Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Building on Allan, Gordon, and Iverson’s (2006) work on the discursive framing of leadership in academic media and Fairhurst’s (2007) discursive leadership, this paper examines the d/Discourses of leaders involved in establishing an academic leadership development center. Discourse analysis was used to analyze interviews of sixteen individuals involved in the creation of this center. Five dominant Discourses emerged: autonomy, relatedness, self-awareness, communication as a skill, and the leader as a visionary. These both echo and differ from the findings of Allan and colleagues (2006). The implications of these Discourses are discussed as are notable discursive absences. The research offers alternative perspectives on the discursive construction of academic leadership specifically and leadership more generally. Directions for future research are offered.

Publication Type: Poster
Abstract: This on-going study yielded implications for leadership in area career centers by examining the leadership style of center directors in effective career centers vs in effective career centers. Data for this quantitative study were gathered from the Multifactor Leadership Questionnaire version 5X. Initial quantitative findings indicate that when career center directors understand and practice the tenets of transformational leadership, student outcomes increased. Qualitative data on how preparatory programs influenced the leadership styles of the directors is still being collected.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper explores the notion that renewed attention to, and a balanced attendance to, three fundamental purposes of education is critical to renewing the quality of educational leadership process in the United States. Three broad and relatively transcending purposes have been traditionally associated with education. Although various terms may be used to describe these purposes, the purposes of education generally focus on three areas –aesthetic purposes, economic purposes and ideological purposes (Hodgkinson 1991). They represent the special purposes of education. In that sense they constitute the meta-values of educational leadership, or at least they should.
Four objectives structure this paper. Firstly it is argued that the primary focus of education leadership ought to be the purposes of education. These are, or ought to be, the guiding meta-values of educational leadership. All professions have their meta-values and education is no different. The other influences on educational practice are best thought of as context of leadership or particular means to the ends that must be accommodated. Then research findings and seminal literature on educational leadership is used to demonstrate and remind us that the purposes of leadership are the outcome of influences from multiple arenas or social domains. From this context, the case is then made for avoiding the perennial traps associated with adopting other non-educational purposes as lenses to guide educational leadership. These include the inappropriate use of corporate meta-values, focusing on financial efficiency as the priority, zero tolerance policies as a substitute for thinking, and a narrow reliance on standardized test scores.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Public relations professionals often work in project or program teams, no matter in PR firms, campaign offices, or public relations departments of large corporations and non-profits. Limited attention has been paid to team as a context where the relationship between gender and leadership in public relations can be examined. Drawing upon literature on public relations, leadership, teams, and organizational studies, this study develops a conceptual model that visualizes theoretical propositions linking gender, leadership, and teams.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: To better understand leadership in public relations and to explore the value of leadership to the success of public relations professionals in communication management, this paper captured mid- and senior-level public relations executives’ (N=222) perceptions about leadership in public relations and the key qualities related to excellence in public relations leadership. The results of ranking questions indicated that strategic decision-making capability, problem-solving ability, and communication knowledge and expertise have been recognized as the most important qualities of excellent leadership in public relations. In addition, respondents also believed that on-the-job experiences, individual initiative and desire, and role models are the most valuable sources of leadership skills and development. Almost 50% respondents believed that excellent leaders in public relations are different from leaders in other fields in three ways: having a compelling vision, comprehensively understanding media and information systems, and effectively developing communication strategic plans. Relevant significant themes and implications were also discussed in this paper.