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Prague, Czech Republic - International Leadership Association

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Reforms of the Health Care System in the <strong>Czech</strong> <strong>Republic</strong> (1989 – 2009)<br />

the poster presents the political, economic, and legislative changes in the czech republic’s health care system over the last 20<br />

years. attention is paid to the effects of system changes to the management of medical institutions, especially hospitals.<br />

* Tomas Latal Palacky University in Olomouc<br />

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />

Paddle for Life and Bell Boating Regattas: Adventure Learning in <strong>Leadership</strong><br />

Education for Communicating and Mitigating Climate Change<br />

the science of global warming has been clear since the 1950s. why has society been so slow to combat the problem? how do<br />

we move beyond merely delivering messages on climate change to engaging public action? this poster suggests an answer:<br />

build a brand to inspire transformational leadership for communicating and mitigating climate change.<br />

* Cynthia Tomovic Old Dominion University<br />

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />

Studies on Leader and Followers: Reform Initiative in Chinese Public Sectors<br />

successful reform on public sector depends not only on the macro institution, but on the cognition of leaders. linking the<br />

reform demand to leadership, factors which can impact leaders' demand and decision on reform are studied. comparative<br />

study is conducted to find different patterns of reform in different developing areas.<br />

* Yongda Yu Tsinghua University.<br />

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />

Typical, Maximal, and Ideal Contingent Reward <strong>Leadership</strong> Performance<br />

this poster explores contingent reward leadership at three data collection levels, adding precision and diversification to<br />

assessment of respondents contingent reward leadership performance. the construct of contingent reward leadership is<br />

blended with ideal performance, maximal performance, and typical performance for exploring respondents’ ideal contingent<br />

reward leadership performance.<br />

* Imran Sarwar CESTL.<br />

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />

Filming, Coding, and Surveying the Behaviors of Dutch Primary School Leaders:<br />

How Transformational Are Effective School Leaders?<br />

the overall question for this line of study is: what is the pattern of leadership behavior of effective school leaders? the research<br />

group filmed 21 primary school leaders of a dutch city school system during regular meetings with their teachers. the study<br />

hypothesized—and confirmed only in part—that effective school leaders would display more transformational leadership<br />

behavior than their less effective counterparts.<br />

* Celeste P.M. Wilderom University of Twente<br />

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />

Transforming Multi-cultural Leaders: An Innovative Competency Portfolio<br />

Model at Andrews University<br />

the leadership program at andrews university is a 15-year experiment in graduate leadership education. It allows participants<br />

to create their own individualized course of studies to develop and demonstrate competency in specific areas associated with<br />

leadership. undergirded by a philosophy that favors holistic learning by experience, the program embraces the paradoxical<br />

unity of theory and practice. how these tenets have been integrated into an academic graduate program that attracts and<br />

serves well qualified and experienced leadership professionals is the focus of this poster.<br />

* Silas Oliveira Andrews University<br />

* Erich Baumgartner Andrews University<br />

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .<br />

PSFRIday<br />

16:30 – 17:00<br />

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