Ethics and Education Essay - 925 Words

Ethics and Education Ethics and Morals are two important words everyone knows, but which very few truly understand. Ethics is defined, in Websters Ninth New Collegiate Dictionary, as the discipline dealing with what is good and what is bad. Morals are defined, in the same dictionary, as those principles of right and wrong in behavior. For Kozol in The Night Is Dark and I Am Far From Home, ethics and morals have similar definitions but extend to include a sense of compassion for others. I agree with his argument that the purpose of schooling is to educate an ethical human being: a person who not only lives his life by facts and knowledge but also by ethics and morals. The need for schools to address ethics and morals is important†¦show more content†¦Since in school are where children interact most often with any adult, it should be standard for schools to have ethics and morals in their curricula. However, the decision of what ethics and whose morals to include in curricula poses a problem for many schools. With so many different ways of thought and senses of morality, the ability to decide on one standardized set of ethics and morality proves to be almost impossible. The decision is also difficult since morality at times is synonymous with religion and deciding on a particular set of morality can be interpreted as favoring a certain religion within a school. Other problems with this system are a teachers possible conflict with certain ethical and moral issues they may have to convey to their students. What if a teacher does not believe in a certain ethical guideline in the curriculum or what if they do not believe an ethical decision is required for a certain discipline? A system of ethics which encompasses many beliefs, yet does not isolate one exactly, is the only useful method in a school. The system of ethics that Kozol proposes does not seem to corner any particular religion and is merely a law-abiding way of life with a concern for the welfare of others. This idea of compassion in education will cause students to be ethical and moral not only outside of the classroomShow MoreRelatedEthics in Education1245 Words   |  5 Pagesâ€Å"Ethics in Education† Learning Team B Gen300 Dr. Athalene Mc Nay 4-20-2008 I. What is ethics? A. A definition of ethics. B. How are ethics used in education? II. Integrity is part of ethics in education. A. A definition of integrity. B. Trust relationship is essential in ethics in education. C. Academic integrity is a mutual responsibility. D. There is cheating and academic responsibility within the education system. E. Phony schools, diploma mills and false credentials are aRead MoreThe Ethics Of Special Education1062 Words   |  5 PagesIn The Ethics of Special Education, Howe and Miramontes (2014) outline pressing issues facing special education and provide a framework for discussing ethical challenges. The authors present case studies around personal, institutional, and policy issues. Each case includes analyses and explanation by Howe and Miramontes that provide the reader with a more comprehensive understanding of the ethical issues. The intent of Howe and Miramontes (2014) is to raise the level of thinking about ethicalRead MoreThe Code Of Ethics For Education917 Words   |  4 PagesMy area of study is in education. The code of ethics for education falls into three different categories, ethical conduct towards the students, ethical conduct practices, and ethical conduct towards colleagues. Educators have a moral responsibility to have a learning environment that fulfills and helps t heir students reach their full potential. According to the Code of Educators, â€Å"The professional educator accepts personal responsibility for teaching students character qualities that will help themRead MoreThe Code Of Ethics And Education1366 Words   |  6 PagesEthics and education are both complementary to the other. Education lacking ethics is nothing but nothing learning without purpose and when ethics are when one develops the right ethics then education is essential. What we should know is that the main purpose of education lies in the enlightenment of mind that gives us and our children the ability to choose between what is moral and what is immoral. A code of ethics within any workplace is a set of written principles regarding conduct and behaviorRead MoreEthics In Adult Education650 Words   |  3 PagesEthics in Adult Education Susan Imels article Ethical practice in adult education provides an overview of a number of salient areas of concern regarding ethics in adult education (1992). Because it is focused predominantly on administration, the article can be considered a companion piece to Chapter 8 of Adminstering Successful Programs for Adults: Promoting Excellence in Adult, Community, and Continuing Education (Gailbraith et al 1997). The author considers the inherent challenges facingRead MoreThe Code Of Ethics For The Education Profession Essay1304 Words   |  6 PagesIntroduction Under this code of Ethics, we believe that as an educator you have a duty to provide an environment that nurtures and supports the learning of each and every student. The belief that all humans deserve a safe atmosphere which involves the educators to take all reasonable precautions to defend the safety, dignity, and well-being of students and staff. The educator identifies the importance of the responsibility essential in the teaching process. The desire for the respect and confidenceRead MoreWhat Drives Ethics Education For Business Schools? Influences On Ethics709 Words   |  3 Pages What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum Rasche, A., Gilbert, D. U. (2013, January). What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum. In Academy of Management Proceedings (Vol. 1, 2013, pages 1-31). Academy of Management. Introducing week’s one entry I chose the title article above, â€Å"What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum.† This articleRead MoreCode Of Ethics And The National Education Association1031 Words   |  5 PagesSome things change, some things stay the same. The National Education Association (NEA) adopted a code of ethics in 1975 (Strike Soltis 2009, p. viii). While this code still upholds many concerns that educators face today, it is important to make sure that a code of ethics is a breathing document. It must adapt and change with the changing of time. Strike and Soltis (2009) reference the code of ethics quite regularly throughout the entire book. It is first introduced in full at the beginningRead MoreEssay on Patient Education and Medical Ethics1455 Words   |  6 Pagesprofession is being an advocate for the patient and explaining to the family that certain procedures are important for the benefit of their health. There are ethics that must be adhered to during patient and family teaching that will give the patient and their family the information they need in a respectful and professional manner. These ethics include justice meaning fair treatment between all patients, autonomy or the patients’ independence, beneficence meaning keeping the patient safe from harmRead MoreEthics Of On Line Classes / Learning / Education2049 Words   |  9 PagesEthics of on-line classes/learning/education Technology and innovation have impacted our world, especially the education systems, in a number of ways. With the introduction of several pieces of technology, the education system is slowly evolving from the traditional in-class lectures to a more virtual or online setup. While most universities and colleges nationwide are leaning towards administering more online classes. The aspect of ethics has become an element of concern to most institutions and

Leadership - 4036 Words

Shanda Moore Business Leadership BUS 5453. 49 Leadership Development Project: DISC Dr. LaSharnda Beckwith April 27, 2013 Section One Self-Awareness Directing | Influencing | Steadiness | Conscientious | | | | | | | | | (1) Behavioral Style: Based on the results of the DISC Assessment, my results were inconclusive and an accurate result couldn’t be determined. This proves that as a leader, I try to please everyone and look for common grounds between differentiating groups that satisfy their expectations. This can be a disadvantage because acting as a â€Å"perfectionist† on most occasions can cause stress and lead to further problems in the future both mentally and physically. My behavioral tendencies tend to target†¦show more content†¦This area should establish confidence for the leader to be encouraged, especially within time constraints, that all requirements have been met without second guessing the work that has been completed. There may be times where I do sacrifice results for harmony. When conflict arises between team members, I tend to focus on resolving the issue at hand in a personal manner instead of a professional manner. As a leader, it is important to keep personal beliefs separate from professional beliefs. In this particular situation, instead of instilling for the individuals to set their differences aside in order to complete the assignment given, I focus more on resolving their personal issues ignoring the tasks given to keep the peace between the individuals. As a perfectionist, I tend to be set in my ways and the future I may tend to resist change. Although implementing new strategies to become more effective in the workplace, if a strategy works for me, I believe in the future it will result in a positive outlook. However, change is sometimes necessary in order to become more effective and efficient as a leader. (4) Motivational Style My motivational style that I lean the strongest towards is Steadiness based on the results from the DISC assessment. This style illustrates that I am more directed to basing my leadership off of Relationship and Appreciation.Show MoreRelatedThe Leadership Of Leadership And Leadership842 Words   |  4 Pagesideals of leadership, I met with two respected and admired school leaders: the Assistant Principal/Dean of Curriculum, and the Athletic Director. I chose these two school leaders because I wanted to gain an understanding of leadership from two diverse perspectives. I am thankful for the opportunity to hear from two different types of leaders, who ultimately share a lot of the same visions for my school and for leadership in general. While both subjects shared a similar definition of leadership, theirRead MoreLeadership And Leadership Of Leadership1711 Words   |  7 Pages7. Facilitative Leadership Facilitative leadership is dependent on quantities and outcomes – not a skill, though it takes much skill to master. The efficiency of a group is directly related to the effectiveness of its process. If the group is high operational, the facilitative leader uses a light hand on the procedure. 8. Laissez-faire Leadership Laissez-faire leadership gives expert to workers. According to AZ central, sections or subordinates are acceptable to work as they choose with nominal.Read MoreLeadership : Leadership And Leadership1605 Words   |  7 PagesLeadership Examined There have been many great leaders down through history. Leaders that have influenced change throughout many aspects of society. Great leaders have great influence. The effectiveness of a leader is determined by his leadership style. With so many styles to choose from, and the fact that not one style fits all situations, becoming an effective leader is a challenging task. One reflective note is that it is important to cultivate good leadership skills. One must evaluate personalRead MoreLeadership : Leadership And Leadership1225 Words   |  5 Pages with their team. Leadership is â€Å"the behavior of an individual . . . directing the activities of a group toward a shared goal† (Hemphill Coons, (1957). p. 7). †¢ Leadership is â€Å"the influential increment over and above mechanical compliance with the routine directives of the organization† (Katz Kahn, (1978). p. 528). †¢ Leadership is â€Å"the process of influencing the activities of an organized group toward goal achievement† (Rauch Behling, (1984). p. 46). †¢ â€Å"Leadership is about articulatingRead MoreLeadership : Leadership And Leadership1476 Words   |  6 PagesLeadership Effectiveness There are many different approaches to leadership, which can be dependent upon the task at hand. Some leaders are authoritative, making all the decisions for group members and allowing no space for error or input. There are those who may opt to take the President Obama approach with a more democratic leadership role, inviting the ideas of others and encouraging open communication and staff participation. Then there are the servant leaders whom are largely respected and followedRead MoreLeadership And Leadership Theory Of Leadership1341 Words   |  6 PagesLeadership Application Jesus Cabral Brandman University The author of this paper has been in various leadership positions for over 20 years. Some positions held by the author have been team leader, Operations Manager, General Manager, and Director of Operations. The author has lead teams with various degrees of education and from many cultures. The leadership theories studied during OLCU 400 will assist this leader though experienced to become much more effective and focus on thoseRead MoreLeadership, Leadership And Leadership Development915 Words   |  4 Pagestake a leadership role in any activity. They are more valued by followers and have higher performing teams. (Cherry 2014) However, leaders are the ones that use their leadership skills to make a difference in this world, such as presidents, teachers, or even college graduates. Leadership is not something you can learn from a book, but you have to gain this skill through experiences such as holding an office, organizing an event, speaking in front of people, or participating in a leadership programRead MoreLeadership Theories Of Leadership And Leadership Essay771 Words   |  4 PagesLeadership is important because it helps followers reach a common goal. There have been several studies based on effective leadership. The definition of leadership has evolved over the years adapting to the different views of the world. Leaders have influence on their followers they are looked up to. Being a leader means there will be interaction with different behaviors and personalities. Effective leaders sometimes have to adjust their style approach by the situation they are in. Every followersRead MoreTransformational Leadership : Leadership And Leadership887 Words   |  4 PagesThe idea of leadership has transformed throughout the years to encompass varying aspects of leadership approaches, leadership types and the like. According to Summerfield (2014), C. F. Rauch and O. Behling, quote leadership as: Leadership is the process of influencing the activities of an organized group toward goal achievement. Given its broad definition, leadership is understood to have different meanings when applied to diverse situations. For example, there are different types of approaches toRead MoreOrganizational Leadership : Leadership And Leadership1568 Words   |  7 PagesConceptualizing Leadership Leadership is different in the eyes of each and every individual. What one person considers great leadership may be viewed by another as too demanding. Ultimately, time, place, situation, and people involved are considered some of the view variables for which type of leadership will be most effective. Through taking the Gallup Strengths Finder survey, I have been able to cement some of my top strengths and see how they come into play in my daily life. Learning about strengths

Governance and Leadership Free Samples for Students-Myassignment

Question: Discuss about the Individual Reflection about Current Leadership Practice. Answer: Reflection: The necessity of emotional and social intelligence is profoundly observed in the contemporary domain of business management and education. These fields are gradually becoming exposed to the reduction in barriers of culture and geography thereby increasing the necessity of higher emotional and social adaptation. In the group activities, students in universities would have to face the requirement of implementing their social and personal competences for achieving team objectives. I was able to reflect on my personal capability of self-confidence through the use of distinct tools such as the ESCI questionnaire, Quinn Management Questionnaire and other diagnostic toolkits provided for leadership competence assessment. The self-analysis or reflection enabled me to compare my own practices from specific incidents where I was able to implement my ability of self-confidence to accomplish leadership objectives. Reflective analysis of the incidents with respect to results of the diagnostic tools would provide a cognizable impression of the particular areas in my personal competences that can contribute to the development of my self-confidence. The use of the ESCI Situational Leadership questionnaire proved to be an efficient diagnostic tool that provided a concise yet illustrative impression of my personal competences. The primary components of the ESCI questionnaire are observed in the four quadrants which characterize the essential requirements for superlative leadership performance. Self-awareness, social awareness, self-management and relationship management are the four profound pillars of the ESCI model (Leggat Balding, 2013). One of the profound advantages of the model is that it facilitates an impression of personal capabilities, awareness and initiatives alongside reflecting on the same for others also. The aspects of self-awareness and self-management included in the ESCI questionnaire allowed me to emphasize on my knowledge of my emotional self alongside the specific dimensions of self-management which I could implement for developing leadership competences such as self-confidence. Self-management dimensions asked in the questionnaire referred to my capabilities for emotional self-control, positive outlook, achievement orientation and adaptability. The prominent implications that were derived from the questionnaire assessment suggested that I scored less on the dimensions of positive outlook and adaptability (Mair, Mayer Lutz, 2015). Thereafter the findings of the questionnaire depicted my capabilities for apprehending the perception of others i.e. social awareness which was characterized by references to individual competences of organizational awareness and empathy. While I was able to score substantially well in the organizational awareness dimension, the results indicated minimal performance with respect to empathy. The concerns for relationship management referred to a wide assortment of functions such as influence, conflict management, teamwork, inspirational leadership and coaching and mentoring (McAlister, Marcos Ferrell, 2016). The results suggested potential performance in terms of conflict management, teamwork and coaching and mentoring while the influence and inspirational leadership aspects depicted minimal scores. The review of these scores with respect to the practical incidents encountered in the recent 12 months would enable me to recognize the particular dimensions of emotional and social intelligence that can assist me in the improvement of my personal leadership capability of self-confidence (Michaud, 2014). The first incident that comes to my mind when I reflect on my capability of self-confidence was a group assignment that was assigned to four members. We were required to provide a presentation on leadership traits of entrepreneurs. The requirements of the presentation could have been realized only after considerable preparatory stages involving evaluation and analysis. However, inappropriate circumstances such as health issues of two group members led to reduction in motivation of my other group partner (Mller, Pemsel Shao, 2014). During that specific period of time, we were facing the immediate requirement of catering the deadline assigned for the presentation and our preparation was not according to the expected standards. I was able to encourage my team member through my self-confidence and I assured him that I would complete major part of the assignment such as data collection and organizing the information to be presented while I motivated him to use his basic computer operation skills and prepare the PowerPoint presentation. Another incident in the university within the past 12 months which tested my ability of self confidence was the requirement of completing a dissertation research proposal pertaining to the topic of contemporary leadership strategies (Mller, Pemsel Shao, 2015). My apprehensions were primarily vested in the lack of previous experience in preparing a research proposal as I faced difficulties in understanding the data collection methodologies and standardization of data. However, I was able to overcome my apprehensions owing to self-confidence and I implemented measures for learning and minimizing my pitfalls. The essential concerns that could be observed in case of this incident were my ability to motivate myself for completing a difficult task alongside recognising my personal ability to handle stress. Critical reflection on the scores of diagnostic tests with respect to the implications of the practical incidents I faced in the past 12 months facilitated the derivation of two specific areas which I could improve for enhancing self-confidence capabilities. Developing a positive outlook and inspirational leadership competences were identified as the two areas where I need professional development. Acquisition of these competences could lead to improvement of my self-confidence further since they would impinge positive outcome on personal development as well as facilitate a viable perception of the immediate social aspects. Even though I was able to motivate the sole team member available for the group presentation project, I should have inquired into the reasons for the absence of other team members from the presentation activity and the viability of their claims of health issues. However, I refrained from such measures due to apprehensions pertaining to any potential conflict. Therefore, this indicated a low degree of self-confidence that could deter my future prospects as a leader where I would have to encounter similar situations pertaining to employee unavailability. Inspirational leadership would have been a promising resolution for such a scenario where the other team members would have overcome their limitations and contributed reasonable efforts to the team activity. The development of a positive outlook is necessarily observed as a quality that could be improved for addressing an enhancement of my personal competence of self-confidence (Nielsen, 2014). My reflection on the second scenario suggested my capabilities for pursuing objectives without any influence of setbacks or disadvantages of the situation. Further development of such behaviour could lead to prolific improvement in my personal leadership competence of self-confidence. Literature review: Self confidence is generally considered as the primary foundation upon which the leadership capabilities of an individual can flourish. The impact of developing leaders without any initiatives for confidence building could be detrimental in the long run. As per Al-sharafi Rajiani, the other potential aspects of leadership such as communication, passion and empowerment could become irrational once the individual recognizes lower scales of self-confidence. Self confidence is a formidable indicator of the personal capabilities for being assured in ideas, decisions, capabilities and judgements (Al-sharafi Rajiani, 2013). The contributions of self-confidence towards individual efforts, objectives and tolerance for frustration could be viably considered as major inputs for development of leadership capabilities. According to Bao, et al, Self-confidence also serves as an assurance for group members pertaining to the observation of control over the situation in the workplace or immediate environment (Bao, et al., 2013). On the contrary, excess of self confidence is also perceived with certain disadvantages such as irresponsive attitude towards criticism, lack of communication with team members and acquisition of opinions. Insecurities are also major outcomes of higher levels of self-confidence and have been described comprehensively in business management literature (Shattock, 2013). Self-confidence is a prolific personality trait and has been described on a generic basis according to the Trait Theory of leadership. The confidence of an individual in self and personal competences and abilities can be considered as self-confidence albeit with the introduction of viable modifications in its definition through the works of various researchers (Beer, 2014). Review of literature pertaining to self confidence and its role in development of leadership capabilities suggests diverse interpretations of the term self-confidence. Some studies imply that self-confidence is the perceived capability of self to complete specific tasks on the basis of analysis of the present scenario or from the experiences acquired in the past. As per Carter Greer, self-confidence is invariably associated with the improvement of self-efficacy and the implications of experiential knowledge related to self-confidence could lead to observation of competence to accomplish specific objectives. Self confidence also comprises of references to internal and external components including awareness and concern for self as well as towards others in the immediate society (Carter Greer, 2013). Behavioural indications have also been profoundly associated with depiction of self confidence alongside the attributes of effectiveness, initiative, persistence, positive accomplishments, self-esteem and self-awareness. Therefore behavioural or personal characteristics have been identified as notable influences on the self-confidence of an individual and self confidence development could be ensured effectively through references to essential leadership diagnostic toolkits such as ECSI questionnaire which reflect on distinct competences such as inspirational leadership and positive outlook that can be improved for obtaining reasonable outcomes in terms of leadership capabilities (De Bussy, 2013). As per Douglas, the diagnostic toolkit allowed the proliferation of outcomes such as ability of students alongside the amount of effort that can be possibly applied for accomplishing goals. Examples of variable scales introduced for measuring self confidence direct towards Attitude Attribute Scale and the Perceived Self-Confidence Scale among which the former is suitable for students while the latter is for nurses (Douglas, 2013). References towards the role of self-efficacy in the improvement of leadership competences cannot by undermined since leadership efficacy is observed as a major attribute that influences the performance evaluations in leadership simulations. It is essential to consider that an individuals perception about the personal capabilities to achieve specific tasks lead to self perception of incompetence and competence and is prominently observed in the acquired proficiency in new tasks, formation of social networks on the basis of professional initiatives and comparative reviews of the performance of other teams. The observed measurement scales for evaluating leadership competences can be held accountable for accessing opportunities to improve personal skills (Shattock, 2013). For example, observation of notable aspects of self-awareness, social relationship management and personal management could be helpful for a leader to address areas which can lead to acquisition of improvement in particular leadership competences such as credibility, influence and self-confidence. According to Hendrickson, et al, the scores obtained by leaders on notable scales such as the ESCI questionnaire can direct towards the specific dimensions of empathy, positive outlook, coaching and mentoring, inspirational leadership, influence, teamwork, achievement orientation, emotional self-control and organizational awareness where leaders either perform better or less. The observed areas of improvement from the self reflection were primarily directed towards the development of positive outlook and inspirational leadership qualities (Hendrickson, et al., 2013). An illustration of the interplay between these two aspects of emotional and social intelligence with the improvement of self-confidence can be apprehended through a comprehensive understanding of the competences and their specific characteristics. Positive outlook of an individual is accounted in the self management aspect of emotional and social intelligence as it enables the person to adapt to situations effectively on the grounds of persistence and minimal emphasis on the obstacles (Thoenig Paradeise, 2014). The essence of positive outlook is also perceived in developing a positive attitude towards people and perceiving the actions of other people positively. This could lead to reduction of insecurities thereby facilitating cognizable improvement in self-confidence of an individual and improving personal capabilities to complete assigned tasks alongside accomplishing objectives. Inspirational leadership can be associated with the ability to inspire individuals for accomplishing predefined objectives alongside motivating other individuals to project their best performance in team activities and personal initiatives (Johnson, 2014). The requirement of training for developing inspirational leadership qualities could influence the levels of self-confidence in an individual since inspirational leadership primarily requires communication with other people in the surrounding environment (Jucan, Jucan Rotariu, 2013). The skills required for communication such as personality improvement and self-grooming as well as language improvement skills could serve as vital contributions to the development of self-confidence thereby leading to improvement of leadership competences. Engagement in training programs and comprehensive review of management literature could be considered as notable initiatives that can help an individual in addressing improvement of leadership competences. The concerns for evaluating leadership competences among university students are largely vested in the observation of their capabilities to complete academic tasks and their willingness to invest efforts for obtaining higher scales of performance in the future tasks (Jones, 2013). Action Plan: Event/Month Month1 Month 2 Month 3 Month 4 Month 5 Month 6 Establish The Purpose Identify Development Need Development Opportunities Action Plan Undertake Development Outcomes Review and Evaluate Conclusion: The report illustrated a self-reflection of leadership diagnostic analysis with distinct references to the competences for self-management, social awareness, self-awareness and relationship management and the depiction of personal capabilities for addressing practical scenarios. The self-reflection was characterized by the inclusion of references to two incidents that resulted in proliferation of insights for developing specific areas of emotional and social intelligence concepts such as positive outlook and inspirational leadership. A comprehensive literature review was also illustrated in the report for presenting a legible overview of self-confidence alongside reflecting on the specific aspects identified in the self-analysis and reflection that are associated with concerns of development. References Al-sharafi, H., Rajiani, I. (2013). Promoting organizational citizenship behavior among employees-the role of leadership practices.International Journal of Business and Management,8(6), 47. Bao, G., Wang, X., Larsen, G. L., Morgan, D. F. (2013). Beyond new public governance: a value-based global framework for performance management, governance, and leadership.Administration Society,45(4), 443-467. Beer, A. (2014). Leadership and the governance of rural communities.Journal of Rural Studies,34, 254-262. Carter, S. M., Greer, C. R. (2013). Strategic leadership: Values, styles, and organizational performance.Journal of Leadership Organizational Studies,20(4), 375-393. De Bussy, N. (2013). Refurnishing the Grunig Edifice: Strategic public relations management, strategic communication and organizational leadership. InPublic relations and communication management: Current trends and emerging topics(pp. 79-92). Routledge. Douglas, P. A. (2013).A Study of Birnbaum's Theory of the Relationship Between the Constructs of Leadership and Organization as Depicted in His Higher Education Models of Organizational Functioning: A Contextual Leadership Paradigm for Higher Education(Doctoral dissertation, The George Washington University). Hendrickson, R. M., Lane, J. E., Harris, J. T., Dorman, R. H. (2013).Academic leadership and governance of higher education: A guide for trustees, leaders, and aspiring leaders of two-and four-year institutions. Stylus Publishing, LLC. Johnson, T. (2014).Organizational progeny: Why governments are losing control over the proliferating structures of global governance. Oxford University Press, USA. Jones, G. A. (2013). The horizontal and vertical fragmentation of academic work and the challenge for academic governance and leadership.Asia Pacific Education Review,14(1), 75-83. Jucan, M., Jucan, C., Rotariu, I. (2013). The Social Destination: How Social Media Influences the Organisational Structure and Leadership of DMOs.World Academy of Science, Engineering and Technology,78, 1426-1432. Leggat, S. G., Balding, C. (2013). Achieving organisational competence for clinical leadership: the role of high performance work systems.Journal of health organization and management,27(3), 312-329. Mair, J., Mayer, J., Lutz, E. (2015). Navigating institutional plurality: Organizational governance in hybrid organizations.Organization Studies,36(6), 713-739. McAlister, D. T., Marcos, S., Ferrell, O. C. (2016). Corporate governance and ethical leadership.Business Ethics: New Challenges for Business Schools and Corporate Leaders: New Challenges for Business Schools and Corporate Leaders, 56. Michaud, V. (2014). Mediating the paradoxes of organizational governance through numbers.Organization Studies,35(1), 75-101. Mller, R., Pemsel, S., Shao, J. (2014). Organizational enablers for governance and governmentality of projects: A literature review.International Journal of Project Management,32(8), 1309-1320. Mller, R., Pemsel, S., Shao, J. (2015). Organizational enablers for project governance and governmentality in project-based organizations.International Journal of Project Management,33(4), 839-851. Nielsen, R. K. (2014).Global Mindset as Managerial Meta-competence and Organizational Capability: Boundary-crossing Leadership Cooperation in the MNC The Case of Group Mindsetin Solar A. S. Shattock, M. (2013). University governance, leadership and management in a decade of diversification and uncertainty.Higher Education Quarterly,67(3), 217-233. Stensaker, B., Vab, A. (2013). Re?inventing shared governance: Implications for organisational culture and institutional leadership.Higher Education Quarterly,67(3), 256-274. Thoenig, J. C., Paradeise, C. (2014). Organizational governance and the production of academic quality: Lessons from two top US research universities.Minerva,52(4), 381-417.