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Archives: Newsletter

Photo of ILA President Cynthia Cherrey sitting with ILA members from Waseda University and other universities in Japan.
Photo of ILA President Cynthia Cherrey sitting with ILA members from Waseda University and other universities in Japan.
  • 1 December 2023

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ILA President and CEO Cynthia Cherrey recently traveled to Japan to acknowledge the great work being done by ILA’s members* and to further promote the development of leadership education in the region.

Cherrey was hosted by ILA Board Member Mikinari Higano, who serves as a professor at Waseda University in Tokyo and as the Director of their Leadership Development Program in the Global Education Center. Higano is credited with developing the first required undergraduate leadership education course in Japan in 2006 – less than 20 years ago – for Rikkyo University in Tokyo.

While it took a while to gain momentum, from 2016-2019, 15 additional colleges in Japan launched credit-bearing leadership education programs. Higano believes that the growing popularity of the “active learning” approach as well as the recognition by businesses that they needed young employees educated in the art of leadership laid the ground work for the recent flowering of programs. For more details on the story of the early growth of leadership education programs in Japan, see Higano’s chapter, “Recent Developments in College Leadership Education in Japan,” in The Study and Practice of Global Leadership (Emerald, 2022).

In collaboration with Waseda’s Center for Higher Education Studies, Higano organized a full day of programming that included a guest lecture by Cherrey, a dynamic Q&A session with faculty and students, and smaller meetings discussing the state of the field. The day concluded with a three-hour Action Learning workshop led by Higano followed by a celebratory cooking party where Cherrey was treated to homemade French and Italian cuisine.

One attendee shared this heart-felt note with Cherrey after the event: “Thank you for having spent your time at the institution delivering such an incredible speech on all the data, trends, and especially insights into what’s going on in the leadership world. Your insight on the need for a more international approach to leadership convinced me that I’m immersing myself in the right opportunity to foster increasingly crucial skills in the coming decades.”

Cherrey thoroughly enjoyed her time in Japan and is excited for the future of leadership programs there and the ongoing work of ILA’s members.

View more photos and details from the visit on Waseda’s website.

* In addition to Waseda University, ILA has individual or organizational members in Japan from Fukuoka Women’s University, Konan University, Momoyama Gakuin University, Osaka City General Hospital, Ritsumeikan University, and Soka University – many of whom attended the event at Waseda.

Cherrey and Higano standing with others behind a counter. All making an "L" with their fingers. L for Leadership!
Tokyo!
Cherrey enjoying lunch and conversation with a smaller delegation from Waseda.
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Leadership Team
Leadership Team

by Dr. Karen L. Stout

  • 6 October 2023

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Note: Student leaders involved in this program are able to attend the International Leadership Association Global Conference in 2023 through a grant provided by the Sustainability, Equity, & Justice Fund at WWU.

The Importance of Cultivating Leadership for a Thriving Future Now: A Member Spotlight on the Leadership Studies Community Engagement Program, Morse Leadership Institute, Western Washington University

People are aware that they cannot continue in the same old way but are immobilized because they cannot imagine an alternative. We need a vision that recognizes that we are at one of the great turning points in human history when the survival of our planet and the restoration of our humanity require a great sea change in our ecological, economic, political, and spiritual values.
~ Grace Lee Boggs

Many have called for a change in how we view and teach leadership, particularly highlighting the long-term impact of our work. The International Leadership Association’s 25th Global Conference theme statement and call for proposals asks us to consider how to develop and sustain systems that contribute to thriving, thereby shifting the emphasis from the leader to the community as a whole. In the Morse Leadership Institute (MLI) at Western Washington University (WWU), a mid-sized regional master’s granting public university in the Pacific Northwest of the United States, we’re trying to do exactly that. We’ve configured our introductory course and peer leadership program to embrace the principles of critical leadership studies by engaging students in community service projects while also focusing on wellbeing. We help students understand and explore their agency through critical leadership lenses in our structured peer mentoring program, which is led by a leadership team.

Several bodies of knowledge inform our work. Our applied leadership learning opportunities are based on the human-centered design approaches perfected by Purdue University’s EPICS program (Zoltowski & Oakes, 2014), but we specifically tie our projects to the United Nation’s 17 Sustainable Development Goals (https://sdgs.un.org/goals). The Okanagan Charter, created by the University of British Columbia, informs our decision-making, practices, and expectations for all involved in the program by focusing on wellbeing and community care (https://wellbeing.ubc.ca/okanagan-charter). But our primary curriculum is that of critical leadership studies and leadership skill development.

Calls for Change

Leadership, agency, privilege, access to resources, and power are inextricably bound and need to be front and center in our conversations about leadership with our students. Dugan and Humbles (2018) call on us to recognize “the radical importance of now” in leadership development education because of the glaring “gap between what we say we value in leadership education and how we translate those values into practice” (p. 10). 

Kellerman (2018) highlights that as leadership education programs have expanded over time, so, too, has the demand for ethical leaders. Yet authoritarianism is increasingly valued at local, national, and global political levels. Many approaches to leadership education rely on emphasizing how individuals — usually charismatic, White men — set visions that followers are expected to embrace (Collinson & Tourish, 2015; Jimenez-Luque, 2021a & 2021b; Sinclair, 2007; Trimble & Chin, 2019), yet scholars have revealed that understanding Indigenous and global perspectives can improve leadership education (Chin & Trimble, 2015; Jimenez-Luque, 2021a & 2021b; Jimenez-Luque & Trimble, 2021; Sinclair, 2007; Trimble & Chin, 2019).

How then are diverse and contextually relevant leadership styles to gain the respect and action they deserve?… [It] requires paradigm shifts in our theories of leadership that examine and incorporate the ways diversity shapes our understanding of leadership and its effects. (Trimble & Chin, 2019, p. e1)

Given the current college-aged generation’s exposure to social media and constant barrages of local and global information (that often demonstrates economic, social, and political power imbalances) our students are capable and savvy enough to embrace these concepts in an introductory level course; but we must be careful with how we engage in such work, so as not to perpetuate problematic systems, behaviors, messages, and ideas.

Program Design Inspiration

I began the redesign of the MLI Community Engagement Program (CEP) program with direct inspiration from Purdue University’s Engineering Projects in Community Service (EPICS) program (described by Zoltowski & Oakes, 2014, as well as others). This multidisciplinary program introduces students to engineering through community engagement projects, which builds communication and leadership skills, and offers a minor in Leadership Studies. This nearly 30-year-old program serves over 800 students per year at Purdue and has increased diversity within college and pre-college engineering levels. Non-engineering programs have implemented similar programs with success. “The EPICS model has proven to be effective as a curricular model… [and also as] a means to develop and sustain long-term community partnerships that provide mutual benefit and significant community impact” (p. 27).

Further, we embrace the Okanagan Charter (2015), created by the University of British Columbia and agreed upon by 45+ institutions (https://wellbeing.ubc.ca/okanagan-charter). WWU has signed onto the charter, which calls WWU to systemically embed and promote health and wellbeing in all levels of university decision-making and operations. For the MLI, this means we periodically devote time to address health and wellbeing issues (e.g., sleep hygiene, nutrition, interpersonal relations, conflict management lessons) in leadership classes, events, and trainings. It also means we reserve time for personal check-ins and provide multiple mechanisms for anonymous feedback.

Poster inviting students to become part of the Leadership Advisory Board.

In keeping with the precepts of critical leadership studies, as director I have also asked students who are declared leadership studies minors to create an advisory board for MLI. The idea is to provide me with regular and direct feedback regarding health and wellbeing; access; diversity; equity, inclusion and belonging issues; power imbalances, or experiences of toxicity. We want to know if problematic or toxic communication or behavior is taking place in our spaces to address these issues sooner rather than later. While we expect our student leaders to demonstrate inclusive and ethical leadership, we know students need to be trained and supported by institutional structures and processes that are equitable and just. To this end, MLI provides curriculum and courses on conflict resolution and mediation, and we hold and role model difficult conversations to deescalate conflict. 

While we’re not far in this work yet, our hope is that by working directly with students to create a community of wellbeing, we can provide an opportunity for student governance, which informs faculty performance and governance, resulting in more effective and caring pedagogy.

Our community engagement projects overtly embrace the United Nation’s 17 Sustainable Development Goals (https://sdgs.un.org/goals). The MLI is a part of a collective of similar all-university programs (housed in the Provost’s Office, not in a traditional university college) where several programs have decided to emphasize these 17 goals. As a result, MLI now offers a Climate Leadership Certificate in combination with the Sustainability Engagement Institute at WWU. This aligns with WWU’s longstanding commitment to the environment, as evidenced by its 1969 creation of the first environmental college at a U.S. institution of higher education. Our hope is to cultivate and connect student leadership locally and globally in a way that demonstrates a commitment to social justice and health for all (including a sustainable planet), which provides an opportunity for growth, reconciliation, and healing.

We can begin by doing small things at the local level, like planting community gardens or looking out for our neighbors. That is how change takes place in living systems, not from above but from within, from many local actions occurring simultaneously. ~ Grace Lee Boggs

Program Description

The MLI’s CEP is comprised of a series of courses — LDST 101, 450, 451, and 452 — ranging from 3 to 5 credits. The 101 course (a general university requirement) is structured to meet three times a week; twice in large lecture (~60 students) taught by either the institute director or associate director (with graduate student assistance), and once in “discussion sections” where smaller groups of students (~14-16 each) are facilitated by more-advanced leadership studies students enrolled in LDST 450, 451, or 452 (depending on student goals and progress). Discussion Section Facilitators (or “DSFs”) and undergraduate Teaching Assistants (“TAs”) work collaboratively with graduate students, the MLI associate director, and director as the “Leadership Team.” Students enrolled in the 400-level courses have their own similar, but more advanced curriculum designed to support their development through their role as peer mentors for LDST 101 students.

The curriculum for all these courses first addresses concepts like social location, privilege, power, stocks of knowledge, and agency. We encourage students to learn about and reflect on marginalization, exclusion, oppression, and the power of inclusive leadership. We adapt ideas from the early chapters of Dugan’s (2017) text to make them appropriate for an introductory-level course by then scaffolding it with more advanced curriculum if students continue through our program. We bring in outside readings to provide examples of concepts that affect or reflect students’ diverse lives and experiences. Through this pedagogy, our students are exposed to and must learn about the cultures and contexts in which they are immersed (Collinson & Tourish, 2015, p. 583). By engaging in messy, sometimes conflictual, complicated processes, they rethink leadership and followership, critique their romanticized perceptions of leadership, and witness how power is foregrounded in cultural and institutional structures (Collinson & Tourish, 2015). The community engagement projects provide them opportunities to observe these concepts, which play out in the human experience, as students develop, create, reinvent avenues for change.

Seemiller’s (2019) text Discovering the Leader Within inspired our skill development questions for students to connect their applied leadership learning to the CEPs. Students answer questions and surveys on Canvas (our learning management system) designed to reflect the leadership competencies, skills, and outcomes (Seemiller, 2014) we’ve chosen to emphasize in MLI. Written and verbal reflective exercises, whether for individual, small, or large groups, help students develop meaningful, personal connections with the leadership concepts we’re learning. From confronting privilege and savior complexes when serving others, to finding intrinsic value in those who may be unknown to or different from us, to recognizing the struggles or privileges within ourselves when we witness the struggles and privileges of others, our students exhibit demonstrable leadership growth by engaging in these projects. Through collectively working together on a small solution to a local problem tied to larger global issues, students are given an opportunity to reflect on their role in how societal and institutional structures can be changed for long-term solutions.

Each discussion section engages in a different community project that aims to serve the underserved “unexotic underclass,” which exposes students to current issues of institutional and environmental racism and classism, as well as other complex societal issues (Martin, 2016). For some students, issues of poverty, food, or housing insecurity directly impact or has impacted their lives. For others, it’s enlightening and infuriating to learn of the challenges their peers and others face. “While thousands of the country’s best and brightest flock to far-flung places to ease unfamiliar suffering and tackle foreign dysfunction, we’ve got plenty of domestic need” (Martin, 2016, np). We are currently running 4 class projects:

Two students digging with shovels and removing invasive plants near the river.

Restoring the Nooksack River

Inspired by a WWU professor whose research indicates the river is in “grave danger” (Kempe, 2022), the Nooksack is crucial to economic and environmental livelihood in Whatcom County, which is the number one producer of red raspberries for the world, the county with the largest agricultural market value in the state (https://whatcomfamilyfarmers.org/2019/02/27/whatcom-farm-facts/), and an important spawning habitat for Pacific Ocean salmon. Our student group often supports the Nooksack Salmon Enhancement Association by volunteering at tree-planting or invasive species abatement cleanups.

Poster about ending period poverty

Menstrual Health Advocacy

This partnership with Days for Girls, International works to end “period poverty,” or the lack of access to menstrual hygiene products, which affects education and life-long employability for a significant portion of the world’s population. Estimates are that half a billion people do not have the products they need on a monthly basis, which affects wealthy nations just as much as developing ones (Michel, Mettler, Schönberger, & Gunz, 2022). This group educates about period poverty, fundraises for, and distributes reusable, sustainable menstrual hygiene products.

Mental Health Advocacy

Access, affordability, awareness, and stigma are some of the barriers for obtaining mental health services. This group supports WWU counseling services and our campus farm to offer gardening and farming activities for students on campus through peer mentoring models.

LGBTQIA+ Advocacy

Research demonstrates that LGBTQIA+ individuals are at risk for homelessness, poverty, crime, and trauma. As WWU is located near an international border, our area has a significant homeless population with many LGBTQIA+ young people served by only a few agencies. We’ve supported local non-profits but have found they often don’t have the capacity to accept our help (in the form of student learners on the quarter system), so we’ve turned to raising funds and awareness for WWU programs, like buying gender-affirming clothes for transgender or non-binary students.

This service-learning based pedagogy is a heavy workload (we feel with greater educational payoff), so we scaled back the size of our classes to accommodate the complexity of the work until we feel assured of the strength and training of our curriculum. Yearly, this program serves ~325 students with hundreds more supported through other classes, student clubs and government, participation in other interdisciplinary minors and certificates, and the execution of university and community events; ~25 Leadership Studies minors graduate from WWU per year. As we solidify curriculum for the program, strengthen our training of student leaders, and clarify their responsibilities, we engage in this work collaboratively and iteratively, improving quality on a quarterly basis. Our hope is to add 1-2 additional discussion sections by the end of this year.

The Program’s Impact

While the Leadership Studies minor at WWU is only 8 years old and has only graduated ~200 students, our overall students’ persistence and graduation rate is 98.91% — the university’s best (albeit with a small sample size). We are collecting more data this year to assess our program’s impact, but so far, especially with narrative testimony, we’re accomplishing our goals. One of our minors, Jaxon Frodesen, said:

I chose WWU specifically for the Leadership minor because it is the only state school I knew about with this kind of a program. Not many students realize the kinds of opportunities that this minor can provide because it’s still fairly small, but I’ve been involved with the Morse Institute for a couple of short years and everyone I’ve met within the program strives to make this school and community a better place for everyone. That’s the kind of learning environment I knew I wanted to be a part of.

By shifting toward a collaborative and transparent decision-making and authority model and by creating a basic student shared governance system with direct lines of communication to institute leadership, it (hopefully) ensures better decision-making and makes space to address ADEIB and wellbeing concerns. Our hope is that “[knowing] what goes on outside actually can affect (and sometimes powerfully support) the work of trying to create and sustain an inclusive space inside” (emphasis original, Armstrong, 2011, p. 59).

These strategic investments in the growth and development of the program have also resulted in other positive outcomes. Our focus on the UN SDGs along with health and wellness resulted in the MLI receiving a $35,000 grant from the Sustainability, Equity, & Justice Fund at WWU.

Want to see for yourself?

MLI is bringing our leadership team and several students to ILA’s 25th Global Conference. A small group of our students will also represent the Institute in the Undergraduate Division of the International Student Case Competition. They will also attend our reception (you’re invited!) on Friday, October 13th and will present with us about the program on a panel Saturday, October 14th. Please come!

As Eckhart Tolle said, “The power for creating a better future is contained in the present moment; You create a good future by creating a good present.” Thus, we hope that the time and effort we invest in contributing to our students’ wellbeing and their ability to face the leadership challenges of the community engagement projects in supportive ways nurtures them into being successful future leaders.

Keywords: Critical leadership studies, peer mentoring, leadership education, leadership development. United Nations’ Sustainable Development Goals, The Okanagan Charter, Engineering Projects in Community Service (EPICS), service-learning. 

References

Armstrong, M.A. (2011). Small world: Crafting an inclusive classroom (no matter what you teach). Thought & Action, Fall, 51-61.

Chin, J.L. & Trimble, J.E. (2015). Diversity and Leadership. Sage.

Collinson, D., & Tourish, D. (2015). Teaching leadership critically: New directions for leadership pedagogy. Academy of Management Learning & Education, 14(4), 576-594.

Dugan, J.P. (2017). Leadership Theory: Cultivating Critical Perspectives Studies. Jossey-Bass.

Dugan, J.P., & Humbles, A.D. (2018). A paradigm shift in leadership education: Integrating critical perspectives in leadership development. New Directions for Student Leadership, 159 (Fall), 9-26. https://doi.org/10.1002/yd.20294

Jimenez-Luque, A. (2021a). Decolonial leadership for cultural resistance and social change: Challenging the social order through the struggle of identity. Leadership, 17(2), 154-172.

Jimenez-Luque, A. (2021b). Redefining leadership through the commons: An overview of two processes of meaning-making and collective action in Barcelona.” In D.P. Singh, R.J. Thompson, & K.A. Curran (Eds.) Reimagining leadership for a more ethical, equitable, and just world (pp. 81-95). Emerald.

Jimenez-Luque, A., & Trimble, J.E. (2021, November 4). Peace leadership and cultural diversity consideration for our common future. In A. Jimenez-Luque, G. Skawen:nio Morse, and J.E. Trimble (Eds.), Global & Culturally Diverse Leadership in the 21st Century Column of Interface Newsletter. International Leadership Association. https://intersections.ilamembers.org/member-benefit-access/interface/global-and-culturally-diverse-leadership/2021-common-future

Kellerman, B. (2018). Professionalizing Leadership. Oxford Press.

Kempe, Y. (2022, February 2). The Nooksack river is in “grave danger,” warns Whatcom scientist with numbers to back it up. Bellingham Herald.  https://www.bellinghamherald.com/news/local/article257231682.html

Martin, C. (2016). The reductive seduction of other people’s problems. Bright Magazine (January 11) https://brightthemag.com/the-reductive-seduction-of-other-people-s-problems-3c07b307732d

Michel, J., Mettler, A., Schönenberger, S., Gunz, D. (2022). Period poverty: Why it should be everybody’s business, Journal of Global Health Reports, 6, np. https://doi.org/10.29392/001c.32436

Seemiller, C. (2014). The Student Leadership Competencies Guidebook. Jossey-Bass.

Seemiller, C. (2019). Discovering the Leader Within: Self-Leadership Skills for Teens. LeadU.

Sinclair, A. (2007). Leadership for the disillusioned. Allen & Unwin.

Trimble, J.E., & Chin, J.L. (2019). Exploring culturally diverse leadership styles: A mindset and multicultural journey. Social Behavior Research and Practice, 4(1), e1-e2. https://doi.org/10.17140/SBRPOJ-4-e005

Zoltowski, C.B., & Oakes, W.C. (2014). Learning by doing: Reflections of the EPICS program. International Journal for Service-Learning in Engineering Special Edition, Fall, 1-32. https://doi.org/10.24908/ijsle.v0i0.5540

About Dr. Karen Stout

Dr. Karen Stout

Karen Stout, Ph.D. is a Professor of Communication Studies, the Bowman Distinguished Professor of Leadership, and Director of the Morse Leadership Institute at Western Washington University, Bellingham, Washington, United States of America. Dr. Karen Stout’s scholarship explores marginalization and exclusion in workplaces and social groups, women’s leadership, service-learning pedagogy, and other scholarly teaching and learning concerns. While she took over leadership of the LDST 101 program from a scholar (Dr. Joseph Garcia) well-versed in critical leadership studies, she’s the primary creator of the current incarnation of this multi-level program by bringing together the literature and pedagogy. She’s grateful for the assistance of her talented student leaders, former staff, and new associate director (Dr. Holly Diaz) in helping the program fulfill its potential.

Correspondence can be directed to the author at Western Washington University, the Morse Leadership Institute – MS 9128, 516 High Street, Bellingham, WA 98226, at Karen.Stout@wwu.edu, or 360-650-2563.

Photo of 4 Happy Kids
Photo of 4 Happy Kids
  • 7 July 2023

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Deadline: 28 July 2023; Self-nominations are permitted

Nomination Link: https://allianceofleadershipfellows.org/russell-g-mawby-award-nomination/

The ILA is pleased to partner with the Alliance of Leadership Fellows (ALF). The Winner of the award will be recognized at the ILA’s 25th anniversary global conference in Vancouver, which situated on the unceded traditional territories of the xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and səlilwətaɬ (Tsleil-Waututh) Nations.

About Russell G. Mawby

Russell G. Mawby, an ILA 2010 Lifetime Achievement Award Winner, served as Chairman and CEO of the W.K. Kellogg Foundation (WKKF) for many years. Under his leadership the foundation dramatically grew in size and influence in the U.S. and around the world. Mawby was an extraordinary leader of the Foundation and steward of the vision and values of its founder. He steered the Foundation’s programming toward leadership, philanthropy & volunteerism, and minority populations while maintaining topical foci of health, agriculture, and education. His leadership in the field of philanthropy is globally known and umbrella organizations, like the Michigan Nonprofit Association, which he helped found, are nationally recognized models for effective philanthropy.

Mawby’s legacy is not only the thousands of lives that he touched directly as a leader, but the hundreds of thousands he touched by supporting the work and development of the next generations of leaders through initiatives like The Kellogg National Fellowship Program (KNFP), an innovative leadership development program that was an early seed in what would become the International Leadership Association.

About the Award

The Russell G. Mawby “People Helping People Award” is given in his honor every other year to an individual leader or to their organization in recognition of ongoing contributions to the health and wellbeing of communities.

The 2023 award will focus on contributions that lead to more secure health opportunities for children and families in the areas of public health, health equity, or community service. A distinguished selection committee will review nominations received from around the world and the 2023 recipients will be announced in October. Finalists will be given a cash award and featured on a national podcast highlighting their work. Nominations will be accepted through 28 July 2023. Self-nominations are permitted.

Submit your nomination.

Wooden helm on the yacht
Wooden helm on the yacht

by Nathan Eva, Ph.D. and Kerry Priest, Ph.D.

In this PAUSE for Pedagogy, Nathan Eva and Kerry Priest discuss leadership education as a landscape of practice and share an exercise on peer coaching that they utilize at ILA’s Leadership Education Academy.

  • 12 May 2023

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On behalf of the entire facilitation team, we invite you to this year’s Leadership Education Academy (LEA)  — 31 July to 3 August 2023 — in St. Paul, Minnesota, USA. LEA is not just another conference. It is not really a conference at all. It is an immersive 4-day workshop designed to support both becoming and being a leadership educator. This is a program by educators, for educators. In this article, we want to share a bit more about a lens that informs our approach to professional development of leadership educators, as well as a practice that supports professional development.

Exploring the Landscape

We know that you — the leadership educator reading this PAUSE for Pedagogy — are a member of multiple communities of practice (professional organizations, professional roles and contexts, and disciplines). These communities foster relationships and have traditions of practice that shape how we see ourselves as educators and how we do the work of leadership education (Endersby et al., 2019). At LEA, we offer a view of leadership education as a landscape of practice (Wenger-Traynor et al., 2015), and seek to help educators navigate their personal and professional trajectories within, through, and across the communities in which they are a part.

It is through this lens of a leadership education landscape that we acknowledge there is not one body of knowledge that is the “right” one. We’ll take time to critically reflect on historical perspectives that have shaped the field and critical and contemporary contexts that are shifting the trajectory and redefining the why, what, and how of leadership education. 

We invite you to bring a course or program design challenge to the conference. ILA’s General Principles for Leadership Programs serve as a guiding framework for our learning. You’ll work with facilitators and your peers to make design choices.

We also build in a lot of time for reflection on our own contexts, identities, and philosophies as educators. These things are critical to the meaning we make of our work and the decisions we make about our programs and teaching. 

LEA is full of opportunities to refresh on content (leadership theories, models, concepts), reflect on what best fits your program, and hear from others about what they teach and why it matters. 

You will take away lots of teaching and training ideas — we strive to incorporate a variety of large-group and small-group techniques throughout the experience. We have sessions dedicated to innovative teaching strategies. You can choose your own adventure to explore ideas, plus your participant guide is full of teaching tips and techniques that you can implement right away. Check out the full program schedule at this link: https://ilaglobalnetwork.org/wp-content/uploads/2023/03/2023-LEA-Curriculum-Overview.pdf

Coaching: A Compass on the Journey

At LEA we utilize a peer coaching process that participants have found to be a highlight of the program as it is engaging and useful to their development as well as a strategy to “take home” and apply within classrooms or organizational contexts. Through a structured process (adapted from Greenleaf et al., 2020 and Turner, 2013), a participant will share a “case” and the group will ask questions for the purpose of helping the presenter think differently about the challenge. The beauty of this process is in resisting the urge to offer solutions and building instead our capacity for powerful questions. 

Of course, we do have much knowledge and experience in our network of peers! So, another step in the process is sharing ideas, resources, and offers (e.g., experience, connection). At the end of the process, the case presenter reflects on the network of questions and ideas to identify a “next wise action” to make progress on their challenge. 

Developing coaching skills like listening carefully, asking powerful questions, and resisting imposing your own solution is valuable for any educator. Coaching conversations can happen in many forms; according to the Center for Creative Leadership (n.d), as people within organizations have more candid coaching conversations, it strengthens team relationships, increases engagement, and improves performance. 

Travel Companions

When you leave LEA, you won’t be leaving alone — you’ll leave with a network of colleagues and friends who are on the journey with you.  You will have found a circle that is there to support you on your leadership educator journey, long after you finish LEA.

We can’t wait to see you there! 

Nathan Eva, Ph.D., LEA Co-Chair; Associate Professor, Department of Management at the Monash Business School, Kulin Nation, Australia

Kerry Priest, Ph.D., LEA Co-Chair; Professor, Staley School of Leadership; Director, Leadership Communication Doctoral Program at Kansas State University, USA

References

Center for Creative Leadership (n.d.). How to hold a coaching conversation.  https://www.ccl.org/articles/leading-effectively-article/how-to-have-a-coaching-conversation/

Endersby, L., Jenkins, D. M., & Priest, K. L. (2019). Leadership education: Advancing a community of practice. New Directions for Student Leadership, 2019(164), 141-149. https://doi.org/10.1002/yd.20363

Greenleaf, J., Stanley, T. & Priest, K. L. (2020). Peer consultation. In K. L. Guthrie & D. M. Jenkins (Eds.), Transforming Learning: Instructional and Assessment Strategies for Leadership Education (pp. 30-31). Information Age Publishing.

Turner, E. (2013). Gentle interventions for team coaching: Little interventions that make a big difference. LIM LLC.

Wenger-Trayner, E. Fenton-O-Creevy, M., Hutchinson, S., Kubiak, C., & Wenger-Trayner, B. (2015). Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning. Routledge.

About the Authors

Nathan Eva

Nathan Eva, Ph.D. (he/his) is an Associate Professor in the Department of Management at the Monash Business School, Kulin Nation, Australia. He was a 2021 Fulbright Scholar. Nathan was awarded the 2016 and 2013 Dean’s Award for Teaching Excellence and nominated for Monash University’s 2017 and 2016 Vice-Chancellor’s Award for Teaching Excellence for his local and international leadership development units. ​​Nathan’s research on servant leadership and leadership development has appeared in leading international outlets such as The Leadership Quarterly, Journal of Organizational Behavior, and Human Resource Management. He is a board member of the Network of Leadership Scholars, the Incoming Chair of the Leadership Scholarship division for ILA, a Senior Editor for Management and Organization Review and an editorial board member of The Leadership Quarterly, Journal of Business Ethics, and Group and Organization Management.

 
Kerry Priest

Kerry Priest, Ph.D. (she/her) is an associate professor and director of graduate studies in the Mary Lynn and Warren Staley School of Leadership Studies at Kansas State University. She teaches graduate courses in leadership theory, community engaged scholarship, and qualitative research methods. Kerry is also the director of K-State’s interdisciplinary Leadership Communication Doctoral Program.

She is a researcher with the Kansas Leaders Center’s Third Floor Research program. Her interdisciplinary research agenda focuses on advancing leadership learning and development, building civic capacity, and leading change. She is interested in leadership learning and development from critical and complex systems lenses, which includes building the capacity of individuals, groups, and communities to engage in collective, relational, adaptive, and socially just leadership practice.

She is co-editor of the book Navigating Complexity in Leadership: Moving Toward Critical Hope (2022, IAP), and is co-editor of the special issues Being and Becoming a Leadership Educator and Leadership Education through Complex Transitions in the New Directions for Student Leadership series. Kerry received the 2018 Outstanding Scholar Award from the Association of Leadership Educators. She is an associate with the Human Systems Dynamics Institute, a certified Analytic-Network Coach, and a member of the International Leadership Association.

As an Amazon Affiliate ILA earns a small amount from qualifying purchases when you click on the link to the book above. Thank you for your support!

Female protestor holding a sign saying Love Peace Justice.
Female protestor holding a sign saying Love Peace Justice.
  • 19 April 2023

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Call for Chapter Proposals: Embodied Somatic Leadership for Peacebuilding and Protest: Women’s Counteroffensive to Violence and Injustice (a volume in ILA’s new Transformative Women Leaders book series from Emerald Publishing). 

Volume editors: Drs. Randal Joy Thompson and Lazarina Topuzova

Deadline: Submit your 500-word abstract by 15 June 2023. 

Download Complete Call for Proposals
Juana Bordas
Juana Bordas

by Dr. Juana Bordas

  • 16 March 2023

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Before we dive into the main part of our interview, can you share a bit of your “backstory”?

Thanks for having me and for doing this interview. One of my defining characteristics is that I am an immigrant from Nicaragua and came to the U.S. as a child. My first memory is of being on a banana boat crossing the Gulf of Mexico. I have seven brothers and sisters, and as the youngest daughter had unique opportunities, like being the first to go to college. But this was in the early 60s and there was no such thing as being Hispanic (we were not included until the 1980 census). After college, I joined the Peace Corps and went to Chile. I found my Latina soul. It is because of this integration of both my culture and the tremendous opportunities this country offered me that I am the powerful servant leader that I am today.

Can you share the funniest or most interesting story that happened to you since you started your career? Can you tell us the lesson or take away, you took out of that story?

I was teaching at the Center for Creative Leadership in the 90s,and it was the first Latina faculty. Latino and other communities of color are kinesthetic learners, meaning that we learn by doing and use celebration, such as music and singing, to keep people motivated and to deal with some of the difficult journeys we have endured. And so, I would use music and movement in my classes. For example, we had survival exercises where the team had to figure out how to work together to overcome obstacles to survive. And so I would use the Bee Gees Stayin Alive, Stayin Alive as a way to motivate them. In the mornings, I would open up with Lovely Day by Bill Withers.

After one of the exercises, we were debriefing, and the participants were standing in a circle and talking about lessons learned from the exercise. At one point people were talking about learning and development, and how you don’t just keep going, moving full steam ahead, but sometimes you might have to regroup or you might take the wrong turn. Sometimes you have to go backward to go forward.

I said, “Well you know it’s kind of like you take two steps forward and then you take a step back, you integrate, you think about things, you learn, and then you move forward.” I had this group in a circle moving forward, forward, forward. Stop! Go back, learn, and integrate. We were doing this kinetically: forward, forward, forward — back, and repeat.

And all of a sudden, one of the corporate Anglo men says, “Oh my God, she has us dancing!” And yes, it was true. I was just about to put on some music, and they were actually learning the Cumbia.

In our communities, you remember things by doing them physically. It’s very powerful — you’ll never forget how to ride a bike. When you do something kinetically that lesson stays with you.

Music and dance as part of leadership development make it fun. It makes it interesting and anchors physically that which you’re learning.

Can you please give us your favorite “Life Lesson Quote”? Can you tell us a story about how that was relevant in your own life?

My favorite life lesson comes from my mother Maria Bordas, an immigrant who came here at forty-two years of age with a fifth-grade education. One of the wisest people I ever met. She was very determined, had incredible vision, and left a great legacy for her children. My mother was as strong as steel. And so, if you were moping around or things weren’t going your way, she would say, “Get busy and do something for somebody else.” In other words, she was telling me that concentrating on service, on doing for others, would take my mind off my own “stuff.”

That doesn’t mean of course that you don’t take care of business, and if you must do some personal work do that, but my mom was saying, “Hey, don’t take yourself so seriously, figure out how you can contribute to others.” I studied Servant Leadership, one of the most powerful forms of leadership developed by Robert Greenleaf, who said that the question great leaders ask is: “How can I best serve?” He was talking about the same thing as my mother. Doing for others will keep you from being too self-absorbed, which can happen so easily in our society.

None of us are able to achieve success without some help along the way. Is there a particular person who you are grateful towards who helped get you to where you are?

Frances Hesselbein with Cynthia Cherrey, Juana Bordas, and Larraine Matusak
(L-R) Larraine Matusak, Juana Bordas, Frances Hesselbein, and Cynthia Cherrey

I’d like to honor my mentor Dr. Larraine Matusak, an incredible woman who developed the leadership programs at the Kellogg foundation. Back in the ’90s when I was president of the National Hispana Leadership Institute — the only program in America that was training Latinas to be national leaders — I submitted a grant to Kellogg. She saw the potential and promise of the program and gave us a 3-year grant totaling $350,000 which would be the equivalent of around a million dollars today.

Photo of the ILA Board when Juana Bordas served.
ILA Board Members With Juana Bordas
(Front Row, 3rd From Right)

More than that, she took me under her wing and provided an opportunity for me to become a Kellogg scholar, working with thought leaders from across the country including renowned leaders like James MacGregor Burns, who coined the term “transformational leadership,” and Bernie Bass, who spearheaded transformational leadership. Warren Bennis was also a scholar.

photo of Honoree Juana Bordas with award
Juana Bordas Receives ILA's Lifetime Achievement Award in October 2019

The scholars were the founders of the International Leadership Association, which 25 years later, is the premier organization that brings people together internationally to study and practice leadership. I was able to serve on their board and recently received their Lifetime Achievement award.

Larraine saw my potential and opened all these doors. She realized way back in the ’90s the vision of inclusive leadership. And she saw a young Latina that she could groom and move forward. But she didn’t just do this for me. She started the Kellogg leadership programs, the Kellogg fellows, and then asked me to be an advisor to that program. Lorraine was a mentor to so many and really made a difference in the leadership theory, practice, and proliferation of leadership in our country. I honor her because without her I wouldn’t be who I am today.

What do you think makes your company stand out? Can you share a story?

My company stands out because we started in the ’90s, way before diversity and inclusion were on people’s marquee. Because of my experience as a woman, an immigrant, and a Latina who had maneuvered the dominant culture system and been “the first” in many situations, I understood first-hand the barriers that people from underrepresented groups face. I also knew the assets — the value we add — because when we learn the white male system (and this was a key focus for early women leaders) we have the potential to be twice as good.

When Mestiza Leadership International in the ’90s first started, our slogan was “Preparing collaborative leaders for a global and multicultural age.” At that time there were minimal resources for this process. Today, we are integrating principles from multicultural leadership, Latino leadership, and women’s leadership into mainstream leadership.

In my new book, I also look at intergenerational leadership. We’re going through these tremendous, generational changes where 10,000 Baby Boomers retire every day. The Millennials and Z’s are the largest generations in history. They’re facing some really critical issues in their lifetime, such as global warming and gun violence.

What makes Mestiza Leadership unique is we integrate leadership practices that tap into the talent and assets of our diverse communities, different genders, and ages. This is how we’re going to build a new America. Embracing diversity and inclusion means changing the way we lead. And that’s the purpose of Mestiza Leadership International. My books Salsa Soul and Spirit: Leadership for a Multicultural Age and The Power of Latino Leadership are valuable resources to accomplish this.

Are you working on any new or exciting projects now? How do you think that might help people?

Well, yes, I’m working on some very exciting projects. I have my new book, The Power of Latino Leadership — Ahora! Ahora means “Now” — it’s Latino time in America today. The 2020 Census said Latinos were responsible for more than half the growth in America and we’re going to be 78% of the new entries into the labor market. The census also documented that 80% of small businesses were started by Latinos. Just as important, nearly half of Latinos are under 18.

And so, when you look at the future, which is what leaders do, leaders must have a vision for what’s coming — the question is, “how do I prepare the diverse workforce to be effective contributors and leaders?”

There is a lot of talk today about diversity and inclusion. And many people are supportive but don’t always know what to do. Well, here is something to think about. You know, I’m Dr. Bordas, and I have been through years of mainstream education from the time I was six years old and walked into school and couldn’t speak English. I have read many leadership books by mainstream thought leaders. I have been educated in dominant culture institutions. Just think about all the books that I have read that were crafted from a white male perspective. And yet many people may never have read a book on multicultural leadership or Latino leadership. They haven’t participated in organizations in communities of color. People don’t always learn about the other side.

And I say, let’s get some skin in the game. Let’s start engaging. Let’s start learning and reading about Latino, multicultural, Black and women’s leadership. Let’s expand our leadership IQ, our cultural adaptability, and become leaders for the future. Because 10 years from now, our workforce is going to look very different. The diversity and inclusion journey is an opportunity to grow, learn, and expand. This is what’s exciting to me, that we have an opportunity to fulfill the promise of America.

How have you used your success to bring goodness to the world?

My success is my contribution to the world — it is how I was raised. My family sacrificed a great deal to leave their country, culture, and language to come to a new land. They did that so I could have a better life and more opportunity. I want to pay that forward and support others. I am committed to building a world where people can have equal opportunity regardless of where they came from and who they are. That is the American dream and the source of our greatness.

Ok. Thank you for that. Let’s now jump to the main part of our interview. This may be obvious to you, but it is not intuitive to many people. Can you articulate to our readers five ways that increased diversity can help a company’s bottom line. (Please share a story or example for each.)

The first is the shift from “I” centered to “We” centered organizations. Most of the world’s cultures and women in all cultures are collective — “We” oriented and interdependent. People work for group welfare before personal gain or credit. This encourages teamwork and commitment, and strengthens relationships. People today, especially younger workers, are seeking connectivity and want a sense of belonging and community. People want leaders who are generous with their time, develop others, and share the credit. People of color, Latinos, and women have an advantage because they have “We” orientation and can bring that to organizations.

I have worked with Chevron for several years helping them advance their Latino employees. Their Latino affinity group, SOMOS, has grown 4,000% in the last three years and now has 40 chapters. They are investing in their diverse talent. Chevron’s slogan is “The human energy company,” signaling their commitment to developing a company that is “We” or people centered.

Show respect towards everyone and cultivate the leader as an equal. The hierarchical structures of many organizations continue to breed inequality in the workplace. Yet inclusion means welcoming diverse people to the table and making the table wider. The leader as an equal shows respect to everyone from the maintenance crew to the top executives.

An example of this is TDIndustries, which today is employee-owned and has been chosen by Fortune Magazine as one of the 100 best companies to work with for 21 years in a row. TDI refers to its employees as partners. The CEO’s office isn’t any bigger than other people’s and there are no special parking places. When you walk in there are walls and walls of individual employee pictures, not by rank but by how long they have been there. Following a Servant Leader tradition, TDI believes that good leaders value individual differences, talents, and strengths.

Become adaptable and agile. We are quickly moving towards a society where there will be no dominant group. There was a 1,000 percent increase in the U.S. Census of “white and some other race category,” and half of Millennials and Z’s identify as multicultural. Inclusion and diversity are a leadership imperative, as is an intergenerational approach. How this relates to the bottom line is this is the future workforce and consumer base.

Cultural agility and adaptability are coveted skills for people to manage and grow our diverse workforce and connect to multicultural markets. One example is the push, especially from the younger generations, to work from home, to have more flexible hours, and to have a more casual and “user-friendly” workspace. Another is that young people seek allies, not just mentors. Allies are more lateral relationships, a partnership. Allies also speak out and address inequities in the workplace.

I recently did a training for Microsoft with their top managers on how they can make this shift to becoming allies. Many younger employees do not respond to hierarchy and want to work for a company that is addressing structural inequality. And Microsoft is doing just that, with a five-year plan to advance Black and Latino employees into the higher levels of the company.

Learn from Diverse Communities. To survive, marginalized groups needed to be resourceful, innovative, and entrepreneurial. They learned to do more with less. And they relied on people-power and had a collective or “We” orientation. Think about how women would stretch the soup to feed everyone. Or how my mother raised her six children by “repurposing” the food she brought home from the school lunchroom where she worked. Communities of color have so much to offer organizations and companies, including that traditionally they have had to collectively work for social change. Women had to get the vote when they couldn’t vote.

It is my hope and vision that mainstream leaders will listen, learn, engage, and integrate the great lessons of underrepresented groups. In many tribal traditions people would gather in a circle and after speaking about the purpose of the convening, the leader would listen. He/she would encourage the common wisdom to surface. Listening as a leadership practice is revered in many traditions and was heeded by Nelson Mandela as he built a new nation. “As a leader. I have always endeavored to listen to what each and every person in a discussion had to say before venturing my own opinion.”

Set the Standard — Invigorate the work ethic with “ganas” and celebration. The Latino work ethic is legendary. They have the highest participation in the workforce and do hard jobs like construction, agriculture, or service work. But I like to say, “Latinos love to work — because that way they contribute and take care of the family.”

More than that, there is a tradition of “doing it with GUSTO or Ganas (energy or desire),” to enjoy one’s work. This brings me to a very special contribution that inclusion brings, and that is a celebration or “leading with salsa.” The way marginalized communities kept moving forward through years of oppression and discrimination was to celebrate life! Celebrating accomplishments keeps people advancing together.

In communities of color, at conferences and events, there is always food, music, and time to connect with people and celebrate. In my extensive work building Latino affinity groups at corporations from Microsoft to Google to General Electric, we make work more enjoyable by having celebrations. Celebration is a strategy that strengthens relationships and increases commitment to the company and the team.

What advice would you give to other business leaders to help their employees to thrive?

There is a saying in Spanish, “Cada cabeza es un mundo” — in everyone’s head is a whole world. The mainstream culture tends to homogenize and in the past valued conformity. But each person is unique — a leader should “know their people,” in an authentic way — know their values; talents and challenges; what motivates them; and what they aspire to.

In my work with young leaders (Millennials and Z’s), they talk about the importance of sharing people’s narratives or stories. I start every leadership program with an exercise where people do that. It’s important to remember that one generation ago our society was not so mobile — we would have known each other’s grandparents. For employees to thrive they have to feel part of the company, feel valued by the leader, and be committed to giving it their best. I think this starts with building authentic relationships and this begins with sharing your “story.”

What advice would you give to other business leaders about how to manage a large team?

The most important thing for me is that people have a shared vision that they helped to develop and are committed to. Then they agree on the shared values that will guide them. People are clear on expectations and outcomes, and what their role is. By “having the right people on the bus,” the leader can manage a large team because people will be managing themselves.

Is there a person in the world, or in the US whom you would love to have a private breakfast or lunch with, and why? He or she might just see this 🙂

Warren Buffet — he has shown us that wealth does not mean you move into a big mansion or have multiple mansions. He has stayed connected to the community from whence he came. He has been a great family man. He is brilliant and has shaped outstanding companies. He connects to his share-holder and most important, he will use his wealth for the public good.

How can readers further follow your work online?

They can order my new book on Amazon — The Power of Latino Leadership — Ahora! They can follow me on Facebook, Instagram, Linkedin, and TikTok. My websites are www.mestizaleadership.com and www.Juanabordas.com

This interview was originally published in Authority Magazine and is reprinted here with permission. 

Juana Bordas

Dr. Juana Bordas is recognized as an elder and icon in the world of leadership, diversity, multicultural, and inclusive leadership that includes the contributions of Latinos and communities of color.

Dr. Bordas is unique in that she works across sectors including government, corporations, nonprofits, educational institutions, and labor unions. She works with well-known brands such as Google, Microsoft, General Electric, Cigna, and Chevron to prepare them for the multicultural age. Her diverse work spans across generations and many of the people who seek her out are Millennials and younger. Dr. Bordas also served as Trustee of The Greenleaf Center on Servant Leadership and International Leadership Association. She was an advisor to Harvard’s Hispanic Policy Journal and The Kellogg National Fellows Program. Dr. Bordas was chosen as one of 100 Top Latino Leaders in the U.S. by The National Diversity Council.

She is the author of the award-winning books Salsa, Soul, and Spirit: Leadership for a Multicultural Age (2009) as well as The Power of Latino Leadership (2013), and the newly revised and expanded edition, The Power of Latino Leadership — Ahora! (March 2023)

Dr. Bordas received her Honorary Doctorate from Union University in 2009. She was born in Nicaragua, and her life’s work is reflective of the many contributions immigrants have made, and continue to make, in the U.S. and the world.

Photo of a weathered guitar.
Photo of a weathered guitar.

by Dr. Susan J. Erenrich

  • 3 February 2023

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Grassroots Leadership & the Arts for Social Change Corner editor Susie Erenrich shares the work of SNCC Freedom Singers Matt and Marshall Jones. Their story highlights the transformational leadership of artist-activists and the role of art in mobilizing people for social change.

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Pebbles in calm Ocean with the sun on the horizon
Pebbles in calm Ocean with the sun on the horizon

by the ILA Women and Leadership Member Community

  • 30 November 2022

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The ILA Women and Leadership Member Community Recognizes & Congratulates the Recipients of This Year’s Awards

The ILA Women and Leadership member community is very happy to announce its 2022 awards in the areas of women and leadership for outstanding scholarship (for established scholars and for emerging scholars) and for outstanding practice (for local impact and for broad impact).

Scroll down to learn more about this year’s recipients!

Marlene Janzen Le Ber

Marlene Janzen Le Ber, Ph.D., Professor, Leadership Studies, Distinguished Chair, Centre for Leadership Brescia University College, Western University

Winner: Outstanding Scholarship for Established Scholars

The ILA Women and Leadership member community recognizes Dr. Janzen Le Ber for moving women’s leadership from intent to action. Dr. Janzen Le Ber describes her overarching area of research as the complex processes of leadership in multiple contexts. As an accomplished and well-respected scholar in the field of Leadership Studies, Dr. Janzen Le Ber has presented 87 peer-reviewed conference papers and 32 invited and keynote addresses; published 32 peer-reviewed papers, books, book chapters, and 13 reports; convened 16 symposia/workshops; and granted over one million in research funding in the past 12 years. In addition to her involvement in the ILA Women & Leadership Community, her last year has been full of the development of a new Centre for Leadership at Brescia University College (affiliated with Western University). Brescia is Canada’s only women’s university. She has also branched out to develop micro-credentials for women who are upskilling and reskilling (e.g., advanced manufacturing, data analytics, project management). In collaboration with the YWCA (Hamilton, Cambridge, Kitchener-Waterloo), she has taught the following three micro-credentials to meet the stated needs of employers: “Navigating Gender Inequities in the Workplace,” “Leading Change without Resistance,” and “Creating Psychological Safety in Organizations.” Dr. Janzen Le Ber has provided exceptional leadership to the ILA Women and Leadership member community. She was Co-Program Chair for the 2015 ILA Women and Leadership conference at 1440 in Scotts Valley, California. Additionally, she Co-Chaired the 2021 ILA Women and Leadership Research Colloquium, which facilitated the creation of eight research teams who are continuing to work together on moving women’s leadership from intent to action.

Sherylle J. Tan

Sherylle J. Tan, Ph.D, Director of Internships and KLI Research, Visiting Assistant Professor of Psychology, Kravis Leadership Institute, Claremont McKenna College

Winner: Outstanding Scholarship for Established Scholars

The ILA Women and Leadership Member Community recognizes Dr. Sherylle Tan for her work advancing women and leadership. Dr. Tan is the Director of Internships and Research at the Kravis Leadership Institute at Claremont McKenna College. Her scholarship consists of eight books, 13 book chapters, 10 articles, and 23 years of academic conferences. She has multiple certifications and is a certified leadership coach. Dr. Tan, with her frequent collaborator Dr. Lisa DeFrank-Cole, published the much-needed book, Women and Leadership: Journey Toward Equity, the 2022 Most Promising New Textbook award winner by the Textbook and Academic Author’s Association. Tan and DeFrank-Cole illustrate how the ILA Women and Leadership member community brings women scholars and practitioners together to do outstanding work.

Lisa DeFrank-Cole

Lisa DeFrank-Cole, Ed.D., Director of Leadership Studies and Clinical Professor of Leadership at West Virginia University

Winner: Outstanding Scholarship for Established Scholars

The Women and Leadership member community recognizes Dr. Lisa DeFrank-Cole for tirelessly promoting women and leadership. Most recently, Dr. DeFrank-Cole and Dr. Sherylle J. Tan published their 2021 textbook, Women and Leadership: Journey Toward Equity, which won a 2022 Textbook and Academic Author’s Association’s Most Promising New Textbook Award. The book is groundbreaking as a college textbook that centers women and diversity, rather than relegating equity as one final chapter, as too many other leadership textbooks do. DeFrank-Cole and Tan also co-edited the Sage Business Cases – Women and Leadership series and have multiple chapters and articles as collaborators. DeFrank-Cole’s scholarly output includes three books, six book chapters, seven articles, two case studies, two edited series, seven magazine articles, and 15 years of conference presentations. She earned two grants and seven awards, including a Fulbright.

Candace Brunette-Debassige

Candace Brunette-Debassige, Ph.D., Assistant Tenure-Track Professor, Department of Education, Western University

Winner: Outstanding Scholarship for Emerging Scholars 

The ILA Women and Leadership member community recognizes Dr. Brunette-Debassige for advancing the understanding of the challenges facing Indigenous women in higher education and working tirelessly to decolonize education so that Indigenous women can thrive and become the leaders they are meant to be within their own cultural values and practices. Dr. Brunette-Debassige is herself an Indigenous woman leader, a Mushkego Cree iskwew with Cree and French ancestry originally from Peetabeck (Treaty 9 Territory). Dr. Brunette-Debassige’s dissertation and soon to be book on the challenges facing Indigenous women in higher education is groundbreaking. Dr. Brunette-Debassige was a keynote speaker at ILA’s Women and Leadership 2021 Research Colloquium and gave a powerful and inspiring presentation on “Indigenizing and Decolonializing Leadership.” On September 5, 2021, she was a guest on Phronesis, ILA’s official podcast. Listen to “Undoing the Silence” (Episode 85).

Ann Marie Berghout Austin

Ann Marie Berghout Austin, Ph.D., Retired Professor of Child Development Department of Family, Consumer, and Human Development Utah State University

Winner: Outstanding Practice for Local Impact

The ILA Women and Leadership member community recognizes Dr. Berghout Austin for the establishment of the Center for Women and Gender at Utah State University, for her work establishing childcare for working women, and for her devotion to the ILA Women and Leadership member community, including being Conference Co-Chair for the 2015 ILA Women and Leadership conference at 1440 in Scotts Valley, California. As Founding Director of the Center for Women and Gender from 2010-2019, Dr. Berghout Austin implemented a substantial change that has benefitted women within the local sphere of Utah State University as well as the state of Utah and women from around the world who have developed relationships with the Center. Through her work at the Center, she introduced gender studies at the university and was named Women and Gender Distinguished Professor by the University in 2000. As Director of the Center, Dr. Berghout Austin exercised effective leadership to highlight gender issues and ensure that gender considerations were integrated into the university’s functioning. Dr. Berghout Austin is the author of several important articles on women’s leadership.

Eliane Ubalijoro

Éliane Ubalijoro, Ph.D., Executive Director Sustainability in the Digital Age and the Future Earth Montreal Hub, and Professor of Practice for Public-Private Sector Partnerships at McGill University’s Institute for the Study of International Development

Winner: Outstanding Practice With Broad Impact

The ILA Women and Leadership member community recognizes Dr. Ubalijoro for advocating for women’s leadership globally. Her actions have benefited women in a variety of areas and arenas far beyond her local sphere, resulting in broad impact. As a scientist, Dr. Ubalijoro has been an advocate of STEM education for women and has worked to advance women’s leadership in virtually all her endeavors in many countries around the world. Recently she co-authored an important chapter in ILA’s 2021 book, Reimagining Leadership on the Commons: Shifting the Paradigm for a More Ethical, Equitable, and Just World, about the success of open access information in helping Nigerian women shareholder leaders increase their yields and empower themselves as leaders of their communities. Dr. Ubalijoro founded C.L.E.A.R. International Development Inc., a consulting group harnessing global networks for sustainable systems development. Among other publications, she contributed a chapter on women’s leadership in international development, “Transforming Community through Feminine Leadership: My Experience in the African Context,” to the ILA book Leadership and Power in International Development: Navigating the Intersections of Gender, Culture, Context, and Sustainability. She is a member of Rwanda’s National Science and Technology Council, and Dr. Ubalijoro has been a member of the Presidential Advisory Council for Rwandan President Paul Kagame since its inception in September 2007.

View all of the past winners!

Photo of stethoscope in pocket of scrubs
Photo of stethoscope in pocket of scrubs

by Christopher C. Phillips

  • 3 November 2022

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In this PAUSE for Pedagogy column, Christopher C. Phillips, a cardiovascular & thoracic surgeon and certified physician executive, discusses his leadership journey from a medical student who did not “appreciate the need to develop and sustain leadership competencies” to someone who embraced servant leadership and followership to lead a rural community hospital to national recognition as a top cardiovascular program.

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by Linda Kligman

25 August 2022

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In this PAUSE for Pedagogy, Linda Klingman, President of the International Institute of Restorative Practices, discusses the graduate school’s shared governance structure and how pandemic logistics inspired her to expand participation in IIRP’s Committee of the Whole and retool the dialogue circles in each meeting. The article includes tips on implementation and a sample agenda.

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by Victoria Foster; Introduction by Susan J. Erenrich

25 August 2022

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In this Grassroots Leadership & the Arts for Social Change Corner, Victoria Foster discusses her arts-based research project at a community farm in the U.K. where playful surrealist approaches change people’s relationship with the planet and encourage entry into the environmental activism and leading from the bottom-up. Corner editor Susan J. Erenrich provides an introduction to the piece.

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by Lynn Pasquerella; Epilogue by Antonio Jimenez Luque, Gayle Skawen:nio Morse, and Joseph E. Trimble

25 August 2022

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Lynn Pasquerella shares her personal story of growing up in a New England mill town, the lessons she takes into her work as President of the American Association of Colleges and Universities, the need for moral resilience in our university leaders. Column editors Gayle Skawen:nio Morse, Joseph E. Trimble, and Antonio Jimenez Luque provide a reflective epilogue to the piece.

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