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Thesis (D. Min.)--Columbia International University, 2002. / Abstract. Includes bibliographical references (leaves 236-248).

This is a phenomenological study exploring leadership identity development of Chinese generation Z student leaders by referring to Leadership Identity Development (LID) theory. There are two research questions. First, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity similar to the Leadership Identity Development (LID) by Komives et al. (2005)? Second, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity different from Leadership Identity Development (LID) by Komives et al. The research adopts purposeful sampling and 10 participants were interviewed. Based on the analysis of the interview data, five major themes emerged; five similarities and six differences were found. Five major themes include beliefs and values, influential people, experiences, leadership identity development, changing views. Five similarities are as follows: 1. There are three similar influential factors existing in college student leaders’ development of leadership identity, including people (adults, peers) and experiences (involvement of leadership experiences). 2. There are similar ways for students to build self-confidence, through others, oneself, and involvement in activities. 3. The process that students develop their views and perceptions of organizations is basically the same. 4. There is similar change of understanding of leadership, from positional to non-positional. 5. Chinese college student leaders agree with the six LID stages developed by Komives and her colleagues in American context. Six differences include 1. In developmental influences, school counselors have tremendous influence over Chinese students’ leadership development. 2. Chinese student leaders admit that peer influence has both positive side and negative side. 3. This study didn’t find any race or gender identities problem from Chinese student leaders during their leadership experiences. 4. Academic success is a critical factor for Chinese students to build self-confidence and to obtain leadership roles. 5. Chinese student leaders’ interaction with group members is different from that of American students. 6. Chinese students believe that leadership develops fast under great pressure and difficulties.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-02-20T16:33:35Z No. of bitstreams: 1 Aline da Cunha_.pdf: 1868857 bytes, checksum: 70afa35a648571c6ac4029d7a649c456 (MD5) / Made available in DSpace on 2018-02-20T16:33:35Z (GMT). No. of bitstreams: 1 Aline da Cunha_.pdf: 1868857 bytes, checksum: 70afa35a648571c6ac4029d7a649c456 (MD5) Previous issue date: 2017-08-30 / UNISINOS - Universidade do Vale do Rio dos Sinos / As organizações buscam cada vez mais líderes que se identifiquem com seus princípios e reproduzam os valores da instituição em suas práticas cotidianas. A Rede Marista é uma instituição que estimula o desenvolvimento dos seus líderes e a identificação com o carisma de seu fundador. O objetivo deste estudo foi analisar as principais características que constituem a identidade das lideranças na Rede Marista, nas dimensões pessoal, relacional e institucional, através de uma abordagem qualitativa de natureza exploratória, tendo como estratégia o Estudo de Caso. A coleta de dados se deu por entrevistas semiestruturadas realizadas com lideranças estratégicas que atuam nos empreendimentos da Rede Marista, e pela pesquisa documental sobre a trajetória de liderança do fundador da instituição. Os dados foram tratados pela Análise de Conteúdo com categorias a priori e categorias emergentes. Respondendo aos objetivos da pesquisa, identificou-se os principais desafios e necessidades enfrentadas pelas lideranças maristas; a forma como os princípios do fundador se expressam na identidade de liderança nos dias de hoje e apresentou-se os elementos fundamentais que devem ser considerados em um Programa de Formação de Lideranças Maristas. A construção da identidade de liderança ocorre através do autodesenvolvimento e das influências estabelecidas nas relações com as pessoas, com os grupos e com a instituição. / Organizations seek more and more leaders who identify themselves with their principles and reproduce the institution’s values in their daily practices. The Marist Network is an institution that stimulates the development of its leaders and identification with the charism of its founder. The objective of this study was to analyze the main characteristics that compose the leadership identity in the Marist Network, in the personal, relational and institutional dimensions, through a qualitative approach of exploratory nature, having as strategy the Case Study. The data collection was done through semi-structured interviews conducted with strategic leaders who work in the Marist Network projects, and the documentary research about the leadership trajectory of the founder of the institution.The data were treated by Content Analysis with a priori and emerging categories. Responding to the objectives of the research, it was identified the main challenges and changes faced by Marist leaderships; the way in which the founder's principles express themselves in today's leadership identity and it was presented the fundamental elements that must be considered in a Marist Leadership Training Program. The construction of leadership identity occurs through the self development and the established influences in relations with people, with groups and with the institution.

The purpose of this study is to explore the beliefs, attitudes, and practices of principals with regard to equity and inclusion specific to hiring teachers from diverse backgrounds. A qualitative design and narrative analysis guided this study. Twelve principals and vice-principals from six high schools in one school district in Ontario participated in the study by answering questions on a self-completion web questionnaire. The findings were analyzed using four categories with regard to hiring diverse teachers: 1) current understanding of diversity in the school community; 2) current practices for diversity hiring; 3) beliefs and attitudes for diversity hiring and existing barriers; 4) solutions and future learning opportunities. Data were analysed using thematic analysis. The overall themes that emerged from the data were: a) valuing the importance of diversity, equity, and inclusion; b) not valuing diversity and providing rationale for not considering diversity and equity. The findings revealed that principals were able to define diversity in their own words. However, principals did not always value diversity in teacher candidates in their hiring practices. The questions used by principals to interview teachers – based on those recommended by the school board’s interview questions – did not include questions that would elicit and support responses from teacher candidates with regard to teaching diverse students or that reveal the value of their own diversity. The findings revealed that there are various barriers due to biases, hiring attitudes and current practices. Finally, the findings revealed that some principals are resistant to additional learning and professional development activities, saying they see no barriers for diverse teacher candidates being hired. However, some principals are open to more training and learning opportunities and see professional development as a catalyst in bringing positive change with respect to hiring practices and valuing diversity. A discussion of the findings with reference to current literature is provided. In conclusion, questions and approaches for further studies are identified.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 166-171).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2006. / Includes bibliographical references (leaves 166-171).

This thesis examines my experience of leading leadership development. During the last three years I have been researching my role as Head of Leadership and Organisational Development at the University of Hertfordshire (UH), with a view to making sense of and rethinking leadership and approaches to leadership development more generally. This thesis considers how my own thinking and practice has changed and developed as a consequence of paying attention to and reflecting on personal experience, whilst at the same time locating my sense-making in the broader academic scholarship. Narrative accounts of the significant incidents and interactions that I have participated in during the past three years have been shared verbally with the participants on the programmes that I lead, and explored more extensively in written form with colleagues in the learning community on the Doctorate in Management (DMan) programme at UH, as a means of intensifying my sense-making and its generalisability to a community of engaged enquirers. My research was prompted by disillusionment with the dominant discourse on leadership and leadership development based as it is on theories, frameworks, tools and techniques that privilege a form of autonomous, instrumental rationality and deceptive certainty that did not reflect the social, non-linear, uncertain day-to-day realities faced by me and the managers with whom I worked. In this thesis, I draw on my experiences as a manager, leader of leadership development, and a student of leadership development, to problematise the mainstream managerialist conceptions of leadership and organisation that are now part of the organisational habitus (Bourdieu, 1977) in the UK. The rise and naturalisation of managerialist ideology across the private, public, and charitable sectors in the UK makes it an inordinately difficult perspective to contest without risking some form of exclusion. I contend that my experience of attempting to encourage radical doubt and enquiry rather than the mindless acceptance and application of conventional wisdom contributes to knowledge in the field of leadership and organisational development by providing insight into and an alternative way of thinking about and practising leadership and leadership development. In contesting dominant conceptions, I proffer a more reality congruent alternative to mainstream thought. I draw on the perspective of complex responsive processes of relating (Stacey et al, 2000, Griffin, 2002, Shaw, 2002), critical management studies (Alvesson and Willmott, 1996), social constructionism (Berger et al, 1966), and other thinkers critical of managerialist conceptions of leadership and leadership education (Khurana, 2007) to explore leadership as a social, relational activity where leaders are co-participants, albeit highly influential ones, in the ongoing patterning of relationships that constitute organisation. However, I argue that it is insufficient for management educationalists to snipe critically at managerialism from the sidelines, problematising one perspective and simply replacing it with another (Ford et al, 2007), leaving their participants ill-equipped to navigate the potentially destructive political landscape of day-to-day organisational life. While the dominant discourse on leadership and organisation is flawed, to avoid exclusion managers must still become fluent in the language and practice of managerialism, the ideology that has come to dominate the vast majority of organisational communities in which they find themselves. In this thesis, I argue that it is crucial for managers and leaders of leadership development to engage with a polyphony of perspectives, and develop the reflective and reflexive capacity to continuously explore and answer for themselves the questions who am I, and what am I doing, who are we, and what are we doing?

Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders’ psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group’s high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders’ developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders’ transformational leadership behaviour after executive coaching. There were no significant changes in leaders’ self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders’ psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders’ behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants’ ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members’ perceptions of their leader’s transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.