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Library of Congress Cataloging-in-Publication Data
Names: Dugan, John P., 1977- author.
Title: Leadership theory : cultivating critical perspectives / John P. Dugan.
Description: San Francisco, CA : Jossey-Bass ; Hoboken, New Jersey : John Wiley & Sons, 2017. | Includes index.
Identifiers: LCCN 2016044790 (print) | LCCN 2016054381 (ebook) | ISBN 9781118864159 (cloth) | ISBN 9781118864302 (epdf) | ISBN 9781118864227 (epub)
Subjects: LCSH: Leadership—Study and teaching. | Critical theory. | Social justice.
Classification: LCC HM1261 .D84 2017 (print) | LCC HM1261 (ebook) | DDC 303.3/4—dc23
LC record available at https://lccn.loc.gov/2016044790
Cover image: ©David Marchal/Getty Images, Inc.
Cover design: Wiley
FIRST EDITION
This book is dedicated to:
Mary Agnes Broderick, Maria Teresa Jiménez Arnau, & Kathleen Elizabeth Dugan
| Table 1.1 | Research paradigms and their influence on leadership |
| Table 1.2 | Differentiating between theories, models, taxonomies, and frameworks |
| Table 1.3 | Types of power |
| Table 3.1 | Clusters of formal leadership theories over time |
| Table 3.2 | Reconstructed leadership theory clusters |
| Table 3.3 | Strengths and weaknesses of implicit leadership theory |
| Table 4.1 | Trait‐based leadership phases |
| Table 4.2 | Strengths and weaknesses of trait theory |
| Table 4.3 | The five practices and ten commitments of exemplary leadership |
| Table 4.4 | Strengths and weaknesses of the leadership challenge model |
| Table 4.5 | Emotionally intelligent leadership framework |
| Table 4.6 | Strengths and weaknesses of EIL |
| Table 4.7 | Strengths‐based leadership domains and talent themes |
| Table 4.8 | Strengths and weaknesses of strengths‐based leadership |
| Table 5.1 | Meta‐categories of leader behaviors |
| Table 5.2 | Motivational factors associated with dominant leader styles |
| Table 5.3 | Strengths and weaknesses of style theory |
| Table 5.4 | Strengths and weaknesses of situational leadership theory |
| Table 5.5 | Strengths and weaknesses of path‐goal theory |
| Table 5.6 | Operating principles to guide theories of production and effectiveness |
| Table 6.1 | Strengths and weaknesses of LMX |
| Table 6.2 | Key features of different types of teams161 |
| Table 6.3 | Strengths and weaknesses of team leadership168 |
| Table 6.4 | Strengths and weaknesses of shared leadership175 |
| Table 6.5 | Inclusive structural and behavioral considerations184 |
| Table 7.1 | Strengths and weaknesses of transforming/transformational leadership197 |
| Table 7.2 | Strengths and weaknesses of servant leadership206 |
| Table 7.3 | Social change model values, definitions, and capacity‐building dimensions210 |
| Table 7.4 | Strengths and weaknesses of the social change model214 |
| Table 8.1 | Nine achieving styles associated with connective leadership233 |
| Table 8.2 | Strengths and weaknesses of connective leadership236 |
| Table 8.3 | Strengths and weaknesses of the relational leadership model240 |
| Table 8.4 | Differences between entity and constructionist perspectives of leadership242 |
| Table 8.5 | Strengths and weaknesses of relational leadership philosophies248 |
| Table 9.1 | Core competencies associated with authentic leadership262 |
| Table 9.2 | Positive psychological states associated with authentic leadership263 |
| Table 9.3 | Strengths and weaknesses of authentic leadership265 |
| Table 9.4 | Adaptive leadership problem classification considerations268 |
| Table 9.5 | Strengths and weaknesses of adaptive leadership275 |
| Table 9.6 | Strengths and weaknesses of complexity leadership283 |
| Table 10.1 | Technologies of management associated with strategic social change leadership302 |
| Table 10.2 | Strengths and weaknesses of strategic social change leadership306 |
| Figure 1.1 | The architecture of leadership theory4 |
| Figure 1.2 | Domains of leadership development13 |
| Figure 2.1 | Tools of deconstruction44 |
| Figure 2.2 | Tools of reconstruction47 |
| Figure 3.1 | The evolution of formal leadership theory61 |
| Figure 3.2 | Reconsidering the evolution of formal leadership theory65 |
| Figure 3.3 | Reconstructed organization of leadership theory69 |
| Figure 3.4 | People, purpose, and process influences in leadership70 |
| Figure 4.1 | Reconstructed model of person‐centered leadership theories111 |
| Figure 5.1 | The leadership grid120 |
| Figure 5.2 | Situational leadership II129 |
| Figure 5.3 | Motivational functions of leader behaviors133 |
| Figure 5.4 | Adapted representation of path‐goal theory of leadership134 |
| Figure 6.1 | LMX relationships153 |
| Figure 6.2 | Adapted conceptual model of team leadership163 |
| Figure 6.3 | Vertical vs. shared approaches170 |
| Figure 6.4 | Adapted shared leadership conceptual model171 |
| Figure 6.5 | Multiple and nested systems of inclusion182 |
| Figure 7.1 | Adapted full‐range model of leadership194 |
| Figure 7.2 | Adapted model of servant leadership202 |
| Figure 7.3 | The social change model208 |
| Figure 8.1 | The connective leadership model231 |
| Figure 8.2 | The relational leadership model237 |
| Figure 8.3 | Relational leadership theory considerations245 |
| Figure 8.4 | Variations in relational practice246 |
| Figure 9.1 | Model of complexity leadership theory279 |
| Figure 10.1 | Model of strategic social change leadership301 |
| Figure 11.1 | Integrated model of critical leadership development323 |
Leadership. Few words elicit simultaneously such a wide range of conflicting understandings and feelings. It is a concept that both provokes and appeases. It is both desired and detested. Indeed, the concept of leadership is almost impossible to escape in our contemporary context. Across nearly every form of media the terms leader and leadership are bandied about, sometimes as a clarion call for what is most absent and needed in society and other times as a harbinger of the most compelling of social ills.
Despite being almost omnipresent in contemporary discourse, so little time is directed toward unpacking what is really meant by the terms leader and leadership. We default to the assumption of a shared understanding despite clear evidence that we may be operating from different conceptualizations altogether. In our relationships, our communities, our places of worship, our work environments—in nearly every aspect of our lives—the theme of leadership is at play. And yet … to what extent do we invest in examining our assumptions, comparing our perspectives, and converging around a shared meaning.
The purpose of this book is to foster dialogue about how we understand, experience, and enact leader roles and leadership processes through the exploration of leadership theory. A remarkable gap exists between the knowledge generated from the formal, academic study of leadership and its translation into everyday practice. This is at least in part attributable to the ways in which the formal, academic literature on leadership reflects a “story most often told” or dominant narrative that is frequently disconnected from and/or incongruent with people's lived experiences. Thus, the focus of this book is not just on exploring the architecture that informs our understandings of leadership but also on cultivating the perspectives necessary to engage with theory as a critical learner.
The marketplace for leadership education, training, and development is growing at an exponential rate. This is evidenced in the increasing number of academic programs, community seminars, and corporate training opportunities, many of which draw on a flourishing body of scholarship on leadership theory. Leadership theory represents a particularly important area for intervention given the foundations it provides for both research and practice.
There is no shortage of books distilling the content of leadership theory. This book, however, is unique in a number of compelling ways. It offers an alternative approach to learning leadership theory that is developmental in nature and grounded in critical perspectives.
That the book is developmental means its goal is not to expose readers to the most expansive breadth of theories possible or encourage rote memorization and regurgitation. Acquisition of knowledge on a broad range of theories is important, but the process of learning how to learn about leadership theory offers greater additive value. Therefore, the organization and content of the book focuses on building readers' capacities to meaningfully interpret, evaluate, and apply theory—a process that can then be replicated as new theories emerge.
Part of the developmental approach taken in this book involves the infusion of perspectives derived from critical social theory. Critical social theories are concerned with understanding the flow of power in society, how this contributes to social stratification, and ways in which we can create more democratic and equitable social arrangements. The use of critical perspectives is a direct response to scholarly calls for greater attention to issues of justice in leadership theory.
The developmental approach and integration of critical perspectives work in tandem to position readers as critical learners of leadership theory. Readers are situated as valid knowers in their own right and, through the deconstruction and reconstruction of theory, begin to craft their own theories of leadership. The goal is to build agency to transform and apply theory in ways that advance leadership that can make a meaningful difference in the world.
Sometimes it is easiest to understand the purpose and goals of a project through the articulation of what it is not. No book can serve the needs of all readers or cover all possible content. In fact, there lies a danger in trying to be everything to everyone. Too often this results in a watering down and oversimplification of content. As such, this book is guided by a number of delimitations that frame its design.
The goal of this book is to aid in building readers' capacities to engage with leadership theory as critical learners. To some degree, this means sacrificing breadth for depth in terms of coverage. Additionally, the book attempts to disrupt the “story most often told” in leadership theory. One of the ways in which this dominant narrative plays out is through the privileging of certain disciplines, content, and theories. Therefore, the metric for inclusion of theories in the book was the degree to which they shape or have the potential to shape formal and informal understandings of leadership across a wide array of disciplines. This means a number of well‐known theories were omitted, including psychodynamic approaches, charismatic leadership, and Fiedler's contingency model, among others. This is not a statement of their relative value but a conscious decision made to create space for theories traditionally left out of leadership texts. Given the developmental and critical approach employed in the book, readers are encouraged to apply lessons learned to the examination of theories not included.
It merits explicit statement that this is not a book on critical social theory. This is a book on leadership theory. Concepts derived from critical social theories are employed as an interpretive lens to deepen the understanding of and ability to apply leadership theories. Therefore, I have attempted to synthesize large swaths of literature into three meta‐themes. However, significant debate, distinction, and unique perspectives across the varying strands of critical scholarship are lost in this process. Perhaps the best and safest framing is that the critical perspectives presented in this book should serve as nothing more than a catalyst to seek out the rich and expansive body of literature representing critical social theory.
Electing for depth over breadth means that an exhaustive set of critiques are not provided for each theory. The approach I have taken is to offer general strengths and weaknesses for each individual theory. These critiques are varied to avoid redundancy as well as push readers to begin identifying strengths and weaknesses on their own. Additionally, Chapter 2 introduces a variety of tools of deconstruction and reconstruction to support the application of critical perspectives. Each chapter offers insights associated with just a single tool of deconstruction and reconstruction. This does not mean, however, that the others do not apply. My hope is that you will consider on your own how all of the tools of deconstruction and reconstruction relate to each theory as well as craft your own tools to supplement the ones I provided. Again, this approach reflects an attempt to stimulate your own agency and efficacy as a critical learner.
This book is organized into three sections. The first section sets the stage for learning leadership theory. Chapter 1 introduces the architecture of leadership—mapping the essential elements that comprise a theory and insights into how to delineate among theories. It provides the grounding on which the rest of the book is built. Chapter 2 introduces three meta‐themes derived from critical social theory (i.e., stocks of knowledge, ideology/hegemony, and social location), along with a set of tools for deconstruction and reconstruction. The content of this chapter provides the interpretive lens for the rest of the book. Chapter 3 applies considerations from the architecture of leadership and critical perspectives to the “story most often told” in leadership theory. An alternative means for organizing theories is provided, and implicit leadership theory is introduced and used as an example to model the application of critical perspectives. Collectively, these three chapters are designed to begin developing readers' efficacy and capacity to engage with leadership theory as critical learners.
The core content of the book appears in the second section, which provides syntheses and analyses of more than 20 theories embedded within six theoretical clusters. Chapters 4–10 employ a standardized format with three segments to ease the learning process:
The final chapter of the book outlines five key themes associated with the interpretation of leadership theory. These represent essential considerations for translating theory to practice. The chapter also introduces an integrated model for critical leadership development to provide a framework for readers' ongoing journey as critical learners.
It is important to provide some context regarding how content in the book was generated. The product you see in front of you is the result of a significant amount of labor by an incredible team of students and colleagues. The syntheses of leadership theories were assembled through a comprehensive examination of over 20 years of articles across five of the most influential academic journals in leadership studies. This was supplemented with content from original source materials, scholarly books, and additional articles from discipline‐specific academic journals. The goal was to paint a clear picture of the origins of theories along with their evolution as a result of research. Additionally, our dedicated team engaged in a two‐year, empirical study using critical narrative inquiry to create the counter‐stories that conclude each chapter.
I hope the above information makes clear the comprehensiveness and rigor that went into creating the content of the book. We took seriously the importance of framing theory in ways that were accurate, highlighted innovations in research that extend our understandings, and approached the processes of deconstruction and reconstruction through an ethic of care. The use of narratives not only humanizes the theories but amplifies the voices of those whose stories are too often left untold in the leadership literature.
Care was taken to write this book in a developmentally sequenced manner. Readers will note that the complexity of theoretical content increases as the chapters progress. So, too, does the depth of the application of critical perspectives. Therefore, maximizing the intended purpose of the book would involve a sequential reading of chapters. Of utmost importance is that ample time and attention be directed to Chapter 2 and building a base understanding of critical perspectives as these undergird the approach to learning theory through the rest of the book.
The book is also designed with the knowledge that not every reader will want to explore all of the theories or theoretical clusters that are presented. The organization of content within chapters easily allows for bypassing individual theories while retaining the ability to engage with the deconstruction/reconstruction of a chapter. Ultimately, beyond the first three chapters a reader could pick and choose the individual theories or chapters with which to engage and still have a sense of the cohesive whole at the end of the book.
As you explore the book you will likely note distinctive shifts from a more academic tone to a lighter, more personal, and sometimes humorous or even irreverent one as theory is interpreted, examined, and ultimately played with in service of its deconstruction/reconstruction and application to practice. I recognize that these shifts may be jarring for some who prefer a more straightforward academic text. For some, this may even appear to undermine credibility. However, I might argue that this alternative approach offers a beneficial disruption to the dominant and prototypical ways that leadership theory is traditionally written about in academia.
Let me share a few general notes that may be helpful in framing the content you are about to explore. Consider these points of information that invite you to pause and ponder the reactions you may have to the book and its content.
There is no doubt that critical social theory evokes strong reactions. The next time you are with family or friends, just casually drop the fact that you are “doing some light reading on leadership, racial injustice, and domination,” or “considering how Marx's thoughts on commodification draw into question management and leadership in society.” Then wait for their reactions.
Some people immediately lean in; their excitement and intrigue is palpable. Many people, though, start to squirm or may even scrunch their face in disapproval. Some might express outright hostility toward these ideas. Here is the reality … in the United States we are socialized to have an almost immediate response to Marx as antithetical to democratic principles. McLaren (1997) coined the term Marxophobia to capture how we are often acculturated to associate his work with the ideals of failed and dangerous totalitarian communism. McLaren reminds us, though, that “many if not most critical educators work outside the orthodox Marxian tradition and do not consider capitalism an irrevocable evil” (p. 172), while Brookfield (2005) stated firmly that “critical theory and democracy are not at odds” (p. 363). Marx is not the only target of fear and mis‐associations; scholarships on feminism and critical race theory have also been demonized as fringe and dangerous by some.
If you find yourself shutting down or skeptical of these ideas, I would encourage you to think about why and from where this comes. Could it be part of how you have been socialized culturally and educationally? Does it trigger an internal reaction because of its requirement to reconsider taken‐for‐granted assumptions about the world? Have you read critical social theories for yourself, or are your reactions built on assumptions about what they assert?
Interestingly, critical social theorists welcome skepticism, but this is often lost in interpretations. The critical perspectives covered in this book, along with the assertions leveraged in their use to deconstruct and reconstruct leadership theory, are all open to critique. What I present are not alternative “right” answers but tools for how to come to your own conclusions. Agger (2013) argued that “a book that purports to explain critical social theories itself needs to be explained, which is what will happen when teachers teach it and students study it” (p. 60). My hope is that this caveat is a relief for those who may worry that the use of critical social theory cannot itself be critiqued. In actuality, this is exactly what I want you to do.
A central component of applying critical perspectives involves engaging continuously in critical self‐reflection, which helps to identify and respond to one's positionality within broader social systems. There is no doubt that my positionality as a White, cisgender, gay man currently living as a member of the middle class shapes the lens through which this book is written. Any number of other social identities are also at play at varying levels of my consciousness, yet still influencing content and how it is presented. Therefore, I think it is important to at least have some sense of my background so you can consider how it shapes the content of the book and its presentation.
I didn't come to leadership as a true believer but from a place of skepticism and doubt. My socialization to the topic was negative at best and downright scary at worst. I perceived positional leaders as ambitious and typically self‐serving, chasing popularity, profit, and power rather than attempting to make meaningful contributions. I witnessed abuses of power by authority figures that drew into question both their legitimacy and whether leaders and leadership even held the possibility of being positive. At the same time, I watched as the work of people and groups making enormous differences in their communities was written off as social activism rather than leadership. Throughout my education, leadership programs were closed and only available to those who held positional roles. Leadership was the province of the elite of which I didn't consider myself a part.
I eventually did make my way into the leadership “tent,” albeit initially out of a desire to see what it was really made of and with great hesitancy. This shift was the result of the generous patience of mentors and peers who challenged my presumption that leaders and leadership could only be what I had seen so far. They questioned why I didn't consider the forms of activism in which I was involved as leadership. Why was I giving so much of my power away and allowing others to define what leadership was and was not? These wonderful voices cultivated my efficacy as a knower, pushed me to construct and legitimize my own understanding of leadership, and perhaps most importantly confronted me about ways in which my dismissal of the topic was safer and more convenient than struggling with and attempting to contribute to how it was understood.
As I became more comfortable with the topic of leadership, I simultaneously became less comfortable with how my identities interacted with it. Leadership became a prism reflecting back to me an image of myself I did not want to recognize. I became acutely aware of privileged aspects of my identity and how they shaped my understandings, experiences, and enactment of leadership. The more leadership theory I read and leadership development I engaged in, the harder it became to hold onto the mantra I believed so deeply: that leadership was the province of the elite of which I wasn't a part. I saw myself, and particularly my whiteness and maleness, everywhere. It permeated what was taught, who taught it, and who was typically learning it. For a long while, I rejected this reality and became defensive about the very topic I had once so strongly dismissed. Working my way back from this has been a process—one aided in large part through critical perspectives, compassionate colleagues and friends, and brilliant students.
And the journey continues. I realize now that it will be a lifelong one, and that the uncertainty it brings with it is actually liberating. It feels like a release of pressure to know I will always have more questions than answers, more imperfect understandings than universal truths, more motivation to challenge my identities and their framing of how I make meaning in the world. If asked now, I would say I see so much possibility in the phenomenon of leadership. I see leadership in ways I did not see before sometimes because it was obscured by the “story most often told” and my own positionality. Other times, I feel almost blinded by its potential.
This book is written for anyone interested in augmenting their understanding of leadership theory. Its goal is to encourage students, educators, and practitioners of leadership to adopt more critical perspectives. The content and organization of the book serves these goals, offering contextual reference points and narratives from a variety of disciplines and career levels.
When this book was first conceived, I had no idea the extent to which it would shape my life in the years that followed. I admire greatly those for whom the process of book writing unfurls in an even marginally fluid manner. I am not one of those people. I have come to peace with this, though, and am deeply grateful for the learning opportunity crafting this book presented. It has been painstaking but rewarding. My hope is that it will contribute to a shift in thinking that centers critical perspectives as essential for teaching and learning leadership theory.
Words cannot quite capture the depth of gratitude I have for all those who provided support—championing, challenging, and reminding me there was a life and much more work to be done on the other side of this project. I'm incredibly appreciative of the patience, encouragement, and prodding from Alison Knowles at Jossey‐Bass along with Erin Null, who initiated the project. I'm infinitely grateful to Susan Komives for her ongoing mentoring, ethic of care, and friendship as well as for providing the foundations in leadership knowledge from which so much of this work springs. A great deal of appreciation also goes to Marylu McEwen, who planted the seeds of social justice so many years ago fostering a burgeoning desire to explore identity, positionality, and how it shaped what I thought I knew.
The work contained in this book truly reflects the collective thinking and efforts of many. I am indebted to the “Book Club,” my academic research team at Loyola University Chicago. They engaged in countless hours of discussion about the deconstruction, reconstruction, and application of leadership theories, contributing to the insights that appear here. They also played a vital role in the qualitative research project that resulted in the counter‐narratives appearing at the end of each chapter. This brilliant team modeled collective leadership and the coconstruction of knowledge in ways that inspire so much hope for the future of leadership education. Our team included Lesley‐Ann Brown‐Henderson, Andrea De Leon, Emilane du Mérac, Tina Garcia, Willie Gore, Peter Limthongviratn, Kamaria Porter, Ally Schipma, Mark Anthony Torrez, and Natasha Turman.
I also need to extend my appreciation to Amy Barnes at The Ohio State University and her team of amazing students for their collaborative efforts in the development of the Facilitator's Guide that complements this text. Their work, along with that of all the contributing authors, reflects a wonderful set of activities and resources that support learning theory using critical perspectives.
Perhaps the greatest joy in writing this book was the opportunity to share time with participants from our qualitative study whose lived experiences bring to life the themes of each chapter. Felice Gorordo, Art Johnston, Cindi Love, Charles Modlin, Mary Morten, Eboo Patel, and Georgianna Torres Reyes live leadership grounded in social justice, infusing the complex tapestry of their social identities into everything they do. They remind us that leadership is a dynamic, messy, beautiful, and ultimately courageous act of human connection. I am exceptionally grateful for their vulnerability in sharing their stories.
I am also grateful for the thoughtful advice, helpful critiques, and unique insights provided by so many gifted colleagues who helped shape the book. This includes feedback on early chapters from Marilyn Bugenhagen, Natasha Chapman, Paulette Dalpes, Travis Olson, Kerry Priest, Kristan Cilente Skendall, Craig Slack, and Dian Squire. I am especially appreciative of the time that students and colleagues donated to review the final version of the book, assist with creating reflection questions, and ensure that the end result reflected the values that informed the project from its inception. This included Carlos Ballinas, Naseeb Bhangal, Lesley‐Ann Brown‐Henderson, Tina Garcia, Shannon Howes, Michelle Kusel, Norma Lopez, Ariel Ropp, Brody Tate, Natasha Turman, and Corey Winchester. I would be remiss if I failed to mention all of the students in my leadership courses over the years at Loyola University Chicago whose complex thinking most certainly influenced the ideas presented here.
There are a number of personal thank‐yous that merit attention. A very, very, very special thank‐you goes to Natasha Turman, without whose tireless efforts and exceptional leadership this book would not have been completed. To my colleague Bridget Turner Kelly, who exemplifies compassion, humility, virtuosity, intelligence, and love. Sometimes I think you believe and see in me more than I do in myself. I am grateful every day to have you as a friend. For Paul Davis, who 10 years ago pushed me to finish my dissertation and championed me in ways both large and small. Those efforts led directly to where I am today. To Sara Furr, for stating something obvious but in a way I could hear that propelled me toward completing this project. It might not have happened without you.
I am both grateful for and indebted to my cheer squad, who seemed to always know when to ask about progress on the book versus just buy me a drink, especially Colleen and Mike Beazley, Colleen Costello, John Garland, Kathie Henn, June Mabrides, Allan Onnen, Laura Osteen, Julie Owen, Kristan Cilente Skendall, Rich Sul, Beth Urbut, and Shannon Yust. I also need to extend a deep and personal thank‐you to the captains of my cheer squad, Jason Pike and Heather Sullivan, who have taught me a great deal about what it means to “show up.” There is not a day that goes by that I am not thankful that we “showtuned” into one another's lives. Your friendships mean the world to me.
Ultimately, everything I am I owe to my family, whose support through this process has been monumental. Through dips in efficacy and crises of credibility they were always present, sometimes pushing, sometimes pulling, but always demonstrating their care. I am eternally grateful for my sisters, Geri and Erinne Dugan, and parents Tim and Kay Dugan. To my aunt, Patricia Broderick, for always listening. I cannot fully capture my appreciation for all the good counsel provided over the years. To my extended family—Mary Tomeski and Kathy, Chuck, and C. J. Schnepp—as well as my “adopted” family in Valencia, Spain—Maria Teresa Jiménez Arnau, Maria Jesus Salvador Jiménez, José Enrique Salvador Jiménez, Santiago Salvador Jiménez, and Marta Torres Salvador—for their love and support. Finally, as I navigate this odd, odd life, I could not be more appreciative for the good company and unending support of my partner‐in‐crime and husband, David “Trey” Morgan. You make it all worthwhile.
John P. Dugan is an associate professor in Higher Education and program director for the Undergraduate Minor in Leadership Studies at Loyola University Chicago. Prior to his academic appointment, he worked in leadership education at the University of Maryland and University of Nevada Las Vegas.
Two active research projects support John's scholarly interests. The Multi‐Institutional Study of Leadership (MSL) is a quantitative, international research program examining the influences of higher education in shaping leadership development (www.leadershipstudy.net). The MSL has collected data at more than 300 universities in the United States, Canada, Jamaica, Australia, and Mexico, with data representing over 500,000 respondents. The second project is a qualitative, longitudinal study employing both critical narrative and phenomenological methods to understand the influences of identity and power on leadership for social justice across a wide array of career sectors (e.g., medicine, education, nonprofit, business).
John is the author of 21 peer‐reviewed journal articles, 12 book chapters, and 4 books. He is the recipient of several awards, including: Research Article of the Year, American Educational Research Association's Queer Studies Special Interest Group; Distinguished Faculty Award for Excellence in Research, School of Education, Loyola University Chicago; and Emerging Scholar Award, ACPA: College Student Educators International.