The effects of innovation on leadership abilities have not been widely investigated. Although diffusion of innovation theory has existed for some time, there is a need for more research detailing the relationship between innovation and transformational leadership. In a survey of organizational members (N = 294), innovation was significantly related to all subscales of transformational leadership. The relationship between innovation and transactional leadership was generally not significant, and the relationship with laissez-faire leadership was inverse and significant. Implications emerging from the relationship between transformational leadership and innovation are discussed, including the distinction between the champion and "techie" styles of innovation and their basis in leadership activity. Innovation Theory Research about innovation assumes that technological innovation occurs within a social context (Goodman, Griffith, & Fenner, 1990; Van de Ven, 1986). New technologies change the organization because of the way people make sense of their surroundings (Weick, 1990). Rogers (1983) suggested that innovation is a communication process about something newer or better. Innovation, like communication, is not a one-way linear event. Rogers further posited innovation is relational and dynamic. Rogers (1983) defined a range of personal behaviors toward innovation based on a bell-shaped innovation curve. Behavioral categories range from an innovator (at the highly innovative end) to a laggard (at the low innovation end). Rogers (1986) explained that diffusion is the process that communicates an innovation over time among members of a social system. Thus, diffusion of innovation is both a social and individual activity. He theorized that a small number of people innovate very quickly. Next, a substantial number of individuals are early adopters. Early adopters precede the early majority who adopts a little before others in their social network. The next group, on the other side of the mean, is late adopters. Late adopters are still ahead of the final classification, the laggard. Laggards are not interested in integrating new technology. Rogers' theory helps define the range of personal behaviors in relation to innovation. His model is an appropriate foundation for empirical study and gives further basis for the quantification of personal innovativeness. Historically, innovation research focused more on the process of adoption. More recent research has been centered on the social implications of innovation. Research from authors like Walther (1994), Howell and Higgins (1990a, 1990b, 1990c), and Rice (1987) suggests that the act of innovating has definite social implications in the personal, organizational, and global context. Given the current social influence direction of modern leadership, it seems reasonable that innovation may be related to transformational leadership qualities.
Traditional liberal education essentially involves a "just-in-case" learning approach, exposing students to content they might need in the future. The authors argue that while liberal arts education is indeed a needed preparation for leadership education, the traditional approach to liberal learning is insufficient. To foster the learning outcomes intended by leadership educators, students must encounter a liberal learning "dynamic" in which they are active participants in situations that actually engage the content of liberal and leadership education. The Leadership Studies Program at Fort Hays State University is outlined and presented as an example of program design based on this conceptual foundation.
Executive SummaryGraduate level education in professional degree programs, such as organizational leadership, is changing and evolving rapidly. As consumers demand non-traditional scheduling arrangements and mediated "any time, any place" learning, educational institutions have had to look at these options. This study explored the nature of graduate education in organizational leadership considering specifically the program focus, the characteristics, the faculty, costs, and delivery methods utilized. Based on the data gathered by reviewing more than 40 degree programs, there are clear indications that educational institutions are beginning to meet the needs of the nontraditional learner. Given the evolution of higher education, more specific research should be conducted.
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