English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Can leadership be taught? Those of us who offer courses on leadership, as part of an academic program, face this question quite often. It is my belief that acquiring more knowledge on leadership does not readily translate into becoming a better leader – especially so at a time in history where leaders have to deal with more complexity and change than ever before (Snowden & Boone, 2007; Malloch & Porter-O’Grady, 2009). Leadership is a process of becoming rather than a process of acquiring. In this paper, I argue the need to ground our teaching practices in complex responsive processes (Stacey, 2003), share one such practice we employ in a graduate program for health care professionals, and discuss the implications.

What Would I Do Differently? Using First Person Voice to Develop Leadership Identity for Health Care Professionals