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Leadership Theory


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Table of Contents

Using the Facilitator's Guide ix Acknowledgments xi Editors and ContributingAuthors xiii Introduction and Critical Facilitation 1 Amy C. Barnes Chapter 1 The Evolving Nature of Leadership 13 1A Our Evolving Understanding of Leadership 13 Melissa L. Rocco 1B What Is Leadership? Connecting Personal Identity to Social Systems and Power Dynamics 23 Sara C. Furr & Vijay Pendakur 1C Social Identities and the Development of Efficacy 35 Andrea M. De Leon & Allison M. Schipma 1D Exploring Cultural Sensitivity, Acceptance, and Understanding in Leadership 46 Mathew R. Goldberg & Michelle L. Kusel Chapter 2 Critical Perspectives as Interpretative Frameworks 55 2A Understanding Core Critical Concepts: Experiential Explorations into the Contextualization of Knowledge Production 55 Maurice Stevens 2B Fundamental Skills forApplying Critical Perspectives to Leadership: Practicing the Art of Deconstruction and Reconstruction 68 OiYan A. Poon & Dian D. Squire 2C Ideology and Leadership 81 Sharon Chia Claros Chapter 3 Interpreting Leadership Theory Using Critical Perspectives 93 3A Interpreting Leadership Theory Using Critical Perspectives 93 Melissa L. Rocco 3B Applying Critical Perspectives to the Evolution of Leadership Theories 104 Stephanie H. Chang & Natasha Chapman 3C Implicit Leadership Through a Critical Lens:How Implicit Biases Support the Dominant Narrative 121 Amy C. Barnes 3D Critical Considerations in Gender and Leadership 135 Renique Kersh Chapter 4 Person-Centered Theories 151 4A The Leadership Practices Inventory Through a Critical Lens 151 David M. Rosch 4B Strengths-Based Leadership Through a Critical Lens:Valuing Social Identity and Power Dynamics in Strengths Facilitation 180 Amy C. Barnes 4C Emotionally Intelligent Leadership Through a Critical Lens 200 Paige Haber-Curran Chapter 5 Theories of Production and Effectiveness 215 5A Style Leadership Through a Critical Lens 215 Daniel M. Jenkins, Amanda B. Cutchens, & Corey Seemiller 5B Critical Perspectives on Situational Leadership Theory:Does Considering Situational Context Foster Inclusivity? 226 Amy C. Barnes 5C Path-Goal Leadership Theory: Four Leadership Styles and Situational Factors 241 Matthew Sowcik & Clinton M. Stephens Chapter 6 Group-Centered Theories 257 6A LMX Theory Through a Critical Lens: Exploring the Impact of Power and Privilege 257 Natasha Chapman & Benjamin Brooks 6B Team Leadership Through a Critical Lens 274 Adam Goodman Chapter 7 Theories of Transformational Leadership 291 7A Transformational Leadership 291 Marilyn J. Bugenhagen 7B Servant Leadership Through a Critical Lens 306 Richard A. Couto 7C Raising the Mirror: The Social Change Model Through a Critical Lens 322 Lesley-Ann Brown-Henderson Chapter 8 Relationship-Centered Theories 333 8A Relational Leadership in Organizations: Deconstructing an Aspirational Leadership Approach 333 Kristina C. Alcozer Garcia Chapter 9 Vanguard Theories 345 9A Authentic Leadership Through a Critical Lens: Resisting Dominant Narratives 345 Ana M. Rossetti & Mark Anthony Torrez 9B Adaptive Leadership:Helping theWork of theGroup Move Forward 362 Scott J. Allen & Marc Lynn 9C Complexity Leadership Through a Critical Lens: Context and Complexity forAdaptive Change 378 Kevin M. Hemer & Laura Osteen Chapter 10 Toward a Justice-Based Leadership Model 399 10A Cultivating Critical Hope Through Communities of Praxis 399 Willie Gore & Satugarn P. Limthongviratn 10B Ethics and Leadership 410 Kathryn Kay Coquemont 10C Justice and Leadership 421 Valeria Cortes Chapter 11 Integration and the Path Forward 439 11A Charting One'sOwn Theory of Leadership 439 M. Sonja Ardoin References 453 Author Index 467 Subject Index 473

About the Author

JOHN P. DUGAN is an associate professor in the higher education graduate program at Loyola University Chicago, where he teaches student development theory, leadership, and multiculturalism for social justice. He is the principal investigator for the Multi-Institutional Study of Leadership, and the co-editor of The Handbook for Student Leadership Development, Second Edition. NATASHA T. TURMAN is a doctoral research assistant and project manager for the Multi- Institutional Study of Leadership at Loyola University Chicago, where she is pursuing her doctorate in Higher Education with a cognate in Women and Gender Studies. AMY C. BARNES is Clinical Assistant Professor, Higher Education and Student Affairs and coordinator of undergraduate leadership courses for the Department of Educational Studies at The Ohio State University. She is a member of the Higher Education and Student Affairs program faculty.

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