This study assesses the evolutionary leadership theory and the natural leadership instrument of Van Vugt and Ahuja (2011) in the context of youth elite football. The Evolutionary Leadership Theory is a comprehensive new way of looking at leadership that suggests environmental pressures influence the choice of who becomes the leader. The results revealed that the concept of natural leadership, as measured using the six natural leaders questionnaire, cannot be applied to the context of youth football. The preliminary data showed that natural leadership in youth sport requires a more basic framework of leadership consisting of communication, resources and focus on competition.
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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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Many students graduating in higher education will achieve a managerial or professional position, with leadership qualities being highly important. The need to reflect on leadership as an important developmental goal in higher education is highlighted by pointing out that many curricula, especially in the managerial, organisational and economic domain, include specific courses on leadership. It seems that some of our thinking on leadership needs revision. According to Kellerman, leaders’ ability to connect to followers is paramount to gain and remain in power. Dutch management scholar Manfred Kets de Vries (2004) underlines that the main responsibility of a leader is to envision and inspire. In this chapter we will examine the role of personality and personal values in the ability of informal leaders to inspire other team members. In the first section we will elaborate on transformational leadership and shared leadership. In the next, we will link these forms of leadership to personality and personal values. In the third section the findings of our empirical study will be discussed. We conclude with the implications of our study for leadership practice and the scholarly field of leadership. From an educational point of view our findings are important. The results shed additional light on the importance of personality traits on leadership, and informal leadership in particular. As leadership is an important phenomenon in society and working life, (under)graduates can be assisted in understanding and developing it. But in the context of this book it should be highlighted that transformational leadership is highly relevant in knowledge innovation (García-Morales et al., 2012), which is a core issue in higher education. Consequently, inspiring others is relevant, because group work is commonly used in higher education. Understanding group dynamics within student teams, informal leadership specifically, can help lecturers to explain and discuss effective and ineffective group work. In our opinion, the results of this study offer interesting evidence-based insights to reflect on and develop those personal characteristics that can be important for informal leadership effectiveness.
This book discusses whether, and if so, how facility management (FM) can contribute toeducational achievements at Dutch higher education institutions. Although there is increasingevidence that the quality of the lecturer is decisive for the performance and development ofstudents (Marzano 2007; Mourshed, Chijioke and Barber 2010), and in addition, educationalleadership can shape the necessary boundary conditions for these primary actors to succeed,nowadays this must be considered as a too narrow conception of what good education is allabout. Up to date, in literature there is a lively debate about the effective use of facilitydesign, as a mixture of designed features of physical facilities and services, to contribute toeducation as well. We have seen many examples of the so-called human factor beingnegatively influenced by seemingly fringe events, but that suddenly appears to beprecondition for education. Too warm, too cold, too crowded, too loud, too messy, and noidea why this device doesn’t work are phrases that come to mind. We now know that the builtschool environment and facility services that are offered are among the elements that caninfluence good education. The evidence comes from a multiple disciplines, such asenvironmental-psychology (Durán-Narucki 2008; Hygge and Knez 2001), medicine(Hutchinson 2003), educational research (Blackmore et al. 2011; Oblinger 2006; Schneider2002; Temple 2007), and real estate and facility management (Daisey, Angell and Apte 2003;Duyar 2010; Barrett et al. 2013). Considering all the above, there seems to be a scientificblack box with respect to the relatively new scientific discipline of FM. Deeply rooted inpractice, the abstractions that have existed until now have hardly led to a fundamentalunderstanding of the contribution of FM to education. Therefore, the main objective of thisbook is as follows.
Various studies suggest that the fashion and textile industry need to move away from traditional, extractive leadership models. Dreier et al. (2019) show how traditional top-down, hierarchical leadership approaches are not effective in fostering sustainability, and argued that a more collaborative, participative approach is needed to implement true and long-standing change. Moreover, research also shows how fashion and textile designers don’t see themselves as leaders but instead as ‘creators’ who employ others to manage their business and lead the team. This change in leadership is also necessary to achieve the European vision for Industry 5.0 (2022), which places the wellbeing of the worker at the centre of the production process. If we want to find solutions to the problems we face today, we need to change the way we think, lead, and do business. This calls for regenerative leadership which involves not only minimising negative impacts, but also actively working to restore and enhance the social ecological systems in which an industry operates. And since technology has become ubiquitous in every aspect of our lives (including business), it is important to explore its role in helping us become better regenerative leaders. With ReLead, The Hague University of Applied Sciences (THUAS) aims to amplify consortium partner i-did’s social and environmental impact. Since its inception in 2009, i-did has helped more than 400 people become gainfully employed while helping recycle almost 60.000 kgs of textile waste. This has been possible due to the transformation of i-did’s founder (Mireille Geijsen) from a creative designer, into a collaborative and mindful leader. The intended outcome of this project is to create a tech-enabled leadership transformation toolkit and leadership academy that helps creative designers transform into regenerative leaders.
