To see the other types of publications on this topic, follow the link: Lived experience leadership.
Journal articles on the topic 'Lived experience leadership'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Lived experience leadership.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full text
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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
11
Gray, Mary Tod. "Nursing Leaders' Experiences With the Ethical Dimensions of Nursing Education." Nursing Ethics 15, no. 3 (May 2008): 332–45. http://dx.doi.org/10.1177/0969733007088358.
Full textAbstract:
This pilot study explores four nursing leaders' experiences with the ethical dimensions of leadership in education. Gathering and interpreting such data of experience fosters greater understanding of the nature of moral leadership as it is lived in nursing education. A phenomenological approach was used to collect and analyze the data. The results revealed four major themes: integrity, justice, wrestling with decisions in the light of consequences, and the power of information. These themes clarify the values that direct these leaders' actions as they mediate community needs common to educational and health care institutions.
12
D Flora, Jason. "The Doctoral Mentoring Relationship: The Phenomenology of Scholarly Leadership." International Journal of Doctoral Studies 12 (2017): 219–49. http://dx.doi.org/10.28945/3882.
Full textAbstract:
Aim/Purpose: Much has been written in academia about the meaningful relationship between doctoral students and their respective dissertation chairs. However, an often-overlooked benefit of the dissertation research process as a whole is its potential to professionally and personally transform the capacities of all concerned – the doctoral candidate, mentor/major professor, and committee. Background: From the exclusive perspective of the doctoral Chair/mentor, this qualitative study explores the potentially transformative power of the dissertation process as it relates to scholarly leadership. Methodology: In order to most accurately address the study’s research questions and to best capture the lived experiences of 4 purposefully selected doctoral chairs, each with varying degrees of dissertation guidance experience, the study was inten-tionally designed to leverage the phenomenological method. Data was collected through a series of in-person and phone interviews (each co-researcher was interviewed 3 times) and subsequently coded to determine emerging themes and categories relative to the co-researchers’ lived experiences as doctoral mentors. Contribution: Specific findings about what scholarly leadership means relative to doctoral student/mentor interactions, including how this pivotal relationship can be enhanced, support and contribute to current global higher education literature calling for increased understanding of and accountability within doctoral education as a whole. Such will further inform and enhance current mentoring best practices of graduate and undergraduate students alike. Findings: As a rich experiential education and learning opportunity, the essence of scholarly leadership features four essential elements: acting with authenticity, facilitating growth or change, holding vision, and acknowledging deficiency. Recommendations for Practitioners: It is recommended that practitioners of doctoral education, particularly at the dissertation Chair/mentor level, as well as institutionally, first genuinely value the results of this study, and, in turn, authentically and consistently implement such best practices in order to meaningfully enhance the quality of the overall doctoral experience. Recommendation for Researchers: Implicit below Impact on Society: Implementation of the study’s findings likewise has the potential to positively actualize the lives of doctoral mentors/major professors in their roles as educators, scholars, and life-long learners. Future Research: Further research is necessary to determine the relationship between scholarly research and each of its attendant essential elements: authenticity, facilitative behavior, vision, and deficiency.
13
Brown, Carleton H. "The Role of Leadership in Surviving a School Shooting." Journal of Cases in Educational Leadership 21, no. 2 (October 5, 2017): 3–14. http://dx.doi.org/10.1177/1555458917735357.
Full textAbstract:
At a small rural middle school in the southern United States, two students murdered a teacher, four students, and injured 10 during a shooting spree. This case represents the lived experiences of a school principal, counselor, and community that survived the deadly rampage. The case highlights the challenges that school leaders may face such as making quick decisions, managing volunteers, and assisting faculty, staff, students, and parents in returning to a level of normalcy. Although the experience is based on a real event, all identifying information (i.e., location, names) has been masked with pseudonyms. The case encourages discussion and reflection among school leaders in responding to youth violence on school campuses.
14
Mate, Susan Elizabeth, Matthew McDonald, and Truc Do. "The barriers and enablers to career and leadership development." International Journal of Organizational Analysis 27, no. 4 (September 2, 2019): 857–74. http://dx.doi.org/10.1108/ijoa-07-2018-1475.
Full textAbstract:
Purpose The purpose of this study is to contrast how the relationship between career and leadership development and workplace culture is experienced by women in two different countries and the implications this has for human resource development initiatives. Design/methodology/approach The study used a qualitative narrative research design to understand how the lived experiences of Australian and Vietnamese early- to mid-career female academics is engendered. Findings The study identified a number of key barriers and enablers that affected women’s career and leadership development. For the Australian participants, the main barrier included the competing demands of work and life and male dominated organisational cultures that discriminate against women in covert ways. The main enabler was mentoring and the building of professional networks that provided their careers with direction and support. For the Vietnamese participants, the main barriers were overt and included male-dominated organisational and societal cultures that limit their career and leadership development opportunities. The main enabler was having a sponsor or person with power in their respective organisation who would be willing to support their career advancement and gaining recognition from colleagues and peers. Research limitations/implications Gaining a deeper understanding of the barriers and enablers that effect women’s career and leadership development can be used to investigate how culturally appropriate developmental relationships can create ways to overcome the barriers they experience. Originality/value The study analysed the contrasting experiences of barriers and enablers from two cultures. The participants narrated stories that reflected on the gender politics they experienced in their career and leadership development. The narrative comparisons provide a unique lens to analyse the complex cultural experience of gender and work with potential implications for human resource development.
15
Young-Mason, Jeanine. "The Lived Experience of Lynn Serper." Clinical Nurse Specialist 35, no. 1 (January 2021): 46–47. http://dx.doi.org/10.1097/nur.0000000000000563.
Full text
16
Simpson, Cherie, and Patricia Carter. "Dementia Caregivers’ Lived Experience of Sleep." Clinical Nurse Specialist 27, no. 6 (2013): 298–306. http://dx.doi.org/10.1097/nur.0b013e3182a87287.
Full text
17
Sugrue, Ciaran. "Performativity and Professionalism: Irish Primary Principals' Experience of Building Leadership Capacity." European Educational Research Journal 8, no. 3 (January 1, 2009): 372–86. http://dx.doi.org/10.2304/eerj.2009.8.3.372.
Full textAbstract:
The evidence presented in this article regarding policy reforms in the Irish context may suggest that, until now at least, professionalism prevails over performativity when viewed from the perspectives of primary principals. Nevertheless, the article argues that the prevalence of professionalism may indeed be short lived and principals themselves may be complicit in hastening a more performative-driven culture within school communities as they compete for a share of systemic power and in the process increase professional distance between themselves and their teaching colleagues while promulgating a rhetoric of collegiality and shared leadership.
18
Curtis, Sharon. "Black women’s intersectional complexities." Management in Education 31, no. 2 (April 2017): 94–102. http://dx.doi.org/10.1177/0892020617696635.
Full textAbstract:
Recent educational literature has produced a plethora of gendered experiences encountered by women working towards leadership positions in education. Gender plays a complex role that shapes the relationship between perceived ideals of womanhood and leadership. This paper focuses on the variations in leadership and management distributed in the early years and the competencies needed in areas of socio-economic deprivation. The paper has focused on the findings taken from a research study (2014) that involved the lived experience of eight black women leaders within the UK. The study by Curtis (published 2014, see text for details) highlights a number of demanding complexities that do include gendered assumptions relating to the role of leadership within educational establishments. These issues pertain to certain identifying factors, such as a leader’s accent or choice of dress and traditional hairstyles (e.g. braids, afro, dreads or weaves). Alongside women’s choice of food, including any personal dietary requirements linked to religious beliefs, are areas that identify black women leaders with identities separate from those dominant within society. Such ideals may include a prescriptive view of women as leaders. The road to leadership demands a crescendo of shared voices and visions that support the diversity in the expression of women’s values, shaped by their perception, intuitive lenses, worldviews and lived experiences. This paper is intended to present black women’s intersections as one in which black women share skilfully their biculturalism and their abilities to act as a bridge for others sharing their cultural competencies.
19
Atsalos, Christine, and Jennifer Greenwood. "The lived experience of clinical development unit (nursing) leadership in Western Sydney, Australia." Journal of Advanced Nursing 34, no. 3 (May 9, 2001): 408–16. http://dx.doi.org/10.1046/j.1365-2648.2001.01758.x.
Full text
20
Avigur-Eshel, Amit, and Izhak Berkovich. "Using Facebook differently in two education policy protests." Transforming Government: People, Process and Policy 11, no. 4 (October 16, 2017): 596–611. http://dx.doi.org/10.1108/tg-06-2017-0029.
Full textAbstract:
Purpose Scholars have identified various uses of Facebook by activists and social movements in political activism and beyond. They overlooked, however, the possibility that social movements may take advantage of certain capabilities provided by social media platforms, while neglecting others, thereby creating differences in patterns of use between movements. The purpose of this paper is to investigate these differences and to assess the role of the lived experience of activists and supporters in shaping them. Design/methodology/approach This study compared two protests in Israel with respect to activists’ use of social media, the class profile of participants and the leadership’s demands and their resonance among various social groups. Each case was analyzed by combining thematic and quantitative analysis of online data from Facebook pages and of offline data from various sources. Findings The two protests exhibited distinctively different patterns of use of the capabilities provided by Facebook. These differences are associated with the lived experience of protest participants and of the individuals the movement leadership sought to mobilize. Originality/value This study is the first to show that successful public policy protests can exhibit distinctive use patterns of social media for political activism. It also identifies lived experience as an important factor in shaping these patterns.
21
Vito, Rosemary, and Bharati Sethi. "Managing change: role of leadership and diversity management." Journal of Organizational Change Management 33, no. 7 (July 24, 2020): 1471–83. http://dx.doi.org/10.1108/jocm-04-2019-0116.
Full textAbstract:
PurposeThe lived paid work experiences of two women (a European Canadian-born and a South Asian immigrant) demonstrate how low-quality leader–member exchanges and poor diversity management negatively influence employees' health, job satisfaction and retention during a period of major organizational change.Design/methodology/approachThis paper combined a narrative case study with auto ethnography to examine the lived paid work experiences of the two female authors and identify common patterns of meaning within the data.FindingsThe analysis of personalized accounts demonstrate the damaging results of a failed change management initiative when leaders did not follow an organizational change model and used an authoritarian leadership style. Further, the low-quality leader–member exchanges and poor diversity management reduced authors' feelings of inclusion and negatively impacted their emotional and physical health, job satisfaction, and retention.Research limitations/implicationsNew knowledge gained about leader–member exchange and diversity management has implications not only for leaders, but also human service managers. The data represents the authors' two perspectives, constraining generalizability. Larger samples of employees' narratives from diverse cultural/work backgrounds would be valuable to inform organizational change.Practical implicationsThe paper provides practical reasons for leadership training and skill development in change management models.Social implicationsGiven global demographic diversity, the findings are relevant to organizations, highlighting the importance of creating a climate of inclusion for workers' job satisfaction and retention and organizational success.Originality/valueWhile the sample size (n = 2) is very small, using a combination of personal experience methods offered insights into the complexity of leader–member exchange and diversity management from workers' perspectives, and went beyond successful cases, adding value to organizational change research.
22
Ott, Joyce, and Carl Ross. "The journey toward shared governance: the lived experience of nurse managers and staff nurses." Journal of Nursing Management 22, no. 6 (February 27, 2013): 761–68. http://dx.doi.org/10.1111/jonm.12032.
Full text
23
Hamad, Alanoud, and Vahe Kehyayan. "Nurses’ lived experience serving on unit-based councils: A literature review." Journal of Nursing Education and Practice 8, no. 12 (July 13, 2018): 21. http://dx.doi.org/10.5430/jnep.v8n12p21.
Full textAbstract:
Introduction: Shared governance (SG) is an organizational model that allows frontline nurses to have control over their daily work environment and nursing practice. Unit-based councils (UBC) are an important operational element of SG and its members are frontline nursing staff.Purpose and methods: The purpose of this paper is to review the literature on UBCs and SG, staff nurses’ perceptions, and factors that influence their adoption and successful implementation.Results: Five major themes emerged from the literature: perception of SG; leadership implications; improvement in patient care; increase in job satisfaction; and improvement in work environment.Conclusions: Nurses serving on UBCs have perspectives different from managers on the success of SG and UBCs. SG is viewed as a journey that requires continuous support from nurse leaders to address any issues that may arise during this journey.
24
Dahlstrom, Laura, Stephanie Miller, and June LeDrew. "Influential Factors in University Collective Bargaining Leadership: One Woman’s Lived Experience as Chief Negotiator." Journal of the World Universities Forum 4, no. 3 (2011): 93–106. http://dx.doi.org/10.18848/1835-2030/cgp/v04i03/56751.
Full text
25
Byrne, Louise, and Til Wykes. "A role for lived experience mental health leadership in the age of Covid-19." Journal of Mental Health 29, no. 3 (May 3, 2020): 243–46. http://dx.doi.org/10.1080/09638237.2020.1766002.
Full text
26
Chapman, Ann LN, Ross Christie, Ross Lamont, Marta Lewandowska, Luan Tong, Fiona Tsim, Mohammad Abul, and Helen Mackie. "Leadership development in undergraduate medical education: evaluation of students’ perceptions of a student-selected leadership module." BMJ Leader 4, no. 3 (May 6, 2020): 141–43. http://dx.doi.org/10.1136/leader-2019-000202.
Full textAbstract:
BackgroundThere is increasing recognition of the importance of leadership development within undergraduate medical training. One method of doing this is through student-selected components (SSCs), optional modules that allow students to explore an area in greater depth than in the core curriculum. An SSC in medical leadership has been offered at the University of Glasgow since 2015. We evaluated students’ perceptions of this SSC.MethodsStudents are required to submit a written reflective report on the SSC. These were analysed thematically to determine students’ lived experience. Respondent validation and independent anonymised feedback to the university were used for triangulation.ResultsStudents reported that the SSC allowed them to experience aspects of healthcare not encountered elsewhere in their training. Three themes were derived from the analysis, relating to SSC structure, areas of learning and personal development/impact. Students recognised that leadership development is important within the curriculum and felt that it should be available to all medical students.ConclusionThis evaluation of students’ perceptions of a leadership SSC identified characteristics of the module that were felt by students to be valuable in leadership development and will support development of similar leadership modules at undergraduate and postgraduate levels.
27
Smith, Phillip A. "Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village." Journal of School Leadership 31, no. 1-2 (January 2021): 29–49. http://dx.doi.org/10.1177/1052684621993051.
Full textAbstract:
This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examine the personal and professional experiences, philosophies, and praxis of 14 Black male school leaders. Study findings are presented as an intergenerational dialog with participants, based on their years of leadership experience. These leaders exhibit a liberatory care-based approach to leadership as an expression of social justice advocacy, civil rights activism, community and evidenced action-orientated commitment to a dismantling of structured and systemic forms of racism, anti-Black racism entrenched segregation, and other inequities that discriminate and disproportionately marginalize significant numbers of students and their communities. As captured through the narratives shared, this is evidenced through greater, and positively encouraged, levels of parental and other community member involvement in school activities, as a core aspect of the leadership and decision-making processes. The research expands understanding of paradigms of critical race leadership and disrupts the normative educational leadership that ill-serve significant sections of our student populations and communities.
28
Rafeld, Jessie, Kristen Moeller-Saxone, Sue Cotton, Simon Rice, Katherine Monson, Carol Harvey, and Helen Herrman. "‘Getting our voices out there’: acceptability of a mental health participation programme for young people with out of home care experience in Australia." Health Promotion International 35, no. 5 (October 11, 2019): 1085–93. http://dx.doi.org/10.1093/heapro/daz105.
Full textAbstract:
Abstract Youth with experience of out-of-home-care (OoHC) typically have poorer mental health than their peers in the general population, and lack opportunities to contribute to service planning. Promoting mental health through leadership training may improve young people’s mental health and facilitate system change. The Bounce Project is a pilot youth-leadership mental health training programme co-designed with young people who have experienced OoHC. In this study, we evaluated the Bounce Project from the young people’s perspectives to explore the acceptability, successes and limitations of the training to promote the participant’s mental health and their contribution to system level change. Thirteen young people aged 18–26 years old who had experienced OoHC and participated in the Bounce Project were interviewed. Semi-structured interviews were conducted and thematically analysed. Four major themes were thereby identified: making their mark; opportunities for growth; redefining roles and pitfalls of research participation. Participants valued the opportunity to have their voices heard, participate in research and learn about mental health. Perceived negative aspects included infrequent participation opportunities, interpersonal difficulties and frustration about the limitations of research including pressure to recruit and restrictive deadlines. Participating in the Bounce Project was a mostly positive experience, but young people also encountered barriers to meaningful participation. Youth with lived experience need more avenues to participate in research and leadership, but research programmes require specific designs that take into consideration the needs of participants and create opportunities for effective and meaningful participation.
29
Brown, Jana, Glendora A. Hochstetler, Sarah A. Rode, Samuel P. Abraham, and Deborah R. Gillum. "The Lived Experience of First-Year Nurses at Work." Health Care Manager 37, no. 4 (2018): 281–89. http://dx.doi.org/10.1097/hcm.0000000000000228.
Full text
30
Cherkowski, Sabre, Benjamin Kutsyuruba, and Keith Walker. "Positive leadership: animating purpose, presence, passion and play for flourishing in schools." Journal of Educational Administration 58, no. 4 (June 19, 2020): 401–15. http://dx.doi.org/10.1108/jea-04-2019-0076.
Full textAbstract:
PurposeThe purpose of this multiyear research study is to examine leadership in K-12 schools using a positive organizational perspective to understand how to foster, support and encourage flourishing in schools. In this article, the authors describe the lived experiences of a small group of principals and vice-principals in K-12 schools describing how they have experienced flourishing in their work.Design/methodology/approachThe research was carried out using a qualitative, phenomenological approach to examine the lived, concrete and situated experiences of a small sample of school administrators (N = 9) in two school districts in the province of British Columbia, Canada. Data were collected through individual interviews that were designed to be appreciative in nature. These lasted between 60 and 90 min, were recorded and transcribed. The interview data were deductively and inductively analyzed and arranged into themes that demonstrate the key components of positive leadership for flourishing in schools, derived from these participants' experiences.FindingsBuilding on and extending their findings that school administrators feel a sense of flourishing when they focus on their work from the values of purpose, passion and play, the authors found that a fourth value, presence, was important for these participants to experience well-being at work. Principals’ sense of well-being was strongly related to the notion of balance in their work and life, which helped them address potential stress and ill-being. Findings suggest that a strengths-based, positive approach to school leadership offers an alternative perspective for supporting and encouraging well-being at work.Research limitations/implicationsLimitations of this research include the small sample size and the appreciative focus with which the data were collected that meant that participants were providing their experiences from a positive perspective. This article offers a complementary perspective for researching well-being in schools, from a positive, strengths-based approach to examining the work of administrators.Practical implicationsThe authors offer insights into the work of school leaders from an appreciative, strengths-based perspective on understandings and practices that may be useful to principals and vice-principals who wish to enhance their workplace well-being. The authors suggest that administrators can learn to craft their work in ways that highlight existing well-being conditions toward amplifying and sustaining well-being. Working from four animating values for flourishing seemed to promote well-being for this small sample of administrators within the existing challenges and complexities of their work.Originality/valueThis article offers examples of lived experiences of principal and vice-principal well-being that highlight what happens when school leaders attend to their work from a positive, appreciative, strength-based perspective. This research perspective is an additional source of knowledge about well-being in schools complementing the existing research on well-being from a stress management and reduction perspective.
31
Sposato, Martin. "Understanding paternalistic leadership: how to work with Chinese leaders." Development and Learning in Organizations: An International Journal 33, no. 6 (November 4, 2019): 19–21. http://dx.doi.org/10.1108/dlo-12-2018-0169.
Full textAbstract:
Purpose The purpose of this viewpoint is to introduce Westerners to Chinese leadership, leader behaviors, and expectations. The main features of Chinese paternalistic leadership (PL) are explored before outlining practical advice on what to expect when working with Chinese paternalistic leaders and their organizations. Design/methodology/approach This viewpoint is developed from both a review of the literature on paternalistic leadership and 45 in-depth interviews with Chinese leaders and their subordinates. This systematic data collection is coupled with lived experience, as the author lived, worked, and studied in China for three years. Findings The paper makes salient the three main behaviors of Chinese PL, as identified in the literature: benevolence, authoritarianism, and morality. This paper reports on how those unfamiliar with Chinese PL can negotiate and potentially thrive under this type of leadership. Originality/value The main contribution of this paper is the advice offered for those unfamiliar with PL; this advice is based on the academic literature and primary research. The advice, such as saving face and the importance of loyalty, makes the academic literature more accessible and lends practical application by highlighting how the research on PL is relevant to subordinates and colleagues.
32
Jones, Nev, Kendall Atterbury, Louise Byrne, Michelle Carras, Marie Brown, and Peter Phalen. "Lived Experience, Research Leadership, and the Transformation of Mental Health Services: Building a Researcher Pipeline." Psychiatric Services 72, no. 5 (May 2021): 591–93. http://dx.doi.org/10.1176/appi.ps.202000468.
Full text
33
O’Neill, Claire. "Unwanted appearances and self-objectification: The phenomenology of alterity for women in leadership." Leadership 15, no. 3 (December 26, 2018): 296–318. http://dx.doi.org/10.1177/1742715018816561.
Full textAbstract:
This paper introduces the concept of dys-appearance ( Leder, 1990 ) as a way of conceptualising the lived experience of alterity (or Otherness) of women’s bodies in leadership. Drawing on an in-depth qualitative study (using interviews and photo-elicitation) it contributes towards growing bodies of literature that emphasise the corporeal and highlight the Othering of the female body in the masculine discourse of leadership. Contemporary leadership scholars have drawn on Merleau-Pontian phenomenology to conceptualise the fundamental reversibility of embodied perception between the leader and the follower, but this analysis has not extended to a consideration of the sexed and gendered body. By focusing on the subjective experiences of women leaders this paper demonstrates the phenomenon of dys-appearance ( Leder, 1990 ) in which the female body, which signifies a socially problematic presence in this context, appears to the subject in a disruptive or unwanted manner within their self-perception. The self-objectification and dys-appearance of the recalcitrant body exerts a telic demand upon the self to rectify its problematic presence and return it to a state of undisruptive normality. This analysis contributes novel insights on the unique or different experiences of leadership for women, and the impact of the problematizing of the female body on their self-perceptions.
34
Gillard, Steve, Rhiannon Foster, Sarah Gibson, Lucy Goldsmith, Jacqueline Marks, and Sarah White. "Describing a principles-based approach to developing and evaluating peer worker roles as peer support moves into mainstream mental health services." Mental Health and Social Inclusion 21, no. 3 (June 12, 2017): 133–43. http://dx.doi.org/10.1108/mhsi-03-2017-0016.
Full textAbstract:
Purpose Peer support is increasingly being introduced into mainstream mental health services internationally. The distinctiveness of peer support, compared to other mental health support, has been linked to values underpinning peer support. Evidence suggests that there are challenges to maintaining those values in the context of highly standardised organisational environments. The purpose of this paper is to describe a “principles-based” approach to developing and evaluating a new peer worker role in mental health services. Design/methodology/approach A set of peer support values was generated through systematic review of research about one-to-one peer support, and a second set produced by a UK National Expert Panel of people sharing, leading or researching peer support from a lived experience perspective. Value sets were integrated by the research team – including researchers working from a lived experience perspective – to produce a principles framework for developing and evaluating new peer worker roles. Findings Five principles referred in detail to: relationships based on shared lived experience; reciprocity and mutuality; validating experiential knowledge; leadership, choice and control; discovering strengths and making connections. Supporting the diversity of lived experience that people bring to peer support applied across principles. Research limitations/implications The principles framework underpinned development of a handbook for a new peer worker role, and informed a fidelity index designed to measure the extent to which peer support values are maintained in practice. Given the diversity of peer support, the authors caution against prescriptive frameworks that might “codify” peer support and note that lived experience should be central to shaping and leading evaluation of peer support. Originality/value This paper adds to the literature on peer support in mental health by describing a systematic approach to understanding how principles and values underpin peer worker roles in the context of mental health services. This paper informs an innovative, principles-based approach to developing a handbook and fidelity index for a randomised controlled trial. Lived experiences of mental distress brought to the research by members of the research team and the expert advisors shaped the way this research was undertaken.
35
Benjamin, Anthea, and Sarah Tucker. "We’ve all got skin in the game: National Diversity Working Group: Power, Privilege and Position." Group Analysis 54, no. 3 (April 14, 2021): 437–59. http://dx.doi.org/10.1177/05333164211008412.
Full textAbstract:
This article describes the thinking and processes involved in initiating the National Diversity Working Group: Power, Privilege and Position (PPP) at the Institute of Group Analysis (IGA) in the UK. It argues that while group analysis is in theory distinguished by a commitment to engaging in power differences and wider socio-political issues, this theory has not hitherto been deeply reflected in practice in the institutional culture of the IGA, reflecting a disconnect between theory and practice. This article suggests that in practice there has been lived experience of a culture of various institutional prejudices. In this context there was an increasingly urgent need to take action to address the intransigent culture around power and difference at the IGA. The PPP was needed as a response to the entrenched anti-group processes at work in maintaining institutional prejudices. Positive responses to addressing institutional racism have created opportunities for organizational change. The article explores how the PPP working group’s responses to addressing institutional racism worked to support organizational change and how this work has been instituted throughout the wider community. The article emphasizes how in response to the Black Lives Matter movement (BLM), issues concerning race have recently become focal in the PPP’s life and therefore form the focus of the article. Drawing on Brown’s notion of the ‘Monitor of Justice’ it argues that in setting up the PPP there was a harnessing of hitherto marginalized but pro-social group norms in the IGA culture in the face of anti-social institutional prejudice. In this context the article contains a detailed reflection of the lived experience of a black group analyst taking on a key leadership role in the organization by becoming the Chair of the PPP. It describes how under this leadership, working collaboratively with colleagues, PPP has become a highly innovative and creative centrifugal force in the IGA within two years. It tracks the process of culture change and how creating a safe space for experiences of marginalization within organizations can lead to wider system changes that increase inclusivity. When institutions can remain open and not become defensive about these experiences, this can lead to the wider culture being able to integrate these important experiences and adapt.
36
Ragnarsson, Sigurdur, Erla S. Kristjánsdóttir, and Sigrún Gunnarsdóttir. "To Be Accountable While Showing Care: The Lived Experience of People in a Servant Leadership Organization." SAGE Open 8, no. 3 (April 2018): 215824401880109. http://dx.doi.org/10.1177/2158244018801097.
Full text
37
Oyeniran, Rassidy. "Women Educational Leaders in Principalship: Exploring the Lived Experiences of Women Heading Primary Schools in Côte d’Ivoire." International Journal of Contemporary Education 1, no. 1 (April 13, 2018): 36. http://dx.doi.org/10.11114/ijce.v1i1.3209.
Full textAbstract:
In Côte d’Ivoire, the situation of women in positions of power remains a sensitive and controversial issue. Women are mostly subjected to preconceptions that place them in challenging situations. The study sought to explore the experiences of women primary school principals, and to examine the hindrances that these women leaders encounter. Using mixed method approach, 11 women principals were purposefully sampled from the research field comprised of 11 primary schools located in Abidjan. The questionnaire and the semi-structured interview were utilized as tools to gather data. Findings revealed that women principals have hidden talents and competencies, as they perform in an ethical manner using the transformational style of leadership. Yet, as showed in the results, women principals experience a number of challenges and hurdles that stand in their pathways or occur when performing their leadership roles. The current study advocates getting rid of unnecessary and harmful prejudices that prevent women from moving up in order to allow them to express their inner potential. Besides, this study suggests a critical way of thinking with a view to promoting women in educational leadership positions. There is a need to empower women not only by bridging the gap that exists between men and women, but also for the welfare of students, especially those with special needs, because every schoolchild regardless his or her family background has the right to succeed in his or her learning process according to the principle of equity, universally recognized.
38
Wong, Anne, Colleen McKey, and Pamela Baxter. "What’s the fuss? Gender and academic leadership." Journal of Health Organization and Management 32, no. 6 (September 17, 2018): 779–92. http://dx.doi.org/10.1108/jhom-02-2018-0061.
Full textAbstract:
PurposeWomen continue to be disproportionately represented in top leadership positions. Leadership development programs typically focus on skills attainment. The purpose of this paper is to explore the perceptions and experiences of academic leaders in order to inform how leadership development programs may more effectively address the gender gap in leadership.Design/methodology/approachA sequential mixed methods study design was used. Participants completed the Leadership Practice Inventory ®(LPI) survey followed by individual interviews of a subset of participants. The survey results were analyzed and compared by gender using thet-test. Thematic analysis was used to compare themes across and between genders. Quantitative and qualitative findings were integrated in the final analysis.FindingsIn total, 65 leaders (38 women; 27 men) (37.7 percent response rate) participated in the survey. There were no significant demographic or statistical differences between women and men on any of the LPI® components. Five women and five men were interviewed. Thematic analysis revealed common leadership aspirations and values. Gender differences were noted in leadership attainment, mentorship and the influence of gender on leadership. While the male narratives reflected cognitive awareness of gender inequities, the female narratives also included lived experiences. Male participants focused on the importance of meritocracy whereas the female participants emphasized the gendered social and structural influences on leadership attainment.Practical implicationsLeadership development programs need go beyond generic “skills-building” in order to conceptualize leadership within a gendered social context. This framework will enable critical awareness and tools for developing both women and men’s fullest leadership potential.Originality/valueThis study was conducted in order to better understand how academic health leaders experience the intersection of gender and leadership. The findings contribute to the current literature by providing insight into perceptual gaps that exist at the level of practice between women and men leaders. In doing so, the authors discuss how leadership development programs may play a more effective role in addressing gender equity in leadership.
39
Bass, Lisa R. "Black Male Leaders Care Too: An Introduction to Black Masculine Caring in Educational Leadership." Educational Administration Quarterly 56, no. 3 (May 14, 2019): 353–95. http://dx.doi.org/10.1177/0013161x19840402.
Full textAbstract:
Background: This study addresses the leadership of African American male leaders and their operationalization of the ethic of care in their practice by analyzing the educational leadership of African American men through an ethic of care lens. Purpose: The purpose of this article is to simultaneously remind readers of the importance of caring in schools, while discussing the caring styles of Black males in leadership. Research Design: This study examined the lived experiences of 10 African American male administrators to understand their perceptions of caring leadership. The phenomenon of interest was investigated using qualitative, exploratory study methodology to facilitate the collection of rich data that tells the stories of the participants. The themes discovered during the focus group were used during the one-on-one interviews to probe deeper into the issues and evaluate the consistency of the themes. Striking similarities that fit logically into themes emerged in the data from the focus group and the individual interviews. Findings: The themes that emerged from this study did not support the stereotype so often set forth regarding Black male leadership. The major emergent themes were: Black male leaders cared and liked being associated with caring, they felt they had to mask their caring nature because of societal expectations, they view themselves as father figures, they strongly identify and connect with a sense of spirituality, they believe that action must follow caring, and they practice “rough love” as care. Conclusion: The core foundational principles of Black Masculine Caring include a framework that acknowledges Black men have the capacity to care, and often care deeply. Black men’s capacity to care depends on their prior experience as Black men. The caring exhibited by Black men is influenced by their culture, and caring demonstrated by Black men is often misunderstood or misinterpreted.
40
Gregory, Anne, Bill Nichols, and John M. Underwood. "The lived experience of UK health communication professionals during the Covid-19 pandemic." Journal of Communication Management 25, no. 2 (April 29, 2021): 105–24. http://dx.doi.org/10.1108/jcom-01-2021-0014.
Full textAbstract:
PurposeThis research explores approaches to, impacts of and reflections on the Covid-19 pandemic for professional communicators in the English National Health Service. It was undertaken in order to understand and analyse their lived experience and make recommendations for improving future system-wide performance.Design/methodology/approachGiven the work pressure and additional commitments that communication practitioners have when working in crisis, the researchers chose a single data collection method. Qualitative and quantitative data collection was undertaken using an extensive self-completion survey instrument.FindingsTen distinct themes covering four time phases: crisis preparedness, entering the crisis, pandemic peak and post “first-wave” are discussed. They examine crisis readiness, to shifts in priorities and communication approaches to system-wide leadership and integration and the re-positioning of communication as a central player in pandemics.Practical implicationsThe research outlines a number of areas for improvement along with practical recommendations for actions in the health system in readiness for future pandemics.Originality/valueThis is the first time the lived experience of communicators working through a pandemic at all levels in a national health system has been researched in the public relations literature.
41
Dumville, David N. "Frivolity and Reform in the Church: The Irish Experience, 1066–1166." Studies in Church History 48 (2012): 47–64. http://dx.doi.org/10.1017/s0424208400001236.
Full textAbstract:
In mid November 1064, what was perhaps the most important pre-Crusade pilgrimage to Jerusalem left Bavaria under the leadership of Günther, bishop of Bamberg. The number of pilgrims, all unarmed, is stated as some seven thousand in the least incredible source text. The leading ecclesiastics came from all over the northern half of the Empire, from Utrecht to Regensburg. A substantial contingent hailed from the province of Mainz, led by Archbishop Siegfried. Only some two thousand are said to have returned the following year. Our earliest source is the chronicle kept at Mainz by the Gaelic inclusus, Moelbrigte / Marianus Scottus (d. 1082/3), who had lived at Mainz since 1069 and was certainly writing his chronicle by 1073/4.
42
Elliott, Ian C., Caroline Sinclair, and Hannah Hesselgreaves. "Leadership of Integrated Health and Social Care Services." Scottish Affairs 29, no. 2 (May 2020): 198–222. http://dx.doi.org/10.3366/scot.2020.0316.
Full textAbstract:
This research explores the lived experience of those individuals charged with leading the integration of health and social care services in Scotland. The research was primarily qualitative in nature – comprising of a qualitative survey of front-line managers of integrated health and social care services from a single partnership area. The survey explored the management and leadership tasks and activities expected of those leading health and social care teams. The research uncovers a sense that these new leadership positions are both overwhelming in the scope of tasks required and lack clarity in how these tasks should be undertaken. This highlights a need for coordinated support and training for staff who are charged with leading integrated health and social care teams. Three key recommendations have been drawn from the findings of this research: more support should be provided to managers working within these complex integrated systems; a joint training programme should be developed for managers across both partnering organisations and finally relevant policies and procedures should be compiled into one reference resource for managers of integrated services.
43
Pollack, Shoshana. "Transformative Praxis With Incarcerated Women: Collaboration, Leadership, and Voice." Affilia 35, no. 3 (December 11, 2019): 344–57. http://dx.doi.org/10.1177/0886109919886133.
Full textAbstract:
The ever-widening net of racialized and colonial carceral spaces and neoliberal strategies of control of poor and marginalized communities means that social workers are often in positions of complicity with or resistance to (or both) the norms and practices of the carceral state. Feminist praxis can both challenge and inadvertently sustain the prison industrial complex and its harms. Approaches that even tacitly accept some of the basic premises and discourses of correctional frameworks risk being co-opted and transmuted into racialized and colonial control practices. In this article, I use the example of Walls to Bridges Canada, a social justice iteration of the U.S.-based Inside-Out Prison Exchange Program, to illustrate the power and significance of feminist praxis that privileges the epistemic vantage point of those who are incarcerated. This article will examine how collaborative work with criminalized and incarcerated women (in classrooms, research studies, and community work) moves beyond “giving voice,” to promoting leadership by those with lived experience and shared collaborative knowledge production.
44
Carter, Susan. "The Journey of a Novice Principal: Her Struggle to Maintain Subjective Wellbeing and Be Spiritual School Leader." International Journal of Education 10, no. 3 (August 23, 2018): 1. http://dx.doi.org/10.5296/ije.v10i3.13542.
Full textAbstract:
This paper contributes knowledge to the field of well-being studies, specifically as an example of how religious beliefs contribute to the maintenance of subjective wellbeing. The research study utilised a hermeneutical phenomenology study where the overarching question was: What was the lived experience of one novice female principal struggling to maintain her subjective wellbeing whilst simultaneously being a spiritual leader in her school? The Hermeneutical Circle was used as a basis to guide the investigation. The key finding of the study wasthat self-reflective meaning making and positive thinking, built capacity for leadership. In this instance, it is the interplay of educational, spiritual and mental health knowledges that strengthened leadership capacity to plan for, and to meet the complex challenges posed within the workplace.
45
Gregorzewski, Malte, Michael Schratz, and Christian Wiesner. "Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy." Center for Educational Policy Studies Journal 8, no. 3 (September 28, 2018): 59. http://dx.doi.org/10.26529/cepsj.498.
Full textAbstract:
This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.
46
Verrico, Kristina, and Jill Reese. "University musicians’ experiences in an iPad ensemble: A phenomenological case study." Journal of Music, Technology and Education 9, no. 3 (December 1, 2016): 315–28. http://dx.doi.org/10.1386/jmte.9.3.315_1.
Full textAbstract:
This phenomenological case study describes the lived experiences of eleven university music majors participating in an iPad ensemble. The research was guided by the following question: What are their perceptions of their experiences using technology to create and perform music in an iPad ensemble? Participants were six music education majors and five music therapy majors. They met for seven weeks and concluded with a performance that included original compositions, improvisations and cover songs. Data included weekly written reflections and interviews with each participant. The essence of their experience was a sense of freedom from restrictions imposed by previous formal training and a feeling of empowerment developed through collective exploration and creativity in an autonomous environment free from judgement. Four themes support the essence: (1) informal and judgement-free context; (2) exploration, socially constructed knowledge and collaboration; (3) democracy, shared leadership and autonomy and (4) process and enjoyment.
47
Ruiz, Melinda. "The Lived Experience of the Nurse Assisting a Family in Perinatal Loss." Clinical Nurse Specialist 22, no. 2 (March 2008): 107–8. http://dx.doi.org/10.1097/01.nur.0000311787.93239.56.
Full text
48
Rogers, Helen. "The role of nursing leadership in supporting the delivery of compassionate care during NHS mergers and acquisitions." British Journal of Healthcare Management 27, no. 7 (July 2, 2021): 186–93. http://dx.doi.org/10.12968/bjhc.2020.0137.
Full textAbstract:
Background/Aims This qualitative study explores the role of nursing leadership in supporting the delivery of compassionate care in a hospital that experienced both an acquisition and merger within 5 years. It aimed to understand the impact that NHS mergers and acquisitions have on a nursing team's capacity to deliver compassionate care to patients and to explore how nursing leadership can support the delivery of compassionate care during these periods. Methods Semi-structured interviews were undertaken with seven members of purposively recruited staff, who had lived experience of working at a hospital during an acquisition by a larger NHS trust, followed by a merger with another large NHS trust 5 years later. Results Staff valued authentic, honest and visible nurse leadership that was understanding of the context in which they were delivering care. Ward managers and matrons acted as ‘shock absorbers’ to protect their teams from the negative aspects of the change process. However, this came at an emotional cost and demonstrates the need for continued support structures. Conclusions This case study shows that staff value being able to deliver compassionate care; it gives meaning to their work, especially the ‘small things’. However, the context of care delivery can affect their ability to do this. There remains a great need for emotional support for staff to sustain their resilience in the face of changing staff, policies, practices and clinical models.
49
Ford, Daniel, and Sean Blenkinsop. "Letters from a dying college: How the climate crisis demands a wilder pedagogy and wilder policies." Policy Futures in Education 19, no. 3 (March 17, 2021): 387–99. http://dx.doi.org/10.1177/14782103211001635.
Full textAbstract:
This paper takes the academically unorthodox form of personal correspondence. This method, of letters between two educators writing to one another across the distance of two continents and different experiences, seeks to create an inclusive, confessional tone, one that invites the reader to get closer to the lived experience of those struggling within the educational and environmental crises. Critically, this correspondence also seeks to open discussion about the difficult demands of state secondary and tertiary education. The authors explore issues regarding their denuded experiences of working in formal education settings while bearing witness to environmental degradation and ecological collapse. In light of their exploration, the authors argue for an ‘agrios’, a wilder, more expansive polis, coupled with more ecologically-inclusive governance, to address the current potentially catastrophic political leadership that has seemingly turned away from ecological responsibility. This paper culminates in direct letters that focus on a series of practical proposals for action and on four premises for developing agriocy – the policy that supports the agrios/agriocity.
50
Lowery, Kendra, and Sybil Jordan Hampton. "Surviving Shunning at Central High School: Lessons From Sybil Jordan Hampton for Social Justice Leaders." Journal of School Leadership 30, no. 4 (November 13, 2019): 337–55. http://dx.doi.org/10.1177/1052684619884770.
Full textAbstract:
Sybil Jordan Hampton’s lived experience as the only African American in her class at Little Rock (AR) Central High School from 1959 to 1962 is presented. Sybil valued assets within her family and community, exhibited critical consciousness, and had courage in the face of being shunned. Leaders who aim to interrupt inequitable outcomes in schools must recognize the assets of their students, families, and communities; exhibit critical consciousness; and be courageous. Therefore, Sybil’s leadership serves as an example of how leaders other than those in formal positions can inform the development of leaders for social justice.