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Leadership & Academic Development

Our Leadership Development research investigates how to best develop leaders, particularly those in health and social care environments. Our findings demonstrate the need for a paradigm shift from theoretical leadership development curricula to programmes embracing work-based and experiential learning philosophies. This allows for the leader to experience and reflect on their world of leadership. 

Find out more about some of our work in this area:

Researcher: Jackie Leigh

Few studies have identified the key components of an effective clinical leadership development model. This project evaluated the application of a multidimensional model of clinical leadership with eighty community healthcare leaders. Three key themes emerged that influenced the development of best practice principles for clinical leadership development: 

  1. Personal leadership development 
  2. Organisational leadership 
  3. The importance of multiprofessional action learning and reflective groups

Embedding the best practice principles of clinical leadership development within a multidimensional model of clinical leadership provides a promising approach to equipping the healthcare leader with those transferable leadership skills required to help them embark on a journey of lifelong leadership learning and producing the healthcare leader who is caring, compassionate and can confidently and effectively transform community services.

For further information contact Dr Jackie Leigh

Researchers: Dr Jackie Leigh, Lyn Rosen, Dr Emma Gillaspy

The evaluation explores experiences of triumvirate leadership development from the perspective of multiple stakeholder participant groups. These groups importantly include the General Practice nurse as well as General Practitioner, Practice Manager, programme team and practice colleague. Provided are evidenced-informed recommendations for future primary care triumvirate healthcare leadership development. These include how the nurse should be a legitimate triumvirate member and is encouraged to further develop their leadership capability beyond the duration of the programme. Future programmes could benefit by adopting a multi-dimensional leadership development model, exposing leaders  to the evidence based Six 'E's' approach to leadership development (evaluate, examine, exposure, education, environment, experience).

For further information contact Dr Jackie Leigh

16 Directors of Public Health and Nursing from the Ministry of Health Thailand attended a nine day bespoke leadership development programme. Programme content provided delegates with the evidence base for improving learning and teaching methods, boosting the quality of graduates and reforming primary healthcare. Members of the delegation were given tours of teaching facilities such as the University’s state of the art nursing simulation suite. Visits took place at Salford Royal NHS Foundation Trust and Central Manchester University NHS Foundation Trust. Find out more

For further information contact Dr Jackie Leigh

Researcher: Dr Lesley Lappin, Professor Jacqueline Leigh, Kirsty Marshall, Dr Karen Stansfield, Lawrence Houston

This Literature Review was commissioned by the NHS Leadership Academy to contribute to a refresh of the Model of Leadership for the NHS, originally published in 2013. This review, authored by academics from the University of Salford, surveys literature from 2014-2020 in light of the publication of the NHS Long Term Plan (2019) and the NHS Interim People Plan (2019) and other associated leadership-focused resources (include footnote to cite them).

In view of the importance of these documents and the associated resources that change the approach to leadership for all, whether in a formal or informal leadership role, in a clinical or non-clinical capacity, this literature review aims to provide an overview of the most recent publications to enable the NHS Leadership Academy to refresh the Model of Leadership in a way that enables every individual working in the NHS to understand the importance of leadership and the impact it has on the effective delivery of high-quality care and improved patient/service user outcomes.

The increased focus on inclusive and compassionate leadership is crucial to developing and supporting current and aspiring leaders across the NHS and has become especially significant during the Covid-19 pandemic. Moreover, consistent focus on effective leadership, in all its forms, will drive improvements in leadership culture and in turn improve patient outcomes.

This review hopes to contribute to an increased understanding of leadership theories and their implementation within the NHS. To provide insight into what works well to enable learning from successes as well as failures. An important start has been made to improving leadership culture as set out in the Interim People’s Plan and this review is another important step on the road to ensuring that effective and supported leadership enables further and sustained improvement for all NHS staff and service users.

Academic Development

In our Academic Development research, we are examining the effectiveness of developmental interventions designed to support the professional and career development of academics in Higher Education. In today's climate of benchmarks and league tables, we want to ensure academic staff are enabled, not only merely to survive but to thrive in their roles. Crucial to success is the need for evidence-based approaches which empower, enthuse, challenge and motivate staff to realise their true potential. We are investigating several key areas in this field including evaluating coaching approaches, exploring the impact of teaching excellence programmes and increasing the knowledge base around academic career pathways.

We work closely with the Academy of Creative Educators (ACE). ACE is an innovative community of learning and teaching practice which supports academics in delivering educational excellence.

Find out more about some of our work in this area:

Researchers:  Emma Gillaspy and Jackie Leigh

Coaching has been defined as “unlocking people’s potential to maximize their own performance” (Whitmore, 2009). In personal tutoring, a coaching approach can help students raise their self-awareness enabling them to improve and develop. Personal tutors are able to coach students through asking powerful, open questions that encourage their student to become more aware of their choices, to trust their decisions and to take action.

The intention of this evaluation is to explore the impact of a Coaching for Personal Tutoring programme from the perspectives of multiple stakeholders. This evaluation will seek perspectives from the multiple stakeholders (students, personal tutors, programme leaders, school executive and professional services staff) and use this data to develop a clear set of guidelines and recommendations for Personal Tutor Development programmes in the future.

For further information and to get involved contact Dr Emma Gillaspy @egillaspy

Latest news

Mon 2 Oct 2017

Dr Jackie Leigh, Reader Teaching and Learning at the University of Salford, moved into academia from being a Senior Nurse Manager in the NHS. After qualifying as a registered nurse Jackie has since gained a BSc (Hons) in Nursing, MSc in Health Professional Education and completed her PhD in 2012.  In February 2017 she became […]

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