Show simple item record

Files in this item


Item metadata

dc.contributor.authorGordon, Lisi Jane
dc.contributor.authorRees, Charlotte
dc.contributor.authorKer, Jean
dc.contributor.authorCleland, Jennifer
dc.identifier.citationGordon , L J , Rees , C , Ker , J & Cleland , J 2017 , ' Using video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplace ' , Advances in Health Sciences Education , vol. 22 , no. 5 , pp. 1101-1121 .
dc.identifier.otherPURE: 248458206
dc.identifier.otherPURE UUID: 59679141-64d9-4dec-b28d-441a6322956b
dc.identifier.otherScopus: 85007496585
dc.identifier.otherORCID: /0000-0002-4986-1501/work/56523511
dc.identifier.otherWOS: 000414164400005
dc.descriptionThis research was part of LG’s Ph.D. research which was generously funded by NHS Education for Scotland through SMERC.en
dc.description.abstractCurrent theoretical thinking asserts that leadership should be distributed across many levels of healthcare organisations to improve the patient experience and staff morale. However, much healthcare leadership education focusses on the training and competence of individuals and little attention is paid to the interprofessional workplace and how its inherent complexities might contribute to the emergence of leadership. Underpinned by complexity theory, this research aimed to explore how interprofessional healthcare teams enact leadership at a micro-level through influential acts of organising. A whole (interprofessional) team workplace-based study utilising video-reflexive ethnography occurred in two UK clinical sites. Thematic framework analyses of the video data (video-observation and video-reflexivity sessions) were undertaken, followed by in-depth analyses of human–human and human–material interactions. Data analysis revealed a complex interprofessional environment where leadership is a dynamic process, negotiated and renegotiated in various ways throughout interactions (both formal and informal). Being able to “see” themselves at work gave participants the opportunity to discuss and analyse their everyday leadership practices and challenge some of their sometimes deeply entrenched values, beliefs, practices and assumptions about healthcare leadership. These study findings therefore indicate a need to redefine the way that medical and healthcare educators facilitate leadership development and argue for new approaches to research which shifts the focus from leaders to leadership.
dc.relation.ispartofAdvances in Health Sciences Educationen
dc.rightsCopyright © The Author(s) 2016 This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.en
dc.subjectLeadership educationen
dc.subjectVideo-reflexive ethnographyen
dc.subjectComplexity theoryen
dc.subjectHD28 Management. Industrial Managementen
dc.subjectSDG 3 - Good Health and Well-beingen
dc.titleUsing video-reflexive ethnography to capture the complexity of leadership enactment in the healthcare workplaceen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. School of Managementen
dc.description.statusPeer revieweden

This item appears in the following Collection(s)

Show simple item record