Leadership and creativity in higher education

Zacher, Hannes and Johnson, Emily (2014) Leadership and creativity in higher education. Studies in Higher Education, 40 7: 1210-1225. doi:10.1080/03075079.2014.881340

Author Zacher, Hannes
Johnson, Emily
Title Leadership and creativity in higher education
Journal name Studies in Higher Education   Check publisher's open access policy
ISSN 0307-5079
Publication date 2014-04-16
Year available 2014
Sub-type Article (original research)
DOI 10.1080/03075079.2014.881340
Open Access Status
Volume 40
Issue 7
Start page 1210
End page 1225
Total pages 16
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2015
Language eng
Abstract Leadership and creativity have received increasing attention from researchers in the field of higher education; however, empirical studies investigating these topics simultaneously are rare. In this study, the authors examined relationships between PhD students' perceptions of their advising professors' passive-avoidant, transactional, and transformational leadership behaviors and professors' ratings of their students' work-related creativity. Data were provided by 71 dyads of professors and PhD students. Consistent with expectations based on the leadership literature on followers' identification with their leaders, results showed that students' perceptions of professors' transformational leadership positively predicted professors' ratings of their students' creativity above and beyond students' perceptions of professors' passive-avoidant and transactional leadership. Contrary to expectations, students' perceptions of professors' passive-avoidant and transactional leadership did not significantly predict professors' ratings of students' creativity. Implications for future research on leadership and creativity as well as tentative practical applications of the findings in higher education settings are discussed.
Keyword Leadership
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Published online ahead of print 16 April 2014.

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Psychology Publications
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