Insider ethnographic analysis is used to analyze change processes in an engineering department. Distributed leadership theory is used as conceptual framework.
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Most nurse leadership studies have concentrated on a classical, heroic, and hierarchical view of leadership. However, critical leadership studies have argued the need for more insight into leadership in daily nursing practices. Nurses must align their professional standards and opinions on quality of care with those of other professionals, management, and patients. They want to achieve better outcomes for their patients but also feel disciplined and controlled. To deal with this, nurses challenge the status quo by showing rebel nurse leadership. In this paper, we describe 47 nurses’ experiences with rebel nurse leadership from a leadership-as-practice perspective. In eight focus groups, nurses from two hospitals and one long-term care organization shared their experiences of rebel nurse leadership practices. They illustrated the differences between “bad” and “good” rebels. Knowledge, work experience, and patient-driven motivation were considered necessary for “good” rebel leadership. The participants also explained that continuous social influencing is important while exploring and challenging the boundaries set by colleagues and management. Credibility, trust, autonomy, freedom, and preserving relationships determined whether rebel nurses acted visibly or invisibly. Ultimately, this study refines the concept of rebel nurse leadership, gives a better understanding of how this occurs in nursing practice, and give insights into the challenges faced when studying nursing leadership practices.
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University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting.
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Nurse clinician-scientists are increasingly expected to show leadership aimed at transforming healthcare. However, research on nurse clinician-scientists' leadership (integrating researcher and practitioner roles) is scarce and hardly embedded in sociohistorical contexts. This study introduces leadership moments, that is, concrete events in practices that are perceived as acts of empowerment, in order to understand leadership in the daily work of newly appointed nurse clinician-scientists. Following the learning history method we gathered data using multiple (qualitative) methods to get close to their daily practices. A document analysis provided us with insight into the history of nursing science to illustrate how leadership moments in the everyday work of nurse clinician-scientists in the “here and now” can be related to the particular histories from which they emerged. A qualitative analysis led to three acts of empowerment: (1) becoming visible, (2) building networks, and (3) getting wired in. These acts are illustrated with three series of events in which nurse clinician-scientists' leadership becomes visible. This study contributes to a more socially embedded understanding of nursing leadership, enables us to get a grip on crucial leadership moments, and provides academic and practical starting points for strengthening nurse clinician-scientists' leadership practices. Transformations in healthcare call for transformed notions of leadership.
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University teacher teams can work toward educational change through the process of team learning behavior, which involves sharing and discussing practices to create new knowledge. However, teachers do not routinely engage in learning behavior when working in such teams and it is unclear how leadership support can overcome this problem. Therefore, this study examines when team leadership behavior supports teacher teams in engaging in learning behavior. We studied 52 university teacher teams (281 respondents) involved in educational change, resulting in two key findings. First, analyses of multiple leadership types showed that team learning behavior was best supported by a shared transformational leadership style that challenges the status quo and stimulates team members’ intellect. Mutual transformational encouragement supported team learning more than the vertical leadership source or empowering and initiating structure styles of leadership. Second, moderator analyses revealed that task complexity influenced the relationship between vertical empowering team leadership behavior and team learning behavior. Specifically, this finding suggests that formal team leaders who empower teamwork only affected team learning behavior when their teams perceived that their task was not complex. These findings indicate how team learning behavior can be supported in university teacher teams responsible for working toward educational change. Moreover, these findings are unique because they originate from relating multiple team leadership types to team learning behavior, examining the influence of task complexity, and studying this in an educational setting. https://www.scienceguide.nl/2021/06/leren-van-docentteams-vraagt-om-gezamenlijk-leiderschap/
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Professionals' willingness to change is a necessity for successful implementation of changes in the organisation. This study focused on the influence of a transformational leadership style on professionals' willingness to change. This multiple case study was performed in three project management organisations that had recently implemented a new business information system. The research data were obtained through both qualitative and quantitative data collection. The qualitative investigation revealed that through leading by good example a manager has a positive influence on their employees' willingness to change. However, the quantitative investigation showed that there is no relationship between transformational leadership and the motivational factors of willingness to change. Finally, the study showed that the most important factors of employees' willingness to change are timing, involvement, emotions, necessity, and added value
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Leadership development concerns a complex subject because it pertains an extensive number of combinations of features of people, purposes and contexts. Much research has been conducted on the development of adult leaders, but little is known about youth sharing the leadership in the context of playing sport, while the ability to choose the right leader is crucial for being successful. Youth leadership development should not only focus on building the capacity of individuals but emphasise the collective, a shared leadership approach, taken the relational network of influence into account. A 5 P’s framework (precondition, person, process, position and purpose) is used to analyse the shared leadership capacity in elite youth team sport. Shared leadership development requires a combined leadership approach whereas youth teams in sport can choose between an individual, distributed or shared leadership approach at which leader - and follower identities are claimed and granted to achieve common purposes.
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The importance of leadership is increasingly recognized in relation to digital transformation. Therefore, middle management and top management must have the competencies required to lead such a transformation. The purpose of this paper is to investigate the relationship between the digital leader competencies as set out by the European e-competence framework (e-CF) and the digital transformation of organizations. Also, the relationship between digital leadership competency (DLC) and IT capability is examined. An empirical investigation is presented based on a sample of 433 respondents, analyzed using PLS-SEM. The results strongly support our hypotheses. DLC has a strong impact on organizational digital transformation. A post-hoc analysis showed this is predominantly the case for the e-CF competencies of business plan development, architecture design, and innovating while business change management and governance do not seem to affect organizational digital transformation. This is the first empirical study to conceptualize, operationalize and validate the concept of DLC, based on the e-competence framework, and its impact on digital transformation. These findings have significant implications for researchers and practitioners working on the transformation toward a digital organization.
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Change is endemic in modern society, and the educational systems that operate in it. In Higher Education societal trends such as globalization and economic rationalism are impacting on teachers. Changes in the student population, new educational methods derived from shifting perspectives on the role of knowledge and re-structuring of the organizations within which teachers work have also led to transformation of the professional context. At European level policy initiatives such as the Bologna Declaration (1999) have necessitated an overhaul of educational provision. This research project attempts to focus on these wideranging changes through the lens of teacher autonomy in order to establish what is changing in the working lives of teachers in a Dutch university, how they are responding to these changes and how they can be helped to respond to change effectively and discriminatingly. This is an insider research project, using case study and semi-structured interviewing to yield data that is subjected to thematic linguistic analysis. It was piloted in 2006, and interviewing was resumed in February 2007. Findings indicate the contested nature of teacher autonomy, and suggest that professional autonomy can impede as well as facilitate teachers in processes of engaging with change. The team - operating as a community of practice - is identified as the location where change agency can operate most effectively. Distributed leadership - specifically perceived in the activities of team leaders and teacher change agents - is seen as crucial to processes of embedding change in educational practice.
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Professionals' willingness to change is a necessity for successful implementation of changes in the organisation. This study focused on the influence of a transformational leadership style on professionals' willingness to change. This multiple case study was performed in three project management organisations that had recently implemented a new business information system. The research data were obtained through both qualitative and quantitative data collection. The qualitative investigation revealed that through leading by good example a manager has a positive influence on their employees' willingness to change. However, the quantitative investigation showed that there is no relationship between transformational leadership and the motivational factors of willingness to change. Finally, the study showed that the most important factors of employees' willingness to change are timing, involvement, emotions, necessity, and added value.
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