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Relevant bibliographies by topics / Symbolic leadership

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Academic literature on the topic 'Symbolic leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Symbolic leadership"

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Paul, Jim. "A Symbolic Interactionist Perspective on Leadership." Journal of Leadership Studies 3, no. 2 (April 1996): 82–93. http://dx.doi.org/10.1177/107179199600300207.

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Portis, E. B. "Charismatic Leadership and Cultural Democracy." Review of Politics 49, no. 2 (1987): 231–50. http://dx.doi.org/10.1017/s0034670500033805.

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If democracy in the sense of popular rule is to have a significant degree of realization in the modern world, it will have to mean popular control of cultural meaning and cultural change rather than public policy. While the impact of cultural values on public policy is problematic, there is more at stake in political struggle than specific policies. In fact, the most important personal consequences of politics are thoroughly symbolic, and the symbolic rewards of “cultural democracy” are likely to be more meaningful than the tangible rewards of distributive policies. Although popular control of these meaningful symbolic rewards is possible, such control could occur only through the mediation of charismatic leaders.

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Slater, Robert O. "Symbolic Educational Leadership and Democracy in America." Educational Administration Quarterly 30, no. 1 (February 1994): 97–101. http://dx.doi.org/10.1177/0013161x94030001007.

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Lahtero, Tapio Juhani, and Mika Risku. "Symbolic leadership and leadership culture in one unified comprehensive school in Finland." School Leadership & Management 32, no. 5 (November 2012): 523–35. http://dx.doi.org/10.1080/13632434.2012.724669.

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Lord, Robert G., and Sara J. Shondrick. "Leadership and knowledge: Symbolic, connectionist, and embodied perspectives." Leadership Quarterly 22, no. 1 (February 2011): 207–22. http://dx.doi.org/10.1016/j.leaqua.2010.12.016.

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McGaughey, Judith L. "Symbolic leadership: Redefining relations with the host organization." New Directions for Adult and Continuing Education 1994, no. 56 (1992): 39–50. http://dx.doi.org/10.1002/ace.36719945606.

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Linder, Christian. "Expatriates’ willingness to adjust their symbolic leadership abroad. An analysis of how culture affects expatriates’ use of symbolic interaction." Journal of Global Mobility 3, no. 3 (September 14, 2015): 244–72. http://dx.doi.org/10.1108/jgm-05-2014-0013.

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Purpose – The purpose of this paper is to analyze the relation between perceived cultural distances and the willingness to adjust symbolic leadership by expatriates. Further, it is asked whether this adjustment has the potential to increase their acceptance as leader by the foreign workforce. Design/methodology/approach – The research derives testable propositions from symbolic leadership theory and the theory about cultural distance and transfers them into a structural equation model in order to identify the impact of cultural distance on expatriates’ adjustment effort. Therefore, an empirical investigation among German expatriates in the Philippines was conducted. Findings – The study contributes to the understanding of symbolic leadership in several unique ways. It is found that there is a relationship between perceived cultural distance and a willingness for symbolic leadership behavior in order to reduce social sanctions caused by unappropriated symbolism. The study shows that willingness to adopt foreign symbols does not lead to an increased acceptance. Originality/value – This research implies that the willingness alone is not sufficient if the appropriate cultural knowledge and required skills do not exist. Thus, this study points to the importance of expatriates’ cultural knowledge for the success of foreign assignments.

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McGowan, Emer, Cathal Walsh, and Emma Stokes. "Clinical physiotherapists’ experiences of leadership in physiotherapy in Ireland." BMJ Leader 1, no. 4 (November 4, 2017): 57–63. http://dx.doi.org/10.1136/leader-2017-000025.

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BackgroundPrevious studies indicated that physiotherapy managers and clinical specialists perceive themselves to be most effective at demonstrating leadership capabilities associated with the human resource and structural frames.AimTo investigate physiotherapists’ perceptions of the leadership capabilities of physiotherapy management in their workplace.MethodsA quantitative study was performed using a paper-based survey with a purposive sample of physiotherapists. The survey asked participants to rate 24 leadership capabilities on two questions: ‘How important are these capabilities for physiotherapy management to demonstrate?’ and ‘How effective is physiotherapy management in your workplace at demonstrating these capabilities?’ The leadership capabilities were derived from the leadership framework of Bolman and Deal.ResultsThe response rate was 55% (n=303). The Friedman test indicated that there was a significant difference in the ratings of importance of the leadership capabilities across the frames (X2(3)=9.362, P=0.025). Post-hoc analysis demonstrated that the symbolic leadership capabilities were rated more highly for importance than the structural leadership capabilities (Z=−2.640, P=0.008). There was also a significant difference in the ratings of effectiveness on the leadership capabilities across the frames (X2(3)=78.022, P<0.001). Physiotherapy management were rated as most effective at demonstrating structural and political frame capabilities and least effective on symbolic frame capabilities.ConclusionsThere is a discrepancy between the leadership capabilities that physiotherapists perceive physiotherapy management to be most effective at demonstrating and the leadership capabilities they perceive to be most important. Physiotherapy management may benefit from specific leadership programmes to develop their leadership capabilities in the symbolic frame.

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Picard, Hélène, and Gazi Islam. "‘Free to Do What I Want’? Exploring the ambivalent effects of liberating leadership." Organization Studies 41, no. 3 (January 25, 2019): 393–414. http://dx.doi.org/10.1177/0170840618814554.

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This study examines the phenomenon of ‘liberating leadership’, an emerging trend promising self-mastery and collective unity, resonating with the literature on post-heroic leadership. We evaluate the claims of liberating leadership from a psychodynamic perspective, using a Lacanian approach. We examine how post-heroic forms of leadership reconfigure symbolic and imaginary aspects of follower identification, with ambivalent effects. Drawing empirically on the case of a Belgian banking department, we trace how a ‘liberating’ leader was able to garner intense psychological attachment among followers, accompanied by the ‘dark sides’ of personal exhaustion and breakdown, normative pressure to be overly happy, and the scapegoating of contrarian managers representing symbolic prohibition.

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Michael V. Angrosino. "Symbolic Leadership: An Interactive Analysis of Caribbean Political Autobiographies." Biography 15, no. 3 (1992): 261–85. http://dx.doi.org/10.1353/bio.2010.0406.

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Dissertations / Theses on the topic "Symbolic leadership"

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Ohlson, Elizabeth Ann. "The symbolic nature of teacher leadership /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7624.

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Ringkvist, Maria, and Pernilla Vighagen. ""Walk the talk" : Kvalitativ intervjustudie i hur en organisationskultur kan förändras." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-6033.

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Förändringar är vanligt förekommande i dagens organisationer. En strategi som kan nyttjas för att öka lönsamheten och nå målen är förändring av organisationskulturen. Dessa är svåra att genomföra eftersom omedvetna antaganden måste synliggöras och ifrågasättas samt förändringen i sig är tidskrävande. I socialt samspel formas och omformas kulturen av individerna och enligt symbolisk interaktionism sker då överföring och tolkning av symboler. Genom att utföra en kvalitativ intervjustudie på en specifik stödenhet inom en organisation kan de faktorer som behöver tas i beaktande i en kulturförändring belysas däribland symbolbegreppet. Syftet med studien är att utifrån ett ledarperspektiv få djupare förståelse för förändring av organisationskultur och hur ledarna anser sig vara viktiga i förändringsprocessen. I studien tas hänsyn till organisationens internmaterial kring förändringsarbetet och för att besvara forskningsfrågorna genomfördes åtta samtalsintervjuer med ledare inom stödenheten. Behov av samsyn, mätning, stöd från organisationen samt högsta ledningen och ledaren som symboler är enligt ledarna de bidragande faktorerna i kulturförändringsprocessen. Ledaren anses i synnerhet vara viktig då denne fyller en central funktion i överförandet av organisationskulturen. Ifall ledaren anses vara en symbol kan denne påverka kulturförändringen genom att synliggöra den önskade kulturen i sitt agerande.
Changes are common in today's organizations and change of organizational culture is one strategy that can be used to improve profitability and achieve objectives. Changes in organizational culture are difficult to implement because of the unconscious assumptions that must be made visible and challenged. The change itself is time consuming. In social interactions individuals shape and reshape culture. According to symbolic interactionism transmission and interpretation of symbols occur through the social interaction. The purpose of this study is to gain a deeper understanding of what contributes to a change in organizational culture and how the leader may be important in this change. The qualitative interview study takes into account the organization's internal material about the change process. There were eight interviews with leaders in the support unit in order to answer the research questions. Contributing to the change according to the leaders is: consensus, measuring, support from the organization, top management and leaders as symbols. The leader is considered to be particularly important because the leader has a central role in the transfer of organizational culture. If the leader is considered to be a symbol, the leader can affect cultural change by acting according to the desired culture.

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Bandy, Carol Diahann. "Architecture that embodies the symbolic nature of good leadership and promotes productive collaboration between women's international organizations WILL: Women's International Leadership League." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/2172.

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Thesis (M. Arch.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Wiser, Elizabeth A. "The New University President: Communicating a Vision, Cultural Competency, and Symbolic Cultural Forms." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258905046.

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Gohn, A. Janelle. "Signs of Change: The Role of Team Leadership and Culture in Science Education Reform." Connect to this document online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1083173492.

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Thesis (Doctor of Philosophy)--Miami University, Dept. of Educational Leadership, 2004.
Title from first page of PDF document. Document formatted into pages; contains [3], x, 166 p. : ill. Includes bibliographical references (p. 137-142).

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Forsberg, Pauline, and Amanda Vogiatzi. "En resa utan slutdestination : En fallstudie om chefers användning av symboler och meningsskapande vid kontinuerlig organisationsförändring." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-56437.

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Inledning: Kontinuerlig organisationsförändring förekommer allt oftare i dagens organisationer, och kännetecknas av att förändringsprocessen inte har någon början ellerslut. I samband med att kontinuerlig organisationsförändring genomförs i organisationer kan det bidra till att anställda upplever en förvirrande och mångtydig känsla, eftersom förändring sker hela tiden. I dessa situationer är meningsskapande en avgörande faktor, vilken är en central aspekt inom symboliskt ledarskap. Studien undersöker därför symboliskt ledarskap i detta sammanhang, och fokuserar främst på hur chefer använder symboler och meningsskapande för att dämpa den tvetydighet som uppkommer. Syfte: Syftet med studien är att utveckla en förståelse för på vilket sätt chefer använder symboler och meningsskapande vid kontinuerlig organisationsförändring. Metod: Genom att använda oss av en kvalitativ forskningsmetod har vi genomfört enfallstudie med en abduktiv ansats. Det empiriska materialet har samlats in genom semistrukturerade intervjuer och från inspiration av en etnografisk studie. För att skapa en utvecklad förståelse för hur cheferna arbetar i den dagliga verksamheten är studien hermeneutisk. Slutsats: Studien har kommit fram till att symboler används av cheferna för att skapa mening men även för att förmedla samhörighet, trygghet och en gemensam syn. Symbolerna används genom kommunikation, synlighet och genom att arrangera diverse tillställningar. Meningsskapande blir viktigt eftersom det får anställda att känna mening inför de arbetsuppgifter som ska utföras.
Introduction: Continuous organizational change is increasing in today's organizations, and is characterized by change having no beginning nor end. In liaison with the ongoing organizational change being implemented in organizations it can cause employees feeling confused and ambiguous, since change occurs all the time. In these situations, sensemaking constitute an essential factor, which is a key aspect of symbolic leadership. The study therefore examines symbolic leadership in this context, and focuses on how managers use symbols and sensemaking to reduce the ambiguity that arises. Purpose: The purpose of the study is to develop an understanding of in what way leaders practice symbols and sensemaking during continuous organizational change Method: By using a qualitative research method, we conducted a case study with an abductive approach. The empirical material was collected through semi-structured interviews and from the inspiration of an ethnographic study. In order to create a developed understanding of how managers are working in the daily activities, the study use a hermeneutic approach. Conclusion: The findings of the study has concluded that symbols are utilized by managers in order to create meaning, but also to transmit togetherness, security and a mutual vision. The symbols are utilized through communication, visibility and by organizing various events. Sensemaking is thus important since it mediates how employees can feel meaningfulness for the tasks to be executed.

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Ross, Jack John Wesley. "Peer leadership in a virtual community of practice." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104921.

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This interpretive research study examines peer leadership in a distributed online MBA community of practice at New States University (NSU pseudonym, based in USA). It explores ways in which faculty members in a global business course, NMBA616 (pseudonym), negotiate relationships, meaning and identity in their efforts to be effective teachers and address their own needs for professional growth and development. The research participants provide insights about community formation and function in a virtual domain where they work together at a distance without meeting face-to-face. The study appears to be a new application of culture code methodology, symbolic interactionism and social learning theory as they conjoin on social, psychological and organizational levels. To my knowledge it is the first study of an MBA virtual community of practice. Research interviews were conducted primarily by distance using web-based technology, teleconferences and email, as well as some face to face discussion. The central questions are: 1) To what extent does a distributed faculty team in an online global business management course constitute a community of practice? 2) What is the nature of faculty relationships in the online global business management course? and 3) What are the leadership issues in a virtual practice setting? Findings reveal that online community practitioners are resourceful in creating peer leadership that is embedded within the group and its relationships. The study is motivated by my personal interests and professional experience, as well as by the quest of online colleagues for ways to assess, support and improve themselves and their practice. Building on personal experience as an online business communications instructor, the thesis presents an example of peer leadership in a virtual global business community of practice and in its completion stands as a case study.

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Robinson, Kirk S. "How Graduate Teaching Assistants Experience Teaching Preparation for Higher Education: A Symbolic Interactionist Study." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami15112773925517.

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Hard, Louise. "How is leadership understood and enacted within the field of early childhood education and care." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16213/.

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The field of Early Childhood Education and Care (ECEC) traditionally encompasses care and education for children aged from birth to eight years. In this study, the focus is specifically on the field that provides services for children in prior to school settings, that being the birth to five sector. This sector is highly feminised and has emerged over the last century from philanthropic roots. Despite considerable work into leadership in other areas, until recent times, attention to aspects of leadership has been limited within the ECEC field and much of the research undertaken has focused heavily on centre-based leadership. This study investigated how personnel, from a range of services, understand and enact leadership. In terms of data analysis it draws heavily on symbolic interactionism as a methodological tool and engages standpoint feminist theory to inform the analytical process. Data were gathered from semi-structured interviews with twenty-six participants who also identified artefacts, which they considered influenced and supported their understandings of leadership. In addition, two focus groups were conducted to explore themes emerging from early analysis of the data. Findings indicate two categories, which emerge as relevant to how leadership is understood and enacted by participants. The first of these is the concept of interpreted professional identity, which reflects participants' interpretations of who they are as early childhood professionals informed by their own views and the views of others. How individuals interpret their sense of self (manifest in their professional identity) is influential in the secondary category, which is interpreted leadership capacity. This category reflects participants' leadership activity or inactivity. The analysis reflects a complex interplay between how participants interpret their professional sense of self (interpreted professional identity) and their capacity and willingness to enact leadership (interpreted leadership capacity). Individuals in the formation of their professional identity interpret factors, both internal to the ECEC field and external (through social expectations). The culture of the ECEC field (internal factors) includes competing elements such as a discourse of niceness juxtaposed against examples of horizontal violence. Factors external to the field suggest there are lingering social associations between heroic male images and leadership, which make women as leaders problematic. Within a highly feminised field such as ECEC, this study brings new perspectives to understandings of leadership and its enactment.

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Andersson, Daniel, and Anna Jirestål. "Vad gör lärare när elever ”går bananas” i klassrummet? : Fem förstelärares metoder för att skapa ordning i klassrummet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-31637.

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Idag är skolan ofta föremål för debatt i massmedia. Ett vanligt förekommande ämne är den bristande ordningen i klassrummen och hur den leder till försämrade resultat. Den allmänna uppfattningen är att hårdare disciplin är lösningen. Studiens syfte är därför att skildra hur fem förstelärare gör för att skapa ordning i sina klassrum. För att uppnå syftet utfördes kvalitativa intervjuer med utgångspunkt i en vinjett, vilken våra informanter fick ta del av. I analysen användes framför allt symbolisk interaktionism och ledarskapsteori som teoretiskt ramverk. Resultatet visade att inga av informanterna var för metoder så som skrämsel, kvarsittning, utkastning eller andra former av bestraffningar. Samtliga informanter uppvisade ett demokratiskt ledarskap och menade istället att trygghetsskapande är den bästa metoden i skapandet av en god arbetsmiljö. Ordningsregler och tydliga ramar menar de ska skapa trygghet och förebygga eventuella beteendeproblem hos eleverna, medan samtal ska hjälpa eleverna att förstå vad de gjort, om de trots allt skulle uppträda opassande. Detta för att hindra att eleven beter sig likadant igen. Vår förhoppning är att kunna bidra med tips och idéer till andra lärare om hur ordning kan skapas i klassrummet.
Today, school is often the subject of debate in the media. A common topic is the lack of order in the classroom and how it leads to poorer results. The general consensus is that tougher discipline is the solution. The aim of this study is to describe how five “förstelärare” create order in their classrooms. To achieve the aim, qualitative interviews based on a vignette were conducted, which our informants were presented with. To analyze the results different theories like symbolic interactionism and leadership theory were used. The results showed that none of the informants was positive to methods such as intimidation, detention, ejection or other forms of punishment. All informants reported a democratic leadership and instead argued for establishing of assurance as the best method, to create a good working environment. They mean that standards of conduct and clear instructions will provide assurance and prevent students’ behavior problems, while dialogs will help students to understand what they have done, so that they do not repeat their behavior. Our hope is to give other teachers tips and ideas on how order can be created in the classroom.

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Books on the topic "Symbolic leadership"

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A critical appraisal of the origin and nature of the institution of the monarchy in Israel in the light of Eric Voegelin's theory of symbolic forms. Lewiston, N.Y: E. Mellen Press, 2003.

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Michael, Novak, ed. Choosing presidents: Symbols of political leadership. 2nd ed. New Brunswick, U.S.A: Transaction Publishers, 1992.

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Mythmaking on Madison Avenue: How advertisers apply the power of myth & symbolism to create leadership brands. Chicago, Ill: Probus Pub. Co., 1993.

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Batista, José. Myths, symbols and the reconstruction of Spanish America. München: Accedo Verlagsgesellschaft, 1991.

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Starhawk. Truth or dare: Encounters with power, authority, and mystery. San Francisco, CA: Harper & Row, 1990.

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Starhawk. Truth or dare: Encounters with power, authority, and mystery. San Francisco: Harper & Row, 1987.

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Dzibelʹ, G. V. Fenomen rodstva: Prolegomeny k ideneticheskoĭ teorii. Sankt-Peterburg: MAĖ RAN, 2001.

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Erlösermythen in der Kunst und Politik: Zwischen christlicher Tradition und Moderne. Wien: Böhlau, 2004.

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Telesko, Werner. Erlösermythen in Kunst und Politik: Zwischen christlicher Tradition und Moderne. Wien: Böhlau, 2004.

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Klapp, Orrin Edgar. Symbolic Leaders: Public Dramas and Public Men. Aldine Transaction, 2006.

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Book chapters on the topic "Symbolic leadership"

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Winkler, Ingo. "Symbolic Leadership." In Contributions to Management Science, 59–63. Heidelberg: Physica-Verlag HD, 2009. http://dx.doi.org/10.1007/978-3-7908-2158-1_8.

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Boswell, Cecelia, Mary Christopher, and JJ Colburn. "The Symbolic Frame." In Leadership for Kids, 111–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236122-38.

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Boswell, Cecelia, Mary Christopher, and JJ Colburn. "Appreciating the Symbolic Frame." In Leadership for Kids, 128–31. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236122-44.

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Boswell, Cecelia, Mary Christopher, and JJ Colburn. "Webbing the Symbolic Frame." In Leadership for Kids, 122–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236122-42.

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Boswell, Cecelia, Mary Christopher, and JJ Colburn. "Technology and the Symbolic Frame." In Leadership for Kids, 119–21. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236122-41.

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Boswell, Cecelia, Mary Christopher, and JJ Colburn. "The Gist of Symbolic Leadership." In Leadership for Kids, 116–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236122-40.

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Krasteva, Anna. "Post-democratic Crisis and Political Leadership. From Crisis Management to Crisis Creation." In Symbolic Universes in Time of (Post)Crisis, 3–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19497-0_1.

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Linder, Christian. "Symbolic Leadership in a Transnational Context: An Investigation on Leaders’ Adjustment and Acceptance." In The Palgrave Handbook of Leadership in Transforming Asia, 317–31. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-57940-9_17.

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Grunig, Larissa A. "Image and Symbolic Leadership: Using Focus Group Research to Bridge the Gap." In Image und PR, 133–63. Wiesbaden: VS Verlag für Sozialwissenschaften, 1993. http://dx.doi.org/10.1007/978-3-322-85729-3_9.

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Letizia, Angelo J. "Drawing Symbolism and Leadership." In Graphic Novels as Pedagogy in Social Studies, 145–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44252-1_5.

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Conference papers on the topic "Symbolic leadership"

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Aslamazishvili, Dina, Valentina Ignatova, and Anastasiya Smirnaya. "Symbolic Leadership in the Organizational Culture in the Context of Transformation." In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.002.

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Zaki, Ahmad, Budi Valianto, and Albadi Sinulingga. "The Influence of Symbolic Modeling Technique Guidance Service and Group Guidance Service for Achievment Motivation Based in Anxiety Levels in the Physically Challenged Athletes of North Sumatera PPI NPC." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.96.

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Komari, Amat, and Lantip Diat Prasojo. "Culture of Playing Badminton as Symbol of Leadership Behavior in Society." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009800406580663.

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Komari, Amat, AM Bandi Utama, Agus Susworo Dwi Marhaendro, and Raden Sunardianta. "Badminton Game Empowerment: A Symbol of Leadership in the University Student Association." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.55.

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