Concepts of creative leadership of women leaders in 21st century
Abstract
This article presents the subjective perspectives of women leaders working in higher education institutions in the 21st century in South Africa. It focuses in particular on creativity as demonstrated by women leaders working in culturally and gender diverse post-apartheid settings. The aim is to contribute to the discourse on the creativity of women leaders from diverse cultural backgrounds within South Africa higher education institutions by examining how women leaders experience creativity and what creativity means to them from a qualitative perspective. The study reported on assessed the experiences of creativity of 23 women leaders and their views on creativity and creative leadership by means of a research paradigm based on Wilhelm Dilthey’s modern hermeneutics. It used qualitative research methods, such as semi-structured interviews, as well as observations within one selected higher education institution. Data was analysed by means of content analysis. Quality research criteria and ethical considerations were upheld. The findings highlight the creative skills and attitudes of women leaders underlying successful leadership and the types of creative leadership applied. They suggest that women leaders’ creativity manifests in facilitating creativity in higher education institutions by fostering the creativity of others rather than directing their own creative vision through or integrating it in the work of employees.
Article in English.
XXI amžiaus kūrybinės moterų lyderystės koncepcijos
Santrauka
Šiame straipsnyje pristatomos subjektyvios moterų lyderių, XXI a. dirbančių aukštojo mokslo institucijose, perspektyvos Pietų Afrikoje. Čia ypač daug dėmesio skiriama kūrybiškumui, kurį rodo moterys lyderės, dirbančios kultūros ir lyties požiūriu įvairioje postapartheido aplinkoje. Tikslas – prisidėti prie skirtingos kultūrinės kilmės moterų lyderių, dirbančių Pietų Afrikos aukštojo mokslo institucijose, kūrybiškumo diskurso, tiriant, kokia yra moterų lyderių kūrybiškumo patirtis ir tai, ką joms reiškia kūrybiškumas kokybiniu požiūriu. Tyrime pateiktas 23 moterų lyderių kūrybiškumo patirčių bei jų požiūrių į kūrybiškumą ir kūrybinę lyderystę įvertinimas, parengtas pasitelkiant tyrimų paradigmą, kurios pagrindą sudaro Wilhelmo Dilthey’aus modernioji hermeneutika. Buvo taikyti kokybiniai tyrimų metodai, tokie kaip pusiau struktūruotais interviu, taip pat stebėjimais vienoje pasirinktoje aukštojo mokslo institucijoje. Duomenys buvo nagrinėjami turinio analizės metodu. Buvo vadovaujamasi kokybinių tyrimų kriterijais ir laikomasi etinių nusistatymų. Rezultatai atskleidžia moterų lyderių kūrybinius gebėjimus ir nuostatas, pagrindžiančias sėkmės lydimą lyderystę ir vyraujančius kūrybinės lyderystės tipus. Jie parodo, kad moterų lyderių kūrybiškumas atsiskleidžia palankiomis kūrybiškumui sąlygomis aukštojo mokslo institucijose, puoselėjant kitų kūrybiškumą ar integruojant jį į darbuotojų atliekamą darbą, o ne kreipiant jų pačių kūrybinę viziją.
Reikšminiai žodžiai: darbo vieta XXI a., kūrybinės strategijos, kūrybiškumas, įvairovė, aukštasis mokslas, psichinė sveikata, moterys lyderės.
Keyword : 21st century workplace, creative strategies, creativity, diversity, higher education, mental health, women leaders
How to Cite
Mayer, C.-H., & Oosthuizen, R. M. (2020). Concepts of creative leadership of women leaders in 21st century. Creativity Studies, 13(1), 21-40. https://doi.org/10.3846/cs.2020.10267
This work is licensed under a Creative Commons Attribution 4.0 International License.
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Dasgupta, N., & Greenwald, A. G. (2001). On the malleability of automatic attitudes: combating automatic prejudice with images of admired and disliked individuals. Journal of Personality and Social Psychology, 81(5), 800–814. https://doi.org/10.1037/0022-3514.81.5.800
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Ellingson, L. L. (2013). Analysis and representation across the continuum. Collecting and Interpreting Qualitative Materials, 4, 413–445.
Epitropaki, O., Mueller, J. S., & Lord, R. G. (2019). Unpacking the socio-cognitive foundations of creative leadership: bridging implicit leadership and implicit creativity theories. In Ch. Mainemelis, O. Epitropaki, & R. Kark (Eds.), Creative leadership: contexts and prospects (pp. 39–56). Series: Routledge Studies in Leadership Research. New York and London: Routledge. https://doi.org/10.4324/9780203712214-3
Epitropaki, O., Sy, Th., Martin, R., Tram-Quon, S., & Topakas, A. (2013). Implicit leadership and followership theories “in the Wild”: taking stock of information-processing approaches to leadership and followership in organizational settings. The Leadership Quarterly, 24(6), 858–881. https://doi.org/10.1016/j.leaqua.2013.10.005
Gallant, A. (2014). Symbolic interactions and the development of women leaders in higher education. Gender, Work and Organization, 21(3), 203‒216. https://doi.org/10.1111/gwao.12030
Glăveanu, V. P. (2015). Creativity as a sociocultural act. Journal of Creative Behavior, 49(3), 165–180. https://doi.org/10.1002/jocb.94
Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454. https://doi.org/10.1037/h0063487
Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: a systemic view for change. Educational Technology and Society, 19(3), 27–37.
Hoever, I. J., Knippenberg, van D., Ginkel, van W. P., & Barkema, H. G. (2012). Fostering team creativity: perspective taking as key to unlocking diversity’s potential. Journal of Applied Psychology, 97(5), 982–996. https://doi.org/10.1037/a0029159
Kinnear, L. (2014). A critical analysis of the emerging models of power amongst South African women business leaders (PhD/Doctoral Thesis). University of KwaZulu-Natal. Durban, South Africa [unpublished source].
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: SAGE Publications, Inc. https://doi.org/10.1016/0147-1767(85)90062-8
Lord, R. G., & Shondrick, S. J. (2011). Leadership and knowledge: symbolic, connectionist, and embodied perspectives. The Leadership Quarterly, 22(1), 207–222. https://doi.org/10.1016/j.leaqua.2010.12.016
Mainemelis, Ch., Kark, R., & Epitropaki, O. (2015). Creative leadership: a multi-context conceptualization. The Academy of Management Annals, 9(1), 393–482. https://doi.org/10.5465/19416520.2015.1024502
Mayer, C.-H., & Barnard, A. (2015). Balancing the scales of gender and culture in contemporary South Africa. In S. Safdar & N. Kosakowska-Berezecka (Eds.), Psychology of gender through the lens of culture: theories and applications (pp. 327-349). New York: Springer. https://doi.org/10.1007/978-3-319-14005-6_16
Mayer, C.-H., & Maree, D. J. F. (2018). A writer’s creativity across the life span: Paulo Coelho in psychobiographical perspective. Journal of Genius and Eminence, 3(1), 85–98.
Mayer, C.-H., & Surtee, S. (2015). The leadership preferences of women leaders working in higher education. Géneros – Multidisciplinary Journal of Gender Studies, 4(1), 612–636.
Mayer, C.-H., Surtee, S., & Barnard, A. (2015). Women leaders in higher education: a psycho-spiritual perspective. South African Journal of Psychology, 45(1), 102–115. https://doi.org/10.1177/0081246314548869
Mayer, C.-H., Tonelli, L., Oosthuizen, R. M., & Surtee, S. (2018). “You Have to Keep your Head on Your Shoulders”: a systems psychodynamic perspective on women leaders. SA Journal of Industrial Psychology 44. Retrieved from https://sajip.co.za/index.php/sajip/article/view/1424/2206
Miggiani, M. (2015). What makes the creative, creative? A qualitative study about the creativity of creative directors (PhD/Doctoral Thesis). University of Malta. Msida, Malta [unpublished source].
Moodly, A. L. (2015). Gender equity in South African higher education leadership: where are we twenty years after democracy? Journal of Social Sciences, 42(3), 229‒238. https://doi.org/10.1080/09718923.2015.11893410
Moodly, A., & Toni, N. M. (2017). Accessing higher education leadership: towards a framework for women’s professional development. South African Journal of Higher Education, 31(3), 138‒153. https://doi.org/10.20853/31-3-917
Moodly, A. L., & Toni, N. (2015a). Women’s access to higher education leadership: where are the role models? Journal of Social Sciences, 45(1), 45‒52. https://doi.org/10.1080/09718923.2015.11893486
Moodly, A., & Toni, N. (2015b, 10‒11 October). Women’s voices of and on leadership in higher education. In 7th International Conference ICTEL on Teaching, Education and Learning. Pointe aux Piments, Mauritius [unpublished source].
Morley, L. (2013). The rules of the game: women and the leaderist turn in higher education. Gender and Education, 25(1), 116‒131. https://doi.org/10.1080/09540253.2012.740888
Mostert, K. (2009). The balance between work and home: the relationship between work and home demands and Ill health of employed females. SA Journal of Industrial Psychology, 35(1), 145–152. https://doi.org/10.4102/sajip.v35i1.743
O’Connor, P., Carvalho, T., & White, K. (2014). The experiences of senior positional leaders in Australian, Irish and Portuguese Universities: universal or contingent? Higher Education Research and Development, 33(1), 5–18. https://doi.org/10.1080/07294360.2013.864608
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Ragadu, S. C. (2008). Transformation in higher education: perceptions of female academics at a distance education institution of higher education (Master’s Thesis). Stellenbosch University. Stellenbosch, South Africa. Retrieved from https://scholar.sun.ac.za/handle/10019.1/2809
Rey, de la Ch. M. (1999). Career narratives of women professors in South Africa. University of Cape Town. Cape Town, South Africa. Retrieved from https://open.uct.ac.za/bitstream/handle/11427/7859/the-sis_hum_1999_delarey_c.pdf?sequence=1&isAllowed=y
Rojanapanich, P., & Pimpa, N. (2011). Creative education, globalization and social imaginary. Creative Education, 2(4), 327–332. https://doi.org/10.4236/ce.2011.24046
Runco, M. A. (2015). Meta-creativity: being creative about creativity. Creativity Research Journal, 27(3), 295–298. https://doi.org/10.1080/10400419.2015.1065134
Sternberg, R. J. (2003a). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47(3), 325–338. https://doi.org/10.1080/00313830308595
Sternberg, R. J. (2003b). Teaching for successful intelligence: principles, practices, and outcomes. Educational and Child Psychology, 20(2), 6–18.
Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511807947
Sternberg, R. J. (2005a). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189–202.
Sternberg, R. J. (2005b). The WICS model of organizational leadership. Center for Public Leadership Working Papers, 5–6, 96–115.
Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist, 62(1), 34–42. https://doi.org/10.1037/0003-066X.62.1.34
Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence: to increase student learning and achievement. Thousand Oaks, CA: Corwin Press.
Sternberg, R. J., & Grigorenko, E. L. (2004). WICS: a model for selecting students for nationally competitive scholarships. In A. S. Ilchman, W. F. Ilchman, & M. Hale Tolar (Eds.), The lucky few and the worthy many: scholarship competitions and the world’s future leaders (pp. 32–61). Bloomington, IN: Indiana University Press.
Sternberg, R. J., & Kaufman, J. C. (Eds.). (2018). The nature of human creativity. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108185936
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2003). A propulsion model of creative leadership. The Leadership Quarterly, 14(4–5), 455–473. https://doi.org/10.1016/S1048-9843(03)00047-X
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: cultivating creativity in a culture of conformity. New York, NY: The Free Press.
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