Now Accepting Applications for 2016-2017 Faculty Fellows
Deadline: July 1, 2016
To Apply: Send a brief statement/abstract their leadership reserach, their curriculum vitae, and a letter of support from their supervisor to Dr. Beth Hoag (firstname.lastname@example.org), Associate Director of the Illinois Leadership Center
To encourage leadership scholarship through research and collaboration across disciplines, the Illinois Leadership Center® (ILC) has introduced a new program, the ILC Faculty Fellows Program. The ILC Faculty Fellows is a group of leadership scholars from a variety of disciplines, with an interest and focus on leadership research and/or leadership education
Funded by the Illinois Leadership Center, up to four fellows will be selected annually. The appointment will be for an academic year, and may be renewable for up to three years. Fellows will be required to re-apply annually. Fellows must be tenure track faculty members. A discretionary fund of $5000 per year will be given to each fellow to support their leadership research and scholarly activities.
The Fellows Program does not include release from the faculty member's other departmental or college duties.
The ILC Faculty Fellows Program is designed to support:
- Original research on leadership
- Interdisciplinary collaboration
- Research which will advance the mission of leadership at Illinois
- Faculty engagement with the Illinois Leadership Center
Faculty Fellows meet four times during the academic year. Meeting topics include: 1) Sharing progress on their research and discussing leadership scholarship, education, trends, issues, etc., with the ILC Staff; 2) exploring research implications and potential collaborations with other ILC Faculty Fellows; 3) formally presenting their research and reflecting on its relevancy to the academy and to instructional excellence; and 4) building a community of leadership researchers and scholars on campus. Fellows also submit a 5-10 minute video that the Illinois Leadership Center will place on their website.
2015-2016 Faculty Fellows
Examining the Process of Leadership Learning, Dr. David Rosch, Assistant Professor, Agricultural Leadership Education
Many people believe that: a) leadership cannot be learned – that people either “have it” or they do not; and b) that regardless, measuring the degree of leader capacity is next to impossible. My research is focused on these two areas, 1) Mapping the trajectory of leadership development in young adults as a result of participation in programmatic intervention; and 2) rigorously assessing the methodology of leadership evaluation.
The Effects of Congruence in Member and Leader Organizational Identification on Work Outcomes, Dr. Ying Chen, Assistant Professor, Labor and Employment Relations
Drawing on social identity theory and self-categorization theory, we integrated research on shared social identity and identity threat to examine the effects on work outcomes of congruence vs. incongruence in both members’ and leaders’ identification with their organization. A multi-level polynomial regression analysis showed that when members and leaders were congruent in their organizational identification, they enjoyed higher (member) job satisfaction, higher (leader) organizational citizenship behaviors, and member-leader agreement on the member’s performance rating. Our results demonstrated further that incongruence affected member and leader outcomes, in that a comparatively higher level of organizational identification on the part of one led to relatively higher job satisfaction and OCBO for that party in contrast to when that party’s organizational identification was comparatively lower.
Double Whammies in Workplace Harassment: Implications for University Leadership, Dr. Kathryn Clancy, Assistant Professor, Anthropology, PEEC, Beckman Institute
Dr. Clancy (Anthropology, PEEC, Beckman Institute) has examined workplace harassment in two academic science populations: fieldwork conducted by field scientists, and workplaces among astronomers and planetary scientists. She has found that gendered violence disproportionately affects female trainees and is often perpetrated by supervisors, representing a double whammy of gender and rank targeting. She has also found that women of color experience the highest rates of hostile workplace behaviors, representing a double whammy of gender and race targeting. Clancy discusses the ways in which intersectional approaches offer an opportunity for university leaders to eliminate harassment.
The Eye of the Beholder: A Meta-Analytic Examination of the Convergence between Leader and Observer Perceptions of Leadership, Dr. Nichelle Carpenter, Assistant Professor, Psychology & Labor and Employee Relations
The convergence between a leader’s assessment of his/her leadership behaviors and assessments from the leader’s subordinates, peers, and superiors—also known as “leader insight”—is critical for the understanding of leadership and is also linked to important organizational and leader outcomes. Unfortunately, many questions remain regarding the extent to which leaders have insight into their leadership behaviors. This study examines whether leaders’ perceptions of their leadership behaviors are similar to or different from observers’ perceptions. We also investigate whether leader-observer agreement is influenced by type of observer and type of leadership.