Relational leadership and responsible leadership are important subjects in the literature, and more attention can be paid to these leadership practices in educational leadership. Most educational leadership studies focus on distributed, instructional, teacher, and transformational leadership using mostly quantitative research. The aim is to explore and describe relational and responsible leadership in the context of educational leadership. Qualitative research methodology such as narrative inquiry is not often used for inquiries into educational leadership studies. Moreover, the scholarship on narrative inquiry as a relational methodology for relational and responsible educational leadership is scant, and there is a need to broaden the discussion to include appropriate the concepts of relational leadership and responsible leadership for educational leadership in a context of relational narrative inquiry. Relational and responsible leadership theories can be appropriated through a relational research methodology using narrative inquiry. These scholarly lenses may add value to school leadership research and to school leaders who wish to transform and change leadership practices, specifically in diverse school communities with challenging and problematic educational landscapes.
Brigitte Smit and Mapula Mabusela
Sulaman Hafeez Siddiqui, Kuperan Viswanathan, and Rabia Rasheed
Leadership in business and society is responsible for a large part of the decision-making related to policymaking and resource allocation that in turn influences social and environmental outcomes and economic windfalls. The theory and practice of education and learning in business schools is being called on for reforms in order to nurture responsible leadership for business and society that may align well with the triple bottom-line challenge of sustainability (i.e., economic, social, and environmental). We can find state-of-the-art research studies from definition to historical evolution and dimensions of responsible leadership specifically related to corporate sustainability. The role of curriculum design is central to enabling business schools to nurture responsible leaders who are considerate toward the external effects of their internal decision-making, thus seeking to balance the broader stakeholders’ objectives. Several global initiatives have been undertaken by multilateral institutions such as the UN, business schools, and enterprises in the corporate sector to foster a commitment to responsible leadership and allied reforms in teaching in business schools regarding corporate sustainability. These forums, at both the corporate and academic fronts, have contributed to theoretical development and practices for teaching and learning related to responsible leadership in higher education, specifically in business schools. These initiatives stress that business schools and their academic faculty, who intend to serve as custodians of business and society, must make necessary curriculum reforms to meet the challenges of sustainability by embracing their own transformation.