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dc.contributor.authorPatel, Taran
dc.contributor.authorHamlin, Robert G.
dc.date.accessioned2018-03-21T13:56:01Z
dc.date.available2018-03-21T13:56:01Z
dc.date.issued2015-10-19
dc.identifier.citationPatel, T., & Hamlin, R.G. (2017). Toward a Unified Framework of Perceived Negative Leader Behaviors Insights from French and British Educational Sectors. Journal of Business Ethics, 145 (1), pp 157-182.
dc.identifier.issn0167-4544
dc.identifier.issn1573-0697
dc.identifier.doi10.1007/s10551-015-2909-5
dc.identifier.urihttp://hdl.handle.net/2436/621196
dc.description.abstractIn this paper, we challenge the commonly held assumption that actors in the education sector are largely ethical, and that there is therefore little need to scrutinize leader behaviors in this sector. We also overcome past scholars’ tendencies to either focus selectively on positive leader behaviors, or to stay content with categorizing leader behaviors into effective and ineffective (if at all they do focus on negative leader behaviors). Using data (Critical Incidents) from three case studies previously conducted in eight British and French academic establishments, we show that not only do negative leader behaviors abound in the education sector, but they can also be differentiated into three types: (1) behaviors emanating from leaders’ lack of functional skills i.e., ineffective behaviors, (2) behaviors emanating from leaders’ insouciance toward harming the organization and its members i.e., dysfunctional behaviors, and (3) behaviors emanating from leaders’ lack of honesty, integrity, ethicality, and transparency i.e., unauthentic behaviors. We enrich current understanding on ineffective, dysfunctional, and unauthentic leader behaviors, and offer a unified (yet differentiated) framework of negative leader behaviors in the academic sector. Since each type of negative behavior emanates from different motivational drivers, different measures are required to curb them. These are also discussed. A comparison of our findings with those from leadership studies in other sectors reveals that negative leader behaviors in the education sector are quite similar to those in other sectors.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherSpringer
dc.relation.urlhttp://link.springer.com/10.1007/s10551-015-2909-5
dc.subjectNegative leader behaviors
dc.subjectDysfunctional leadership
dc.subjectIneffective leadership
dc.subjectUnauthentic leadership
dc.subjectEducation sector
dc.titleToward a Unified Framework of Perceived Negative Leader Behaviors Insights from French and British Educational Sectors
dc.typeJournal article
dc.identifier.journalJournal of Business Ethics
dc.date.accepted2015-10-12
dc.source.volume145
dc.source.issue1
dc.source.beginpage157
dc.source.endpage182
refterms.dateFOA2018-12-02T02:01:16Z
html.description.abstractIn this paper, we challenge the commonly held assumption that actors in the education sector are largely ethical, and that there is therefore little need to scrutinize leader behaviors in this sector. We also overcome past scholars’ tendencies to either focus selectively on positive leader behaviors, or to stay content with categorizing leader behaviors into effective and ineffective (if at all they do focus on negative leader behaviors). Using data (Critical Incidents) from three case studies previously conducted in eight British and French academic establishments, we show that not only do negative leader behaviors abound in the education sector, but they can also be differentiated into three types: (1) behaviors emanating from leaders’ lack of functional skills i.e., ineffective behaviors, (2) behaviors emanating from leaders’ insouciance toward harming the organization and its members i.e., dysfunctional behaviors, and (3) behaviors emanating from leaders’ lack of honesty, integrity, ethicality, and transparency i.e., unauthentic behaviors. We enrich current understanding on ineffective, dysfunctional, and unauthentic leader behaviors, and offer a unified (yet differentiated) framework of negative leader behaviors in the academic sector. Since each type of negative behavior emanates from different motivational drivers, different measures are required to curb them. These are also discussed. A comparison of our findings with those from leadership studies in other sectors reveals that negative leader behaviors in the education sector are quite similar to those in other sectors.


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