Relevant bibliographies by topics / Leadership Civic leaders

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Leadership Civic leaders'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Leadership Civic leaders"

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Smith, Edward D. "The Assessment of Civic Leadership." About Campus: Enriching the Student Learning Experience 5, no. 3 (2000): 26–28. http://dx.doi.org/10.1177/108648220000500307.

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How can we measure civic leadership? This was the challenge that faced Ed Smith a few years ago when Longwood College in Virginia revised its mission to make preparation of citizen leaders a central goal. Here he shares what he has learned.
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Levine, David P. "The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom." History of Education Quarterly 44, no. 3 (2004): 388–414. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00015.x.

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In a 1981 interview, civil rights leader Andrew Young commented, “If you look at the black elected officials and the people who are political leaders across the South now, it's full of people who had their first involvement in civil rights in the Citizenship Training Program.” Informally known as Citizenship Schools, this adult education program began in 1958 under the sponsorship of Tennessee's Highlander Folk School, which handed it over to the Southern Christian Leadership Conference (SCLC) in 1961. By the time the project ended in 1970, approximately 2500 African Americans had taught these basic literacy and political education classes for tens of thousands of their neighbors. The program never had a high profile, but civil rights leaders and scholars assert that it helped to bring many people into the movement, cultivated grassroots leaders, and increased black participation in voting and other civic activities.
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Monkman, Karen, and Amira Proweller. "Emerging Youth Leaders in an After-School Civic Leadership Program." Schools 13, no. 2 (2016): 179–97. http://dx.doi.org/10.1086/688521.

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Posner, Barry Z. "An investigation into the leadership practices of volunteer leaders." Leadership & Organization Development Journal 36, no. 7 (2015): 885–98. http://dx.doi.org/10.1108/lodj-03-2014-0061.

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Purpose – While numerous studies of leadership have been conducted in the corporate and public sectors, there are lots of people leading in civic, social, and community service organizations and little is known about either how they lead or how their leadership practices are similar to or different from those leading in other sectors. The purpose of this paper is to fill that gap by examining leadership practices unique to leadership that occurs within organizations where both leaders and followers are volunteers. Design/methodology/approach – The sample involved surveying over 60 percent of the volunteer (n=569) leaders across a national youth sports organization based in the USA. Findings – Volunteer leaders engaged more frequently in leadership behaviors than did paid leaders. Some differences in leadership behaviors were found on the basis of respondent gender, age, educational level, and employment status. Leadership behaviors were systematically related to quality of respondents’ volunteer leadership experience. While objective measures of organizational effectiveness were unrelated to the leadership behaviors of the voluntary leaders, subjective assessments did impact how leaders behaved. Research limitations/implications – The research relied upon the self-reported leadership behaviors of respondents, and the organization’s measure of effectiveness was unrelated to respondent leadership behaviors. Future studies would benefit from leadership assessments provided by observers and constituents, samples involving different kinds of volunteer organizations (both settings and services) and more complex and nuanced empirical relationships. Practical implications – It is problematic that a volunteer organization cannot clearly define what it means to be an effective leader. Knowing the direct relationship between leadership behaviors and how favorably people feel about their voluntary leadership experience implies making certain that volunteer leaders actually have the opportunity to lead. Social implications – Because so many people volunteer and voluntary (and not-for-profit) organizations are vital to economic well-being it is important to know more about what effective leadership looks like within this domain. Originality/value – Few studies of volunteer leaders have been done, and none in this particular type of youth sports organization. Extends an understanding of leadership and what people do when they are leading others, especially in terms of settings involving volunteer participants rather than paid participants.
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Steffensmeier, Timothy, Julia Fabris McBride, and Peter Dove. "Developing citizen leadership in Myanmar: the DeBoer fellowship." International Journal of Public Leadership 12, no. 2 (2016): 129–42. http://dx.doi.org/10.1108/ijpl-12-2015-0031.

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Purpose The purpose of this paper is to understand the impact of the DeBoer fellowship, a citizen leadership development program in Myanmar. The challenge in Myanmar of catalyzing transformative change facing government and civil society cannot be overstated. Autocratic, centralized, and a traits-based approach to leadership has been, until recently, the primary way to assess leaders in Myanmar. In this dynamic civic context, new ways of leading and learning are needed. Design/methodology/approach Interviews of DeBoer fellowship alumni were analyzed using a single case study method. The project focuses on individual participants of the program as the primary unit of analysis. In addition, direct observation and contributions from DeBoer fellowship administration and faculty were used to describe this case study. Findings The DeBoer fellows understood their challenge as one of energize others, a concept of adaptive leadership. Moreover, individuals experienced deep degrees of transformational development. Civic agency was the least noticable concept that was studied. Research limitations/implications Future research could more explicitly measure and examine the degree to which civic agency is being nurtured in leadership development programs. Practical implications Civic leadership curriculum designers should be more conscious of adult development theory when choosing programming objectives and activities. Social implications Leadership development initatives in more authoritative systems can be effective developmental experiences for participants who are motivated to improve their organizations and communities. Originality/value To the authors’ knowledge, this is the first effort to analyze a citizen leadership program in Myanmar.
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Ribeiro, Neuza, Ana Patrícia Duarte, and Rita Filipe. "How authentic leadership promotes individual performance." International Journal of Productivity and Performance Management 67, no. 9 (2018): 1585–607. http://dx.doi.org/10.1108/ijppm-11-2017-0318.

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Purpose The purpose of this paper is to provide a more comprehensive understanding of how authentic leadership (AL) can affect individual performance through creativity and organizational citizenship behavior (OCB)’s mediating roles. Design/methodology/approach The sample included 177 leader-follower dyads from 26 private and small and medium-sized organizations. Followers reported their perceptions of AL, and leaders assessed each follower’s level of creativity, individual performance and OCB. Findings The findings show that AL has a positive impact on OCB (i.e. altruism, sportsmanship, civic virtue, conscientiousness and courtesy), employee creativity, and individual performance. Creativity partially mediates the relationship between AL and individual performance. Some dimensions of OCB, namely, altruism, civic virtue and courtesy, also play a mediating role in this relationship. Research limitations/implications Additional studies with larger samples are needed to determine more clearly not only AL’s influence on individual performance but also other psychosocial variables affecting that relationship. Practical implications Organizations can increase employees’ creativity, OCB and individual performance by encouraging managers to adopt more AL styles. Originality/value This study is the first to integrate AL, creativity, OCB and individual performance into a single research model, thereby extending previous research. The study also used a double-source method to collect data (i.e. leader-follower dyads) to minimize the risk of introducing common-method variance.
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Malin, Joel R., and Donald G. Hackmann. "Integrative Leadership and Cross-Sector Reforms: High School Career Academy Implementation in an Urban District." Educational Administration Quarterly 55, no. 2 (2018): 189–224. http://dx.doi.org/10.1177/0013161x18785870.

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Purpose: This study analyzed leadership structures, processes, and practices that have enabled and constrained an ambitious career and college readiness reform within an urban school district. It was designed to discern how leaders worked across cross-sector boundaries to support district-wide high school career academy implementation. Research Method: Case study methodology was applied to examine a long-standing cross-sector collaborative partnership that supports the district’s career academy reforms. Data were collected over 15 months through interviews, observations, and document analysis. Crosby and Bryson’s integrative leadership theoretical framework guided data collection and analyses. Findings: The integrative leadership framework was suitable for understanding the boundary-spanning leadership work that was occurring, involving school leaders, civic officials, and business members in leadership roles to support academy reforms. As expected, for example, system turbulence was key to the reform’s initiation, establishing legitimacy was arduous and important, and numerous facilitative structures were developed. Some nuances were also apparent. For instance, we noted the motivating power of the shared goal to enhance the relevance of student educational experiences, while business and civic leaders were particularly interested in developing student employment skills. We also noted formidable political opposition and the development of a new, cross-sector power structure. Implications for Research, Policy, and Practice: Current educational theory is inadequate to explain leadership practices and provide guidance as school leaders increasingly enter into cross-sector collaborations. Scholars should seek to address this issue by prioritizing this line of research. Practitioners can benefit from insights gained by applying the integrated leadership framework to cross-sector initiatives.
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Han, Hahrie, Kenneth T. Andrews, Marshall Ganz, Matthew Baggetta, and Chaeyoon Lim. "The Relationship of Leadership Quality to the Political Presence of Civic Associations." Perspectives on Politics 9, no. 1 (2011): 45–59. http://dx.doi.org/10.1017/s1537592710004081.

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Member-based civic associations, or citizen groups, have two crucial roles in American democracy. They advocate for members' interests in the public arena, but also operate as Tocquevillian “schools of democracy” linking citizens to politics and equipping them with the skills of democratic citizenship. Yet scant research has examined the interrelationships of these two roles. Does the work that civic associations do in developing democratic participants enhance the work they do advocating for members' interests in the public arena? We bring together two previously disparate strands of research on civic associations by arguing that a key factor affecting the political presence of civic associations is leadership quality. We focus on the relationship of leadership quality to political presence, using data from a unique 2003 study of 226 local entities of the Sierra Club. We show that organizations with more skilled and committed leaders have higher levels of political presence. This contrasts with previous research that has focused primarily on community context and resources as explanatory factors. This study shows that political presence is related to the extent to which leaders develop their skills and demonstrate commitment to the organization.
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Kibbe Reed, Trudie. "A New Understanding of "Followers" as Leaders: Emerging Theory of Civic Leadership." Journal of Leadership Studies 3, no. 1 (1996): 95–104. http://dx.doi.org/10.1177/107179199600300109.

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Hambleton, Robin. "Place-based collaboration: Leadership for a changing world." Administration 63, no. 3 (2015): 5–25. http://dx.doi.org/10.1515/admin-2015-0018.

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Abstract Placeless power, meaning the exercise of power by decision-makers who are unconcerned about the impact of their decisions on communities living in particular places, has grown significantly in the last thirty years. A consequence is that societies are becoming more unequal. Even in the wealthy global cities modern capitalism is increasing inequality at a formidable rate. In a new book the author provides an international, comparative analysis of the efforts being made by place-based leaders to create inclusive, sustainable cities. This article draws on the evidence presented in the book to suggest that place-based leaders can play a significant role in advancing social justice, promoting care for the environment and bolstering community empowerment. An opening section introduces the idea of place-based power, providing a context for the subsequent discussion. A second section sets out a new way of conceptualising the roles of place-based leaders in any given context, a framework described as the New Civic Leadership. This distinguishes five different realms of civic leadership. The third section provides an example of place-based leadership in action. It outlines the way local leadership has brought about a remarkable transformation of the central area of Melbourne, Australia. A final section presents a comparative discussion of three themes relating to place-based leadership and local collaboration: (i) the changing possibilities for place-based leadership in our rapidly globalising world, (ii) the need for outward-facing local government leadership given the changing nature of public policy challenges and (iii) the role of place-based leadership in bringing about radical public innovation.
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Dissertations / Theses on the topic "Leadership Civic leaders"

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Inouye, Katie. "A program evaluation of the Hudson Area Chamber of Commerce and Tourism Bureau's Leadership Hudson Program." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007inouyek.pdf.

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Ngunjiri, Faith Wambura. "TEMPERED RADICALS AND SERVANT LEADERS: PORTRAITS OF SPIRITED LEADERSHIP AMONGST AFRICAN WOMEN LEADERS." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143220309.

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Sabran, Mohammad Shatar. "Leadership the success of community development projects in Malaysia : two case studies /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946293.

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Glithero, Elizabeth. "Exploring the Development of Student Agency from the Perspectives of Young Canadian Eco-Civic Leaders." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32335.

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This study investigates how Canadian youth, nationally recognized as eco-civic leaders, perceive their own sense of agency and their capacity to effect ‘change.’ More specifically, this study explores how these youth are interpreting change (i.e., attitudinal, behavioural, social, political, etc.), and what their perspectives reveal about the relationship between school and community-based environmental learning experiences and their capacity to make change in society. This project explores the notion of ‘student agency’ as it relates to an emerging trend of environmental action learning aimed at active citizenship within the fields of environmental education (EE) and to a lesser extent, civics education. Drawing on different qualitative research methodologies, such as but not limited to narrative inquiry, 34 past recipients/finalists of the Toyota Earth Day Canada Scholarship participated in this study. I used three different dimensions of environmental action learning to construct the conceptual lens through which the findings were interpreted. My findings suggest a critical gap exists between how EE is widely practiced in Canadian schools (i.e., environmentally responsible stewarding), and how it is currently being taken up in recent EE policy and research (i.e., developing capacity to effect broader socio-ecological change). In turn, this research asserts that although we are cultivating ‘good stewards’ and ‘good citizens,’ we are not educating youth toward becoming ‘change agents.’ As such, the majority of youth in this study demonstrate an egocentric perception of their identity and capacity as young eco-civic leaders. Consequently, my research suggests that specific learning conditions, including youth and adults serving as co-participants in community-based action projects aimed at broader social, political, and environmental change, are important in the development of student agency.
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Matukhno, Natalia S. "Media and Political Leaders in Russia: Agenda-Setting Time Series Analysis (2001-2004)." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1126125901.

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Zuckerman, Morissa. "Faith in a Changing Planet: The Role of Religious Leaders in the Fight for a Livable Climate." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/pitzer_theses/71.

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Progressive religious leaders are playing an increasingly important role in the effort to combat climate change. Through a combination of unstructured in-depth interviews and primary source analysis, this thesis highlights nine U.S. religious leaders from various denominations of Christianity, Judaism and Islam who are actively involved in working on climate issues. Drawing on literature in social movement theory, I explore how clergy are uniquely influential in climate issues because of the organizational advantage and moral authority they hold through their positions as religious leaders, granting them the ability to highlight social justice implications of climate change with distinctive legitimacy. Clergy engage in climate issues through a number of tactics and myriad activities spanning three domains: their congregations, the climate movement, and policy circles. While religious leaders are imbued with moral authority that allows them to speak powerfully on the social justice implications of climate change, they are also limited in a number of ways precisely because they are working within a religious context.
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Jacoby, Jill Beth. "Art, Water, and Circles: In What Ways Do Study Circles Empower Artists to Become Community Leaders around Water Issues." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1260285346.

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Thesis (Ph.D.)--Antioch University, 2009.<br>Title from PDF t.p. (viewed March 25, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 238-245).
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Adeniran, Olaide Zainab, and Olaide Zainab Adeniran. "Counterterrorism Tactics: The Relationship Between Leadership Decapitation and Civilian Abuse During Civil Wars." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624892.

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Does a relationship exist between leadership decapitation and the abuse of civilians during a civil war? This project creates a new data set in combination with existing data on leadership change and civil war termination to determine whether leadership decapitation in rebel groups that use terrorist strategies affects the likelihood of civilian abuse. A study is done on 44 cases of decapitation where the leader of a rebel group was arrested, killed, or replaced during the course of their respective nation’s civil war. This project also conducted a case study on the behavior of a rebel group in the country of Algeria during their civil war. The results show that most groups utilize the same strategies before and after the decapitation of their leader and also attack the same targets. Looking at the short term after the date of decapitation, groups are more likely to utilize the same attack method and attack the same targets. The results also indicate that leadership decapitation does not alter the tactic utilized by a group during a civil war after the date of decapitation. Leadership decapitation also does not increase the likelihood of civilian abuse within one, two, or three months after the date of decapitation. If a group was abusing civilians before the death, arrest, or replacement of their leader, then they will continue to abuse civilians after the date of decapitation. Ultimately, understanding the causes behind the violent methods used by terrorist and rebel groups will help promote conflict resolution and prevent the use of violent means against civilians.
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Kelley, Brandon. "The Effects of State Leader Psychology on Civil War Lethality." Master's thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6298.

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Does a state leader's psychology influence lethality in civil wars? This thesis analyzes the aforementioned question during post-1945 civil wars. This particular subject, paying close attention to individual psychology at the state level, is gaining traction amongst scholars, though limited scholarly attention has addressed whether leader psychology is an indicator of conflict severity in terms of lethality. The psychology of the state leader in this thesis is assessed from leadership traits and operational code indices, specifically direction of strategy (I1) and interpretation of the nature of the political universe (P1). The data and cases used are pulled from datasets by Dr. James Fearon and the Correlates of War Project. The leaders' speech content is derived primarily from prepared material and analyzed using verbal content analysis via Profiler Plus. In measuring the effects of the predictors on my dependent variable, I chose the methodological approach of count data models, specifically, zero-truncated negative binomial regression. The results from the eight models I ran show that specific psychological traits, particularly a leader's I1 and P1 scores, level of distrust, and need for power, do play a significant role when determining the causes of civil war lethality.<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; International Studies Track
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Connell, Patrick W. "Transformational leadership, leader-member exchange (LMX), and OCB the role of motives /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001383.

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Books on the topic "Leadership Civic leaders"

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Tomatala, Yakob. Marthin Billa: Pemimpin visioner transformator futuristik, menyibak pengembaraan kepemimpinan dari Nahakramo Apaukayan, Kalimantan Timur ke Jakarta. YT Leadership Foundation, 2012.

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Chapman, Chip. Leadership within reach: Personal stories of success from 88 Central Ohio leaders. The Knowledge Group, 2006.

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Dzieńdziura, Krzysztof. Liderzy w społecznościach lokalnych. Lubuskie Tow. Nauk., 1994.

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Public leadership perspectives and practices. ANU E Press, 2008.

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Daramy, ʼNike. Legacy--: Attributes of female leadership in Nigeria. King Solomon's Publishers, 1993.

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Crenshaw, Nadine. Extraordinary women leaders. Adams Media Corp., 2000.

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E, Larson Carl, and American Leadership Forum, eds. Collaborative leadership: How citizens and civic leaders can make a difference. Jossey-Bass, 1994.

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Making leaders in the classroom: How teachers can create a new generation of leaders. Routledge, 2007.

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Prasetyo, Indra. Memimpin dengan hati, bukan dengan besi: Para pemimpin yang dicintai rakyatnya. Buku Biru, 2013.

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The collaborative leadership fieldbook: A guide for citizens and civic leaders. Jossey-Bass, 2002.

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Book chapters on the topic "Leadership Civic leaders"

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Rhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.

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AbstractIn this chapter, we identify the need for a curriculum that is intended to not only enable educators to teach about climate change, but to also foster leaders who can engage in policy analysis and civic action related to the issue of climate change. Unlike Chap. 10.1007/978-3-030-57927-2_3, which details a whole-school approach, we have specifically focused our attention on developing a curriculum with an associated implementation plan since the ability of teachers to build transferable leadership skills in younger generations are integral to any larger reform initiative. Ultimately, the efficacy of the curriculum is enhanced by a more holistic approach to the prioritization of climate change action in the context of schools and broader education systems, so a synthesis of approaches is recommended.The Climate Change Leadership Curriculum was designed in collaboration with the Arava Institute (AI), an organization in Israel that brings together Israelis, Palestinians, Jordanians and international students from outside the region to engage in environmental and peace-building education. The work of AI is specific to tertiary education, so our initiative to build a climate change leadership curriculum constitutes an attempt to expand the reach of the mission and pedagogy of AI to encompass secondary education. The implementation plan also involves leveraging the network of AI to find partners for implementing the curriculum. The fact that there are AI alumni who work in secondary education opened possibilities for dissemination of the curriculum in collaboration with teachers who have a deep understanding of the pedagogy. As teachers integrate the curriculum into their particular contexts, our plan was to not only support them in the implementation, but to also solicit feedback to continually improve the resources and identify the most effective ways to provide support. This will enable us to make the curriculum accessible to teachers from diverse backgrounds in a wide variety of contexts, inside and outside of the target region.
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Leffler, Phyllis. "The Civil Rights Movement: Grassroots Leadership—Living “in struggle”." In Black Leaders on Leadership. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137342515_7.

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"School Leaders’ Professional and Civic Political Voice." In Political Contexts of Educational Leadership. Routledge, 2014. http://dx.doi.org/10.4324/9780203549766-15.

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Wuthnow, Robert. "Leadership." In Small-Town America. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691157207.003.0006.

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This chapter examines the role of formal and informal leaders, including local public officials and heads of voluntary organizations, in small communities' efforts to adapt to changing social and economic conditions. It considers how residents confer respect on leaders and how leaders draw on this respect in performing their roles. Leaders discuss why they take on civic responsibilities, the gratifications and frustrations involved, and how these activities serve as stepping-stones for public office in larger venues. Although it is sometimes suggested that small towns lack interesting cultural amenities, local cultural leadership is particularly important, and figures prominently in communities' understanding of their distinctive history and identity. The chapter also shows that small towns are laboratories for social innovation, judging from leaders' descriptions of new technology, electronic communications, sustainable energy projects, and efforts to rebuild following natural disasters.
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Geer, Gregory, and Howard V. Coleman. "Servant Leadership and School Crisis Management." In Advances in Human Resources Management and Organizational Development. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5840-0.ch006.

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In today's world, public school leaders are often called upon to deal with tragedies that include suicides, homicides, and accidental deaths. When these incidents occur in small school districts, the roles and responsibilities of school personnel become those of counselors and civic leaders. This chapter presents a case study about the experiences of a school superintendent practicing servant leadership to help heal a small community when dealing with the accidental deaths of a local family. The superintendent's responses to the tragedy are based upon the foundations of servant leadership that include empathy, mental models, reflection, self-awareness, emotional healing, listening, commitment, and community building (Goen, 2009; Spears, 2004; Greenleaf, 1977). Servant leadership practices help guide educational leaders in providing support for students, teachers, and parents in school crises.
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Kurebwa, Jeffrey. "The Capture of Traditional Leaders by Political Parties in Zimbabwe for Political Expediency." In Civic Engagement in Social and Political Constructs. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2364-3.ch009.

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Traditional leaders have been at the centre of controversy from the pre-colonial to the post-colonial period. The recognition of traditional leaders by the ruling party Zimbabwe African National Union Patriotic Front (ZANU PF) in Zimbabwe has been controversial. Since 1999, the ZANU-PF government has been facing a serious political crises and an increasingly powerful opposition party (Movement for Democratic Change). Zimbabwe adopted a new Constitution in 2013 which, among other things recognizes the role of the institution of traditional leadership which operates alongside modern state structures. While recognizing the role and status of the institution, the Constitution strictly regulates the conduct of traditional leaders.
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Bullock, Christopher Alan. "Collaboration." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3649-9.ch001.

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Driving on the works of Dr. King, this researcher developed an integrated framework for understanding how engaged scholarship and civic responsibility organize into three diverse modes: social justice, economic opportunity, and educational uplift: prospectively, in real time, and retrospectively. The researcher unveils how these modes are generally positioned in an influential discourse of risk that lead organizations to reduce risk by controlling risk uniformly that propels the approval of certain risk conditions over others, and through the privatizing of certain key points of information. Besides identification of the communal manner risk is categorized in the three given modes, and demonstrating the manner in which risk is appended by influential discourse, the researcher purports different ways to organize risk that leads to demonstrated positive social justice, enhanced economic opportunity, and educational uplift. This chapter provides for academicians, community leaders, and government official enhanced knowledge about engaged scholarship and civic responsibility.
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Campbell, Andrew H. "Leadership Education within Transitional Justice Instruments." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0078-0.ch011.

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Transitional justice is an evolving field of study and is still in its infancy stage of theoretical development (Bell, 2009; Skarr &amp; Wiebelhaus-Brahm, 2013). This chapter introduces leadership not only as a critical and overlooked dimension of executing transitional justice instruments but also as a strategic enabler within the transitional justice and peacebuilding discipline. In fact, literature analysis noted there lacks a theoretical understanding and application of leadership concepts, principles, and studies within the transitional justice formula (Teital, 2008). Ferch (2012) and Tutu (2000) suggest political leaders influence the rise of conflict and maintenance of peace between nations and sub-groups. The discussion addresses the theoretical leadership constructs and conceptual relationships that impact organizational leaders executing transitional justice formulas and peacebuilding activities. Furthermore, presenting a leadership framework that identifies individual and organizational competencies as well as an educational framework provides a baseline for organizational development as agencies seek to improve delivery of services in civic engagement and peacebuilding activities.
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Campbell, Andrew H. "Leadership Education within Transitional Justice Instruments." In Business Education and Ethics. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch038.

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Transitional justice is an evolving field of study and is still in its infancy stage of theoretical development (Bell, 2009; Skarr &amp; Wiebelhaus-Brahm, 2013). This chapter introduces leadership not only as a critical and overlooked dimension of executing transitional justice instruments but also as a strategic enabler within the transitional justice and peacebuilding discipline. In fact, literature analysis noted there lacks a theoretical understanding and application of leadership concepts, principles, and studies within the transitional justice formula (Teital, 2008). Ferch (2012) and Tutu (2000) suggest political leaders influence the rise of conflict and maintenance of peace between nations and sub-groups. The discussion addresses the theoretical leadership constructs and conceptual relationships that impact organizational leaders executing transitional justice formulas and peacebuilding activities. Furthermore, presenting a leadership framework that identifies individual and organizational competencies as well as an educational framework provides a baseline for organizational development as agencies seek to improve delivery of services in civic engagement and peacebuilding activities.
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10

Patricia, Herzog. "Becoming a Leader and Giving to Others." In The Science of College. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190934507.003.0007.

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Chapter 7 helps students learn from personal experiences and overcome structural challenges to become leaders in college. Being a leader requires recognizing one’s personal strengths and learning how to engage those strengths on campus, which builds skills and experiences for broader civic engagement beyond college. The goal in this chapter is to alert students to the ways that college provides an opportunity to construct future paths. Moreover, the chapter presents a wide array of options for finding a niche group or activity on campus, which can help students feel integrated and develop valuable leadership skills.
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