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Teaching leadership critically: new directions for leadership pedagogy

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Teaching leadership critically : new directions for leadership pedagogy. / Collinson, David; Tourish, Dennis.

In: Academy of Management Learning and Education, Vol. 14, No. 4, 01.12.2015, p. 576-594.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Collinson, D & Tourish, D 2015, 'Teaching leadership critically: new directions for leadership pedagogy', Academy of Management Learning and Education, vol. 14, no. 4, pp. 576-594. https://doi.org/10.5465/amle.2014.0079

APA

Collinson, D., & Tourish, D. (2015). Teaching leadership critically: new directions for leadership pedagogy. Academy of Management Learning and Education, 14(4), 576-594. https://doi.org/10.5465/amle.2014.0079

Vancouver

Collinson D, Tourish D. Teaching leadership critically: new directions for leadership pedagogy. Academy of Management Learning and Education. 2015 Dec 1;14(4):576-594. https://doi.org/10.5465/amle.2014.0079

Author

Collinson, David ; Tourish, Dennis. / Teaching leadership critically : new directions for leadership pedagogy. In: Academy of Management Learning and Education. 2015 ; Vol. 14, No. 4. pp. 576-594.

Bibtex

@article{ec5bd48f84b04036940f59b8103bd774,
title = "Teaching leadership critically: new directions for leadership pedagogy",
abstract = "Conventional approaches to teaching leadership in business schools have over relied on transformational models that stress the role of charismatic individuals, usually white men, in setting compelling visions to which all organizational actors are expected to subscribe. Such approaches pay insufficient attention to the dynamics of power, the influence of context and the significance of follower dissent and resistance. This article examines the pedagogical potential of Critical Leadership Studies: an emergent, alternative paradigm which questions deep seated assumptions that power and agency should be vested in the hands of a few leaders, and explores the dysfunctional consequences of such power dynamics for individuals, organizations and societies. It also recognises that follower compliance and conformity, as well as resistance and dissent, are important features of leadership dynamics. Informed by our own experience of trying to teach leadership more critically, the essay highlights a number of guiding principles that, we argue, have the potential to reshape and enrich leadership pedagogies in business schools. ",
author = "David Collinson and Dennis Tourish",
year = "2015",
month = dec,
day = "1",
doi = "10.5465/amle.2014.0079",
language = "English",
volume = "14",
pages = "576--594",
journal = "Academy of Management Learning and Education",
issn = "1537-260X",
publisher = "George Washington University",
number = "4",

}

RIS

TY - JOUR

T1 - Teaching leadership critically

T2 - new directions for leadership pedagogy

AU - Collinson, David

AU - Tourish, Dennis

PY - 2015/12/1

Y1 - 2015/12/1

N2 - Conventional approaches to teaching leadership in business schools have over relied on transformational models that stress the role of charismatic individuals, usually white men, in setting compelling visions to which all organizational actors are expected to subscribe. Such approaches pay insufficient attention to the dynamics of power, the influence of context and the significance of follower dissent and resistance. This article examines the pedagogical potential of Critical Leadership Studies: an emergent, alternative paradigm which questions deep seated assumptions that power and agency should be vested in the hands of a few leaders, and explores the dysfunctional consequences of such power dynamics for individuals, organizations and societies. It also recognises that follower compliance and conformity, as well as resistance and dissent, are important features of leadership dynamics. Informed by our own experience of trying to teach leadership more critically, the essay highlights a number of guiding principles that, we argue, have the potential to reshape and enrich leadership pedagogies in business schools.

AB - Conventional approaches to teaching leadership in business schools have over relied on transformational models that stress the role of charismatic individuals, usually white men, in setting compelling visions to which all organizational actors are expected to subscribe. Such approaches pay insufficient attention to the dynamics of power, the influence of context and the significance of follower dissent and resistance. This article examines the pedagogical potential of Critical Leadership Studies: an emergent, alternative paradigm which questions deep seated assumptions that power and agency should be vested in the hands of a few leaders, and explores the dysfunctional consequences of such power dynamics for individuals, organizations and societies. It also recognises that follower compliance and conformity, as well as resistance and dissent, are important features of leadership dynamics. Informed by our own experience of trying to teach leadership more critically, the essay highlights a number of guiding principles that, we argue, have the potential to reshape and enrich leadership pedagogies in business schools.

U2 - 10.5465/amle.2014.0079

DO - 10.5465/amle.2014.0079

M3 - Journal article

VL - 14

SP - 576

EP - 594

JO - Academy of Management Learning and Education

JF - Academy of Management Learning and Education

SN - 1537-260X

IS - 4

ER -