Suchergebnisse

The study intends to analyze how the shift to inspiring leadership in EU modern organizations reflects in the preferred leadership among employees from post-soviet Baltic countries: Lithuania, Latvia and Estonia. The main research question investigates employees' perception of an ideal leader in developing EU countries. This perception is important for the employees' work performance and sustainable economic growth. The study intends to compare Lithuanian, Latvian and Estonian employees' preferences for leader's traditional roles (task-oriented behavior and relations-oriented behavior) and modern "more emotional and inspiring" views (charisma and social responsibility). 221 employees participated in the cross-sectional quantitative survey with self-administered internet based questionnaires. 124 Lithuanians, 40 Latvians, 57 Estonians filled in the Hierarchical Taxonomy of Leadership Behaviors (Yukl, 2012), Transformational Leadership Inventory (Podsakoff et al., 1996) and a scale from Servant Leadership Questionnaire (Barbuto, Wheeler, 2006) was used. Results of this study suggest that charisma is the most preferred characteristic of a leader. Relations-oriented behavior is also a significant factor in predicting an ideal leadership. Employees do not perceive task-oriented behavior and leader's social responsibility as essential dimensions for an ideal leadership. Some significant differences in leadership preferences are revealed among countries. The study is based on under-estimated follower-centric perspective and examines interactive predictive value of different leadership dimensions to employees' preferences. Data reveals that the shift to inspiring leadership have already occurred in the perception of employees from post-soviet Baltic countries. The comparison of three Baltic countries gives the insight about the challenges for management in still developing EU members ; Psichologijos katedra ; Vytauto Didžiojo universitetas

4th World Conference on Educational Sciences (WCES) -- FEB 02-05, 2012 -- Univ Barcelona, Barcelona, SPAIN ; WOS: 000314465901121 ; An individual who starts education in domestic environment continues with this period at educational institutions. The qualities of educational institutions make clear distinctions in children's learning. This is a comparative study aiming to examine different variables regarding the institutions offering daily care and education, age span to attend these institutions, the curriculum, compulsory education, evaluation techniques and service duration in Turkey and in the member countries of European Union. It is a descriptive study to determine the existing situation. The findings reveal that while the compulsory education starts between the ages 4-5 in most of the EU countries, children receive pre-school education between the ages 3-6. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu ; Acad World Educ & Res Ctr, Near E Univ, Bahcesehir Univ, Ankara Univ, Hacettepe Univ, Cyprus Educ Sci Assoc

"Leadership in the European Union" published on by Oxford University Press.

In this 2006 book, Jonas Tallberg offers a novel perspective on some of the most fundamental questions about international cooperation and European Union politics. Offering the first systematic theoretical and empirical exploration of the influence wielded by chairmen of multilateral negotiations, Tallberg develops a rationalist theory of formal leadership and demonstrates its explanatory power through carefully selected case studies of EU negotiations. He shows that the rotating Presidency of the EU constitutes a power platform that grants governments unique opportunities to shape the outcomes of negotiations. His provocative analysis establishes that Presidencies, while performing vital functions for the EU, simultaneously exploit their privileged political position to favour national interests. Extending the scope of the analysis to international negotiations on trade, security and the environment, Tallberg further demonstrates that the influence of the EU Presidency is not an isolated occurrence but the expression of a general phenomenon in world politics - the power of the chair

RESEARCH OBJECTIVE: The aim of the article is to present the results of the analysis on diversity of the education attainment of women and men in the European Union countries. By implementing such a purpose, it is possible to present not only heterogeneity in education on the basis of gender but also disproportions between individual EU countries.THE RESEARCH PROBLEM AND METHODS: The article raises three important research problems: education, gender equality and diversification within the European Union countries. The analysis covers 28 EU countries and a period of 10 years: 2007 - 2016. The research method used in the paper is the analysis and criticism of the literature and taxonomic analysis using a set of diagnostic variables describing selected aspects of education.THE PROCESS OF ARGUMENTATION: The line of reasoning consists of three essential elements. The first part presents the problem of education with particular emphasis on gender gap according to international literature on the subject. The second part contains description of the research tools and methods. Part three of the article presents the results of the comparative study in the field of education of woman and man in the European Union members.RESEARCH RESULTS: The research results are consistent with previous studies indicating that the level of education of women is higher than that of men. The level of diversity of education of women and men in individual EU countries is moderate. Among the most educated economies, the Scandinavian countries should be indicated. On the other side are the countries of southern Europe. The most numerous group of countries are countries with a moderately high and medium-high level of education.CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: This type of research can have significant useful value for shaping the education policy of women and men and other development policies. Considering the importance of education of women and men, there are definitely more possibilities of confronting the results of research with various areas of the economy. The lack of this is definitely disadvantage of the elaboration. On the other hand, this is a significant impulse and recommendation for continuing and deepening research in this area.

This volume provides a comprehensive analysis of women's ascendance to leadership positions in the European Union as well as their performance in such positions. It provides a new theoretical and analytical framework capturing both positional and behavioural leadership and the specific hurdles that women encounter on their path to and when exercising leadership. The volume encompasses a detailed set of single and comparative case studies, analyzing women's representation and performance in the core EU institutions and their individual pathways to and exercise of power in top-level functions, as well as comparative analyses regarding the position and behaviour of women in relation to men.

Much of the contemporary literature and theory of leadership has, as its starting point, the image of governance and public school leadership, an image that is very close to the vision proposed by the OECD. This view is strongly influenced by the way the neo-liberal Anglo-American approach analyzes and outlines the political and administrative characteristics of school organization. However, you cannot apply the same practices and policies all over the world, such as in the countries of Latin America. This general introduction is put forward with a framework in which we can reflect their own situation. It cannot be realistic to have a «one size fits all» policy such as the method of governance the OECD implies. An important addition to the traditional Anglo-American perspective presented in these pages is the discussion on the fact that strong leadership from above can be replaced by a perspective of distributed leadership, inserting the concepts of leadership within social contexts and a broader policy.

IntroductionThe state of women's leadership in the European Union /Henriette Müller and Ingeborg Tömmel. --Part I : Conceptual approaches to women and leadership in the EU. --1. Women and leadership in the European Union : a framework for analysis /Henriette Müller and Ingeborg Tömmel.--2.Searching for agency : gendering leadership in European integration theory /Gabriele Abels and Heather MacRae. --Part II : Accessing positional leadership in EU institutions. --3. Women's positional leadership in the European Commission : when, where, and how?/Miriam Hartlapp and Agnes Blome.--4.Women's leadership in the European Parliament : a long-term perspective /Sarah C. Dingler and Jessica Fortin-Rittberger.--Part III : Exercising political leadership. --5. Women and Leadership across the EU Institutions : the case of Viviane Reding /Michelle Cini. --6. Women on Mars : the two post-Lisbon high representatives and EU foreign policy on Libya /Maria Giulia Amadio Viceré and Giulia Tercovich. --7. Rhetoric and leadership : a comparison of female vice-presidents of the European Commission (1999-2019) /Henriette Müller and Pamela Pansardi. --8. Gendered leadership in the European Parliament's political groups /Johanna Kantola and Cherry Miller. --Part IV : National leaders in European arenas. --9. Becoming Prime Minister : women and executive power in EU Member States /Karen Beckwith. --10. Winning by spending leadership capital? Angela Merkel's approach to the refugee and COVID-19 crises /Femke A. W. J. van Esch and Christoph Erasmy. --11. Theresa May's leadership in Brexit negotiations : self-representation and media evaluations /Sandra Eckert and Charlotte Galpin.--Part V : Exercising administrative leadership. --12. A tightrope walk? /Catherine Day and the Interplay of Political and Administrative Leadership in the European Commission /Ingeborg Tömmel. --13. Women EU multilevel administration : the Europeanization of member state bureaucracies /Eva G. Heidbreder. --Part VI : Exercising expert leadership. --14. The Court of Justice of the European Union, gender, and leadership /Jessica Guth. --15. Women's leadership in the European Central Bank /Amy Verdun. --Part VII : Looking ahead : The future of women's leadership in the EU. --16. Strategic Leadership : Ursula von der Leyen as President of the European Commission /Henriette Müller and Ingeborg Tömmel. --Appendix : Women and Leadership in the European Union.

The challenges that have been facing the European Union in recent years have given rise to the question: who leads the EU? This book offers a systematic analysis of political leadership in the EU. This volume offers a theoretical and conceptual analysis of political leadership in the EU. It deals with questions such as what kind of leadership is there in the different domains (such as climate change or central banking). It also examines how various EU institutions (European Commission, European Parliament) exert or have exerted leadership. Furthermore, it examines the role of the presidents of some of these institutions, such as the European Commission the European Council, the European Central Bank, but also of selected national leaders. Although the book does not advance a single leadership concept, the findings of the individual case studies show that the EU is by no means leaderless. The chapters originally published as a special issue in the Journal of European Integration.

This article investigates the competences of school leaders needed to develop learning communities (LCs) in the context of European school governance systems. It shows the output of a two-years project "School Governance to build a Learning Community" supported by European Union, with the involvement of Sweden, The Netherlands, Italy, Greece and Romania. Basing on an empirical research, we designed an "European Training Path" for school leaders who want to build LCs. The training path is planned to be sharable in the EU countries and, at the same time, differentiable on the basis of each country's particular needs. ; peer-reviewed

5th International Conference on New Horizons in Education (INTE) -- JUN 25-27, 2014 -- Paris, FRANCE ; WOS: 000383740200122 ; Since its foundation EU aims to increase the number of members, to make the collaboration among its members. EU having the economic characteristics at this point has focuses its politic in some areas such as agriculture, social politics and economics. In order to arrive to its economical targets the education has been considered as instrument.In the field of education EU education cooperation initiatives carried out in accordance with economic objectives of the community. After the Second War, the knowledge, the developments in the communication technologies and the globalisation fact have played great role in the education approach of EU. According to respond the growing expectation of indviduals, EU has been forced to develop education policy with quality and efficient. Education is one of the fundamental rights of individuals. Therefore All member states perceive a need to increase the quality of their education, develop accessed to learning at all stages of life. Its clear that Life-long learning has become the basic point in EU's educational strategy. This concept includes in itself all the stages and forms of education and besides combines them. The aim of this study was to focus on the educational policy of European Union which has the goal of maintaining collaboration and integration among the members of the union within the framework of common cultural values. And also with this study was stressed historical perspective of EU education programmes. (C) 2015 The Authors. Published by Elsevier Ltd.

There is no shortage of would-be leaders in EU climate change politics. The EU institutions (e.g. European Council, Council of the EU, Commission and the European Parliament (EP)), member states and societal actors have all, though to varying degrees and at different time periods, tried to offer leadership in EU and international climate change politics. Importantly, public support for EU environmental policy in general, and climate change policy in particular, has been consistently high (e.g. Eurobarometer 2015). The economic recession which followed the 2008 financial crises triggered only a moderate drop in public support for EU action on climate change, although considerable variation exists between member states.