Interdisciplinary Leadership Practices in Graduate Leadership Education Programs

Bloomquist, Candace D.; Georges, Leah; Ford, Debra J.; Breen, Jennifer Moss

doi:10.1002/jls.21579

Cited by 12 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While it is true that the work involves preparing students for positions that may not yet exist (Weise, 2020), it is also true that leadership educators can prepare students with skills and cognitive capabilities that are broadly applicable (Cassuto & Weisbuch, 2021). Toward this end, Bloomquist et al (2018) propose creation of interdisciplinary leadership graduate programs that embrace andragogy (that is, principles of adult learning) in the development of scholar-practitioners, and they offer four specific recommendations:…”

Section: Charting a Path Forwardmentioning

confidence: 99%

Moving graduate and professional education forward to develop leaders equipped to effectively address wicked problems

Kaufman

Stedman

2022

New Drctns Student Lead

View full text Add to dashboard Cite

The modern era's wicked problems create an impending need to develop leaders through graduate education, professional degree programs, and campus‐wide efforts. Shifts to leadership‐as‐practice and an eco‐leadership discourse may help transform leadership education and surface new signature pedagogies for the professions. How might the current reality drive leadership educators toward collaborative learning that aligns with these frameworks?

show abstract

Section: Charting a Path Forwardmentioning

confidence: 99%

Moving graduate and professional education forward to develop leaders equipped to effectively address wicked problems

Kaufman

Stedman

2022

New Drctns Student Lead

View full text Add to dashboard Cite

show abstract

“…Small Group and Team Dynamics. A great many leadership education programs incorporate curriculum focused on team dynamics (Bloomquist et al, 2018). These types of courses examine the dynamics and interaction of individual people in small groups and often have a heavy emphasis on skill development as it relates to group dynamics.…”

Section: Groupmentioning

confidence: 99%

CRISIS AS PEDAGOGY: Recommendations for Using the Pandemic in Leadership Education

Whitaker¹,

Kniffin²

2022

Journal of Leadership Education

View full text Add to dashboard Cite

The COVID-19 pandemic has provided leadership educators with a unique and perilous opportunity. The events of 2020 were profoundly impactful and traumatic for our students, but they also illustrate a level of visceral engagement with various leadership topics that is incredibly useful. In this article, we outline some of the pedagogical considerations for using a chaotic and trauma filled set of experiences to teach leadership concepts. Specific theories and topics areas are presented that represent the most likely intersection of the pandemic and leadership, and examples are included for use by practitioners.

show abstract

“…When transformational leadership education occurs in an interdisciplinary manner, greater collegiality occurs (Akerjordet et al, 2018), improving responses to change and chaos in the workplace (Sandhu, 2019). In addition, interdisciplinary transformational leadership has been proven to connect context, culture, values, power and shared decision‐making (Bloomquist et al, 2018; Cardiff et al, 2020). These benefits combine to improve patient outcomes (Al Tous et al, 2022; Yamamoto, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…While nurses have engaged in leadership education for many years, increasingly there is a need for interdisciplinary leadership programs to encourage shared learning and dialogue between people from a range of health disciplines at all levels (Servey et al, 2020) to create caring cultures with optimal outcomes (Bloomquist et al, 2018). With this impetus, this study sought to evaluate the self-reported leadership practices and behaviours of health professionals following an interdisciplinary leadership program and explore the factors that impacted leadership style.…”

Section: Introductionmentioning

confidence: 99%

Exploring leadership in health professionals following an industry‐based leadership program: A cross‐sectional survey

Middleton

Montgomery

Murray

et al. 2023

Journal of Advanced Nursing

View full text Add to dashboard Cite

AimTo evaluate the self‐reported leadership practices and behaviours of health professionals following a leadership program and explore factors that impacted leadership style.DesignAn online cross‐sectional survey was conducted from August to October 2022.MethodsThe survey was disseminated via email to leadership program graduates. The Multifactor Leadership Questionnaire Form—6S was used to measure leadership style.ResultsEighty completed surveys were included in the analysis. Participants scored highest on transformational leadership and lowest on passive/avoidant leadership style. Participants with higher qualifications scored significantly higher in the inspirational motivation scores (p = 0.03). As years in their profession increased, there was a significant decrease in contingent reward scores (p = 0.04). The younger participants scored significantly higher on the management‐by‐exception than older participants (p = 0.05). There were no significant associations with the year the leadership program was completed, gender or profession and Multifactor Leadership Questionnaire Form ‐ 6S scores. Most participants (72.5%) strongly agreed that the program enhanced their leadership development and 91.3% strongly agreed or agreed that they routinely apply the skills and knowledge learnt in the program in their workplace.ConclusionFormal leadership education is important in developing a transformational nursing workforce. This study found that program graduates had adopted a transformational leadership style. Education, years of experience and age impacted the specific leadership elements. Future work needs to incorporate longitudinal follow‐up to relate changes in leadership with impact on clinical practice.Implications for the ProfessionTransformational leadership as a dominant style can contribute to nurses and other disciplines positively contributing to innovative and person‐centred approaches to health service delivery.Summary Statement What already is known—Leadership amongst nurses and other health professionals impacts patients, staff, organizations and ultimately healthcare culture. What this paper adds—Formal leadership education is important in developing a transformational healthcare workforce. Implications for practice/policy—Transformational leadership can enhance nurses and other disciplines commitment to innovative and person‐centred approaches. Impact StatementThis research identifies that lessons learnt from formal leadership education are retained over time by healthcare providers. This is important for nursing staff, and other healthcare providers, who are leading teams and overseeing care delivery, can ensure leadership behaviours and practices are enacted to influence a transformational workforce and culture.Reporting MethodThis study adhered to STROBE guidelines. No Patient or Public Contribution.

show abstract

Interdisciplinary Leadership Practices in Graduate Leadership Education Programs

Cited by 12 publications

References 7 publications

Moving graduate and professional education forward to develop leaders equipped to effectively address wicked problems

Moving graduate and professional education forward to develop leaders equipped to effectively address wicked problems

CRISIS AS PEDAGOGY: Recommendations for Using the Pandemic in Leadership Education

Exploring leadership in health professionals following an industry‐based leadership program: A cross‐sectional survey

Contact Info

Product

Resources

About