An investigation of the suitability of a Servant Leadership model for academic Group Leaders at German universities

Abstract

There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity that is reflective of not only what leadership educators do, but also who they are and how they view themselves within the profession. This qualitative study builds on Seemiller and Priest's (2015) Leadership Educator Professional Identity Development (LEPID) conceptual model by analyzing stories from participants of a professional leadership educator development experience. Leadership educators' identity development reflected a consistent and linear progression through the identity spaces outlined in the LEPID model, and further can be viewed through three distinct dimensional lenses (experiential, cognitive, and emotional experiences). Additionally, leadership educator identities were shaped by a particular set of ongoing influences and critical incidents; the most prevalent incident was related to feelings of inadequacy in leadership expertise and competence. Findings from this study can inform educational programs and professional associations in efforts to train and develop leadership educators.

Factors Contributing to Organizational Change Success or Failure

“…They have indicated that dual being is not only possible but also imperative for effective leadership practice. This is in line with the opinion of Moll and Kretzschmar (2017), who suggest that servant leadership requires leaders to serve the followers and meet their needs more; the challenges of organizational change that organizations face can be dealt with by servant leadership. This connects to the thinking of Brown and Treviño (2006) in examining the concept of 'authentic leadership'.…”

Designing a Suitable Leadership Model to Achieve New Missions of Higher Education

“…Also, the findings of the quantitative section showed that the appropriate leadership model to achieve new missions of higher education had 51 indicators or items and 15 components that their factor load, validity and reliability were appropriate and based on that model was designed and approved by experts, Although no research has been found on appropriate leadership to achieve new missions in higher education, but studies on the dimensions and components of new missions in higher education and leadership have been conducted that the results of this study are in some ways consistent with their results. For example, the results of this study in the field of dimensions and components of higher education missions with the research of Abdi, et al (2017), Zolfagharzadeh & Saadabadi (2014) and Hoseini & Jahed (2013) and in the field of dimensions and components of appropriate leadership with the research of Amjadian, et al (2019), Gardner, et al (2018, Sedghy Boukany, et al(2018), Moll & Kretzschmar (2017), Hamidifar, et al (2017) and Soltani Sarvestani, et al (2017).…”

“…In another study, Sedghy Boukany et al (2018) reported that there is a significant relationship between effective leadership and strategic planning with human resource productivity in higher education institutions. In addition, the results of Moll & Kretzschmar (2017) showed that the servant leadership approach in the university can improve faculty performance, facilitate excellence, creativity and innovation. Hamidifar et al (2017) concluded that the four areas of leadership and management in the internationalization of higher education include analytical study of the environment, development of a coherent and purposeful strategic plan, implementation and organization of infrastructure, and continuous monitoring and evaluation.…”

What leadership styles and traits do industry partners need to exhibit to produce positive outcomes from collaborative projects with researchers from other types of organizations?

“…Leaders from industry often have specific training and certifications in project management and the concomitant expertise to provide consensus building skills to benefit the collaborative (Lutas et al, 2020;Nesbit & Martin, 2012). The servant leadership style, which focuses on empowerment, is especially effective to create a sense of unity among program managers, principal investigators, and senior leaders (Konczak, et al, 2000;Moll & Kretzschmar, 2017;Thakore, 2013;Washington et al, 2006). Through respect and acknowledging the value of each participant, the collaboration leader is helping to engage and retain members, even those coming from government, university, and industry organizations.…”