Has public leadership as we know it reached the end of its shelf life? Exploring leadership styles in the 21st century

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2020-12-02 DOI:10.1177/0144739420974737

L. Lues

引用次数: 1

Abstract

In this article, the aim is to question the relevance of well-known public leadership styles to the 21st century. The aim is buoyed by the notion that traditional leadership styles, even more so conventional ways of leading, will no longer ensure success, as 21st-century risks have had a considerable impact on the role and disposition of the public leader. The article draws on a qualitative review of academic papers and articles, documentary materials, surveys, and reports. An analysis of this material is used to gain a broad understanding of how public leadership styles are transforming under the impetus of the 21st century. The discussion is based on the challenges that public leaders are likely to face over the next decade, the pacesetters for public leaders to transform in the 21st century, and recommendations guiding public leadership styles for the 21st century.

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我们所知的公共领导是否已经到了保质期的尽头?探索21世纪的领导风格

在这篇文章中，目的是质疑众所周知的公共领导风格与21世纪的相关性。传统的领导风格，甚至是传统的领导方式，将不再确保成功，因为21世纪的风险已经对公共领导人的角色和性格产生了相当大的影响，这一观点支持了这一目标。文章借鉴了学术论文和文章，文献资料，调查和报告的定性审查。对这些材料的分析是用来获得对公共领导风格如何在21世纪的推动下转变的广泛理解。讨论的基础是公共领导人在未来十年可能面临的挑战、21世纪公共领导人转型的先行者、21世纪公共领导风格的指导建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.