Kindness and the Independent Owner Managed Business

Gibb, Yolanda; Gibb, Allan; Bennett, Dinah

doi:10.4324/9781315462530-7

Cited by 2 publications

(4 citation statements)

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“…Distributive leadership was originally put forward by the Australian social psychologist Gibb. He believed that leadership is a quality of a group and a function shared by a group [14] . In the 1990s, distributive leadership was introduced into the research field of western educational leadership.…”

Section: Distributive Leadershipmentioning

confidence: 99%

Intension, Current Implementation and Improvement Path of Instructional Leadership: A school Case of Hong Kong

Ling¹,

Yicai²

2021

J. Educ. Theory Manag.

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This paper aims to analyze the implementation status of instructional leadership of a HK primary school that benefits in mid-ranking and mainly uses instructional leadership to develop their curriculums. Instructional leadership is the result of introducing leadership concepts into the teaching field, and it reflects the changing trend of school management to a certain extent. At present, the research on instructional leadership is limited to the principal's leadership, which limits the overall function of instructional leadership. By investigating the actuality of school and the implementation of school policies and programs, the paper deeply analyzes the existed problems in a Hong Kong school and offers optimization suggestions: strengthen the school distributive leadership construction, promote the professional development of teachers and curriculums, establish a diversified evaluation system, develop an organizational culture of democratic cooperation and improve the curriculum leadership of principals.

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Section: Distributive Leadershipmentioning

confidence: 99%

Intension, Current Implementation and Improvement Path of Instructional Leadership: A school Case of Hong Kong

Ling¹,

Yicai²

2021

J. Educ. Theory Manag.

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“…Observations and recommendations relating to the lack of relevance of business programmes offered by business schools, have been consistent for many years, as are the positive benefits that can emerge when SME leaders engage in purposeful and relevant business development training (Toffler, 1970;Gibb & Dyson, 1984;Griffiths & Murray, 1985;O'Farrell & Hitchins, 1998;Kerste & Muizer, 2002;Minzberg, (2004);Mintoff et al, 2015, Thorpe & Rawlinson, 2013Bennis & O'Toole, 2015). Once again this raises the question, with so much recognition over many decades relating to the lack of relevance between what SME owners need and what business schools offer, why is this observation is still being made?…”

Section: The Value Of Facilitators In Business Development Programmes...mentioning

confidence: 90%

“…Earlier Gibb and Dyson (1984) Many papers have explored the lack of impact business schools have had on the development of SMEs (Hodgkinson et al, 2010;Huff & Huff, 2001;Kerste & Muizer, 2002;Mclean et al, 2002;Bolton & Stolcis, 2003;Ghoshal, 2005;Keiser & Leiner, 2009). Starkey and Madan (2001) observed that universities are overly focused on rigour at the expense of relevance, and they highlight the need to bridge this rigour/relevance gap, and even question if this can be achieved.…”

Section: The Deficiencies Of Conventional Business Development Progra...mentioning

confidence: 99%

“…They observed that business models, when applied to businesses where judgements are often made using messy and incomplete data, were often seen as statistical and methodological wizardry, which is often contained in business programmes, and which can often blind, rather than illuminate the situation for SME leaders. Gibb and Dyson (1984) explicitly recognise the topsy-turvy world of the business environment and go on to suggest that the adaption of any techniques or concepts should be included in the delivery of business programmes. Levic and Lichtenstein (2008) asked the question, is it not at least a little surprising that considering that there is such a lack of empirical evidence to show that the use of such stage modelling works why has it still not yet petered out?…”

Section: The Value Of the Content In Business Development Programmes ...mentioning

confidence: 99%

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How business schools programmes can more effectively stimulate action in SMEs

Cartwright¹

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The objective of the research is to explore SME business training programmes to identify the "trigger point/s" that stimulate action in SME leaders, to take action within their business’. SME development programmes, run by Erasmus, UKCES and European Region Funding and the participant SME leaders on these programmes are the focus of this research. The emergent insights are explored relating to existing programmes currently being provided by Business Schools for SMEs development, through the stories of SME leaders. More specifically, themes relating to four component features of development programmes, those of content, context, facilitator, and network are used as the focus for this research. The combined impact of these four components in the SME development programmes and the comparative impact each of these individual components has in stimulating action by SME leaders are reflected on, as is how these finding can improve the impact of such programmes in stimulating the participants to take action. This research followed a qualitative and interpretive approach. Research into humanist literature was informed by the four component features. Secondary data from independent analysis and pre-research pilot interviews and questionnaires were used in the focus of this research, together with insights from participant interviewees. Emergent themes were compared with the existing literature and the independent secondary data. All four components were perceived by the research participants as important and influential, in varying degrees, in stimulating action within the SME leader. III Other emergent themes emphasise the importance of additional key components, those of improving self-confidence, storytelling, and relevance to the design of SME training programmes. The insights emerging of the comparative value of the four components of content, context, facilitator, and network, together with the other emergent themes in stimulating SME leaders to take action is the contribution to theory. The findings inform practitioners’ thinking in their design and delivery of SME development programmes.

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Kindness and the Independent Owner Managed Business

Cited by 2 publications

References 1 publication

Intension, Current Implementation and Improvement Path of Instructional Leadership: A school Case of Hong Kong

Intension, Current Implementation and Improvement Path of Instructional Leadership: A school Case of Hong Kong

How business schools programmes can more effectively stimulate action in SMEs

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