Conscious Leadership, a Reciprocal Connected Practice. A Qualitative Study on Postsecondary Education

Jones, Valita; Brazdau, Ovidiu

doi:10.1016/j.sbspro.2015.08.290

Cited by 9 publications

(17 citation statements)

References 2 publications

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“…Their value lay as follow-up methods, especially interviews, which can then examine in more detail the constituents of being a 'conscious leader'. Jones and Brazdau (2015) take as given that aspects of conscious leadership such as introspection, collaboration, reflection and decision-making are integral as practice among higher education leaders. They wanted to make leaders in universities aware of their own identities and actions.…”

Section: Why Did This Methodology Excite Us?mentioning

confidence: 99%

“…We decided to pilot the inventory ourselves and our data is presented and evaluated in this paper. Velmans (2009:3) describes the act of being conscious as 'all the things that we observe or experience' and for leaders Jones (2012) describes conscious leaders as those who are at one with themselves (the act of being), are interconnected with the world and motivated to act responsibly . Becoming a conscious leader might be a way in which a leader understands self, others and the wider world, which seemed a good starting point for us to think about our partnership.…”

Section: What Did We Want To Understand?mentioning

confidence: 99%

“…There was no escaping the head's joy at coming in with a higher overall CQ score, but this point emphasised for us Brazdau's (2015) directive that the inventory should be used for self-disclosure and not shared; ethically this is an important point unless participants choose to disclose this personal information. The outcomes of the inventory also point to a participant's IQ -the higher the score, the better the participant is at understanding themselves, others and the wider world in which they live and work.…”

Section: Framing Joint Reflections On Our Leadershipmentioning

confidence: 99%

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Researching reciprocal leadership

Poultney

Fordham²

2018

Management in Education

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This article looks at the potential of using an online self-completing inventory that measures leadership consciousness awareness. The Consciousness Quotient inventory (CQ-i) has been developed to encourage leaders to be more conscious of their ability to be accountable and responsible for their leadership practice. The CQ-i as a method for researching leadership is piloted here between a university academic and a primary headteacher in the context of a school–university partnership. Pilot outcomes reveal that the inventory can be used as an evaluation of partnership work and ways of thinking about leadership on two levels: the personal and the partnership. The method is somewhat limited by a lack of distinctive criteria for personal domain statements and the absence of an overall profile outcome for the CQ score. Its strength lies in the way the outcomes of the inventory can be used as a starting point for personal reflection on leadership and as a vehicle for discussing a range of different ways of leadership working within different settings, such as school and university contexts.

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Section: Why Did This Methodology Excite Us?mentioning

confidence: 99%

Section: What Did We Want To Understand?mentioning

confidence: 99%

Section: Framing Joint Reflections On Our Leadershipmentioning

confidence: 99%

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Researching reciprocal leadership

Poultney

Fordham²

2018

Management in Education

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“…The choice of qualitative approach was advised by what Westley and Mintzberg (1989) refer to as loss of economic resonance and reality associated with quantitative research. Jones and Brazdau (2015) indicate that qualitative research allows for the capture of unanticipated information and creating understanding and meaning, and is especially useful when the object of the study is to examine the views and perspectives of people. The objective of this study was to examine the leadership competencies applied by Prof. Yılmaz during his time as the chancellor of Anadolu university, and the degree of follower commitment and loyalty he created among his staff.…”

Section: Methodsmentioning

confidence: 99%

The Leadership Competencies of Prof. Yılmaz Büyükerşen as the Chancellor of Anadolu University

Okoth¹

2018

Anadolu Üniversitesi Sosyal Bilimler Dergisi

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Transformational, charismatic, visionary! These are some of terms that have been popularized as the prescription for successful leadership. A leader does not have to check all the boxes to be considered successful, Prof. Yılmaz did, however. The study interviewed four participants who worked under Prof. Yılmaz as the chancellor as Anadolu university to examine their perception of Prof. Yılmaz's leadership competencies according to Dulewicz and Higgs (2006) framework. The results indicate that Prof. Yılmaz performed highly on all competencies considered and inspired a lasting mark of loyalty and commitment and admiration among his followers and peers. His ability to comprehend the emotions of his followers and his will to communicate to their feelings helped endear him to his staff. Creating a vision and formulating a strategy to reach it, then (backed with the requisite resources) being capable of communicating this vision to an empowered workforce is the total summary of Prof. Yılmaz's (and indeed any other leader's) path to leadership success.

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“…Building rapport and a reciprocal working relationship with the professor had come earlier for the programme leader in her initial visits to the Middle East as lecturer on the programme. In a leadership role it was vital to have the instructional leadership (Glickman et al, 2001) capabilities to deliver the programme and to mentor inexperienced colleagues as well as being mindful of more authentic, conscious leadership traits (Jones and Brazdau, 2015). It became important to develop a relational form of coleadership, rather than the traditional behaviourist approach to leadership (Bush, 2003) -essentially a collective approach to teaching and learning that would deliver the same quality of programme as received by UK EdD students.…”

Section: Developing Professional Working Relationships Over Distance mentioning

confidence: 99%

Leading the flying faculty

Poultney

2017

Management in Education

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This article employs a reflexive methodology to critically examine the opportunities and challenges raised for a leader of a UK EdD programme when the home institution undertakes short periods of intensive teaching abroad – a model known as ‘flying faculty’. The University of Derby had, until 2010–11, a large institutional partnership with Israel via its own Inter-College and UK EdD programme. Academics from the UK made regular trips abroad to teach and tutor doctoral students, working alongside an Israel-based professor. This article identifies two key leadership themes arising from this type of work. The first is related to an academic team working abroad under pressure to deliver an intensive course in a short time period. The second theme looks at issues of sustainability of an EdD programme in this context, namely the maintenance of productive working relationships with the local professor and student cohorts over distance and protracted time of study.

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Conscious Leadership, a Reciprocal Connected Practice. A Qualitative Study on Postsecondary Education

Cited by 9 publications

References 2 publications

Researching reciprocal leadership

Researching reciprocal leadership

The Leadership Competencies of Prof. Yılmaz Büyükerşen as the Chancellor of Anadolu University

Leading the flying faculty

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