Read Case 2.3 “Elon Musk” 
Feel free to explore and locate videos, articles, interviews, or other multimedia content related to Elon Musk. Incorporate relevant examples from these sources to bolster your responses.
Question 1: How does Musk exhibit each of the major leadership traits listed in Table 2.2? Elaborate on each and give examples. Which of these traits do you believe he is the strongest in? Is there one where he is weak? 
Question 2: Read the article on Emotional Intelligence Among the four broad aspects of emotional intelligence, which are self-awareness, self-management, social awareness, and relationship management, how would you characterize Elon Musk’s emotional intelligence?
EMOTIONAL INTELLIGENCE
Emotional Intelligence Has
12 Elements. Which Do
You Need to Work On?
by Daniel Goleman and Richard E. Boyatzis
FEBRUARY 06, 2017
Esther is a well-liked manager of a small team. Kind and respectful, she is sensitive to the needs of
others. She is a problem solver; she tends to see setbacks as opportunities. She’s always engaged and
is a source of calm to her colleagues. Her manager feels lucky to have such an easy direct report to
work with and often compliments Esther on her high levels of emotional intelligence, or EI. And
Esther indeed counts EI as one of her strengths; she’s grateful for at least one thing she doesn’t have
to work on as part of her leadership development. It’s strange, though — even with her positive
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2
outlook, Esther is starting to feel stuck in her career. She just hasn’t been able to demonstrate the
kind of performance her company is looking for. So much for emotional intelligence, she’s starting to
think.
The trap that has ensnared Esther and her manager is a common one: They are defining emotional
intelligence much too narrowly. Because they’re focusing only on Esther’s sociability, sensitivity, and
likability, they’re missing critical elements of emotional intelligence that could make her a stronger,
more effective leader. A recent HBR article highlights the skills that a kind, positive manager like
Esther might lack: the ability to deliver difficult feedback to employees, the courage to ruffle feathers
and drive change, the creativity to think outside the box. But these gaps aren’t a result of Esther’s
emotional intelligence; they’re simply evidence that her EI skills are uneven. In the model of EI and
leadership excellence that we have developed over 30 years of studying the strengths of outstanding
leaders, we’ve found that having a well-balanced array of specific EI capabilities actually prepares a
leader for exactly these kinds of tough challenges.
There are many models of emotional intelligence, each with its own set of abilities; they are often
lumped together as “EQ” in the popular vernacular. We prefer “EI,” which we define as comprising
four domains: self-awareness, self-management, social awareness, and relationship management.
Nested within each domain are twelve EI competencies, learned and learnable capabilities that allow
outstanding performance at work or as a leader (see the image below). These include areas in which
Esther is clearly strong: empathy, positive outlook, and self-control. But they also include crucial
abilities such as achievement, influence, conflict management, teamwork and inspirational
leadership. These skills require just as much engagement with emotions as the first set, and should
be just as much a part of any aspiring leader’s development priorities.
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3
For example, if Esther had strength in conflict management, she would be skilled in giving people
unpleasant feedback. And if she were more inclined to influence, she would want to provide that
difficult feedback as a way to lead her direct reports and help them grow. Say, for example, that
Esther has a peer who is overbearing and abrasive. Rather than smoothing over every interaction,
with a broader balance of EI skills she could bring up the issue to her colleague directly, drawing on
emotional self-control to keep her own reactivity at bay while telling him what, specifically, does not
work in his style. Bringing simmering issues to the surface goes to the core of conflict management.
Esther could also draw on influence strategy to explain to her colleague that she wants to see him
succeed, and that if he monitored how his style impacted those around him he would understand
how a change would help everyone.
Similarly, if Esther had developed her inspirational leadership competence, she would be more
successful at driving change. A leader with this strength can articulate a vision or mission that
resonates emotionally with both themselves and those they lead, which is a key ingredient in
marshaling the motivation essential for going in a new direction. Indeed, several studies have found
a strong association between EI, driving change, and visionary leadership.
In order to excel, leaders need to develop a balance of strengths across the suite of EI competencies.
When they do that, excellent business results follow.
How can you tell where your EI needs improvement — especially if you feel that it’s strong in some
areas?
Simply reviewing the 12 competencies in your mind can give you a sense of where you might need
some development. There are a number of formal models of EI, and many of them come with their
own assessment tools. When choosing a tool to use, consider how well it predicts leadership
outcomes. Some assess how you see yourself; these correlate highly with personality tests, which
also tap into a person’s “self-schema.” Others, like that of Yale University president Peter Salovey
and his colleagues, define EI as an ability; their test, the MSCEIT (a commercially available product),
correlates more highly with IQ than any other EI test.
We recommend comprehensive 360-degree assessments, which collect both self-ratings and the
views of others who know you well. This external feedback is particularly helpful for evaluating all
areas of EI, including self-awareness (how would you know that you are not self-aware?). You can get
a rough gauge of where your strengths and weaknesses lie by asking those who work with you to give
you feedback. The more people you ask, the better a picture you get.
Formal 360-degree assessments, which incorporate systematic, anonymous observations of your
behavior by people who work with you, have been found to not correlate well with IQ or personality,
but they are the best predictors of a leader’s effectiveness, actual business performance, engagement,
and job (and life) satisfaction. Into this category fall our own model and the Emotional and Social
Competency Inventory, or ESCI 360, a commercially available assessment we developed with Korn
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4
Ferry Hay Group to gauge the 12 EI competencies, which rely on how others rate observable
behaviors in evaluating a leader. The larger the gap between a leader’s self-ratings and how others
see them, research finds, the fewer EI strengths the leader actually shows, and the poorer the
business results.
These assessments are critical to a full evaluation of your EI, but even understanding that these
12 competencies are all a part of your emotional intelligence is an important first step in addressing
areas where your EI is at its weakest. Coaching is the most effective method for improving in areas of
EI deficit. Having expert support during your ups and downs as you practice operating in a new way
is invaluable.
Even people with many apparent leadership strengths can stand to better understand those areas of
EI where we have room to grow. Don’t shortchange your development as a leader by assuming that EI
is all about being sweet and chipper, or that your EI is perfect if you are — or, even worse, assume
that EI can’t help you excel in your career.
Daniel Goleman is Co-Director of the Consortium for Research on Emotional Intelligence in Organizations at Rutgers
University, co-author of Primal Leadership: Leading with Emotional Intelligence, and author of The Brain and Emotional
Intelligence: New Insights and Leadership: Selected Writings. His latest book is A Force For Good: The Dalai Lama’s
Vision for Our World.
Richard E. Boyatzis is a Professor in the Departments of Organizational Behavior, Psychology, and Cognitive Science at
the Weatherhead School of Management and Distinguished University Professor at Case Western Reserve University.
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5
Copyright 2017 Harvard Business Publishing. All Rights Reserved. Additional restrictions
may apply including the use of this content as assigned course material. Please consult your
institution’s librarian about any restrictions that might apply under the license with your
institution. For more information and teaching resources from Harvard Business Publishing
including Harvard Business School Cases, eLearning products, and business simulations
please visit hbsp.harvard.edu.
2
Leadership
Eighth Edition
3
To Madison, Isla, and Sullivan
4
Leadership
Theory and Practice
Eighth Edition
Peter G. Northouse
Western Michigan University
5
FOR INFORMATION:
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Printed in the United States of America
Library of Congress Cataloging-in-Publication Data
Names: Northouse, Peter Guy, author.
Title: Leadership : theory and practice / Peter G. Northouse, Western Michigan University.
Description: Eighth Edition. | Thousand Oaks : SAGE Publications, [2018] | Revised edition of the author’s
Leadership, 2015. | Includes index.
Identifiers: LCCN 2017049134 | ISBN 9781506362311 (pbk. : alk. paper)
Subjects: LCSH: Leadership. | Leadership—Case studies.
6
Classification: LCC HM1261 .N67 2018 | DDC 303.3/4—dc23 LC record available at
https://lccn.loc.gov/2017049134
This book is printed on acid-free paper.
Acquisitions Editor: Maggie Stanley
Content Development Editor: Lauren Holmes
Editorial Assistant: Alissa Nance
Production Editor: Bennie Clark Allen
Copy Editor: Melinda Masson
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Sally Jaskold
Indexer: Jean Casalegno
Cover Designer: Gail Buschman
Marketing Manager: Amy Lammers
7
Brief Contents
1. Preface
2. Acknowledgments
3. About the Author
4. About the Contributors
5. 1. Introduction
6. 2. Trait Approach
7. 3. Skills Approach
8. 4. Behavioral Approach
9. 5. Situational Approach
10. 6. Path–Goal Theory
11. 7. Leader–Member Exchange Theory
12. 8. Transformational Leadership
13. 9. Authentic Leadership
14. 10. Servant Leadership
15. 11. Adaptive Leadership
16. 12. Followership
17. 13. Leadership Ethics
18. 14. Team Leadership
19. 15. Gender and Leadership
20. 16. Culture and Leadership
21. Author Index
22. Subject Index
8
Detailed Contents
Preface
Acknowledgments
About the Author
About the Contributors
1. Introduction
Leadership Defined
Ways of Conceptualizing Leadership
Definition and Components
Leadership Described
Trait Versus Process Leadership
Assigned Versus Emergent Leadership
Leadership and Power
Leadership and Coercion
Leadership and Management
Plan of the Book
Summary
References
2. Trait Approach
Description
Intelligence
Self-Confidence
Determination
Integrity
Sociability
Five-Factor Personality Model and Leadership
Strengths and Leadership
Emotional Intelligence
How Does the Trait Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 2.1 Choosing a New Director of Research
Case 2.2 A Remarkable Turnaround
Case 2.3 Recruiting for the Bank
Leadership Instrument
Leadership Trait Questionnaire (LTQ)
Summary
References
9
3. Skills Approach
Description
Three-Skill Approach
Technical Skills
Human Skills
Conceptual Skills
Summary of the Three-Skill Approach
Skills Model
Competencies
Individual Attributes
Leadership Outcomes
Career Experiences
Environmental Influences
Summary of the Skills Model
How Does the Skills Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 3.1 A Strained Research Team
Case 3.2 A Shift for Lieutenant Colonel Adams
Case 3.3 Andy’s Recipe
Leadership Instrument
Skills Inventory
Summary
References
4. Behavioral Approach
Description
The Ohio State Studies
The University of Michigan Studies
Blake and Mouton’s Managerial (Leadership) Grid
Authority–Compliance (9,1)
Country-Club Management (1,9)
Impoverished Management (1,1)
Middle-of-the-Road Management (5,5)
Team Management (9,9)
Paternalism/Maternalism
Opportunism
How Does the Behavioral Approach Work?
Strengths
Criticisms
Application
10
Case Studies
Case 4.1 A Drill Sergeant at First
Case 4.2 Eating Lunch Standing Up
Case 4.3 We Are Family
Leadership Instrument
Leadership Behavior Questionnaire
Summary
References
5. Situational Approach
Description
Leadership Style
Development Level
How Does the Situational Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 5.1 Marathon Runners at Different Levels
Case 5.2 Why Aren’t They Listening?
Case 5.3 Getting the Message Across
Leadership Instrument
Situational Leadership® Questionnaire: Sample Items
Summary
References
6. Path–Goal Theory
Description
Leader Behaviors
Directive Leadership
Supportive Leadership
Participative Leadership
Achievement-Oriented Leadership
Follower Characteristics
Task Characteristics
How Does Path–Goal Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 6.1 Three Shifts, Three Supervisors
Case 6.2 Direction for Some, Support for Others
Case 6.3 Playing in the Orchestra
Leadership Instrument
11
Path–Goal Leadership Questionnaire
Summary
References
7. Leader–Member Exchange Theory
Description
Early Studies
Later Studies
Leadership Making
How Does LMX Theory Work?
Strengths
Criticisms
Application
Case Studies
Case 7.1 His Team Gets the Best Assignments
Case 7.2 Working Hard at Being Fair
Case 7.3 Taking on Additional Responsibilities
Leadership Instrument
LMX 7 Questionnaire
Summary
References
8. Transformational Leadership
Description
Transformational Leadership Defined
Transformational Leadership and Charisma
A Model of Transformational Leadership
Transformational Leadership Factors
Transactional Leadership Factors
Nonleadership Factor
Other Transformational Perspectives
Bennis and Nanus
Kouzes and Posner
How Does the Transformational Leadership Approach Work?
Strengths
Criticisms
Application
Case Studies
Case 8.1 The Vision Failed
Case 8.2 An Exploration in Leadership
Case 8.3 Her Vision of a Model Research Center
Leadership Instrument
Sample Items From the Multifactor Leadership Questionnaire (MLQ)
Form 5X-Short
12
Summary
References
9. Authentic Leadership
Description
Authentic Leadership Defined
Approaches to Authentic Leadership
Practical Approach
Theoretical Approach
How Does Authentic Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 9.1 Am I Really a Leader?
Case 9.2 A Leader Under Fire
Case 9.3 The Reluctant First Lady
Leadership Instrument
Authentic Leadership Self-Assessment Questionnaire
Summary
References
10. Servant Leadership
Description
Servant Leadership Defined
Historical Basis of Servant Leadership
Ten Characteristics of a Servant Leader
Building a Theory About Servant Leadership
Model of Servant Leadership
Antecedent Conditions
Servant Leader Behaviors
Outcomes
Summary of the Model of Servant Leadership
How Does Servant Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 10.1 Everyone Loves Mrs. Noble
Case 10.2 Doctor to the Poor
Case 10.3 Servant Leadership Takes Flight
Leadership Instrument
Servant Leadership Questionnaire
Summary
13
References
11. Adaptive Leadership
Description
Adaptive Leadership Defined
A Model of Adaptive Leadership
Situational Challenges
Technical Challenges
Technical and Adaptive Challenges
Adaptive Challenges
Leader Behaviors
Adaptive Work
How Does Adaptive Leadership Work?
Strengths
Criticisms
Application
Case Studies
Case 11.1 Silence, Stigma, and Mental Illness
Case 11.2 Taming Bacchus
Case 11.3 Redskins No More
Leadership Instrument
Adaptive Leadership Questionnaire
Summary
References
12. Followership
Description
Followership Defined
Role-Based and Relational-Based Perspectives
Typologies of Followership
The Zaleznik Typology
The Kelley Typology
The Chaleff Typology
The Kellerman Typology
Theoretical Approaches to Followership
Reversing the Lens
The Leadership Co-Created Process
New Perspectives on Followership
Perspective 1: Followers Get the Job Done
Perspective 2: Followers Work in the Best Interest of the
Organization’s Mission
Perspective 3: Followers Challenge Leaders
Perspective 4: Followers Support the Leader
Perspective 5: Followers Learn From Leaders
14
Followership and Destructive Leaders
1. Our Need for Reassuring Authority Figures
2. Our Need for Security and Certainty
3. Our Need to Feel Chosen or Special
4. Our Need for Membership in the Human Community
5. Our Fear of Ostracism, Isolation, and Social Death
6. Our Fear of Powerlessness to Challenge a Bad Leader
How Does Followership Work?
Strengths
Criticisms
Application
Case Studies
Case 12.1 Bluebird Care
Case 12.2 Olympic Rowers
Case 12.3 Penn State Sexual Abuse Scandal
Leadership Instrument
Followership Questionnaire
Summary
References
13. Leadership Ethics
Description
Ethics Defined
Level 1. Preconventional Morality
Level 2. Conventional Morality
Level 3. Postconventional Morality
Ethical Theories
Centrality of Ethics to Leadership
Heifetz’s Perspective on Ethical Leadership
Burns’s Perspective on Ethical Leadership
The Dark Side of Leadership
Principles of Ethical Leadership
Ethical Leaders Respect Others
Ethical Leaders Serve Others
Ethical Leaders Are Just
Ethical Leaders Are Honest
Ethical Leaders Build Community
Strengths
Criticisms
Application
Case Studies
Case 13.1 Choosing a Research Assistant
Case 13.2 How Safe Is Safe?
15
Case 13.3 Reexamining a Proposal
Leadership Instrument
Ethical Leadership Style Questionnaire (Short Form)
Summary
References
14. Team Leadership
Description
Team Leadership Model
Team Effectiveness
Leadership Decisions
Leadership Actions
How Does the Team Leadership Model Work?
Strengths
Criticisms
Application
Case Studies
Case 14.1 Can This Virtual Team Work?
Case 14.2 Team Crisis Within the Gates
Case 14.3 Starts With a Bang, Ends With a Whimper
Leadership Instrument
Team Excellence and Collaborative Team Leader Questionnaire
Summary
References
15. Gender and Leadership
Description
The Glass Ceiling Turned Labyrinth
Evidence of the Leadership Labyrinth
Understanding the Labyrinth
Gender Differences in Leadership Styles and Effectiveness
Navigating the Labyrinth
Strengths
Criticisms
Application
Case Studies
Case 15.1 The “Glass Ceiling”
Case 15.2 Lack of Inclusion and Credibility
Case 15.3 Pregnancy as a Barrier to Job Status
Leadership Instrument
The Gender–Leader Implicit Association Test
Summary
References
16. Culture and Leadership
16
Description
Culture Defined
Related Concepts
Ethnocentrism
Prejudice
Dimensions of Culture
Uncertainty Avoidance
Power Distance
Institutional Collectivism
In-Group Collectivism
Gender Egalitarianism
Assertiveness
Future Orientation
Performance Orientation
Humane Orientation
Clusters of World Cultures
Characteristics of Clusters
Anglo
Confucian Asia
Eastern Europe
Germanic Europe
Latin America
Latin Europe
Middle East
Nordic Europe
Southern Asia
Sub-Saharan Africa
Leadership Behavior and Culture Clusters
Eastern Europe Leadership Profile
Latin America Leadership Profile
Latin Europe Leadership Profile
Confucian Asia Leadership Profile
Nordic Europe Leadership Profile
Anglo Leadership Profile
Sub-Saharan Africa Leadership Profile
Southern Asia Leadership Profile
Germanic Europe Leadership Profile
Middle East Leadership Profile
Universally Desirable and Undesirable Leadership Attributes
Strengths
Criticisms
Application
17
Case Studies
Case 16.1 A Challenging Workplace
Case 16.2 A Special Kind of Financing
Case 16.3 Whose Latino Center Is It?
Leadership Instrument
Dimensions of Culture Questionnaire
Summary
References
Author Index
Subject Index
18
Preface
This eighth edition of Leadership: Theory and Practice is written with the objective of
bridging the gap between the often-simplistic popular approaches to leadership and the
more abstract theoretical approaches. Like the previous editions, this edition reviews and
analyzes a selected number of leadership theories, giving special attention to how each
theoretical approach can be applied in real-world organizations. In essence, my purpose is
to explore how leadership theory can inform and direct the way leadership is practiced.
19
New to This Edition
First and foremost, this edition includes a new chapter on followership, which examines the
nature of followership, its underpinnings, and how it works. The chapter presents a
definition, a model, and the latest research and applications of this emerging approach to
leadership. It also examines the relationship between followership and destructive, or toxic,
leadership. In addition, the strengths and weaknesses of followership are examined, and a
questionnaire to help readers assess their own follower style is provided. Three case studies
illustrating followership, including one that addresses the Penn State sexual abuse scandal
and another that looks at the 1936 U.S. Olympic rowing team, are presented at the end of
the chapter.
In addition to the discussion of destructive leadership in Chapter 12, this edition includes
an expanded discussion of the dark side of leadership and psuedotransformational
leadership and the negative uses and abuses of leadership in several of the chapters. Readers
will also find that the ethics chapter features a new self-assessment instrument, the Ethical
Leadership Style Questionnaire (ELSQ), which assesses a leader’s style of ethical leadership
and will help leaders understand their decision-making preferences when confronting
ethical dilemmas.
This edition retains many special features from previous editions but has been updated to
include new research findings, figures and tables, and everyday applications for many
leadership topics including leader–member exchange theory, transformational and
authentic leadership, team leadership, the labyrinth of women’s leadership, and historical
definitions of leadership. The format of this edition parallels the format used in earlier
editions. As with previous editions, the overall goal of Leadership: Theory and Practice is to
advance our understanding of the many different approaches to leadership and ways to
practice it more effectively.
20
Special Features
Although this text presents and analyzes a wide range of leadership research, every attempt
has been made to present the material in a clear, concise, and interesting manner. Reviewers
of the book have consistently commented that clarity is one of its major strengths. In
addition to the writing style, several other features of the book help make it user-friendly.
Each chapter follows the same format: It is structured to include first theory and then
practice.
Every chapter contains a discussion of the strengths and criticisms of the approach
under consideration, and assists the reader in determining the relative merits of each
approach.
Each chapter includes an application section that discusses the practical aspects of the
approach and how it could be used in today’s organizational settings.
Three case studies are provided in each chapter to illustrate common leadership issues
and dilemmas. Thought-provoking questions follow each case study, helping readers
to interpret the case.
A questionnaire is provided in each of the chapters to help the reader apply the
approach to his or her own leadership style or setting.
Figures and tables illustrate the content of the theory and make the ideas more
meaningful.
Through these special features, every effort has been made to make this text substantive,
understandable, and practical.
21
Audience
This book provides both an in-depth presentation of leadership theory and a discussion of
how it applies to real-life situations. Thus, it is intended for undergraduate and graduate
classes in management, leadership studies, business, educational leadership, public
administration, nursing and allied health, social work, criminal justice, industrial and
organizational psychology, communication, religion, agricultural education, political and
military science, and training and development. It is particularly well suited as a
supplementary text for core organizational behavior courses or as an overview text within
MBA curricula. This book would also be useful as a text in student activities, continuing
education, in-service training, and other leadership-development programs.
22
Digital Resources
23
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Tables and figures from the book are available for download.
SAGE coursepacks provide easy LMS integration.
24
SAGE edge for students
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Meaningful web resources with exercises facilitate further exploration of topics.
25
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Integrated links to the eBook make it easy to access the mobile-friendly
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Interactive eBook
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the text for just $5 or purchased separately. The interactive eBook offers hyperlinks to
original and licensed videos, including Peter Northouse author videos in which the author
illuminates various leadership concepts. The interactive eBook includes additional case
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found in the printed text. Users will also have immediate access to study tools such as
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26
Acknowledgments
Many people directly or indirectly contributed to the development of the eighth edition of
Leadership: Theory and Practice. First, I would like to acknowledge my editor, Maggie
Stanley, and her talented team at SAGE Publications (Lauren Holmes and Alissa Nance),
who have contributed in so many different ways to the quality and success of this book. For
their very capable work during the production phase, I would like to thank the copy editor,
Melinda Masson, and the project editor, Bennie Clark Allen. In her own unique way, each
of these people made valuable contributions to the eighth edition.
I would like to thank the following reviewers for their valuable contributions to the
development of this manuscript:
Sandra Arumugam-Osburn, St. Louis Community College-Forest Park
Rob Elkington, University of Ontario Institute of Technology
Abimbola Farinde, Columbia Southern University
Belinda S. Han, Utah Valley University
Deborah A. Johnson-Blake, Liberty University
Benjamin Kutsyuruba, Queen’s University
Chenwei Liao, Michigan State University
Heather J. Mashburn, Appalachian State University
Comfort Okpala, North Carolina A&T State University
Ric Rohm, Southeastern University
Patricia Dillon Sobczak, Virginia Commonwealth University
Victor S. Sohmen, Drexel University
Brigitte Steinheider, University of Oklahoma-Tulsa
Robert Waris, University of Missouri–Kansas City
Sandi Zeljko, Lake-Sumter State College
Mary Zonsius, Rush University
I would like to thank the following reviewers for their valuable contributions to the
development of the seventh edition manuscript:
Hamid Akbari, Winona State University
Meera Alagaraja, University of Louisville
Mel Albin, Excelsior College
Thomas Batsching, Reutlingen University
Cheryl Beeler, Angelo State University
Julie Bjorkman, Benedictine University
Mark D. Bowman, Methodist University
Dianne Burns, University of Manchester
27
Eric Buschlen, Central Michigan University
Steven Bryant, Drury University
Daniel Calhoun, Georgia Southern University
David Conrad, Augsburg College
Joyce Cousins, Royal College of Surgeons in Ireland
Denise Danna, LSUHSC School of Nursing
S. Todd Deal, Georgia Southern University
Caroline S. Fulmer, University of Alabama
Brad Gatlin, John Brown University
Greig A. Gjerdalen, Capilano University
Andrew Gonzales, University of California, Irvine
Decker B. Hains, Western Michigan University
Amanda Hasty, University of Colorado–Denver
Carl Holschen, Missouri Baptist University
Kiran Ismail, St. John’s University
Irma Jones, University of Texas at Brownsville
Michele D. Kegley, University of Cincinnati, Blue Ash College
Jeanea M. Lambeth, Pittsburg State University
David Lees, University of Derby
David S. McClain, University of Hawaii at Manoa
Carol McMillan, New School University
Richard Milter, Johns Hopkins University
Christopher Neck, Arizona