Leadership behaviors for successful university–community collaborations to change curricula

Bland, Carole J.; Starnaman, Sandra M.; Hembroff, Larry; Perlstadt, Harry; Henry, Rebecca; Richards, Ronald W.

doi:10.1097/00001888-199911000-00018

Cited by 33 publications

(18 citation statements)

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“…This might be related to their needs, demands, and expectations for fundamental modification of the structure and governing of Iranian medical schools. It might be associated with low ''uncertainty avoidance'' (i.e., the extent to which members of a society feel threatened by uncertain and ambiguous situations (Hofstede 1984)) among academic leaders, indicating their willingness to accept changes, as proposed by other investigators (Bland et al 1999;Huczynki and Buchanan 2001;Dastmalchian et al 2001;Hofstede 1996;Javidan and Dastmalchian 2003).…”

Section: Discussionmentioning

confidence: 99%

Organizational culture, values, and routines in Iranian medical schools

et al. 2008

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In Iran, restructuring of medical education and the health care delivery system in 1985 resulted in a rapid shift from elite to mass education, ultimately leading to an increase in the number of medical schools, faculties, and programs and as well as some complications. This study aimed to investigate views on academic culture, values, and routines held by faculty members. A nation-wide survey conducted in six public medical schools in Iran. The research findings show weak organizational culture and values, together with routine behaviors sensed as a negative and low satisfaction with academic leadership. The research evidence suggests bureaucracy, politicization, conservativeness, and centralization as common features of medical schools in Iran and also suggests suitable supervisory skills to tackle the tension between governmental management and academic leadership with cultural changes, the creation of new values, and adoption more efficient routines.

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Section: Discussionmentioning

confidence: 99%

Organizational culture, values, and routines in Iranian medical schools

et al. 2008

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“…This finding is in line with the nature of team leadership strategies which are probably required with the intent to establish a coalition in organizations. However, the effects of primary leader behaviours on the project success are stronger compared to this team strategy [25].…”

Section: Discussionmentioning

confidence: 87%

“…In addition to the four leadership styles as highlighted in this section, participative behaviour was identified by Bland et.al. (1999) as an effective approach in leading workforces in university context [25]. This leadership style is predicted to have significant effects on the empowerment of people in building positive organizational and enhancing organizational outcomes of the universities.…”

Section: Efqm (European Foundation Formentioning

confidence: 99%

Behaviours of the Effective Leadership in Universities: Findings of a Meta-Analysis Study

Burhanuddin

2017

Proceedings of the 3rd International Conference on Education and Training (ICET 2017)

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Abstract:The purposes of this study are to investigate what sorts of leadership behaviours, and how leaders contribute to the successful universities in many countries. The investigation was accomplished using a simple meta-analysis model. Based on several research studies and literature reviews, the findings indicated a range of leadership styles have been applied in many universities in Europe U.S., and Asia. The effective leadership behaviours for the global context, however, were dominantly found in universities lead under transformational process. This style is practiced since it fits to deal with the changing and competitive environment. The executives, thus, have to be furnished with reputable competencies to implement this model. Future studies are suggested to concern more on personality traits as they are key elements in developing the individual leadership capacities.

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“…Numerous researchers have described the importance of leadership in any curricular change effort, particularly the strengths and skills of the individual(s) leading the effort (Bland et al, 2000). Bland et al (1999) found that successful change leaders used participative and cultural/value-influencing behaviors more frequently than organizational power behaviors. The ability to model participatory, collaborative behaviors is especially important when these are the desired outcomes of the curriculum.…”

Section: Step 2: Stakeholders and Resourcesmentioning

confidence: 99%

Continuing professional development for interprofessional teams supporting patients in healthcare decision making

Lown

Kryworuchko

Bieber

et al. 2011

Journal of Interprofessional Care

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Healthcare professionals and organizations, policy makers, and the public are calling for safe and effective care that is centered on patients' needs, values, and preferences. The goals of interprofessional shared decision making and decision support are to help patients and professionals agree on choices that are effective, health promoting, realistic, and consonant with patients' and professionals' values and preferences. This requires collaboration among professionals and with patients and their family caregivers. Continuing professional development is urgently needed to help healthcare professionals acquire the knowledge, skills, and attitudes necessary to create and sustain a culture of collaboration. We describe a model that can be used to design, implement, and evaluate continuing education curricula in interprofessional shared decision making and decision support. This model aligns curricular goals, objectives, educational strategies, and evaluation instruments and strategies with desired learning and organizational outcomes. Educational leaders and researchers can institutionalize such curricula by linking them with quality improvement and patient safety initiatives.

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Leadership behaviors for successful university–community collaborations to change curricula

Cited by 33 publications

References 0 publications

Organizational culture, values, and routines in Iranian medical schools

Organizational culture, values, and routines in Iranian medical schools

Behaviours of the Effective Leadership in Universities: Findings of a Meta-Analysis Study

Continuing professional development for interprofessional teams supporting patients in healthcare decision making

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