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.
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Fred P. Gale
Chan S. Jung
Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick
This chapter puts the discussion of the book’s theme – quality, performance and accountability – into context, and introduces the ideas, structure and contributions of this book. It explores the book’s rationales and the three framing ideas. Next, it surveys the five parts of the book, and its 42 chapters that follow. The chapter concludes with suggestions for future progress in this field.
Edited by Trudie Knijn and Manuela Naldini
Anssi Paasi, John Harrison and Martin Jones
Region and territory have been major keywords of geographical thinking, methodology and research practice since the institutionalization of geography as an academic discipline at the end of the nineteenth century. But what is a region? How are they constructed? How do regions relate to territory? Are regions and territories still relevant in today’s modern world characterized by all kinds of flows and networks? How are regions and territories affected and shaped by social forces? What does it mean to study the geographies of regions and territories? What does the future hold for these spatial categories? These are just some of the key questions, which have not only shaped the long intellectual history of studying regions and territories, they are as relevant today as they have ever been. In this chapter we chart the increased utility of the region and territory in different social, political and cultural realms. We trace the evolving geographies of regions and territories through five distinct chronological phases – traditional regional geographies, regional science, new regional geography, new regionalism and new regional worlds – before revealing the dynamics underpinning a regional resurgence in globalization. In the final part, we contend that contemporary geographies of regions and territories are marked by distinct regional worlds, diverse regional worlds, and decentred regional futures. Finally, by taking stock of the current state of debates on the theory and empirical dimensions of regions and territories, we make the case for a new phase of consolidated regional geographies.
B. Guy Peters
Scholars and the individuals involved in making public policy use a variety of words to describe how they actually arrive at the content of those policies. Perhaps the most commonly used word is “formulation” (see Jordan and Turnpenny, 2015), but words such as creation, innovation, and development are also used to describe the process of finding some form of intervention to confront a policy problem. The hope is always that the policy that is formulated or created will be able to “solve” the problem, and that government (and citizens) can go on to cope with the next problem that arises. When Herbert Simon (1996, 111) wrote that “everyone designs who devises courses of action aimed at changing existing situations into preferred ones”, the definition was somewhat generic but was definitely speaking to policy design. Although thinking about policy design has become more common in policy studies, it should be considered as a significant alternative to more casual ways of thinking about policy formulation. As Jan Tinbergen (1958, 3), a Nobel laureate in economics argued, design (in particular design for development policy) was an alternative to “decisions taken on the basis of a general idea of progress and often somewhat haphazardly”. That haphazard style of making policies persists in many countries and in many policy areas. Therefore, careful consideration of design strategies is important for both academic students of policy and policymakers in the “real world” of government.