Not Enough Science or Not Enough Learning? Exploring the Gaps between Leadership Theory and Practice

This paper addresses the relationships between leadership theory, practice and development, drawing on both the higher education and wider leadership literature. It explores why challenges and problems exist within the contested field of leadership theory and why gaps remain between theory and practice after more than a century of research – and indeed, with increasing levels of research, scholarship and development in the last 25 years. After highlighting the importance of context for theory, practice and development, the first section of the paper examines a range of factors that contribute to theoretical ‘contests’ including different starting assumptions made by researchers, the different focus of studies, examination of different causal links to explain leadership, differences in values and cultural lenses and different constructs, terminology and perspectives. The second section examines the challenges faced by leadership practitioners, as individuals, and through exercising leadership as a collective responsibility in the context of changing operating environments within higher education institutions and across sectors and countries. The author highlights three areas where some re‐thinking of the links between theory and practice are necessary – at the input stage, linking research findings and recruitment practices; in terms of outcomes, by researching links between leaders, leadership and performance; and in process terms, to examine more deeply complex and relational dynamic of leadership in action. The third section offers a number of specific suggestions as to how closer alignment between theory, practice and development can be achieved. The paper concludes by arguing for greater maturity (in research, practice and development) that acknowledges that leadership is played out in complex, dynamic and changing social systems. A stronger emphasis on ‘leadership learning’ should deliver both better science and better outcomes for leaders and led in higher education.     

Knowledge, learning and small firm growth: A systematic review of the evidence

A systematic review of empirical research on knowledge and growth in small firms is reported. The findings cover how human and social capital, organizational systems, and knowledge networks combine to facilitate or restrict growth. Findings highlight the situated, complex and idiosyncratic nature of small firm growth and the tensions between this experience and a prevailing view of knowledge in the existing research as a codifiable and transferable asset. A need for supplementary small firm heuristics (to age, size and sector) and epistemologies (to knowledge as an asset) and research approaches are identified to better investigate this diversity.     

In Practice: Communication,communication, communication: The three rules of large‐group planning

One college's commitment to large‐group planning resulted in a partnership between academic affairs and student affairs that has created positive student learning outcomes beyond the expected.     

Uncertainty,environmental policy and social learning

This note puts the research project which led to this Special Issue in the context of developments in and around environmental policy over the past two decades, from the perspective of someone closely involved. It links political and institutional problems over sustainable development to the changing role and authority of science in contemporary society, and to the new kind of emphasis on social learning to be found in the papers that follow.     

Effects of reflection prompts on learning outcomes and learning behaviour in statistics education

Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment (‘Koralle’) was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of 57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted (EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access to the e-learning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both experimental groups clearly outperformed the control group.