Showing papers on "Leadership development published in 2022"

Closing the gap: Increasing female representation in surgical leadership

Abstract: Female medical students outnumber males with increasing representation in the workforce. However, women remain underrepresented in surgical leadership. Suggested reasons for this discrepancy are lack of female role models, mentorship, and gender discrimination. Thus, we set out to examine the change in leadership over time in our Department.Leadership data was gathered from a Department of Surgery in 2016 and 2020. Demographics including gender, age, and leadership position were compared using chi-squared testing.Female representation in leadership roles increased from 2016 to 2020 at each professor rank(professor 0-100%, p < .001; associate professor 25-90%, p < .001, and assistant professor 7-71%, p < .001). In 2020, there were more female faculty(19.8 vs 26.4%, p = .270).Female leadership in the Department has increased since 2016. Promoting females to leadership roles provides role models for upcoming female surgeons. Resources should be allocated to promote gender equity in surgical leadership.

Leadership Development in U.S. Undergraduate Medical Education: A Scoping Review of Curricular Content and Competency Frameworks

Abstract: Purpose To inform research on developing or adopting leadership competency frameworks for use in U.S. undergraduate medical education (UME), this scoping review describes the content of U.S. UME leadership curricula, associated competency frameworks, and content delivery. Method The authors searched PubMed, Embase, and ERIC databases on June 22, 2020. They included English-language studies that described U.S. UME curricula in which the primary end goal was leadership development. They excluded studies published before January 1, 2000. Data were extracted on leadership competency frameworks and curricular content, audience, duration, electivity, selectivity, learning pedagogies, and outcome measures. The curricular content was coded and categorized within the Medical Leadership Competency Framework (MLCF) using the constant comparative method. A repeated search of the literature on May 14, 2021, did not yield any additional studies. Results Of 1,094 unique studies, 25 studies reporting on 25 curricula met inclusion criteria. The course content of the curricula was organized into 91 distinct themes, most of which could be organized into the first 2 competencies of the MLCF: Demonstrating Personal Qualities and Working With Others. Thirteen curricula (52%) aligned with leadership competency frameworks, and 12 (48%) did not appear to use a framework. Number of participants and target learner level varied widely, as did curricula duration, with fewer than half (n = 12, 48%) spanning more than 1 semester. Most curricula (n = 14, 56%) were elective, and many (n = 16, 64%) offered experiential learning. Most studies (n = 16, 64%) reported outcomes as student perception data. Conclusions The authors found wide variation in content of U.S. UME leadership development curricula, and few curricula aligned with an established leadership competency framework. The lack of professional consensus on the scope of medical leadership and how it should be taught thwarts effective incorporation of medical leadership training within UME.

Leadership Diversity and Development in the Nation's Cancer Centers.

Abstract: The capacity and diversity of the oncology leadership workforce has not kept pace with the emerging needs of our increasingly complex cancer centers and the spectrum of challenges our institutions face in reducing the cancer burden in diverse catchment areas. Recognizing the importance of a diverse workforce to reduce cancer inequities, the Association of American Cancer Institutes conducted a survey of its 103 cancer centers to examine diversity in leadership roles from research program leaders to cancer center directors. A total of 82 (80%) centers responded, including 64 National Cancer Institute-designated and 18 emerging centers. Among these 82 respondents, non-Hispanic White individuals comprised 79% of center directors, 82% of deputy directors, 72% of associate directors, and 72% of program leaders. Women are underrepresented in all leadership roles (ranging from 16% for center directors to 45% for associate directors). Although the limited gender, ethnic, and racial diversity of center directors and perhaps deputy directors is less surprising, the demographics of current research program leaders and associate directors exposes a substantial lack of diversity in the traditional cancer center senior leadership pipeline. Sole reliance on the cohort of current center leaders and leadership pipeline is unlikely to produce the diversity in cancer center leadership needed to facilitate the ability of those centers to address the needs of the diverse populations they serve. Informed by these data, this commentary describes some best practices to build a pipeline of emerging leaders who are representative of the diverse populations served by these institutions and who are well positioned to succeed.

Evaluating leadership development in a changing world? Alternative models and approaches for healthcare organisations

Abstract: ABSTRACT Internationally, healthcare is undergoing a major reconfiguration in a post-pandemic world. To make sense of this change and deliver an integrated provision of care, which improve both patient outcomes and satisfaction for key stakeholders, healthcare leaders must develop an insight into the context in which healthcare is delivered, and leadership is enacted. Formal leadership development programmes (LDPs) are widely used for developing leaders and leadership in healthcare organizations. However, there is a paucity of rigorous evaluations of LDPs. Existing evaluations often focus on individual-level outcomes, with limited attention to long-term outcomes that might emerge across team and organizational levels. Specifically, evaluation models that have been closely associated with or rely heavily on qualitative methods are seldom used in LDP evaluations, despite their relevance for capturing unanticipated outcomes, investigating learning impact over time, and studying collective outcomes at multiple levels. The purpose of this paper is to review the potential of qualitative models and approaches in healthcare leadership development evaluation. This scoping review identifies seventeen evaluation models and approaches. Findings indicate that the incorporation of qualitative and participatory elements in evaluation designs could offer a richer demonstration and context-specific explanations of programme impact in healthcare contexts.

A transformative professional learning meta-model to support leadership learning and growth of early career teachers

Abstract: This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes, evidence-based frameworks of teacher leadership development (focused on growth as a teacher, researcher, leader and personal growth) and the six facets of equity to support inclusion. Findings attest to enhanced individual competencies; growth as a teacher, researcher, leader and personal growth, with no one growth aspect more important than another. This paper adds to the existing research showing how certain growth aspects were more aligned to evolving needs at particular points in a teacher’s professional learning journey. Furthermore, growth was influenced by teachers’ personal and contextual challenges and needs thus questioning existing research on the use of the leadership development framework within PLCs in schools. Findings contribute empirical evidence of leadership learning among early career teachers, when prospectively using the framework, within a school university partnership model. The study answers the call for research into models of professional learning to empower teacher leadership through using the meta-model of professional learning.

Athlete Leadership Development Within Teams: Current Understanding and Future Directions

Abstract: Leadership has been shown to be a fundamental factor influencing the performance of sport teams. Within these teams, leadership can be provided by coaches, formal athlete leaders, such as team captains, and other ‘informal’ athlete leaders. The role of the athlete leader in a team, either formal or informal, has been consistently reported over the last 10 years to have a significant impact upon a teams’ functioning and effectiveness, as well as teammates’ general health and mental wellbeing. As such, cultivating the provision of this leadership within a team has emerged as an important focus for managers, coaches, sport psychologists and scholars alike. While the recognition of the importance of athlete leadership is well established, there has been a lag in the development of systematic approaches to enhance and develop the leadership skills and capabilities of the athletes within sport teams. As a result, this paper seeks to review contemporary examples and current understanding of approaches to athlete leadership development. The paper will also highlight future areas for research and applied practice development.

Leveraging faculty knowledge, experience, and training for leadership education in engineering undergraduate curricula

Abstract: ABSTRACT Leadership is vital in engineering for individual career advancement and innovation across the profession. Although engineering educators have a key role in developing students’ leadership, it is unclear what leadership training and experience they have. This research explores the sources of knowledge, experiences, and roles that engineering educators draw upon to inform their understanding of leadership. The second objective is to examine how, if at all, these experiences and roles influence educators’ teaching of leadership. This study employed an exploratory qualitative approach and thematic analysis, drawing on interviews with 16 engineering educators in the United States. Findings indicated the importance of learning and practicing leadership in their current role, drawing on industry experience or speaking with professionals, leveraging personal experiences and relationships, and learning from formal training. These sources manifested in three ways in the classroom: intentional leadership instruction, informal leadership modelling and encouraging, and not feeling prepared to teach leadership. The findings contribute to a conceptualisation of the experiences that inform educators’ understanding of leadership while pointing to the lack of formal training. Implications include considerations for faculty hiring and development, ways for faculty to draw on their experience, and suggestions for creating a culture supportive of leadership education.

Moving beyond ‘think leadership, think white male’: the contents and contexts of equity, diversity and inclusion in physician leadership programmes

Abstract: The lack of both women and physicians from groups under-represented in medicine (UIM) in leadership has become a growing concern in healthcare. Despite increasing recognition that diversity in physician leadership can lead to reduced health disparities, improved population health and increased innovation and creativity in organisations, progress toward this goal is slow. One strategy for increasing the number of women and UIM physician leaders has been to create professional development opportunities that include leadership training on equity, diversity and inclusivity (EDI). However, the extent to which these concepts are explored in physician leadership programming is not known. It is also not clear whether this EDI content challenges structural barriers that perpetuate the status quo of white male leadership. To explore these issues, we conducted an environmental scan by adapting Arksey and O’Malley’s scoping review methodology to centre on three questions: How is EDI currently presented in physician leadership programming? How have these programmes been evaluated in the peer-reviewed literature? How is EDI presented and discussed by the wider medical community? We scanned institutional websites for physician leadership programmes, analysed peer-reviewed literature and examined material from medical education conferences. Our findings indicate that despite an apparent increase in the discussion of EDI concepts in the medical community, current physician leadership programming is built on theories that fail to move beyond race and gender as explanatory factors for a lack of diversity in physician leadership. To address inequity, physician leadership curricula should aim to equip physicians to identify and address the structural factors that perpetuate disparities.

Facilitating development of research ethics and integrity leadership competencies

Abstract: Abstract To build a culture of integrity in a HE institution, innovative approaches are needed to enhance education of research ethics and integrity (REI). In addition to educating students, understanding is needed on how to facilitate for those who lead others. The focus is on early-career researchers (ECRs) as future REI leaders. The current study sheds light on how learning and REI leadership competencies evolve during scaffolded collaborative research ethics training for this target group. The study combines new instruments as part of holistic DBR. Data was collected from 3 groups of experienced researchers attending 3 training sessions in the form of written group reports and group discussion recordings. Qualitative deductive analysis was utilised for monitoring the learning process, scaffolding patterns, and display of REI leadership principles. Also, quantitative analysis was applied to group discussion data, displaying the nature of collaboration. Results imply that collaborative case-based role play format is effective in training future REI leaders. All groups displayed high levels of understanding. Combining ECRs and researchers with leadership experience supported knowledge building in the groups by bringing in various perspectives. Even though groups required different amounts of scaffolding, the nature was similar: maintaining goal orientation, highlighting critical features and redirecting learners. Learning analytics of collaboration indicated that the person with leadership experience was not necessarily the most active participant nor took the role of a ‘group leader’. Still, it was mostly that person who displayed leadership competencies thus supporting other group members to develop leadership aspects.

Professional leadership training programs for dental faculty: Perspectives of the US dental school deans.

Abstract: INTRODUCTION The purpose of the study was to explore the influence of leadership training programs on career development and to gain insight into the perspectives on faculty training programs according to the current US dental school deans. METHODS This prospective study analyzed the results of a questionnaire distributed to 67 active Deans of U.S dental schools using a survey instrument that explored the areas of leadership programs that were useful, the support mechanisms received from institutions, and the necessity to integrate formal leadership development programs into training programs for faculty and students. RESULTS Among 33 participants (49.3% participation rate) in the study, 97% of responders strongly or somewhat agreed that leadership development programs could improve the quality of leadership and administrative skills. The respondents found that the most useful areas in leadership training were conflict resolution, communication skills, organizational change, diversity, inclusion, and belonging. The findings highlighted that critical barriers to accessing leadership training are financial support and lack of protected time for faculty. The results also showed that 73% strongly or somewhat agreed that the leadership training should be integrated into the predoctoral program and 87% into the postdoctoral graduate programs. CONCLUSION Participation in formal leadership development programs for faculty leaders in dental education is viewed as beneficial and could offer dental educators leadership training to better navigate the academic environment. The findings suggest the need to further explore the availability and effectiveness of leadership development opportunities for developing current and future educators and administrative leaders.

Inclusive leadership development for engineers.

Abstract: This article presents a standards-aligned, strategy-driven leadership development model for equipping engineering students with skills to appreciate differences in the workplace and to collaborate and lead inclusively.

Facilitating development of research ethics and integrity leadership competencies

Abstract: Abstract To build a culture of integrity in a HE institution, innovative approaches are needed to enhance education of research ethics and integrity (REI). In addition to educating students, understanding is needed on how to facilitate for those who lead others. The focus is on early-career researchers (ECRs) as future REI leaders. The current study sheds light on how learning and REI leadership competencies evolve during scaffolded collaborative research ethics training for this target group. The study combines new instruments as part of holistic DBR. Data was collected from 3 groups of experienced researchers attending 3 training sessions in the form of written group reports and group discussion recordings. Qualitative deductive analysis was utilised for monitoring the learning process, scaffolding patterns, and display of REI leadership principles. Also, quantitative analysis was applied to group discussion data, displaying the nature of collaboration. Results imply that collaborative case-based role play format is effective in training future REI leaders. All groups displayed high levels of understanding. Combining ECRs and researchers with leadership experience supported knowledge building in the groups by bringing in various perspectives. Even though groups required different amounts of scaffolding, the nature was similar: maintaining goal orientation, highlighting critical features and redirecting learners. Learning analytics of collaboration indicated that the person with leadership experience was not necessarily the most active participant nor took the role of a ‘group leader’. Still, it was mostly that person who displayed leadership competencies thus supporting other group members to develop leadership aspects.

Strategies to Improve Women’s Leadership Preparation for Early Career Global Health Professionals: Suggestions from Two Working Groups

Abstract: Background: Despite advances in gender equality, women still experience inequitable gaps in global health leadership, and barriers to women’s advancement as leaders in global health have been well described in the literature. In 2021, the Johns Hopkins Center for Global Health conducted two virtual working groups for emerging women leaders to share challenges and suggest solutions to advance women’s leadership in global health. In this paper, we present emerging themes from the working groups, provide a framework for the results, and discuss strategies for advancing women’s leadership in global health. Objectives: The objective of this paper is to synthesize and share the themes of the two working group sessions to provide strategies for improving women’s leadership training and opportunities in the field of global health. Methods: Approximately 182 women in the global health field participated in two virtual working group sessions hosted by the Johns Hopkins Center for Global Health using the Zoom platform. Participants were divided into virtual breakout rooms and discussed pre-assigned topics related to women’s leadership in global health. The participants then returned to share their ideas in a plenary session. Notes from the breakout rooms and transcripts from the plenary session were analyzed through a participatory and iterative thematic analysis approach. Findings: We found that the working group participants identified two overarching themes that were critical for emerging women leaders to find success in global health leadership. First, the acquisition of individual essential skills is necessary to advance in their careers. Second, the institutional environments should be setup to encourage and enable women to enter and succeed in leadership roles. The participants also shared suggestions for improving women’s leadership opportunities such as including the use of virtual technologies to increase training and networking opportunities, intersectionality in mentorship and sponsorship, combatting impostor syndrome, and the importance of work-life balance. Conclusions: Investing in women and their leadership potential has the promise to improve health and wealth at the individual, institutional, and community levels. This manuscript offers lessons and proposes solutions for increasing women’s leadership through improving individual level essential skills and fostering environments in which women leaders can emerge and thrive.

Building-up resilience and being effective leaders in the workplace: a systematic review and synthesis model

Abstract: PurposePsychological resilience, defined here as the capacity to bounce back from adversity and failure, has been studied in various leadership contexts. However, the literature demonstrates less consensus concerning how psychological resilience manifests in, and interacts within, the leadership role and, equally, the focus on resilience development is underdeveloped. This paper addresses these issues by focusing on the interactions between psychological resilience and leadership and presents practical development strategies.Design/methodology/approachA systematic review employing 46 empirical studies followed a thematic synthesis within an associated model encapsulated as building-up resilience and being effective.FindingsFirst, resilience is identified as essential and can benefit individuals and organizations' work outcomes across leadership contexts, including work performance, job engagement, well-being, and enhanced leadership capability. Secondly, leaders may build up their resilience by obtaining coping skills and improved attitudes toward challenges. Resilient attitudes, which are presented as paradoxical perspectives towards challenges, may help leaders adapt to challenges and adversities leading to beneficial outcomes.Research limitations/implicationsEven though this study provides a deeper understanding of the essential function of psychological resilience in leadership, the findings are limited to the workplace contexts investigated, e.g. exploring small sample sizes (13,019) or country contexts (22). Future research could expand the rhetoric around interactions between psychological resilience and leadership. Furthermore, the underlining mechanism between the paradoxical perspective and resilient attitudes is still largely unclear. Thus, more research is needed to disclose the interaction of paradoxical perceptions and leadership resilience. Further research can investigate how resilient attitudes demonstrate in actions in dealing with challenges and adversities.Practical implicationsThe authors further an argument that leaders may enhance their resilience through embracing a paradoxical perspective towards challenges (resilient attitude), e.g. being adaptive to adversities, and the attitude of learning from failures. These enhanced resilient attitudes could help leaders deeper understand and examine their reality and persist under high pressures and develop an innate ability to utilise resources more effectively to help them survive and thrive in challenging circumstances, instead of becoming overwhelmed by the burden of complexity or giving up. This will offer a practical contribution to resilience development.Social implicationsImportantly, this study found that resilience is an essential leadership trait and can benefit individuals and organizations' work outcomes across leadership contexts. These positive effects of resilience may encourage organizations or society to promote psychological resilience, including a resilient attitude, to deal with adversities and uncertainties.Originality/valueFundamentally, the synthesized model applied may encourage further studies to focus on how to build up resilience and practically apply it in workplaces across leadership contexts. In particular, this study found that adopting paradoxical perspectives and ambidextrous leadership approaches toward adversities is an original resilience development strategy, which serves to contribute to the gap in the literature.

Persistence of a youth organizing initiative: Cultivating and sustaining a leadership development ecosystem.

Abstract: Youth organizing can generate tangible improvements in community conditions and institutions while simultaneously promoting positive development among participants and contributing to broader movements for social change. Yet, organizing initiatives must navigate an array of challenges as they seek to continuously engage new leaders to build on the accomplishments of their predecessors who are aging out of youth organizing. This study examines the leadership development ecosystem enabling an exemplary youth organizing initiative to persist, expand, and enhance its impact over 15 years. Analyses of interviews with 19 adolescent and young adult participants reveal that engagement often begins before high school and continues long afterward, with more established older leaders playing a variety of roles to engage younger participants and support their development as leaders. Findings suggest practical strategies that can enhance the sustainability of these initiatives, which are key to the development and exercise of youth power for social justice.

In Nightingale's footsteps: A qualitative analysis of the impact of leadership development within the clinical learning environment

Abstract: Abstract Aim To identify and describe the impact areas of a newly developed leadership development programme focussed on positioning leaders to improve the student experience of the clinical learning environment. Background There is a need to consider extending traditional ways of developing leaders within the clinical learning in order to accommodate an increased number of students and ensure their learning experience is fulfilling and developmental. The Florence Nightingale Foundation implemented a bespoke leadership development programme within the clinical learning environment. Identifying the areas of impact will help to inform organisational decision making regarding the benefits of encouraging and supporting emerging leaders to undertake this type of programme. Method For this qualitative descriptive study, eight health care professionals who took part in a bespoke leadership development programme were interviewed individually and then collectively. The Florence Nightingale Foundation fellowship/scholarship programme is examined to determine impact. Results Two key themes were described in relation to impact of the programme. These were ‘Personal Development’ and ‘Professional Impact’. The two key themes comprised several subthemes. The notion of time and space to think was subsumed within each theme. Conclusion Data highlights that the Florence Nightingale Foundation programme had a distinct impact on participants by transforming thinking and increasing self‐confidence to enable changes to make improvements both within their organisations and at national level. Implications for Nursing Management Health care managers must continue to invest in building leadership capacity and capability through programmes that can help position individuals to realize their potential to positively influence health outcomes and wider society.

Understanding the Leaders of Tomorrow: The Need to Study Leadership in Adolescence

Abstract: Leadership traits and behaviors are observed early in human development, and although an improved understanding of youth leadership would usefully inform many real-world contexts (e.g., education, parenting, policy), most empirical work on leadership has been limited to adult populations. The purpose of the current article is to add a developmental perspective to leadership research that has so far been absent. Here, we (a) highlight adolescence as a critical developmental period for leadership emergence and development, (b) argue that leadership among youths is poorly understood and critically understudied, (c) provide exemplars of synergy between research on leadership and adolescent development that are ripe for focused inquiry, and (d) underscore some of the positive consequences of accelerating empirical research on leadership in adolescence, including implications for a deeper understanding of leadership in adult working populations.

Evaluating the Women's Empowerment and Leadership Initiative: Supporting mentorship, career satisfaction, and well‐being among pediatric anesthesiologists

Abstract: The Society for Pediatric Anesthesia launched the Women's Empowerment and Leadership Initiative (WELI) in 2018 to empower highly productive women pediatric anesthesiologists to achieve equity, promotion, and leadership. WELI is focused on six career development domains: promotion and leadership, networking, conceptualization and completion of projects, mentoring, career satisfaction, and sense of well‐being. We sought feedback about whether WELI supported members' career development by surveys emailed in November 2020 (baseline), May 2021 (6 months), and January 2022 (14 months). Program feedback was quantitatively evaluated by the Likert scale questions and qualitatively evaluated by extracting themes from free‐text question responses. The response rates were 60.5% (92 of 152) for the baseline, 51% (82 of 161) for the 6‐month, and 52% (96 of 185) for the 14‐month surveys. Five main themes were identified from the free‐text responses in the 6‐ and 14‐month surveys. Members reported that WELI helped them create meaningful connections through networking, obtain new career opportunities, find tools and projects that supported their career advancement and promotion, build the confidence to try new things beyond their comfort zone, and achieve better work–life integration. Frustration with the inability to connect in‐person during the coronavirus‐19 pandemic was highlighted. Advisors further stated that WELI helped them improve their mentorship skills and gave them insight into early career faculty issues. Relative to the baseline survey, protégés reported greater contributions from WELI at 6 months in helping them clarify their priorities, increase their sense of achievement, and get promoted. These benefits persisted through 14 months. Advisors reported a steady increase in forming new meaningful relationships and finding new collaborators through WELI over time. All the members reported that their self‐rated mentoring abilities improved at 6 months with sustained improvement at 14 months. Thus, programs such as WELI can assist women anesthesiologists and foster gender equity in career development, promotion, and leadership.

A qualitative descriptive study of effective leadership and leadership development strategies used by nurse leaders in European island countries

Abstract: Nurse leaders influence workplace culture; however, little is known about ethnic cultural influences on nurse leader development. This research aims to identify personal strategies promoting effective leadership by nurse leaders from European small island countries.

Six Principles for Developing Leadership Training Ecosystems in Health Care

Abstract: Leadership education in medicine is evolving to better meet the challenges of health care complexity, interprofessional practice, and threats from viruses and budget cuts alike. In this commentary, the authors build upon the findings of a scoping review by Matsas and colleagues, published in the same issue, and ask us to imagine what a learning ecosystem around leadership might look like. They subsequently engage in their own synthesis of leadership development literature and propose 6 key principles for medical educators and health care leaders to consider when designing leadership development within their educational ecosystems: (1) apply a conceptual framework; (2) scaffold development-oriented approaches; (3) accommodate individual levels of adult development; (4) integrate diversity of perspective; (5) interweave theory, practice, and reflection; and (6) recognize the broad range of leadership conceptualization.

If philosophers went on a leadership course: A (serious) farce in three Acts

Abstract: Leadership development is big business, with business schools and private providers offering leadership development programmes claimed to help turn managers into wise, good and able leaders. Leadership development originated in philosophy and, in the Western tradition, dates back at least as far as Socrates. This article asks: how would philosophers qua wisdom-lovers [philo-sophes] respond to contemporary programmes? We use the dramatic licence offered by theatre to imagine Foucault, Butler, Kant, Hume and others participating in a leadership training course. As our play opens, we find them critiquing a 360-degree psychometric assessment instrument they have been asked to complete. Our highly select group argue it solicits docile, servile supplicants to the interests of neoliberal capitalism. They offer an alternative containing key questions putative leaders should explore. The script includes other dramatis personnae and a Chorus (the authors of this paper). Speeches and programme notes provide the necessary bones of an academic paper, such as literature reviews and philosophical contexts. We ask colleagues to join with us in reconnecting leadership development to its philosophical roots in an effort to foster wiser and more ethical leadership.

School middle leaders as instructional leaders: building the knowledge base of instruction-oriented middle leadership

Abstract: PurposeThis paper aims to explore developments over the past 25 years in the knowledge base on instruction-oriented middle leadership in schools. The authors document the trends in the literature since middle leadership began to attract scholarly interest in the late 1990s and explore the shifting structural and content patterns in the knowledge base.Design/methodology/approachThe authors use a topographic methodology to analyse both structural elements and major results drawing from 147 peer-reviewed journal articles.FindingsThe authors draw on the review's outcomes to propose a model that frames a core set of middle leaders' instructional leadership practices. They also identify the personal, departmental, organizational and external influences shaping middle leadership practices and identify a lack of research conducted outside Anglo–American societies. This gap in the literature suggests the need for the increased study of middle leadership in different national settings and systems and how these influence the practice and enactment of middle leaders around instruction. There is also a need to employ a greater range of methodologies to understand middle leaders' instructional roles.Research limitations/implicationsThe paper lays a foundation for the future development of middle leadership for instruction and highlights signposts to guide future inquiry.Originality/valueThe paper contributes to the middle leader knowledge base by focussing on their enactment of instructional leadership.

Leadership journeys: Impacts of faculty professional development

Abstract: This chapter presents the leadership journeys of five faculty who participated in the SAGE 2YC: Faculty as Change Agents project. These faculty stories illustrate the influence of the project on their leadership and work as mid-level administrative or grassroots leaders. Key to the project was the explicit inclusion of leadership development in the professional development (PD). Learning about organizational frames and leadership approaches, the experience of faculty participants designing and leading their own workshops, and the resulting community of practice contributed to the leadership development of faculty participants. Implications and recommendations for leadership development of faculty members, critically important for colleges, concludes the chapter.

Coaching to develop leadership for healthcare managers: a mixed-method systematic review protocol

Abstract: An increasing number of interventions have focused on leadership development for healthcare managers, among which coaching is a common strategy. The purpose of the present systematic review is to synthesize evidence on the effect of coaching in developing leadership of healthcare managers.A literature search will be conducted in six English databases (MEDLINE (Ovid), CINAHL, Embase, Cochrane library, Nursing & Allied Health Premium, and Scopus) and four Chinese databases (Wanfang, CNKI, SinoMed, and VIP) from inception to April 1st, 2022. The titles, abstracts, and full texts of the studies will be screened by two independent researchers to determine their eligibility. The RoB 2, ROBINS-I, CASP, and MMAT will be applied to assess the quality of randomized trials, non-randomized studies, qualitative studies, and mixed-method studies, respectively. We will then extract the study characteristics, participant characteristics, and study outcomes of the reviewed papers. The Aims, Ingredients, Mechanism, and Delivery framework will be used to extract the components of coaching strategies. For quantitative data, a meta-analysis will be performed if sufficient data are available; otherwise, we will conduct a narrative synthesis. Thematic synthesis methods will be used for qualitative data analysis.By conducting this systematic review, we expect to synthesize evidence regarding the components of coaching for leadership development among healthcare managers; the influence of coaching on leadership development among managers at the individual, unit-wide, or organizational level; and how managers view coaching as a leadership development strategy.PROSPERO registration number: CRD42020194290 .

Go for the gold: Hurdles and winning strategies for conducting longitudinal and nonlinear research in undergraduate leader development

Abstract: Abstract This article makes a case for longitudinal and non‐linear methods when researching or evaluating student leadership development. After a primer on longitudinal methodology, barriers and aligned solutions to methodological challenges are presented.