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Research leadership can be evidenced, for example, by inspiring respect as a researcher, or leading by example. Strategic vision and networking are demonstrated through furthering interests of the department across the university.
Collaborative and motivational leadership is demonstrated among others by honesty and integrity and openness. Fair and efficient management is evidenced by delegation, highly organised working of the department and getting things done with little resistance.
Developing and recognition of performance includes aspects such as praising and sustaining success of the staff of the department and giving good feedback to improve. Interpersonal skills refer to communicating well and having concern for others.
The objective of the study was to describe how the practice of academic leadership of the leaders interviewed fits in with the theoretical framework of effective academic leadership developed by RAMSDEN It also compares the academic leadership styles of the three leaders with each other to understand similarities and differences if any.
These points were kept in view while designing the questions in the interview schedule and conducting the interview. Having such a set interview schedule also enabled the comparison of responses of each of the three leaders: Hence a set open-ended interview schedule was used.
Two of these were demographic questions. The remaining eight questions related Case study on leadership styles each of the characteristics described above that are known to influence effectiveness of an academic leader as per studies by RAMSDEN and others. The questions were open ended.
It was meant to get the leaders talking about their reflections on each of the characteristics of effective academic leadership. Leadership is an area that has many aspects and open-ended questions were considered as the most appropriate way to gather responses of these leaders about aspects, which they consider important.
For example, question number 3 of the interview schedule asked "Can you describe what you consider to be effective leadership in teaching? Can you provide some examples?
Each respondent was interviewed separately. All the respondents willingly agreed to give the interview. The responses were recorded under each question and these were read out to them after they had finished and they were asked if they would like to say anything more.
For each of the questions, respondents were requested to cite suitable examples from their practice of leadership. The intention was to know how the aspects of leadership considered important by them are brought into practice by them.
To protect identity of the respondents, in the following paragraph, they are identified as leader 1, leader 2 and leader 3. It was clarified to them that the data gathered would be used only for the purpose of this paper. KVALE describes five analysis methods that include 1 meaning condensation, 2 meaning categorisation, 3 narrative structuring, 4 meaning interpretation, and 5 generating meaning through ad hoc methods.
PATTON also addresses a number of techniques for quantifying and analysing qualitative interview data. Depending on the purpose of interviewing one or more methods or a combination thereof could be used. As the purpose of this study was to compare the meaning attached to the concept "academic leadership" by the three leaders, we used a combination of meaning categorisation and meaning interpretation methods.
Briefly, this involved categorising words with meaning similar to those in the framework of the study and interpreting the "whole" meaning of language used by the leaders to describe their styles and the meaning they attached to "academic leadership".
Results and Discussion The responses of the leaders to each of the characteristics are analysed below. Where required relevant references from literature are quoted to depict whether the response matches or differs from the literature.
The author is familiar with the actual practice of leadership by the leaders interviewed and this first hand knowledge by the author has helped this study further. It has been ensured that personal bias of the author doesn't creep in the analysis. This was achieved by "bracketing".
To become conscious of personal preconceptions, values, and beliefs even before collecting data and during the process of research, the author wrote a personal statement of what qualities he expected to find in academic leaders see Appendix 2 for the personal statement.
In previous positions he was in an academic leadership role for 17 years and corporate leadership role for 7 years in higher education sector. Leader 2 L2 has been in current academic leadership role for three years and was in academic leadership role in previous positions for three years.
All these roles were in the higher education sector. Leader 3 L3 has been in current leadership role for the last six months and was in a leadership position previously for 10 years. I have empathy for students and I prepare my lectures and tutorials adequately after understanding curriculum design.Teams that bring these styles together should, in theory, enjoy the many benefits of cognitive diversity, ranging from increased creativity and innovation to improved decision making.
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This study was motivated by the premise that no nation grows further than the quality of its educational leaders.
The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management.
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He has been a senior COM for quite some time and has been rated by many as one of the most effective Doctor with good administrative skills. i An Investigation into the Impact of Leadership Styles on Employee Retention: Identifying which Leadership Style best encourages Employee Retention in the Nigerian Banking Sector.