“I am happy to take the lead”. A ventriloquial perspective on leadership and authority: What authorises organisational players to take the lead?
Bibliographic record
Abstract
Authority has long been associated with leadership, but the relationship between authority and leadership has remained elusive. Addressing the issue of the interplay between authority and leadership, this paper builds on limited recent work that has considered leadership to be an in situ accomplishment in which the doing of authority is interwoven with the doing of leadership. Using transcripts of real-time interaction taken from a Board meeting of an NGO, and applying the Montreal School’s ventriloquial approach to the analysis of organisational communication, the research question this paper asks is: what authorises one of the Board members to ‘take the lead’ in establishing measures to ensure that the actions of the NGO are sustainable? Findings suggest that it is neither position, nor expertise, that authorise leadership. Rather, it is the articulation of the ideal of sustainability. Leadership is thus shown to be both a question of human leaders and ideals that they are able to mobilise which authorise their claim to leadership.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.014 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.014 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.007 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".