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Die Führungsforschung hat das Thema der Inspirational Leadership bis heute vernachlässigt. Dies ist neben der Komplexität und Interdisziplinarität der Thematik besonders dadurch begründet, dass in weiten Teilen der Scientific Community davon ausgegangen wird, dass Inspirational Leadership aufgrund von angeborenen Persönlichkeitsmerkmalen und nicht aufgrund von beeinflussbarem Führungsverhalten ausgelöst wird. Gerade in Zeiten, in denen viele Führungsempfänger der Generation Y angehören, entwickelt sich ein inspirierendes und sinnstiftendes Führungsverhalten jedoch zu einer Conditio sine qua non einer erfolgreichen Mitarbeiterführung. Die vorliegende Dissertation exploriert das Phänomen der Inspirational Leadership im Kontext des professionellen Fussballs. Zu diesem Zweck fand im Rahmen eines multiplen Case Study Designs eine Vielzahl an Datenerhebungen statt, bei welchen das Führungsverhalten von Trainern der höchsten Schweizer Fussball-Liga erforscht wurde. Anhand einer qualitativen Inhaltsanalyse sowie eines theoretischen Basismodells konnten Kategorien, Konstrukte und Dimensionen identifiziert werden, die Inspirational Leadership determinieren. Neun dieser Dimensionen bilden das daraus resultierende Inspirational Leadership Model (ILM). Anwendungen dieses ILM, u. a. sogenannte Inspirational Leadership Patterns, haben ergeben, dass die Sachebene keine Relevanz für die Ausübung von Inspirational Leadership besitzt. Weiter wurde festgestellt, dass es Trainern, die ausgeglichene Ausprägungen der ILM-Dimensionen besitzen, besser gelingt ihre Spieler zu inspirieren, als Trainern, die über einseitige ILM-Ausprägungen verfügen. Schliesslich wurde auch erkannt, dass eine zu einseitige Ausprägung der Dimension der Dominanz die Auslösung von Inspirational Leadership unterbindet. Die empirische Studie konnte aufzeigen, dass Inspirational Leadership im Kontext des professionellen Fussballs aktiv durch das

For psychotherapist, painter, feminist, filmmaker, writer, and disability activist Harilyn Rousso, hearing well-intentioned people tell her, "You're so inspirational!" is patronizing, not complimentary. In her empowering and at times confrontational memoir, Don't Call Me Inspirational, Rousso who has cerebral palsy, describes overcoming the prejudice against disability -- not overcoming disability. She addresses the often absurd and ignorant attitudes of strangers, friends, and family. Rousso also examines her own prejudice toward her disabled body, and portrays the healing effects of intimacy and creativity, as well as her involvement with the disability rights community. She intimately reveals herself with honesty and humor and measures her personal growth as she goes from "passing" to embracing and claiming her disability as a source of pride, positive identity, and rebellion. A collage of images about her life, rather than a formal portrait, Don't Call Me Inspirational celebrates Rousso's wise, witty, productive, outrageous life, disability and all.

Media coverage often construes stories of misfortune as inspirational accounts of individuals overcoming challenges. These reports fail to address the systemic issues that have predisposed these individuals to their current situation, and may have unintended consequences when it comes to the ability to collectively address these failings as a society. The current research examines how audiences are affected by inspirational narrative framings by comparing responses to a narrative that has inspirational coverage of a social challenge to one that includes direct acknowledgement of the larger systemic failings. Participants (N = 495) were randomly assigned to 1) read an inspirational story about a boy saving up to buy a wheelchair for his friend, 2) read a version of the story that emphasized the need for increased disability funding/services, or 3) a no-story control group. Both story conditions raised readers' willingness to help people with disabilities. Importantly, emphasizing social responsibility shifted readers' perceptions: readers of the social responsibility story were less likely to believe an individual with a disability was responsible for paying for their medical devices, believed that some collective measures would have higher efficacy, and viewed the situation as less fair. Even though individuals in the social responsibility condition found the story less enjoyable, they were equally transported into it compared to the inspirational version, and were equally likely to want to share the story with others. Our results offer clear guidelines for media practitioners covering individual struggles and systemic issues within society.

Publishing during Women's History Month 2022, this book focuses on the stories of women who were pioneers in a variety of fields but who may have been overlooked historically. This title will shine a light on their stories, achievements and contributions to history and culture both in Britain and, in some cases, internationally. 0An introductory essay provides insight on the selection of sitters, as well as extended captions exploring the stories behind their achievements. It will cover key themes and moments in history, showcasing both the famous and less well-known women in fields including the arts, sciences and technology, social reform and politics. 0This book aims to broaden the research into women in the National Portrait Gallery's Collection as part of an ongoing project

The gripping real life account of a soldiers service up through the ranks to lead the "Air Pirates" a battalion of combat experienced soldiers, including his own son, demonstrating how inspired leadership mentors and develops subordinates before, during and after serving in combat.

"In this timely update of the seminal classic, author and activist Jodee Blanco reveals how she simply set out to share her story-and ended up igniting a grassroots movement in the nation's schools. The first survivor of school bullying to look back on those experiences as an adult, Jodee brings you up to speed on her life and work since the book's initial release with a new chapter, all-new Letter to My Readers, and Reader's Guide. She also offers the latest information on digital and cyberbullying, the Adult Survivor of Peer Abuse, her in-school antibullying program, INJJA (It's NOT Just Joking Around!), and provides discussion questions for schools. While other children were daydreaming about dances, first kisses, and college, Jodee Blanco was trying to figure out how to go from homeroom to study hall without being taunted or spit upon as she walked through the halls. This powerful, unforgettable memoir chronicles how one child was shunned-and even physically abused-by her classmates from elementary school through high school. It is an unflinching look at what it means to be the outcast, how even the most loving parents can get it all wrong, why schools are often unable to prevent disaster, and how bullying has been misunderstood and mishandled by the mental health community"--

"Expert-led, interdisciplinary and international in scope, this insightful book aims to increase the representation and leadership potential of women working in academia, examining the intersection of multiple inequalities with a specific focus on gender, age and, ethnicity and disability. A carefully crafted response to educational inequalities, the volume posits an invitation for dialogue around what it means to have success in higher education. This book is ideal reading for any minority working in higher education interested in promotion processes, equality and diversity in the workplace and mentoring. It will also be of interest to providers of academic leadership courses, organisations and institutions promoting gender equality in Higher Education and supporting women's careers and improving the representation, progression and success of Black, Asian and Minority Ethnic (BAME) staff and students within higher education"--

"Expert-led, interdisciplinary and international in scope, this insightful book aims to increase the representation and leadership potential of women working in academia, examining the intersection of multiple inequalities with a specific focus on gender, age and, ethnicity and disability. A carefully crafted response to educational inequalities, the volume posits an invitation for dialogue around what it means to have success in higher education. This book is ideal reading for any minority working in higher education interested in promotion processes, equality and diversity in the workplace and mentoring. It will also be of interest to providers of academic leadership courses, organisations and institutions promoting gender equality in Higher Education and supporting women's careers and improving the representation, progression and success of Black, Asian and Minority Ethnic (BAME) staff and students within higher education"--

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK Government's 2016 Teaching Excellence Framework TEF. The paper then moves to review the academic and practice literature in order to outline what comprises inspirational teaching in HE institutions. These components – in the form of key words - are extracted from the literature and then tested through primary research. Lecturers, at an English University, agreed to circulate a short survey to final year social sciences undergraduates. Fifty-two student returns from 2010 were analysed. A comparative survey of 25 undergraduates – from the same disciplines - was repeated in 2016. Three clear elements of inspirational undergraduate teaching emerge: First and foremost, undergraduates believe it to be motivating; second, and related – inspirational teaching is deemed encouraging and third such teaching flows from teachers' passion for their subject. The paper presents exploratory and illustrative data and sets down a forward agenda for further research to explore aspects of inspirational university teaching linked to differing cultural expectations, potential impacts of gender, age and ethnicity.