HAWLEY, Rachel (2021). Relational Leadership in the NHS: how healthcare leaders identify with public engagement. Doctoral, Sheffield Hallam University. [Thesis]
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Hawley_2021_ProfD_RelationalLeadershipNHS.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.
Hawley_2021_ProfD_RelationalLeadershipNHS.pdf - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.
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Abstract
This qualitative study engaged 12 healthcare leaders, from a range of contexts, to
explore how leaders identify with public engagement. The leaders reported how
public engagement led to a level of collaboration and genuine relationship that has
hitherto been under-reported and relational leadership is discussed as a
perspective. This study contributes to knowledge about how leaders recognise the
importance of public engagement.
The study investigates how relational methods are used in public engagement and
help leaders to understand themselves, and others, and how this improves the
wider range of leadership relationships in their given context. Data was gathered
using narrative interviews combined with participant selected artefacts. The
artefacts formed a conduit for representing their sense of professional identity, in
relation to their leadership, and were key to getting closer to participants
construction of themselves in their current roles. Data was analysed using a
variation of voice-centred relational analysis (Mauthner and Doucet, 2003). A
secondary analysis was undertaken using Ganz (2010) model, which enriched the
findings and led to a new ‘public story’. By recognising both the linguistic and nonlinguistic
ways of identifying with public engagement this study provides new
insights for building relational practices.
The research identified what motivates leaders to be collaborative with the public,
how leaders identify with public engagement and conditions needed to support
collaborative practice. Findings demonstrate how leaders understand their identity
is socially constructed, dynamic and changing over time; professional and personal
experience being intrinsically linked. The concept of self-identity is offered as an
example of reflexive bricolage; a process of re-visiting experiences through a
variety of lenses to form holistic understanding of self in professional leadership
and public engagement practice.
Findings hold implications for healthcare leaders interested in collaborative
relationships between public and the NHS, and between patients and staff. The
study aligns to healthcare policy arising from Francis (2013). The policy focus on the
importance of “fostering a culture of inclusion and belonging” and its
encouragement to “work together differently to deliver patient care” (NHS, 2020,
p.6) chimes with findings on leaders’ sense of self, their relationships, and their
context. It is relevant to health and social care leaders and public engagement
practitioners as well as policy makers and education providers. The research may
also be relevant to the growing community of ‘patient leaders’ in the NHS but
further research is needed to understand the public perspective about relating to
leaders.
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