Rethinking the "L" Word in Higher Education: The Revolution of Research on Leadership. ASHE Higher Education Report. Volume 31, Number 6. J-B ASHE Higher Education Report Series (AEHE)

  • ID: 2293028
  • Book
  • 240 Pages
  • John Wiley and Sons Ltd
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In these times of change and challenge in higher education, pleas for leadership have become frequent. However, the type of leadership required within this new context (of globalization, demographic changes, technological advancement, and questioning of social authority) may call for different skills, requiring a re–education among campus stakeholders if they want to be successful leaders.

In the past twenty years, there has been a revolution in the way that leadership is conceptualized across most fields and disciplines. Leadership has moved away from being leader–centered, individualistic, hierarchical, focused on universal characteristics, and emphasizing power over followers. Instead, a new vision has emerged: leadership that is process–centered, collective, context–bound, non–hierarchical, and focused on mutual power and influence processes.

This volume summarizes research and literature about new conceptualizations of leadership to inform practice.

This is volume 31, number 6, of the ASHE Higher Education Report, a bi–monthly journal published by Jossey–Bass.

See our <a href="[external URL] list of ASHE Higher Education Report titles for a wide variety of critical issues facing Higher Education today.
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Executive Summary.




The Revolution in Leadership.

The Continued Need for Leadership in a Changed Context.

Organization of the Book.

Key Terms and Theories.

Challenges and Missed Opportunities in the Study of Leadership in Higher Education.

New Directions in Higher Education Leadership.

Contributions of This Book.

A World Apart: New Paradigms of Leadership.

Positivist Paradigm.

Social Constructivism Paradigm.

Critical Paradigm.

Postmodern Paradigm.

Comparing the Paradigms Impact.


A World Anew: The Latest Theories of Leadership.

Transformational Leadership.

Complexity and Chaos Theory.

Expanding Cognitive Theories: Mental Models and Organizational Learning.

Expanding Cultural and Symbolic Theories: Social and Cultural Theories of Leadership.

Rethinking Contingency Theories: Processual Leadership.

Team or Relational Leadership.


Revolutionary Concepts of Leadership.

Ethics and Spirituality.



Social Change and Social Movements.






Higher Education Leadership in the New World.

Changes in the Landscape of Higher Education Leadership Research.

Trait and Behavior Theories.

Power and Influence Theories.

Transformational Leadership.

Complexity and Chaos Theory.

Cognitive Theory: Cognitive Frames and Organizational Learning.

Cultural and Symbolic Theories.

Teams and Relational Leadership.


Revolutionary Leadership Concepts in Higher Education.

Ethics and Spirituality.


Social Changes.

Collaboration and Partnering.






Practical Implications for the Leadership Revolution.

Framing Leadership Research in a New Era.


Appendix: Three Case Studies.


Name Index.

Subject Index.

About the Authors.

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Adrianna J. Kezar is associate professor of higher education at the University of Southern California. Her research focuses on change, leadership, organizational theory, governance, and diversity issues in higher education

Rozanna Carducci is a doctoral student in the Division of higher Education and Organizational Change, University of California, Los Angeles. Her research focuses on leadership in student affairs, organizational studies of higher education, and critical methodology.

Melisaa Contreras–McGavin is a doctoral candidate in higher education policy at the University of Southern California. Her research interests include critical race theory and organizational change related to race in higher education.

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