Start ‘Em Early: Pastoral Power and the Confessional Culture of Leadership Development in the US University
Abstract We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in whic...
Ausführliche Beschreibung
Autor*in: |
Ferry, Nicole [verfasserIn] |
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Sprache: |
Englisch |
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2020 |
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Anmerkung: |
© Springer Nature B.V. 2020 |
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Übergeordnetes Werk: |
Enthalten in: Journal of business ethics - Springer Netherlands, 1982, 173(2020), 4 vom: 04. Juli, Seite 723-736 |
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Übergeordnetes Werk: |
volume:173 ; year:2020 ; number:4 ; day:04 ; month:07 ; pages:723-736 |
Links: |
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DOI / URN: |
10.1007/s10551-020-04565-7 |
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OLC2077161612 |
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10.1007/s10551-020-04565-7 doi (DE-627)OLC2077161612 (DE-He213)s10551-020-04565-7-p DE-627 ger DE-627 rakwb eng 300 330 VZ 3,2 0 1 ssgn 85.00 bkl Ferry, Nicole verfasserin aut Start ‘Em Early: Pastoral Power and the Confessional Culture of Leadership Development in the US University 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Nature B.V. 2020 Abstract We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in which they adapt and deploy a variety of commodified pop and positive psychology techniques—including prominently among them icebreakers and psychological assessment tests—that encourage participants to share personal and emotional insights about themselves as the necessary prerequisite for becoming leaders. We draw on Foucault’s notion of pastoral power to argue that these quasi-therapeutic practices help to produce and to normalize what we describe as a confessional culture of leadership development that prepares would-be student leaders to submit themselves to similarly or even more psychologically demanding regimes of governmentality in the workplace after they graduate. We conclude with a call for future research on the central role of such leadership development practices—and the institutions, industries, and actors that promote them—in folding together the ways that individuals seek to claim agency and to develop themselves as leaders with the ways that organizations function to constrain that agency and to govern them as willing but compliant subjects. Leadership development Critical leadership studies Higher education Guthey, Eric aut Enthalten in Journal of business ethics Springer Netherlands, 1982 173(2020), 4 vom: 04. Juli, Seite 723-736 (DE-627)130668133 (DE-600)868017-6 (DE-576)018279333 0167-4544 nnns volume:173 year:2020 number:4 day:04 month:07 pages:723-736 https://doi.org/10.1007/s10551-020-04565-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-WIW GBV_ILN_2018 85.00 VZ AR 173 2020 4 04 07 723-736 |
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10.1007/s10551-020-04565-7 doi (DE-627)OLC2077161612 (DE-He213)s10551-020-04565-7-p DE-627 ger DE-627 rakwb eng 300 330 VZ 3,2 0 1 ssgn 85.00 bkl Ferry, Nicole verfasserin aut Start ‘Em Early: Pastoral Power and the Confessional Culture of Leadership Development in the US University 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Nature B.V. 2020 Abstract We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in which they adapt and deploy a variety of commodified pop and positive psychology techniques—including prominently among them icebreakers and psychological assessment tests—that encourage participants to share personal and emotional insights about themselves as the necessary prerequisite for becoming leaders. We draw on Foucault’s notion of pastoral power to argue that these quasi-therapeutic practices help to produce and to normalize what we describe as a confessional culture of leadership development that prepares would-be student leaders to submit themselves to similarly or even more psychologically demanding regimes of governmentality in the workplace after they graduate. We conclude with a call for future research on the central role of such leadership development practices—and the institutions, industries, and actors that promote them—in folding together the ways that individuals seek to claim agency and to develop themselves as leaders with the ways that organizations function to constrain that agency and to govern them as willing but compliant subjects. Leadership development Critical leadership studies Higher education Guthey, Eric aut Enthalten in Journal of business ethics Springer Netherlands, 1982 173(2020), 4 vom: 04. Juli, Seite 723-736 (DE-627)130668133 (DE-600)868017-6 (DE-576)018279333 0167-4544 nnns volume:173 year:2020 number:4 day:04 month:07 pages:723-736 https://doi.org/10.1007/s10551-020-04565-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-WIW GBV_ILN_2018 85.00 VZ AR 173 2020 4 04 07 723-736 |
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10.1007/s10551-020-04565-7 doi (DE-627)OLC2077161612 (DE-He213)s10551-020-04565-7-p DE-627 ger DE-627 rakwb eng 300 330 VZ 3,2 0 1 ssgn 85.00 bkl Ferry, Nicole verfasserin aut Start ‘Em Early: Pastoral Power and the Confessional Culture of Leadership Development in the US University 2020 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Nature B.V. 2020 Abstract We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in which they adapt and deploy a variety of commodified pop and positive psychology techniques—including prominently among them icebreakers and psychological assessment tests—that encourage participants to share personal and emotional insights about themselves as the necessary prerequisite for becoming leaders. We draw on Foucault’s notion of pastoral power to argue that these quasi-therapeutic practices help to produce and to normalize what we describe as a confessional culture of leadership development that prepares would-be student leaders to submit themselves to similarly or even more psychologically demanding regimes of governmentality in the workplace after they graduate. We conclude with a call for future research on the central role of such leadership development practices—and the institutions, industries, and actors that promote them—in folding together the ways that individuals seek to claim agency and to develop themselves as leaders with the ways that organizations function to constrain that agency and to govern them as willing but compliant subjects. Leadership development Critical leadership studies Higher education Guthey, Eric aut Enthalten in Journal of business ethics Springer Netherlands, 1982 173(2020), 4 vom: 04. Juli, Seite 723-736 (DE-627)130668133 (DE-600)868017-6 (DE-576)018279333 0167-4544 nnns volume:173 year:2020 number:4 day:04 month:07 pages:723-736 https://doi.org/10.1007/s10551-020-04565-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-WIW GBV_ILN_2018 85.00 VZ AR 173 2020 4 04 07 723-736 |
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Abstract We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in which they adapt and deploy a variety of commodified pop and positive psychology techniques—including prominently among them icebreakers and psychological assessment tests—that encourage participants to share personal and emotional insights about themselves as the necessary prerequisite for becoming leaders. We draw on Foucault’s notion of pastoral power to argue that these quasi-therapeutic practices help to produce and to normalize what we describe as a confessional culture of leadership development that prepares would-be student leaders to submit themselves to similarly or even more psychologically demanding regimes of governmentality in the workplace after they graduate. We conclude with a call for future research on the central role of such leadership development practices—and the institutions, industries, and actors that promote them—in folding together the ways that individuals seek to claim agency and to develop themselves as leaders with the ways that organizations function to constrain that agency and to govern them as willing but compliant subjects. © Springer Nature B.V. 2020 |
abstractGer |
Abstract We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in which they adapt and deploy a variety of commodified pop and positive psychology techniques—including prominently among them icebreakers and psychological assessment tests—that encourage participants to share personal and emotional insights about themselves as the necessary prerequisite for becoming leaders. We draw on Foucault’s notion of pastoral power to argue that these quasi-therapeutic practices help to produce and to normalize what we describe as a confessional culture of leadership development that prepares would-be student leaders to submit themselves to similarly or even more psychologically demanding regimes of governmentality in the workplace after they graduate. We conclude with a call for future research on the central role of such leadership development practices—and the institutions, industries, and actors that promote them—in folding together the ways that individuals seek to claim agency and to develop themselves as leaders with the ways that organizations function to constrain that agency and to govern them as willing but compliant subjects. © Springer Nature B.V. 2020 |
abstract_unstemmed |
Abstract We apply a critical perspective on leadership development discourses and practices to the case of student leadership development programs in the US universities and colleges. We leverage the first author’s personal experiences as a facilitator in such programs to focus on the manner in which they adapt and deploy a variety of commodified pop and positive psychology techniques—including prominently among them icebreakers and psychological assessment tests—that encourage participants to share personal and emotional insights about themselves as the necessary prerequisite for becoming leaders. We draw on Foucault’s notion of pastoral power to argue that these quasi-therapeutic practices help to produce and to normalize what we describe as a confessional culture of leadership development that prepares would-be student leaders to submit themselves to similarly or even more psychologically demanding regimes of governmentality in the workplace after they graduate. We conclude with a call for future research on the central role of such leadership development practices—and the institutions, industries, and actors that promote them—in folding together the ways that individuals seek to claim agency and to develop themselves as leaders with the ways that organizations function to constrain that agency and to govern them as willing but compliant subjects. © Springer Nature B.V. 2020 |
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Start ‘Em Early: Pastoral Power and the Confessional Culture of Leadership Development in the US University |
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