The political iceberg: the hidden side of leaders’ political behaviour

Purpose

The purpose of this paper is to implement the concept of the “political iceberg” and to investigate its hidden or submerged part comprised of motives and latent triggers lying behind leaders’ political behavior, and which remains almost unexplored. Specifically, drawing on the abundant literature at the intersection of leadership and organizational politics, the authors examine – what drives leaders to engage in political behavior?

Design/methodology/approach

Public sector organizations are characterized by a high level of organizational politics and are therefore suitable for this research. A semi-structured interview formed the main data-gathering instrument. The authors conducted interviews with 14 leaders across public sector organizations. The findings are based on a qualitative analysis of the interviews.

Findings

Two key themes were analyzed: leaders’ motives to engage in political behavior to achieve corporate interests; leaders’ motives to engage in political behave or for personal interests. On the one hand, motives for political behavior are directed toward the general good, such as accomplishing organizational goals, attaining resources and managing change. On the other hand, motives to engage in political behavior may focus inter alia on such, personal interests as one’s career in the organization, gaining an advantage or other self-interests.

Originality/value

To date, research has focused primarily on the visible tip of the political iceberg. This study is part of a new stream of qualitative studies of political behavior. To gain a complete picture of organizational life, this study focuses on the hidden side of the political iceberg and has revealed the motives for political behavior.

On the prevalence of linear versus nonlinear thinking in undergraduate business education: A lot of rhetoric, not enough evidence

The purpose of this research is to examine the undergraduate learning goals of business programs and determine if these goals are skewed in the directions posed by critics of undergraduate business education. The underlying theme of many critiques is that nonlinear-thinking processes are underrepresented in undergraduate business curricula, whereas linear-thinking processes are overrepresented. The learning goals of 208 Association to Advance Collegiate Schools of Business International-accredited business programs were coded into two goal categories: linear thinking and nonlinear thinking. The results support the contention that nonlinear-thinking processes have a lesser presence in the typical undergraduate business program’s curriculum. These findings are consistent across research and teaching universities.