Experience

Publications

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. (2017). Academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196-210.

  Journal of Applied Research in Higher Education

  We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal trainin and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. (2017). Academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196-210.

  Journal of Applied Research in Higher Education

  We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal trainin and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. (2017). Academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196-210.

  Journal of Applied Research in Higher Education

  We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal trainin and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

• Gigliotti, R. A. (2015). Cultivating alumni engagement in undergraduate leadership education: The Villanova University Student Leadership Forum. Journal of Leadership Education, 14(3), 152-158.

  Journal of Leadership Education

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. (2017). Academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196-210.

  Journal of Applied Research in Higher Education

  We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal trainin and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

• Gigliotti, R. A. (2015). Cultivating alumni engagement in undergraduate leadership education: The Villanova University Student Leadership Forum. Journal of Leadership Education, 14(3), 152-158.

  Journal of Leadership Education

• Immordino, K. M., Gigliotti, R. A., Ruben, B. D. & Tromp. (2016). Evaluating the impact of strategic planning in higher education. Educational Planning.

  Educational Planning

  Strategic planning can be broadly defined as a process used by organizations to define strategy and provide direction regarding future decisions. Grounded in the organization’s mission and vision, it is widely recognized as fundamental to an organization’s success over time. A growing number of higher education institutions are incorporating strategic planning processes at the institution-wide level, or for individual schools or programs. While there are multiple models of strategic planning, many of which include a periodic review of the resulting goals and objectives, there are few, if any, assessments of the impact of the process itself. This study of one intentional model for strategic planning at State University indicates that the program has been successful not only in assisting departments and programs in developing mission and vision statements, organizational goals, and action plans, but also in disseminating organizational information, promoting participation, incorporating new members, and heightening awareness of strengths and opportunities for improvement.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. (2017). Academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196-210.

  Journal of Applied Research in Higher Education

  We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal trainin and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

• Gigliotti, R. A. (2015). Cultivating alumni engagement in undergraduate leadership education: The Villanova University Student Leadership Forum. Journal of Leadership Education, 14(3), 152-158.

  Journal of Leadership Education

• Immordino, K. M., Gigliotti, R. A., Ruben, B. D. & Tromp. (2016). Evaluating the impact of strategic planning in higher education. Educational Planning.

  Educational Planning

  Strategic planning can be broadly defined as a process used by organizations to define strategy and provide direction regarding future decisions. Grounded in the organization’s mission and vision, it is widely recognized as fundamental to an organization’s success over time. A growing number of higher education institutions are incorporating strategic planning processes at the institution-wide level, or for individual schools or programs. While there are multiple models of strategic planning, many of which include a periodic review of the resulting goals and objectives, there are few, if any, assessments of the impact of the process itself. This study of one intentional model for strategic planning at State University indicates that the program has been successful not only in assisting departments and programs in developing mission and vision statements, organizational goals, and action plans, but also in disseminating organizational information, promoting participation, incorporating new members, and heightening awareness of strengths and opportunities for improvement.

• Gigliotti, R. A. (2016). Leader as performer; leader as human: A discursive and retrospective construction of crisis leadership.

  Atlantic Journal of Communication

  The study of crisis in higher education remains an important area of research for scholars and a relevant area of interest for higher education leaders who must anticipate and effectively address the ever-increasing and wide-ranging crisis situations. Using Weick’s notion of retrospective sensemaking, this project attempts to theoretically reframe crisis as a discursive opportunity for university leaders to engage in identity construction. By approaching issues of crisis leadership through a communicative framework, this article proposes four discursive themes and two tensions related to academic leadership identity during times of crisis based on interviews with college and university presidents.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. (2017). Academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196-210.

  Journal of Applied Research in Higher Education

  We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal trainin and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

• Gigliotti, R. A. (2015). Cultivating alumni engagement in undergraduate leadership education: The Villanova University Student Leadership Forum. Journal of Leadership Education, 14(3), 152-158.

  Journal of Leadership Education

• Immordino, K. M., Gigliotti, R. A., Ruben, B. D. & Tromp. (2016). Evaluating the impact of strategic planning in higher education. Educational Planning.

  Educational Planning

  Strategic planning can be broadly defined as a process used by organizations to define strategy and provide direction regarding future decisions. Grounded in the organization’s mission and vision, it is widely recognized as fundamental to an organization’s success over time. A growing number of higher education institutions are incorporating strategic planning processes at the institution-wide level, or for individual schools or programs. While there are multiple models of strategic planning, many of which include a periodic review of the resulting goals and objectives, there are few, if any, assessments of the impact of the process itself. This study of one intentional model for strategic planning at State University indicates that the program has been successful not only in assisting departments and programs in developing mission and vision statements, organizational goals, and action plans, but also in disseminating organizational information, promoting participation, incorporating new members, and heightening awareness of strengths and opportunities for improvement.

• Gigliotti, R. A. (2016). Leader as performer; leader as human: A discursive and retrospective construction of crisis leadership.

  Atlantic Journal of Communication

  The study of crisis in higher education remains an important area of research for scholars and a relevant area of interest for higher education leaders who must anticipate and effectively address the ever-increasing and wide-ranging crisis situations. Using Weick’s notion of retrospective sensemaking, this project attempts to theoretically reframe crisis as a discursive opportunity for university leaders to engage in identity construction. By approaching issues of crisis leadership through a communicative framework, this article proposes four discursive themes and two tensions related to academic leadership identity during times of crisis based on interviews with college and university presidents.

• Gigliotti, R. A. (2016). Institutional identification and sense of community: An analysis of a new online graduate public administration program. Journal of Public Affairs Education.

  Journal of Public Affairs Education

  Villanova University launched its online Master of Public Administration (MPA) program in fall 2012, in which students from across the country, and in some instances the world, engage in videobased e-learning modules. As the first group of students completed the program, the project detailed in this article traced the evolution of written chatroom comments over the course of several terms. By closely analyzing these written comments, along with data from an anonymous exit survey, this study contributes to a deeper understanding of virtual learning communities and online education in public administration. Building on Haythornthwaite’s (2001a) work, this study shows how group members engage in multiple types of interaction and use one particular medium—the chatroom—in support of multiple communication goals during two 8-week courses.

• Gigliotti, R. A. & Ruben, B. D. (2017). Preparing higher education leaders: A conceptual, strategic, and operational approach. Journal of Leadership Education, 16(1), 96-114.

  Journal of Leadership Education

  This article begins with a review of the current higher education landscape, focusing particularly on a number of leadership challenges that are most germane to colleges and universities across the globe. The article continues with a review of the existing literature on higher education leadership needs and competencies, and current approaches to providing leadership education. We then present a case study of a leadership development framework and a portfolio of programs designed to address knowledge- and skill-development needs within higher education that has been developed by the Center for Organizational Development and Leadership at Rutgers University. The framework has led to the creation of a portfolio of programs for academic and administrative leaders in varying stages of development that will be described in the article. It is our hope that this comprehensive approach to leadership education – an approach that is conceptual, strategic, and operational – will serve as a useful model for scholars and practitioners across higher education. The key concepts raised in this article may prove useful for those involved in the design and delivery of leadership education programs for higher education, healthcare, and other large institutions with multiple audiences, needs, and goals. Furthermore, the differentiation of the conceptual, strategic, and operational dimensions may be a useful framework for those interested in the study and practice of leadership education.

• Ruben, B. D. & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice.

  Journal of Leadership and Organizational Studies

  Communication is a topic frequently linked to leadership; however, the linkage often is limited to a view of communication as a tool to be employed by leaders in efforts to achieve particular purposes. The aim of this article is to provide a more expansive view of the communication process and its current and potential contributions to an understanding of leadership theory and dynamics. The article begins with an exploration of the ways that the study of communication intersects with the study of leadership itself, and then explores a number of communication concepts that are particularly important to the study and practice of leadership, but which have yet to be fully examined. As offered in this article, communication is considerably more than a leadership tool or strategy. Rather, it is an orientation, a world view, a way of understanding leadership that focuses more broadly on the process of social influence itself.

• Gigliotti, R. A. & Dwyer, B. (2016). Cultivating dialogue: A central imperative for servant leadership. Journal of Servant Leadership: Theory & Practice, 3(1), 69-88.

  Journal of Servant Leadership: Theory and Practice

  This essay provides a point of entry into the exploration of dialogue and dialogic skills within the context of servant leadership. Contemporary leadership education can provide students with a dual education - one that teaches students about the value of servant leadership and one that equips students with the skills and competencies necessary for being a servant leader. An understanding of, and experience, with dialogue is critical to the enactment of servant leadership. This essay presents a conceptual framework for integrating dialogue and servant leadership, which highlights these four intersecting themes: dialogue as a competency for achieving servant leadership, dialogue as a potential solution to societal injustice, dialogue as a primary value for servant leadership, and dialogue as constitutive of servant leadership itself. These intersecting themes help to position dialogue as a central imperative for the study and practice of servant leadership.

• Gigliotti, R. A. (2017). Academic leadership education within the Association of American Universities. Journal of Applied Research in Higher Education, 9(2), 196-210.

  Journal of Applied Research in Higher Education

  We are seeing a growing number of efforts to strengthen the capacity of leaders in higher education, such as those programs offered by the American Council on Education and the Big Ten Academic Alliance; yet, the existing scholarly literature is limited in this area. The purpose of this paper is to add to the body of scholarship on academic leadership education by summarizing the current state of formal trainin and development initiatives within the Association of American Universities (AAU), focusing primarily on the experiences and perspectives of academic deans and associate deans.

• Gigliotti, R. A. (2015). Cultivating alumni engagement in undergraduate leadership education: The Villanova University Student Leadership Forum. Journal of Leadership Education, 14(3), 152-158.

  Journal of Leadership Education

• Immordino, K. M., Gigliotti, R. A., Ruben, B. D. & Tromp. (2016). Evaluating the impact of strategic planning in higher education. Educational Planning.

  Educational Planning

  Strategic planning can be broadly defined as a process used by organizations to define strategy and provide direction regarding future decisions. Grounded in the organization’s mission and vision, it is widely recognized as fundamental to an organization’s success over time. A growing number of higher education institutions are incorporating strategic planning processes at the institution-wide level, or for individual schools or programs. While there are multiple models of strategic planning, many of which include a periodic review of the resulting goals and objectives, there are few, if any, assessments of the impact of the process itself. This study of one intentional model for strategic planning at State University indicates that the program has been successful not only in assisting departments and programs in developing mission and vision statements, organizational goals, and action plans, but also in disseminating organizational information, promoting participation, incorporating new members, and heightening awareness of strengths and opportunities for improvement.

• Gigliotti, R. A. (2016). Leader as performer; leader as human: A discursive and retrospective construction of crisis leadership.

  Atlantic Journal of Communication

  The study of crisis in higher education remains an important area of research for scholars and a relevant area of interest for higher education leaders who must anticipate and effectively address the ever-increasing and wide-ranging crisis situations. Using Weick’s notion of retrospective sensemaking, this project attempts to theoretically reframe crisis as a discursive opportunity for university leaders to engage in identity construction. By approaching issues of crisis leadership through a communicative framework, this article proposes four discursive themes and two tensions related to academic leadership identity during times of crisis based on interviews with college and university presidents.

• Gigliotti, R. A. (2016). Institutional identification and sense of community: An analysis of a new online graduate public administration program. Journal of Public Affairs Education.

  Journal of Public Affairs Education

  Villanova University launched its online Master of Public Administration (MPA) program in fall 2012, in which students from across the country, and in some instances the world, engage in videobased e-learning modules. As the first group of students completed the program, the project detailed in this article traced the evolution of written chatroom comments over the course of several terms. By closely analyzing these written comments, along with data from an anonymous exit survey, this study contributes to a deeper understanding of virtual learning communities and online education in public administration. Building on Haythornthwaite’s (2001a) work, this study shows how group members engage in multiple types of interaction and use one particular medium—the chatroom—in support of multiple communication goals during two 8-week courses.

• Gigliotti, R. A. (2015). “Streams of influence” in student affairs: A renewed emphasis on leadership education. Journal of Student Affairs Research and Practice.

  Journal of Student Affairs Research and Practice

  This case study presents an overview of the development of a new Office for Leadership Programs at Villanova University, housed under the Office of Student Development. Adapting Kingdon’s (1984) public policy model to the creation of new initiatives in student affairs, this article offers a conceptual framework for the design of new student affairs initiatives and a practical template for creating a sustainable, student-centered, and mission-driven center for undergraduate student leadership programs.