Is Leadership in the Eye of the Beholder? A Study of Intended and Perceived Leadership Practices and Organizational Performance

Leadership is a matter of both intentions and perceptions, which do not necessarily always match. Because employees’ motivation and commitment are only affected by leadership if they notice it, employee‐perceived leadership is expected to have a stronger correlation with organizational performance than leader‐intended leadership. This expectation is tested for transformational and transactional leadership, as both types of practices are expected to increase performance. Using a sample of 1,621 teachers and 79 Danish high school principals, the authors find that leader‐intended and employee‐perceived transformational and transactional leadership are only weakly correlated and that only employee‐perceived leadership practices (both transformational and transactional) are significantly related to objectively measured school performance. The results show that it is important to distinguish between intended and perceived leadership and that leaders should be aware of how their practices are perceived.     

Path-dependent Implementation of the European Qualifications Framework in Education. A Comparison of Norway,Germany and England

Abstract

By comparing the implementation of the European Qualifications Framework (EQF) in three education systems, this article advances the understanding of implementation processes and outcomes. The analytical framework combines concepts of norm diffusion with institutional, political and practical dimensions of implementation. Although a certain degree of norm diffusion is revealed, we find a variety of points of correspondence between national problem definitions and the EQF, varying levels of stakeholder involvement, as well as national institutional robustness against full EQF implementation. The national implementations represent different mind-sets and signify translation processes that reflect continuation of established institutional practices.     

Understanding public agency communication: the case of the Swedish armed forces

This article suggests a diagnostic framework of public communication intended to capture new communication strategies used by Armed Forces across Europe to legitimize new tasks and recruit new personnel. Three distinct communicative models that impact differently on democratic values and public support are suggested: an Old Public Administration (OPA) model influenced by bureaucratic values, a New Public Management (NPM) model fuelled by market values and a deliberative model labelled ‘New Public Service’ (NPS) that is largely influenced by proponents of ‘e‐democracy’. A case study of the communication of the Swedish Armed Forces identifies a lingering bureaucratic (OPA) ideal. The market ideal (NPM) however clearly dominates. The article concludes that communication along market purposes, principles and practices risks distancing Armed Forces further from society. Yet, an embryonic deliberative ideal (NPS)—much fuelled by the use of social media such as blogs—was also identified. This growing ideal holds the potential of infusing deliberative vigor into the organization and presumably facilitates the bridging of the gap to society. Copyright © 2014 John Wiley & Sons, Ltd.     

Women and AIDS in Africa: The experience of the society for women and AIDS in Africa

Women and girls constitute a growing proportion of those who are HIV positive or living with AIDS, especially in Africa. Various social, economic and cultural realities make women and girls particularly vulnerable to HIV/AIDS infection. The Society for Women and AIDS in Africa (SWAA) is a pan‐Africanist organisation which works in AIDS prevention through various educational programmes targeted at women. The SWAA uses local networks to get its message across, and realises the importance of involving men in the fight against AIDS in Africa.     

Educational Intentions Among Prison Inmates

The aim of the study was to examine the impact of geographical and cultural affiliation and learning problems on prison inmates' intentions to embark on education above their obtained level of education. Younger inmates, inmates who had reading or writing problems and inmates with less geographical and cultural affiliation to Norway were significantly more likely to report that they wished to start upper secondary school than older inmates, inmates who had no reading or writing problems and inmates with a strong affiliation to Norway. Likewise, younger inmates, inmates who had a non-Norwegian affiliation and inmates who had no problems with arithmetic or mathematics were significantly more likely than others to say that they wished to embark on university studies or other higher education.