東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Relational Leadership: Exploring the...

Al Makhamreh, Maha,

Linked to FindBook

Google Book

Amazon

博客來

Relational Leadership: Exploring the Doctoral Supervisor-Student Context in Higher Education in Canada /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relational Leadership: Exploring the Doctoral Supervisor-Student Context in Higher Education in Canada // Maha Al Makhamreh.
Author:	Al Makhamreh, Maha,
Description:	1 electronic resource (356 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
Contained By:	Dissertations Abstracts International82-11A.
Subject:	Ethics. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28389377
ISBN:	9798708777911

Relational Leadership: Exploring the Doctoral Supervisor-Student Context in Higher Education in Canada /
Al Makhamreh, Maha,

Relational Leadership: Exploring the Doctoral Supervisor-Student Context in Higher Education in Canada /Maha Al Makhamreh. - 1 electronic resource (356 pages)

Source: Dissertations Abstracts International, Volume: 82-11, Section: A.

Review of research literature revealed that doctoral students' well-being and performance are influenced by the leadership style their supervisors exhibit. The purpose of this research was to explore the nature of relational leadership and the leadership competencies that influence the supervisor-doctoral student relationship within the Canadian university context. I conducted an interpretive phenomenological study and I interviewed 19 doctoral students and 16 supervisors from Canadian universities across all disciplines.My findings suggest that relational leadership is connected to positive leadership in a symbiotic relationship-they are two sides of the same coin. The relational/positive leadership model (RPL) that emerged from the data analysis can be instrumental for ensuring that doctoral students maintain their well-being and enhance their performance. Data analysis suggests that relational/positive leadership is a spectrum spanning highly relational/positive leaders and non-relational/negative or toxic leaders. Relational/positive supervisors are student-oriented, and they create uplifting experiences for their students with possible negative aspects-normal in any social relationship. However, these negative aspects are few and manageable: the positives outweigh the negatives on this side of the positive spectrum. The RPL side is the optimistic side of the spectrum, comprising realistic supervisors who know that a doctoral program is complex and demanding, requiring their presence, understanding, empathy, compassion and wisdom. Non-relational/toxic supervisors are less people-oriented, valuing self-interest over their students' interest, and some are absent, or overly authoritarian. They display negative attitudes and create undesirable experiences for their students.This model can be significant for improving doctoral supervision. The relational/positive leadership approach to doctoral supervision is supported by four influential factors: accessibility, approachability, and psychological presence (AAPP); trust; efficacy; and mentorship. These influential factors are, in turn, nourished by core leadership competencies: ethical, cognitive, emotional, and social. The findings can be used to inform further research and also policy and practice at different levels. At the individual level, supervisors and students can use the RPL model to evaluate and enhance their practices. At the group level, relational/positive supervisors can collaborate and utilize the findings to create a positive culture in each department. At the departmental/institutional level, current policies and programs can be reviewed and improved using this study's findings.

English

ISBN: 9798708777911Subjects--Topical Terms:

517264
Ethics.
Subjects--Index Terms:

Positive leadership

Relational Leadership: Exploring the Doctoral Supervisor-Student Context in Higher Education in Canada /
LDR:04084nmm a22004213i 4500 001 2431384
005 20250616055135.5
006 m o d
007 cr|nu||||||||
008 261011s2019 miu||||||m |||||||eng d
020 $a 9798708777911
035 $a (MiAaPQD)AAI28389377
035 $a (MiAaPQD)QueensUCan_197427492
035 $a AAI28389377
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Al Makhamreh, Maha, $e author. $3 3820162
245 1 0 $a Relational Leadership: Exploring the Doctoral Supervisor-Student Context in Higher Education in Canada / $c Maha Al Makhamreh.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 1 electronic resource (356 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-11, Section: A.
500 $a Advisors: Kutsyuruba, Benjamin.
502 $b Ph.D. $c Queen's University (Canada) $d 2019.
520 $a Review of research literature revealed that doctoral students' well-being and performance are influenced by the leadership style their supervisors exhibit. The purpose of this research was to explore the nature of relational leadership and the leadership competencies that influence the supervisor-doctoral student relationship within the Canadian university context. I conducted an interpretive phenomenological study and I interviewed 19 doctoral students and 16 supervisors from Canadian universities across all disciplines.My findings suggest that relational leadership is connected to positive leadership in a symbiotic relationship-they are two sides of the same coin. The relational/positive leadership model (RPL) that emerged from the data analysis can be instrumental for ensuring that doctoral students maintain their well-being and enhance their performance. Data analysis suggests that relational/positive leadership is a spectrum spanning highly relational/positive leaders and non-relational/negative or toxic leaders. Relational/positive supervisors are student-oriented, and they create uplifting experiences for their students with possible negative aspects-normal in any social relationship. However, these negative aspects are few and manageable: the positives outweigh the negatives on this side of the positive spectrum. The RPL side is the optimistic side of the spectrum, comprising realistic supervisors who know that a doctoral program is complex and demanding, requiring their presence, understanding, empathy, compassion and wisdom. Non-relational/toxic supervisors are less people-oriented, valuing self-interest over their students' interest, and some are absent, or overly authoritarian. They display negative attitudes and create undesirable experiences for their students.This model can be significant for improving doctoral supervision. The relational/positive leadership approach to doctoral supervision is supported by four influential factors: accessibility, approachability, and psychological presence (AAPP); trust; efficacy; and mentorship. These influential factors are, in turn, nourished by core leadership competencies: ethical, cognitive, emotional, and social. The findings can be used to inform further research and also policy and practice at different levels. At the individual level, supervisors and students can use the RPL model to evaluate and enhance their practices. At the group level, relational/positive supervisors can collaborate and utilize the findings to create a positive culture in each department. At the departmental/institutional level, current policies and programs can be reviewed and improved using this study's findings.
546 $a English
590 $a School code: 0283
650 4 $a Ethics. $3 517264
650 4 $a Mental disorders. $3 728624
650 4 $a Higher education. $3 641065
650 4 $a Educational administration. $3 2122799
650 4 $a Educational leadership. $3 529436
653 $a Positive leadership
653 $a Doctoral programs
690 $a 0514
690 $a 0745
690 $a 0449
690 $a 0394
710 2 $a Queen's University (Canada). $e degree granting institution. $3 3765623
720 1 $a Kutsyuruba, Benjamin $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 82-11A.
790 $a 0283
791 $a Ph.D.
792 $a 2019
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28389377