When reviewing the promotional materials of most colleges and universities in the United States, we are hard pressed to find any without the use of the word “leader” or “leadership.” Yet, when we delve deeper into their catalogues and websites, the numbers dwindle. Teaching leadership goes beyond mission statements in which leadership is articulated. This chapter reviews the evolution of teaching leadership and its place in higher education. We approach the teaching of leadership as having three conceptual approaches – as an intellectual enterprise (the study of leadership), a focus on competency-building (leadership training), and the promotion of leadership development. We frame the teaching of leadership through four levels of analysis – individual, team/community, organizational, and global. At the end of the chapter, we combine these two perspectives (the three conceptual approaches and the four levels of analysis) to create an overarching map of the different topics that are used in the teaching of leadership.
Browse by title
Kristin M.S. Bezio
This chapter addresses Christopher Marlowe, whose influence over his own time was significant, as he was one of the first playwrights to develop the dramatic formula we have come to associate with the now more-famous Shakespeare. In the years since his death in 1593, Marlowe has become an icon of early atheism and heresy, as well as resistance to an authoritarian government. In addition to his impact on the dramatic genre, Marlowe’s work, particularly Massacre at Paris, shows disdain for the violence that seemed to him endemic to the English Reformation, and suggests a nihilistic view of religion as detrimental to society.
Claire M. Leitch and Richard T. Harrison
Xavier Castañer and Howard Yu
This chapter takes issue with what the authors identify as a tendency in the literature to overestimate middle managers’ strategic role, and perhaps more importantly, to underestimate top managers’ role in emergent strategy and the development of strategic initiatives. The authors argue that the Bower_Burgelman model – originally developed as descriptive theory – has been overinterpreted as a normative model. The result is a view of top managers’ role as process architect rather than active participant in emergent processes. These scholars argue that there are circumstances requiring a more substantive role. Crucial to understanding this claim, the authors observe that the unit of analysis – who is a middle and who is a top manager – depends on what level of strategy making constitutes the research focus. The chapter takes a contingent view and identifies four conditions requiring direction from top management in emergent processes.
Birgit Schyns, Pedro Neves and Rosalie J. Hall
This volume provides an overview of a variety of established and newer methods for leadership research. It is intended for any individuals wanting to undertake research on leadership, whether they are academics or practitioners, undergraduates, graduate students working on a dissertation, or new or established professionals. It will be particularly useful for academics who want to try a new method and graduate students working on a dissertation who want an overview of what is out there. This book covers quantitative as well as qualitative methods but with a stronger focus on the former than the latter. Included are chapters focusing on measurement and design as well as analytical methods. All chapters outline a method and provide examples of how to apply the method to leadership research. It concludes with an overview of the future of leadership research.