Early Years of the Ohio State University Leadership Studies

Shartle, Carroll L.

doi:10.1177/014920637900500203

Cited by 13 publications

(20 citation statements)

References 4 publications

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“…In order to develop a framework for academic leadership, we utilized the behavioral model of leadership, which is based on the leader's organizational and people-related tasks (Blake & Mouton, 1985;Kahn, 1956;Northouse, 2019;Shartle, 1979). In order to provide more specificity and detail to the overall tasks of the academic administrator, we adopted models developed in the general management literature (Drucker, 2001(Drucker, , 2004Malik, 2016).…”

Section: Methodsmentioning

confidence: 99%

The academic leadership framework: A guide for systematic assessment and improvement of academic administrative work

Niewiesk

Garrity-Rokous

2021

Glob Bus Org Exc

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Universities, particularly those in the United States, administer their operations through a multitude of disparate, siloed initiatives and processes. Approaches toward academic administrative leadership deserve a more concentrated focus. We propose a simple framework to provide a structure for the evaluation and improvement of administrative processes within a university. Based on an analysis of the literature on academic administration, and input from participants in academic leadership programs at Ohio State University, the proposed framework seeks to create a structure to harmonize administrative work across the university, afford consistency while allowing for unit-specific adjustments, and offer a basis for defining and measuring ongoing improvement. The framework is organized in six domains of competence, with their respective competencies, which enables administrators to talk about their work using a common language. The framework is contrasted with other approaches to the evaluation of academic administrative work and some general conclusions about it uses are drawn.

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Section: Methodsmentioning

confidence: 99%

The academic leadership framework: A guide for systematic assessment and improvement of academic administrative work

Niewiesk

Garrity-Rokous

2021

Glob Bus Org Exc

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“…The following is a review of the authors and/or studies on leadership that support the two-factor theory: (a) Ohio State Leadership Studies (e.g., Schriesheim and Bird, 1979;Shartle, 1979;Stogdill and Shartle, 1953), (b) Michigan Leadership Studies (e.g., Daft, 1994;Katz and Kahn, 1952;Likert, 1961;Likert, 1967;Likert, 1979), (c) Group Dynamic Studies (e.g., Cartwright and Zander, 1960;Hersey, Blanchard and Johnson, 1996;Lewin, Lippitt and White, 1939), (d) Rensis Likert's Management Systems (e.g., Hersey, Blanchard and Johnson, 1996;Likert, 1967), (e) Tannenbaum and Schmidt's Leadership Continuum (e.g., Hersey, Blanchard and Johnson, 1996;Tannenbaum and Schmidt, 1973), (f) the Leadership Grid (e.g., Blake and Mouton, 1985;Carlson, 1996;Hersey, Blanchard and Johnson, 1996), (g) Stinson-Johnson Model (e.g., Hersey, Blanchard and Johnson, 1996), and (h) Burn's Transactional and Transformational Theory (e.g., Burns, 1978).…”

Section: Task Orientationmentioning

confidence: 99%

Do teachers, principals, and superintendents perceive leadership the same way?

2008

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Structural Equation Modeling (SEM) was used in this study to determine the extent to which teachers, principals, and superintendents perceive the leadership construct in the same way. The researchers found that the two-factor model fits the principal group and particularly the superintendent group better than does the four-factor model. The principals and particularly the superintendents appear to have a more tightly focused mental model of leadership than teachers. The test of structural invariance across the three groups indicated that there was configural and weak invariance, but not strong or strict invariance. It appears that the item-loading patterns and item loadings are invariant, but the intercepts are different, which suggests that the groups put different emphases on the importance of the factors. The study affirms the importance of determining and reporting the extent to which comparison groups share the same mental model for leadership.

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“…Ohio State Leadership Studies. In the 1940s, the Ohio State Leadership Studies inaugurated Behavior Theory by moving away from a focus on traits and into identifying visible behaviors (Shartle, 1979). This series of studies distilled leadership behavior into two independent dimensions of the relationship between leader and follower (Stogdill, 1950).…”

Section: Behavioral Theorymentioning

confidence: 99%

Leadership Adapted: Towards an Understanding of How Western-Developed Leadership Theories are Translated and Practiced in the Modern Arab Middle East

Olson¹

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The purpose of this study is to understand how western-developed leadership theories are translated and practiced in the Modern Arab Middle East (MAME). Over the past century the notion of leadership has progressed through phases of understanding, definition, and practice. This evolution continues today and is no longer contained to the academic and practice-oriented institutions of North America and Europe. Through western-styled educational institutions and professional industries, western-developed leadership theories have stretched around the globe, including the MAME. While this is known, what is much less understood is how these theories are adopted and adapted. This study's objective is to understand what theories of leadership are taught at Master of Business Administration (MBA) programs in the Modern Arab Middle East and how are they applied in local contexts. The research design was qualitative, interpretivist, and exploratory in nature. Data was collected from the MBA programs, their faculty alumni, and by the observations of the researcher. Publicly available documents were gathered by from online sources and during visits to the programs. Interviewed with respondents were conducted both in-person and through phone and digital conversations. Documents and transcripts were catalogued and thematically analyzed with the resulting themes constituting the findings of the study. The first set of findings centers around the question of how leadership is situated as well as what leadership theories are taught and how. It was found that leadership is professed to be highly valued, is broadly defined, and that is taught through traditional educational methods. The second set of findings pertain to what practitioners do with this education. It was found that leadership was spoken of in nine ways: local, regional, and internationally; a changing environment; entrepreneurship; family business; management preferred over leadership, and professional or personal development. Additionally, respondents reported that they experience the concept of leadership to be enigmatic, for a few, and future oriented. This study is hoped to be one of a series to come that considers how westernleadership theory is used in the MAME with an aim that theory may be useful and congruent within local and regional contexts.

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Early Years of the Ohio State University Leadership Studies

Cited by 13 publications

References 4 publications

The academic leadership framework: A guide for systematic assessment and improvement of academic administrative work

The academic leadership framework: A guide for systematic assessment and improvement of academic administrative work

Do teachers, principals, and superintendents perceive leadership the same way?

Leadership Adapted: Towards an Understanding of How Western-Developed Leadership Theories are Translated and Practiced in the Modern Arab Middle East

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