Leadership ideals and values conveyed by business schools to students

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Leadership ideals and values conveyed by business schools to students.

BACHELOR THESIS

2019

Gwi zd ak, E li se Ka rta lli gi l, Di la ra

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L I N NA E U S U NI VE R S I T Y, V Ä XJ Ö

I C N B U SI NE S S S C H O OL , NA NC Y

Department of Entrepreneurship and Organization Department of Business Administration

Exa min er:

Pe h rs son, And er s

Sup erv iso r:

Cae sar, P et e r

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FOREWORD

We want to express our sincere gratitude to our tutor, Pr. Peter Caesar from Linnaeus University, Växjö for his valuable guidance and help throughout the whole process of our study.

We want to thank moreover Pr. Viktorija Kalonaityte for having advised us at the very start of the study, and also Pr. Anders Pehrsson for having provided us feedback for the construction of the study.

We want to thank all our respondents that participated in the study that is in our survey and in- depth interviews.

We would like eventually to thank our families and friends for supporting us during this whole study of 3 months.

Gwizdak, Elise Växjö, 30.05.2019

Kartalligil, Dilara Växjö, 30.05.2019 cc

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ABSTRACT

Introduction. Leadership is being taught in business schools to provide students with skills in decision making, for example, within different subjects in business schools such as in ICN Business School.

Purpose. The purpose of this study is to describe the student’s adoption of business school leadership ideals and values.

Theoretical Framework. Implementation of theories of transactional-transformational leadership and charismatic-visionary concerning the leadership ideals of the study. Leadership ideals and leadership values correlate and correspond to the leadership styles mentioned.

Methodology. Qualitative study operating in-depth interviews and surveys. Study operationalized in Bavaria, South Germany, where three business schools have been investigated for 3 months (mid-April 2019 - early May 2019).

Findings. The findings of the study are the similarity of the students with the business school’s core values where a leadership ideal can be conveyed. The leadership values in detailed seem to be conveyed, and another part not entirely conveyed.

Analysis. Leadership values are analyzed through SPSS results. Leadership ideals are analyzed through results of leadership values. Leadership values, leadership styles. Leadership values are all put in correlation.

Conclusion. Leadership ideals are fully conveyed to students from business schools through the choice of leadership style. Leadership values are partly conveyed.

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THESIS STATEMENT

Statement of Originality and Authenticity

I confirm that the dissertation I am submitting is an original and authentic piece of work written by myself that satisfies the University rules and regulations with respect to Plagiarism and Collusion. I further confirm that I have fully referenced and acknowledged all material incorporated as secondary resources in accordance with the Harvard System.

I also certify that I have taken a copy of the dissertation, which I will retain until after the Board of Examiners has published the results, and which I will make available on request in pursuance of any appropriate aspect of the marking and moderation of the work within the University regulations.

Gwizdak, Elise Växjö, 30.05.2019

Kartalligil, Dilara Växjö, 30.05.2019 cc

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LIST OF CONTENT

FOREWORD ... iii

ABSTRACT ... iv

THESIS STATEMENT ... v

LIST OF ANNEXES ... viii

GLOSSARY ... x

CHAPTER 1: INTRODUCTION ... 1

1.1 LEADERSHIP ... 1

1.2 BUSINESS SCHOOLS ... 1

1.3 PROBLEM DISCUSSION ... 2

1.4 RESEARCH PURPOSE ... 3

1.5 DELIMITATIONS ... 3

CHAPTER 2: THEORETICAL FRAMEWORK ... 4

2.1 LEADERSHIP IDEALS AND VALUE ... 4

2.1.1 Leadership ... 4

2.1.2 Perception ... 7

2.1.3 Communication ... 8

2.2 CONCEPTUAL FRAMEWORK ... 8

2.2.1 Leadership theories ... 8

2.2.2 Communication model ... 9

2.2.3 Perception model ... 10

2.3 CORRELATION OF THEORIES. ... 10

2.3.1 Leadership and communication. ... 10

2.3.1.1 Transformational leadership and communication ... 11

2.3.2 Leadership and perception. ... 11

2.3.2.1 Charismatic leadership and perception ... 12

2.3.3 Communication and perception. ... 12

2.3.3.1 Communication, perception and leadership. ... 12

2.4 TABLE OF LEADERSHIP IDEALS AND VALUES ... 13

CHAPTER 3: METHODOLOGY ... 17

3.1 OVERVIEW OF THE RESEARCH PROCESS ... 17

3.2 SURVEY ... 18

3.2.1 Survey Objectives ... 18

3.2.2 Sample of the survey ... 18

3.2.3 Design of the Survey Questionnaire ... 18

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3.2.4 Data collection process ... 19

3.3 IN-DEPTH INTERVIEWS ... 19

3.3.1 In-Depth Interview objectives... 19

3.3.2 Sample of the interviews ... 19

3.3.3 Design of the interview ... 20

3.3.4 Data collection process ... 20

3.4 ETHICAL CONSIDERATIONS ... 21

3.5 EMPIRICAL LIMITS OF THE STUDY ... 21

3.6 OPERATIONALIZATION ... 23

3.6.1 Operationalization Survey ... 23

3.6.2 Operationalization In-depth interviews ... 25

CHAPTER 4: EMPIRICAL MATERIAL ... 27

4.1 THE LEADERSHIP IDEALS AND VALUES FROM SCHOOLS ... 27

4.1.1 The leadership ideals and values from ICN Business School’s faculty ... 27

4.1.2 The leadership ideals and values from M21 Business School’s faculty ... 27

4.1.3. The leadership ideals and values from IBS Business School’s faculty... 27

4.2 THE LEADERSHIP IDEALS AND VALUES FROM STUDENTS. ... 28

4.2.1 Leadership ideals and values from ICN Business School students. ... 28

4.2.1.3 ICN Business School - Third Year Bachelor Students... 29

4.2.2 The leadership ideals and values from M21 Business School students. ... 30

4.2.3. The leadership ideals and values from IBS Business School students. ... 32

4.2.3.1 IBS First Year Bachelor Students ... 32

CHAPTER 5: ANALYSIS AND DISCUSSION ... 36

5.1 SURVEY ... 36

5.1.1 Demographic Results ... 36

5.1.2 Educational Leadership Ideals and Values ... 37

5.1.3 Leadership Ideals and Values ... 39

5.1.4 Perception of leadership ideals and values of others ... 43

5.1.5 Student’s judgement ... 46

5.2 IN-DEPTH INTERVIEWS ... 47

5.2.1 Personal leadership ideals and values from the students ... 47

5.2.2 Influence from social actors ... 50

5.2.3 Reaction from social actors ... 51

5.3 CAMPUS M21 AND IBS RESULTS COMPARING TO ICN BUSINESS SCHOOL RESULTS ... 52

CHAPTER 6: CONCLUSION AND RECOMMENDATIONS ... 55

CHAPTER 7: CONCLUDING REMARKS... 57

7.1 TRUTH CRITERIA ... 57

7.1.1 Credibility... 57

7.1.2 Transferability ... 57

7.1.3 Dependability... 58

7.1.4 Confirmability ... 58

BIBLIOGRAPHY ... 60

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LIST OF ANNEXES

Annex 1: ICN Business School ... 66

Annex 2: Subjects taught at ICN Business School (BBA) on Nuremberg Campus ... 67

Annex 3: Business Schools ... 70

Annex 4: Charismatic Leadership, Visionary Leadership, Expert Power and Referent Power (Choi, 2006). ... 71

Annex 5: Survey Schedule ... 72

Annex 6: Coding ... 73

Annex 7: Sample Interviews ... 76

Annex 8: Interview Schedule ... 77

Annex 9: Coding Schedule ... 78

Annex 10: Coding Manual ... 79

Annex 11: Grading System ICN ... 81

Annex 12-14: ICN Business School - First Year………..82

Annex 15-18: ICN Business School - Second Year……….83

Annex 19-22: ICN Business School - Third Year………84

Annex 23-26: Campus M21 - First Year………..85

Annex 27-30: Campus M21 - Second Year………..86

Annex 30-34: Campus M21 - Third Year……….87

Annex 35-38: IBS - First Year………..89

Annex 39-42: IBS - Second Year……….90

Annex 43-46: IBS - Third Year………91

Annex 47-90: Survey Results………...92

Annex 91-96: In-Depth Interview Results………..102

Annex 97: Survey and In-Depth Interview - Coding Manuals………...105

Annex 98: Survey and In-Depth Interview - Coding Schedules………154

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LIST OF TABLES

Table 1: Results of leadership ideals and values conveyed to students from the 1st to the 3rd

year of Bachelor from ICN Business School, Campus M21, and IBS through surveys. ... 33

Table 2: Results of leadership ideals and values conveyed to students from ICN Business School through in-depth interviews. ... 34

Table 3: Results of leadership ideals and values conveyed to the students from ICN Business school through in-depth interviews. ... 34

Table 4: Results of leadership ideals and values conveyed to the students from the 1st to the 3rd year of Bachelor from M21, and IBS ... 35

Table 5: Demography of Survey Participants... 36

Table 6: Theory of Shannon (1998) ... 38

Table 7: Leadership ideals and values of students ... 38

Table 8: Transactional-Transformational leadership & Charismatic-Visionary leadership .... 41

Table 9: Complementary leadership style / effective leadership ... 41

Table 10: The noise factor of Shannon. ... 42

Table 11: Organizational behavior and student’s perception. ... 44

Table 12: Communication Channel ... 45

Table 13: Conveying leadership ideals and values in the frame of ICN Business School ... 46

Table 14: Personal leadership ideals and values regrouped into 2 leadership styles ... 47

Table 15: Aspiration of students to become future leaders ... 49

Table 16: The creation of two balanced ideals as leadership styles ... 50

Table 17: Summary of survey and in-depth interviews in comparison to the business school 51 Table 18: Summary of survey and in-depth interviews for the creation the leadership ideal .. 53

Table 19: Summary on the leadership values precisely conveyed and adopted ... 54

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GLOSSARY

No. Term Definition

1

2

3

4

5

6

7

8

Attribution Theory

Business school

Case study

Charismatic Leadership

Charismatic- Visionary Leadership

Code, coding

Coding manual

Coding schedule

“a person is expected to form hypotheses about the causes of events, to deduct predictions from these hypotheses”

(Försterling, 2001).

A high-level educational institution in which students study subjects relating to business and commerce, such as economics, finance, and management.” (Oxford Dictionaries , 2019).

“A research design that entails the detailed and intensive analysis of a single case. The term is sometimes extended to include the study of just two or three cases for comparative purposes” (Bell, Bryman and Harley, 2019).

“described as an extraordinary individual who exercises diffuse and intense influence over others though his or her values, beliefs, and behaviors” (Sosik, 2000).

“An enthusiastic, self-confident leader whose personality and action influence people to behave in certain ways” and that has

“the ability to create and articulate a realistic, credible, and attractive vision of the future that improves upon the present situation” (Coulter and Robbins, 2012).

“In quantitative research, codes are numbers that are assigned to data about people or other units of analysis when the data are not inherently numerical. In questionnaire-based research, the answer to the question (e.g. ‘strongly agree’) is assigned a number (e.g. 5) so that the information can be statistically processed. Thus, each person who answers ‘strongly agree’

will receive the same number (in this case 5). When answers are textual, respondents’ answers must be grouped into categories and those categories are then coded. In qualitative research, coding is the process whereby data are broken down into component parts, which are given names. (Bell, Bryman and Harley, 2019).

“In content analysis, this is the statement of instructions to coders that outlines all the possible categories for each dimension being coded” (Bell, Bryman and Harley, 2019).

“In content analysis, this is the form onto which all the data relating to an item being coded will be entered” (Bell, Bryman and Harley, 2019).

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9 Communication all of the procedures by which one mind may affect another”

(Shannon, 1998).

10

11

Conveying

Deductive approach

“to make ideas, feelings, etc. known to somebody” (Oxford Advanced Learners Dictionaries, 2019).

“An approach to the relationship between theory and research in which the latter is conducted with reference to hypotheses and ideas inferred from the former” (Bell, Bryman and Harley, 2019).

12 13

14

15

Leadership ideals Leadership values

Noise

Semi-structured interview

Leadership “images of excellences” (Ruyter, 2003).

“Values are important to understand leadership because they explain the focus and direction of people’s actions”

(Fernández, 2002).

“Noise produces a small region of uncertainty about each point in the space” (Shannon, 1998).

“A term that covers a wide range of types. It typically refers to a context in which the interviewer has a series of questions that are in the general form of an interview guide but is able to vary the sequence of questions. The questions are

frequently more general in their frame of reference from that typically found in a structured interview schedule. Also, the interviewer usually has some latitude to ask further questions in response to what are seen as significant replies” (Bell, Bryman and Harley, 2019).

16 Thick Description “A term devised by Geertz to refer to detailed accounts of a social setting that can form the basis for the creation of general statements about a culture and its significance in people’s social lives” (Bell, Bryman and Harley, 2019).

17 Transactional Leadership

“followers agreed with, accepted, or complied with the leader in exchange for praise, rewards, and resources or the avoidance of disciplinary action. Rewards and recognition were provided contingent on followers successfully carrying out their roles and assignments” (Bass et al., 2003)

18 Transformational

Leadership “Idealized influence. These leaders are admired, respected, and trusted […]. Inspirational motivation. Leaders behave in ways that motivate those around them by providing meaning and challenge to their followers’ work […]. Intellectual stimulation. Leaders stimulate their followers’ effort to be innovative and creative by questioning assumptions, reframing

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19

20

Transformational- Transactional Leadership

Triangulation

Individualized consideration. Leaders pay attention to each individual’s need for achievement and growth by acting as a coach or mentor” (Avolio, Bass and Jung, 1999).

“Leaders who stimulate and inspire (transform) followers to achieve extraordinary outcomes” and can “lead primarily by using social exchanges (or transactions)” (Coulter and Robbins, 2012).

“The use of more than one method or source of data in the study of a social phenomenon so that findings may be cross checked” (Bell, Bryman and Harley, 2019).

21 Visionary Leadership

“Visionary leadership behaviors beyond vision development and communication vary across leadership theories. Visionary leadership is said to have positive effects on follower outcomes, resulting in high trust in the leader, high commitment to the leader, high levels of performance among followers, and high overall organizational performance”

(Kirkpatrick, 2004).

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CHAPTER 1: INTRODUCTION

1.1 LEADERSHIP

“Leadership is showing the way and helping or inducing others to pursue it. This entails envisioning a desirable future, promoting a clear purpose or mission, supportive values and intelligent strategies, and empowering and engaging all those concerned” (Gill, 2011).

Leadership by its action of leading people reflects different alternatives of action in order to lead these people. It varies from person to person as people studying leadership practice it with their qualities and visions while relying on their ideals and values on how they should interact with their co-workers. Leadership is complex because of the perspectives it can reflect.

Leadership has been seen from different perspectives throughout the literature with theories such as the theory of traits where leaders are born and not made. This theory was first created by Allport and demonstrated that leadership is gifted and not taught.

“The current approach to understanding the role of leadership traits suggests that, as many of us believe, leaders are indeed gifted in at least some areas. Those gifts and talents alone, how- ever, are not enough. Experience, correct choices, and exposure to the right situations are the keys to allowing those gifts to bloom” (Nahavandi, 2015).

Leadership also contains contemporary theories such as the one developed by Bass that correlated two opposed leadership styles together. Transactional-transformational leadership (glossary 19, p.8), “both are needed for effective leadership to take place, and that they exist along a continuum” (Bottery, 2001). Transactional leadership (glossary 17, p.7) represents the formal and strict work frame where results are needed, and transformational leadership (glossary 18, p.8) represents the human work frame where motivation, communication, and open-mindedness are needed. Charismatic-visionary leadership (glossary 4, p.6) also represents two opposed leadership styles where charismatic leaders inspire and lead people because of their unique personality, and where visionary leaders inspire and lead people because of their vision.

1.2 BUSINESS SCHOOLS

A business school is defined as “A high-level educational institution in which students study subjects relating to business and commerce, such as economics, finance, and management.”

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become business leaders and to equip them with the tools to fulfil this role” (Starkey, 2008).

“Business schools have a crucial role to play in the shaping of the future of the university, of business, of society, and of the world we live in and would hope to live in future” (Starkey, 2008). Business schools serve as a threshold between education and work and are essential for giving students “leadership ideals and values” (glossary12-13, p.7) in which “leadership occurs within the context of core values. Leaders guide and facilitate others to make a positive difference in their own lives and to contribute to a larger good. Values inform the application of leadership qualities as the competencies of leadership are activated - learned, developed, and practiced - within the set of core values. [...]” (George Mason University, 2019)

Transferring the meaning of leadership to the topic of “Business Schools”, leadership is being taught there, to provide students skills in decision making, for example within different subjects in business schools such as in ICN Business School (annex 1). For Nahavandi, leadership can be innate, but it has to be taught first, hence the presence of business schools to “prepare people to become business leaders” (Starkey, 2008). Relating to business schools, leadership is a subject that is taught (annex 2) to students, that later gain a foothold in the business world as business schools prepare them to the job market. “The implication is clear: in mature markets, top business schools will [...] transform themselves to meet those demands” (Hawawini, 2005).

The reason to understand the ideals and values conveyed (glossary 10, p.7) from business schools is that to convey means “to make ideas, feelings, etc. known to somebody” (Oxford Advanced Learners Dictionaries, 2019).

1.3 PROBLEM DISCUSSION

Leadership possesses different approaches and different technics of leading themed leadership literature. A theme of the leadership in the literature are the leadership styles in which different styles such as a "charismatic leader" are treated and assigned to a particular character representing an ideal with specific traits such as goal-oriented. A charismatic leader would be a "self-confident leader whose personality and actions influence people to behave in certain ways" (Robbins, 2012). Relating to business schools, the studies up to date have only dealt with the leadership ideals and values and business schools separately, meaning that this study is the first one dealing with both of the notions.

Business schools are a new trend in terms of comparison that has increasingly gained popularity in the last century (Hatchuel, 2004). This may be due to the growing globality and the associated

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willingness of students to travel, as well as the growing demand for education in medium-sized households.

Leadership studies on business schools are a new study field, and there is a lack of research into what ideals and values business schools share with their students. It is relevant to know the leadership ideals and values of business schools because students who choose business schools should want to know the leadership ideals and values they want to be taught and whether those business schools are fitting their goals. It has not yet been investigated whether business schools convey ideals and values to their students and if yes, what ideals and values are conveyed by business schools to their students.

1.4 RESEARCH PURPOSE

§ The purpose of this study is to describe the student’s adoption of business school leadership ideals and values.

The significance of the adoption is that it may inform an understanding of how business schools can influence the student’s perception of leadership ideals and values and how this influence can be used by business schools to teach students their leadership ideals and values. The study uses validated and reliable measures to assess the variables under investigation.

1.5 DELIMITATIONS

The delimitation of the study is the region of Bayern, Germany, regrouping three business schools (annex 3) in the same region. The delimitation of the study is from April 2019 to June 2019.

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CHAPTER 2: THEORETICAL FRAMEWORK 2.1 LEADERSHIP IDEALS AND VALUE

“Ideals are images of excellences” (Ruyter, 2003). Business schols convey their image of excellence of perfect leader to students. To describe whether ideals fit the individual for Ruyter, it is essential to examine the degree of commitment to ideals in order to understand whether the individual possesses “critical reflection” (Ruyter, 2003). Ideals are the figure of perfection conveyed to students, but values provide another perspective in that study that is about behaviors. Values are the “principles or standards of behaviour; one’s judgement of what is important in life” (Oxford Dictionaries, 2019) and are the concept of behavior’s adoption that the student needs to get in order to grow to the ideal conveyed by the business school. “Values are important to understand leadership because they explain the focus and direction of people’s actions” (Fernández, 2002). That means that leadership values are build out of an “image of excellence” (Ruyter, 2003) that is a leadership ideal, and so leadership values can represent the leadership ideal of one’s. Leadership values conveyed to students from business schools direct the students towards a leadership character that the business school believes to be the best suited for the current job market. In other words, the business school conveys a leadership ideal for the students to strive for satisfying the job market. “The global business environment and the pressures these changes are putting on business firms and business schools to adapt”

(Hawawini, 2005). By putting these articles in relation, leadership ideals and values convey an image and behaviors that beget actions to an individual. Leadership ideals and values conveyed by business schools influence their students into a leadership personality type that is a leadership ideal.

2.1.1 Leadership

“Leadership is showing the way and helping or inducing others to pursue it. This entails envisioning a desirable future, promoting a clear purpose or mission, supportive values and intelligent strategies, and empowering and engaging all those concerned” (Gill, 2011).

Leadership is a topic chosen for the study because of the theories that have been constructed on the topic. These theories are first categorized into classical theories containing the theories of traits, for example, and the contemporary theories that are the one we focus on. The reason to focus on contemporary leadership theories was because of the time frame of our case study (glossary 3, p.6) – year 2019 - and contemporary leadership theories correlate with the current leadership ideals and values of the business school that inspires itself from the current job

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market. “Challenges […] are basically brought about by the profound changes that are taking place in the global business environment and the pressures these changes are putting on business firms and business schools to adapt” (Hawawini, 2005).

The chosen contemporary theories to describe students’ leadership ideals are the transactional- transformational leadership and the charismatic - visionary leadership. Transactional leadership means that “followers agreed with, accepted, or complied with the leader in exchange for praise, rewards, and resources or the avoidance of disciplinary action. Rewards and recognition were provided contingent on followers successfully carrying out their roles and assignments”

(Avolio, 2003). “Transactional leadership basically consists of rewards contingent on requested performance, as well as more corrective and monitoring behavior, through the components

“contingent reward” and “management by exception” respectively. Whereas contingent reward and similar exchange processes are mainly based on positive reinforcement, the transactional component management by exception (active) is implies an active search for deviations from rules and standards by use of corrective action, and is even in line with descriptions of controlling motivation” (Hetland et al., 2011; Deci and Ryan, 2000; Vansteenkiste et al., 2004).

“The need for autonomy can be threatened under forms of corrective and controlling leadership.

Leadership based on actively searching for mistakes and monitoring followers work, seems to pose a special threat to fulfillment of the autonomy need. In a similar vein, research has shown that when people experience controlled motivation, where their behavior becomes a function of external contingencies of reward or punishment, it actually reduces the fulfillment of the autonomy need” (Hetland et al., 2011; Deci and Ryan, 2008).

Transformational leadership provides four perspectives that are “Idealized influence […]

inspirational motivation […] Intellectual stimulation […] Individualized consideration”

Avolio, Bass and Jung, 1999). “Transformational leadership revealed substantial relationships with fulfillment of the needs of relatedness, autonomy and competence, when controlling for a component of transactional leadership. This could indicate that part of the positive effects found from transformational leadership can be traced to the ability of these leaders to meet the basic needs of their employees, as suggested in literature” (Hetland et al., 2011; Hetland, 2005).

Transactional and transformational leadership are studied together in the study as one leadership style because “Bass (1985) subsequently suggested that both were needed for effective leadership to take place, and that they exist along a continuum” (Bottery, 2001).

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Burns (1975) describes the transformational process through 4 phases:

i. Needs-based leadership

ii. Focusing on planning and teaching iii. Reflective leadership

iv. Compassionate leadership

Transformational does not mean authentic. “Although authentic leadership is closely related to the four behavioral dimensions of transformational leadership, we also contend that the proposed dimensions of authentic leadership are not explicitly encompassed by transformational leadership” (Avolio, et al., 2008). Charisma is related to the personal characteristics that means that a leader can be charismatic and be a transformational leader as much as a transactional leader. Authenticity is linked to personal motives as an individual is honest to oneself. It is interesting to involve another leadership style based on knowledge.

“Visionary leadership theory is part of a genre of leadership theory that includes leader visioning behavior as a key leadership behavior” (Kirkpatrick, 2004). In the study, visionary leadership (glossary 21, p.8) is studied through its vision, the development, and communication of this one. Visionary leaders have a vision. “A vision is a leader's ideological statement of a desired, long-term future for an organization. A vision describes the ideal future that the leader wants to create” (Kirkpatrick, 2004). The vision of the ideal of the leader represents the authenticity possessed by this one.

Charismatic leadership means “that charisma is not something that is possessed by a leader but a consequence of the relationship between leader and followers” (Gill, 2011). Charismatic leadership is “characterized by the leaders’ efforts to assist followers by formulating higher- order goals which appeal to the followers’ fundamental and enduring needs.” (Choi, 2006).

“Charismatic leaders are more self-focused and tend to hinder followers’ from developing and succeeding on their own” (Hetland et al., 2011; Yukl, 2006). “Charisma, creativity/originality, and flexibility are three traits with less clear-cut evidence of their importance to leadership.

Effective leaders may have charisma; however, this trait may only be important for political leaders” (Kirkpatrick and Locke, 1991). Charismatic leadership is considered for some authors like Bass as a part of transformational leadership. “If the leadership is transformational, its charisma or idealized influence is envisioning, confident, and sets high standards for emulation”

(Bass and Steidlmeier, 1999). For this study, we chose to separate charismatic from transformational leadership. “Attributed charisma has been described as representing leadership

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impact and reflecting followers’ attributions, and not necessarily leader behavior (Yukl, 2006), and thus is not part of the transformational leadership conceptualization utilized here in that our focus is on measuring behaviors as a starting point for measuring authentic leadership” (Avolio, et al., 2001). A charismatic leader is a leader with a “powerful personal appeal” (Hogg and Levine, 2010) and a “dramatic personality” (Hogg and Levine, 2010). It does not have to imply the charismatic leader as a transformational leader that creates a pleasant work atmosphere, for example. A charismatic leader does not have to be the image given of a positive, charismatic savior. A charismatic leader is charismatic because this one inspires others by its difference of personality: “charisma is often treated as a powerful personal appeal or magnetism that captivates others. The charismatic leadership approach emphasizes heroic leaders with forceful, dramatic personalities and widespread appeal” (Hogg and Levine, 2010).

Sashkin’s visionary leadership is about the transformation of corporate culture into a better vision that fits the leader’s (1998). These theories are interesting to approach because they represent a broad scope on the topic of leadership for the study that is developed in the analysis (5.2.). “The literature on charismatic/visionary leadership suggests that such leadership is unlikely to emerge in a mechanistic context typically associated with larger bureaucratic organizations (Avolio, et al., 2001). “Charismatic leadership is comprised of three components:

envisioning, empathy, and empowerment […]. Visionary leadership appears to highlight the envisioning element of charismatic leadership” (Choi, 2006). Visionary leadership was also separated from charismatic leadership because it does not have to be regrouped into charismatic leadership. “Although the term vision is often linked with charismatic leadership, visionary leadership is different: it is the ability to create and articulate a realistic, credible, and attractive vision of the future that improves upon the present situation” (Coulter and Robbins, 2012).

2.1.2 Perception

Perception is an essential concept for the study since the study is based on the belief that social actors behave and react in response to subjectivity rather than objectivity. The case is not studied with positivism, preferably with interpretivism. Interpretivism is “an epistemological position that requires the social scientist to grasp the subjective meaning of social actions” (Bell, 2018). Linking interpretivism to our study of the conveyance of leadership ideals and values to students means that students perceive and assimilate the leadership ideals and values the way they understand it. Perception has a lot to do with the student’s social role in the business school

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social group when it is about the classroom. “When a person perceives a member of a social group, […] information about that group is instantly activated, including attitudes, exemplars (i.e., memories of individual group members), and social stereotypes (beliefs and expectancies about the group)” (Bargh, 2004). The students assimilate a behavior to reproduce. The study examines the leadership ideals and values of business schools and students’; these may adopt the leadership ideals and values of the business school. “The perception of behaviors themselves also leads to the activation of social knowledge” (Bargh, 2004).

2.1.3 Communication

“School culture is highly depended upon and influenced by the quality and quantity of communications” (Fusarelli, 2009). Communication is an approach for the study because it concerns two social actors that are the business school and its students. Using the concept of communication through a theory demonstrates that leadership ideals and values are conveyed.

The reason why communication is the appropriate area to examine the study is that it can clearly explain the relationship between the concepts of business schools, students, leadership ideals and values, and emphasize these concepts from the perspective of conveying. To convey means to “make (an idea, impression, or feeling) known or understandable” (Oxford Dictionaries, 2019). To convey also means to “communicate (a message, an information)” (Oxford Dictionaries, 2019).

2.2 CONCEPTUAL FRAMEWORK

To describe the leadership and values from the business school, leadership theories are put in relation with the business school’s leadership ideals and values. Perception correlates with the behavior and understanding of the students to reflect the leadership ideals and values of them.

Communication joins together the business school and the students to explain to what degree is the relation productive to convey the leadership ideals and values. Examining the communication process of the business school and the students emphasize which leadership ideals and values are conveyed to students.

2.2.1 Leadership theories

Transactional-transformational leadership is studied together and not separately because they are seen as complementary types of leadership. Correlating the leadership styles for the study

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is because previous researches demonstrate both leadership styles as useful. “Results reveal that transformational and transactional leadership are so highly related that it makes it difficult to separate their unique effects” (Judge, 2004). Related to the case study, transactional and transformational leadership theory are in association because of the social environment that creates complexity in the description of students’ reaction towards leadership ideals and values.

The charismatic-visionary leadership is two leadership styles that are also in an association, and visionary leadership is a part of charismatic leadership (annex 4). To describe the ideals and values that are conveyed by business schools to students, it is a key to understand first whether a business conveys leadership ideals and values at all. The communication of business schools with the students have their roots within the Shannon and Weaver's linear communication model because business schools convey leadership ideals and values while students are the ones processing it. The model addresses the sender and receiver of a message and serves as an approach to analyzing the communication between the business school and student stands out. (Chandler, 2019). By examining the message sent by the sender – that is, leadership ideals and values – and analyzing the message perceived by the receiver, a difference could be perceived. That system of communication provides the opportunity to describe whether students have different perceptions and interpretations of the same conveying of leadership ideals and values from business schools. The Attribution Theory (glossary 1, p.6) “explains how we judge people differently depending on what meaning we attribute to a given behavior”

(Robbins, 2012).

2.2.2 Communication model

Communication is the key to describe the process of conveying a message from business schools to students. Communication is “used here in a very broad sense to include all of the procedures by which one mind may affect another” (Shannon, 1998). Shannon sees communication as the key to convey a message the right way between social actors (Shannon, 1998). The mathematical theory of communication (Shannon, 1998) reflects three different levels of communication that are separated in A (superficial question), B and C (most profound question). The questions that constitute the model of Shannon are “Level A. How accurately can the symbols of communication be transmitted? […] Level B. How precisely do the transmitted symbols convey the desired meaning? […] Level C. How effectively does the received meaning affect conduct in the desired way?” (Shannon, 1998)

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These questions that shapes the theory can be applied to our study because what is examined is the ideals and values (message) that are conveyed (communicated) from business schools (transmitter) to the students (receiver). The study concepts correlate to the concepts used in the theory of Shannon (1998).

2.2.3 Perception model

The perception model that is the attribution model is used as a tool to describe the students’

perception during the in-depth interviews. The reason to use the attribution model is that the leadership ideals and values of the business school can and cannot be conveyed directly and clearly, so the student attributes an explanation of the beliefs of leadership ideals and values of this one. From the Attribution theory created by Heider, the “attribution theory was developed to explain how we judge people differently depending on what meaning we attribute to a given behavior” (Coulter, 2012). The individual studied “is expected to form hypotheses about the causes of events, to deduct predictions from these hypotheses” (Försterling, 2001). The students are supposed to judge the message given by the business school and interpret it to know whether themselves will reproduce the leadership ideals and values conveyed.

2.3 CORRELATION OF THEORIES.

2.3.1 Leadership and communication.

Focusing the study on transactional-transformational leadership and charismatic-visionary leadership, the two types of leader know how to communicate with their environment (Transformational-Transactional Leadership, Charismatic-Visionary Leadership). “The two strongest correlates of human-oriented leadership were again leader’s supportiveness […] and leader’s verbal aggressiveness” (de Vries, 2010). Human-oriented leadership takes part of the transformational leadership style that is partly based on idealized influence and inspirational motivation to motivate employees. “The two strongest correlates of charismatic leadership were leader’s supportiveness […] and leader’s assuredness” (de Vries, 2010). The charismatic leadership style takes part in the charismatic-visionary leadership for the study that implies the visionary leadership that theories “vision (idea) à communication (word) à empowerment (action)” (Mintzberg, 1989). Transactional, Transformational, Charismatic, and Visionary are described as communicative leadership styles. Leadership and communication in a social environment can correlate into communicating a vision.

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2.3.1.1 Transformational leadership and communication

Recent studies imply the importance of contemporary leadership style to have effective communication that is the transformational leadership style. “Managers who have fully embrace transformational leadership may need to need to monitor […] team communication among dispersed team members” (Eisenberg, Post and DiTomaso, 2019). This article possesses team leadership, team communication and geographical dispersion as dimensions; geographical dispersion that means an international frame for the team members. Transformational leadership is declared as a “moderator of the team dispersion-team communication relationship” (Eisenberg, Post and DiTomaso, 2019), but also a nuanced is added that is the geographical dispersion dimension of the study. “A transformational leader’s influence on both team communication and team performance is less in teams characterized by high levels of dispersion than in teams that are collocated.” (Eisenberg, Post and DiTomaso, 2019). Another study investigated the “identification factors that facilitate or impede the implementation of innovation in organizations” (Farahnak et al., 2019). The study declares that the effects of transformational leadership are successful in “subordinate attitudes and implementation success” (Farahnak et al., 2019). “Transformational leaders having better attitudes and higher implementation success, individuals within groups who perceived their leaders as more transformational tended to have more positive attitudes and better implementation outcomes than their coworkers” (Farahnak et al., 2019). The study explains that transformational leaders implement better change. The limits of the study are that transformational leaders might also have subordinates that are more opened to change than with transactional leadership.

2.3.2 Leadership and perception.

“While leadership perceptions may not be reality, they are used by perceivers to evaluate and subsequently distinguish leaders from non-leaders or effective from ineffective leaders. This type of attribution process provides a basis for social power and influence” (Lord, 1991). The perception framework is a factor that acknowledges the leader as one leader. The integration of the Attribution theory in the study is used as a bias for the student’s perception of the perfect leader. The more the individual is going to represent the leadership ideals and values of the social environment, the more this one is going to be perceived as a leader (Foti, 1992;

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2.3.2.1 Charismatic leadership and perception

Previous researches were conducted on the impact of charismatic leadership on a chosen social environment but also in the inner-environment of an individual that outs charismatic leadership as a matter to the inner self. “The type and salience of a leader’s possible selves influence the content of a leader’s personal meaning” (Sosik, 2000), that means that the perception of a leader’s inner-self influences the meaning of that one’s behaviors. This also means that a leader’s inner ideal of a leader begets behaviors that then represent leadership values.

Charismatic leadership’s influence on an environment such as organizations also was investigated. An earlier study explains, “the charismatic leadership role of managers in organizations […] for the identification and measurement of perceived behavior characteristics of such leadership” (Conger and Kanungo, 1994). Charismatic leadership is perceived through:

- “Vision and articulation - Environmental sensitivity - Personal risk

- Sensitivity to members’ needs

- Ability to express and convey a vision - Ability to be reflective and analytic - Put oneself on the line

- Awareness of the social environment”

(Conger and Kanungo, 1994).

These characteristics are for Conger and Kanungo the ones that are perceived to identify a charismatic leader in organizations.

2.3.3 Communication and perception.

The correlation of communication and perception emphasizes the theoretical framework on the students’ ability to adapt and be conveyed the leadership ideals and values of the business school. “Is it concerned with how an individual’s perception of various groups in society affects the individual’s opinions or attitudes” (Glasser, Salmon and Katz, 1995), and so the possibility to describe the leadership ideals and values conveyed to the students.

2.3.3.1 Communication, perception and leadership.

Recent researches were conducted on the ability of a team leader to communicate and also the perception of subordinates reacting to leader communication. An article “investigates the role that trust plays in moderating the relationship between virtual team members’ perceptions of their leaders’ effective use of communication and team performance” (Newman et al., 2019).

The study reveals the importance of communication tools as much as communication technics

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to create trust and satisfy subordinates to a successful team project. “First, the study shows that when team members perceive their leaders’ combined use of communication tools and techniques to be effective, then those virtual team members also subjectively perceive their teams to have a higher level of performance” (Newman et al., 2019). Communication is a central dimension in the study of Newman, this one also “revealed a gap in alignment between how employees in this organization perceive their leader’s communication effectiveness and the ability for leader through communication to drive subjective versus objective performance results” (Newman et al., 2019). That means that communication technics in team leadership becomes even more important with the use at work of a virtual platform. “The study found that team members feel positive about their leader’s communications and their perception of team performance, while ignoring or discounting the objectively measured balanced scorecard measure of team performance” (Newman et al., 2019), that means the communication of a team leader makes the difference. “The regression value in team members perceiving their leaders’

communication as effective was increased when the team members also had a higher level of trust in their leaders” (Newman et al., 2019). Transformational leadership and charismatic leadership both contain the dimension of trust.

2.4 TABLE OF LEADERSHIP IDEALS AND VALUES

Values Definition Leadership Styles Sources

Adaptive “consulting with subordinates”

Transformational Leadership

(Harris and Ogbonna, 2000) Authentic “be true to oneself” Visionary Leadership (Harter,

2002) Caring Caring for and helping

others

(Hellison, Martinek and Schilling, 2007) Charismatic “symbolic behavior and the

role of the leader in making events meaningful for followers”

Charismatic Leadership Transformational

Leadership Visionary

(Yukl, 1999)

Compassionate “looking out for the personal welfare of group members”

(Harris and Ogbonna, 2000) Communicative “considering what the

subordinates have to say”

(Harris and Ogbonna, 2000)

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Compromising “An agreement or

settlement of a dispute that is reached by each side making concessions”

Transformational

Leadership (Oxford

Dictionaries, 2019).

Courageous “As one of the four cardinal virtues (prudence, justice, courage, temperance), courage acts as a stabilizing factor for the other three”.

Visionary Leadership Charismatic Leadership

(Clancy, 2003)

Creative “refers to skills and attitudes needed in generating ideas and

products that are (a) relatively novel, (b) high in quality, (c) appropriate to the task at hand”

Charismatic Leadership Visionary Leadership

(Amabile 1996;

Sternberg, 2005)

Distributive “consulting with

subordinates” Transformational

Leadership (Harris and

Ogbonna, 2000) Ethical “virtue and moral character

[…] liberty, utility, and distributive justice Deception, sophistry, and pretense are examined alongside issues of transcendence, agency, trust, striving for congruence in values, cooperative action, power, persuasion”

Transformational

Leadership (Bass and

Steidlmeier, 1999)

Helping “helping people to make working on their tasks more pleasant”

(Harris and Ogbonna, 2000) Honest honesty refers to being

truthful or non-deceitful. Transformational Leadership

(Kirkpatrick and Locke, 1991) Inspiring “the inspiring leader is

perceived by followers to be knowledgeable,

enlightened and sensitive to the problems at hand”.

(Bass, 1988).

Integrated “correspondence between word and deed”

(Kirkpatrick and Locke, 1991)

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Listener “A person who listens, especially someone who does so in an attentive manner”

Transformational

Leadership (Oxford

Dictionaries, 2019) Open-minded “listening to subordinate’s

advice on which assignments should be made”

Patient “tolerance” Transformational

Leadership

(Fry, 2003) Peaceful “do little things to make

things pleasant”

(Harris and Ogbonna, 2000) Purpose Having a “mission” Transformational

Leadership

(Avolio, et al., 2001) Reflection “asking subordinates for

suggestions”

(Harris and Ogbonna, 2000) Respective “treating all group

members as equals”

(Harris and Ogbonna, 2000) Team player Act for the “common good” Transformational

Leadership (Klein, et al., 2004)

Visionary Having a “vision” Transformational

Leadership (Avolio, et

al., 2001) Wise (a) rich factual knowledge

(b) rich procedural

knowledge

(c) life span contextualism, (d) relativism

(e) uncertainty

Transformational Leadership Transactional Leadership

(Sternberg, 2005).

Analytic “procedures”, “unbending rules”, “methodologically invariant”

Transactional Leadership

(Kerr and Jermier, 1978) Authoritarian reward, coercion,

legitimacy, expertise, and referent power

(French, and Raven, 1959) Competitive Organizational culture

system where there is

“'competition between employees”

Transactional

Leadership (Hofstede,

1998)

Controlling External contingencies, reward, punishment.

(Hetland et al., 2011) Directive “what and how things shall

be done”

Visionary Leadership

(Harris and Ogbonna, 2000) Egoistic “the ultimate goal is to Transactional (Sosik, Jung

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Goal/profit-

oriented “Explicit plans”

Focused on achievement Transactional

Leadership (Kerr and

Jermier, 1978) Task-oriented “maintaining definite

standards of performance”

Visionary Leadership

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CHAPTER 3: METHODOLOGY

3.1 OVERVIEW OF THE RESEARCH PROCESS

The study is based on a qualitative research method as "qualitative research methods are valuable in providing rich descriptions of complex phenomena; tracking unique or unexpected events; illuminating the experience and interpretation of events by actors with widely differing stakes and roles; giving voice to those whose views are rarely heard; conducting initial explorations to develop theories and to generate and even test hypotheses; and moving toward explanations" (Sofaer, 1999). This method is relevant for the research purpose as the in-depth interviews help to describe the student’s adoption of business school leadership ideals and values. The data collected to describe the process adoption in in-depth interviews are from ICN Business School’ students and faculty.

The qualitative research method of the study is based on two approaches. The two approaches that generate data from two different sources are:

§ Survey that interviewed the sample chosen to understand the leadership ideals and values business schools convey and whether the sample adopted the leadership ideals and values

§ In-depth interviews that were conducted on the same sample as the survey but were limited on only 15 individuals from the sample selected by simple random method.

The study was conducted within a deductive approach (glossary 11, p.7) in which theories and literature reviews formed the basis for the analysis of the study. The study was also conducted through the survey and in-depth interviews. The research purpose was answered in chapter 6.

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3.2 SURVEY

The survey is the first data source to be used for the evaluation of student responses as it addressed the bachelor students of ICN Business School, Campus M21 and IBS Business School.

3.2.1 Survey Objectives

The survey aims to describe the student’s adoption of business school leadership ideals and values by analyzing bachelor students of different years, comparing them correlatively to each other.

3.2.2 Sample of the survey

The population of 3 different business schools was chosen to create the data sample of the study – ICN Business School (Nuremberg, Germany), IBS (Nuremberg, Germany), and Campus M21 (Nuremberg, Germany). The study focused on the data collection of the population of ICN Business School and compared them to data derived from the survey within Campus M21 and IBS.

The population used for the data collection is divided into bachelor students of ICN Business School. These were selected according to the simple random method. The response rate was at 20(n59) for ICN Business School students, while the non-response rate was at 39(n59). The responses of ICN Business School were compared to each other to produce statistical analyses that illustrated areas where responses were more similar than in other areas (5.1).

3.2.3 Design of the Survey Questionnaire

The survey design refers to the four main components of an Iarossi survey: "Be brief, be objective, be simple and be specific" (Iarossi, 2006). The study aimed to create a survey that has a "Question Flow" (Iarossi, 2006), and allows a transition between questions to increase the contextual intensity (annex 5). “Opening questions” (Iarossi, 2006) were asked at the beginning of the survey so the participant starts to understand clearly the survey topic. The design continues to deepen itself gradually into the questions to gain an in-depth insight into the perception of the participants.

The survey was characterized by switching between open and closed-ended questions. Closed- ended questions gathered responses that have contributed to already coded (glossary 6, p.6) leadership ideals and values (2.4). Participants were given the option to openly share their experiences with open-ended questions. The mix of both question styles facilitated the analysis of participant responses since responses of the open questions were coded (annex 6) to filter

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out similar leadership ideals and values between students. The survey design included legal, relevant and narrative questions amid these open- and closed-ended questions (annex 5).

3.2.4 Data collection process

The survey collected the data from mid-April 2019 to early May 2019 and then evaluated it in May 2019. The collection of responses from all three business schools took place simultaneously.

The survey was sent personally to ICN Business School’s students while students of Campus M21 and IBS received the survey from their study directors that were contacted by the researchers at the end of April 2019.

3.3 IN-DEPTH INTERVIEWS

The in-depth interviews are the second data source to be used for the evaluation of participant responses. The population represented is the bachelor students and faculty members of ICN Business School.

3.3.1 In-Depth Interview objectives

In-depth interviews served the objective of describing the student’s adoption of business school leadership ideals and values by concretizing the participant’s perception – that are the three years of Bachelor and the faculty - of leadership ideals and values communicated by ICN Business School.

3.3.2 Sample of the interviews

The individual interviews included two participant groups operating in the business school. The students and the faculty of the business school (annex 7).

The in-depth student interviews included first-, second- and third-year students of ICN Business School, selected via the simple random method. Within each year four students have been selected, two female and two male students. Interviews were held and recorded personally within the semi-structured interview method (glossary 15, p.7).

As the final target group for interviews, the faculty of ICN Business School were interviewed individually. These faculty members included the ICN Business School’s Deputy Manager,

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were chosen because they were the only business school staff members that were in contact with students every day and that were capable of making accurate statements about leadership ideals and values they are trying to convey in their daily interactions with students.

3.3.3 Design of the interview

Since the participants of the in-depth interviews and the researchers knew each other, a semi- structured interview design was chosen as it allowed the researcher to change the order of the questions, and ask additional questions (Bell et al., 2019).

The interview schedule consists of a total of 15 questions that were divided into five categories (annex 8). The five categories are:

§ Personal perception of leadership ideals and values

§ Personal perception of the business school leadership ideals and values

§ Personal leadership ideals and values compared to business school leadership ideals and values

§ Personal perception of leadership ideals and values with regard to their future jobs

§ Culture of the business school

These five categories were intended to enable the participants to gradually intensify into the interview topic, and answer specific questions category after category.

The questions within the categories are open questions since "open-endedness” allows the participants to contribute as much detailed information as they desire, and it also allows the researcher to ask probing questions as a means of follow-up. Standardized open-ended interviews are likely the most popular form of interviewing utilized in research studies because of the nature of the open-ended questions, allowing the participants to express their viewpoints and experiences fully. (Turner, 2010). All interviews were recorded to capture the exact statement of the interviewees and to avoid "interviewers dissorting respondents' answers and hence introducing errors". (Bell et al., 2019).

3.3.4 Data collection process

The data collection process of in-depth interviews covered three stages and went on from mid- April 2019 to early May 2019.

The first stage was to hold the interviews, record them and make field notes. The purpose of these field notes was to support the recorded interview with additional comments from the

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researchers, who recorded their impressions of the participants concerning the questions asked and the responses given. The second stage was to transcribe these interviews in an excel table according to their year. The third stage was to encode the data using a coding schedule (glossary 8, p.6; annex 9) and a coding manual, (glossary 7, p.6; annex 10).

3.4 ETHICAL CONSIDERATIONS

All interviews recorded for the study were conducted according to the four ethical principles of Bell, Bryman and Harley (2019). These are usefully broken down by Diener and Crandall (1978) into four main areas: whether there is harm to the participants; whether there is a lack of informed consent; whether there is an invasion of privacy and whether deception is involved.

These four principles were an integral part of any interaction with participants of the interviews and surveys during the development of the study. All four principles were consistently adhered to and designed to treat the interviewee and survey participant in the best possible way for the study. While the ethical principles could not be separated and built upon each other (for example, the principle of not violating a participant cannot be separated from the principle of protecting the privacy of a participant, since the violation of privacy goes hand in hand with the violation of the participant), it was essential to establish specific rules to adhere to these ethical principles.

Firstly, each participant was familiarized with the study (to avoid a lack of informed consent).

They were informed about the background of the study and the reasons why the interviews would be conducted and recorded. Detailed information was given on the way the interviews would be analyzed to allow the participants to continue the survey or to cancel it. It was also explained to all participants that all names would be changed in the study to assure the privacy of the participants. Pseudonymous names were used to protect the participants from inconveniences and harm.

3.5 EMPIRICAL LIMITS OF THE STUDY

§ Case Study

The limitation of the study takes place in form of a case study. By being the first study to analyze leadership ideals and values conveyed by business schools to students, it focused on one business school (ICN Business School, Campus Nuremberg, Germany), and used it as a case study. The reason to choose ICN Business School as a case study was that it cultivates its

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students. These small classes enabled us as researchers to conduct high-quality interviews and collect qualitative answers to make assumptions regarding the research purpose.

§ One campus

A further limitation is that one campus of ICN Business School was taken and not several. This limitation has the reason that other ICN Business School campuses have more or fewer students than the campus in Nuremberg and cannot justify a comparison of the results gathered from our case study. Other campuses have different social and regional environments and would require an over-regional analysis.

The results of ICN Business School were compared to two other business schools (Campus M21, Nuremberg Germany; IBS, Nuremberg Germany) that are coming from the same region in Nuremberg, Germany, as these two business schools offer about the same number of students and similar courses. The comparison of the two business schools with ICN Business School, made it possible to determine whether there are similarities in the conveyance of these leadership ideals and values within the business schools despite different mottos and possible discrepancies in their leadership ideals and values.

§ Bachelor Students

An additional limitation is the population which is addressed in the study. The population of the study is represented by all bachelor students of ICN Business School and the two other comparative business schools. This population is chosen because bachelor students (usually) have not acquired leadership ideals and values in other business schools, they previously studied before and are the first to be influenced by their current business schools. This distinction allows the analysis of the adoption of leadership ideals and values from the first to the last semester of each bachelor student.

ICN Business School has a system of ECTS grading from A (best grade) to F (worst grade) (annex 11).

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3.6 OPERATIONALIZATION

3.6.1 Operationalization Survey

Categories Aspects Keywords Questions (annex 5) Sources Demographic

information

Demographic aspects to determine the leadership ideals’

and values’

convictions of the student

Demography What is your gender?

What is your age?

What is your current position?

At which Business School are

you studying/working?

Educational leadership ideals and values 2.1 2.1.1. &

2.2.1.

Personal motives to understand whether the will of the student to study in a business school will provide a better adaption to the leadership ideals and values of the business school

Business school

Differentiation

Leadership Style, ideals, values, business school.

Why did you decide to study/work at a Business School instead of a public institution?

Why did you decide specially to study/work at your current

Business School?

Do you think that your studies/work in a Business School will affect your career in a positive way?

What do you think will differentiate you from other candidates while applying for a job after your time at a

business school?

Leadership ideals and values 2.1. &

2.1.1.

Transformational- transactional leadership Charismatic – Visionary leadership Choice of a leadership style

Leadership ideals and values

Education, Communication

Development

What are the leadership values and ideals that you identify yourself with?

What are great leadership values and ideals in your opinion?

Regarding the mentioned characteristics, what leadership values and ideals did you learn during your time at the business school?

Do you consider having evolved in a positive way because of your

(Gill, 2011).

(Ruyter, 2003).

(Shannon, 1998).

(Coulter and Robins,