In 1979, Robert Greenleaf published Teacher as Servant. This novel actively portrays Greenleaf's concept of servant leadership by describing the extracurricular work of a university professor. Consequently, some scholars have demonstrated the relevance of servant leadership to classroom instruction (Powers & Moore, 2005). However, it was not as an instructor, but as an advisor that the fictional Mr. Billings engaged in servant leadership and deeply transformed his students' lives. By explaining the philosophy and practice of servant leadership, I demonstrate how it can contribute to the theory and practice of academic advising. The characteristics of servant leadership are discussed as a theoretical-philosophical construct relevant to academic advisement.
Relative Emphasis: theory, practice, research
While the relevance of emotional intelligence to leadership and management has been studied and written about for over a decade, most practical models of emotional intelligence still focus primarily on the personal management of negative emotions within the leader. While valuable, this approach delimits the utility of emotional intelligence in relational leadership. Furthermore, it does not take into consideration the significance of positive emotions in leadership. This article provides a review of the literature related to emotional intelligence, leadership, and positive psychology/leadership. It also presents an alternative model for engaging in emotionally intelligent leadership that focuses on the relational nature of emotion and the role of positive emotional influence.
Keywords: Emotional Intelligence, Positive Psychology, Positive Organizational Leadership, Vicarious Reinforcing Loop, Inspirational InfluenceThe Traditional Approach to EI Emotional intelligence has been an intensely debated topic since it's rise to public awareness with Goleman's (1995) popular work by the same name. The intensity with which this topic is discussed is evident by the inability of top researchers and minds to agree on a definition for emotional intelligence. Thus, for the purpose of defining EI, we will begin with a definition that is perhaps most shared among the different schools of thought. At its most fundamental level, emotional intelligence relates to the use of the components of mind associated with emotion as opposed to purely rational thought in the application of intelligence. That said, the division emerges relative to whether scholars argue for purely emotional ability based models of EI or whether they promote mixed models that integrate emotional and rational components of intelligence and personality (Walter et al., 2011). These mixed model approaches include any models which measure traits or broader competencies. Thus they are also sometimes referred to as trait models.
One of the major foci of universities in relation to the educational missions is to promote the growth and development of students as leaders. This article discusses the role of academic advising as a strategic partner with classroom and extracurricular leadership development programs. To that end, this article reviews the roles of academic advising in higher education and discusses the viability of expanding these roles to include the role of advisor as leadership educator. In so doing, I provide a review of the literature related to student leadership development, discuss the similarity in advising outcomes and leadership development outcomes, and examine how the roles of academic advisors in higher education relate to leadership development as well as how advisors can become intentional leadership educators.
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