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Journals / Research in Educational Administration and Leadership (REAL) / 2019 / Cilt: 4 - Sayı: 1

Leadership as a Relational Phenomenon: What This means in Practice

Christopher M. BRANSON
Maureen MARRA
Pages
81–108
Publication Date
2019-07-15
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The final section of this article offers a pathway for those who wish to work towards enhancing their relational leadership capacity

📌 3 Key Takeaways

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Objective & Hypothesis:This article stands in support of Eacott’s primary intention of promoting a relational approach to leadership.
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Key Findings & Data:It begins by highlighting widespread international corporate research, which is paving the way for the general acceptance of leadership being a relational phenomenon.
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Conclusion & Impact:The final section of this article offers a pathway for those who wish to work towards enhancing their relational leadership capacity
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Relational leadership · leadership foundations · relational leadership principles

Abstract

This article stands in support of Eacott’s primary intention of promoting a relational approach to leadership. However, its distinctiveness is in how this relational quality of leadership is understood, described and defended. In contrast to the essentially philosophical description provided by Eacott, this article offers a far more research-informed and practical understanding of leadership as a relational phenomenon. It begins by highlighting widespread international corporate research, which is paving the way for the general acceptance of leadership being a relational phenomenon. Also, the article draws upon a multidisciplined array of understandings to illustrate what can be considered as the relational foundational of leadership, which are then captured within seven fundamental principles of relational leadership practice. The final section of this article offers a pathway for those who wish to work towards enhancing their relational leadership capacity

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Cite This Article

BRANSON, C. M., MARRA, M. (2019). Leadership as a Relational Phenomenon: What This means in Practice. Research in Educational Administration and Leadership (REAL), Cilt: 4 - Sayı: 1, 81–108. https://ajindex.com/articles/139164

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References (3)

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  3. New York, NY: Routledge. Branson, C.M., Franken, M., & Penney, D. (2015). Middle leadership in higher education: A relational analysis. Educational Management Administration & Leadership, DOI: 10.1177/1741143214558575. Branson, C.M., Franken, M., & Penney, D. (2016). Reconceptualising middle leadership in higher education: A transrelational approach (pp.155-170). In J. McNiff (Ed.), Values and virtues in higher education research: Critical perspectives. Abington, Oxon: Routledge. Branson, C.M., Marra, M., Franken, M., & Penney, D. (2018). Leadership in higher education from a transrelational perspective. London: Bloomsbury. Buckingham, M., & Goodall, A. (2015). Reinventing Performance Management. Harvard Business Review, April, 40–50. Available online: https://hbr.org/2015/04/ reinventing-performancemanagement (accessed 28 June 2017).