Surfacing authentic leadership: inspiration from after life

This paper advocates an innovative approach to help leadership students analyze, capture, and remember the nature of their authentic leadership. This developmental activity was inspired by the Japanese film, Wandâfuru raifu (After Life) (Kore-Eda, Sato, & Shigenobu, 1998), in which the recently deceased are asked to recall and relate a memory that symbolizes all that is important to them. After this memory is replayed to them the recently deceased move on to the afterlife and keep the memory prominent in their minds for eternity. This activity is applied to authentic leadership by asking leadership students to recall their family, personal, and work histories as they relate to their leadership. To bring this activity up to date and into the real world, the students are asked to tell their story directly to a camera in front of a green screen. In postproduction, images related to the students’ stories are keyed in to replace the green screen thereby creating powerful memories of the factors influencing the students’ authentic leadership. This new technique is proposed as an integrative and memorable activity that captures and synthesizes insights from other authentic leadership exercises while focusing on the actionable lessons. Viewing of the film prior to the teaching event offers the additional benefit of creating an atmosphere of quiet contemplation and reflection in students’ minds.

The meaning of work : employees as stakeholders in organizational experience

Researchers and commentators have highlighted changes to individuals' understanding of the meaning of work over time, and particularly the increasing centrality of work in many people's lives today. This highlights the stakeholder role of employees not only in ensuring the organization's long-term viability, but for the organizational culture and overall workplace experience. The concepts of workplace spirituality and authentic leadership have both received attention as tools to aid in employees' connectedness wit the organization and in providing an environment where employees can bring their 'whole self' into the workplace. This paper discusses how these concepts assist in providing understanding of individuals' meaning of work, and highlights questions for future research consideration.

Psychological capital: A review and synthesis

The concept of psychological capital (PsyCap) has attracted a great deal of interest from both academics and practitioners and has been linked to employee attitudes, behavior and performance at different levels of analysis. Yet, the nature of the concept, its measurement, the factors that influence its development, and when and how it influences individual-level, team-level and organizational-level outcomes are the subject of continued debate in the literature. This article offers a detailed and focused review of the existing literature on PsyCap, with the aim of developing an agenda for future research. In particular, we call for researchers to pay greater attention to possible multi-level applications of PsyCap research, examine the underlying mechanisms by which PsyCap influences individual-level, team-level and organizational-level outcomes, and identify possible factors that may moderate the relationship between PsyCap and its outcomes. In doing this, we provide a roadmap for scholars to progress the development of the field. © 2014 John Wiley & Sons, Ltd.

Let's kill the 'C' word: notions of authentic and synthetic in the teaching of journalism

One of the less desirable aftermaths of the so-called "Media Wars" - the intellectual debate over the role of cultural studies in the study of journalism - was reinforcement for some of the notion of fortress journalism: a Windschuttlian purist version of the Empire. This paper uses the alleged confrontation between the forces of that Empire (that is, proponents of pure journalism) and the forces of the Dark (that is, critics from a cultural studies tradition) as a means of examining the teaching of journalism in universities. The paper questions how the discipline of journalism should interface with others within the academy and asks what notion of journalism underpins our pedagogy and our epistemology. It is argued that it is time to discard an outdated craft model with its associations of authenticity and replace it with a model of synthetic professionalism.

Acceptance and leadership-hegemonies of e-commerce policy perspectives

This paper presents an analysis of the e-Commerce policies developed and implemented in the USA, Canada, Australia, Victoria, Finland, Norway, the UK, Ireland, the EU (by the OECD), Singapore, Japan, Malaysia, Thailand and Hong Kong (Special Administrative Region). The paper shows that e-Commerce policy adopted is generally trying to achieve two fundamental aims:

1. to minimize regulatory environments for e-Commerce; and
2. to ease logistical problems in doing e-Commerce—i.e. in paying electronically, in deliver y of goods and in customs, tariffs and duties.

These strategies are designed to create an environment where e-Commerce is adopted by business and government in these countries to achieve ‘best practice’, to become ‘modern’, to gain ‘efficiencies’, because ‘it is the way to go’, because ‘we must have it, because everybody has it’, and because they ‘perceive the benefits of it’. In essence it is being used to gain hegemony in the economic competitiveness of the geopolitical environment created by the Internet. This paper argues that differentiating types of policy is related to ideology and hegemony in the various countries.

Leadership for socially just schooling: more substance and less style in high-risk, low-trust times?

This article argues that radical shifts in school governance arising from wider social, political, and economic relations toward what are described as high-risk and low-trust societies challenge past notions of leadership. I explore the tensions between the pluralism of postmodernist thinking and modernist notions of social justice that produce "predicaments" for school leaders through a series of paradoxes of educational management around centralized decentralization, markets and management, new educational professionalism, parental choice and community participation, and between the substance and style of leadership. The values underpinning the corporatization of public and private life most evident in education do not provide a satisfactory grounding for effective school leadership.

The role of personality in leadership: an application of the five-factor model in the Australian military

This study investigated the relation between the five-factor model (FFM) of personality trait domains and leadership effectiveness. Ninety-nine Australian Army commissioned officers completed the NEO Personality Inventory-Revised (NEO-PI-R; Costa & McCrae, 1992) and were rated by their superior officer on the Australian Army annual leadership effectiveness evaluation schedule. Participants indicated whether they had been selected to attend a leadership promotion course at the Army Command and Staff College, widely regarded within the Army as indicative of an officer's effectiveness. It was hypothesized that leadership effectiveness would be predicted by the personality trait domains of high Conscientiousness, Openness, Agreeableness, and Extraversion and by low Neuroticism. High Conscientiousness and low Extraversion scores predicted high leadership effectiveness and the likelihood of attending the leadership promotion course. High Openness scores also predicted the likelihood of attending the promotion course. The results support the utility of the FFM in exploring the role of personality in leadership effectiveness among military leaders.

Restructuring educational leadership in changing contexts: a local/global account of restructuring in Australia

The 1990s saw considerable structural reform in school education in many Anglophone nation states, marked by trends towards school-based, site-based, self-managing and self-governing schools. This article illustrates through a case study of educational restructuring in Victoria, Australia, how leadership, as a discursive practice, is redefined in the context of spatial and cultural restructuring. Restructuring produced a spatial redistribution of educational provision and individual opportunities as a result of structural adjustment reforms. These same policy moves towards post-welfarism also produced cultural shifts in attitudes to education with the rise of the new instrumentalism and entrepeneurialism. For school principals at the forefront of self managing schools, this meant shifts in resource distribution through new policy mechanisms of managerial and market accountability, and also new priorities impacting on leadership practices with a move from dialogic to decisional modes of management. The question is how recent policy moves towards learning networks and reinventing systematic support with a focus on locational disadvantage are addressing what were increased educational disparities between schools and students. Does this provide scope for more equity-driven leadership practices?

Finding voices: authentic learning online in the field of public communication and citizenship

A creative re-acculturation of teachers and students is occurring in virtual classrooms as traditional learning resources, pedagogy, and technology intersect in unexpected ways. This paper reports on a case of authentic, experiential, and constructivist learning developed for tertiary public relations  students. A subject titled ‘Public Communication and Citizenship’ (PCC) at  Deakin University in Australia asked students to examine the problematic and contentious areas of self interest, persuasion, power, and ethics in  contemporary contexts of mass media and globalisation. Feedback from  those students suggests that, in this case, online teaching strategies  successfully integrated with the total learning environment to achieve  higher-order learning. PCC is one example of PR pedagogy combining  theory and technology to move beyond ‘skilling for jobs’.

Entrepreneurship, marketing and leadership in non-profit performing arts organisations

This paper argues that the entrepreneurial leader in non-profit PAOs has received too little attention in literature pertaining to these organisations. This criticism also applies to museums. The paper explores how leaders in non-profit performing arts organisations balance the interests of the various funding sources and market opportunities to service their revenue requirements. It reviews a tension in non-profit performing arts organisations: the relationship between limited funding and the subsequent need to act entrepreneurially and innovatively among the various funding sources. Using longitudinal analysis of annual reports, the paper uncovers interplay essential to entrepreneurship. Hence, strategies and tensions are highlighted that non-profit leaders have used. Comparisons are made with non-profit art museums which previous research has shown have the same funding tensions.

The role of arts education in advancing leadership life skills for young people

This paper contends that the arts provide a foundation for the intensifying effort that leadership, creative aptitude and expertise are making to existing and emerging professions. Participation in arts-based (school and/or community) programs 'have proven to be educational, developmentally rich, and cost-effective ways to provide students the skills they need to be productive participants in today's economy' (Psilos, 2002, p. 2). In particular, this paper explores the relationship between leadership development in young people through their engagement with arts education experiences, specifically the capacity of the arts to develop the generic skills of communication, team work, problem-solving and creative interpretation-skills considered essential for productive participation in today's economy and skills that augment leadership potential.

Deconstructing diversity discourses in the fields of educationnal management and leadership

Discourses of diversity have supplanted those of equal opportunity or social justice in many Western democratic societies. While the notion of diversity is seemingly empowering through its recognition of cultural, religious, racial and gender difference within nation states, the emergence of this discourse during the 1990s has been in the context of neoliberal managerialist discourses that assume social action is fully explicable through theories of maximizing self interest. Thus notions of diversity, while originating in collective demands of social movements of feminism, anti racism and multiculturalism of the 1970s and 1980s, have in recent times privileged learning and leadership as an individual accomplishment and not a collective practice. Thus the dominant discourse of diversity is more in alignment with the deregulatory aspects of the increasingly managerial and market orientation of schooling, decentring earlier discourses of more transformatory notions premised upon reducing inequality and discrimination and developing ‘inclusivity’ in and through schooling. This paper provides a contextual and conceptual framework through which to explore the intersections and divergences of discourses of diversity in schools and their practical application.