Browsing by Author "Alegbeleye, Ibukun Dami"

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    Building a Leader-Follower Culture: The Nexus Between Transformational Leadership and Effective Followership Behaviors
    Alegbeleye, Ibukun Dami; Kaufman, Eric K. (Association of Leadership Educators, 2019-07-08)
    Leadership scholars have often used the catchphrase ‘he who must be a good leader must first be a good follower’ to a great extent, and in so doing, have suggested a positive relationship between leadership and followership behaviors. This assumption remains untested. In this session, we will present findings from 100 middle managers across the US.
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    Building Effective Student Project Teams: What Has Shared Leadership Got To Do With It?
    Alegbeleye, Ibukun Dami; Kaufman, Eric K. (Association of Leadership Educators, 2021-06-29)
    The central problem this study seeks to solve pertains to the inability of college graduates to engage effectively in teamwork. To solve this problem, we explored the antecedent and outcome of teamwork quality-shared transformational leadership as an antecedent and team effectiveness as an outcome. We hypothesized that the effect of shared transformational leadership on team effectiveness will be mediated by teamwork quality. The sample consists of 98 GSA students, sub-divided into 20 project teams. The findings, using MPLUS software, provide support for the hypothesis, as evidenced by a significant indirect effect between shared transformational leadership and team effectiveness (B=0.56,p<0.01), through teamwork quality. We also hypothesized that individual-level transformational leadership will predict shared transformational leadership. The hypothesis was rejected, as it was not supported by the findings. The findings have important implications for leaders, leadership educators, leadership researchers, and organizations.
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    Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce
    Ajao, Helen O.; Alegbeleye, Ibukun Dami; Westfall-Rudd, Donna M. (American Association for Agricultural Education (AAAE) Proceedings of the Annual National Research Conference, 2019-05-24)
    The problem of the ineffective curriculum has been identified as one of the major challenges facing the field of Agricultural Education in Nigeria. The purpose of this study was to explore the process of designing the current curriculum of all the courses that are being taught by professors in the Department of Agricultural Administration at [University] in Nigeria; and determine whether the curriculum aligns with the needs of the industry. The theoretical framework guiding this study is the program planning theory. This study used a phenomenological inquiry into the professors conscientious meaning experience and that of the alumni in the department. We used a purposive sampling method to select participants, as we needed individuals who are close to the phenomenon. The sample comprises of 9 participants (N=9), which include 4 professors and 5 alumni. We collected data by means of a standardized open-ended questionnaire. Results indicated four themes from the data analysis: 1) Background information about the department; 2) Professors' role in the development of the curriculum; 3) Process involved in designing the curriculum, and 4) Considerations for designing the curriculum. The result of this study enabled us to make recommendations to help improve the department's curriculum.
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    Followership Education and Reimagining Its Place in Leadership Education
    Hocagil, Abdurrahim; Jenkins, Dan; Kaufman, Eric K.; North, Malcolm; Ghias, Wajeeha; Sechrest, Tom; Alegbeleye, Ibukun Dami (2021-10-25)
    Short Description Align with this year’s conference theme, Reimagining Leadership Together, this panel discussion will provide ideas and insights about followership education, and its role and importance for leadership education in the 21st century. The panelists from diverse backgrounds and perspectives will provide their strategies and experiences of how they developed and incorporated followership into the leadership programs within their institutions. The panelist will also highlight the key differences between leadership and followership education as well as followership research in education to sustain the current emphasis on followership and promote the importance of further research. Detailed Abstract While individuals may be reluctant to embrace a follower self-concept, the reality is that leadership success depends on flexibility and awareness in leader-to-follower transitions (Falls & Allen, 2020). As noted by Van Vugt et al. (2008), “leader and follower roles may be adopted flexibly by the same individual because in some cases it pays to be a leader and in others to be a follower” (p. 186). Adding to the challenge, Greer (2014) noted that many individuals are faced with the challenge of “simultaneously filling the roles of leader and follower,” resulting in conflicting expectations (p. 156). The relational views of leadership and followership recognize the fluid nature of the experience (Uhl‐Bien et al., 2014) and conclude that “leadership cannot be studied apart from followership” (Van Vugt et al., 2008, p. 193). Indeed, “if we are going to study the leadership process we need to stop relying on our broad labels of leader and follower and better understand the nature of leading and following” (Uhl‐Bien et al., 2014, p. 96). This panel session explores recent experiences and opportunities with followership education. The panelists will share their ideas and insights for reimagining the place of followership in leadership education. One of the panelists, Eric Kaufman from Virginia Tech, will share his recent experience developing and co-teaching a new graduate course on “Ethics in Leader/Follower Relationships.” The course integrates Chaleff’s (2009) model of courageous followership, as well as Chaleff’s (2015) formula for intelligent disobedience. The new course reflects a critical advancement with established leadership education programs at Virginia Tech, because it places more emphasis on followership in a leadership studies concentration for an online Master’s degree program and presents a followership course option for a graduate certificate program in collaborative community leadership. Kaufman will also share insights from reimagining the leadership/followership relationship as a Möbius strip (Kaufman et al., 2021). Dan Jenkins, Chair and Associate Professor of Leadership & Organizational Studies at the University of Southern Maine, will share resources related to followership courses and programs in higher education. Building upon the contributions to the followership education literature from Raffo (2013), Hoption (2014), Murji (2015), and Hurwitz (2017), Jenkins and Spranger (2020) offered a comprehensive survey of followership education. Accordingly, Dan will share insight from his collaboration with Dr. Spranger on recommended instructional strategies to teach followership (i.e., case studies, discussion, self-assessments & instruments, reflection, role-play, and peer assessment/feedback); highlight the key differences between leadership and followership education (i.e., a greater need to focus on language and stereotypes in followership education; a greater need to emphasize the intrinsic and extrinsic value of followership; followership is consistently presented in relationship to the leader; when compared to requisite leadership knowledge, most learners enter a leadership education space with some implicit knowledge of leadership whereas the same is not true for followership; beyond the followership taxonomies, there is little empirical data describing the characteristics, behaviors, traits, and skills of successful followers; and there is an emphasis on speaking up to the hierarchy and the tact and care required to effectively do so); and share four key strategies for increasing efficacy in followership education (i.e., focusing on language, collaboration, feedback, and common purpose). Another panelist, Wajeeha Ghias from Pakistan, will share her teaching experience of Challef (2009) courageous followership model . She will be discussing the strategies applied to teach and develop courageous followership in undergraduate class using religious practices as a tool to develop mindset. The discussion will be focused on the experience that teaching courageous followership at the university level can enhance the abilities of individuals to question the immoral acts of their leaders rather than blindly following them. The strategies of developing courageous followership in collective Asian culture will be shared. Malcolm North will outline the redevelopment of the new Social Change concentration of the PhD Leadership for Equity and Inclusion program at the University of Central Arkansas. Followership is an intentional component embedded in the research, leadership, and concentration core built on a follower-centered dynamic. While acknowledging and sometimes challenging the traditional hegemony of individual and hierarchical leadership, the social change track emphasizes followership in resilient communities, social movements, collective ethics, power ‘with’, change advocacy, cross-sector and multi-system collaboration, and culture and organizational change from a follower-centric systems lens. Followership modules in ethics, social change, community, and organizational classes will be discussed and where these courses have conducted research with community partners. The second focus will be the place of followership research in education to sustain the current emphasis on followership and promote further research. North will also share research projects with follower-centric themes; follower-directed change at an international non-profit organization; followers of toxic leaders; leaders as followers in organizational culture shift, and the development and validation of an instrument that measures an organization’s capacity for an ethical follower-centric culture. The chair of this panel will be Abdurrahim Hocagil. As a recent graduate, Dr. Hocagil is currently serving as an organizing council member of Teaching Followers Courage platform where a community of academics and practitioners certified in the application of Courageous Followership concept in curricula, workshops and organizational culture. The community comprises educators dedicated to teaching people followership in order to be strong and courageous. The TFC community committed to helping improve outcomes by teaching leadership together with followership. In addition to introducing panelists and meeting timing requirements, Dr. Hocagil will also facilitate the Q&A session and try to stimulate conversation with his knowledge and experience on Followership education and its role on reimagining leadership education in the 21st century.
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    Individual Submission Summary Reimagining Leader-Follower Dynamics in Student Project Teams
    Alegbeleye, Ibukun Dami; Kaufman, Eric K. (2021-10-24)
    The central problem this study attempts to solve pertains to the inability of college graduates to engage effectively in teamwork. The inability to work effectively in a team seems to be a challenge of both leadership and followership. To solve this problem, we explored the effect of team transformational leadership and team effective followership on teamwork quality. Quantitative and qualitative findings showed that team transformational leadership and team effective followership are positively related to teamwork quality. The study has implications for leadership educators, leadership theory, practice, and future research.
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    Leadership Discourses: Exploring Students’ Definitions of Leadership
    Kaufman, Eric K.; Alegbeleye, Ibukun Dami; Cletzer, D. Adam (Association of Leadership Educators, 2018-07-10)
    Ever wonder how our emerging leaders frame and think about leadership? That insight could help us understand the future of leadership while revealing key priorities for leadership education, development, and research. This workshop will uncover the leadership discourses among college students through the collective wisdom of the workshop participants. The facilitators will engage the leadership educators and scholars in the room in a collaborative card-sort process of college students’ definitions of leadership, as captured through the Multi-institutional Study of Leadership (MSL). Options for closed sort categories will be based on prior research, but open sorting will also be encouraged.
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    Leadership Discourses: What We Can Learn From Students’ Definitions of Leadership
    Kaufman, Eric K.; Cletzer, D. Adam; Alegbeleye, Ibukun Dami (2018-10-27)
    Ever wonder how our emerging leaders frame and think about leadership? That insight could help us understand the future of leadership, while revealing key priorities for leadership education, development, and research. This workshop will uncover the leadership discourses among college students through the collective wisdom of the workshop participants. The facilitators will engage the leadership educators and scholars in the room in a collaborative card-sort process of college students’ definitions of leadership, as captured through the Multi-Institutional Study of Leadership. Options for closed sort categories will be based on prior research, but open sorting will also be encouraged.
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    The Möbius Strip: A Twist in Thinking about Leader-Follower Relationships
    Kaufman, Eric K.; Council, Austin; Alegbeleye, Ibukun Dami; Martin, Perry (James Madison University, 2021-02-18)
    The Möbius strip is one of the most curious shapes, and there is value in using it as a metaphor for the leader-follower relationship. The creation and exploration of a Möbius strip promotes a sensemaking process for understanding the dual leader-follower identity necessary for effectiveness in both leader and follower roles. Furthermore, the Möbius strip can help guide thinking about healthy mentoring relationships and the ideal flow between what may seem to be contrasting priorities or styles. This paper explores practical insights from research on middle managers, experience with student programming, and historical analysis of community cultures. The exploration highlights the importance of humility in leadership and surfaces a variety of questions for further consideration.
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    Reconceptualizing Followership Identity: Why Leadership Educators Should Care About Followership
    Alegbeleye, Ibukun Dami; Kaufman, Eric K. (Association of Leadership Educators, 2019-07-08)
    In this session, we will review critical perspectives of followership while arguing for the legitimacy of followership. We will prescribe new ways of approaching followership, examine how these new approaches fi t within the modern discourses of leadership and recommend how leadership educators should incorporate followership into their curriculum.
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    Reimagining Teamwork in Student Project Teams: The Role of Shared Leadership
    Alegbeleye, Ibukun Dami; Kaufman, Eric K. (2021-10-25)
    The central problem this study seeks to solve pertains to the inability of college graduates to engage effectively in teamwork. To solve this problem, we explored the antecedents and outcome of teamwork. We hypothesized that the effect of shared transformational leadership on team effectiveness will be mediated by teamwork quality. The hypothesis was supported. Findings suggest that shared transformational leadership improves team effectiveness by improving the quality of teamwork in student project teams. The study offers insights into the reason why many college students (and graduates) may struggle to engage effectively in teamwork, which has implications for leadership educators.
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    Self-Perceived Youth Leadership Life Skills Development Outcome of Virginia Governor's School of Agriculture: A Case Study
    Alegbeleye, Ibukun Dami; Kaufman, Eric K.; Friedel, Curtis R.; Omosa, Oladayo (Association of Leadership Educators, 2018-07-09)
    This poster discusses the leadership development outcome of the Virginia Governor’s School of Agriculture (VGSA), a pre-college residential program, whose mission is to develop future leaders and scientists for careers in agriculture. Findings suggest that there was a slight to fairly moderate leadership skills gain among VGSA participants.
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    Understanding and Advancing Followership Identity
    Kaufman, Eric K.; Alegbeleye, Ibukun Dami (2021-12-09)
    Many scholars have cited “lack of follower self-identity” as a key barrier to advancing followership as a genuine field of inquiry. In this presentation, we will explore new ways of approaching followership, with specific attention to the following: Dynamic follower identity versus stable follower identity, followership as roles rather than stable self-identity, identifying and learning important followership behaviors, and developing a followership curriculum.