1,355,452 research outputs found
The total toxic institution : when organisations fail psychologically, socially and morally
No full textToxic leadership and toxic organisations appear to be common now, especially in the US where many of the statistics are available. Williams (2017 ) cites a number of studies and surveys that show a 50 per cent estimate in leaders and managers in the US who are ineffective, incompetent, or toxic, with increasing turnover and failure rates in chief executive officers as high as 75 per cent and up to 40 per cent of Fortune 500 executives engaging in misconduct. But the problem is also found in other countries— Veldsman's (2012 ) research has found a 30 per cent toxic leadership rate internationally in a survey of the literature showing that the most common causes are hubris, ego, and a lack of emotional intelligence. A number of authors have identified the ways in which organisations are toxic and the role of leadership in producing toxicity: the use of punitive and bullying management practices, lack of compassion and empathy, 'creeping' bureaucracy, overemphasis on the 'bottom line', performance assessment oriented towards individual rather than team performance, and little evidence of concern for and contributions to the community (e.g. Lipman-Blumen 2005; Padilla, Hogan and Kaiser 2007 )
Dr. John Foubert
No full textDr. John Foubert, Professor of Higher Education and College Student Development, Oklahoma State University, Stillwater, OK, speaks on the model of love in the Trinity and how it serves as a model for how the church loves
Le Nouveau Tarquin : Comedie Allegorique ; En Trois Actes / [Jean Jacques Bel]
No full textVerfasser nach früheren Ausgaben bestimmtDie Rückseite des Titelblatts ist unbedrucktVorlageform der Veröffentlichungsangabe: A. Amsterdam, Chez Louis Foubert, Libraire Derriere la Bourse dans le Hermite Steeg. 1737
The humanistic roots of Islamic administration and leadership for education : philosophical foundations for cross-cultural and transcultural teaching
No full textFor a number of decades, a humanistic approach has been a minor but persistent one in the Western field of administrative and leadership studies, and only recently has been broadening to include other humanist traditions (Dierksmeier et al., 2011) and has yet to be fully explored in educational administration and its pedagogy and curriculum although some foundational work has been done (e.g., Samier, 2005). The focus in this chapter is on the Islamic humanist tradition as it relates to the teaching of educational administration and leadership in a Muslim context, with implications for cross-cultural and transcultural use. The second purpose of the chapter is to show the correspondences that exist between the Islamic and Western humanist traditions in terms of human values, knowledge and educational ideal, which in this chapter are argued to be close to the Western Idealist tradition and the German Bildung conception of education as well as the strong interpretive and hermeneutic foundations that originated in the Islamic tradition and which influenced the foundations of many relevant European schools of thought, particularly in the Enlightenment.The initial section of the chapter is a comparative examination of the central principles of the Islamic humanist tradition from the classical through to contemporary times with the Western humanist tradition as they relate to conceptions of the good, ethics, the construction of meaning and a set of higher order values predicated upon human dignity, integrity, empathy, well-being, and the public good (Goodman, 2003) covering a number of important scholars like Al Farabi, al Isfanhani, and Edward Said (e.g., Kraemer, 1986). In both, professions are viewed as meaningful work that allow for large measures of decision making, and are grounded in human qualities and needs including autonomy, freedom and emancipation balanced with responsibilities, obligations and duties to society. These are compared with the corresponding principles of knowledge in Western humanism which includes a strong constructivist view of reality (Makdisi, 1990). Secondly, the chapter examines the principles of good or ideal leadership and administration that humanism aims at in its preparation of officials, including those in the educational sector in both the classical Islamic tradition (Hassi, 2012) and Western approaches to humanistic administration and leadership (Czarniawska-Joerges & Guillet de Monthoux, 1994; Gagliardi & Czarniawska, 2006; Leoussi, 2000). The third section focusses on close correspondences that exist between the Islamic (Afsaruddin, 2016; al-Attas, 1980; Yasin & Jani, 2013) and Western (Aloni, 2007; Veugelers, 2011) humanist education traditions in terms of educational ideal as well as the kind of teaching practices that distinguish these traditions (Daiber, 2013; Dossett, 2014) as they apply to educational administration and leadership (Greenfield & Ribbins, 1993). The chapter concludes with a discussion of how the Islamic humanist tradition can contribute to cross-cultural and transcultural graduate teaching in international educational administration (Khan & Amann, 2013)
Diagnosing dementia in multiple system atrophy by applying Movement Disorder Society diagnostic criteria for Parkinson's disease dementia
No full textEthical, epistemic, relational, and emotional concerns in educational administration and leadership research with Indigenous and minority peoples
No full textResearchers who strive to build a foundation to work towards justice and lasting change for vulnerable and marginalised communities such as Indigenous and minority peoples need to learn to conduct research that draws on Indigenous visions, knowledge systems, and ways of knowing, engaging, and being. This chapter discusses ethical, epistemic, relational, and emotional concerns that are part of research with Indigenous and minority stakeholders, and showcases guidelines used by the author to deal with them when working with Taiwan’s Indigenous people on issues related to their development. The chapter intends to provide other researchers in the field with advice to help them have a more reflexive, ethical, and effective engagement with participants who are not only culturally, linguistically, and ethnically different, but also who went through dehumanising and marginalising experiences that made them some of the most vulnerable and disadvantaged groups in the society
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A feminist poststructuralist analysis of Discourses invoked in the construction of women’s leadership identities in higher education
No full textThe scholarly literature has witnessed many twists and turns in recent years as traditional ‘old’ style feminist discourse of discrimination and sexism has been replaced by a postfeminist Discourse of autonomy and choice (Gill 2014, Gill and Scharff 2013, Gill et al. 2017). Most recently a ‘new’ style of empowered feminist activism has (re)surfaced where women claim their voice to speak out against a wide range of issues, such as gender inequality, cultural sexism and masculine hegemony, to name just a few issues within society and specific vocational contexts. The analytical framework in this chapter draws on contemporary theorising of postfeminist and neoliberal Discourses and Discourses of gender and leadership. Focusing on women in higher education and adopting a feminist poststructuralist approach, which views language and discourse spoken as constituting subjectivity, this chapter will consider through a meta-analysis of empirical work, how women’s professional identities are shaped and constrained by competing dominant Discourses. The analysis examines the identity work invoked in women’s accounts of their workplace experiences in higher education, to illuminate how prominent Discourses are taken on by women and enacted as part of their professional identities
Serum miR-96-5P and miR-339-5P Are Potential Biomarkers for Multiple System Atrophy and Parkinson's Disease
No full textParkinson's disease (PD) and Multiple System Atrophy (MSA) are progressive neurodegenerative diseases with overlap of symptoms in early stages of disease. No reliable biomarker exists and the diagnosis is mainly based on clinical features. Several studies suggest that miRNAs are involved in PD and MSA pathogenesis. Our goal was to study two serum circulating microRNAs (miR-96-5p and miR-339-5p) as novel biomarkers for the differential diagnosis between PD and MSA. Serum samples were obtained from 51 PD patients, 52 MSA patients and 56 healthy controls (HC). We measured levels of miRNAs using quantitative PCR and compared the levels of miR-96-5p and miR-339-5p among PD, MSA and HC groups using a one-way analysis of variance. Correlations between miRNA expression and clinical data were calculated using Pearson's rho test. We used the miRTarBase to detect miRNA targets and STRING to evaluate co-expression relationship among target genes. MiR-96-5p was significantly increased in MSA patients compared with HC (Fold change (fc): 3.6; p = 0.0001) while it was decreased in PD patients compared with HC (Fold change: 4; p = 0.0002). Higher miR-96-5P levels were directly related to longer disease duration in MSA patients. We observed a significant increase of miR-339-5p in MSA patients compared with PD patients (fc: 2.5; p = 0.00013). miR-339-5p was increased in MSA patients compared with HC (fc: 2.4; p = 0.002). We identified 32 target genes of miR-96-5p and miR-339-5p, some of which are involved in neurodegenerative diseases. The study of those miRNAs could be useful to identify non-invasive biomarkers for early differential diagnosis between PD and MSA
Stoic leadership of dialogic engagement: expressionist reflections that scream against toxic higher education management
No full textThis chapter reflects on stoic leadership enabled through dialogic engagement amongst higher education staff. Largely unrecognised resilient leadership is quietly supported in confidential talk embodying agentic resistance amongst staff experiencing toxic management. Such staff collaborate discreetly to cope with inner existential angst that symbolically echoes the anxiety and pain expressed in Munch’s ‘The Scream’. An initial consideration of the painting’s representational texture of psychological pain is followed by an analysis of ‘the scream’ as a metaphorical expression of resistance, releasing toxic feelings. Staff may gain liberation from feelings of entrapped academic autonomy eroded by the symbolic violence of micro-managerialism. The chapter captures stoic leadership fragments supported by and expressed through dialogic engagement. An expressionist narrative method is applied, based on phenomenological critical realist perspectives. This method selects expressions from a palate of longitudinal qualitative data collected from survivors who withstood darker sides of management, emerging unscathed. The narrator reflects on instances of stoic leadership survival captured over thirty years from interviews, a forum, and surveys. Through personal expressive glimpses, like painterly chinks of light, moments of stoic leadership emerge, opening towards freedom from toxic management. The chapter reflects on deteriorating academic working conditions evoking ‘screaming’, proposing such leadership heals the moral fabric of organisations through dialogic resilience: a ‘mobilisation of support’ (Reed and Reedman, 2020: 6) against darker forces causing emotional suffering
The Past on the Wall. Anchoring Innovation in the Decoration and Architecture of the Imperial Residences on the Palatine (44 BCE – 235 CE)
No full textContains fulltext :
207238.pdf (Publisher’s version ) (Open Access)Radboud University, 05 september 2019Promotores : Hekster, O.J., Moormann, E.M. Co-promotor : Foubert, L.L.294 p
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