Submitted by Juliana Mansur (juliana.kopp@fgv.br) on 2016-02-22T13:14:22Z No. of bitstreams: 1 TESE_JULIANA MANSUR_VERSÃO DIGITAL.pdf: 1961862 bytes, checksum: c1bd07a7bcc2dfd3f04c3b85b4581a3a (MD5) / Approved for entry into archive by Janete de Oliveira Feitosa (janete.feitosa@fgv.br) on 2016-02-25T14:29:12Z (GMT) No. of bitstreams: 1 TESE_JULIANA MANSUR_VERSÃO DIGITAL.pdf: 1961862 bytes, checksum: c1bd07a7bcc2dfd3f04c3b85b4581a3a (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2016-02-29T11:47:15Z (GMT) No. of bitstreams: 1 TESE_JULIANA MANSUR_VERSÃO DIGITAL.pdf: 1961862 bytes, checksum: c1bd07a7bcc2dfd3f04c3b85b4581a3a (MD5) / Made available in DSpace on 2016-02-29T11:47:31Z (GMT). No. of bitstreams: 1 TESE_JULIANA MANSUR_VERSÃO DIGITAL.pdf: 1961862 bytes, checksum: c1bd07a7bcc2dfd3f04c3b85b4581a3a (MD5) Previous issue date: 2016-02-03 / Although cross-cultural leadership research has thrived in international business literature, little attention has been devoted to understanding the effectiveness of non-western theories beyond their original contexts. The purpose of this study is to examine the cross-cultural endorsement of paternalistic leadership, an emerging non-western leadership theory, using data from GLOBE project. Using multigroup confirmatory factor analyses we found measurement equivalence of a scale derived from GLOBE’s data, which enabled us to compare the endorsement of paternalistic leadership dimensions across 10 cultural clusters and 55 societies. Our study revealed that there are significant differences in the importance societies give to each dimension, suggesting that paternalism as leadership style is not universally nor homogeneously endorsed. Furthermore, results suggest that different patterns of endorsement of each of these dimensions give rise to idiosyncratic shades of paternalistic leadership across societies. Implications for theory and future research on international business are discussed. / Paternalistic leadership is a flourishing area in leadership literature, traditionally assumed to be culture bounded. However, empirical evidences have suggested that rather than national cultures, the conditions under which paternalistic leaders are effective can be related to the fit between the style of a leader and that of his or her followers. In the present research, we focus on paternalistic leadership and contrast it with empowering leadership, as two opposite ways on how leaders influence followers, to explore the individual conditions under which both styles can be effective. Adopting a follower-centered approach, we base our arguments on person-supervisor (P-S) fit theory and regulatory focus theory to propose that leadership effectiveness may be contingent to followers’ own values and motivational needs. We expected paternalistic leadership behaviors (e.g, authority, benevolence, support) to supply motivational needs for predominantly prevention-focused followers, and empowering leadership behaviors (e.g. empowerment, encouragement and autonomy) to supply motivational needs for predominantly promotion-focused followers. Using data collected from two experimental studies and a business simulation, we found support for these ideas, showing that fit increased followers’ perception of attitudinal and behavioral outcomes, such as in-role and creative performance.

Spiritual leadership for the church in Africa is facing a crisis. While much of traditional African leadership shares the same basic values found in the Scriptures; modern manifestations of African leadership have been corrupted by various influences. This has resulted in traditional African leadership being grossly misunderstood and culturally unappreciated. Through the use of dialogue between cultures and theologies, and utilizing leadership theory as analytical tools and a frame of reference, this study looks at biblical leadership models, and aims toward a rediscovery, an appreciation, and a mature reappropriation of traditional African leadership values and practices for the African Church. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

This dissertation on negating, resisting or affirming cosmological principle towards an African humanism leadership theory and model has evolved through an embryonic process that arose from the research ‘itch’ as regards the way in which post-colonial African leadership has been critiqued. This research ‘itch’ also focused on how the postcolonial leadership in Africa, were trail blazers in formulating liberation philosophies and ideologies that did not, unfortunately, translate into sustainable peace and development. Thus, this dissertation has been a journey of immersion into the public and macro-level discourse contained in pre-colonial, colonial and postcolonial African leadership case studies. This enriching journey revealed a postcolonial African leadership which had focused on ideologies and philosophies and had deviated from the spirituality embedded in indigenous cosmologies and knowledge systems. Hence, this dissertation examines relevant cosmological principles embedded in indigenous cosmologies and knowledge systems for analysing African leadership; for the embryonic process that begins with the universal humanism perspective of African leadership, cognitive justice and transformation by enlargement, and basic African humanism perspectives. Thus, this study examines cognitive justice as the enabler of indigenous cosmologies and transformation by enlargement as the enabler of indigenous knowledge systems, both of which provide relevant cosmological principles for analysing African leadership. In addition, the dissertation analyses indigenous cosmologies and knowledge systems from the African continent in an effort to distinguish between the various forms of leadership found in Africa and to generate an African humanism leadership theory and model. The indigenous cosmologies and knowledge systems in this dissertation are from four regions in Africa, namely, North Africa (Egypt); West Africa (Ghana-Akan); the Horn of Africa (Ethiopia) and Southern Africa (Bantu). The methodologies used in the study include Afrikology and critical discourse analysis and enabled the research study to ascertain whether cosmological principles embedded in indigenous cosmologies and knowledge systems are relevant for analysing African leadership. Critical discourse analysis enabled the geographic triangulation of African leadership and the indigenous cosmologies and knowledge systems, thus resulting in the development of the African humanism leadership theory and model of individual dualism leadership. / Educational Studies / M. Ed. (Philosophy of Education)

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Every individual is born with different natural competencies that can be honed by both voluntary and involuntary environmental stimuli. The response our genotype decides to make, if any, towards those stimuli, determines how well our competencies develop. Each person’s coding and variations of genes will result in unique qualities in their phenotype, or physical structure. As a result, a person has various traits that are displayed through their behavior. DNA is genetically shown to express itself through traits by up to 75%. This leaves a sort of buffer of around 25%. This region is available for us to adapt to our environmental stimuli. Your innate qualities will not reach their full potential without stimulation from the environment, in a leadership case, with education and training and therefore it can be argued that environmental exposure is necessary to fully expose the potentials and capabilities of an individual, rather than instill a new skill or develop a talent that was not existent before. Innate leadership is not a permanent state, on the contrary, it is a continuously adaptive situation demanding contextual evolutionary changes or resignation from the subject occupying the role. When the needs and demands of a society or era outweigh the relevance of the innate leaders' traits and competencies, an evolution of leadership is needed to maintain a positive relationship between all parties involved. As a result, the innate leader will begin to lose their innateness in their role and unless they evolve and adapt (because the two actions are not the same) to new contextual needs, their tenure as leader will begin to be detrimental and counter-functional. What we want to put forward is a real, universal and constructive understanding of what makes a human happy, motivated and productive and how an innate person in context is a much better solution in the short and long run, for those around them when put to a task.

Wertewandel ist ein bestimmender Faktor unserer Generation. Er durchdringt alle Bereiche des sozialen Miteinanders und macht auch vor den Subsystemen unserer Gesellschaft nicht halt. Der Wertewandel in den funktionellen Subsystemen der Wirtschaft ging dabei stets mit dem Begriff der Organisationsentwicklung einher. Diese ist jedoch nur in der Lage Teilaspekte des Wandels abzudecken, für eine ganzheitliche Betrachtung mangelte es bisher an einer theoretischen Unterstützung. Dieser Beitrag rückt daher das systemische Change Management in das Zentrum der Betrachtung. Neben seiner integrativen Ausrichtung zeichnet es sich vor allem durch eine normative Fundierung aus. Es soll anhand eines konkreten Beispiels aufzeigt werden, wie das systemische Change Management strukturiert ist und welche Wirkungsmechanismen es in einem organisationalen Wandlungsprozess entwickeln kann.:1 Von der Organisationsentwicklung… 1 2 Der Grundgedanke der Systemdidaktik 1 3 Die normative Konstituierungsebene 3 4 Empirische Bedingungs- und Entscheidungsebene 5 4.2 Das Bedingsfeld Adressat 5 4.2 Entscheidungsfelder Methodik und Thematik 6 4.2.1 Thematik 6 4.2.2 Methodik 9 5 Die normative Ergebnisebene 12 6 Revision und Evaluation 13 7 … zum systemischen Change Management 14 Literaturverzeichnis 16 Quellenverzeichnis 16

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Abstract Research indicates that understanding the influence of leadership and partnership development can inform the need to improve public education (Penuel & Gallagher, 2017). Although leadership theory and change theory support the need for partnerships in education, less attention has been given to how such partnerships develop and the role that leadership plays in that process. Therefore, the present study explored the role of leadership within researcher-practitioner partnerships and the process of developing sustainable partnerships in education as documented in a set of federal grant proposals, their final reports, and other descriptions of their efforts. Grant documents examined were awarded from the 2013 funding announcement of the U.S. Department of Education Institute of Education Sciences (IES) Researcher-Practitioner Partnerships (RPP) in Education Research program. In-depth qualitative document analysis provided a means to unobtrusively examine and interpret comprehensive, historical data (Corbin & Strauss, 2008; Patton, 2002). Directed content analysis (Hsieh & Shannon, 2005; Kaid & Johnston-Wadsworth, 1989) of the documents directed the process of data collection. This process used key concepts from the literature on transformational leadership, shared leadership, and leadership for change as the initial framework for data collection. Data analysis employed Eisner’s (1998) process of educational criticism using description, interpretation, evaluation, and thematics. Hatch’s (2002) process of typological analysis led to four typologies to organize the data for description and interpretation: capacity building; strategies for partnership development; approaches to communication; and the role of reflection in partnership development. The evaluation dimension of educational criticism indicated that partnerships employed shared leadership with evidence of internal and external support and a cultivation of shared commitment. Themes indicated that partnerships focused on both rigorous research and reflective practice, leaders engaged partners in establishing the infrastructure and strategic plans of the partnership, and partnerships galvanized support to address complex social issues beyond their formal organizational structure. Recommendations for future research include the need: (a) to explore the dynamics of communication in partnership work; (b) to clarify and facilitate the process of change in grant and project development; and (c) to develop of a process for sustainability beyond a specific grant or project. Recommendations for practice include the need: (a) to explore the cultivation of relationships in support of partnership development; (b) to identify clearly the primary issue to be addressed in the work of the partnership, and (c) to clarify mutual outcomes. Conclusions from the present study indicate the importance of a focus on the deliberate development of the researcher-practitioner partnerships themselves, the importance of concrete strategies for sharing leadership, and the importance of the development of professional relationships that support sustainability in partnership development.