DOCSLIB.ORG

Leadership: Current Theories, Research, and Future Directions

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Leadership: Current Theories, Research, and Future Directions University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Management Department Faculty Publications Management Department 1-2009 Leadership: Current Theories, Research, and Future Directions Bruce Avolio University of Nebraska - Lincoln, [email protected] Fred Walumbwa Arizona State University, [email protected] Todd J. Weber University of Nebraska - Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/managementfacpub Part of the Management Sciences and Quantitative Methods Commons Avolio, Bruce; Walumbwa, Fred; and Weber, Todd J., "Leadership: Current Theories, Research, and Future Directions" (2009). Management Department Faculty Publications. 37. https://digitalcommons.unl.edu/managementfacpub/37 This Article is brought to you for free and open access by the Management Department at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Management Department Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Annual Review of Psychology 60 (2009), pp. 421-449; doi: 10.1146/annurev.psych.60.110707.163621 Copyright © 2009 by Annual Reviews. Used by permission. http://psych.annualreviews.org Leadership: Current Theories, Research, and Future Directions 1 2 3 Bruce J. Avolio, Fred O. Walumbwa, and Todd J. Weber 1 Department of Management, University of Nebraska–Lincoln, Lincoln, NE 68588-0491; email: [email protected] 2 Department of Management, The Arizona State University, Glendale, Arizona 85306-4908; email: [email protected] 3 Department of Management, University of Nebraska–Lincoln, Lincoln, NE 68588-0491; email: [email protected] Abstract This review examines recent theoretical and empirical developments in the leadership literature, beginning with topics that are currently receiving attention in terms of research, theory, and practice. We begin by examining authentic leadership and its development, followed by work that takes a cognitive science approach. We then examine new-genre leadership theories, complexity leadership, and leadership that is shared, collective, or distributed. We examine the role of relationships through our review of leader member exchange and the emerging work on followership. Finally, we examine work that has been done on substitutes for leadership, servant leadership, spirituality and leadership, cross-cultural leadership, and e-leadership. This structure has the benefit of creating a future focus as well as providing an interesting way to examine the development of the field. Each section ends with an identification of issues to be addressed in the future, in addition to the overall integration of the literature we provide at the end of the article. Keywords: authentic leadership, cognitive leadership, complexity leadership, cross-cultural leadership, new-genre leadership, shared leadership Contents Introduction .................................................................................................. 422 Overview of Authentic Leadership ............................................................423 Authentic Leadership Defined ........................................................... 423 Future Focus Required ........................................................................424 Authentic Leadership Development ..........................................................424 Heritability and Leadership ............................................................... 425 Examining Evidence for Positive Leadership Interventions ........ 425 Future Focus Required ....................................................................... 425 Cognitive Psychology and Leadership .................................................... 426 Emerging Cognitive Constructs .........................................................426 Prototypical Abstractions of Leadership ......................................... 427 Future Focus Required ........................................................................428 421 422 AVOLIO, WALUMBwa, & WEBER IN ANNUAL REVIEW OF PSYCHOLOGY 60 (2009) New-Genre Leadership ................................................................................428 New-Genre Versus Traditional Leadership .................................... 428 Boundary Conditions for New-Genre Leadership ..........................429 Future Focus Required ....................................................................... 429 Complexity Leadership ............................................................................... 430 Complexity and Traditional Leadership Theory ............................ 430 Future Focus Required ....................................................................... 431 Shared, Collective, or Distributed Leadership .........................................431 Shared Leadership Defined .................................................................431 Research Evidence . ..............................................................................432 Leader-Member Exchange ...........................................................................433 Extensions to LMX .............................................................................. 433 Future Focus Required ........................................................................434 Followership and Leadership .................................................................... 434 Romance of Leadership ....................................................................... 434 Updates on Follower-Centric Views .................................................435 Future Focus Required ....................................................................... 435 Substitutes for Leadership ......................................................................... 436 Future Focus Required ....................................................................... 436 Servant Leadership ..................................................................................... 436 Future Focus Required ....................................................................... 437 Spirituality and Leadership .........................................................................437 Future Focus Required ........................................................................437 Cross-Cultural Leadership .........................................................................438 Project GLOBE ..................................................................................... 438 Global Leadership ................................................................................ 438 Comparative Leadership ................................................................... 439 Future Focus Required ........................................................................ 439 E-Leadership ................................................................................................. 439 Common Questions with E-Leadership .......................................... 440 Group and Virtual Tea .........................................................................441 Closing Comments and Integration ...........................................................441 IJ Introduction organization in the United States. Today, the field of leadership focuses not only on the One of our goals for this integrative re- leader, but also on followers, peers, supervi- view is to examine the ways in which the sors, work setting/context, and culture, in- field of leadership is evolving and the conse- cluding a much broader array of individuals quences of its evolutionary path for the mod- representing the entire spectrum of diver- els, methods, and populations examined. For sity, public, private, and not-for-profit orga- example, at the outset of the field of leader- nizations, and increasingly over the past 20 ship, the primary focus was on studying an years, samples of populations from nations individual leader, who was most likely a around the globe. Leadership is no longer male working in some large private-sector simply described as an individual character- LEADERSHIP: CURRENT THEORIES, RESEARCH, AND FUTURE DIRECTIONS 423 istic or difference, but rather is depicted in ical piece by Luthans & Avolio (2003), the Authentic leader- various models as dyadic, shared, relational, advent of work on authentic leadership de- ship: a pattern of strategic, global, and a complex social dy- velopment came as a result of writings on transparent and eth- namic (Avolio 2007, Yukl 2006). transformational leadership, in which au- ical leader behav- ior that encourages We organize our examination of how thors such as Bass & Steidlmeier (1999) sug- openness in sharing leadership is evolving by discussing signif- gest that there are pseudo versus authentic information needed icant areas of inquiry that represent current transformational leaders. to make decisions pillars in leadership research, some under- Luthans & Avolio (2003) also introduced while accepting fol- standably taller than others. We highlight the concept of authentic leadership devel- lowers’ inputs the current state of each particular area of opment into the literature with the goal of inquiry, and discuss what we know, what integrating work on (Luthans 2002) positive we don’t know, and what remains interest- organizational behavior with the life-span Transformational leadership: leader ing possibilities to pursue in future research. leadership development work of Avolio behaviors that Given our
Load more

Recommended publications
  • MYERS, GARY L. III, Ph.D., August 2019 SOCIOLOGY the V.A.L.O.R
    MYERS, GARY L. III, Ph.D., August 2019 SOCIOLOGY THE V.A.L.O.R. LEADERSHIP SHIFT: THE IMPACT OF IDENTITY VERIFICATION THROUGH VIRTUAL PLATFORM INTERACTIONS (115 PP.) Dissertation Advisor: Dr. Richard Adams Leadership studies have begun to emphasize the importance of cultivating unique ways to foster leadership development. Whether you are an institution, company, community, or a youth sports team, training individuals of various confidence levels to become leaders helps to dictate the quality and longevity of the organization (Friedkin, 2004; Piper et. al, 1983; Tyler & Blader, 2003). Unfortunately, the capabilities of measuring how an individual, one whom has adopted the leader identity, changes behavior over time have been lacking in practice and in the literature. This makes it difficult to determine the effectiveness of a leadership program. However, the Virtual Academy of Leadership Organization and Resolution (V.A.L.O.R.) has developed a unique virtual platform curriculum that provides an opportunity to measure leader identity behavior as it changes over time. At 4 hours a week for 10 weeks, 80 undergraduate participants hone their leadership and teamwork skills such as project management, communication techniques, task delegation, and motivation skills. A combination of identity theory dimensions, survey analysis, and path model analysis is used to measure how V.A.L.O.R. participants’ behaviors associated with the leader identity change over time. The results begin to show how identity theory can explain change in behavior associated with the leader identity. By extension, this dissertation explores the potential of virtual platforms as a tool in the bridging of identity and behavior.
    [Show full text]
  • Leadership Studies Minor Restrictions and General Information 1. This
    Leadership Studies Minor Dr. Jera Niewoehner-Green, Coordinator Food, Agricultural, and Environmental Sciences 200G Agricultural Administration Building 1/16/20 Effective AU 2020 2120 Fyffe Road 614-292-4049 [email protected] The interdisciplinary, undergraduate minor in Leadership Studies provides students with knowledge of leadership theories, principles, and concepts to better prepare them for success in future professional roles. The minor is structured to include theories and principles of personal leadership, team and organizational leadership, community leadership, and ethics and diversity. Students must complete at least one course in each of the five categories. The Leadership Studies minor requires a minimum of 15 credit hours (of which a minimum of 6 hours must be in courses numbered at the 3000 level or above) from the following list. Personal Leadership Foundations (choose one): Credit Hours BUSMHR 2210 Personal Leadership and Team Effectiveness 3 BUSMHR 3211 Leadership and Character 3 COMLDR 3530 Foundations of Personal and Professional Leadership 3 COMLDR 2100.01 LOOK: Preparing Tomorrow’s Leaders 1 COMLDR 2100.02 LOOK: Preparing Tomorrow’s Leaders 2 ESHESA 2572 Introduction to Leadership Development in Learning Organizations 3 ESHESA 3573 Theories of Leadership in Learning Organizations 3 Team and Organizational Leadership (choose one): AEDECON 3160 Human Resources Management in Small Businesses 2 BUSMHR 3100 Foundations of Management and Human Resources 3 BUSMHR 3220 Leadership Legacy 3 BUSMHR 4221 Concepts and
    [Show full text]
  • A Quantitative Examination of the Relationship Between Leadership and Organizational Commitment in Employees of Faith-Based Organizations
    A QUANTITATIVE EXAMINATION OF THE RELATIONSHIP BETWEEN LEADERSHIP AND ORGANIZATIONAL COMMITMENT IN EMPLOYEES OF FAITH-BASED ORGANIZATIONS by Kimberly Ann Maiocco Doctoral Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Liberty University August 2017 Abstract The objective of this research was to examine the relationship between leadership practice and organizational commitment in employees in faith-based organizations. The research utilized Bass and Avolio's Multifactor Leadership Questionnaire (MLQ) Leader Form and Meyer and Allen’s Three-Component Model (TCM) Employee Commitment Survey. The purpose of the research was to determine whether there was a relationship between leadership style and organizational commitment. Attributed idealized influence (IIA), behavioral idealized influence (IIB), inspirational motivation (IM), and contingent reward (CR) predicted affective commitment. Attributed idealized influence (IIA), inspirational motivation (IM), intellectual stimulation (IS), individual consideration (IC), active management-by-exception (MBEA), and transactional leadership predicted continuance commitment. Intellectual stimulation (IS) and passive management-by- exception (MBEP) predicted normative commitment. Transformational leadership predicted all commitment types (affective, continuance, and normative). Although a slight linear relationship was discovered, there was no statistical significance between the variables of leadership style and organizational commitment
    [Show full text]
  • Positive Organizational Leadership: Some Recent Findings in Positive Organizational Scholarship Lawrence Chan University of San Diego, [email protected]
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of San Diego University of San Diego Digital USD M.A. in Leadership Studies: Capstone Project School of Leadership and Education Sciences Papers Spring 4-24-2018 Positive Organizational Leadership: Some Recent Findings in Positive Organizational Scholarship Lawrence Chan University of San Diego, [email protected] Follow this and additional works at: http://digital.sandiego.edu/solesmalscap Part of the Health Psychology Commons, Industrial and Organizational Psychology Commons, Leadership Studies Commons, Organizational Behavior and Theory Commons, Organization Development Commons, Other Social and Behavioral Sciences Commons, Performance Management Commons, and the Training and Development Commons Digital USD Citation Chan, Lawrence, "Positive Organizational Leadership: Some Recent Findings in Positive Organizational Scholarship" (2018). M.A. in Leadership Studies: Capstone Project Papers. 23. http://digital.sandiego.edu/solesmalscap/23 This Capstone project: Open access is brought to you for free and open access by the School of Leadership and Education Sciences at Digital USD. It has been accepted for inclusion in M.A. in Leadership Studies: Capstone Project Papers by an authorized administrator of Digital USD. For more information, please contact [email protected]. Running head: POSITIVE ORGANIZATIONAL LEADERSHIP 1 Positive Organizational Leadership: Some Recent Findings in Positive Organizational Scholarship Lawrence B. Chan University of San Diego POSITIVE ORGANIZATIONAL LEADERSHIP 2 ​ ​ Abstract The study of positivity is multifaceted, with roots across psychology, philosophy, and more recently organizational behavior (Csikszentmihalyi, 1997; 2014). This review article highlights the framework from which the study of positivity originates, and then explores positive behaviors in the workplace that have correlated to increases in fulfillment, productivity, engagement, and leadership capacity (Cameron & Dutton, 2003).
    [Show full text]
  • Kurt Lewin's Leadership Studies and His Legacy to Social Psychology: Is There Nothing As Practical As a Good Theory?
    Journal for the Theory of Social Behaviour 45:4 DOI: 10.1111/jtsb.12074 Kurt Lewin’s Leadership Studies and His Legacy to Social Psychology: Is There Nothing as Practical as a Good Theory? MICHAEL BILLIG ABSTRACT This paper re-examines Kurt Lewin’s classic leadership studies, using them as a concrete example to explore his wider legacy to social psychology. Lewin distin- guished between advanced “Galileian” science, which was based on analysing particular examples, and backward “Aristotelian” science, which used statistical analyses. Close examination of the way Lewin wrote about the leadership studies reveals that he used the sort of binary, value-laden concepts that he criticised as “Aristotelian”. Such concepts, especially those of “democracy” and “autocracy”, affected the way that he analysed the results and the ways that later social scientists have understood, and misunderstood, the studies. It is argued that Lewin’s famous motto—“there is nothing as practical as a good theory”—is too simple to fit the tensions between the leadership studies and his own views of what counts as good theory. Keywords: Kurt Lewin, leadership studies, democracy and autocracy, social psychology, Aristotelian science, good theory Kurt Lewin is often depicted as a mythic figure in the history of social psychology: the textbooks typically describe him as the founding father of experimental social psychology, a genius whose life was tragically cut short. Like many mythic figures, Lewin symbolically seems to unite contradictory elements. His famous motto— “there is nothing as practical as a good theory”—appears to unite theory and practice within the orbit of experimental methodology.
    [Show full text]
  • A Meta-Analytic Review of Leadership Impact Research: Experimental and Quasi-Experimental Studies Bruce J
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@University of Nebraska University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln US Army Research U.S. Department of Defense 2009 A meta-analytic review of leadership impact research: Experimental and quasi-experimental studies Bruce J. Avolio University of Washington, [email protected] Rebecca J. Reichard Claremont Graduate University Sean T. Hannah West Point – United States Military Academy Fred O. Walumbwa Arizona State University Adrian Chan University of Washington Follow this and additional works at: http://digitalcommons.unl.edu/usarmyresearch Avolio, Bruce J.; Reichard, Rebecca J.; Hannah, Sean T.; Walumbwa, Fred O.; and Chan, Adrian, "A meta-analytic review of leadership impact research: Experimental and quasi-experimental studies" (2009). US Army Research. 262. http://digitalcommons.unl.edu/usarmyresearch/262 This Article is brought to you for free and open access by the U.S. Department of Defense at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in US Army Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. The Leadership Quarterly 20 (2009) 764–784 Contents lists available at ScienceDirect The Leadership Quarterly journal homepage: www.elsevier.com/locate/leaqua A meta-analytic review of leadership impact research: Experimental and quasi-experimental studies Bruce J. Avolio a,⁎, Rebecca J. Reichard b, Sean T. Hannah
    [Show full text]
  • Leadership Studies (LEAD) 1
    Leadership Studies (LEAD) 1 LEAD 505 | DEVELOPING HUMAN CAPITAL LEADERSHIP STUDIES Units: 3 Repeatability: No Prerequisites: LEAD 501 with a minimum grade of C- (Can be taken (LEAD) Concurrently) A study of how leadership and change in contemporary organizations are LEAD 500 | RESEARCH, DESIGN AND EVALUATION OF NONPROFIT connected conceptually and in practice. Students will study models of PROGRAMS organizational change, connect them to models of leadership and management Units: 4 Repeatability: No and learn collaborative skills and behaviors that will help them be change agents Prerequisites: LEAD 501 with a minimum grade of C- in their organizations and professions. Emphasizes the overarching theme This course prepares students to undertake the research, design and evaluation of changing institutions and our society to help them be more humane and process employed in nonprofit organizations. Students will learn the fundamentals responsive to solving the difficult problems that we face. of 1) assessing community needs, 2) using theory to guide program design 3) LEAD 506 | RESOURCE DEVELOPMENT AND MARKETING identifying and evaluating research literature that supports program development Units: 3 Repeatability: No 4) data-base planning, 5) cultural competence in planning and evaluation of Prerequisites: LEAD 501 with a minimum grade of C- nonprofit programs 6) designing evaluation studies 7) social marketing 8) This course is intended to examine the fundamental role of marketing and program monitoring and 9) modifying services based on evaluation results. The fundraising programs within nonprofit organizations. Students will learn to craft course will use both didactic and interactive instruction methods, and students will messages and communications materials for key constituencies and stakeholders, undertake a project that will provide applied experience in research, design and identify and develop a well-balanced base of support from individual donors and evaluation of nonprofit programs.
    [Show full text]
  • An Exploration of Differences of Leadership Perceptions Related to a Student's Gender Within the College of Business at a Smal
    American Journal of Business Education – November 2010 Volume 3, Number 11 An Exploration Of Differences Of Leadership Perceptions Related To A Student’s Gender Within The College Of Business At A Small Liberal Arts Institution Karen K. Yarrish, Ph.D, SPHR, Keystone College, USA Ken Zula, Ph.D, SPHR, Keystone College, USA Erin Davis, Keystone College, USA ABSTRACT In preparing the next generation of business professionals, educators need to take seriously the responsibility of empowering students with tools to assist them in their pursuits. One area of interest is leadership. There is an increase in demand for colleges and universities to develop leadership skills in students. Organizations value leadership skills in the workplace and they expect that colleges and universities will educate students in the area of leadership and provide them with necessary leadership skills. Despite the broad horizon of leadership for helping to develop future leaders, it may be crucial for educators to explore the idea of student gender differences within leadership. The purpose of this study is two-fold with respect to leadership. First the researches will explore the differences of leadership perceptions related to a student’s gender. Secondly, the researchers will discuss the implications for educators, administrators, and researchers. Findings, conclusions, and recommendations will be presented. Keywords: Leadership, Gender, Students INTRODUCTION n preparing the next generation of business professionals, educators need to take seriously the responsibility of empowering students with tools to assist them in their pursuits. One area of interest is leadership. The development of students’ leadership skills has consistently been the focus among Icolleges and universities (Shertzer & Schuh, 2004).
    [Show full text]
  • Educational Policy and Leadership Studies 1
    Educational Policy and Leadership Studies 1 Educational Policy Graduate Study Areas Educational Leadership and Leadership Study in educational leadership prepares individuals for leadership positions. In addition to graduate degree programs, the area includes principal licensure and superintendent Studies endorsement. See the Master of Arts, Specialist in Education, Doctor of Education, and the Doctor of Philosophy in this Interim Chair section of the Catalog. • Liz Hollingworth Licensure Program Coordinator, Educational To be eligible for recommendation by the University of Iowa Leadership for licensure in Iowa as a principal or superintendent/area • Steven M. Triplett education agency administrator, students must complete the appropriate program. The specific requirements for each Program Coordinator, Higher Education program are available from the Department of Educational and Student Affairs Policy and Leadership Studies and the Office of Student Services. Students who hold an M.A. must satisfy all core • Jodi Linley requirements and must complete at the University of Iowa Program Coordinator, Schools, Culture, the minimum semester-hour program for each licensure level they seek. Because each administrative license has specific and Society requirements, candidates are required to plan their programs • Katrina M. Sanders with their advisors' approval. Program Coordinator, Ed.D. Program Superintendent Endorsement • Megan A. McVancel The superintendent endorsement curriculum is designed to prepare individuals for licensure as a school superintendent Graduate degrees: M.A. in educational policy and leadership (pre-K-12) as well as for other school district leadership studies; Ed.S. in educational policy and leadership studies; positions; for the chief administrator position in Iowa's area Ed.D. in educational policy and leadership studies; Ph.D.
    [Show full text]
  • The Relationship of Leadership Style to Education Attainment and Leadership Training of Retail Managers in Southwest Ohio
    THE RELATIONSHIP OF LEADERSHIP STYLE TO EDUCATION ATTAINMENT AND LEADERSHIP TRAINING OF RETAIL MANAGERS IN SOUTHWEST OHIO by David Jackson Copyright 2020 A Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Business Administration Franklin University ABSTRACT This study employed a quantitative research design utilizing a survey instrument to gather data related to the leadership style of leaders in the retail industry. The research evaluated the general concepts of the transformational leadership style, which includes personality and motivational concepts (Williams, Raffo, & Clark, 2018). This study utilized the Multifactor Leadership Questionnaire (Form 5X), or the MLQ 5X, developed and validated by Bruce Avolio and Bernard Bass and widely accepted as the standard instrument to measure the level of transformational leadership style applied (Northouse, 2019). From the questionnaire, the study evaluated the relationship between the education level and the level of transformational leadership style implemented. The study also evaluated the relationship between organizational provided leadership training and the use of these leadership styles as well as a combination of the two variables. The survey was accessible online and provided anonymity to the participants. The population and sampling were from US-based retail store managers from the malls in the Southwestern Ohio area. This sample was random and based on the proximity to the primary location of the researcher. The data was statistically analyzed using regression analysis and multivariate regression analysis to determine the probability (p-value) compared to an alpha of 0.05. The coefficient of determination (r2) was used to determine the effect the independent variables (IV) have on the dependent variable (DV).
    [Show full text]
  • Qualitative Research in the Study of Leadership
    QUALITATIVE RESEARCH IN THE STUDY OF LEADERSHIP KARIN KLENKE Leadership Development Institute (LDI), U.S.A. United Kingdom - North America - Japan India - Malaysia - China Contents vii CONTENTS Preface xv Foreword xxi PART I: FOUNDATIONS OF QUALITATIVE RESEARCH 1 1 QUALITATIVE RESEARCH AS PARADIGM 3 Introduction 3 Leadership Research: Past Traditions and Current Trends , 3 What is Qualitative Research? 6 Defining Qualitative Research 7 Characteristics of Qualitative Research 10 Strengths of Qualitative Methods 12 Qualitative Research as Paradigm 12 Philosophical Assumptions Underlying Qualitative Paradigms 14 Ontology 15 Epistemology 16 Axiology '. 17 Methodology 18 Major Research Paradigms in Qualitative Research 19 Constructivism 21 Interpretivism 22 Symbolic Interactionism 25 Pragmatism 26 Summary 29 2 QUALITATIVE RESEARCH AS METHOD 31 Introduction 31 Qualitative Research as Method 32 Quality Standards in Qualitative Research 36 Understanding Reliability and Validity in Qualitative Research 37 Strategies for Enhancing Quality and Rigor in Qualitative Research 41 The Quantitative-Qualitative Debate: One More Time 44 The Role of Ethics in Qualitative Research 49 Summary 52 viii Contents •' PART II: MAJOR QUALITATIVE TRADITIONS IN LEADERSHIP RESEARCH 55 3 CASE STUDIES IN LEADERSHIP RESEARCH 57 An Illustrative Leadership Case Study 57 Introduction to Case Study Research 58 Case Study Defined 59 Role of Theory in Cases Studies 60 The Architecture of a Leadership Case Study 62 Case Study as Method of Choice 63 Selecting Cases: Single and
    [Show full text]
  • Ph.D. in Leadership Studies
    LEADERSHIP STUDIES FACULTY ADMISSION REQUIREMENTS NORTH CAROLINA A&T STATE UNIVERSITY The Minds you will encounter at A master’s degree from a college or university recognized by a regional or general accrediting agency. Leadership Studies Ph.D. in Interest in conducting research in leadership studies. Preferred experience in a leadership or administrative capacity. A completed Graduate Record Exam (GRE) general test, or Leadership Studies the Graduate Management Admissions Test (GMAT), or the Miller Analogies Test (MAT) as applicable to the discipline area of the student. An applicant with their highest degree from a non-English- speaking country is required to complete the Test of English as a Foreign Language (TOEFL) examination and obtain a score of 600 or higher on the written examination or 250 or higher on the computer examination. Three (3) letters of recommendation from people who can speak to your likelihood of success in the doctoral program; at least one must be from a former professor. Dept. of Leadership Studies Core Faculty: Writing sample (two page and double spaced) “Statement of Dr. Ceola Ross Baber Purpose” explaining the reason for pursuing the Doctor of Philosophy degree in Leadership Studies and the professional work experience or Dr. Edward Fort research interest in leadership studies. An applicant is interviewed by an Admission Committee as Dr. William Harvey part of the admission requirements, prior to the recommendation for acceptance into the program. Dr. Daniel M. Miller Dr. Forrest D. Toms FOR MORE INFORMATION: Dr. Comfort Okpala Ms. Lori Jackson Leadership Adjunct Faculty: Leadership Studies 130 Proctor Hall Dr. Bill Gentry Greensboro, NC 27411 Dr.
    [Show full text]