About the Book We’re Going to Publish Worldwide
America (and also the world) is seemingly obsessed with leadership. Indeed, not long ago it was ‘management’ which reigned supreme, inspiring the masses with new ideas such as management by objectives, raising the fortunes of countless consulting companies, and inspiring satirical classics such as Office Space and Dilbert.
But today, squarely in its stead, is leadership. And it is powerful. It determines the books which we read and the things which we study. It defines our heroes and establishes our reward structures. It structures our attitudes and influences our opinions.
With respect to books, a search for ‘leadership’ on amazon.com yields 191 688 titles. Hundreds of doctoral and master-level programmes which focus solely on leadership are now offered (See the Executive Masters of Leadership at the University of Southern California, for example.). And in the decade from 1986 to 1996, 17 800 scientific journal articles were authored on leadership…a number which has doubtless increased many times over since then.
Examine the kinds of people whom we now admire. Gone are the war heroes of the 1950s, the politics of the 1960s, and even the Wall Street money-makers of the 1980s. Today’s heroes are Sergei Brin and Mark Zuckerberg, Mohamed El Baradei and Aung San Suu Kyi. Consider the wording of this 2011 Seattle Times headline: “Steve Jobs, visionary leader of Apple, dies at 56”.
Leadership also appears to pay. According to the AFL-CIO trade union, leaders’ compensation has skyrocketed compared to that of the average labourer. In 1980, for example, the wage ratio of CEO to labourer was 42. By 2010 that figure had risen to 343. Irrespective of your beliefs about its social justice, the conclusion is clear.
Kennedy Information Consulting Wire also estimates that the annual worldwide market for leadership development courses, not including more general training and development programmes, is worth more than 1 billion USD. In a study by the European Foundation for Management Development, more than 90% of corporate human resources professionals cited leadership as the most sought-after topic in training. Even Disney has leadership as a top priority:
Disney’s Approach to Leadership Excellence: Disney leaders across the globe continue to emulate the inspirational style of one man—Walt Disney. Walt effectively demonstrated that the actions of one leader, multiplied by the actions of many, can re-shape a culture and an organization. Disney Institute invites you inside our organization to examine and apply this time-tested approach to leading by example within your own organization. (//disneyinstitute.com/topics/leadership_excellence.aspx)
And in everyday life, in such disparate areas as sports, public policy, and religion, the lust for leadership can be seen. The late Pat Summitt, for example, the University of Tennessee Women’s Basketball Coach, NCAA Hall of Famer, and oft-quoted sports guru claimed that leadership was the key to her programme’s success: “You won’t win consistently without good team leadership”. The Harvard Center for Public Leadership’s 2009 National Leadership Index revealed that 69% of Americans thought that there was a crisis of leadership in the United States. And it has often been suggested that religious leaders can and ought to serve as the primary moral brokers for their societies.
Consequently, a concern of everyone in higher education is how leadership can be taught…or from a student perspective, how leadership can be learned.
For this anthology, therefore, the editors seek chapters which explore teaching and learning leadership, within the domain of higher education as per the focus of LiHE. They welcome chapters from all scientific disciplines, and which follow any methodological tradition. The editors will be guided, however, by the two broad but interrelated perspectives of theory and practice:
Theory: Chapters which aim to improve our understanding of teaching and learning leadership.
Practice: Chapters which aim to improve the performance of teaching and learning leadership.
Any chapter must address both leadership theory and higher education practices explicitly.
The book we write will be published worldwide by Libri Publishing Ltd., Oxfordshire, UK. You will get full author-credits for the work you submit. All submissions are quadruple-blind reviewed, reviewed by collegial work groups, and undergo extended editorial reviews.
Submit your chapter proposal (maximum 2 000 words) according to the LiHE Stylesheet Guide on the LiHE submission server on or before 9 April 2018. Chapter proposals which are NOT formatted according to LiHE Stylesheet Guide or which are submitted by e-mail WILL NOT be accepted! Please note that you may only be an author/co-author on one CHAPTER PROPOSAL. More than one chapter proposal from the same author will NOT be accepted!
Reviewers will refer to the following questions when reviewing your submission:
Does your submission show a clear case of teaching and learning leadership in higher education?
It is important that your submission is clear about the link between the teaching of leadership and the learning of leadership. Be explicit about the theoretical and practical links between how you teach leadership and how students learn leadership. We wish to publish a book which empowers readers to take reflected action themselves, so you need to be very clear about your perceived link between teaching leadership and learning leadership.
Is your documented practice of teaching and learning leadership clear, compelling and concise?
It is a must that the readers will be able to follow your documented practice in such detail that they can be inspired to implement a similar practice in their own university settings.