“It's More Like a Growth Process than a Bunch of Answers” University Leaders Describe Themselves as Leaders

Uusiautti, Satu; Syväjärvi, Antti; Stenvall, Jari; Perttula, Juha; Määttä, Kaarina

doi:10.1016/j.sbspro.2012.12.005

Cited by 12 publications

(10 citation statements)

References 28 publications

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“…Authentic leaders need the ability and willingness to constant learning and development (see also Niles, Amundson, & Neault, 2011). Indeed, most of the current leadership theories define that leadership can be learned, tailored, and developed through authenticity (Syväjärvi & Vakkala, 2012;Uusiautti et al, 2012). It includes that criticism and setbacks should be viewed as chances to develop and further one's self-awareness based on experiences and events along one's career and life in general- Peus et al (2015) call this "learning orientation" in leadership development.…”

Section: Discussionmentioning

confidence: 99%

“I Do not Let Setbacks Discourage Me Much” The Composition of a Finnish Female Leader

Hyvärinen¹,

Uusiautti²,

Määttä³

2015

JEDP

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The article illustrates findings from a larger study on the Finnish female leaders' paths to a leader's position. This sub-study analyzed the composition of a Finnish female leader as narrated by leaders themselves. It was studied through two specifying questions: what kinds of personal features female leaders considered important in their leadership practices and how do these women describe the emphases of leadership. This was a qualitative study in which 10 Finnish female leaders were interviewed in two phases in 2006 and 2011. According to the narratives, the important personal features were perseverance and rabidity, honesty and humbleness, as well as tolerance of criticism, adversities, and loneliness, which were analyzed in the light of the authentic leadership theory. The emphases of leadership included the dimensions of social interaction and being a bellwether. The study contributed a new narrative viewpoint to the definition of authentic leadership.

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Section: Discussionmentioning

confidence: 99%

“I Do not Let Setbacks Discourage Me Much” The Composition of a Finnish Female Leader

Hyvärinen¹,

Uusiautti²,

Määttä³

2015

JEDP

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“…Liderlik teorileri zaman içinde örgütsel ihtiyaçları karşılamak için evrime uğramıştır (Gündüz ve Doğan, 2009 (Juuti, 2010;Northouse, 2013;Peele, 2005;Solheim, 2000;Syväjärvi ve Vakkala, 2012;Uusiautti, Syväjärvi, Stenvall, Perttula ve Määttä, 2012;Yukl, 2010). Başaran'a göre (1992) lider, grubun bir üyesi olarak, öteki üyeler üzerinde olumlu etkide bulunan kişidir.…”

Section: Liderlikunclassified

Okul Yılları ve Okul Dışındaki Sosyal İlişkilerin Kadın Liderlerin Liderlik Gelişimindeki Rolü

Balyer¹

2016

kalem

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ÖzOkul yılları, insanların bütün eğitim hayatları süresince eğitim kurumlarında geçir-dikleri dönem, sosyal ilişkiler ise birbirinden haberdar olan en az iki insan arasında belirli bir süre devam eden, anlamlı ve belirli amaçlar etrafında kurulan sosyal bir bağdır. Bu süreçlerin insan kişiliği ve liderlik gelişiminde erken yaşlardan itibaren önemli bir yer tutması nedeniyle mevcut çalışmanın temel amacı, bu örneklem grubunda yer alan kadın liderlerin okul yılları ve okul dışındaki sosyal ilişkilerinin (âile, çevre vb.) onların liderlik gelişimleri üzerindeki rolünü ortaya çıkarmaktır. Nitel olarak yürütülen bu çalışmada İstanbul ilinde bulunan bazı devlet üniversiteleri ve Millî Eğitim Bakanlığı'na bağlı devlet okullarında hâlen yönetim görevi yapan ve yürüttükleri görevlerde kurumlarının akademik olarak gelişiminde önemli katkılar sağlamış olan seçilmiş 20 kadın liderle yüz yüze görüşmeler gerçekleştirilmiştir. Veriler tümevarımcı analiz yöntemiyle analiz edilmiştir. Araştırmada elde edilen sonuçlar, kadın liderlerin okul yılları ve sosyal ilişkilerinin onların liderlik gelişim-lerinde önemli bir role sâhip olduğunu göstermektedir.

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“…Despite its over-hundred-year-long history, leadership research still struggles with finding a universal definition of leadership (Juuti, 2010;Northouse, 2013;Solheim, 2000;Yukl, 2010) -but still the field of leadership research is constantly expanding (Peele, 2005;Syväjärvi & Vakkala, 2012;Uusiautti et al, 2012). The core components of leadership are common to the aforementioned viewpoints: leadership is a process that involves influencing and it occurs in groups and includes general goals (Northouse, 2013).…”

Section: The Definition Of a Leader In This Researchmentioning

confidence: 99%

Having Many Irons in the Fire — Finnish Female Leaders’ School Memories

Hyvärinen¹,

Uusiautti²,

Määttä³

2014

JEL

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Education and school years impact leadership development, but this development has still been little studied. This study contributes Finnish female leaders' narratives to the discussion. The purpose was to analyze how female leaders describe their school years and themselves as learners and how these elements have shaped their careers. The following questions were set for this research: (1) How do female leaders describe the significance of school in the light of their career development? and (2) How did female leaders experience school going and their school years? This was a qualitative study employing a narrative approach and in which ten female leaders were interviewed. Women's activity and social relationships appeared the most important factors in their study paths when considered from the perspective of leadership development. Based on the findings, the role and meaning of school experiences in becoming a leader were discussed.

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“It's More Like a Growth Process than a Bunch of Answers” University Leaders Describe Themselves as Leaders

Cited by 12 publications

References 28 publications

“I Do not Let Setbacks Discourage Me Much” The Composition of a Finnish Female Leader

“I Do not Let Setbacks Discourage Me Much” The Composition of a Finnish Female Leader

Okul Yılları ve Okul Dışındaki Sosyal İlişkilerin Kadın Liderlerin Liderlik Gelişimindeki Rolü

Having Many Irons in the Fire — Finnish Female Leaders’ School Memories

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