Work-based learning: a leadership development example from an action research study of shared governance implementation

A Profession That Leads Together Makes a Difference Together: A definitive description of leadership in nutrition and dietetics is impossible, because examples and resulting actions are diverse, spanning and impacting all practice areas. Below, in response to questions I asked of some RDN leaders, I'm so happy to share more about our members exhibit effective leadership through their work and

PurposeThe purpose of this paper is to disseminate information about the development of a work‐based learning (WBL) honours degree top‐up in Library and Information Sciences (LIS), focusing on the motivation for this development.Design/methodology/approachThe context for the work is explained. The characteristics of work‐based learning (WBL) are explored in terms of the relevance to LIS learning and teaching. The rationale for the development of the WBL top‐up is proposed and considerations that need to be borne in mind in the implementation are offered.FindingsA synergy between the ethos of the existing approach to the education and development of LIS students at the University of the West of England and that of WBL was discovered.Practical implicationsThere are implications for the training and development of teaching staff to engage fully and excel in a WBL approach, and for the institution to support this approach. There are also implications for advising employers and potential learners as to the benefits of WBL, and to ensure that it fits appropriately into the professional framework.Originality/valueThe value of the paper is in the sharing of an approach to developing a positive new way of working, how this fits with different government, local and professional agendas and the implications it has for all concerned.

Non-Native English Speakers and the Development of Socially Responsible Leadership During College Jiajun Liu (bio), Shouping Hu (bio), and Ernest T. Pascarella (bio) Developing leadership capacity for college students is a fundamental goal of higher education institutions (Astin & Astin, 2000). Contemporary perspectives consider leadership development of college students to be a process toward equity, social responsibility, and positive changes to the community (HERI, 1996). This process values the importance of understanding oneself and working with others for college students from all backgrounds. Further, promoting socially responsible leadership among college students is increasingly important with the ongoing pandemic and the growing awareness of racial injustice. At the same time, colleges and universities have been striving to meet the needs of diverse student populations. Since conveying ideas and working in teams are integral in leadership development, language background can be an important factor shaping college students' leadership capacities. In this study, we were interested in the leadership development of non-native English-speaking (NNES) students. NNES students are likely to be Students of Color, immigrants, or born in the US but speak another language at home (Liu et al., 2019; Nuñez et al., 2016). These students are receiving increased attention given their growing numbers in educational systems. According to the U.S. Census Bureau (2020), about 1 in 5 US residents speaks a language other than English at home. To date, there remains a dearth of knowledge regarding the leadership development of this student group. This presents a challenge to postsecondary educators and practitioners in their effort to meet the needs of these students. As such, the research question guiding our study was: Is being a non-native English speaker related to student leadership development during college? LEADERSHIP DEVELOPMENT AND NNES STUDENTS Perspectives on leadership development have evolved over time (Astin & Astin, 2000). Early research at the college level examined the attributes of student leaders (Astin, 1993). Later, scholars advocated for exposing all students to socially responsible leadership as a process for acquiring the values and perspectives necessary for leading positive changes. As such, leadership development should not focus on a select few [End Page 218] but on all who desire to work with others and make changes (HERI, 1996). More recent studies have explored the influence of student demographics on leadership development. Dugan et al. (2008) found that women had higher scores than men on socially responsible leadership. Hu (2011) examined high-achieving low-income students and found that scholarship awards can motivate students to engage during college and, hence, gain desired leadership development. Duckworth (2002) suggested that family values and cultural networks could influence the leadership involvement of international students. For NNES students, coming from a different language background can influence how ideas are communicated and understood. Additionally, NNES students tend to be less engaged during college due to family responsibilities and financial constraints (Nuñez et al., 2016), suggesting that they may experience difficulties in developing leadership capacity. The present study explored this possibility. CONCEPTUAL FRAMEWORK This study drew on linguistic capital and the social change model (SCM) for theoretical guidance. According to Bourdieu (1977), the dominant language in a society is imbued with symbolic capital—that is, linguistic capital. Individuals speaking the dominant language possess communicative codes that can help them better access legitimate resources. For those who do not speak the dominant language, their ability to gain desired resources and outcomes can be limited. Linguistic capital is related to other forms of capital. More linguistic capital can help an individual gain other forms of capital, such as social capital. The SCM conceptualizes socially responsible leadership as inherently connected with making changes to benefit the common good (HERI, 1996). It includes eight core values: consciousness of self (awareness of one's values and beliefs), congruence (consistency between actions and thinking), commitment (motivation and passion to serve), collaboration (team effort to achieve common goals), common purpose (ability to work with shared goals and values), controversy with civility (being able to accept different viewpoints and discuss the differences openly with civility), citizenship (connections to community and society through leadership activities), and change (adaptation to the changing environment while maintaining group values) (Dugan et al., 2008). In this study...

Lots of companies recognize the need for leadership development. However, there is still not a consensus about what practices or bundle of practices can be used for the effective development of leadership competencies. Many existing methods are focused on emulation of characteristics of successful leaders or the development of personal competencies based, for example, on psychological traits tests. Therefore, a better understanding of the application of more holistic methods for leadership development is necessary. Such methods consider personality traits as well as the organizational context where leaders are inserted. Some recent theories that have contributed to this area include Authentic Leadership Development (ALD) and Positive Organizational Scholarship (POS). Furthermore, emotional and social intelligence continue to be highly relevant subjects for leadership development because of the correlation between these attributes and leaders` performance. This study proposes a leadership development program that encompasses fundamental concepts related to the implementation of practices that are considered suitable for organizations and individuals. The focus on the development of positive behaviors instead of the identification and resolution of imperfections is a characteristic of the proposed program. The research includes four steps: research motivation and goals definition, literature review, action research, and final considerations and conclusion. The action research step included two iterations in which the program was tested and optimized according to the learning process of the researcher. The program was offered to engineering students due to the necessity for leadership development for these future professionals and due to the lack of disciplines focused on leadership development in the engineering curriculum. Thus, the study aims to achieve a better understanding of leadership development and the implementation of practices for leadership development in engineering. Finally, a detailed syllabus of the proposed leadership development course and a method for evaluating the program is presented along with the insights acquired in the action research and recommendations for future research.

IntroductionThe NHS has prioritized the leadership development of healthcare professionals as a fundamental strategy for enhancing organizational outcomes and patient care (NHS Institute for Innovation and Improvement, 2011). Consequently, various...

In today’s digital landscape, technology plays a transformative role in developing leadership capacity and organizational agility. This article explores how transformational leaders can strategically integrate digital tools and online learning platforms to enhance collaboration, adaptability, and continuous learning. It examines applications ranging from project management and communication tools to analytics, mentorship platforms, and leading online education providers such as LinkedIn Learning, Coursera, Udemy, edX, and Harvard Business School Online. Addressing both opportunities and challenges—including accessibility, engagement, and data security—the article emphasizes how technology can democratize leadership development while supporting evidence-based decision-making and team empowerment. For academics, it bridges leadership theory and digital transformation research; for practitioners, it offers actionable strategies for embedding technology into leadership development and daily organizational practice.

Purpose – The purpose of this paper is to investigate the effectiveness of using industry champions (ICs) to inform curriculum development for work-based learning and to probe their perceptions of and attitudes towards work-based learning. The research took place as part of a project that ran from 2009 to 2012. Design/methodology/approach – The research adopted a grounded theoretical framework. Data were gathered through semi-structured interviews. Findings – The ICs had positive attitudes towards work-based learning which did not change significantly throughout the timeframe of the project. Their involvement was very useful with respect to curriculum development but less so for marketing and recruitment of learners. Research limitations/implications – The participant pool was small. Practical implications – The involvement of ICs in curriculum design of work-based learning is effective. Originality/value – This industry champion model of curriculum development is novel and identifies an effective way for academia to design bespoke work-based learning activities.

This study aims to describe the process of change planning using Kurt Lewins' theory of optimizing effective communication during ward handovers by improving the nursing manager's function. The method used is a case study including assessment activities, problem analysis, preparation of planning of action (POA), implementation, and evaluation. The results showed that in the unfreezing phase, it was found that the problem needed to be more optimal in the performance of effective communication during the handover so that the priority strategy for solving the problem was optimizing the handover activity planning function. In the movement phase, a POA was prepared with indicators achieved, namely the draft revised SPO handover and socialization of the revised SPO draft with the nursing, Head Nurse, and Clinical Care Manager and agreed with the PIC of the activity. In conclusion, the process of change planning towards optimizing effective communication during handovers requires an increase in the function of the nursing manager, especially in the planning function. Managers must provide policies, one of which is SPO handover, and must review and revise policies to remain current and applicable.
 Keywords: Nursing Manager Function, Handover, Effective Communication, SBAR Method

Purpose The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia. Design/methodology/approach The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners. Findings People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF. Research limitations/implications There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions. Practical implications The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy. Social implications By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning. Originality/value This paper represents an initial action research study which examines the role WBL can provide for life-long learning.

In the current situation where Indian IT Companies are facing high growth trajectory, getting good talents and retaining them is increasingly becoming difficult. Talent management and tapping potential leaders’ is becoming one of the key responsibilities of HR Managers. Though leadership development has always been rated as the most important need of IT Companies, it lacks proper address by top level management. To address this gap it is pertinent for the management to know the factors that impacts the talent management and leadership development within the company.The basic emphasis of this paper is to analyze the factors influencing talent management in IT organization and also to understand the impact of talent management on overall leadership development. The study is descriptive and exploratory in nature. To identify factors influencing talent management factor analysis was used. To examine the hypothesis of the study Karl Pearson Coefficient correlation and regression analysis was done. The findings of the study suggests that potential identification, employee retention and rewards contributes significantly in leadership development It also suggests that there is a positive relation between talent management and leadership development

Background: The escalating complexity of healthcare environments underscores the importance of nurse managers' ethical competency, which impacts organizational culture, work climate, and healthcare outcomes. Objective: The purposes of this study were to identify and describe the characteristics of nurse managers' competency in ethical principles in healthcare settings. Methods: A systematic search was conducted across the Web of Science, Scopus, and PubMed databases, covering the literature from January 1, 2014, to April 1, 2024. Articles were selected based on specific inclusion criteria, and data were extracted and analyzed using a frequency analysis of the identified characteristics. This systematic review adhered to the PRISMA guidelines and the Joanna Briggs Institute assessment tools. The review protocol was registered in PROSPERO (ID: CRD42024542594). Results: The review analyzed 22 studies, each focusing on nurse managers and their ethical competencies. Fourteen distinct characteristics of ethical competency were identified, with ethical leadership, ethical decision-making, and conflict resolution being the most prominent. Key ethical problems included conflicts between personal values and organizational policies, pressures to compromise ethical standards, and management of limited resources. These problems often led to significant consequences such as decreased staff morale, increased stress and burnout, and compromised patient care quality. Conclusions: The development of ethical leadership and the ability to make ethical decisions are fundamental for nurse managers to create supportive work environments and reduce burnout. Promoting continuous professional development and fostering an ethical culture is essential for maintaining high ethical standards. Future research should explore how cultural, organizational, and environmental differences influence ethical decision making and leadership. Implications for the Nursing Management: The development of ethical leadership and the ability to make ethical decisions are fundamental characteristics of ethical principles competency, as they facilitate the achievement of an adequate work environment and reduce burnout and emotional overload.

Organizations seek to manage the development of individuals to fulfil their requirements; individuals seek to find work situations and developmental opportunities which suit their needs. A key problem for employers, therefore, is how to align these respective wants. The concept of the 'career' offers a useful means of exploring how this matching might best take place, because the concept of career 'has meaning to both the individual pursuing an occupation-the "internal career"—and the organization trying to set up a sensible developmental path for employees to follow throughout their working life in the organizationthe "external career"' (Schein 1978:1). The career therefore provides a framework within which leadership and management development might be viewed, since it is within the context of organizational needs (for example environmental or strategic) and individual competences (for example sensemaking and ability to deliver change) that this development must take place.

ObjectivesValue-based healthcare (VBHC) strives to improve the healthcare system by focusing on value of care, that is, patient relevant outcomes relative to the costs for achieving these outcomes. Within VBHC, patient participation is crucial to identify patient relevant outcomes and value improvement potential. However, patient participation in VBHC initiatives remains limited. Therefore, we aimed to improve patient participation within VBHC teams with the ultimate aim to develop a practical guide for patient participation in VBHC.DesignAn action research study.SettingThis study was conducted in seven collaborating Dutch hospitals from March 2023 to November 2024.ParticipantsSeven VBHC teams were selected to participate in the cyclical action research steps, that is, orientation, planning, implementation, and evaluation, in which patient participation was implemented or improved. These included the following patient groups: prostate cancer, vulnerable elderly, breast cancer, diabetes, maternity care, colorectal cancer and chronic kidney disease.OutcomesBoth qualitative and quantitative data were collected. Qualitative data included observations and minutes of meetings with the intervention teams. Quantitative data included responses to the Public and Patient Engagement Evaluation Tool (PPEET) by multiple members of the intervention (n=7) and control teams (n=94) at three time points (T1=6 months, T2=12 months, T3=end of study). Qualitative data were thematically analysed and quantitative data were analysed descriptively. Finally, the data were triangulated to create an overview of lessons learnt in improving patient participation.ResultsPatient participation goals varied across teams, leading to diverse actions, such as establishing a diabetes patient panel and distributing questionnaires to patients with colorectal cancer. PPEET results show that 71% of intervention team members reported that patient participation had an impact on the team’s outcomes compared with 44% in control teams (T3). Furthermore, 80% of the intervention team members initially wanted training in patient participation (T1), which dropped to 29% at T3. Overall, 22 lessons in improving patient participation in multidisciplinary project teams were identified and compiled into a practical guide.ConclusionsThe action research process improved the process and impact of patient participation in the intervention teams. Furthermore, the results indicate that the action research process enhanced the team members’ knowledge and skills on patient participation. The practical guide developed in this study can be used to support implementation of patient participation in VBHC.

PurposeThis paper seeks to conceptualise and assess the outcomes of management and leadership development (MLD) at individual, business and organisational levels.Design/methodology/approachUsing the case study approach, the paper investigates the content and outcomes of three concurrent but different MLD interventions for middle‐managers in an “excellent”‐rated local authority adult social services department.FindingsThe paper demonstrates: how a traditional management development programme led to more effective compliance with prescribed objectives, yet made little contribution to strategic change; how an individualised leadership programme had individual benefits but negligible impact on the business; and how a collective and emergent approach to leadership development made a significant but unintended contribution to strategic change.Research limitations/implicationsThe paper highlights the need for further contextualised research at the organisational level into the outcomes of MLD.Practical implicationsThe paper demonstrates the limitations of “off‐the‐shelf” MLD interventions and the importance of designing and implementing development programmes with sufficient regard to professional and organisational context.Originality/valueThe paper provides an in‐depth and contextualised insight into the conditions for success and failure in management development interventions.

Purpose:This article evaluates the impact of project risk management (PRM) and leadership development (LD) on the project success (PS). The aim of the study is to investigate the linkage between PRM and PS, to study the relationship between LD and PS. To evaluate the moderating effect of Risk Manager on relationship between PRM and PS; and between LD and PS.
 Design/Methodology/Approach:The study was intended to understand the relationship of LD and PRM with PS in the overall setting of different construction projects in Karachi and surroundings. The research was carried out adopting a quantitative method using the deductive approach, by using statistical techniques to identify the casual relationship between variables. The data was collected through survey questionnaires.
 Findings:Our research results empirically support the hypothesized relationship between PRM and PS. Significant correlation was found between LD and PS at tow-tailed level with a value of .542** at p= .000 indicating high level of significance.
 Implications/Originality/Value:This research was conducted in and around Karachi city on the construction projects from public and private sector. The future research may be conducted with the same variables on all types of projects of Pakistan for generalizability of results.