The present study addresses the perceived gap in literature on contribution of managerial demographics to the innovation performance of manufacturing firms of 12 European countries so as to highlight the distinctive role of managers in a broader context. The managerial demographics is conceptualised as the managerial knowledge(education and experience), gender role (number of female managers), leadership role (top manager's years of experience) and, management ratio. The effect of managerial demographics is examined on two dimensions of innovation performance: first, the propensity of firms to perform innovation and, second, the innovation intensity of firms. We report that the role of female managers in innovation is more significant, than that otherwise emphasised in innovation literature, as evident in case of countries under study. And, the number of female managers have a positive impact on the innovation performance of manufacturing firms. Moreover, the results show that managerial experience also have a non-linear effect on the innovation performance of manufacturing firms. Finally, the implications of the findings are discussed in-detail.

The purpose of this paper is to explore individuals’ experiences of unethical leadership by examining it from an employee perspective. The concept of ethical leadership, organizational ethical culture, and unethical behavior guide this study together with the components of vicarious learning, and role ethically. The research question is based on three main areas, unethical leadership, unethical behavior, and ethical culture, and it follows: What are employees’experiences of unethical leadership and what does those experiences reveal about the leaders’behaviors and the organizational ethical culture? The method was through a qualitative questionnaire conducted online and through a multiple case study six informants’ experiences were explored. The findings show that all the informants perceived their leaders as not being ethical and fair, being bad roles models, and not being an example of good ethical behavior. Conclusions are that the influence of unethical leadership creates negative experiences in the informants and those experiences were presented in a range of different emotions and behaviors.

京都大学 / 新制・課程博士 / 博士(エネルギー科学) / 甲第23290号 / エネ博第415号 / 新制||エネ||80(附属図書館) / 京都大学大学院エネルギー科学研究科エネルギー社会・環境科学専攻 / (主査)教授 石原 慶一, 教授 手塚 哲央, 教授 大垣 英明 / 学位規則第4条第1項該当 / Doctor of Energy Science / Kyoto University / DFAM

<p>There is a plethora of team composition and personality research, but limited research incorporating the influences of team context or teammate behaviors for a multilevel examination. Using secondary data from a pre-existing study consisting of 86 teams and 430 total participants, we investigated the multilevel relationships of personality and team role adoption. We predicted hypotheses at three levels. At the individual-level, we predicted personality traits would predict role adoption. At the team-level, we predicted team personality composition (measured as mean) would predict role composition (measured as density). We also predicted cross-level interactions, such that team personality composition would moderate relationships between individual personality and role adoption. We utilized Density scores to calculate team role composition, which captures mean ties per group member where a tie is being perceived as adopting a leadership role. At the individual-level, we found support that extraversion levels predicted adoption of all roles. At the team-level, mean conscientiousness predicted density of all team roles. We found no support for any cross-level moderations that team personality composition influenced individual-level personality to role predictions.</p>

This research investigated the relationship between the school principal’s instructional leadership role and the academic performance of pupils in Swaziland primary schools. A qualitative investigation was conducted using individual and focus group interviewing. This was supplemented by a study of official documents on instructional leadership at each research site and the observation of the prevailing culture of teaching and learning traits at each school. A research sample of eight school principals and forty teachers was purposefully drawn from eight well-performing primary schools in the Southern Hhohho region of Swaziland. The findings of the study confirmed that the school principal’s instructional leadership role serves as a pillar for the development and sustainment of a sound culture of teaching and learning in order to ensure that learners achieve optimally. Based on the perceptions of school principal and teacher participants, strategies were developed for effective instructional leadership so as to ensure optimal learner performance. / Educational Leadership and Management / M. Ed. (Education Management)

One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

This study links ethical leadership theory to the implementation of improved leadership practices and examines whether ethical leadership characteristics actually exist, particularly in highly operational environments. The study analyses how ethical leadership can be embedded by process, by applied leadership (role modelling), and by changing culture and climate. The conclusion reveals that all three approaches are needed for an implementation and depend on middle managers, otherwise no organisational transformation is possible. The research design of this qualitative study analyses data from 100 in-depth interviews using inductive categorisation, aiming to retrieve deep, rich and unprompted data from a highly developed and advanced production facility. The ethical leadership characteristics, and evidence specific influences on leadership behaviour, revealing 14 perceived leadership issues resulting in a leadership climate which negatively influences motivation, performance, and corporate culture. These issues were found to be responsible for deteriorating work climate, motivation, morale, and team spirit. Particularly favouritism, inequalities, shouting, blaming, internal competition and unclear strategies ruin motivation, employee health, and co-operation. Concerning the implementation of a better suited leadership culture, a research framework model is developed, integrating transformational change and leadership. Findings document that the influence of middle managers acting as role models seems to be greater than research suggests. Key findings also show that individual leadership development without changing the corporate realities is not sufficient to implement ethical strategies. Neglecting to actively control the leadership climate can have devastating effects even for very successful operations. Considering the pressure of goal attainment in highly operational areas, an absence of unethical behaviour can already be seen as a success for leaders. Finally, a change process sequence for shaping leadership climate was identified. These research results are highly relevant for organisations and leaders wishing to be engaged in improving their leadership quality.

La « montée en puissance des Régions » semble aujourd’hui une évidence dans nombre de travaux universitaires, en France comme à l’étranger. Dans quelle mesure l’apparition de nouveaux enjeux comme l’environnement participe-t-elle à ce mouvement ? Cette montée en puissance s’observe-t-elle dans le domaine des politiques climatiques, énergétiques et de qualité de l’air en France ? Si tel est le cas, comment se traduit-elle ? Pour répondre à ces questions, la présente thèse étudie les évolutions du rôle de la Région Île-de-France en matière de politiques énergétiques, climatiques et de qualité de l’air des années 1990 à aujourd’hui. Il est mis en lumière un mouvement de montée en puissance de cette Région sur les questions climat-air-énergie, processus qui se traduit par une place de plus en plus centrale de cette collectivité dans le système d’acteurs intervenant en la matière. Le constat de ce « gain de centralité » de la Région Île-de-France a été permis par une combinaison d’approches relevant du droit et de la science politique. Croiser les apports de ces disciplines a contribué à appréhender à la fois les acteurs en présence, leurs relations, leurs compétences, les contraintes et ressources dont ils disposent, et les usages faits de ces dernières. Sont explorés dans cette thèse les compétences de la Région Île-de-France, ses moyens financiers et humains, son positionnement vis-à-vis des autres acteurs franciliens et son usage des normes juridiques. Deux outils des politiques climat-air-énergie régionales apparaissent comme essentiels dans le positionnement central de la Région : le schéma régional du climat, de l’air et de l’énergie (SRCAE), d’une part, présenté comme le vecteur d’une approche intégrée, et le chef de filât des Régions en matière de climat, d’air et d’énergie, d’autre part. La logique qui préside à ses outils et les usages qui en sont faits permettent d’avancer l’idée d’une Région Île-de-France de plus en plus au centre du jeu sur les enjeux de climat, d’air et d’énergie. / The rising power of regions seems obvious in academic literature in France and abroad. What is the contribution of emerging issues such as environment to this shift? Is there such an increasing power of regions in the climate, air, and energy field? If so, how does it happen? To answer these questions, this doctoral thesis focuses on the changing role of the Île-de-France regional council in climate, air and energy policies since the 90’s. The study highlights an increase in power of the Île-de-France Region (also known as « Paris Region ») to address climate, air, and energy issues. This Region has taken a major position among all stakeholders. This observation has been made possible through a combination of a law and political sciences approaches. It allowed to study the actors, their relationships, their area of competence, their constraints, their means, and the way they use it. We studied in this doctoral thesis the jurisdiction of the Île-de-France regional council, its human and financial resources, its positioning regarding other actors in the region, and the way the regional council uses legal rules. Two schemes seem to be essential to understand the increasingly central position of the Île-de-France regional council on climate, air, and energy questions: first, the climate, air, and energy regional plan (schéma régional du climat, de l’air et de l’énergie) and then the chef de file (which could be translate by “leadership role”) of regional councils.

This research investigated the relationship between the school principal’s instructional leadership role and the academic performance of pupils in Swaziland primary schools. A qualitative investigation was conducted using individual and focus group interviewing. This was supplemented by a study of official documents on instructional leadership at each research site and the observation of the prevailing culture of teaching and learning traits at each school. A research sample of eight school principals and forty teachers was purposefully drawn from eight well-performing primary schools in the Southern Hhohho region of Swaziland. The findings of the study confirmed that the school principal’s instructional leadership role serves as a pillar for the development and sustainment of a sound culture of teaching and learning in order to ensure that learners achieve optimally. Based on the perceptions of school principal and teacher participants, strategies were developed for effective instructional leadership so as to ensure optimal learner performance. / Educational Leadership and Management / M. Ed. (Education Management)

Kollegialt lärande är en metod där arbetslaget definierar problem och utmaningar i den egna praktiken i ett professionsutvecklande syfte. Föreliggande studie fokuserar på kollegialt lärande i arbetslaget i förskolan där samarbetet mellan förskollärare och barnskötare är av stor betydelse. Av den anledningen utgår studien från både ett förskollärarperspektiv och ett barnskötarperspektiv av det kollegiala lärandet i förskolan. För att synliggöra en varierad bild av kollegialt lärande i förskolan syftar denna studie till att söka kunskap om förskollärares och barnskötares resonemang om den egna professionsutvecklingen. Studiens teoretiska utgångspunkt är systemteorin där sociala system likt förskolans organisation, betraktas som öppna och i ständig utveckling. Studien är baserad på intervjuer med förskollärare och barnskötare där deras resonemang av kollegialt lärande lyfts fram. Analysen av dessa resonemang resulterade i tre teman; Resonemang om kollegialt lärande, Förskollärarens och barnskötares roll i det kollegiala lärandet samt Upplevelser av det kollegiala lärandets bidrag till förskolebarnets lärande och utveckling. Resultatet visar betydelsen av kollegialt lärande för att uppnå variation och således ändra konstansen för att tillföra ny kunskap till arbetslaget. Nivåer i organisationen där hierarkier har betydelse för att uppnå struktur i lärandeorganisationen samt upplevelser av att ett helhetstänkande där hela arbetslagets kompetenser är betydelsefulla, dominerar i alla tre teman. Studien har bidragit till att öka kunskapen om att kollegialt lärande är en effektiv metod att använda i förskolans kontext i ett professionsutvecklande syfte. Emellertid visar studien att kollegialt lärande är avhängigt av ett tillvaratagande av hela arbetslagets kompetens samt betydelsen av att förskolläraren leder och strukturerar samarbetet mellan kollegorna. / Collegial learning is a method where the work team defines problems and challenges in their own practice for the purpose of professional development. The present study focuses on collegial learning in the work team in preschool where the cooperation between preschool teachers and nannies is of great importance. For that reason, the study is based on both a preschool teacher’s perspective and a nannie’s perspective on collegial learning in preschool. To create a visible and varied picture of collegial learning in preschool, this study aims to seek knowledge about preschool teachers and nannies reasoning about their own professional development. The study’s theoretical point of departure is system theory, where social systems, like preschools organization, are considered open and in constant development. The study is based on interviews with preschool teachers and nannies where their reasoning for collegial learning is highlighted. The analysis of these reasoning resulted in three themes: Reasoning about collegial learning, the role of the preschool teachers and nannies in the collegial learning and experience of the contribution of the collegial learning to the preschool child learning and development. The result shows the importance of collegial learning to achieve variation and thus change the constancy to add new knowledge to the work team. Levels in the organization where hierarchies are important for achieving structure in the learning organization, as well as experiences of holistic thinking where the competencies of the entire work team are important, dominate in all three themes. The study has contributed to increasing the knowledge that collegial learning is an effective method to use in the preschool context for a professional development purpose. However, the study shows that collegial learning is dependent on utilizing the competence of the entire work team as well as the importance of the preschool teachers leading and structuring the collaboration between colleagues.