Faculty Fellows

ILC Faculty Fellows Program Overview

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 tenured or tenure track faculty members.  A discretionary fund of $2500 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 will meet monthly during the academic year.  Meeting topics will include:  1) Sharing progress on their research and discussing leadership scholarship, education, trends, issues, etc.; 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 will also submit a 5-10 minute video that the Illinois Leadership Center will place on their website. 

How to Apply

The Illinois Leadership Center (ILC) is now accepting applications for the 2019 – 2020 Faculty Fellows.  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.  A discretionary fund of $2500 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.

To apply, submit the following materials to Dr. Beth Hoag, Associate Director of the Illinois Leadership Center, at bhoag2@illinois.edu by September 13, 2019.

  • Statement/abstract of the proposed leadership research (no more than 3 pages single spaced) Include the following:
    • Overview of your leadership research agenda and if selected, what you plan to work on in the upcoming year.
    • Why do you want to be an ILC Faculty Fellow?
    • How does your research align with the Illinois Leadership Philosophy and Leadership Competencies? Find the philosophy and competencies at http://leadership.illinois.edu/about/core-competencies
  • Curriculum vitae
  • Letter of support from your supervisor

For more information about Faculty Fellows visit http://leadership.illinois.edu/research/faculty-fellows. If you have questions about the program or application process, please contact Dr. Beth Hoag at bhoag2@illinois.edu.   


Current Faculty Fellows

The Illinois Leadership Center® (ILC) Faculty Fellows Program is designed to encourage leadership scholarship through research and collaboration across disciplines.  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.  Current Faculty Fellows and their research areas are listed below:

Parental Differential Treatment and Abusive Supervision, Dr. Simon Lloyd D. Restubog, Professor, Labor and Employee Relations

In this project, I explored the role of parental differential treatment by a leader’s parents on his/her predisposition to engage in hostile acts toward his/her subordinates. Guided by the parental acceptance-rejection perspective (Rohner, 1986; 2004), I proposed novel predictions about mediated relationships among perceived differential treatment from parents (i.e., high parental differential control and low parental differential affection), hostile cognitions, victimization bias, and supervisory abuse. This was tested across two independent samples (Studies 1 and 2) consisting of supervisor-subordinate dyads. Results suggest that supervisors who perceive differential parental treatment develop hostile cognitions and a sense of victimization. This in turn resulted in greater abusive supervisory behavior. Overall, this research contributes to the literature by highlighting differential parental treatment as a unique antecedent of abusive supervision in organizations


Preparing Students to Live and Work in a Multiracial Society, Dr. Jasmine D. Collins, Assistant Professor Agricultural Leadership, Education and Communications Program, College of ACES

My research and teaching largely center on topics pertaining to leadership and human capacity development. Higher education is one social institution in which human capacity development is an oft-touted goal. As a result, much research has focused on academic and co-curricular experiences which help students develop the skills and competencies needed for life and work. I am currently developing a project to examine precollege, college involvement, occupational trajectory, and demographic influences on multicultural competence, colorblind racial attitudes, and racial justice advocacy behavior for students at land grant universities.


Former Faculty Fellows

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.  

To see a video of Dr. Carpenter talking about her research, visit: https://www.youtube.com/watch?v=MhhcYqRblpA


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.


To Lead by Force or Persuasion? Prestige and Dominance as Two Fundamental Pathways to Informal Leadership, Dr. Joey Cheng, Psychology, College of LIberal Arts and Sciences

The avenues through which people gain influence over others within groups are seemingly varied. Do these different strategies effectively promote one’s ability to influence group decisions? What effects do they, when used by leaders, have on team success and follower well-being? My research examines how two fundamental avenues to informal leadership—prestige (i.e., earning respect via competence to increase persuasion) and dominance (i.e., relying on fear to induce compliance)—influence individual- and group-level outcomes. Broadly speaking, my research focuses on the psychological and biological processes that underpin leadership in groups, teams, and organizations. 


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.

To see a video of Dr. Clancy talking about her research, visit:  https://youtu.be/rnWS8RP8_7w


The Utility of University-Based Leadership Development in Early Employment, Dr. K Peter Kuchinke, Professor and Director of Graduate Studies, Department of Education Policy, Organization, and Leadership

Dr. Kuchinke has worked as a researcher and as a consultant in corporate settings in leadership development for some 20 years and has observed the complexities of leadership practice and the challenges of effective leadership development firsthand.  His appointment as a Faculty Fellow is providing the opportunity to provide an ‘outside-in’ view of university-based leadership development, that is to better understand how the skills, knowledge, attitudes and other characteristics gained through involvement in Leadership Center activities transfer to early employment, defined as the first two years of full-time work after graduation. In a first study, Dr. Kuchinke will contrast the expectations that university juniors and seniors who are involved in various levels of intensity in formal levels of leadership development with the actual experiences of recent graduates with similar leadership preparation in their first two years of employment. This study involves UIUC and the University of Minnesota, with hopes of contrasting two leadership development models and settings and two different settings, one college-town based, the other in a major urban environment. In a second phase, employers will be surveyed to gain an understanding of the importance ranking of different leadership competencies from the organizational perspective and to learn how the transfer of leadership behaviors in college graduates can be maximized.


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.

To see a video of Dr. Rosch talking about his research, visit: https://youtu.be/wSTtbk7Jt6k


Leading for Social Change, Dr. Nathan Todd, Professor, Department of Psychology 

Leaders work for social justice and change in their larger communities.  My research examines how and why individuals and groups work together for social justice.  In particular, we examine the role of religion and spirituality in shaping social justice attitudes and actions.  We focus on religious settings, such as congregations and interfaith groups, as places that may provide opportunity for social justice action.  We also investigate how to engage people from privileged groups (e.g., people who are White in the U.S.) in social justice with an interest in how religious beliefs and religious settings may facilitate such engagement.

To see a video of Dr. Todd talking about his research, visit: https://www.youtube.com/watch?v=mGXwmjYt35A&t=24s