Journal of Leadership Studies最新文献

The need for a more specialized and professional workforce is growing, and doctoral programs within the United States are addressing the need with record-breaking increases in conferred doctoral degrees. As leadership education and development is a critical component of doctoral education, the current paper explores the context of doctoral education by examining classification systems for doctoral degrees and doctoral institutions. Recommendations for integrating leadership programming based on these classifications are presented.

The current symposium explores graduate leadership education in the higher education learning environment. The collection, authored by scholars from a multitude of higher education institutional types, analyzes the importance of institutional context and programmatic focus in leadership education, and takes into consideration the important role the external environment serves in informing leadership program development. Through this analysis, we focus upon opportunities and challenges faculty and students encounter given their leadership programs' situational placement, or “The Power of Place.” Examining the placement of leadership programs within a systems framework inspires creativity and encourages reframing of what initially appeared to be a challenge as an opportunity for excellence.

Building a future pipeline of leaders in higher education remains a topic of importance given the challenges and pressures facing colleges and universities. The current article introduces one initiative dedicated to graduate leadership education, the PreDoctoral Leadership Development Academy at Rutgers University, and highlights points of connection to other similar national programs. In response to the symposium theme, we advance three linkages to the power of place, including an emphasis on graduate leadership education as (1) a shared or collective endeavor, (2) a reflection of institutional values, and (3) a laboratory for analyzing organization-specific challenges and opportunities.

Interdisciplinary and online graduate programs have been in existence for decades; yet universities often operate from a disciplinary, campus-based tradition. This can lead to challenges in faculty and student mentoring and student research engagement when expectations mirror a noninterdisciplinary, traditional on-campus model. However, positive mentoring experiences can develop when everyone thinks creatively. The current article highlights research on virtual mentoring of graduate students, mentoring of graduate students in interdisciplinary programs, and ways in which one online graduate program engaged students in a scholar-practitioner leadership development event. The current article concludes with recommendations on ways to engage students in the mentoring and research process, especially those who are distance-learning students in interdisciplinary programs.

Responsible leadership, a construct at the intersection of corporate social responsibility (CSR), ethics, and leadership, is considered to meet the conflicting demands of modern organizations by striking a balance between internal and external responsibilities. To further explore antecedents and outcomes of responsible leadership, scholars and practitioners need an instrument that can gauge the influence of responsible leadership on organizational members. The present study is a combination of four studies and is aimed at developing a measurement instrument using the sequential mixed method equal status approach. The study aims to explore responsibility-oriented dimensions and their subdimensions that are perceived to be comparatively more relevant to responsible leadership by organizational members, while simultaneously, being supported by existing literature. An initial qualitative study, comprising 25 in-depth interviews, revealed six responsibility-oriented dimensions that could reliably measure the construct. Three quantitative studies, entailing collection and analysis of data for each (N = 608, 745, 800), were conducted to refine and validate the instrument. The study used the opinions of followers (organizational members) to determine the influence of responsible leadership in an organization. Based on the validity and reliability statistics of the three studies, the instrument is considered reliable for measurement of the influence of responsible leadership at individual, group, and organizational levels.

If people want to be thought as leaders by others, they must be observed acting in accordance with others' implicit leadership theories. Therefore, prospective leaders are advised to consider whether to change their behavior to influence others' leadership assessments of them. The decision whether or not to instrumentally change behavior to match others' expectations raises authenticity concerns. There is a need to explore the tensions in the relationship between the practical application of ideas emanating from the socially constructed approach to leadership and authenticity. There are four strategies prospective leaders can choose between to navigate their own approach between instrumentally and authenticity. Two of the strategies accept the idea prospective leaders might deliberately change their behaviors; the other two strategies reject the notion. Learning how to reveal other people's implicit leadership theories is an important skill for prospective leaders to acquire so they might make informed decisions about how to adapt their own behaviors. Prospective leaders might consider making conscious decisions about the values and norms they are prepared to accept and the ones they will confront.

The leadership baton that students and educators will pass to the next generation is that of systems. Fostering systems thinking among student leaders could create significant transformations in their university leadership experiences. However, a notable gap in leadership education praxis exists concerning how student leaders interact with systems thinking in their leadership roles. The current article highlights examples of systems thinking in college student leadership and methods for teaching systems thinking as a crucial leadership skill.

Early leader and leadership development experiences that develop generativity and therefore social responsibility will become increasingly imperative in preparing a young workforce to shoulder the burden of a substantial leadership transfer in the wake of Baby Boomer retirements. While generativity is considered a midlife construct, recent and emergent research is documenting an association between developmental relationships, such as mentoring, coaching, and advising, and generativity in young adults. The current article highlights the recent research and addresses its implications for leadership practitioners, scholars, and educators. The article concludes with a discourse on future research directions that considers the nuances of particular methodological approaches that will be needed to understand how developmental relationships encourage generativity over time.

Recently, the world has experienced multiple pandemics. During these multiple pandemics, including COVID-19 and a racial reckoning in the United States, leadership has primarily looked like crisis management. As the world continues to evolve, with some looking to return to life as it looked pre-pandemic and others defining new ways of being, leadership is also changing. As we collectively vision what comes next for generative leadership, it is essential to analyze the shift from crisis management and mere survival to more long-term visioning and generative leadership practices. With this in mind, the following questions are asked: How do leaders reconceptualize generativity? How are leadership processes grounded in cultures of care, support, and critical hope? How are crisis management and post-crisis leadership balanced in a world full of multiple complexities? The symposium seeks to explore these questions and more, looking to live in the complexity of reconceptualizing generativity for a new generation.