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"Leadership Studies is a multi-disciplinary academic exploration of the various aspects of how people get along, and how together they get things done. The fields that contribute to leadership studies include history, political science, psychology, anthropology, sociology, philosophy, literature, and behavioral economics. Leadership Studies is also about the ethical dimensions of human behavior. The discipline considers what leadership has been in the past (the historical view), what leadership actually looks like in the present (principally from the perspectives of the behavioral sciences and political science), and what leadership should be (the ethical perspective). The SAGE Encyclopedia of Leadership Studies will present both key concepts and research illuminating leadership and many of the most important events in human history that reveal the nuances of leadership, good and bad. Entries will include topics such as power, charisma, identity, persuasion, personality, social intelligence, gender, justice, unconscious conceptions of leadership, leader-follower relationships, and moral transformation"--

1. Why leadership? -- 2. Questioning leadership knowledge -- 3. The classical Greek truth about leadership -- 4. The 16th century European truth about leadership -- 5. The foundations of leadership 'science': Carlyle and the trait theorists -- 6. Our modern era of leadership 'science' -- 7. Change and continuity in the truth about leadership -- 8. Conclusion and future trajectories.

School leadership is situated within a context of social and political factors that work to distribute power while also holding it in check. There are connections between how societal political structures facilitate democratic participation and the operation of schools. Educational leadership straddles the interface between proactive agency and the politics of social control. This tension between holding and using authority, yet acceding to political and social practice, is one which many school leaders face. Research studies conducted in two island nations, Jersey (Channel Islands) and Tonga (Pacific Islands), in different hemispheres of the world, illustrated contrasting forms of educational service and different challenges for school principals. As island communities, the context was clearly definable and provided a set of variables that were manifested through sector processes. The principals held pivotal roles that were molded by the contextual factors which shaped the delivery of educational practice. School principals in Jersey and Tonga illustrated how leadership is complicated if the purposes leadership should serve are unclear or contested (O'Brien, Murphy, and Draper 2003).

Around twenty years ago, I joined the faculty of the University of Richmond to help design the Jepson School of Leadership Studies.The easiest way to understand Jepson is as a liberal arts school with an explicit focus on the study of leadership. Our students take courses in history, philosophy, psychology, political science, and so on. These courses draw on the methodology and content of a discipline to understand leadership as a phenomenon and a practice. So as a school, we are multidisciplinary and some of our classes are interdisciplinary. By taking a liberal art approach to leadership studies, the Jepson School is not doing anything new, but rather reapplying the original intent of liberal arts education, which was not to learn a craft or useful skill, but to acquire knowledge that is good in itself and to educate citizens to live and make choices in a free society (Jaeger, 1986). Hence, the Jepson School is as much about the liberal arts as it is about leadership studies. In this chapter, I will briefly discuss the place of leadership studies in the liberal arts and then go on to describe the development of the Jepson School and how, from its inception to today, it grapples with the practical and philosophical challenges of being a liberal arts school of leadership studies.

Although students' personal passions typically determine the issue addressed by service‐learning leadership initiatives, this chapter advocates for a community‐centered alternative. This in‐depth exploration of a leadership development course series models a community‐need driven project and explores the benefits for both community and student learning.

This article examines the role of leadership in mobilizing collective resistance in the workplace. Given the scarcity of dialogue between critical scholars and leadership studies, relatively little consideration is given to the role of leadership in resisting and potentially transforming structures of domination. The article describes some of the reasons why these areas of research have produced so little mutual work. We then make the argument that theories of leadership can be useful to the study of resistance by providing a grounded approach to theorizing agency, highlighting the role of mobilization and influence in change, and emphasizing participant attributions. In doing so, leadership studies gain important insights about the influence of deep structure power issues on perceptions of leaders, as well as material and symbolic limits on mobilization. The article adopts a dialectical perspective as a way of understanding issues of resistance leadership, and then discusses how existing literatures, read with this dialectical approach, can be brought to bear on significant questions concerning the practices of resistance leadership.