Digital Leader and Transformational Leadership in Higher Education

Antonopoulou, Hera; Halkiopoulos, Constantinos; Barlou, Olympia; Beligiannis, Grigorios N.

doi:10.21125/inted.2021.2005

Cited by 14 publications

(14 citation statements)

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“…To address the difficulties of lowering performance disparities and adjusting to changing populations, the leader of the 21st century must also possess neuro-leadership skills to build relationships, regulate emotions, make decisions, and motivate employees or educators to reach company or educational institutions' objectives accordingly (Halkiopoulos et al, 2022). According to the researchers (Antonopoulou et al, 2021a;2021b; the recorded knowledge of brain patterns has minimal influence on current social behaviour. Neuroimaging research has shown similar outcomes, demonstrating that incorporating neuroscience insights into educational leadership will not alter management paradigms, i.e.…”

Section: Neuroeducation and Academic Capabilitiesmentioning

confidence: 99%

Educational Neuroscience in Academic Environment. A Conceptual Review

Gkintoni

Halkiopoulos²,

Antonopoulou³

2023

TSSJ

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Neuroscience uses cellular and molecular biology, anatomy and physiology, human behavior and cognition, and other disciplines to map the brain at a mechanistic level. Mapping all the cell-to-cell communication networks — the brain circuits that process all thoughts, emotions, and behaviors — is one of the most significant challenges of contemporary neuroscience. Neuroplasticity, the brain's capacity to form new neural connections and circuits, is the starting point and foundation of any learning process. Neuroscience can serve as a foundation for education in the same way that biology serves as a foundation for medicine, meaning that each field retains its creativity but cannot violate the laws of the other. This work examines the relationship between neuroscience and educational practice, focusing on how teachers and school psychologists can use potential research findings from these fields to bridge the gap between them.

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Section: Neuroeducation and Academic Capabilitiesmentioning

confidence: 99%

Educational Neuroscience in Academic Environment. A Conceptual Review

Gkintoni

Halkiopoulos²,

Antonopoulou³

2023

TSSJ

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“…Furthermore, neuroleadership can boost effective educational leadership due to the fact that effectiveness in educational leadership and in the field of human resource management is established on the capacity to control one's emotions [17]. A leader's emotional intelligence defines their ability to influence behavior and contribute to an individual's personal growth by mobilizing, motivating, and stimulating their mental talents.…”

Section: -1-neuroleadership In Education -Brain Facts and Theory Impl...mentioning

confidence: 99%

“…Several studies [17] have examined leaders' capacity to identify others' feelings, how leaders may use emotions to monitor their followers in working groups, and how leaders can utilize emotions to build leadership skills. These qualities and skills are critical in leadership processes because they influence how followers view their leaders.…”

Section: -1-neuroleadership In Education -Brain Facts and Theory Impl...mentioning

confidence: 99%

“…Thus, a transformative leader maintains a healthy balance of production and group member happiness. Additionally, we know that leaders with a higher level of emotional intelligence can sympathize with employees' emotions and exhibit more emotionally appropriate interactions and behaviors [17]. Empathy, or the capacity to empathize with the feelings of others, refers to both cognitive and emotional processes that enable us to represent other people's mental and affective processes cognitively and to generate an actual reaction consistent with their actions.…”

Section: -2-neuroleadership -Emotional Regulationmentioning

confidence: 99%

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Neuroleadership as an Asset in Educational Settings: An Overview

2022

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Objectives: The goal of this research is to investigate the scientific basis for integrating neuroscience in general, and cognitive neuroscience in particular, into the field of educational leadership. In recent decades, the scientific community has shown a great interest in integrating neuroscience into higher education and the many levels of leadership education and decision-making that are crucial to a range of educational difficulties that leadership leaders are called upon to handle. Methods/Analysis: The present effort involves a systematic review of research publications published in the preceding two decades after a keyword search of reputable international databases. This review incorporates papers from Scopus, PubMed, Elsevier, and PsycINFO databases. The terms neuroleadership and education were used in combination with the four subfields outlined in the research: Among them are decision-making and problem-solving abilities, emotional control, cooperation and influence with others, and facilitation of change. Findings: The review's results underscore the vital relevance of neuroscience integration into educational leadership difficulties and highlight ethical concerns regarding its deployment in educational settings. Novelty /Improvement: The novelty of this work is that it conducted a review of the literature on neuroleadership using a combination of executive function parameters, more precisely cognitive flexibility, decision-making, problem-solving, emotional regulation, the mirror neuron system, and behavioral data from studies conducted in educational and administrative settings. Doi: 10.28991/ESJ-2022-06-04-016 Full Text: PDF

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“…The metaphor of the opportunity within every crisis may be overused at this point, yet it cannot be denied that COVID-19 has provided and continues to provide a neverbefore seen opportunity to examine educational leadership in various national and 10.3389/feduc.2022.982952 global contexts (Marshall J. et al, 2020). The literary corpus on university presidents as leaders during COVID-19 is small, but growing with some studies focusing on specific national backgrounds (Dumulescu and Muţiu, 2021;Schiffecker et al, 2022), others on general leadership mechanics (Fernandez and Shaw, 2020;Strielkowski and Wang, 2020;Antonopoulou et al, 2021;McNaughtan et al, 2022) or specific areas within presidential leadership that have become relevant during a global pandemic. For example, the transition to online learning (Almaiah et al, 2020;Basilaia et al, 2020;Cheng et al, 2020;Wrighton and Lawrence, 2020) and crisis communication (Hussain, 2014;Gigliotti, 2019;Thelen and Robinson, 2019).…”

Section: Introductionmentioning

confidence: 99%

Leading the way–Understanding women’s university leadership during crisis through a feminist educational leadership lens

Schiffecker

McNaughtan²

2022

Front. Educ.

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Crisis leadership in higher education has received scholarly attention before COVID-19, yet found itself even more in the focus of global leadership research since 2020. This article employs the theoretical framework of Feminist Educational Leadership (FEL) to better understand the crisis leadership of five women university presidents from three different continents and five different countries during the COVID-19 pandemic. Through content analysis, the researchers identified themes related to the four components of FEL (concerns for social justice and equity for all stakeholders, empowerment of all stakeholders, establishment of a sentiment of caring, and fighting existing injustices) in the presidents’ qualitative interviews for a larger project on university presidential leadership during COVID-19. The findings show that women university presidents employ FEL in order to successfully lead their institutions through crises.

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Digital Leader and Transformational Leadership in Higher Education

Cited by 14 publications

References 0 publications

Educational Neuroscience in Academic Environment. A Conceptual Review

Educational Neuroscience in Academic Environment. A Conceptual Review

Neuroleadership as an Asset in Educational Settings: An Overview

Leading the way–Understanding women’s university leadership during crisis through a feminist educational leadership lens

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