Leadership which lacks ethical conduct can be dangerous, destructive, and even toxic. Ethical leadership, though well discussed in the literature, has been tested empirically as a construct in very few studies. An empirical investigation of ethical leadership in Singapore's construction industry is reported. It is found that ethical leadership is positively and significantly associated with transformational leadership, transformational culture of organization, contingent reward dimension of transactional leadership, leader effectiveness, employee willingness to put in extra (...) effort, and employee satisfaction with the leader. However, it is also found that ethical leadership bears no correlations with transactional leadership. Also, it is negatively correlated with laissez-faire leadership and transactional culture of the organization. The findings also reveal that ethical leadership plays a mediating role in the relationship between employee outcomes and organizational culture. Practical implications of these findings are discussed. Directions for future research are also suggested. (shrink)

Peopled Leadership empowers others to lead, be innovative, engage in collaboration, solve complex problems, and further outcomes.

MacIntyre argues that management embodies emotivism, and thus is inherently amoral and manipulative. His claim that management is necessarily Weberian is, at best, outdated, and the notion that management aims to be neutral and value free is incorrect. However, new forms of management, and in particular the increased emphasis on leadership which emerged after MacIntyre’s critique was published, tend to support his central charge. Indeed, charismatic and transformational forms of leadership seem to embody emotivism to a greater degree (...) than do more Weberian, bureaucratic forms of management; hence, MacIntyre’s central contention about our emotivistic culture seems to be well founded. Having criticised the details but defended the essence of MacIntyre’s critique of management, this paper sketches a MacIntyrean approach to management and leadership by highlighting the affinities between MacIntyre’s political philosophy and Greenleaf’s concept of servant leadership. (shrink)

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In (...) particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a "new" language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases. (shrink)

Leadership in Education, Corrections and Law Enforcement: A Commitment to Ethics, Equity and Excellence fills a unique gap in the knowledge base - the juncture between leadership, ethics, law, and how public institutions/organizations understand and practice the essence of all three. Authors from law enforcement, corrections education, and educational leadership present different yet overlapping constructs around ethics and law, and make an important step towards reconciling these differing views to demonstrate the significance of collaboration and partnerships for (...) a common purpose. (shrink)

Scholars have suggested that leaders’ ethical failures at the beginning of the twenty-first century have raised awareness about the importance of ethical leadership (EL). Yet, there has been no systematic effort to evaluate whether this awareness indeed led to changes in EL or how followers react to this leadership style over time. To address this gap, we examine the evolution in EL means, variability, and its associations with follower outcomes between 2004 and 2019. Our cross-temporal meta-analysis included 359 (...) independent samples from 314 studies published between 2005 and 2020 and focused on followers’ ratings of their leaders using the Ethical Leadership Scale (ELS; Brown et al., in Organizational Behavior and Human Decision Processes, 97(2), 117–134, 2005). Using cubic spline meta-regressions, our results indicated no global changes in EL mean levels and variability across the 15-year period. Nevertheless, country-level comparisons revealed different EL-trends in China (i.e. decrease) versus the United States (i.e. stable), and further moderation analyses highlighted the role of cultural value dimensions and national corruption rates. Finally, we also found that the relationship between EL and desirable follower outcomes (e.g. organizational citizenship behavior) became gradually stronger over time on a global level. These results provide a solid empirical basis to evaluate cross-temporal trends in EL and its (changing) impact on follower outcomes across the globe. (shrink)

This book is a very practical guide to help managers put their own and their employees' professional values to work. Through real life stories and case studies, the author brings to life and light the ethical challenges that present themselves in corporate and institutional settings. The reader gets to see that ethics lie not only in the big, dramatic defining moments, but in the everyday behaviors of people as they work together in the service of organizational goals. The text is (...) punctuated with summaries, exercises, and opportunities for reflection where the reader has an opportunity to review their own ethical frameworks and to see how these show up in the daily choices they make. Ideas are provided to help managers coach their employees in strategize around ethical issues, how to communicate their views with clarity and conviction, and how to find support in the organization to tackle difficult issues. (shrink)

Preface Leadership, Spirituality and the Common Good East and West Approaches Henri-Claude de Bettignies & Mike J. Thompson For many, to bring together “ leadership”, “spirituality” and “the Common Good” will be seen more as a ...

This insightful book explores the life and ideas of Italian Marxist theoretician Antonio Gramsci, and argues his work has considerable contemporary relevance when re-considering educational leadership in today's age of crises. This volume will be of pivotal interest to academics, researchers, and postgraduates in the fields of educational leadership, the sociology of education, and education policy and politics. Practitioners interested in educational leadership and social theory, and those active in social movements, may also find the book of (...) use. (shrink)

This book is concerned with helping you improve your approach to decision-making. The author examines judgement in a selection of managerial contexts and provides important understanding that can help you make better leadership decisions. The book also pinpoints the in-house politics of organisational decision-making. Drawing on the very latest research, it introduces practical techniques that show you how to analyse and develop your own decision-making style. It will help you to deliver sharp and insightful analyses of your business and (...) develop effective solutions. In addition, it presents simple checklists that will give you vital insights throughout the decision-making process. Students and practitioners of leadership, management, and allied fields will find this book useful in order to understand and implement useful methods. (shrink)

This book examines how the Ford Foundation International Fellowships Program, the world's largest private fellowship program in higher education, has succeeded in fostering social justice leadership over the past ten years. Top scholars from Asia Pacific, Latin America, the US, Africa, and Europe inquire into the program's development, implementation, and outcomes in their regions. They analyze the program's background, its effects on institutions, its effects on students' learning environments, and how well changes toward social justice worked. Through in-depth studies (...) of leadership, diversity, social inclusion, and social justice in regional context, this book provides a wealth of comparative information on social justice in higher education worldwide. (shrink)

Outlines the key concepts in the work of Foucault, showing how his concepts of discourse, of power/knowledge, and of governmentality offer a way to understand how ideas of educational leadership and management have emerged, how they serve to establish a discipline, and how they construct individuals in particular ideological ways.

The relationship between education and democratic development has been a growing theme in debates focussed upon public education, but there has been little work that has directly related educational leadership to wider issues of freedom, politics and practice. Engaging with ELMA through the work of Hannah Arendt enables these issues of power to be directly confronted. Arendt produced texts that challenged notions of freedom and politics, and notably examined the lives of people, ideas and historical events in ways that (...) are pertinent to the purposes and practices of education. This significant volume examines the main texts in the Arendt library and explains each of the key ideas and how they can enable critical thinking about knowledge production and practice in educational leadership. The analysis draws upon a range of exemplars and empirical projects from the field of educational leadership, investigating utility issues regarding Arendt's ideas, and engaging with the debates concerning her insights and contribution. Included in the book: -using Arendt to think about ELMA -the relationship between policy and practice, and organisation and leadership -critiques of the Vita Activa and Vita Contemplativa -thinking with and against Arendt. Gunter uses the work of Arendt to challenge the purposes and practices of intellectual work, with a view to developing perspectives on the responsibility for research and ideas. The book will be of value to all those working and researching in the field of Educational Leadership, Management and Administration. (shrink)

We understand responsible leadership as a social-relational and ethical phenomenon, which occurs in social processes of interaction. While the prevailing leadership literature has for the most part focussed on the relationship between leaders and followers in the organization and defined followers as subordinates, we show in this article that leadership takes place in interaction with a multitude of followers as stakeholders inside and outside the corporation. Using an ethical lens, we discuss leadership responsibilities in a stakeholder (...) society, thereby following Bass and Steidelmeier’s suggestion to discuss “leadership in the context of contemporary stakeholder theory” (1999: 200). Moreover, from a relational and stakeholder perspective we approach the questions: What is responsible leadership? What makes a responsible leader? What qualities are needed? Finally, we propose a so-called “roles model” of responsible leadership, which gives a gestalt to a responsible leader and describes the different roles he or she takes in leading stakeholders and business in society. (shrink)

Leadership, corporate responsibility and management ethics underline the human centered paradigm in the complex world of today. One major issue in management is impact on people. This book relates to the outcomes of human interaction within and beyond the borders of an organization. It discusses what motivates moral behavior at the individual and the collective levels, how morality is engrained in markets and how it is deployed in business processes and stakeholder relations. The book shows that human centered management (...) is built and consolidated in four complementary dimensions: ethical, social, economic and institutional. It emphasizes that moral managers and moral markets are essential for business sustainability. Rethinking Leadershipcovers ethics development from its origin to help managers understand and confront the 21st century's increasing challenges and disruptions. Its clear narrative and cogent examples bridge scholars and practitioners, with distinctive examples on how to implement human centered management and how to teach the subject to executives. The author has 30 years of business experience in developed and developing countries and 20 years in academia in the US and in Europe, which provides solid background to effectively and affectively discuss the topic from the multiple angles. (shrink)

Responsible leadership is rare. It is not that most leaders are irresponsible, but responsibility in leadership is frequently defined so that an important connotation of responsible leadership is ignored. This article equates responsible leadership with virtuousness. Using this connotation implies that responsible leadership is based on three assumptions—eudaemonism, inherent value, and amplification. Secondarily, this connotation produces two important outcomes—a fixed point for coping with change, and benefits for constituencies who may never be affected otherwise. The (...) meaning and advantages of responsible leadership as virtuous leadership are discussed. (shrink)

This study is an attempt to construct a quantitative link for international regimes with global leadership. The country's willingness to lead in solving global issues as the first mover in the formation of an international regime is measured and characterized by analyzing their ratification behavior in multilateral conventions deposited to the United Nations which shape of the global community. For this purpose, a set of quantitative indicators, the Index of Global Leadership Willingness and the Global Support Index, was (...) defined and calculated for each country based on its actual ratification year data for 120 multilateral conventions covering global issues such as peace and security, environment, commerce, communication, intellectual property protection, human rights, and labor. By proposing a framework of global leadership analysis, the study seeks to provide an empirical testing of the transformation of global governance towards cooperation without hegemony paradigm. The paper analyses changes in the leadership willingness indices of selected country groups, such as the G3, G7/8, and G20, over the century and finds that the will to drive the international agenda of these groups of leaders is in decline. Moreover, our study provides evidence to argue that our current world is actually without consistent global leadership across domains of the world affairs. Although several countries still show visible leadership in specific policy domains, such as environment and intellectual property, neither the G7/8 nor the G20 was playing a comparable role to those performed by the G3 a hundred years ago. (shrink)

Introduction -- Contexts of educational leadership and social justice -- Theoretical tools -- Ridgeway State High School : Articulating a telos of social justice -- Advocacy, truth telling and counter conduct as practices of socially just leadership -- The Clementine-led alliance : Articulating a telos of social justice -- Advocacy, truth-telling and counter-conduct as practices of socially just leadership -- Conclusion : Leadership, ethics and schooling for social justice.

What are the moral challenges that confront doctors as they manage healthcare institutions? How do we build trust in medical organisations? How do we conceptualize moral action? Based on accounts given by senior doctors from organisations throughout the UK, this book discusses the issues medical leaders find most troubling and identifies the moral tensions they face. Moral Leadership in Medicine examines in detail how doctors protect patients' interests, implement morally controversial change, manage colleagues in difficulty and rebuild trust after (...) serious medical harm. The book discusses how leaders develop moral narratives to make sense of these situations, how they behave while balancing conflicting moral goals and how they influence those around them to do the right thing in difficult circumstances. Based on empirical ethical analysis, this volume is essential reading for clinicians in leadership roles and students and academics in the fields of healthcare management, medical law and healthcare ethics"--Provided by publisher. (shrink)

Leadership and the Unmasking of Authenticity presents a philosophic treatment of the core concept of authentic leadership theory, with a view toward illuminating how authors in the history of philosophy have understood authenticity as an ideal for humanity. Such an approach requires a broader view of the historical origins of authenticity and the examination of related ideas such as self-knowledge and deception. The chapters of this volume illuminate the conflict between the contemporary understanding of authenticity and traditional philosophy (...) by revisiting the ideas of thinkers who express self-knowledge as a cornerstone of their philosophy. Tracing the origins of our contemporary concern for authenticity to the writings of 18th century philosopher Jean-Jacques Rousseau, this book explores the key thinkers writing in the wake of Rousseau's emphasis on sincerity, namely Friedrich Nietzsche and Martin Heidegger, to show that their acceptance of authenticity as an ideal for humanity was ambiguous at best. This volume also covers representative authors in the earlier history of philosophy, such as Plato, Niccolò Machiavelli, Francis Bacon, and John Locke. The result is a keen, in-depth analysis of works of philosophy and political philosophy that broach questions of authenticity, self-knowledge, and deception. This critical contribution to authentic leadership theory and the theory of authenticity will be a key resource for both undergraduate and graduate students in the fields of leadership studies, political science and philosophy. Contributors include: J.C. Byham, B.E. Cusher, E.A. Dolgoy, J. Fortier, N.W. Harter, M.A. Menaldo, H. Pedersen, J.M. Warner. (shrink)

Changing paradigms about moving forward -- The notion of progress in the past -- The notion of progress today -- Self-leadership and progress -- Toward a moral compass -- The right thing in pre-millennial context -- The right thing in current context -- Defining and polishing our moral compass -- Moving forward while doing the right thing -- About choice and reality -- Five moral pitfalls to avoid -- Moral theories : some pros and cons -- Five moral handles (...) for every type of decision-making. (shrink)

The demand from society for organizations to be ethical and responsible is growing, and the cost of irresponsible behavior is often huge. Unethical action can dramatically affect the future of a company or destroy it all together.Ethical Leadership shines a light on the role of both culture and ethics in organizations by making the issues more transparent, accessible and above all, connected. Business leaders are now accountable for showing that they have the correct ethical policies and culture in place. (...) Cultural and behavioral change consultant Andrew Leigh focuses on the fact that ethical culture is manifest in the actual behavior and attitudes of all staff, rather than in policy documents.While there are very few absolutes when it comes to ethics, there are clear ways to be a responsible leader, and Ethical Leadership is full of practical strategies, case studies and action points which will help leaders to improve and manage ethical culture in their organizations. (shrink)

What makes a good leader? This paper takes Socrates in Plato’s early dialogues as the starting point for developing three leadership skills that are still relevant today: being on a mission, thinking in questions, and thinking like a beginner. I arrive at these Socratic leadership skills through an interdisciplinary approach to Plato’s early dialogues that puts Socrates in conversation with a diversity of thinkers: modern-day business leaders and leadership coaches, educators, Zen Buddhists, and art historians. I show (...) that Socratic leadership skills are valued in today’s business world, and I propose concrete exercises that can help anyone acquire these skills. In contrast to Platonic leadership—the leadership skills of the philosopher king—Socratic leadership skills have not been the focus of much investigation. This paper aims to advance a scholarly conversation about Socrates as a leadership model. (shrink)

Recently, the increasing interest in responsible leadership (RL) has produced a research field rich in theoretical and conceptual potential, with diverse research foci, theoretical foundations, and methodological approaches. While these developments have demarcated the field from other leadership-oriented disciplines, they have equally courted fragmentation and ambiguity in terms of the field’s positioning within the greater body of leadership studies. To map the theoretical, methodological, and empirical state of the art of the RL field, we outline recent developments (...) and delineate important research gaps and directions for future theory development and empirical research. We emphasize the transition of RL research from micro-level perspectives with normative roots to research spanning multiple levels of analysis, vis-à-vis both antecedents and outcomes. We discuss the implications of our mapping, highlighting the necessity of not only conceptualizing RL across multiple levels of analysis, but also to actively focus on interactions among RL antecedents and outcomes across these levels. Through these, we aim to contribute to the field by strengthening its conceptual foundations and anchoring it more clearly within leadership studies overall. (shrink)

Various explanations are offered to explain why employees increasingly work longer hours: the combined effects of technology and globalization; people are caught up in consumerism; and the "ideal worker norm," when professionals expect themselves and others to work longer hours. In this article, we propose that the processes of employer recruitment and selection, employee self-selection, cultural socialization, and reward systems help create extended work hours cultures (EWHC) that reinforce these trends. Moreover, we argue that EWHC organizations are becoming more prevalent (...) and that organizations in which long hours have become the norm may recruit for and reinforce workaholic tendencies. Next, we offer spiritual leadership as a paradigm for organizational transformation and recovery from the negative aspects of EWHC to enhance employee wellbeing and corporate social responsibility without sacrificing profitability, revenue growth, and other indicators of financial performance. Finally, we will offer suggestions for future theory, research, and practice. (shrink)

The literatures on both authentic leadership and behavioral integrity have argued that leader integrity drives follower performance. Yet, despite overlap in conceptualization and mechanisms, no research has investigated how authentic leadership and behavioral integrity relate to one another in driving follower performance. In this study, we propose and test the notion that authentic leadership behavior is an antecedent to perceptions of leader behavioral integrity, which in turn affects follower affective organizational commitment and follower work role performance. Analysis (...) of a survey of 49 teams in the service industry supports the proposition that authentic leadership is related to follower affective organizational commitment, fully mediated through leader behavioral integrity. Next, we found that authentic leadership and leader behavioral integrity are related to follower work role performance, fully mediated through follower affective organizational commitment. These relationships hold when controlling for ethical organizational culture. (shrink)

How can head teachers live up to expectations? What makes them fail? What keeps the profession in good standing in the taxpayer's eye, and what undermines it? This book sets out a new vision for school leadership, moving beyond leadership styles and best practice to reflect on the intrinsic motivation in becoming a leader within a school setting, and proposing a way for the profession to develop and maintain ethical standards. Chapters explore the 2017-18 Commission on Ethical (...) class='Hi'>Leadership in Schools, considering the core principles and behaviours we should expect from our school leaders, and providing a clear, ethical code for thinking about and reinforcing ethical standards in schools. (shrink)

EDITORS’ INTRODUCTION BACKGROUND We are experiencing an unprecedented period where wide ranging and disruptive major global change is taking place around us. In this context, the theme of Mindful Leadership and Sustainable Development provides a point of reference and pathway for understanding the contemporary chaotic situations. These disruptive changes challenge our understanding and meaning of humanity and truly question whether or not, we are able to live in a society where justice, equality, peace, and prosperity abound. In the Buddhist (...) light, a focus is placed on understanding the Buddhist teachings to develop solutions for dealing with these wide-ranging problems. Both the scope of change and the response from a Buddhist approach are core to the content of this volume. It is of paramount importance that any investigation and development of solutions for the changes taking place, require guidance from the Buddhist philosophy. As a starting point for discussion, an initial focus is placed on providing a thorough and critical understanding of the character and context of change. In doing so, we also seek to clarify and outline the nature of a Buddhist approach. In completing this review, it is productive to see that given the complex issues being dealt with, the papers do generate different frameworks and viewpoints within the broad term of “approach.” The frameworks based on the Buddha´s teachings are not fully fixed and agreed upon by all. Therefore, our term “approach” refers to a set of arrangements and viewpoints that act to inspire further discussion and development. Given the above context, this volume is a collection of conference papers presented and published for the panel on the first sub-theme of UNDV 2019 on Mindful Leadership for Sustainable Peace on 13 May 2019 at the Tam Chuc International Convention Center, Ha Nam, Vietnam. The panel commemorates the occasion of the 16th United Nations Day of Vesak Celebrations 2019. Through the contributions of participants and their papers at this workshop, this volume provides a diverse and rich range of thinking and wisdom rather than more traditional mainstream thinking or conventional wisdom. Treating the Buddha’s teachings as a basic theoretical reconstruction, we examine the relationships between societies and Buddhism. We combine the analyses of the conflicts, trends and dynamics affecting future global development with focused studies on a range of policy areas for improving societies. In the Buddhist light, our two most crucial aims in this period of disruption are to greatly increase the influence and impact of Buddhism as our foremost duty; and that the Buddhist responsibility contributes to creating a new foundation for Mindful Leadership and Sustainable Development. (shrink)

I argue in this article that responsible leadership (Maak and Pless, 2006) contributes to building social capital and ultimately to both a sustainable business and the common good. I show, first, that responsible leadership in a global stakeholder society is a relational and inherently moral phenomenon that cannot be captured in traditional dyadic leader–follower relationships (e.g., to subordinates) or by simply focusing on questions of leadership effectiveness. Business leaders have to deal with moral complexity resulting from a (...) multitude of stakeholder claims and have to build enduring and mutually beneficial relationships with all relevant stakeholders. I contend, second, that in doing so leaders bundle the energy of␣different constituencies and enable social capital building. Social capital can be understood as actual or potential resources inherent to more or less institutionalized relationships of mutual recognition (Bourdieu 1980). By drawing on network analysis I suggest, third, that responsible leaders weave durable relational structures and ultimately networks of relationships which are rich in ties to otherwise unconnected individuals or groups. Against this background I argue, fourth, that responsible leadership may result in the creation of value networks (Lord and Brown, 2001) of multiple stakeholders, which enhance social capital and thereby contribute to both a sustainable business and the common good. (shrink)

This paper examines the professions as examples of “moral community” and explores how professional leaders possessed of moral intelligence can make a contribution to enhance the ethical fabric of their communities. The paper offers a model of ethical leadership in the professional business sector that will improve our understanding of how ethical behavior in the professions confers legitimacy and sustainability necessary to achieving the professions’ goals, and how a leadership approach to ethics can serve as an effective tool (...) for the dissemination of moral values in the organization. (shrink)

A two stage model was developed and tested to explain how ethical leadership relates to followers’ ethical judgment in an organizational context. Drawing on social learning theory, ethical leadership was hypothesized to promote followers’ self-leadership focused on ethics. It was found that followers’ perceived accountability fully accounts for this relationship. In stage two, the relationship between self-leadership focused on ethics and moral judgment in a dual decision-making system was described and tested. Self-leadership focused on ethics (...) was only related to moral judgment when followers use active judgment as opposed to their intuition. This provides support that a deliberate application of self-leadership focused on ethics leads to higher moral judgment. Theoretical and practical implications as well as future research opportunities are discussed. (shrink)

Ethical leadership is the best response in the crisis state of postmodern man. Ethical leadership is a construct that leads to personal transfiguration, organizational effectiveness, improved interpersonal communication, and the achievement of a joint platform for professional action. Its development has also a beneficial effect as it brings ethics back to the core of public action, to the front line of organizational life and personal development. Whether it follows a religious model or a model resulting from laicized religious (...) values, leadership construing is based on a personal development process that follows an initiating structure in the world of values and their practice in personal ethical action. This is doubled by an ethics institutionalization process in which the organization itself becomes a structure of ethical and effective communication both inside and outside. An authentic leadership supposes positing the leader in the center of an ethical edifice in which achieving public good is done through instruments of personal development, ethics management and managerial ethics, ethical responsibility and sustainability, human condition improvement, spiritual transfiguration and authenticity. Added to this is the leader’s personal effort of involvement in the organization. Ethical leadership relies on a person’s vocation of developing an ethical culture in professional situations and in all life experiences. (shrink)

Although the ethical dimension of transformational leadership has frequently been discussed over the last years, there is little empirical research on employees’ ethical behavior as an outcome of transformational leadership. This two-study investigation examined the relationship between transformational leadership and unethical yet pro-organizational follower behavior. Moreover, mediating and moderating processes were addressed. Our research yielded a positive relationship between transformational leadership and employees’ willingness to engage in UPB. Furthermore, both studies showed employees’ organizational identification to function (...) as a mediating mechanism and employees’ personal disposition toward ethical/unethical behavior to moderate the relationship between organizational identification and willingness to engage in UPB. Altogether, results indicate transformational leadership to entail a certain risk of encouraging followers to contribute to their company’s success in ways that are generally considered to be unethical. Implications regarding the ethical dimension of transformational leadership are discussed. (shrink)

Educational Leadership and Moral Literacy situates the reader in a conversation that examines the meaning and nature of moral leadership through the lens of moral literacy and the dispositional aims of moral leadership in educational settings.

The Leadership Identity Journey takes readers on a breathtaking, all-consuming, transformative journey. The invitation is to think of your life as a journey that follows a mythic path. By doing so, new possibilities emerge for thinking about leadership identity and preparation, as well as artistic research and the education field. The perspectives described in this book are supported by school leaders' insights into powerful iconic photographs relative to the five mythic life phases: the human condition, trials in life, (...) human triumph, human transformation, and human crossing, with the addition of leadership as a dimension of the life-journey model. The authors conducted their study using selected photographs framed by the universal mythic framework inspired by mythologist Joseph Campbell. (shrink)

Pierre Bourdieu was one of the most important thinkers of the twentieth century. He argued for, and practiced, rigorous and reflexive scholarship, interrogating the inequities and injustices of modern societies. Through a lifetime's explication of the ways in which schooling both produces and reproduces the status quo, Bourdieu offered a powerful critique and method of analysis of the history of schooling, and of contemporary educational polices and trends. Though frequently used in educational research, Bourdieu's work has had much less take (...) up in Educational Leadership, Management and Administration. Educational Leadership and Pierre Bourdieuargues that ELMA scholars have much to gain by engaging more thoroughly with his work. The book explains each of the key terms in Bourdieu's thinking tool kit, showing how the tripartite concepts of field, habitus and capitals offer a way through which to understand the interaction of structure and agency, and the limits on the freedom of an individual - in this case an educational leader - to act. Educational Leadership and Pierre Bourdieuoffers an analysis of dominant trends in ELMA research, examining the kinds of questions asked, projects undertaken and methods used. It provides alternative questions and methods based on a Bourdieusian approach, further readings and a range of exemplars of the application of these tools. The book will be of interest to those whose primary focus is the utility of Bourdieu's social theory. (shrink)

The role of responsible leadership—for each leader and as part of a leader’s collective actions—is essential to global competitive success (Doh and Stumpf, Handbook on responsible leadership and governance in global business, 2005 ; Maak and Pless, Responsible leadership, 2006a . Failures in leadership have stimulated interest in understanding “responsible leadership” by researchers and practitioners. Research on responsible leadership draws on stakeholder theory, with employees viewed as a primary stakeholder for the responsible organization (Donaldson (...) and Preston, Acad Manag Rev 20(1):65–91, 1995 ; Freeman, Strategic management: a stakeholder approach, 1984 ; Mitchell et al., Acad Manag Rev 22:853–886, 1997 ; Phillips and Freeman, Stakeholder theory and organizational ethics, 2003 . We define and operationalize responsible leadership from the perspective of employees and their views of the actions of their leaders. Drawing on a comprehensive survey of 28 Indian and global organizations operating in India, we report the results from 4,352 employees on the relationship between responsible leadership, their pride in and satisfaction with their organization, and retention 1 year later. Strong associations were found among these variables suggesting that responsible leadership—employee perceptions of the support they receive from managers, the HR practices, and corporate socially responsible actions—may be an overarching construct that connects them to the organization. (shrink)

In this paper I argue that a greater understanding of the part of ethics in leadership will improve leadership studies. Debates over the definition of leadership are really debates over what researchers think constitutes good leadership. The ultimate question is not "What is leadership?" but "What is good leadership?" The word good is refers to both ethics and competence. Research into leadership ethics would explore the ethical issues of current leadership research, serve (...) as a critical study of the field, analyze and expand normative theories of leadership, and develop new theories, research questions and ways of thinking about leadership. (shrink)

Recent scandals involving executive leadership have significantly contributed to the topic of corporate social responsibility (CSR) becoming one of the most important concerns of the management literature in the twenty-first century. The antithesis of CSR is embodied in executive corruption and malfeasance. Unfortunately such things are all too frequent. We view the degree of centrality of leadership, and the primary power motivation of leaders, as key factors that influence the engagement in corruptive leader behavior and consequent corporate social (...) ir-responsibility (CSIR) in organizations. Shared and self-leadership, on the other hand, we introduce as alternatives to traditional top-down centralized views of leadership that can establish needed checks and balances capable of reducing corruptive tendencies. We offer a conceptual model along with several propositions to help guide future research and practice. (shrink)

Das Buch zeigt, wie Mittelstands- und Familienunternehmen die Nachhaltigkeitswende ihres Unternehmens mit Hilfe von Sustainability Leadership meistern können. Denn zunehmende staatliche Vorgaben und die ökologische Transformation veranlassen viele Unternehmer dazu, sich aktiv mit dem Thema auseinanderzusetzen. Dabei stehen Unternehmen und Organisationen vor neuen Herausforderungen - alte Führungs- und Managementmuster passen nicht mehr. Als Führungskraft ist es nicht immer leicht, angesichts hoher Komplexität und Unsicherheit die Orientierung zu behalten und die eigene Unternehmensstrategie mit den Bedürfnissen von Mitarbeitenden und externen Stakeholdern (...) in Einklang zu bringen. Die Autoren zeigen anhand von praxisnahen Beispielen und konkreten Werkzeugen einen ganzheitlichen und integrativen Leadershipansatz auf, wie Führungskräfte mittelständischer Unternehmen Nachhaltigkeit erfolgreich in ihrem Unternehmen verankern können. Besonders bemerkenswert: Dies kann die Geburtsstunde eines "Unternehmertum 2.0" sein. Es basiert auf den oftmals tiefen Wurzeln des Unternehmens und neuen, innovativen Perspektiven. Interviews mit Unternehmerpersönlichkeiten vermitteln Impulse und geben Einblicke zu ihren Erfahrungen mit der Nachhaltigkeitstransformation. Die AutorenWolfgang Zimmermann ist Betriebswirt, Leadership-Experte, Speaker und Vordenker für unternehmerisch geführte Organisationen.Felix Richter ist Volkswirt und Geschäftsführer der Kompetus Management Consulting GmbH in Berlin mit langjähriger Erfahrung in der Umsetzung von Nachhaltigkeitsprojekten.Andre Stuer arbeitet als Unternehmensberater, Coach und Trainer mit den Schwerpunkten Leadership und Veränderungsprozesse. (shrink)

Leaders in today's world face the challenge of earning the trust and commitment of organizational members if they expect to guide their companies to success in a highly competitive global context. In this article, we present empirical results indicating that when leadership behaviors are perceived as trustworthy through the observer's mediating lens, trust increases and leaders are more likely to be viewed as ethical stewards who honor a higher level of duties. This article contributes to the growing body of (...) literature about the importance of ethical stewardship in the trust relationship. (shrink)

Leadership and ethics are habitually treated as related to separate spheres. It would be better, perhaps, if leadership and ethics were treated as belonging to a single domain. Ethics is an aspect of leadership and not a separate approach that exists alongside other approaches to leadership such as the trait approach, the situational approach, etc. This holds especially true for the military, one of the few organizations that can legitimately use violence. Today, most militaries opt for (...) a character-based approach for the ethics education of their leaders and espouse leadership theories that want leaders to be strong and visionary. Both the role of character and leadership are increasingly questioned, however, on the basis that situational factors are more influential than leadership and character. A closer look suggests that an interactionist perspective, with leadership, character, and the situation interplaying, is more accurate. It is still good leadership that keeps soldiers from crossing the line between the lawful use of force and excessive violence. (shrink)

We examined the direct and indirect (via relational social capital) relationship between ethical leadership and knowledge hiding. We also tested the moderating role of instrumental thinking in the relationship between ethical leadership and knowledge hiding and the relationship between ethical leadership and relational social capital. Data were collected from 245 employees in different firms spanning different manufacturing and service sectors. The results showed that ethical leadership was negatively related to knowledge hiding, both directly and via relational (...) social capital. The results revealed that instrumental thinking moderated the positive relationship between ethical leadership and relational social capital, such that the relationship was weak when instrumental thinking was high. The results also showed that instrumental thinking moderated both direct and indirect relationships between ethical leadership and knowledge hiding, such that the relationships were weak when instrumental thinking was high. The study carries important practical implications for managers concerned about the destructive consequences of knowledge hiding. (shrink)

The COVID-19 pandemic has caused a global societal, economic, and social upheaval unseen in living memory. There have been substantial cross-national differences in the kinds of policies implemented by political decision-makers to prevent the spread of the virus, to test the population, and to manage infected patients. Among other factors, these policies vary with politicians’ sex: early findings indicate that, on average, female leaders seem more focused on minimizing direct human suffering caused by the SARS-CoV-2 virus, while male leaders implement (...) riskier short-term decisions, possibly aiming to minimize economic disruptions. These sex differences are consistent with broader findings in psychology, reflecting women’s stronger empathy, higher pathogen disgust, health concern, care-taking orientation, and dislike for the suffering of other people—as well as men’s higher risk-taking, Machiavellianism, psychopathy, narcissism, and focus on financial indicators of success and status. This review article contextualizes sex differences in pandemic leadership in an evolutionary framework. Evolution by natural selection is the only known process in nature that organizes organisms into higher degrees of functional order, or counteracts the unavoidable disorder that would otherwise ensue, and is therefore essential for explaining the origins of human sex differences. Differential sexual selection and parental investment between males and females, together with the sexual differentiation of the mammalian brain, drive sex differences in cognition and behavioral dispositions, underlying men’s and women’s leadership styles and decision-making during a global pandemic. According to thesexually dimorphic leadership specialization hypothesis, general psychobehavioral sex differences have been exapted during human evolution to create sexually dimorphic leadership styles. They may be facultatively co-opted by societies and/or followers when facing different kinds of ecological and/or sociopolitical threats, such as disease outbreaks or intergroup aggression. Early evidence indicates that against the invisible viral foe that can bring nations to their knees, the strategic circumspection of empathic feminine health “worriers” may bring more effective and humanitarian outcomes than the devil-may-care incaution of masculine risk-taking “warriors”. (shrink)

The volume brings to life a number of the conference themes including corporate social responsibility, culture, academic integrity, vulnerability, health, military ethics, education, leadership, sustainability and philosophy and addresses concerns of many leading applied ethicists.

Strategic leadership and corporate sustainability have recently come together in conspicuously explicit fashion through the emergence of top management team positions with dedicated corporate sustainability responsibilities. These TMT positions, commonly referred to as “Chief Sustainability Officers,” have found their way into the upper echelons of many of the world’s largest corporations alongside more traditional TMT positions including the CEO and CFO. We explore this phenomenon and consider the following two questions: Why are corporate sustainability positions being installed to the (...) TMT?What effects do corporate sustainability TMT positions have at their organizations? We consider these questions through strategic leadership and neoinstitutional theoretical frameworks. Through the latter, we also engage with Weberian considerations of bureaucracy. We find that the reasons why corporate sustainability TMT positions are installed can be in response to a crisis at the corporation for which its legitimacy is challenged. We also find the corporate sustainability TMT position can be installed proactively in an effort to realize external opportunities that may have otherwise gone unrealized without concerted attention and coordination afforded by a strategic level position. Regarding effects, we determine the position can relate to the establishment of bureaucratic structures dedicated to corporate sustainability within the corporation through which formalized processes and key performance indicators to drive corporate sustainability performances are established. In the face of our finding that many corporate sustainability TMT positions are being removed despite having only relatively recently been introduced to their respective TMTs, we find that the successful implementation of bureaucratic machinery can help considerations to sustainability extend beyond the tenure of a corporate sustainability position within the TMT. (shrink)

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) (...) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

The aim of this paper is to investigate among a group of non-profit organizations: a) the effect of ethical leadership on volunteers’ satisfaction, affective organizational commitment and intention to stay in the same organization; b) the role played by job satisfaction as a mediator in the relationship between ethical leadership and volunteers’ intentions to stay in the same organization, as well as between ethical leadership and affective commitment. An anonymous questionnaire was individually administered to 198 Italian volunteers (...) of different non-profit organizations. The questionnaire contained the Ethical Leadership Scale, the Volunteers Satisfaction Index, the Affective organization Scale, as well as questions regarding the participants’ age, sex, type of work, level of education, length of their volunteer works, intention to volunteer in the following months in the same organization. The construct as well the effects of EL on volunteers is approached in light of the Social Exchange Theory and the Social Learning Theory. Structural equation models were used to test hypothesized relationships. The results confirm the role of mediation of volunteer satisfaction in the relationships between the variables studied. In particular, ethical leadership was found to be positively associated both with volunteers’ intention of staying and with their affective commitment. In the first case this relationship is fully explained by the mediation of the volunteers’ satisfaction, while the latter is explained by both direct and indirect factors. To the authors’ knowledge, this the first attempt to understand the role played by ethical leadership on volunteers’ behavior and, more in general, in the management of non-profit organizations. Findings are relevant both for practitioners and managers of non-profit organization, since they suggest the relevance of the perception of ethical leadership by volunteers, as well as for scholars, since they further deepen the knowledge on EL and its effects on the followers. Limits of the study: the questionnaire was administered only among a group of non-statistical sample of volunteers. Furthermore, the study reached only volunteers from Italian non-profit organization. (shrink)