Leader prototypicality in sport: The implicit leadership theories of women and men entering sport management careers     

《Sport Management Review》2020,23(4):640-656

Implicit leadership theories (ILTs) matter because they are used as the benchmark against which people determine who is a leader and who is not. This assessment informs their behavioral responses. People are thought to have a superordinate-level ILT representing their prototypical mental model of leadership and a series of basic-level ILTs. Each of these represents how people conceptualize leadership in particular domains (e.g., sport, politics, and popular culture). In this study, the authors generate the structures of basic-level sport management ILTs for women and men who are about to enter this industry. These form the baseline from which socialization to work, organizational cultures, and the sport management industry begins. The ILTs of women entering sport management careers have a 35-item, 6-factor structure (Sensitivity, Knowledgeable, Physical Attractiveness, Inspirational, Dedication, and Focused), whereas men entering the industry have a 32-item, 7-factor structure (Sensitivity, Dedication, Physical Attractiveness, Focused, Creativity, Inspirational, Courageous). The resulting sport management ILT profiles differ from superordinate ones by emphasizing physical and vitality attributes, incorporating emotional elements, and by eschewing antiprototypical elements. The paper ends with a discussion of the implications for leadership research in sport management.  相似文献   

More Than Just a Student Voice: Facilitating Student Leadership Development Through the Library Student Liaison Program     

Suzanne Milton  Qing H. Meade 《图书馆管理杂志》2018,58(4):346-363

This article explores how the library-student liaison program at Eastern Washington University (EWU) Libraries has evolved into an opportunity for students to develop leadership skills. Originally designed to foster better communication between the EWU Libraries and students enrolled at the university, we recognized that the process of achieving established goals for the program provided a vehicle for students' leadership-skill development. To facilitate the leadership process, librarians employed the Social Change Model. Designed specifically for college students, this model engages the student to develop individual capacities to strengthen group activities that foster positive changes in the community and society.  相似文献   

Finding the missing Einsteins: Expanding the breadth of cognitive and noncognitive measures used in academic services     

《Contemporary educational psychology》2020

Education researchers, policymakers, and practitioners are concerned with identifying and developing talent for students with fewer opportunities, especially students from historically marginalized groups. An emerging body of research suggests “universally screening” or testing all students, then matching those students with appropriate educational challenges, is effective in helping marginalized students. However, most tests have focused on two areas: math and verbal reasoning. We leverage three nationally representative samples of the U.S. population at different time points that include both novel cognitive measures (e.g., spatial, mechanical, and abstract reasoning) and non-cognitive measures (e.g., conscientiousness, creativity or word fluency, leadership skill, and artistic skill) to uncover which measures would improve proportional representation of marginalized groups in talent identification procedures. We find that adding spatial reasoning measures in particular—as well as other non-cognitive measures such as conscientiousness, leadership, and creativity—are worthwhile to consider for universal screening procedures for students to narrow achievement gaps at every level of education, including for gifted students. By showing that these nontraditional measures both improve proportional representation of underrepresented groups and have reasonable predictive validity, we also broaden the definition of what it means to be “gifted” and expand opportunities for students from historically marginalized groups.  相似文献   

Educational leadership,management and administration in Africa: an analysis of contemporary literature     

Gladys Nyanchama Asuga  Jill Scevak  Scott Eacott 《School Leadership & Management》2016,36(4):381-400

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国内外大学院长系主任研究文献综述     

虞宝桃 《教育学术月刊》2011,(6):34-37

在大学组织结构中,院系是大学学术系统中的基础单位。院长系主任在院系中起领导作用,院长系主任研究是大学组织管理理论与实践中的学术热点。文章在对院长系主任研究的国内外文献进行回顾的基础上进行了简要述评,提出进一步研究值得关注的问题。  相似文献   

Leadership and organizational innovation in the third sector: A systematic literature review     

《国际创新研究学报(英文)》2020,4(2):51-67

The impact of the global recession has served to increase pressure on non-profit organizations resources. Executive leadership is an essential component of the success of these institutions. The two-fold purpose of this article is to provide a state-of-the-art overview about the existing literature on leadership and organizational innovation in the third sector, as well as to identify research gaps leading to a research model, which can be used in further empirical research. For this, we used the collection of existing literature in the Web of Science. The 144 articles selected in the database were analysed using the VOSviewer software. Results show a concern with the renewal of management bodies and a lack of qualified leaders. This study contributes to the construction of an action agenda leading to the establishment of new leadership and organizational innovation model for the third sector.  相似文献   

A cross-cultural investigation of teachers’ and reporting officers’ self-ratings on teaching and leadership skills across Singapore and Bahrain     

Wee Pin Goh Jonathan  Lee Ong Kim  Hairon Salleh 《International Journal of Educational Research》2009,48(4):258-273

Self-rating bias is particularly likely in organizational behavior research as individuals tend to inflate their expertise, skills and character. This study aims to examine how two culturally diverse groups of teachers and their reporting officers respond to self-ratings of their own teaching skills and leadership skills respectively. It is posited that such response may be culturally based. To ensure validity of comparisons, analyses were done using linear Rasch measures in logits rather than the non-linear raw scores. No significant differences were found between the perceptions of Singaporean teachers and their reporting officers on teaching and leadership skills. The Bahraini data however revealed teachers’ perceptions of own teaching skills were significantly higher than that of their reporting officers. The opposite is true for the Reporting officers’ perceptions of our leadership skills. Bahraini teachers’ perceptions of their own teaching skills were also found to be significantly higher than that of their Singaporean counterparts. The findings support the notion that individuals’ thinking and behavior is influenced by how they process social and cultural information.  相似文献   

大数据时代班级管理平台的开发与应用研究     

曾令华  胥经华 《中国电化教育》2015,(7)

利用网络技术的先进性来实现班级管理的自动化,是信息时代大数据背景下的学校班级管理的实践创新和理论重建。该文设计开发的“中小学班级管理平台”,不仅能提高班级管理的效率和精确度,并且能给学生提供开拓视野、参与班级活动的平台,既使学校的管理科学化、正规化,又能调动学生参与班级管理的积极性、主动性;该文初步架构出学校班级管理现代化与校长课程领导力的关联模型,为学校课程实施水平的实质提升提供了一种新的促进机制。  相似文献   

Achieving organizational de-escalation: Exit strategy implementation among United States collegiate athletic departments     

《Sport Management Review》2014,17(3):347-361

Given the increasing commitment associated with NCAA Division I participation, higher learning institutions in the United States have recently engaged in initial stages of de-escalation behavior, or the reversal of escalating commitment via project termination or redirection. However, difficulty arises upon implementation of the selected alternative exit strategy. Applying escalation of commitment theory, this collective case study explored exit strategy implementation among institutions (N = 8) having achieved organizational de-escalation. Participants (n = 32) included decision makers involved in athletics exit strategy implementation. NVivo 9 was employed for analyzing collected data throughout the course of a three-step coding process. Findings revealed the importance of presenting stakeholders with objective data concerning the true costs of participation in a non-consulting manner. Additionally, exit implementation should consider the most timely departure possible, accounting for project-specific consequences potentially hindering de-escalation achievement. Finally, decision makers at institutions incorporating newly formed athletic-related initiatives did not exhibit impression management in de-institutionalizing the former course of action.  相似文献   

Designing and using an organisational culture inquiry tool to glimpse the relational nature of leadership and organisational culture within a South Australian primary school     

David Giles 《School Leadership & Management》2017,37(1-2):120-140

This case study research found that the relational leadership and organisational culture at a public primary school situated in a high poverty location in South Australia was built upon the strength of the inter-relationships between the teachers, teachers and leadership, and between teachers and students. Supported by what we called ‘dynamic inter-relationships’ and a ‘commitment to ongoing growth’ manifesting as key themes across the qualitative survey data generated by the school’s participants, we found the individual strengths of staff served the ‘on-going formation of organisational life’. Cognisant of these disclosed relational underpinnings, the research provided recommendations to the school’s leadership team about how they could best progress their educational reform agenda. The findings affirmed an Appreciative Inquiry inspired approach designed for the research was ‘fit for purpose’ as it generated extensive qualitative data from the teachers and leaders, offering opportunity for deep interpretive analysis using hermeneutic methodology of the school’s relational leadership and organisational culture. The research findings were subsequently confirmed by the teachers and leaders through a dialogic presentation of the research findings as an accurate representation of the culture of their school.  相似文献