and reflective teaching practices, and places teacher candidates with Student Success Teachers, allowing teacher candidates to learn from in-risk youth. This study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) to examine the lived experience of graduates of the L.E.A.D. program. Five graduates of the L.E.A.D. program who are currently practicing secondary teachers in southwestern Ontario were interviewed in one focus group and one individual interview. The responses indicated themes of the importance of relationship building with students, the value of school support systems, the positive impact of L.E.A.D. coursework, and altered efficacy and perceptions of teaching in-risk youth.
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Mahlangu, Vimbi Petrus. "Mentoring of Pre-Service Teachers." In Advances in Educational Marketing, Administration, and Leadership, 1–18. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch001.

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This chapter uses a qualitative research approach. It follows an interpretive constructionist paradigm. This approach emphasizes the idea that human knowledge is a human construct, and the chapter examines the world of lived experience from the point of view of pre-service teachers. Method used in collecting information was through literature review. The purpose of this chapter, therefore, is to argue for the mentoring of pre-service teachers. Topics covered are mentoring and professional development; teachers' rights and obligations; factors that discourage pre-service teachers to pursue teacher education; teacher recruitment strategies; teacher autonomy; as well as dealing with diversity and bullying in schools.
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Conference papers on the topic "Lived experience leadership"

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Saputra, D. "Banyu Urip Upper Perforation Shut-off: A Success Story of Hydroformed Expandable Casing Patch Installation to Reduce GOR and Maximize Oil Production." In Digital Technical Conference. Indonesian Petroleum Association, 2020. http://dx.doi.org/10.29118/ipa20-e-9.

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ExxonMobil Cepu Limited (EMCL), as the operator of Banyu Urip field in Cepu Block, Indonesia, observed several oil wells with high Gas Oil Ratio (GOR) after several years of production. Oil production curtailment was expected due to limited surface gas handling capacity. Additional stand-off against reservoir gas cap shall be established by performing top perforation interval shut-off to reduce GOR and maximize oil production. Perforation shut-off became more challenging due to high concentrations of H2S and CO2, relatively high reservoir temperature, long perforation interval, and total losses experience. The remedial solution required a V0 “gas-tight” qualification, live well execution, induced minimum to no formation damage, and provided minimum reduction of tubular Inner Diameter (ID) post remedial work to avoid significant production impact and allow future wireline tools deployment. Considering the high profile of Banyu Urip field, which currently produces ~29% of Indonesia’s oil production, EMCL selected the fit-for-purpose remedial method with the highest probability of success. The hydroformed expandable casing patch (patch) with Corrosion Resistance Alloy (CRA) material and its top-down expansion method was evaluated and selected. The re-designing of inflatable element was performed to improve durability in high temperature and verified by laboratory testing. Patches were installed and overlapped to cover the top perforation interval. Seals on top and bottom of the patch extremities formed V0 “gas-tight” sealing mechanism against the casing. The patches were deployed utilizing a smart coiled tubing. All patches were successfully installed as per plan. The wells were brought online with significantly reduced GOR post patches installation. This was the first installation of the patch utilizing smart coiled tubing and ~90 feet Coiled Tubing (CT) tower in sour wells within any ExxonMobil affiliates. The detailed technical preparation, strong safety culture and leadership as well as relentless learnings application have delivered a successful project to reduce Banyu Urip wells GOR and enable EMCL to maximize oil production.
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Lopes, Marcelo Garcez. "Safety Culture." In 2010 8th International Pipeline Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ipc2010-31368.

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The occurrence of accidents which resulted in lost work time, since 2007, prompted the Company to invest in a new Educational Program to prevent accidents. The program was divided into several parts. One of these parts was the project on Safety Culture. The Safety Culture project had been implemented since September, 2009, at PETROBRAS TRANSPORTES S.A. – TRANSPETRO, in Guarulhos, Sa˜o Paulo, Brazil. The project had intended to change the employee’s behavior, informing the employees, who are exposed the risks, to know and understand the risks associated with their tasks, delivering a higher perception of the risks and making possible a change of behavior resulting in employees reaching a safe attitude. The Safety Culture project was developed specifically for TRANSPETRO. The project was divided in three parts: Safety Culture Visual, Procedures and Leading with Safety. This paper will discuss the content one part, Safety Culture Visual. The Safety Culture Visual concept has as its main objective to completely change the visual of the Company. In this concept about Safety Culture Visual, the Company wanted to demonstrate its concern with employee’s safety. Although the goal of the project was to change worker’s behavior, it was important first to communicate that having a strong Safety Culture is a main objective of the Company’s culture. The beginning of the paper discusses how the company can change its visual. By changing your visual, the company can demonstrate to workers that they are interested in their safety and their lives. Posting warning signs at the entrance of the company, at the entrance of the offices, streets, work areas, and other settings where employees must go were all small signs that the company had started to focus on the importance of having a safety culture. By installing warning signs everywhere, workers who are exposed to the risks can better know and understand the risks associated with their tasks. This greater awareness of the risks associated with their tasks provide the employee a greater insight to the risks, enabling a behavior change and helping them reach a complete attitude on safety. The methodology that the Company has been using to implement this change in vision is an “Andrago´gico Model”, exploring the experience of the person; with a focus on the day by day work and daily life situations. The project has been applied in the form of weekly leadership meetings, where everybody has the opportunity to suggest ideas as to promote the change. Expecting results and consequence of the Project: • to turn the concept of safety into a real value to the worker; • to preserve the integrity and to give value to the life of the employee; • pursue a lasting and stable changing of behavior, with a culture based on safety; and • to support the management safety system and reduction of accidents. This project has reduced worker’s exposure to risks and has diminished the number of industrial accidents. Accidents with lost time: using a different concept to deal with safety, focusing directly on the behavior of the worker, leading the worker to a shaper perception of the risks and thus enabling a change of behavior towards a safer attitude.
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Reports on the topic "Lived experience leadership"

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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.

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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.
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Theory of change: Bet You Can Help. Addiction Recovery Agency, Beacon Counselling Trust, June 2021. http://dx.doi.org/10.33684/2021.004.

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Gambling-related harms are a significant public health issue in Great Britain. These harms are often underrecognized and most people who experience harms go without support. Under the leadership of Addiction recovery Agency (Ara) and Beacon Counselling Trust (BCT), the Bet You Can Help (BYCH) programme is filling the need for place-based education and training to identify and address gambling related harms. The BYCH programme is a community first aid model for safer gambling that promotes the early identification of people who are at risk of gambling related harms. Offered as a Level 2 Qualification through the Royal Society of Public Health, this programme aims to reduce harms and prevent lives being lost from gambling related harms in Great Britain. This theory of change considers the inputs, activities, outputs, and outcomes necessary to achieve these goals. It can be used by organizations, groups, and individuals in any sector impacted by gambling related harms in Great Britain.
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