An integrated framework for the development of leadership integrity in business school students

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dc.contributor.advisorMalan, Johanen_ZA
dc.contributor.advisorNaude, Pieten_ZA
dc.contributor.authorSmit, Helene Magdaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Economic and Management Sciences. University of Stellenbosch Business School.en_ZA
dc.date.accessioned2022-03-10T14:27:12Z
dc.date.accessioned2022-04-29T12:54:53Z
dc.date.available2023-03-31T03:00:13Z
dc.date.issued2021-04
dc.descriptionThesis (PhD)--Stellenbosch University, 2021. en_ZA
dc.description.abstractENGLISH SUMMARY: The lack of leadership integrity is a pernicious world-wide problem, resulting in a range of negative economic, organisational, social, and psychological consequences. This exploratory theory-building study is situated in the institutional context of business schools and considered how they could approach and improve their often-stated goal of developing integrity in students of leadership. Although many business schools imply that graduate integrity is important, the literature shows both a lack of shared understanding of what leadership integrity means, as well as a lack of institutional and curriculum frameworks for an explicit, integrated approach to the development of leadership integrity in students. This transdisciplinary study explored leadership integrity and its related constructs to develop a clearer understanding of as well as a proposed framework for developing leadership integrity in business school students. The theorising process used a configurational approach based on an extensive multi-disciplinary literature review. This was supported by a five-round Delphi study, each with a minimum of twenty subject matter experts per round, who considered and commented on the definitions and framework as these developed. After Round 4 of the Delphi study, two smaller focus groups were conducted, with 6 and 7 participants respectively, to gain a deeper insight into the expert commentary of that round. A transdisciplinary definition of leadership integrity was developed and later reframed as a vision of leadership integrity in which the leader develops a moral ecology in the self, the group, the system, and the environment. The study found that the phenomenon of leadership integrity manifests in multiple interconnected underlying graduate attributes, and after several iterations of analysis and synthesis, it was further found that these could be synthesised into six mutually constitutive, self-development trajectories described as follows: the moral self, the intrapsychic self, the agentic self, the relational self, the systemic self, and the leadership self. Each of these selves can be developed at various levels comprising foundational capacities; values, beliefs and attitudes; skills; and finally, knowledge and insight. A small quantitative supplementary questionnaire was added to the study, which explored the internal consistency of the grouping of the graduate attributes in the model and was administered to 880 University of Stellenbosch Business School MBA alumni, of which 106 responded. The study yielded relatively good inter-item homogeneity and high levels of internal consistency and thereby laid the groundwork for further research. The questionnaire could be utilised to assess the degree of mastery of the different graduate attributes. A business school educational framework was developed, which describes the appropriate institutional environment and curriculum requirements to develop each of these selves. This resulted in an embedded integration of a moral curriculum, a psychological curriculum, an ecological curriculum, and a leadership curriculum. In addition, certain high-leverage, catalytic attributes were identified, which have widespread positive ripple effects on the other attributes. A theoretical analysis of the relationships between the attributes indicated that the capacity of secure attachment seems to be the most significant of all the attributes. Finally, the study offers guidelines for developing this and other high-leverage attributes in realising the aim of leadership integrity.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die gebrek aan leierskapsintegriteit is wereldwyd ʼn destruktiewe probleem, en lei tot ʼn reeks negatiewe ekonomiese, organisatoriese, maatskaplike en sielkundige gevolge. Hierdie verkennende teorie-ontwikkelende navorsing het oorweging geskenk aan hoe sakeskole hul dikwels gestelde doelstellings rakende die ontwikkeling van integriteit by leierskapstudente beter kan benader. Alhoewel baie sakeskole impliseer dat integriteit by graduandi belangrik is, toon die literatuur ʼn gebrek aan gedeelde begrip van wat leierskapsintegriteit beteken, asook ʼn gebrek aan institusionele en kurrikulumraamwerke vir ʼn eksplisiete, geintegreerde benadering tot die ontwikkeling van leierskapsintegriteit by studente. Hierdie transdissiplinere studie het leierskapsintegriteit en die verbandhoudende konstrukte verken ten einde ʼn duideliker begrip, asook ʼn voorgestelde raamwerk, vir die ontwikkeling van leierskapsintegriteit by sakeskoolstudente te ontwikkel. Die teoretiseringsproses het ʼn konfigurasiebenadering gebaseer op ʼn omvattende multidissiplinere literatuurstudie gevolg. Dit is ondersteun deur ʼn studie van vyf Delphi-rondes, elk met n minimum van twintig vakdeskundiges wat die definisies en raamwerk oorweeg en kommentaar daarop gelewer het namate hierdie teorie ontwikkel het. Na Rondte 4 van die Delphi-studie is twee kleiner fokusgroeponderhoude gevoer, met 6 en 7 deelnemers onderskeidelik, ten einde dieper insig te verkry omtrent die deskundige terugvoer van daardie rondte. ʼn Transdissiplinere definisie van leierskapsintegriteit is ontwikkel en later herontwerp as ʼn visie van leierskapsintegriteit waarin die leier ʼn morele ekologie ten opsigte van die self, die groep, die stelsel en die omgewing ontwikkel. Die studie het bevind dat die verskynsel van leierskapsintegriteit manifesteer in veelvuldige en onderling verbonde graduandus-eienskappe. Na verskeie iterasies van ontleding en sintese, is hierdie eienskappe tot ses onderling konstituerende, selfontwikkelingstrajekte gesintetiseer wat soos volg beskryf kan word: die morele self, die intrapsigiese self, die agentiese self, die relasionele self, die sistemiese self en die leierskap-self. Elkeen van hierdie selwe kan op verskillende vlakke ontwikkel, bestaande uit grondliggende vermoens; waardes, oortuigings en gesindhede; vaardighede; en laastens, kennis en insig. ‘n Kleiner aanvullende kwantitatiewe vraelys is ingesluit in die studie wat die interne konsekwentheid van die groeperings van graduandus-eienskappe in die model evalueer het. Die vraelys is toegepas op 880 Universiteit van Stellenbosch Sakeskool MBA-graduandi waarvan 106 die vraelys voltooi het. Die statistiese ontledings het relatief goeie inter-item homogenieteit en hoe vlakke van interne konsekwenthed opgelewer wat die basis le vir verdere navorsing. Die vraelys kan gebruik word om die graad van bemeestering van die verskillende graduandus-eienskappe te bepaal. ʼn Onderrigraamwerk vir sakeskole, wat die gepaste institusionele omgewing en kurrikulumvereistes vir die ontwikkeling van elk van hierdie selwe bevat, is ontwerp. Dit het aanleiding gegee tot ʼn verankerde integrasie van ʼn morele kurrikulum, ʼn sielkundige kurrikulum, ʼn ekologiese kurrikulum en ʼn leierskapskurrikulum. Daarbenewens is sekere kragtige katalitiese eienskappe geidentifiseer wat wydverspreide, positiewe rimpeleffekte op die ander eienskappe het. ʼn Teoretiese ontleding van die verhoudings tussen die eienskappe het daarop gedui dat die vermoe tot geborge gehegtheid skynbaar die invloedrykste van al die eienskappe is. Laastens bied die studie riglyne vir die ontwikkeling van hierdie en ander kragtige hefboom-eienskappe.af_ZA
dc.description.versionDoctorate
dc.embargo.terms2023-03-31
dc.format.extentxx, 532 pages : illustrations, includes annexures
dc.identifier.urihttp://hdl.handle.net/10019.1/125121
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subject.lcshLeadershipen_ZA
dc.subject.lcshSocial responsibility of businessen_ZA
dc.subject.lcshBusiness education -- Social aspectsen_ZA
dc.subject.lcshEducational leadershipen_ZA
dc.subject.nameUCTD
dc.titleAn integrated framework for the development of leadership integrity in business school studentsen_ZA
dc.typeThesisen_ZA
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Doctoral Degrees (University of Stellenbosch Business School)