ethical leadership dissertation

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• v.7; Jan-Dec 2021

Ethical Leadership, Flourishing, and Extra-Role Behavior Among Nurses

Heba e el-gazar.

1 Faculty of Nursing, Port Said University, Egypt

Mohamed A Zoromba

2 Faculty of Nursing, Mansoura University, Egypt

Introduction

The nursing literature is silent about the relationship between ethical leadership, nurses’ flourishing, and extra-role behavior. This study was carried out to contribute to the relevant field research.

The aim of the present study was to investigate the relationship between nurses’ perceptions of their nursing managers’ ethical leadership behavior, nurses’ flourishing, and their extra-role behavior.

This was a cross-sectional study involving 302 nurses from six hospitals in Damietta City, Egypt. Data were collected using the following three self-report scales: Ethical Leadership at Work questionnaire, Flourishing Scale, and extra-role behavior scale. The data were analyzed using descriptive statistical, Pearson correlation, regression analysis and the structure equation model.

There was a significant positive relationship between nursing managers’ ethical leadership, nurses’ flourishing, and extra-role behavior. The regression analysis showed that the ethical leadership of nursing managers and nurses’ flourishing predict extra-role behavior.

Nurses with a high level of flourishing and who work with a manager exhibiting ethical leadership behavior are more likely to activate extra-role behavior. Hence, it is recommended that nursing managers embrace an ethical approach in their leadership practices and promote flourishing among nurses to encourage them to go the extra the mile in their jobs .

Nursing leadership has a uniquely important role in shaping the conduct and practices of nurses ( Rokstad et al., 2015 ). It is the key element in the development and progress of nursing and in enhancing the quality of healthcare services rendered to patients ( Hardy et al., 2020 ). One of the most distinctive forms of nursing leadership is ethical leadership, which lies at the heart of nursing ( Daly et al., 2004 ) and enhances nurses’ performance ( Lotfi et al., 2018 ).

Ethical leadership has been linked to favorable outcomes for nurses and healthcare organizations. Nurses who work for ethical leaders are committed, empowered, and do their best for their healthcare organizations ( Barkhordari-Sharifabad et al., 2018 ). They are more likely to have a sense of trust and well-being ( Chughtai et al., 2015 ). Followers can thrive and flourish under ethical leaders ( Sims, 2017 ).

Flourishing is the most prominent multidimensional concept in the field of well-being. It means the experience of life going well. Flourishing is a combination of feeling good (hedonic well-being) and functioning effectively (eudemonic well-being) ( Huppert & So, 2013 ). Recently, scholars have shown an increase interest in studying nurses’ flourishing in their workplace to gain a deeper understanding of the antecedents and outcomes of nurses flourishing ( Agenor et al., 2017 ).

Nurses bring a unique perspective to healthcare organizations. They remain close to patients and their relatives, which enabling them to understand their pain and distress ( Goodman, 2012 ). In fact, the nature of such work required from nurses includes offering emotional support, providing reassurance, and promoting a sense of calm to patients and their family members. These behaviors are usually voluntary and do not constitute a part of formal job descriptions; as such, these behaviors are referred to as “extra-role behaviors” ( Malik & Dhar, 2017 ). This study tries to identify the relationship between ethical leadership behavior, nurses’ flourishing and extra-role behavior.

Review of Literature

Ethical leadership can be defined as “the demonstration of normatively appropriate conduct through personal actions and interpersonal relationships, and the promotion of such conduct to followers through two-way communication, reinforcement, and decision making” ( Brown et al., 2005 , p. 120). Ethical leaders are characterized by fairness, honesty, humanity, respect for others, encouraging initiatives, a focus on team building, value-driven decision making, valuing awareness, leading by example, and not tolerating ethical violations ( Sims, 2017 ).

Nurses forming the largest group of professionals in the healthcare team who communicate extensively with patients ( Zangeneh et al., 2019 ). They are considered the backbone of the healthcare system, and their performance determine to a great extent the quality of services provided to patients. Therefore, it is important for nurses to have a great sense of well-being and flourishing in the face of recent challenges and difficulties ( Al Hamdan & Bani Issa, 2021 ).

Flourishing has been conceptualized as the optimal state of mental health ( Keyes, 2007 ). Diener et al. (2010) identified the following eight features of flourishing: purpose and meaning, positive relationships, social contribution, engagement, self-respect, competence, social relationships, and optimism. Nurses’ flourishing is a positive state at work that may give power to nurses to be more productive and exhibit extra-role behaviors by their own choice ( Demerouti et al., 2015 ).

Extra-role behaviors can be defined as a set of behaviors that go beyond the descriptions of the formal work role and do not form a part of the formal reward system ( Ramos et al., 2018 ). These behaviors denote nurses’ willingness to be helpful, non-compulsive and supportive to others in healthcare settings ( Malik & Dhar, 2017 ). Extra-role behaviors of nurses are not limited to efforts directed to patients, but also include mentoring and guiding juniors, sharing knowledge with colleagues, avoiding unnecessary conflict, positive word-of-mouth outside the hospital, trying to improve workplace ethics, creating ways to achieve the hospital functions ( Bahrami et al., 2016 ).

Nurses’ extra-role behaviors are valuable contributions to hospitals that affect service evaluation and the long-term development of hospitals. Through those behaviors, hospitals could exceed patients’ minimum expectations and achieve care quality excellence ( Zhang et al., 2019 ). Also, such behaviors by nurses could promote positive experiences, facilitate achievement of the hospital mission, and encourage relationships among nurses and between nurses and patients ( Salanova et al., 2011 ). So, nurse mangers should develop ways to inspire extra-role behaviors among nurses. Notably, those behaviors are ethically important as nursing is a profession grounded on ethical practice ( Gallagher & Tschudin, 2010 ) and extra-role behaviors are considered a moral philosophy with a core value considering patients’ preferences, needs and wants ( Zhang et al., 2019 ).

In the nursing field, ethical leadership leads to positive outcomes for patients, nurses, and nursing leaders as well as progress and development of the nursing profession. Although ethical leadership carries outstanding importance ( Barkhordari-Sharifabad et al., 2018 ) in the field, there is a dearth of nursing research focusing on ethical leadership and its potential outcomes ( Makaroff et al., 2014 ). Moreover, the limited number of nursing research studies have focused on the examination of the effect of ethical leadership on ethical climate ( Aloustani et al., 2020 ), nurses’ job satisfaction ( Özden et al., 2019 ), and nurses’ commitment to the organization ( Lotfi et al., 2018 ). Nevertheless, to the best of our knowledge, the link between ethical leadership and nurses’ flourishing has not been previously examined. In fact, the science of flourishing remains in its infancy, and it is virtually absent in the nursing literature ( Agenor et al., 2017 ). There is a large gap in knowledge about the factors that enhance nurses’ flourishing, and future research is needed to discover the antecedents of flourishing ( Schotanus-Dijkstra et al., 2016 ).

Moreover, whether ethical leadership promotes positive nurse behavior is still a confusing question ( Mastracci, 2017 ). More specially, the link between ethical leadership and the extra-role behaviors of nurses remains under investigation ( Cheng et al., 2014 ). In addition, there is a lack of knowledge with regard to the relationship between flourishing and extra-role behavior ( Demerouti et al., 2015 ). Given these gaps in the literature, this study aims to investigate the relationship between nurses’ perceptions of the ethical leadership behavior of their nursing managers and nurses’ flourishing and extra-role behavior.

Development of the Hypotheses

This study builds on self-determination theory, which proposes that the wellness of employees is promoted when those employees feel supported by their leaders, through acknowledging their viewpoints, offering choices about how to enact their ideas, and avoiding pressuring behavior and language ( Deci et al., 2017 ). Such behaviors are introduced by ethical leaders, who have a moral obligation to grant employee work autonomy and self-direction ( Kalshoven et al., 2011 ). In addition, qualitative, interview-based research argues that the ethical practices of leaders contribute to nurses’ job satisfaction, enhance productivity, and promote personal welfare ( Barkhordari-Sharifabad et al., 2018 ). Based on these previous arguments, the following hypothesis was proposed:

• H1: Nurses’ perceptions of the ethical leadership behavior of their nursing managers is positively related to nurses’ flourishing.

Social exchange theory contends that when individuals perceive that someone has been good to them, they will feel obligated to reciprocate with positive behaviors ( Blau, 1964 ). Ethical leaders demonstrate honesty, trustworthiness, and integrity. They increase their subordinates’ perceptions of organizational justice. Ethical leaders also support and care about them ( Brown et al., 2005 ). Employees, in turn, reciprocate by putting forth extra effort into their work and showing proactive helpful behavior to others ( Mostafa & El-Motalib, 2020 ). Accordingly, the following hypothesis was proposed:

• H2: Nurses’ perceptions of the ethical leadership behavior of their nursing managers is positively related to the nurses’ extra-role behavior.

From the perspective of Fredrickson’s broaden-and-build theory, positive emotions are crucial elements of functioning effectively ( Fredrickson, 2001 ). An empirical research study carried out by Neves et al. (2018) demonstrated that greater emotional exhaustion leaves employees in a depleted state, wherein they lack the physical and psychological resources needed to perform well, leading to lower extra-role performance of employees. Similarly, Demerouti et al. (2015) indicated that flourishing employees can exhibit behavior that is not formally required by their job. Hence, the following hypothesis was proposed:

• H3: Nurses’ flourishing is positively related to the extra-role behavior of nurses.

Given the above three main hypotheses, the research conceptual model is presented as follows ( Figure 1 ):

Proposed conceptual model of research.

Subjects and Methods

Study design.

This study had a cross-sectional, descriptive research design.

The study was carried out in all hospitals affiliated with the Ministry of Health in Damietta City, Egypt (N  =  6 hospitals).

Participants

The study population was composed of staff nurses employed in the six participating hospitals. All participants met the following inclusion criteria: (a) licensed staff nurses, (b) have at least 6 months of work experience in the same unit in which they were currently working and (c) agreed to partake in the study. The nurses were excluded from the study if they were nursing interns or temporarily on leave throughout the data collection period.

Based on the population proportion formula, n  =  Np(1 − p)/[[N–1 × (d2/z2)]  +  p(1 − p)] ( Thompson, 2012 ), the minimum required sample size (n) was 291 participants from a total (N) of 1200 eligible nurses, with the following assumptions: P (estimated proportion of nurses’ perception of ethical leadership)  =  50%, d (error proportion)  =  0.05, and Z (critical value for normal distribution at 95% confidence level)  =  1.96. Considering the attrition rate of participants, 323 questionnaires (10% more than calculated) were distributed. Nurses were selected from the six participating hospitals using the systematic random sampling method. Fourteen participants did not return the questionnaires, and seven questionnaires were eliminated because of insufficient responses. Ultimately, 302 questionnaires entered the statistical analysis process, for a 93.5% response rate.

This study used three well-established scales in the English language. The guide proposed by Brislin (1970) was used for the scales translation process. The scales were translated from English into Arabic by a university professor of nursing administration who was proficient in both languages and aware of the health care and leadership concepts. Then the scales were back-translated to English by a certified translator who was familiars with idioms and had no nursing or clinical background. The forward and back-translations were performed using the double-blind principle. The authors compared the translated and back-translated versions with the English scales to draft an initial version. A committee of five experts, three nursing educators and two nurses from clinical practice, were asked to evaluate the relevance and clarity of each item for measuring the construct. Minor modifications included changing some words to be more culturally fit were made to the Arabic version of the Ethical Leadership at Work questionnaire.

The main outcome in this study was extra-role behavior . The extra-role behavior of the nurses was measured using an eight-item scale developed by Eisenberger et al. (2010) . A sample item is, “I encourage coworkers to try new and more effective ways of doing their job.” Items were scored on a 5-point Likert scale, ranging from 1  =   strongly disagree to 5  =   strongly agree . The higher the score, the higher the nurses’ extra-role behavior. The Cronbach’s alpha for this scale was 0.936.

Ethical leadership was measured by The Ethical Leadership at Work questionnaire (ELW; Kalshoven et al., 2011 ). This scale was used to examine the nurses’ perceptions of the ethical leadership behavior of their nursing managers. The scale is composed of 38 items that are classified into the following seven subdimensions: fairness (6 items), integrity (4 items), ethical guidance (7 items), people orientation (7 items), power sharing (6 items), role clarification (5 items), and concern for sustainability (3 items). Seven negatively worded items were reverse coded. Sample items are as follows: “Pursues his/her own success at the expense of others” (reverse coded), “Clearly explains integrity-related codes of conduct,” and “Allows subordinates to influence critical decisions.” A 5-point Likert scale, ranging from 1  =   strongly disagree to 5  =   strongly agree , was used. Higher scores indicate higher levels of nurses’ perceptions of the ethical leadership behavior of their nurse managers. The Cronbach’s alpha for this scale was 0.966.

Nurses’ flourishing was measured using the eight-item Flourishing Scale (FS; Diener et al., 2010 ). A sample item is, “I am engaged and interested in my daily activities.” Items were scored on a 7-point scale, ranging from 1  =   strongly disagree to 7  =   strongly agree . The high scores on this scale demonstrate the high levels of nurses’ flourishing. The Cronbach’s alpha for this scale was 0.965.

Sample Characteristics

Socio-demographic data form was attached to the other measuring scales that asked for the participant’s age, gender, marital status, educational background, years in the profession, and years of experience in the current unit.

Pilot Study

A pilot study was conducted on 30 nurses (not included in the study) to test the clarity and time taken to complete the questionnaire. Based on the recommendations of the participants, some modifications were made to the questionnaires. In the pilot study, the Cronbach’s alpha was 0.958 for the ELW questionnaire, 0.918 for the FS, and 0.956 for the extra-role behavior scale.

Data Collection

Data were collected from staff nurses using an anonymous self-administered questionnaire from June to August 2020. Permission was obtained from hospital management to distribute questionnaires after they received an explanation of the aim and significance of the study. Subsequently, the sampling frame was prepared from the lists of nurses from each hospital (only nurses who met the inclusion criteria was included). The participants were selected systematically based on this sampling frame. The researchers handed out the questionnaires along with an unsealed envelope to each eligible nurse during their duty hours on the three shifts. Participants were informed about the purpose of the study and that their participation was voluntary. They were instructed to keep in mind first-line nurse managers when filling out the questionnaires. The first-line nurse managers were chosen to be evaluated as they considered the immediate supervisors of nurses which had direct authority on nurses and handle day-to-day unit managerial issues in the studied hospitals. Finally, the researchers personally collected the completed questionnaires from each participant in sealed envelopes within two weeks from questionnaires distribution. Study participants completed the survey in 15 to 20 min.

Ethical Considerations

Research Ethics Committee of Faculty of Nursing, Port Said University approved the study. Informed consent was obtained from the nurses after they received an explanation of the aim of the study. Nurses included in the study were assured of the confidentiality of the information gathered and that they had the right to withdraw or refuse participation at any time without penalty.

Statistical Analysis

Collected data were analyzed using SPSS version 24 (IBM Corporation, Chicago, IL, USA) and IBM AMOS V.25.0. Means, standard deviations, and percentages were used to quantify and describe the data. Cronbach’s α was applied to assess the internal consistency of the scales used in this study. Differences in ethical leadership, flourishing, and extra-role behavior according to demographic characteristics were analyzed using independent-sample t test and one way analysis of variance (ANOVA). To identify correlations between the key study variables, Pearson r correlation coefficient was used. Variables that yielded a significance in difference tests and correlation analysis were subject to hierarchical multiple regression analyses. Before conducting the regression model, the lack of multicollinearity was confirmed. A structural equation model was used to examined the overall fitness of primary model using goodness-of-fit indexes (chi-square/degree-of-freedom ratio [χ 2 / df ] < 5, root mean square error of approximation [RMSEA] < 0.1, comparative fit index [CFI] > 0.90, and Tucker–Lewis Index (TLI) > 0.90; Du, 2013 ).

Demographic Characteristics and Differences in Ethical Leadership, Flourishing, and Extra-Role Behavior

Table 1 presents the demographic profile of participants and its differences in study variables. Most study participants were female (80.8%), and 58.6% were married. Fewer than half of participants were between 35 and 45 years old (40.1%), had a diploma degree in nursing education (44.4%), had 10–20 years of work experience in the nursing profession (42.1%), and had less than 10 years of work experience in the current unit (44.0%). The results of the t test and one way ANOVA showed that none of the demographic variables were significantly correlated with the study variables.

Table 1.

Demographic Characteristics and Differences in Ethical Leadership, Flourishing, and Extra-Role Behavior (N  =  302).

Descriptive Statistics and Correlations

Table 2 displays the means, standard deviations, and correlations of the variables. In this study, the mean of the ethical leadership was 3.24  ±  0.739, and the mean of extra-role behavior was 3.39  ±  0.873 (on a scale ranging from 1–5), which was interpreted as moderate nurses’ perception of nursing managers ethical leadership behavior and moderate nurses’ extra-role behavior. The mean of flourishing was 4.45  ±  1.510 (on a scale ranging from 1–7), which was interpreted as above average nurses’ flourishing. According to the results of the correlation analysis, nurses’ perceptions of the ethical leadership behavior of their nursing managers was positively and significantly related to nurses’ flourishing ( r   =  0.336, P  < 0.01) and extra-role behavior ( r   =  0.478, P  < 0.01). In addition, nurses’ flourishing was found to have a positive relationship with their extra-role behavior ( r   =  0.557, P  < 0.01).

Table 2.

Descriptive Statistics and Correlation Analysis (N  =  302).

** P   <  0.01.

Regression Analysis

To confirm the relationship between ethical leadership and nurses’ flourishing, a simple regression analysis was calculated as the ethical leadership was the independent variable and nurses’ flourishing was the dependent variable ( Table 3 ). Demographic characteristics (age, gender, marital status, educational background, years in the profession, and years of experience in the current unit) were not entered into the regression equation, because there was no difference in the dependent variable (nurses’ flourishing; Table 1 ). The regression analysis showed that nurses’ perceptions of the ethical leadership behavior of their nursing managers could predict nurses’ flourishing (β  =  0.34, P  < 0.01) and explained 11.3% of the variance in nurses’ flourishing.

Table 3.

Results of Simple Linear Regression Analysis Predicting Flourishing of the Studied Nurses (N  =  302).

SE, standard error; β, standardized regression coefficient. ** P <  0.01.

To determine the relationship between ethical leadership and nurses’ flourishing and extra-role behavior, a hierarchical multiple regression analysis was computed ( Table 4 ). Demographic characteristics (age, gender, marital status, educational background, years in the profession, and years of experience in the current unit) were not entered into the multiple regression equation, because there was no difference in the dependent variable (extra-role behavior; Table 1 ). It was confirmed that the tolerance was 1.0–0.87 (>0.1) and the variance inflation factor (VIF) was 1.0–1.128 (<3), which showed no multicollinearity.

Table 4.

Results of Hierarchical Multiple Linear Regression Analysis Predicting Extra-Role Behavior of the Studied Nurses (N  =  302).

SE, standard error; β, standardized regression coefficient. ** P   <  0.01.

In model 1, the ethical leadership was the independent variable and extra-role behavior was the dependent variable. The regression results identified that nurses’ perceptions of the ethical leadership behavior of their nursing managers could predict the extra-role behavior of nurses (β  =  0.478, P  < 0.01) and explained 22.9% of the variance in nurses’ extra-role behavior. In model 2, ethical leadership and nurses’ flourishing were the independent variable and extra-role behavior was the dependent variable. The regression analysis results showed that both ethical leadership and nurses’ flourishing could predict nurses’ extra-role behavior (β  =  0.328, 0.446, P  < 0.01) and explained 40.5% of the variance in nurses’ extra-role behavior.

Structural Equation Modeling

The results of structural equation modeling revealed that the model fit by the data (χ 2 / df   =  3.48, CFI  =  0.92, TLI  =  91, RMSEA  =  0.09). This means that the collected data provide adequate support for the conceptual model that nurses’ perceptions of the ethical leadership behavior of their nursing managers had a positive effect on nurses’ flourishing and extra-role behavior ( Table 5 ; Figure 2 )

Structural model test results.

Table 5.

Model Fitness (N  =  302).

The aim of this study was to investigate the relationship between nurses’ perceptions of the ethical leadership behavior of their nursing managers, nurses’ flourishing, and their extra-role behavior. Overall, nurses perceived their managers as ethically moderate in the research hospitals. This result is in line with the findings of Freire and Bettencourt (2020) and Barkhordari-Sharifabad and Mirjalili (2020) studies, but a high level of ethical leadership has been reported in some studies ( Lotfi et al., 2018 ; McKenna & Jeske, 2021 ). The inconsistency between this study and other studies can be explained by differences in studied units, tools used, and the cultural and research environment.

This is a critical finding, because the nursing profession is based on ethics and morality, and nursing managers should demonstrate a high level of ethical practices ( Gallagher & Tschudin, 2010 ). Ethical leadership leads to positive and effective outcomes for both patients and nurses. Moreover, it contributes greatly toward fostering progress and development in the nursing profession ( Barkhordari-Sharifabad et al., 2018 ). However, nursing managers may be more focused on the quality of care and less focused on the morale and work satisfaction of their staff members ( Zhang et al., 2019 ). Thus, continuous training is required for nursing managers to learn and apply ethical leadership skills.

Furthermore, participating nurses perceived themselves as having above average levels of flourishing. Because of the absence of similar studies on nurses, comparing this result to previous studies was not possible. Nevertheless, this is unexpected finding because of the impact of the COVID-19 outbreak on healthcare professionals during the time of data collection. One possible explanation is that nurses may feel well supported from family and community about their working conditions, which in turn made them less likely to develop adverse mental health outcomes and encouraged them to work well; receiving support and recognition is thought to be a major driver of well-being and important for avoiding burnout ( Gauche et al., 2017 ). It is also possible that nurses may have felt a deeper sense of personal achievement, which has an important role in enabling nurses to perform well mentally and at work; flourishing occurs when individuals connect to intentional and meaningful practices ( Ververda & Hauge, 2019 ).

The results showed that the level of extra-role behavior of participating nurses was at a moderate level. Salanova et al. (2011) and Bahrami et al. (2016) also showed an average level of extra-role behavior among nurses, but Zhang et al. (2019) concluded that extra-role behavior was high among most participants. Nursing is a noble profession because of the care and emotional support nurses convey to patients and their family members. Nurses act as communicators, advocators, educators, and caregivers to improve patient health ( Sharma et al., 2016 ). Such activities could help patients and their family members feel much better ( Malik & Dhar, 2017 ). Thus, nursing managers should develop ways to make nurses more willing to go the extra mile.

The study results indicated no differences in nurses’ perceptions of the ethical leadership behavior of their nursing managers according to age, gender, marital status, educational background, years in the profession, and years of experience in the current unit. These results showed that these factors are not related to nurses’ perceptions of the ethical leadership behavior of their nursing managers. Barkhordari-Sharifabad and Mirjalili (2020) and Lotfi et al. (2018) also confirmed these results. Inconsistent with these results, Özden et al. (2019) reported that nurses’ perceptions of ethical leadership behavior are influenced by age, gender, education and service time.

The results of this study revealed a significant positive relationship between nurses’ perceptions of the ethical leadership behavior of their nursing managers and nurses’ flourishing (confirmed H1). These results are consistent with existing studies, which have shown that ethical leadership in hospitals can greatly affect nurses’ well-being ( Gillet et al., 2018 ; Kaffashpoor & Sadeghian, 2020 ). These results may be explained by the fact that ethical leaders display fairness and respect their staff, involve them in decision making, and clarify their role ( Kalshoven et al., 2011 ), and under such behavior, nurses can flourish ( Modic, 2016 ). These findings give hope to hospital managers that nurses’ flourishing can resume after the COVID-19 outbreak through the application of an ethical approach in leadership practices.

The results also confirm H2, that nurses’ perceptions of their nursing managers’ ethical leadership behavior is positively related to the nurses’ extra-role behavior. This result is an affirmation of previous research that showed that nurses who perceive ethical leadership show an increased level of helping behavior ( Mastracci, 2017 ). Gagné and Deci (2005) also valued ethical leadership role in creating desirable changes in the nursing profession and assumed that the most desirable of all is extra-role behavior. These findings highlight the intriguing role of ethical leadership in predicting positive organizational behavior. Ethical leadership was considered as a practice that can have a powerful influence on the actions of others ( Markey et al., 2020 ).

Support was found in the present study for a positive relationship between nurses’ flourishing and the extra-role behavior of nurses, which subsequently led to the confirmation of H3. These results agree with those of Demerouti et al. (2015) , in The Netherlands, stating that flourishing employees are willing to invest in their work and to go the extra mile. In the same context, Bornstein et al. (2003) confirmed that the flourishing of employees is related to a host of positive outcomes. When employees experience well-being and positive emotions, they tend to be more cooperative and helpful.

The results of the regression analysis in this study revealed that nurses’ perceptions of the ethical leadership behavior of their nursing managers’ and nurses’ flourishing predicted the extra-role behavior of nurses. This results indicates that nursing managers’ adherence to ethical leadership and the increased level of nurses’ flourishing are more likely to activate the extra-role behavior of nurses. This finding aligns with that of Yalden & McCormack (2010) , which demonstrates that nurses’ flourishing can be achieved through ethical action and that this can transform to action in the workplace.

Limitations

The present study should be considered in the light of its limitations. The first limitation is that this study focused on only two outcomes of ethical leadership and one outcome of nurses’ flourishing. To shed light on other outcomes, such as creativity and work engagement, future research is thus warranted. Another limitation of this study is that the participants were from one city in Egypt and represent only one sector (i.e., the Ministry of Health), which can limit the generalizability of these findings. As a result, multicenter research in different healthcare sectors is suggested for further study.

Implications for Practice

This research offers several potential practical implications for nursing managers. According to the findings, adherence to ethical leadership can prove fruitful for enhancing nurses’ flourishing and their extra-role behavior. Thus, it would be wise for hospitals to seek out and invest in ethical leadership practices. This can be done in several ways. For instance, one way would be to hire more ethical nursing managers by examining the applicants’ level of integrity and their ethical conduct. In addition, the behavior of nursing leaders can be monitored by leaving a complaint box so that nurses can anonymously write down their perception of unethical behaviors of nursing leaders. Third, training sessions could be organized for nursing leaders to help them cultivate ethical leadership behavior.

Furthermore, the results of this study point to the importance of flourishing among nurses in increasing their extra-role behavior. These findings can motivate hospital managers to induce and enhance the flourishing of nurses and can be accomplished by adapting several strategies. One way of doing this is by performing a periodic assessment of nurses’ flourishing levels and provides appropriate interventions. In addition, nurses can be encouraged to watch their colleagues for signs of psychological strain or fatigue and provide them with appropriate coaching and counseling. Programs, such as stress management, can also be offered to enhance the well-being of nurses.

Theoretical Implications

This study adds to the existing body of knowledge in several ways. First, the consequences of ethical nursing leadership to nurses and to hospitals were investigated. Second, this study is among the pioneer studies to explore the antecedents of nurses’ flourishing. Third, this study is unique in its scope and contributes to showing the vital role of nurses’ flourishing in strengthening the extra-role behavior of nurses. Fourth, the causes of extra-role behavior of nurses were identified.

Conclusions

The current study highlights the role of ethical leadership in enhancing nurses’ flourishing and increasing their level of extra-role behavior. The findings imply that nurses’ flourishing is a key factor in determining an increased level of extra-role behavior. Furthermore, the results showed that nursing managers’ adherence to ethical leadership increases the level of flourishing of nurses and could be a way to improve the extra-role behavior of nurses.

Acknowledgments

The authors acknowledge all nurses participated in this study

Declaration of Conflicting Interests: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

ORCID iD: Heba E El-Gazar https:orcid.org/0000-0002-0185-859X

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The Doctor of Philosophy (Ph.D.) in Ethical Leadership Program 

• The Master of Arts (M.A.) in Ethical Leadership Program
• Bachelor of Science in Leadership
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Be the leader our world needs

In today’s complex and rapidly changing world, ethical leaders are in higher demand than ever before. Become the leader within an organization who develops ethics training and compliance programs. Play a vital role in ensuring your organization is operating ethically and responsibly. Create a culture of trust and respect throughout your organization. Inspire others to be the best they can be.

The  Woods Global Ph.D. in Ethical Leadership  is specifically designed to prepare you to be a leader who is ready to make a tangible difference and inspire others to do the same.

Ethical leaders are the architects of a thriving environment, cultivating powerful relationships that unleash the full potential of individuals. Armed with profound self-awareness, an expert grasp of group dynamics, and a mastery of organizational effectiveness strategies, they don’t just lead – they ignite unparalleled success and growth. Become the catalyst for positive change, where leadership is not just a role but a transformative force.

This isn’t your average online degree program. We’ve combined more than 150 years of academic excellence with up-to-the-minute topics to ensure you’ll graduate with the skills and knowledge you need to succeed. The program is designed specifically for working professionals who want to advance their careers and make a real difference in the world. Our expert faculty have created an advanced curriculum that is aligned with the needs of today’s corporations and communities.

Ignite your leadership journey with the Ph.D. in Ethical Leadership. Tailored for professionals, this program seamlessly blends ethical principles and leadership theories for immediate impact in diverse environments. Ideal for those in management, government, public service, higher education, educational administration, business, healthcare, and more, our cross-disciplinary curriculum offers project-based learning experiences. Elevate your career, infuse ethical prowess into every facet of your work, and join a vibrant scholarly community committed to making a difference. Your transformation begins here.

Career Trajectory

The Ph.D. in Ethical Leadership is designed for full-time working professionals serving or aspiring to serve organizations as:

• Business Executives
• Industry Professionals
• Non-Profit Directors,
• Federal, State, & Local Government Administrators
• Leadership & Management Consultants
• Policy-Makers & Advisors
• School & District Administrators, Superintendents, & Principals
• Higher Education Faculty & Administrators
• Change Makers

Program Highlights

• Maximum Accessibility: Fully online courses with intensive program residencies to establish professional networking opportunities and once-in-a-lifetime experiential learning opportunities create flexibility to allow learners to prioritize work and family while prioritizing their own development.
• Affordability: An affordable price point well below our national competitors provides learners with quality without the financial burden.
• Pace of the Program: Within a span of three (3) calendar years, the program accommodates full-time working professionals for completion (54 total credits, taken one 3-credit hour course per 8-week term).
• Transfer Credits Accepted: Adaptive credit-transfers policies allow students to accelerate their program and graduate in a fraction of the time.
• Rolling Admissions: Applications are reviewed on a rolling basis to ensure for convenient start dates.
• Ease of Application: A personalized admissions advisor is provided to every prospective student ensuring consistent and timely communication, while not requiring a standardized test (e.g., GRE, GMAT, etc.) to create ease for the applicant.
• Learner-Focused Faculty: Relational nationally renowned faculty members work with students to be adaptive to the complications of work, family, and personal obligations.
• Dissertation Options: Three dissertation options are provided to align with the learners’ career trajectory and passions (more information below).

Imagine working side-by-side with military personnel on an integrated advance to rescue the passengers of a capsized vessel, or having a behind-the-scenes tour of an art museum with access to interview artists and musicians about how creativity creates the foundation for how we can lead better, or sitting with industry professionals and policy-makers to wrestle with the complex challenges of our world.  These are only a few of the experiences that we have carefully cultivated for you to provide a distinctive experience well beyond your expectations.  

As a hallmark of the Ph.D. in Ethical Leadership program, the Residency Experience engages students in collaborative activities that promote networking with peers, faculty, and industry professionals while creating a supportive community. Experiential learning through immersive activities creates a pathway for students’ application of theoretical knowledge in real-world scenarios that advance their organizations. The relationships forged during the residency serve as a foundation for ongoing collaboration, mentorship, and support, paving the way for persistence and success throughout the PhD journey and beyond. Residencies are the key component in shaping well-rounded ethical leaders ready to make a positive impact in their respective fields.

However, the residencies are not just for the program students.  We believe that it is important to validate the sacrifice and commitment of our Ph.D. students’ families.  As such, destination residencies allow for family vacations and specialized leadership development sessions for spouses and children that create a one-of-a-kind experience for all. 

Residencies are held at three points during the students’ 54-credit academic journey in alignment with transition points (e.g., First-Year Networking, Second-Year Career Integration, and Third-Year Dissertation).  

LDR 710 – Leadership Foundations*

The purpose of this course is to provide students with an overview of theoretical foundations for the program including program expectations and core competencies.

LDR 760 – Interpersonal Leadership

Students within this course will develop capacity for self-reflection, a deeper understanding of self, personal hardiness, a more integrated philosophy of leadership, and a more transcendent perspective on how they and others can maximize individual growth and create more emotionally intelligent and psychologically safe organizations. 

LDR 750 – Decision-Making & Moral Imagination 

This course develops capacity for moral imagination aimed at advancing organizational decision-making.  Students will engage in experiential activities to improve decision analysis and leadership effectiveness.  Additionally, students will discover biases in judgment, the possibilities, and pitfalls of rapid cognition, and incorporate structured decision-making techniques to shape cultures of effective delegation, crisis management, and design thinking in organizations.

LDR 720 – Communication & Influence*

Students within this course will explore theoretical foundations for interpersonal communication, influence, and persuasion as they apply to shaping organizational growth and maximizing performance and motivation.  

LDR 715 – Culture & Inclusion*

This course focuses on the historical, cultural, political, and social influences that have shaped the systems that govern organizational practice. Strategies for advocacy and change surrounding organizational and community diversity, equity, and inclusion through leadership set the foundation for this course.  

LDR 740 – Coaching & Talent Management  

Students within this course will develop the capacity to maximize the performance of those whom they work with in organizational settings. Students will learn applied processes grounded in transitional and developmental coaching to maximize individual and organizational performance. Students will also explore the major facets of talent management from developing core competencies to the design and implementation of performance management systems to recruit, assess, and develop talent to drive employee engagement and retention.

LDR 730 – Crisis & Change*

This course explores crisis as not a single event but a series of errors involving humans.  Proactive and applied leadership practices for dealing with crisis will be analyzed and create the foundation for effective change management and enhanced organizational resilience.  

LDR 755 – Creativity, Innovation, & Disruption*

This course focuses on the processes of creativity, innovation, and disruption with respect to capturing markets, cultivating organizational support, and building organizational sustainability.  

LDR 765 – Assessment & Evaluation  

Students within this course will explore and develop formative, summative, and developmental assessment and evaluation metrics. Students will learn about, design, and apply key performance indicators (KPI) and collaboration, learning, and adaption (CLA) practices that will advance organizational projects and strategic initiatives. Additionally, students will learn about how to justify and articulate return on investment (ROI) to stakeholder groups and customer bases. 

LDR 725 – Strategic Leadership & Globalization

This course leverages strategic thinking and global leadership strategies amidst an ever-changing global landscape.  Students will develop capacities for leading across international boundaries and in a changing geopolitical arena.  

LDR 770 – Complex Problems

This course explores questions in human well-being, organizational sustainability, and community development building upon a foundation for addressing challenges associated with our most pressing global problems. Transdisciplinary experts will lead diverse and innovative experiences engaging students in discussion-based inquiry, complex adaptive problem-solving, and the integration of economic, environmental, health, political, and social systems and perspectives.

RHS 715 – Research Methods

This course focuses on applying the principles, practices, and strategies for conducting research in the social sciences, particularly dealing with the interface of the human dimension in the social and behavioral sciences.

RHS 720 – Quantitative Research

This course examines theory and practice in the design, conduct, analysis, and interpretation of experimental, quasi-experimental, and survey procedures for research and evaluation of programs. The development of basic skills required in the understanding, planning, and executing of a research study will be covered. 

RHS 740 – Qualitative Research

This course explores the methods and procedures used in qualitative research. Topics include the philosophical basis for the method, the conceptualization of research questions, and selection of appropriate research designs, data collection data, manual and computerized data analysis, and the drawing of inferences.

DIS 780 – Dissertation I 

Students will develop a doctoral research plan in collaboration with their chair. This course and the accompanying content create the trajectory for the culminating research experiences within the Ph.D. in Ethical Leadership program.  Additionally, students will develop an introduction to the problem, background, context, and abbreviated theoretical framework, the purpose of the study, research objectives/hypotheses, the significance of the study, investigator scope, definition of terms, and an organizational timeline for completion of the doctoral research process.

DIS 781 – Dissertation II 

Students will submit their IRB application and develop their literature review including theoretical and/or conceptual frameworks. Additionally, students will develop their research methodology/design including research purpose, objectives/hypotheses, data treatment, data collection, and data analysis.

DIS 790 – Dissertation III 

Students will collect and analyze data associated with research in collaboration with the chair and compose the findings and results section of the doctoral research process.

DIS 791 – Dissertation IV

Students will compose the resulting implications, recommendations, and study limitations.  Additionally, the student will prepare a formal presentation for the chair and committee members in hopes of successfully defending their dissertation or implementing the results from their applied dissertation process.  

LDR XXX – Special Topics in Ethical Leadership*

Students interested in curricula and topics not included in the Ph.D. in Ethical Leadership formal course progression can elect to develop an alternative project, research endeavor, systematic review, meta-analysis, etc. associated with expanding their knowledge for the broad fields of ethical leadership, leadership learning, leadership development, and leadership studies.  Special Topics listings are offered in concert with a faculty mentor and can be substituted for other courses to maintain the pace of the program pending approval of the faculty mentor working with the student and the Ph.D. in Ethical Leadership Program Director.

*These courses are currently undergoing title changes to align more closely with the emerging literature influencing the broad fields of ethical leadership, leadership learning, leadership development, and leadership studies.  The future titles have been provided.  

**Please note that the preceding course order follows the traditional progression for students completing the program.  Each course builds upon the previous allowing students to continually deepen their knowledge and applications of leadership theory and practice within contemporary settings.  

Research can be defined as a systematic and persistent approach to answering questions (Gall, Gall, & Borg, 2007).  As such, the dissertation process is about informing passions and answering the critical questions that provide implications for the diverse fields of leadership and our world. To this end, we created three (3) dissertation options to align with the diverse students and industries that we serve.  

Traditional Dissertation  – The traditional dissertation process yields a product that is generalizable to a given population or transferable to like contexts.  It provides a traditional approach to developing a five-chapter document explaining the context for the study, the theoretical and conceptual foundations, methodology, findings, and conclusions/recommendations.   

Article Dissertation  – The article dissertation is a process that leads to the development of a minimum of three articles within a given line of inquiry.  The articles form a cohesive body of work that supports a theme or themes providing implications for a population or context.  This allows doctoral candidates to share their work with a much broader audience and increase the scope of their impact.  

Applied Dissertation  – The applied dissertation is specifically applicable to a tangible means for advancing a given organization.  These can include but are not limited to analytic reports, white papers, design, facilitation, and evaluation of curriculum, training, etc., ROI (Return on Investment) metric development and application, strategic planning and strategic implementation framework, comprehensive marketing plans, large-scale assessments, evaluation plans, processes, and metrics, and diffusion/adoption strategies.  Doctoral candidates will work closely with their doctoral research chair and committee to choose which option can maximize benefit for the candidate and align with career aspirations.  

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Home > GRAD > DISSERTATION > 1473

Dissertations

Ethical leadership and moral foundations congruence.

Sarah Willey , University of Missouri-St. Louis Follow

Document Type

Dissertation

Doctor of Business Administration

Business Administration

Date of Defense

Graduate advisor.

Francesca Ferrari

John Meriac

Stephanie Merritt

Matthew Taylor

Research has examined follower perceptions of ethical leadership, but rarely accounts for the (mis)alignment between a follower’s sense of ethics and morality and that of a leader. This research examined the effects of a leader’s expression of each of the five Moral Foundations dimensions on ethical leadership perceptions, moderated by the respondent’s preferences for each of these foundations. To address this question, a policy capturing design was used to manipulate leaders’ high and low levels of each of the five foundations. The results of multilevel analyses indicate that at least for some dimensions of Moral Foundations, a follower’s evaluation of ethical leadership will be higher when their own emphasis on a dimension expressed by that leader is higher. We found no significant difference in evaluations of ethical leadership for followers with low v. high levels of moral identity, and interestingly found that female leaders were generally perceived as more caring than male leaders. This study offers an initial experimental look at the interaction between a follower’s and leader’s moral baseline and perceptions of ethical leadership; it opens the door for a rich collection of future research.

Recommended Citation

Willey, Sarah, "Ethical Leadership and Moral Foundations Congruence" (2024). Dissertations . 1473. https://irl.umsl.edu/dissertation/1473

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Ethical leadership impact on human resource practices and the trust relationship of leaders

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Chapter 1: introduction, chapter 2: ethical leadership at work questionnaire (elw): development and validation of a multidimensional measure, chapter 3: ethical leadership and big five factors of personality, chapter 4: ethical leadership and follower helping behavior: moral awareness and empathic concern as moderators, chapter 5: ethical leadership and followers’ citizenship behavior: the role of responsibility and autonomy, chapter 6: discussion, appendix 1: correlations between the elw dimensions and leader personality, appendix 2: correlations between the elw dimensions and follower helping behavior as well as the ethical context of moral awareness and empathic concern, appendix 3: correlations between the elw dimensions and follower helping, initiative, responsibility and job autonomy, abstract in dutch, about the author, disclaimer/complaints regulations.

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Literature Review: The Evolution of Ethical Leadership

• First Online: 07 September 2016

Cite this chapter

• Bernhard Bachmann 4  

Part of the book series: CSR, Sustainability, Ethics & Governance ((CSEG))

4891 Accesses

4 Citations

Regardless of whether the number of ethical failures of institutions is effectively rising or growing transparency levels are uncovering more of them, we are in the midst of a ‘leadership crisis’, despite having had an ‘obsession’ with leadership for decades, as Wray-Bliss (2013) states. Leadership’s legitimacy is questioned and trust in corporate governance ‘extremely’ low (Mihelic, Lipicnik, & Tekavcic, 2010). Leaders who act ethically seem to be a logical answer, leading to a growing focus on ‘ethical leadership’ (Northouse, 2013; Wray-Bliss, 2013; Yukl, 2013; Eisenbeiß, 2012; Kacmar, Bachrach, Harris, & Zivnuska, 2011; Mihelic et al., 2010; Brown & Treviño, 2006).

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Most studies referenced in this thesis use the term ‘followers’. According to Pauchant ( 2005 ), this term implies a leader-centred view and a perspective with the assumption that leadership relations are generally top-down and unidirectional, while there is also evidence that in many cases ‘followers’, as the word implies, are not necessarily following either their leaders or their instructions, codes or guidelines. This study, in consequence, does not use the term ‘followers’.

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Bachmann, B. (2017). Literature Review: The Evolution of Ethical Leadership. In: Ethical Leadership in Organizations. CSR, Sustainability, Ethics & Governance. Springer, Cham. https://doi.org/10.1007/978-3-319-42942-7_3

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Home > ETD > Doctoral > 4103

Doctoral Dissertations and Projects

Ethical leadership: a phenomenological study of administrators' principles for ethical decision-making.

Janice Marie Holmes , Liberty University Follow

Rawlings School of Divinity

Doctor of Education in Christian Leadership (EdD)

Micheal S. Pardue, Sr

Administrator Leaders, Code of Ethics, Ethical Leadership, Ethical Decision-making, Ethical Leadership Principles

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Christianity

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Holmes, Janice Marie, "Ethical Leadership: A Phenomenological Study of Administrators' Principles for Ethical Decision-Making" (2023). Doctoral Dissertations and Projects . 4103. https://digitalcommons.liberty.edu/doctoral/4103

The purpose of this qualitative phenomenology research study was to examine the administrator’s ethical leadership principles and decision-making significance. The desired outcome of the study provided educator leaders in Christian universities and theology seminaries with information to improve their strategies when making ethical decisions and better safeguard their organizations against unethical behavior. The ability of a leader to make sound decision-making is essential to their ability to run any organization. The guiding theory of Kitchener’s five-model ethical leadership paradigm, which served as the basis for this investigation, was relevant based on the four research questions. The study utilized purposeful and random sampling to acquire eight willing participants with at least five years of experience from various Christian institutions. Survey questionnaires, in-depth interviews, observations, audiotape recordings, and note-taking were the critical methods used to gather data. The analysis of the data transcript revealed three emerging themes: a) Ethics and Standards for Decision Making, b) Administrative Roles Experiences, and c) Advancing Ethics and Ethical Decision Making. The study’s observation based on the transcripts, this researcher concluded that theologically and theoretically, additional research is required to analyze other factors that may impact the link between ethical leadership principles and the decision-making performance of Christian educators. Future research may extend its demography to global Christian universities and theology seminaries.

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Ph.D. in Global Leadership

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Dr. philip smith, 2022.

Bahamian Police Leadership and Organizational Culture through a Transformational Leadership Lens

Bahamian leadership throughout history has needed to create a culture of efficiency at fighting global crime (United States Embassy Nassau, 2014). The purpose of this inductive qualitative case study was to understand the organizational culture of the Bahamian Police force as attendees of the International Law Enforcement Academy (ILEA) leadership training. This study explored the organizational culture of participants who graduated from ILEA training and non-attendees. This study explored how leaders within the Royal Bahamian Police force (RBPF) may have influenced organizational traditions and practices. This study employed an inductive qualitative case study methodology that utilized purposive non-probability sampling.Semistructured interviews with open-ended questions provided the narrative data while the ILEA training module and RBPF website provided the supporting evidence. The interview questions explored participant perceptions of leadership behaviors within the RBPF. This study applied a transformational leadership theory lens to describe the Royal Bahamian police organizational culture. Findings revealed that the RBPF leaders had created change within their organizational culture to reflect transformational leadership theory.

Dr. Katie Parrish, 2022

Mainstream Preservice Teachers Perceived Readiness in Knowledge, Skills, and Dispositions to Educate English Learners

This study investigated how mainstream preservice teachers in educator preparation programs (EPPs) in the State of Indiana feel they are ready to meet the growing EL population’s needs. Further, the study investigated how EPP faculty perceive the readiness to educate ELs of the mainstream preservice teachers they prepare. Additionally, this study compared how mainstream preservice teachers and EPP faculty perceive the readiness to educate ELs in knowledge, skills, and dispositions. Using a quantitative, nonexperimental comparative approach, this study explicitly describes how mainstream preservice teachers perceive their readiness to educate ELs’ knowledge, skills, and dispositions. Past literature supports the increase in the EL population, the achievement gap between ELs and their non-EL peers, and a despairing representation of mainstream teachers who hold EL certification to support the academic growth of this increasing population of learners. The results of this study identify the perception of readiness of mainstream preservice teachers and the perception of readiness as evaluated by EPP faculty for the mainstream preservice teachers they prepare in knowledge, skills, and dispositions to educate ELs. Overall, the results showed that mainstream preservice teachers and EPP faculty do not perceive the mainstream preservice teachers ready to educate ELs. The results were the same for the areas of knowledge, skills, and dispositions. The current findings, grounded in the complexity leadership theory, support the notion that EPPs are complex adaptive systems and must respond to the need to integrate EL coursework throughout educator preparation programs to prepare mainstream preservice teachers to educate ELs effectively upon program completion.

Dr. Priscilla Deleon, 2022

A Case Study of Global Leadership in Allied Health: Supporting the Enhancement of Employees’ Engagement and Job Satisfaction

Global allied health leaders play a key role in promoting health and wellbeing for their employees. This study contributes to exploring how global leaders in allied health support employees’ job satisfaction and levels of engagement. This study used a qualitative methodology, employing a case study research design to explore servant leadership and allied health leaders; specifically, whether servant leadership plays a role in job satisfaction and employee engagement. The main component of the theoretical framework used for this study was Greenleaf’s (1970) servant leadership. The findings of this study offered five themes that emerged from the data: importance of leadership, listening and communication, building teams to be successful, job satisfaction and making a difference on the job, and professional development increases job satisfaction. The results of this study may create an opportunity for global allied health leaders to explore whether the characteristics of a servant leader can support employee engagement and job satisfaction in allied health fields

Dr. Saju Alex, 2022

A Phenomenological Study Exploring Global IT Companies in India: Lessons of Experiences on Sustainability

This qualitative study aimed to understand how sustainability leaders in India’s Information Technology (IT) industry perceived the sustainability leader development phenomenon. The four concepts constructed the theoretical framework for the study were: (1) leadership development, (2) sustainability, (3) values-based leadership, and (4) moral development. In addition, the study was framed by a constructivist paradigm, utilizing descriptive phenomenological methodology. The purposeful sampling criteria outlined by Moustakas (1994) were used for participant selection. Ten participants who worked in senior-level management positions at different IT companies and had experience in sustainability ranging from four to eleven years were selected. The data was collected through informal and interactive interviews using open-ended questions.The data were analyzed according to the transcendental phenomenological analysis processes Moustakas (1994) recommended. As a result, seven themes emerged from the participants’ textural descriptions of how they experienced the phenomenon: (1) leadership development, (2) workforce/professional development, (3) global competitiveness, (4) vision and values, (4) sustainability strategies/development, (6) organizational culture, and (7) it’s all about economics. The findings contributed to scholarship an understanding of sustainability leadership development and corroborated global leadership. However, the participants did not comment enough on the environment and social components of sustainable development to emerge as significant themes. As I pointed out, future research should focus on how or why the disconnect came about?

Dr. Kimberly Lehman, 2022

Immigration as an Antecedent for Changes in Leadership Behavior: A Study of How Buddhist Leaders’ Immigration from Myanmar to Indiana Affected Their Self-reported Leadership Behaviors

This qualitative, phenomenological study examined the perceptions of Buddhist leaders to understand if and how these leaders perceived their own leadership behaviors changed as a result of immigrating from Myanmar to Indiana. Between 2006 and 2014, there have been more than7,000 Buddhists who have immigrated to Indiana largely because of civil war and unrest in their home country (Centers for Disease Control and Prevention [CDC], n.d.). This substantial migration of refugees has led to the building of several new Buddhist facilities to support their transition. This study used Liden et al.’s (2008) model of servant leadership as a theoretical framework to better understand this phenomenon. This model of servant leadership includes antecedents, behaviors, and outcomes as a framework to examine the process of servant leadership. The model is appropriate for instances with varying antecedent conditions and in this study, the antecedents of context and culture changed when Buddhist leaders immigrated from Myanmar to Indiana. The data set for this study was a group of six Buddhist leaders who immigrated from Myanmar to Indiana and who are leading congregations in Indiana. The qualitative data for this study was gathered via semistructured interviews with Buddhist leaders who met the requirements outlined in this dissertation with an aim to understand these leaders’ self-perceptions of changes in leadership behaviors. The qualitative data obtained in the interviews was analyzed to understand which, if any, of the seven servant leadership behaviors outlined in Liden et al.’s (2008) model of servant leadership changed and, if so, how they changed. This study contributed to a better understanding of immigrant leader behaviors and servant leadership behaviors in international populations whose context and culture for leading changed as a result of immigrating to a new country. The study also has local significance for Indiana’s religious leaders (Buddhist as well as other faiths), civic leaders, and refugee populations.

Dr. Lizzie Bronte, 2022

A Phenomenological Study Exploring the Lived Experiences of Women Leaders in Information Technology in Nairobi, Kenya

There have been few studies on the experiences of African women in leadership and minimal research in the field of technology. While the number of women in leadership has steadily increased across most industries, this has not occurred in the information technology (IT) industry, especially in the continent of Africa. The IT industry has had slow growth in women’s progression into leadership positions. Studies that examine women and career advancement in technology note barriers to women’s development, including gender bias, lack of interest by women after midcareer, rapidly changing IT trends, lack of trust by male leaders, and cultural biases towards women leaders; these barriers explain the global shortage of women as IT leaders (e.g., Madsen, 2017; Sample, 2018). This qualitative phenomenological study aimed to explore the lived experiences of women leaders who work in IT companies in Kenya. This study explored the characteristics of African women’s lived experiences in their roles as leaders in a volatile and complex IT environment. The study explored the challenges encountered through their journey and how they overcame these challenges, including the support they may have received that enabled them along the way. The researcher used ten broad questions to explore women’s lived experiences in Kenya. The research findings validated the literature in certain areas and revealed opportunities for future research in unexpected places. In Kenya, women leaders in IT were a minority who experienced gender bias due to patriarchal beliefs and cultural expectations for women, inequalities, and prejudice in a male-dominated industry. An unexpected finding of imposter syndrome revealed that women limited themselves due to their beliefs of not being good enough to compete with men. Overcoming these challenges required proactive behaviors such as developing competence, mentoring, and networking with men and women to understand and excel in the workplace.

Dr. Henry King, 2022

A Case Study Exploring How Culturally Intelligent Transformational Higher Education Leaders Foster Organizational Innovations in a Multicultural Student Environment

The purpose of this qualitative single case study was to explore how higher education leaders at a public university in the Southeast United States employed cultural intelligence and transformational leadership to successfully foster organizational innovations to adapt to their growing multicultural student context. The objective of this study was to gain knowledge of how the university’s cultural intelligence transformational higher education leadership phenomenon worked from a holistic process perspective. Transformational leadership theory was introduced and applied as the theoretical framework for the study, while the cultural intelligence theory and organizational innovations concepts were used to support the theoretical framework. The researcher collected in-depth and rich empirical data from 10 higher education leaders at the public university using unstructured open-ended questions through Zoom one-on-one virtual interviews. The researcher also collected data from artifacts such as the university’s strategic plan documents, annual student success reports, transcribed podcasts, and student success book. The following five themes emerged from the robust thematic analysis and triangulation strategy: (a) employ internal and external motivational drivers, (b) employ the ability to strategically adapt, (c) positive influence on self-confidence and affective commitment, (d) employ cultural intelligence, transformational leadership practices, and (e) foster innovative student support solutions and equitable student success outcomes. The five emergent themes addressed the objective of this study and research questions. The knowledge gained from this study contributed to cultural intelligence, transformational leadership, and organizational innovations scholarship and advanced such knowledge in domestic and global higher education leadership studies and practices.

Dr. Dawn Moore, 2022

Attaining Leadership Authenticity: Exploring the Lived Experiences of African American Women Faculty at Predominantly White Institutions

As 21st Century scholars emphasize the importance of globalization, cross-cultural climates that foster genuine engagement with race and gender are becoming increasingly significant to the development of global leaders. African American women faculty, however, are often challenged in attaining authentic leadership, particularly with the intersection of their race and gender at educational institutions that are predominantly White. Consequently, exploring their experiences would provide invaluable insight into the roles that race and gender play in attaining authentic leadership. This study explored nine African American women faculty’s narratives about their lived experiences with senior administration at predominantly White institutions. Analysis of data from interview transcripts identified the emerging themes of adversity, self-authorship, and self-efficacy regarding their difficulties and successes in attaining authentic leadership. This research offered a foundational lens with the theoretical frameworks of authentic leadership, Black feminist thought, and intersectionality for understanding leadership authenticity in cross-cultural climates through the perspectives of African American women faculty at predominantly White institutions as a contribution to the field of global leadership.

Dr. Mustapha Atar, 2021

Predictors of Organizational Commitment in an Intense Global Environment: A Quantitative Study of IT Professions in the United States

Dr. Jennifer Wegleitner, 2021

A Mixed Methods Study Examining Faculty Perceptions of Business Students’ Incivility and Its Impact on Preparing Global Leaders

Dr. Christopher Snyder, 2021

Exploring Philanthropic Perceptions of Millennial Global Leaders

Dr. Laura Lumbert, 2021

Exploring Followers Lived Experiences with Autonomous Motivation and Leader Support During a Global Organizational Restructuring

Dr. Mandy Wriston, 2021

A Case Study of How Leaders in an Appalachian County View Themselves in a Global Society

Dr. Magnus Jansson, 2021

Innovative Work Behavior: Leadership Receptiveness, Individual Perseverance, and Organizational Climate as Enablers

Dr. James Kisaale, 2021

Community Leaders’ Transformational Leadership Style in Fostering Community Development: Kenya’s Christian Impact Mission

Dr. Russ Timmons, 2021

Exploring Global Disruptive Leadership in Practice: A Multi-level Pragmatic Synthesis Model

Dr. Chad Copple, 2021

Rural Community College Internationalization: Experiences, Challenges and Successes of Leaders

Dr. Vanetta Busch, 2021

Glocal Human Resources Leaders Roles, Role Conflict, and Competencies

Dr. Greg Madsen, 2021

Male Allies’ Perception of Gender Bias and the Relationship Between Psychological Standing and Willingness to Engage

Dr. Tariq Zaman, 2021

A Phenomenological Study of Followership Roles from the Perspective of Followers in the Ready-Made Garment Industry in Bangladesh

Dr. Dr. Martha Martin, 2021

Leaders in Libya: A study of Libyan Mid-Level Oil Executives Examining Leadership Transformation from Expatriate Study of 16 Habits of Mind Curriculum

Dr. Fidelis Agbor, 2021

Experiences of African Born Leaders in the U.S. Army

Dr. Heather Finney, 2021

Relationship between Leadership Styles and Total Quality Management in Chemical Manufacturing Companies in India and the United States

Dr. Eric Christensen, 2020

Servant Leadership in a Global Context: Organizational Relationships in Online Mental Health Service Startups

Servant leadership is a theory that suggests desirable organizational outcomes are a function of a leader’s focus on those other than him or herself (Stone, Russell, & Patterson, 2004). Servant leadership has been applied to a variety of organizational contexts, including those in the healthcare industry (Hanse, Harlin, Jarebrant, Ulin, & Winkel, 2016; O’Brien, 2010). However, as technological advancement drives social change, the structure and nature of organizations change as well. Accordingly, this research studies servant leadership in a global organizational context, extending the consideration of this leadership framework to the virtual mental healthcare field. Associations with organizational follower-level variables of empathic concern, public service motivation, affective commitment, and perceptions of organizational innovativeness are considered from a review of literature building on servant leadership theory and a theory of the on-demand economy. Pearson’s correlation analysis revealed servant leadership was significantly correlated with the study’s measure of public service motivation, affective commitment, and perceptions of organizational innovation. Implications for scholarship and practice are discussed. Read Abstract Close Abstract

Dr. Anna Lilleboe, 2020

Courageous Followership in the United States and Japan: Examining the Role of Culture in Ideal Followership

Followership is a nascent yet emerging subject. An increasing number of scholars are recognizing the critical role of followers and that leadership cannot exist without followership. Most followership studies take place in the United States, which constrains knowledge growth on followership from a global perspective. Understanding regarding ideal followership has largely been limited to reflect Western values. One of the most popular propositions regarding ideal followership is the courageous followership concept developed by Ira Chaleff. Chaleff’s book on courageous followership has been published globally in six different languages, yet the argument that the concept represents ideal followership has not been explored outside of the United States. This study contains an examination of whether the belief that courageous followership represents ideal followership is shared between American and Japanese followers as the countries offer an interesting contrast in cultural values and can offer a non-Western perspective. Through a quasi-experimental mixed factor repeated measure design, analysis of variance with covariates revealed how followers from each country perceive courageous followership behaviors as ideal and how often these followers practice such behaviors. The results showed that American participants favored courageous followership as ideal form of followership more so compared to Japanese participants. American participants also reported higher level of courageous followership behaviors in practice compared to Japanese participants—except for behaviors associated with the courage to take moral action. The study’s findings help advance global leadership by expanding knowledge regarding followership from a global perspective, testing courageous followership concept in a non-Western context, and capturing how different followers from different cultures practice followership behaviors. Read Abstract Close Abstract

Dr. Collin Barry, 2020

The Relationships between Authentic Leadership, Job Satisfaction, and Organizational Commitment among Generation Z in the United States Marine Corps

The following study explores the relationships among authentic leadership theory, job satisfaction, and organizational commitment among deployed active duty enlisted Generation Z members serving in the U.S. Marine Corps. It is argued that leaders who influence with authenticity have a greater chance of positively affecting those around them, focusing on the global-operating U.S. military, a melting pot microcosm of American society. Authentic leadership theory is defined, suggesting that the majority of this style’s characteristics can influence Generation Z more effectively than other styles of leadership, thus improving job satisfaction and organizational commitment. The generalized idiosyncrasies of Generation Z are identified, finding common themes among current scholars of generational theory. The leadership style of authoritarianism is explored, postulating that a method once utilized to lead past U.S. military generations is no longer effective. Generational influence within the commonly autocratic-driven U.S. Marine Corps is addressed, suggesting that a positive relationship exists between the qualities of authentic leadership and the follower needs of Generation Z. Hypotheses will be tested by utilizing a quantitative correlational survey design to gather data that may reveal relationships among the predictor variable of authentic leadership and outcome variables of job satisfaction and organizational commitment. Read Abstract Close Abstract

Dr. Tobey Zimber, 2020

Global Followers’ Identities Within the Global Social Movement of the Women’s March: A Phenomenological Study

Complex global business environments have posed significant demands upon leaders and inspired organizations to study ways to achieve organizational effectiveness. Within this complex, global environment, individuals form collaborative relationships where they work toward common goals. Currently, there is limited theorizing and little empirical evidence on global followers and their influence in the leadership process. This study explores the lived experiences of global followers in relation to leaders within the context of the global social movement of the Women’s March. Social identity theory, followership theory, and the construct of global followership are discussed as underlying theoretical and conceptual elements of this research. The two central research questions that guide this investigation are: (1) How do global followers describe their lived experiences associated with the global social movement of the Women’s March? (2) How do global followers of the global social movement of the Women’s March describe how their activities, characteristics, and traits influence their followership? Data was collected through semi-structured interviews, and the interviews were transcribed and analyzed with a qualitative analysis software, Dedoose. Research findings led to the emergence of the following seven themes: (1) We are a community of like-minded people with similar values, (2) I want to be a solution to the problem, (3) I hope to be an inspiration for others, (4) Power of the present and fear of the future, (5), Using my voice to fight global injustice, (6) We need to work for visibility and inclusion, (7) Being in service to something bigger than myself. Findings highlight the collaborative efforts and contributions of global followers as co-creators of leadership and proactive agents within the leadership process. Read Abstract Close Abstract

Dr. Nuchelle Chance, 2020

“Nevertheless, She Persisted”: Exploring the Influence of Adversity on Black Women in Higher Education Senior Leadership

This dissertation explored the concept of adversity and the lived experiences of Black women in higher education senior leadership. Using phenomenology, this study specifically explored how adversity has led Black women to leadership serving in higher education senior leadership. Past literature shows that Black women leaders undergo extreme challenges, including limited role models, the concrete ceiling, double discrimination, and the intersectionality of racism and sexism, as well as tokenism. The current findings validate the literature as some of the more salient codes of adversity that emerged were challenges with identity: (a) cultural diversity and belonging, (b) discrimination such as racism, sexism, ageism and the intersection of these, (c) varying adverse childhood experiences [ACEs], (d) career discernment, (e) divorce and/or dissolving romantic relationships, (f) financial issues, and (g) health issues. Yet Black women are resilient and strong. Referred to as “superwomen,” Black women have been able to overcome countless odds to advance and become pioneers in their fields and reach advanced levels of educational attainment. The results of this study reveal that Black women use adversity as fuel to overcome crucible experiences, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by resilience. Resilience has manifested itself in many ways for the participants of this study, varying from motivation factors such as family and relationships, mentors, community support, self-care and nurturing, friendships and sisterhoods, as well as the support of cultural identity and diversity. The current findings grounded in the crucible leadership theory (Bennis & Thomas, 2002) support the notion that adverse crucible experiences shape Black women into leaders with emphasis on higher education senior leadership. Read Abstract Close Abstract

Dr. Mohamed Yahya Abdel Wedoud , 2020

A Single Case Study Exploring Male Millennial Leaders’ Perceptions of Women as Leaders in a Large Mauritanian Organization

This study used a qualitative case study research design to explore male millennial leaders’ perceptions of women as leaders in large Mauritanian organizations. Transformational leadership theory and social dominance theory were used as the theoretical bases to guide the study. The study raises awareness about aspects of African women leaders through the eyes of the male, millennial leaders in a historically male-dominated society. Furthermore, the study provides data to enhance the understanding of local, regional, and global leaders who work to liberate female leaders through organizational development and gender equality, globally. Perceptions of male leaders were explored to find out what can be done to change perceptions that may limit the possibilities for women to gain access to leadership roles in Mauritanian organizations. Read Abstract Close Abstract

Dr. Abdurrahim Hocagil , 2020

Exploring Global Followership Phenomenon in Global Organizational Context: A Study of Global Followers Within Global Technology Companies

The purpose of the current phenomenological study was to explore the global followership phenomenon within a global organizational context, specifically within global technology organizations to understand the lived experiences of global followers and how they develop their global followership behaviors. The present study used three overarching research questions to explore lived experiences of global followers: (1) How do global followers at global technology organizations describe their lived experiences that help them develop global followership behaviors? (2) How do global followers describe how global organizational context plays a role in global followership development processes? (3) How does global followers’ national culture shapes their global followership behaviors? In light of these research questions, the researcher developed open-ended interview questions that explored participants’ experiences of development of global followership behaviors. The interview questions scrutinized the experiences of global followers, the influence of global organizational context, and the influence of culture on their behaviors. The theoretical framework guided the study was followership theory and the concept of global followership. Purposeful sampling and snowball sampling strategies were used to recruit participants. After selecting individuals who meet the initial criteria, the researcher emailed screening questions to selected individuals and collected self-reported information. Based on their responses to screening questions, individuals who self-reported that they support and practice freely, constructively, and courageously contributing to leadership processes as well as supporting and practicing constructively opposing their leaders’ decisions by voicing their concerns and opinions against their leaders when they see necessary to enhance leadership processes acknowledged as global followers and selected as participants. Data were collected through the use of semi-structured interviews and the interviews were transcribed and then analyzed using NVivo 12 qualitative analysis software. Data analysis led to the development of four core themes that explained the experiences of global followers and their development of effective global followership behaviors: (1) following effectively, (2) following globally, (3) developing continuously, and (4) managing challenges. The current study’s results are consistent with Tolstikov-Mast’s (2016)’s assertions and confirm global followership concept is different than followership in domestic contexts due to the complexities of global environment. The findings of the present study may help future global followers that they could learn the developmental pathways presented by the participants and try to train to be effective global followers and contribute to co-construction of global leadership processes in their organizations. Global leaders could also learn from findings of this study and try to foster global followers that would help them to enhance global leadership outcomes. Global organizations could use the findings of the present study to develop specific global followership development activities or trainings in order to develop effective global followers and enhance global leadership outcomes in their organizations. Read Abstract Close Abstract

Dr. David Ransom , 2020

An Exploration of Perceptions, Internal Mechanisms and External Forces that may Influence Ethical Decision Making

This study sought to explore the underlying perceptions, internal mechanisms, and external forces that may influence the ethical decision-making process of middle managers in a multinational organization. A qualitative phenomenological research approach was undertaken as it provided the best opportunity to develop a common description from participants’ lived experiences that highlighted ‘what’ the participants experienced and ‘how’ they experienced it. This study contributes to the field of global leadership studies by providing an understanding of how global managers perceive an ethical issue, the ways in which they construct their own ethical reality, and how they explain the complexity of their ethical reasoning. In addition, this study shows the value in developing an ethics training program for multinational organizations in order to develop better cross-cultural understanding. Ultimately, this can result in improving the effectiveness of managers’ ethical reasoning skills through a learning environment that is experience-based and involves problem-solving activities and collaboration. Read Abstract Close Abstract

Dr. Eric Pilon-Bignell , 2020

Exploring Improvisation: The Human Element of Decisions Made by Executives in States of Complexity within Consulting Firms

The purpose of this research is to use transcendental phenomenology to explore the lived experiences and events of executives, and how improvisation is experienced when decisions are made in states of complexity within a consulting firm. The central research topic of this doctoral study focuses on executives in moments of complexity. The stated phenomenological method was engaged to explore the lived experiences of management and technology consulting firm executives on how they experience improvisation when making decisions in states of complexity. To guide this study, a theoretical framework consisting of complexity leadership theory, human elements of decisions, and improvisation was developed. Findings from this study highlighted five core themes that emerged from the phenomenon:(1) leading through complexity, (2) using improvisation, (3) leading with no data, (4) leading with only data, and (5) mixing humans and data. For academics and practitioners, the data gathered from this research creates an essence of the experience of how improvisation is experienced in complexity by executives in a consulting firm. The author hopes that this research in some way, will assist current and future executives to better understand the value of improvisation and how it can be applied successfully to lead in the complexities of the global business landscape. Read Abstract Close Abstract

Dr. Kevin Rooney , 2020

Transformational Leadership and Organizational Commitment in a Multinational Organization: The Partial Mediating Role of Cultural Intelligence

Organizations are undergoing unprecedented change, driven mainly by cost effectiveness and globalization. These changes leave organizations seeking a new type of leader, one who can manage a global workforce, navigate the impact of globalization, and foster employee organizational commitment. Through the grounding of transformational leadership theory, the present study examines the partial mediating relationship of cultural intelligence on the relationship between transformational leadership and organizational commitment in an intercultural context. The current study operationalized concepts through three surveys: multifactor leadership questionnaire form-5X (MLQ Form-5X), three-component model commitment survey (TCM), cultural intelligence survey (CQS). Using a sample of 102 full-time professionals who had a geographically dispersed intercultural relationship with their manager provides evidence that cultural intelligence partially mediates the relationship between transformational leadership style and employee normative commitment. Additionally, this study evidenced that cultural intelligence does not partially mediate the relationships between transformational leadership style and affective or continuance commitment. Supplemental analyses supported that a manager’s cultural intelligence had a significant association with their demonstration of transformational leadership style and an employee’s level of affective and normative commitment. Theoretical and practical implications of this study clarify the interactions between cultural intelligence, transformational leadership, and organization commitment addressing a growing concern surrounding how intercultural leaders effectively manage complexity emanating from geographic dispersion, multiculturalism, and organizational cultural diversity; furthering the competencies of effective global leaders. Read Abstract Close Abstract

Dr. Michael Fields , 2020

Exploring the Relationship of Predispositions Before and During the College Experience, Including Study Abroad, Which May Impact Intercultural Competence of University Students

With the continued globalization of the workforce today, it is becoming more and more important for today’s workers to be globally competent. For workers to be globally competent, it is essential that they gain the necessary skills while completing their college education. To gain these competencies, institutions of higher education need to produce graduates with high intercultural competence. Impact of intercultural competence has to be acquired through specific formal and informal experience for students to have the greatest gains during their college experience. These experiences actually begin before college and continue during their time in college. While literature has long stated that study abroad positively impacts intercultural competence, that alone may not be the best or only way to positively impact intercultural competence. This study explores the impact of precollege characteristics, college experiences, and study abroad on students’ intercultural competence at a rural, public, 4-year liberal arts university. To assess this impact of intercultural competence, students were asked to answer a demographic survey capturing the data on precollege characteristics and the college experience, as well as a survey instrument assessing intercultural competence. Read Abstract Close Abstract

Dr. Steven Stauffer , 2019

The Impacts of Business Curriculum Internationalization on Student Completion and Success in Ohio Community Colleges

The purpose of this global leadership study was to investigate the impact community college business curriculum internationalization has on the key components of the Ohio State Share of Instruction (SSI) funding formula. This analysis should assist institutional decision-makers in determining whether or not to incorporate such initiatives at their schools as many accrediting bodies are placing greater emphasis on student success and numerous states are tying public funding to completion rates. Starting in Fiscal Year 2014, the state of Ohio began implementing a new performance-based formula that allocates funding to universities and colleges based on student success instead of enrollment. As community colleges across the state work to adjust to the new formula, many are considering novel methods to expand their resource base through curriculum internationalization. This study sought to determine the existence and degree of a quantitative relationship between business curriculum internationalization and student course completions, program and certificate completions, and success points within the Ohio SSI funding model. Ultimately, the results of this inquiry indicated that no statistically significant relationship existed between the variables, primarily due to a lack of distinctive differences between the various Ohio community colleges in terms of their degrees of business curriculum internationalization. Read Abstract Close Abstract

Dr. Wendy Kobler , 2019

A Phenomenological Study: The Lived Experiences of Women Who Have Achieved CEO Positions in Four-Year Higher Education Institutions

Progress has been made with women gaining more employment opportunity through the years in higher education. The progress has been seen in the lower positions; but the higher a woman climbs in four-year higher education institutions, the fewer positions she will find open to her gender. Notably, gender inequity still exists in higher education leadership and especially in the top leadership positions in this sector. Until 2016, the accepted remedy for this gender equity issue was to create a pipeline for more women to be qualified and ready to flow into the openings of the chief executive officer (CEO) position of four-year higher education institutions as they became available (American Council of Education, 2016). The American Council of Education (ACE) in 2016 declared the pipeline remedy a myth (2016). With that declaration, the American Council of Education stated that there was a need for more research on pathways women can take to successfully reach the top CEO positions in higher education (2016). The purpose of this study was to seek to understand the phenomenon of how women have overcome barriers and secured the presidency in colleges and universities (ACE, 2016). The goal of this phenomenological study was to determine the pathway that these women CEOs took and to answer the call for more research on the pathways of how more women can obtain the position of CEO. It comes at a time when there is possibly the greatest climate that is conducive for women to achieve positions that have seldom been open to them in past history. The study was guided by research by Susan Madsen (2008) on the lived experiences of women university CEOs that is now considered the seminal work in the arena of higher education leadership and gender inequity. Read Abstract Close Abstract

Dr. Danielle Lombard-Sims, 2018

Exploring Antecedents of Organizational Success for Bicultural Global Female Leaders

Global leadership research arose out of a need for organizations to develop individuals who can successfully manage people, markets, and strategies globally (Mendenhall, et al., 2013). As the field is relatively new, there is gap in global leadership literature in understanding the antecedents of success of bicultural global female leaders in multi-cultural organizational environments. In addition, views from a power dynamic of critical theory has not been fully explored. As a result of this gap in the literature, this dissertation study explored the intersectionality of success, gender, and biculturalism to understand, through the voice and lived experiences of bicultural female leaders, how they assign meaning to the attainment of organizational success in global healthcare leadership positions in order to encourage organizational change. Utilizing the phenomenological van Kaam 8-step method of data analysis (Moustakas, 1994), this study identified five themes related to how global leadership competencies, the meaning of success, and organizational influencers impact bicultural female global leader success. This study added unique contributions in understanding (a) the shared meaning of success for bicultural global female leaders across various cultural groups as told through their voice, (b) how gender and biculturalism intersect to inform their experience as global leaders, specifically in empowering them to overcome historical biases that exist in organizations, and (c) actions organizations can do to help more bicultural women become global leaders. In addition to the unique contributions, findings related to successful global competencies, transformational leadership characteristics, and female leaders’ role in assisting with equal opportunities correspond with empirical and theoretical research on the success of global bicultural female leaders. Read Abstract Close Abstract

Dr. James Campbell, Jr., 2018

A Case Study Exploring the Lived Experiences of Direct Support Professionals: Examining the Link between Lived Experiences and Leadership Style

The purpose of this study was to explore the lived experiences of direct support professionals who support people with intellectual and developmental disabilities. As well, this study examined the relationship between the lived experiences of direct support professionals and the leadership and business practices of their organizations. This study employed an embedded mix-method multiple-case study design, which allowed multiple data collection methods that probed the essence of the participants’ lived experiences within their workplace. A sequential mixed-method procedure was commenced by convenience sampling of 50 direct support professionals from each organization to complete a survey instrument that possessed four major categories considered important to direct support professionals. Survey responses served as a guide while conducting face-to-face interviews with the senior leaders of each organization. Prior to interviewing senior leaders, five direct support professionals with at least five years of employment were randomly selected to be interviewed. The interview questions explored the lived experience of participants and their perceptions of the quality of organizational leadership and culture. Read Abstract Close Abstract

Dr. Danielle Lombard-Sims , 2018

Exploring Antecedence of Organizational Success for Bicultural Female Leaders

Global leadership research arose out of a need for organizations to develop individuals who can successfully manage people, markets and strategies globally (Mendenhall, et al., 2013). As the field is relatively new, there is gap in global leadership literature in understanding the antecedents of success of global leaders, and specifically bicultural global female leaders, in multi-cultural organizational environments. In addition, views from a power dynamic of critical theory has not been fully explored. As a result of this gap in the literature, this dissertation study explored the intersectionality of success, gender and biculturalism to understand, through the voice and lived experiences of bicultural female leaders, how they assign meaning to the attainment of organizational success in global healthcare leadership positions in order to encourage organizational change. Utilizing the phenomenological van Kaam 8-step method of data analysis (Moustakas, 1994), this study identified five themes related to how global leadership competencies, the meaning of success, and organizational influencers impact bicultural female global leader success. The five themes identified include (a) successful global leadership organizational competencies (b) meaning of success (c) intersection of gender and biculturalism on organizational success (d) organizational facilitators of success for bicultural global female leaders and (e) organizational inhibitors of success that require change. This study added unique contributions in understanding (a) the shared meaning of success for bicultural global female leaders across various cultural groups as told through their voice, (b) how gender and biculturalism intersect to inform their experience as global leaders, specifically in empowering them to overcome historical biases that exist in organizations, and (c) actions organizations can do to help more bicultural women become global leaders. In addition to the unique contributions, findings related to successful global competencies, transformational leadership characteristics, and female leaders’ role in assisting with equal opportunities correspond with empirical and theoretical research on the success of global bicultural female leaders. Read Abstract Close Abstract

Dr. Jehu Chong , 2018

Workplace Longevity and The Lived Experiences of Senior Leaders’ Perceptions of Millennial Job Satisfaction: A Multigenerational Study of the Dutch Caribbean Financial Sector

The topic of workplace longevity includes a vast area of scholarly writing relating to the themes of organizational success, job satisfaction, work commitment, effective managerial leadership, employee engagement, workforce-retention strategies, and cultural influences on work habits. The focus of this exploration is to discover how job satisfaction impacts the tenure of senior leaders and to uncover the association of emerging trends using a generational perspective that directly derives from senior leaders’ lived experiences. The objective was to solicit responses about the concepts affecting employees’ self-identified organizational motives, thus explaining an employees’ realization, awareness, and understanding of the components that factor into their choice of whether to stay or leave a company. Herzberg’s (1978) motivation theory was introduced and applied to this study as the theoretical framework. This theory explored the hygiene factors and motivator factors that cause job satisfaction or job dissatisfaction. Seven themes emerged from this qualitative transcendental phenomenological research study: (a) millennials, (b) training and development, (c) mentality shift, (d) corporate culture, (e) workplace longevity, (f) change and adaptability, and (g) communication. The research study was promulgated upon a global platform and thus includes a discussion of global implications and a new definition of global leadership. Global leaders in the present work climate are charged with managing diverse populations of employees from assorted cultures, with a mixture of mind-sets, and with a comprehensive collection of ideals, beliefs, values, and principles. This research explored global leadership through the lens of innovation and a team-oriented perspective. Read Abstract Close Abstract

Dr. Michael Call, 2017

Home or Abroad? Determinants of Major Charitable Giving to Domestic Vs. International Causes

This study provides insight into demographic and psychographic distinctions between major donors ($10,000 USD or more in a single gift) to domestic causes, international causes, and both types of causes. A simple random sample telephone survey of 410 U.S. individuals with annual household incomes of $250,000 or more and who have a history of charitable giving provided data for this analysis. Of these 410 respondents, 118 had given only to domestic causes in the past 12 months, 143 had given only to international causes, and 149 had given to both types of causes. All of these gifts met the filter of at least $10,000. Items in the survey included demographic data, number of major gifts to charity, sizes of gifts, type of recipient organization, and psychographic traits. These psychographic traits included experiential traits of childhood extracurricular activities, childhood volunteering, childhood religiosity, childhood traumatic events, adult religiosity, and adult engagement in civic groups. Values-based psychographic analysis relied on Kahle’s List of Values (LOV). A test for Chronbach’s alpha verified the data were reliable. Statistical analyses conducted include tests of correlation and association, multiple regression analysis, discriminant function analysis, and multinomial regression analysis. Results show significant differences between major donors to domestic causes only, major donors to international causes only, and major donors to both types of causes. Determinants of major giving to domestic causes only include the LOV traits of self-fulfillment and sense of belonging, as well as the experiential traits of childhood traumatic event, childhood religiosity, and adult engagement in civic groups; determinants of major giving to international causes only include the LOV value of being well respected and the experiential trait of childhood extracurricular activities. Determinants of major giving to both types of causes include the LOV trait of being well respected and the experiential trait of adult engagement in civic groups, as well as the demographic traits of being a single male not living with or married to a partner. Two models are presented for further research and insights. Read Abstract Close Abstract

Dr. Angel Baez Vega, 2017

The Lived Experiences of Latina Women It Leaders in Global Organizations: Exploring Their Stories on Intercultural Sensitivity and Trust

The goal of this study was to explore the lived experiences of Latina women IT leaders at global organizations as they cultivate trust and acceptance of intercultural differences. Trust and intercultural sensitivity are recognized elements in the development of successful team collaborations. However, little research has been devoted to describe the experiences of Latina women leaders in the IT sector in the process of cultivating trusting and interculturally sensitive relationships with others. That being the case, this study was guided by the following overarching research questions: (1) How do Latina women IT leaders describe their experiences developing trusting and interculturally sensitive relationships with their followers? (2) How do Latina women IT leaders describe their experiences cultivating trust and intercultural sensitivity as they interact with other leaders? (3) What experiences are perceived by Latina Women IT leaders as barriers to the development of an organizational culture that supports trust and acceptance of intercultural differences? This researcher asked interview questions to explore the role of trust and intercultural sensitivity on the effectiveness of Latina women leaders in the IT sector of global organizations.Global leadership, behavioral leadership, intercultural sensitivity and trust theories provided the theoretical framework that guided this study. Semi-structured interviews guided the data collection with the study participants. A purposeful sampling approach was used for the selection of the seven study participants. Data collected was transcribed and with the exception of one discussion that was conducted in English, the interviews were translated from Spanish into the English language. Then, the data was uploaded for analysis into Dedoose® social research analysis software. Five core themes emerged from the data analysis addressing issues concerning the development of a working environment that foster trust and intercultural sensitivity: (1) cross-cultural competence, (2) good working relationships, (3) asymmetry, (4) organizational culture and (5) effective leader. From this study findings, the “Behavior-based Trust and Inter-cultural Sensitivity Development” Model was developed showcasing the connection between the behavior of leaders and the core dimensions that emerged from the interviews in the study. Read Abstract Close Abstract

Dr. Mia Johnson , 2017

Resilience and Intercultural Competence: Examining the Relationship in Community College Transformational Leaders

The main purpose of the study was to determine if there was a correlation between resilience and intercultural competence in transformational leaders at Ivy Tech Community College. Kouzes and Posner’s Five Practices of Exemplary Leadership was used to establish leaders’ transformation leadership qualities; the Connor-Davidson CD-RISC was used to assess leaders’ resilience, and Fantini’s Assessment of Intercultural Competence (YOGA Form) was used to measure leaders’ intercultural competence. The study population included leaders in supervisor roles from two regions within Ivy Tech Community College. The findings of the study indicate there was no significant correlation between resilience and intercultural competence in transformational leaders. Read Abstract Close Abstract

Dr. Kristina Creager , 2017

Emotional intelligence & academic success: A study of academically underprepared students in the second semester

The globalization of higher education and changing demographics of the collegiate classroom necessitate the ability for students to regulate their own feelings, recognize others’ emotions, solve real-world problems, communicate effectively across cultures, build relationships, and ultimately manage stress. This emotional intelligence is especially true in the growing population of academically underprepared students. Through analysis of correlations between emotional intelligence and academic success factors – semester and cumulative GPAs, persistence data, as well as demographic variables, this study closes the gap in the literature focused on this specific student population and contributes to the field of global leadership in practice within higher education. This dissertation argues that emotional intelligence is a critical leadership trait, skill and practice regardless of capacity or field. Likewise, the study persists that emotional intelligence is a skill necessary for academically underprepared students to develop early on in their educational careers and it is an aspect directly correlated to the success of global leaders inside and outside of the university setting. Read Abstract Close Abstract

Dr. Thomas Lawrence , 2017

Followership in a Global Context: Examining the Relationship between Chinese National Culture and Follower Role Orientation

Followership is an emergent field of study dedicated to the contributions of followers to the processes and outcomes of leadership. The discipline privileges followers at the center of theory development and acknowledges their central role as causal agents. The study of followership has largely been a phenomenon constrained to the U.S. Thus, the role of national culture remains unexplored. Drawing from Uhl-Bien et al.’s (2014) reversing the lens theory of followership and Hofstede’s (2010) national culture dimensions, this study examined the relationship between national culture and follower role orientation, including the moderating effects of considerate leadership, among Chinese adults living and working throughout mainland China. Using a survey design, data was collected from 178 Chinese workers using three validated instruments. Relationships between the concepts of study were explored using descriptive inferential statistics, including hierarchical linear regression. The findings support Uhl-Bien et al.’s contention that leadership outcomes result from the interactive product of follower behavior, guided by implicit following schema, and the concomitant response by leaders to deliberate influence attempts. Analysis revealed Hofstede’s dimensions of power distance, uncertainty avoidance, and collectivism contributed to the development of follower’s underlying role schema and belief in the co-production of leadership. The study also confirmed the fundamental role of context in the development of follower beliefs. Leader consideration acted as a moderator of power distance in a sub-set of the sample (first-level supervisors) and contributed the greatest effect in the predictive model. This dissertation contributes to the field of global leadership by expanding knowledge of followership, testing the validity of followership theory beyond the U.S., and supporting organizational development in culturally heterogeneous contexts. Read Abstract Close Abstract

Dr. Julia Porter , 2017

Factors that Support Student Success and Their Perceptions of Success: Lessons from a Scottish University

In this qualitative study, a case study approach was utilized in order to explore the factors that contribute to student success as well as students’ own perceptions of success at Abertay University in Dundee, Scotland. Twelve participants were interviewed including seven students who were had passed all of their courses and were on track to graduate and five faculty members that had experience in teaching successful students. This study particularly focuses on trait theory and how the Big Five contribute to student success as well. The study identified the themes that contributed to Scottish student success, which were: (1) the ability to find employment following graduation, (2) support from others, (3) academic achievement, (4) acquiring new skills, and (5) personal dedication to their studies and Abertay University. Additionally, through the analysis of the data and in understanding the themes, it was indicated that the traits most exhibited by those who found success at Abertay University were extraversion, agreeableness, conscientiousness, and openness to experience. Read Abstract Close Abstract

Dr. Alicia Wireman , 2017

International Students and U.S. Faculty in Complex Educational Environments: Exploring the Need for Global Leadership in the Classroom. A Case Study

Global leadership scholars have attempted to understand global leadership in a variety of contexts. However, the complex environment of the classroom in higher education is an area that has not been explored. Classrooms in higher education are becoming more complex due to their complexity and uncertain nature, thus creating situations where global leadership is necessary. The purpose of this case study was to determine a need for global leadership in the classroom by exploring perceptions of instructors’ leadership behaviors and communication apprehension in the complex classroom. The study is an exploratory embedded single-case of instructors’ communication apprehension and leadership behaviors at a private institution of higher education. Data collection included institutional documents, surveys, and focus groups. The case’s data included an analysis of institutional documents as well as a survey with faculty regarding their communication apprehension and leadership behaviors when interacting with international students in the complex classroom. The survey used the Personal Report of Intercultural Communication Apprehension (PRICA) and the Leadership Behavior Description Questionnaire (LBDQ) to examine instructors’ communication apprehension and leadership behaviors when interacting with international students in the classroom. Then, a follow-up focus group with faculty was used to understand their survey responses. Finally, the case’s data collection included a focus group with international students, which aimed to explore their perceptions of instructors’ communication apprehension and leadership behaviors. The findings of the study (a) indicated leadership behaviors that are important for instructors in higher education, (b) communicated international students’ needs for instructors’ leadership behaviors, and (c) focused on the need to train and develop instructors to be global leaders. Read Abstract Close Abstract

Dr. Charles Dunn , 2016

The Real Deal: Exploring the Lived Experiences of Authentic Global Leaders within International Cooperative Organizations

The purpose of the current phenomenological study was to understand the developmental experiences of authentic leaders by documenting their own stories of how they view their growth into a successful global leader. The study used three overarching research questions: (1) How do leaders within international cooperatives describe their lived experiences that contributed to their development into successful and authentic global leaders? (2) How do cooperative leaders explain how they apply/use the principle of stewardship on a daily basis? (3) What experiences are described as challenges in the application of authentic leadership? Using these overarching questions as a guide, the current study posed interview questions that explore participants’ experiences in developing into an authentic leader. The study also explored how operating in a global environment has influenced their ability to be authentic in their leadership. Additionally, interview questions explored the context of authentic leadership and global leadership within cooperative organizations and how the role of being a steward for the organization influences their leadership style. The theoretical framework for the study was guided by global leadership theory, authentic leadership theory, and stewardship theory. Purposeful sampling and snowball sampling were used to select study participants who are senior leaders within international cooperative organizations. Data was collected through the use of semi-structured interviews, and the interviews were transcribed and then analyzed using NVivo qualitative analysis software. The information collected and subsequent analysis may help future cooperative leaders develop into successful and authentic global leaders, as well as help close the gap in the literature on leadership within international cooperatives. The research findings led to the development of five themes surrounding the phenomenon of developing into an authentic leader within an international cooperative: (1) leading successfully, (2) leading globally, (3) developing authentically, (4) meeting the leadership challenge, and (5) cooperative appeal. Read Abstract Close Abstract

Dr. Stephen Young , 2016

Follower Perceptions of Frequent Leadership Rotations: A Sequential Explanatory Study

Current leadership study is well established within the context of developing leaders in the global organization through leadership development initiatives to include leadership rotational programs. Leadership rotational programs are an accepted practice to develop the skills of global leaders. Studies have shown the positive results that these strategies can produce within the global organization and towards the development of global leaders’ skills. Empirical research has focused on the advantages to the leader but has failed to fully identify the potential consequences to the follower within the organization. This study addresses the follower perceptions and feelings towards leadership rotations that are not currently found in current leadership research and literature. The purpose of this sequential explanatory study was twofold. First, this study aimed to discover the types of followers found in the global organization. Second, and the primary focus of this research was to explore the perceptions of followers when subjected to rotating leadership. This exploration fully identifies the effect of the leadership rotation phenomenon and addresses the research question: How do differing types of followers within complex adaptive systems of a global organization experience frequent leadership rotations? A two-phase, sequential explanatory design was used to gather the experiences of the organizational follower through a non-experimental survey, semi-structured interviews, and a phenomenological analysis of collected data. Followers were first classified in to one of five follower types. Participants from each follower were then interviewed. An interview protocol was followed and participant responses were analyzed to develop themes related to the phenomenon of rotating leadership. The outcomes of this study offer four conclusions related to the followers in the global organization and how these individuals perceive rotating leadership. This research advances the current understanding of the relationship between the leader and follower and offers new insight into how the common leadership development practice of rotating leaders within the organization affects both the global organization and the organizational follower. Read Abstract Close Abstract

Dr. Joyce Parks, 2015

Preparing Global Citizens for the 21st Century: Examining the Intercultural Competence of Study Abroad Students

In today’s rapidly changing global society, college graduates will need to develop skills that will prepare them for the 21st century. More importantly, intercultural skills that will be beneficial in terms of helping students become global citizens and having the ability to compete for jobs in a global workforce. This study examines the impact short-term study abroad programs have on the intercultural competence of students. Additionally, the study provides strategies to increase the intercultural competence of students to assure students gain the following intercultural abilities; skills, awareness, knowledge, and attitudes which are skills that are necessary to interact effectively with individuals from diverse backgrounds. An explanatory quantitative correlational research design was utilized for the study and a sample size of 125 students from a university in the Midwest. The Accessing Intercultural Competence (AIC) section 7 was utilized to measure the intercultural competence of study abroad students to determine if the students were developing intercultural competence. The independent sample t test was used and indicated a significant difference in the intercultural competence of students who studied abroad and students who did not study abroad. The implications of the findings are beneficial to study abroad administrators and higher education institutions by providing suggestions and improvements for short-term study abroad programs. The study is also an important contribution to the literature in terms of the impact study abroad programs have on the intercultural competence students who travels abroad. Read Abstract Close Abstract

Dr. Frank Banfill , 2015

Multiple Case Studies in Effective Africa Leadership: A Study of the Leadership Behaviors of Effective Local Church Pastors in the Africa Inland Church Tanzania Mara and Ukerewe Diocese

This study explores the behaviors of effective local Christian church pastors in Tanzania, East Africa and it addresses gaps in the current knowledge related to African religious leadership, leadership theory in the African context, leadership across African cultures, and African leadership in relationship to followership. A qualitative research method using a multiple case study design was employed to provide an understanding of effective African pastors as local leaders who contribute to African social welfare. Effective pastor leaders with a demonstrated record of numerically growing their churches while also conducting development projects for the betterment of local communities were interviewed, along with focus groups of members from their congregations. Additional data were gathered through observations and by reviewing documents. Results of transformational leadership theory surveys (Multifactor Leadership Questionnaire-MLQ) completed by Tanzanian pastors are also presented. The study found that effective Tanzanian pastors demonstrated behaviors consistent with transformational leadership behaviors, improved the lives of parishioners and community members, and were instrumental in growing the numerical membership and financial base of their churches. The study identified the activities taken by effective pastors when they began their tenures, as well as the ongoing and decision-making/problem resolution activities throughout their tenures. Read Abstract Close Abstract

Dr. Joseph Lestrange , 2015

Values Based Leadership 2.0: A Multi Method Study Toward the Development of a Theoretical Framework for Global Leaders

The continuously expanding and rapid pace of globalization has created a climate of ambiguity, uncertainty and change as businesses struggle to find new paradigms of leadership that can be used cross culturally; mainly because many previously tried and tested approaches such as transactional leadership no longer seem effective in the global context (Robinson & Harvey, 2008). This multi-method research study explored whether or not Values Based Leadership (VBL) is an appropriate leadership framework to assist global leaders in navigating the multiplicity, interdependence, ambiguity and flux of today’s global leadership environment. Based on research gaps discovered during the literature review, this study developed a definitive theoretical framework for VBL in the context of global leadership that distinguishes it from other confused and/or overlapping theories. The methodology consisted of an integrative literature review and subsequent interviews conducted in the phenomenological discipline. Through the process of inductive, thematic analysis; a total of 10 themes emerged based on the participants’ “lived experience.” These themes were: Creates a Positive Organizational Valance by Inspiring Followers and Maintaining Presence, Empowers Others Through Active Follower Engagement, Displays Empathy, Respect & Genuine Caring for Others, Projects Legitimacy by Building Relationships on Trust, Encourages a Learning Organization, Possesses Strong Character, Develops a Strategic Vision & Focuses Resources Accordingly, Strives for Organizational Excellence, Demonstrates Humility & Stewardship, and Promotes Transparency by Effectively Communicating with Followers. This new VBL framework provides insight into universally endorsed leadership values held by today’s global leaders operating across multiple world cultures and contexts. If developed further, the research suggests that this framework could provide a strong foundation to assist global leaders in navigating the multiplicity, interdependence, ambiguity and flux found it today’s modern global business environment. Read Abstract Close Abstract

Dr. Lisa Kindred , 2015

Leadership Fit as a Condition for Meaningful Work: A Study of Iraqi-Born Employees

In this qualitative study a phenomenological approach was utilized to explore the experiences and perceptions of meaningful work for Iraqi refugees in South Bend, Indiana. The central research question examined how the participants constructed meaningful work. This study had a particular focus on the characteristics associated with leadership fit and how leadership fit contributed to perceptions of meaningful work. The research procedure consisted of fifteen in-depth, semi-structured interviews. The findings revealed five overarching themes that contributed to perceptions of meaningful work: 1) having an impact, 2) relationships with others, 3) distinguished from others, 4) correspondence with oneself, and 5) environmental correspondence. While leadership fit did not emerge as a central issue, the participants’ preferred way of relating with a leader was revealed. This study contributes to the growing literature on meaningful work by strengthening a theoretical model and expanding the model with the inclusion of a new pathway to meaningful work. Additionally, this study highlights the importance of applying person-environment fit models with current meaningful work theory. Finally, this study provides practical application for refugee relocation agencies and employers based on the findings and offers suggestions for future meaningful work research. Read Abstract Close Abstract

Dr. Brett Whitaker , 2015

An Analysis of the Academic Disciplinary Development of Global Leadership Education

This research examined the development of global leadership degree granting programs within higher education. This research utilized an organizing framework of academic disciplinary development, and drew upon current theoretical literature describing the nature of global leadership. The two stated purposes of this study were, “to examine the field of global leadership education as compared against established criteria of academic disciplines”, and “to describe the manifestation of global leadership education in three institutions of higher education.” A qualitative, multiple case study approach was utilized in this research. Inductive reasoning formed the basis for inquiry, as this research was exploratory and attempted to describe the nature and history of several degree granting programs. Rigorous qualitative methods were employed, utilizing multiple data sources to gather information and triangulate understanding of each case institution. Within-case and cross-case analysis was conducted to develop emergent themes, and this analysis was augmented through the use of a qualitative analysis software. Verification was achieved through the use of member checking, journaling, and a peer-debrief. Themes emerged for each case institution, and were organized into themes related to the emergence of each program, and themes related to program outcomes. Within the cross-case analysis, three themes emerged: the pragmatic and politically driven emergence and development of programs, the tendency for global leadership programs to be tied to a related disciplinary area and that area to be more strongly represented in the curriculum, and a value orientation among the outcomes of each program. Each of these themes was supported by relevant data, quotes, and observations. The findings of this study support the notion that while global leadership has indeed begun to emerge within higher education, it remains somewhat underdeveloped. Some elements of disciplinary development are present, but most are not. Educators, administrators, and ultimately, students, stand to benefit from rigorous inquiry into the nature of how global leadership is being manifested in higher education. Comprehensively describing the current state of the discipline, will allow program stewards to more intentionally design programs that align with current theoretical and empirical scholarship of global leadership. This research provides the beginning point of that scholarship. Read Abstract Close Abstract

Dr. Paul Hayes, 2014

Virtual Environmental Factors and Leading Global Virtual Teams

This correlative study focuses on the leaders of global virtual teams and determines if there is a comparative advantage in using 3D avatar-based collaborative environments instead of more traditional 2D audio and video teleconferencing environments in terms of fostering engaging environments that lead to improved leader and member interaction. Sixty freshman student volunteers from random Southeastern and Central Florida colleges collaborated in face-to-face and virtual reality environments. The participants were comprised of individuals born in 13 different countries, including the USA. Six participants acted in the role of leader and 24 participants acting in the role of subordination. Each group was comprised of six, five-member teams. The sample consisted of 46 males and 14 females ranging in age from 18 to 30 years old. The study suggests face-to-face participants perceived higher, statistically significant levels of engagement than the teams using Second Life. No statistically significant difference was found between reported levels of leader-member exchange (LMX) quality for either the members of Face-to-Face collaboration or the members of Second Life collaboration. There was no statistically significant difference between composite ratings of LMX relationship quality with measures of engagement as provided by the ITC Sense of Presence Inventory. All employees need training to maximize virtual team collaboration efforts in avatar-based collaboration to ensure collaboration focuses on solving problems and not just re-creating “real world” problems in a virtual world or computer mediated environment. Read Abstract Close Abstract

What is Ethical Leadership and Why is it Important?

Ethical leadership is not only the right thing to do, it is key to driving an organization's success.

Valerie Kirk

Errors, bad behavior, and poor judgment in leadership can negatively impact a company’s brand and reputation. For business success, it’s critical for organizations to fill their C-suite with ethical leaders.

Ethical leadership involves leaders and managers making decisions based on the right thing to do for the common good, not just based on what is best for themselves or for the bottom line. While profits are important, ethical leaders take into consideration the needs of customers, communities, and employees in addition to company growth and revenue when making business decisions. 

Ethical leaders encourage their team members to model this behavior, too. They help to build a workplace culture that values transparency, collaboration and inclusion, and where everyone feels safe to share their voice.

They can also help organizations recruit and retain top talent. Professionals are increasingly seeking out companies whose leaders strive to do the right thing. Generation Z, who will make up 25 percent of the workforce by 2025, demands leadership ethics more than generations that came before them. 

“Gen Z is not going to negotiate. They have really strong values and ethics, and they don’t bend them because of intimidation or because they are just getting a paycheck,” said Michael McCarthy, instructor at Harvard Division of Continuing Education’s Professional & Executive Development and host of the “ Happy at Work ” podcast. “The idea of letting harmful or hurtful behavior slide is not acceptable.”

Leaders who weigh ethical considerations before making key business decisions drive a company’s long-term success. 

The 6 Main Principles of Ethical Leadership

Having ethical leaders isn’t as simple as hiring “good” people. Companies should strive to fill their leadership ranks with people who embody the principles of ethical leadership. The six main principles include: 

Respect includes valuing others’ skills and contributions. While historically respect in the workplace may have been one-way (leaders demanding respect from employees), in an ethical work environment, respect is mutual. 

Mutual respect leads to healthier workplace relationships where both sides appreciate and support what the other is doing and feel secure in talking through issues and challenges. Healthy relationships create positive work environments, which drives increased productivity.

Current and upcoming business leaders should take mutual respect into account as workforce expectations continue to shift.  

“I tell current leadership to respect Gen Z. They have values and morals, and you’re going to have a better organization because of them,” McCarthy said. “They aren’t going to put up with the old hierarchy that doesn’t offer mutual respect.” 

2. Accountability

Ethical leaders hold themselves accountable for their actions. They make decisions based on integrity and stand behind their work. They also lead by example, communicate openly about challenges, and don’t look to place blame on others for any shortfalls.

Leaders make ethical decisions based on doing what is right for employees, customers, and the community. Because these constituents are always top of mind for ethical leaders, they often have a strong sense of service. They engage in activities such as charitable giving and volunteer work to give  back to their communities — and encourage their teams to do the same. 

Leaders who are transparent build trust amongst their organizations and amongst customers. 

To build and maintain trust, leaders must be good communicators who speak openly and honestly about issues. Regardless of the issue’s severity or unpopularity, leaders’ responsibility to be clear and candid  empowers others to make the right decisions with the information they have. 

Honesty and transparency also help to build a brand’s reputation, leading to long-term customer loyalty.

Justice is not just about following the law, but about ensuring that everyone is getting what they deserve. Ethical leaders approach situations with a focus on treating everyone fairly, and they expect their teams to treat each other and customers the same way. Through their actions, they build equitable work environments where everyone feels respected. 

6. Community

Ethical leaders view their companies as communities and consider everyone involved when evaluating situations and making decisions. By viewing their organizations this way, they build equity and inclusion into their decision-making process and create work environments that encourage collaboration across teams. 

Learn more about Harvard DCE’s Ethical Leadership program

Examples of Positive and Negative Ethical Leadership

The following three examples are of companies that were faced with ethical dilemmas and how different leadership styles led to vastly different outcomes. 

Johnson & Johnson

One of the most famous examples of ethical leadership was the case of the Tylenol cyanide poisonings in the early 1980s. Seven people died of cyanide poisoning, and the only connecting factor was that they had all taken extra-strength Tylenol. During investigation, it was discovered that the tablets were laced with cyanide.

Johnson & Johnson’s leaders acted quickly and pulled all Tylenol products off the shelves — 31 million bottles, worth over $100 million — and stopped all production and advertising. The swiftness of their decision, although costly, put customers’ well-being first and saved lives.

They partnered with law enforcement to find the perpetrator and subsequently developed the first-ever tamper-resistant packaging. They were transparent with the public about what they were doing to ensure this tragedy never happened again. 

The Tylenol brand recovered from the incident, largely because of Johnson & Johnson’s ethical leadership team’s swift action and transparent care for customers.

In 2008, JetBlue left passengers stranded on the tarmac at the John F. Kennedy International Airport for more than five hours during a snowstorm. The delay had a ripple effect — JetBlue had to cancel more than 1,000 flights over the following five days.

In response, JetBlue’s CEO wrote a letter of apology to customers. He also directed his team to draft a customer bill of rights, which outlined customers’ rights to information about flights and information about compensation in the event of delays or cancellations.

The CEO also participated in a public apology tour, taking full responsibility for the incident rather than blaming it on the weather.

His transparency and accountability created trust with customers, who stayed loyal to the airline.

Wells Fargo

In September 2016 , it was revealed that employees of Wells Fargo, one of the largest banks in the United States, opened millions of unauthorized accounts in order to meet aggressive sales targets. This widespread fraudulent activity was the result of a work culture that prioritized quantity over quality and pushed employees to engage in unethical practices.

Company leaders denied knowledge of fraudulent practices. The bank was hit with significant financial penalties, but because of the lack of accountability, they damaged the trust of their customers and investors. They reported a 50 percent profit loss in the quarter following the scandal.

Meeting the Ethical Challenges of Leadership

Companies cannot underestimate the power of different leadership styles on their growth and long term success. Those who practice ethical leadership have positive corporate cultures where employees are engaged, motivated, and feel good about coming to work. Companies without ethical leadership face lower productivity and high turnover rates, impacting the organization’s bottom line.

Ethical leaders aren’t just born with these skills — they develop them over years of experience and training. 

Harvard DCE Professional & Executive Development offers a two-day Ethical Leadership program that helps leaders develop skills to make ethical choices and lead companies through challenging dilemmas. 

Topics covered include: 

• Making ethical decisions with conflicting responsibilities 
• Building a moral framework within yourself and the organization
• Understanding the role of employees in both their professional and personal lives 
• Navigating a slippery slope when seemingly good people do bad things
• Building a corporate culture that values moral behavior

Learn more about the ethical leadership program, including how to register.  

Leaders looking to expand their ethical leadership skills should also consider the two-day Authentic Leadership program , where they will learn how to develop mindfulness and authenticity to build trust, create engagement, and promote productivity. 

Explore all Executive Leadership and Management courses

About the Author

Valerie Kirk is a freelance writer and corporate storyteller specializing in customer and community outreach and topics and trends in education, technology, and healthcare. Based in Maryland near the Chesapeake Bay, she spends her free time exploring nature by bike, paddle board, or on long hikes with her family.

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Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.