Leadership Toolkit

Leadership in the disciplines

Komives, et al (1998) identify some different disciplinary frames through which leadership is viewed:

“Leadership can be viewed from various frames: political science addresses power and influence; business management sees leadership as effectiveness in outcomes or emphasises supervisor-subordinate relationships; anthropology views cultural influences and such factors as symbols and norms; history looks to the influence of key figures during significant times or when leading major social movements; and psychology or sociology looks at individuals and groups as they interact.”

Komives, S.R., Lucas, N., & McMahon, T.R. (1998).  Exploring Leadership: For College Students Who Want to Make a Difference.  San Francisco: Jossey-Bass, p. xi.

We asked a number of academic staff in a range of disciplines at Griffith University to explain to us their understanding of leadership in their own disciplines.  Here's what they said:

Nursing

“Nurses work in teams, organisations and the profession striving to improve the health and well-being of vulnerable individuals, groups and communities in complex and changing environments. Therefore effective leadership is vital in order to:

• build and sustain effective relationships;
• set and achieve goals;
• influence policy makers;
• negotiate and implement change processes;
• maintain ethical standards; and
• develop innovative and cost effective health care models and practices.

Nurses need to provide leadership in the health system to ensure that the services provided are relevant and responsive to changing health needs.”

(Associate Professor Elizabeth Patterson, School of Nursing and Midwifery, Griffith University)

Human Services

“Students in Human Services require sound leadership skills as they are often called upon to lead the process of development and change in vulnerable communities. Moreover, these practitioners manage group processes in such communities and with individuals and families and so must be seen to be cognisant of social, systemic and cultural practices that require particular or sensitive organisational strategies. In this way, human services practitioners act as leaders who develop practice skills to lead communities, families and individuals through the processes of social and systemic change.”

(Ms Kym Macfarlane, School of Human Services, Griffith University)

Science

“It is easy to think of scientists as working alone in laboratories, interacting with nobody else as they perform their experiments. However, this image is very misleading. The great majority of science students do not move into research careers after completing their degrees. Their science qualifications provide the entry into business, or the public service or teaching. For these graduates, leadership skills are as necessary as for other employees, and strongly resemble them in kind. They will find themselves working in organisations, with steadily increasing responsibilities, and an increasing need for leadership skills.

For the minority of science graduates who do go into research, leadership skills are often vital. Modern science is performed in teams, and researchers at some stage are likely to find themselves in a leadership position in a team of research workers. Some might find themselves in charge of a research centre, coordinating, motivating and focusing the work of substantial numbers of researchers. Of course, many academic scientists have teaching duties, which require leadership abilities regarding students. Finally, for an outstanding few, there might be the chance to lead a field of research. This is the most subtle kind of leadership: influencing one's scientific peers as the intellectual structure of science is formed. For the brilliantly successful scientist, there may also be a chance to exert leadership in the national and international arenas, using scientific authority. Professor Peter Doherty, for example, has drawn attention to scientific issues and problems since winning the Nobel Prize.”

(Dr Martin Bridgstock, School of Science, Griffith University)

Education

“... teachers in their own classrooms are seen by their students as leaders, teachers in their schools share leadership roles with colleagues, and teachers in the community are called upon to play active leadership roles in a wide range of community-based activities.  Leading in different contexts is something which requires an understanding of the goals that are being sought, whether by students, parents, teaching colleagues or community members.  

In addition, because leadership is such a relational concept and because teaching is built on strong relationships, teachers are in a position which requires a clear understanding of what constitutes individual and collaborative leadership action.  Skills of planning, problem-solving and reflection are intrinsic to any form of leadership in any context, as is a range of relational skills such as conflict resolution, shared decision-making and inclusive practice.  Leadership skills acquisition is essential for teachers to be able to play leading roles in the different environments they encounter.   Leadership skills are also critical to the long term development of highly accomplished educators.”

(Professor Neil Dempster, Faculty of Education, Griffith University)

Engineering

“The profession of Engineering involves considerably more than traditional technical skills. The competition of globalisation demands excellence in product development and/or project control, which, in turn, means that in addition to the application of management principles, the engineer responsible needs to be able to get the best out of his/her team by practice of high levels of leadership.”

(Mr Claude Palmer, School of Engineering, Griffith University)

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