Developing a comprehensive leadership development model in higher education context: A co‐design approach

Deepening leadership identity development.

Cross-cultural researchers study, in most cases, transfer of leadership development (LD) theory, research and practices from the USA to other country contexts. Less attention is paid to the development of indigenous models of leadership development in country-specific contexts. We address this gap by examining emerging leadership development practices in India. This chapter reviews scholar-practitioner literature on: (a) leadership development theories and models as applied to the specific context India and (b) emerging practices in leader and leadership development in India. We present implications for future research and practice in leader and leadership development.

The aims of this study are to investigate the relationship of leadership identification and development with emotional intelligence and leadership succession planning and to outline the effective strategies for identification of potential leaders and leadership development. Methodology - To achieve the aim, we used the scheme of interactive co-production research where researchers create the scientific partnership with business professionals and they are responsible for generation of theoretical and practical knowledge. To process the data, we applied mixed methodology to improve the data assessment and contributed to objectivity and accuracy of the research. The survey involved five companies operating in the information technology, car repair enterprise, sewing business, and food and beverages producer in the Western and Central regions of Ukraine. The survey was conducted between March-September 2023. A sample included 24 business professionals and leadership in different roles, ages, gender, work experience, and education background. The selection of respondents was based on their involvement in leadership identification and development procedures in the organization and depended on their level of professional competency in the industry. The result show that leadership identification and development is implemented through certain strategies which include the use of feedback, culture of high engagement, performance assessment, leadership training programs, identification of skill gaps and future needs, and introduction of continuous learning culture in an organization. The use of these strategies should be implemented in the individual, group, and organizational levels. The study contributed to elaboration of the model of leadership identification and development in an organization.

Reviewed by: College Student Leadership Development by Valerie I. Sessa Paige Haber-Curran College Student Leadership Development Valerie I. Sessa New York, NY: Routledge, 2017, 213 pages, $49.95 (softcover) Informed by her research on college student leaders, Valerie I. Sessa focuses College Student Leadership Development on how students can learn leadership and develop as leaders. The book serves as a resource to college students, providing a learning model for intentionally guiding one's leadership development. In acknowledging that many skills-based models of leadership exist, Sessa aims to focus less on what one should learn (i.e., skills and behaviors) and more on how one can learn leadership. Sessa has a background in industrial and organizational psychology and has experience as a faculty member in academia, a research scientist and director at the Center for Creative Leadership (CCL), and an organizational consultant. The definition of leadership presented in the book, "accomplishment of three tasks: direction, alignment, and commitment" (p. xiv), is influenced by the CCL's approach to leadership. This definition allows for individuals, regardless of whether or not they hold a positional role, to participate in the tasks of leadership through developing direction and vision, working together through alignment, and committing to the vision by making it a priority. [End Page 255] The author bases this book on research she and her colleagues conducted on college student leaders (Sessa, Morgan, Kalenderli, & Hammand, 2014). In their study, Sessa et al. (2014) sought to extend research on the leadership competencies and skills learned by successful business executives, which was conducted by CCL researchers in the 1980s (Lindsey, Homes, & McCall, 1987), by replicating the study with college students. The study focused on key developmental events that college student leaders said they experienced and key learning lessons gained from these events. Such events included tackling challenging assignments, receiving mentorship, taking a leadership course, and engaging with peers. The first three chapters in the book set the foundation of learning and leadership for the rest of the book by introducing the reader to the concept of leadership and helping the reader connect with the topic, presenting key fundamentals about learning and specifically learning leadership. Sessa emphasizes four leadership learning outcomes: learning about oneself as a leader (i.e., leader identity); learning about different ways to think about leadership and leaders, learning key leader skills and competencies, and learning formal leadership knowledge (i.e., models, theories, language). The next five chapters are framed around the ReAChS model for leadership development, which includes the four components of reflection, assessment, challenge, and support. Sessa developed the model by integrating components of CCL's Assessment, Challenge, and Support Model of leadership development (McCauley, VanVelsor, & Ruderman, 2010) and a systems analysis organizational learning model that she and a colleague developed (London & Sessa, 2006). The ReAChS model is meant to be a tool for students to "take control of [their] leadership learning and development while in college and beyond" (p. 38) and includes four components. Reflection focuses on stepping back from an experience in order to examine it and make meaning of it. Assessment involves learning more about oneself including one's strengths, developmental needs, leadership effectiveness, motivation, self-efficacy for leadership, and personality or character traits. Challenges are described as "learning triggers" that are new experiences requiring skills or perspectives that haven not yet been used or developed. Support focuses on the network of people who can assist in one's learning process. The ReAChS chapters include a range of reflection prompts, exercises, self-assessment exercises, and other tools. These interactive components invite readers to make meaning of their experience, personalize the content, and consider how they can intentionally craft their leadership development journey. There are also many examples from student leaders and excerpts from Sessa et al.'s (2014) research. The book closes with a chapter on synthesizing and communicating one's leadership story. Sessa provides guidance on creating a leadership learning and development portfolio that includes many components such as accomplishment stories; verbiage about jobs, positions, experiences to highlight on a resume; and a personal statement on leadership. The hands-on and interactive exercises can help readers better understand their own leadership learning and effectively communicate...

Formal training in the multifaceted components of leadership is now accepted as highly desirable for health care leaders. Despite natural leadership instincts, some core leadership competencies (“differentiating competencies”) must be formally taught or refined. Leadership development may begin at an early career stage. Despite the recognized need, the number of comprehensive leadership development opportunities is still limited. Leadership training programs in health care were started primarily as internal institutional curricula, with a limited scope, for the development of faculty or practitioners. More comprehensive national leadership programs were developed in response to the needs of specific cohorts of individuals, such as programs for women, which are designed to increase the ranks of senior women leaders in the health sciences. As some programs reach their 20th year of existence, outcomes research has shown that health care leadership training is most effective when it takes place over time, is comprehensive and interdisciplinary, and incorporates individual/institutional projects allowing participants immediate practical application of their newly acquired skills. The training should envelop all the traditional health care domains of clinical practice, education, and research, so the leader may understand all the activities taking place under his/her leadership. Early career leadership training helps to develop a pipeline of leaders for the future, setting the foundation for further development of those who may chose to pursue significant leadership opportunities later in their career. A combination of early and mid-to-late career development may represent the optimal training for effective leaders. More training programs are needed to make comprehensive leadership development widely accessible to a greater number of potential health care leaders. This paper addresses the skills that health care leaders should develop, the optimal leadership development concepts that must be acquired to succeed as a health care leader today, some resources for where such training may be obtained, and what gaps are still present in today’s system.

The number of recognized leadership development programs in institutions of higher education is rapidly nearing 1,000. This includes all three forms of leadership programs-training, education, and development, as outlined by Ayman, Adams, Hartman, and Fisher (chap. 11, this volume; also see Mangan, 2002; Sorenson, 2000). Yet, relatively few of these programs are curricular-based undergraduate programs offering academic credit in the form of a bachelor’s degree, academic minor, or certificate. The purposes of this chapter are (a) to provide an overview of the historical and conceptual development of undergraduate leadership studies programs, (b) to connect college-based leadership studies programs withthe larger literature on leadership development via a model, (c) to provide guidelines for undergraduate curricular programs, and (d) to provide specific examples of leadership studies curricula with a liberal arts focus.

Leadership development has traditionally encapsulated an individualistic focus in organizations more properly construed as leader rather than leadership development. Over more recent years, advances in leadership theory have moved towards seeing leadership from more relational and systemic perspectives that have implications for leadership development practice. This article builds on this literature in putting forward a model of leadership development drawing upon ideas and concepts from complexity science. Complexity leadership development is suggested to incorporate a focus on four key dimensions that recognize the interrelatedness and systemicity of leadership in organizations. Here the behaviours of individuals interact with wider organizational processes and contexts that together are considered to produce overall leadership effects. Four dimensions are put forward in the complexity leadership development model comprising (1) network conditions, (2) shared leadership, (3) organizational learning and (4) leader skills and knowledge. The implications of the model for future research in HRD and challenges for practice in the field are discussed.

This paper explores the intertwined yet distinct roles and responsibilities of leadership and management within higher education institutions. The study underscores the importance of identifying key differentiating indicators of academic leadership and management while emphasizing the need to enhance leadership and management development programs to align with the ever-evolving higher education landscape. Our focus centers on crucial leadership capabilities and managerial competencies exhibited by academic leaders, placing particular emphasis on the value of the academic leadership capability framework as a facilitative tool for academic leadership and management development. After establishing the context of the study, we conduct a selective review of relevant research aimed at identifying effective academic leadership qualities. Next, we delve into the academic leadership capability framework, offering comprehensive insights into its applicability. The paper proceeds to introduce the bibliometric methodology employed, explaining how 610 Scopus-indexed publications on academic leadership and management development, spanning 53 years (1970 to mid-July 2023), were systematically analyzed. Presenting the bibliometric results, we engage in a comprehensive discussion concerning the theoretical and practical/societal implications derived from our findings. Finally, the paper concludes by providing recommendations for future research in this vital domain.

Purpose This paper examines how the metaverse, a convergence of virtual reality (VR), augmented reality (AR), and persistent digital platforms, can reshape leadership development and team collaboration. It evaluates opportunities and challenges, positioning the metaverse within established theories of leadership and adult learning. Design/methodology/approach The study employs a qualitative, descriptive methodology using secondary data from scholarly research, case studies, and industry reports. Open coding and thematic analysis identified recurring patterns, which were synthesized with theories of experiential learning, emotional intelligence, and transformational leadership. Findings Immersive simulations enhance emotional intelligence, adaptive leadership, and collaborative problem-solving across distributed teams. Gamification sustains motivation and supports innovation through virtual prototyping. However, barriers such as unequal access to digital infrastructure, cognitive fatigue, and overreliance on vendor-driven narratives limit effectiveness. A hybrid model, combining immersive tools with traditional development practices, emerges as the most effective approach for balancing engagement, inclusivity, and sustainability. Research limitations/implications Relying solely on secondary data, the study calls for future longitudinal research to explore the psychological and organizational impacts of sustained metaverse use in leadership development. Practical implications Organizations can leverage metaverse platforms to deliver scalable, interactive leadership programs but must prioritize digital inclusion and adopt hybrid strategies to mitigate risks. Social implications If implemented equitably, the metaverse can broaden access to leadership development for geographically or economically disadvantaged groups, fostering greater inclusivity in organizational learning. Originality/value The paper bridges metaverse applications with established theoretical frameworks. Rather than treating the metaverse as a wholesale replacement for leadership development, it positions immersive environments as complementary tools that democratize access to training while reinforcing essential leadership competencies.

This thesis examines the processes and practices of leadership and leadership development, in the context of post-conflict peacebuilding. The systematic literature review conducted in this thesis reveals that little is known about leadership in such a hostile context. The research focuses on how leaders in civil society lead for peace at grassroots and middle-range levels in extremely divided societies, and how they develop as leaders in these contexts. The overarching research question is: What does leadership for peacebuilding involve and how it has been developed in the post-conflict context? This research is an actor-focused inductive study based on empirical research into the role of civil society leadership in fostering and sustaining peace. It draws on semi-structured interviews with 32 long-standing civil society leaders in Northern Ireland, and Bosnia and Herzegovina. The empirical research examined the characteristics of the contexts of leadership in post-conflict peacebuilding from a social identity theory perspective (Tajfel, 1974). The key characteristics found in this research are: Hostility and violence; polarisation; and depersonalisation. The research then utilises the social identity theory of leadership to explore the nature of leading for peace in terms of processes and practices. These processes are: Differentiation; integration; and political astuteness. A framework is developed to show how leading for peace interacts with context. Finally, the research examines leadership learning and development in this context through the use of the technique of leadership journeys. Drawing on Tynjala’s (2013) 3P model for workplace learning, a modified 3P model for peacebuilding leadership development in post-conflict contexts is proposed.

Developing holistic leaders: Four domains for leadership development and practice

This chapter aims to examine the ways coaching and mentoring are currently leveraged to deliver leadership development in higher education institutions. By exploring the variety of coaching and mentoring approaches and their deployment at different levels and across different institutions we are able to indicate opportunities for further enhancing leadership development in the sector through coaching and mentoring. The chapter examines peer-reviewed articles, sector reports and insights from key informants crafted into mini case studies. Mentoring emerges as a default approach to leadership development, in particular at early career stages and where inclusivity and diversity feature as part of leadership development programmes. Coaching is evident at the senior levels and offers a wider range of individual leader, senior team and organisational leadership development opportunities. Our cases highlight the range of responses and sophistication of coaching approaches and practices, from the highly embedded to other more piecemeal examples. The findings emphasise the importance of empirical research in this area to better understand and inform the sector of the wider benefits and opportunities of coaching and mentoring in supporting leadership development. Opportunities to support greater inclusivity and diversity in leadership should consider coaching approaches and practices too. This exploration of coaching and mentoring identifies why shifts towards coaching may be evident. It challenges those in the sector – researchers, people management and organisational developers, as well as senior leaders – to adopt more integrated and embedded coaching and mentoring initiatives to support the sector in addressing its current challenges.

Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women’s leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women’s leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women’s leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women’s leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women’s leadership development. The barriers to women’s leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.

This paper introduces a Servant Leadership-Oriented (SLO) model of leadership development, designed to develop compassionate and caring leaders, particularly among individuals who have experienced trauma. Within this framework, we explore the attributes required for developing leaders to embody the mindset, motive, and mode (MMM) of servant leadership. Building upon foundational leadership development models, the SLO model provides a structured approach to leadership development that incorporates a trust-based, supportive mentorship process. The SLO model’s emphasis on tailored mentorship and support allows developing leaders to engage in reflective and experiential learning that enhances their capacity to balance caring for employees with meeting organizational goals. This approach not only addresses the unique developmental needs of trauma-affected individuals but also promotes a culture of empathy and care, ultimately enhancing organizational well-being and resilience.

To be a good leader, a person must play the image of a leader that fits the implicit image of followers, while simultaneously demonstrating authenticity in his or her own way. However, theories explaining and guiding the process of developing such leaders are scarce. In this article, we argue that the practice of Eastern arts, such as martial arts, can be useful in theorizing the process because the ultimate purpose of such arts is similar to the purpose of leader development described above. Specifically, we propose that the traditional Japanese concept of “Shu-Ha-Ri,” which describes a three-step process of “following the established norms,” “moving away from the established norms,” and ”finding one’s own way to act naturally and creatively,” be applied to authentic leadership development. We illustrate how the Shu-Ha-Ri process occurs as leaders learn and advance to higher levels. Our theorization contributes to the management learning literature on how to learn to be a good authentic leader and to the management education literature on how to design leadership development programs.