Awards Given at the Global Conference
Congratulations to Our Award Winners!
Each year the ILA is pleased to honor both those who have made significant lifetime achievements to the study and practice of leadership and those who are just beginning their career in the field of leadership. Find out how to submit your work for an award at the ILA 2023 Global Conference or to congratulate awardees as they are announced!
Awardees all play a special role at the conference, whether it is taking the plenary stage, participating in a spotlighted concurrent session, or being honored at a special event.
Lifetime Achievement Award Winners
ILA’s Leadership Legacy Program honors individuals who have made a significant lifetime contribution to the field of leadership through their published works and influential support of leadership knowledge and practice. Each honoree is presented with ILA’s Lifetime Achievement Award and has their work celebrated at our annual global conference. After the conference, recipients are added to the ILA Virtual Hall of Fame. To view all of our past Lifetime Achievement Award winners, visit ILA’s website. ILA’s 2023 Lifetime Achievement Award Winners will be announced later in 2023.
Barbara C. Crosby
Associate Professor Emerita, Hubert H. Humphrey School of Public Affairs, University of Minnesota
George R. Goethals
E. Claiborne Robins Distinguished Professor in Leadership Studies, Jepson School of Leadership Studies, University of Richmond
Susan R. Komives
Professor Emerita, Student Affairs Graduate Program, University of Maryland.
Dean of the McDonough Center at Marietta College
Dr. Barbara C. Crosby is associate professor emerita at the Hubert H. Humphrey School of Public Affairs and former academic co-director of the Center for Integrative Leadership at the University of Minnesota. In 2017 she received the Leslie A. Whittington Excellence in Teaching Award from the Network of Schools of Public Policy, Affairs and Administration (NASPAA).
She has taught and written extensively about leadership and public policy, integrative leadership, cross-sector collaboration, women in leadership, media and public policy, and strategic planning. She is the author of Teaching Leadership: An Integrative Approach (2016), Leadership for Global Citizenship (1999), and co-author with John M. Bryson of Leadership for the Common Good: Tackling Public Problems in a Shared-Power World (2d. ed. 2005). The first edition of the latter book won the 1993 Terry McAdam Award from the Nonprofit Management Association and was named the Best Book of 1992–93 by the Public and Nonprofit Sector Division of the Academy of Management.
Dr. Crosby is a long-time member of the International Leadership Association and has been especially active in the Public Leadership interest group. During 2002-03, she was a visiting fellow at the University of Strathclyde, Glasgow, Scotland.
She was coordinator of the Humphrey Fellowship Program at the University of Minnesota from 1990 to 1993 and director of the Humphrey School’s Reflective Leadership Center from 1999 to 2002. Currently she is board chair of The Open Book, a home for the literary and book arts in Minneapolis.
She served many years on the editorial board of Leadership Quarterly. She and John M. Bryson were joint winners of the 2019 Keith G. Provan Award for Outstanding Contributions to Empirical Theory from the Public and Nonprofit Division of the Academy of Management. Two recent publications are “Leadership for Social Transformation” with John M. Bryson, Bill Barberg, and Michael Quinn Patton in Journal of Change Management (2021) and “Leadership Lessons from Job in the Time of Pandemic,” Journal of Lutheran Ethics (December 2020).
A frequent speaker at conferences and workshops, she has conducted training for senior managers of nonprofit, business and government organizations in the United States, the United Kingdom, Poland, Ukraine, Australia, and New Zealand. She is a former gubernatorial press secretary and speech writer. She also has been a newspaper reporter and editor and has written numerous book chapters and articles for national and international journals.
Dr. Crosby has a BA degree with a major in political science from Vanderbilt University and an MA degree in journalism and mass communication from the University of Wisconsin-Madison. She has a PhD in leadership studies from the Union Institute and University. In addition to her academic and community work, her priorities are family and artistic endeavors.
Social psychologist Dr. George R. (Al) Goethals joined the Jepson School of Leadership Studies at the University of Richmond as faculty in 2006 as the E. Claiborne Robins Distinguished Professor in Leadership Studies. Previously he held academic and administrative appointments at Williams College and visiting appointments at the University of Virginia, Princeton University, and Amherst College, among others. At Williams College he served as the chair of the Department of Psychology, Acting Dean of the Faculty, Provost, and, finally, founder and chair of the Leadership Studies Program.
Starting in 1970, Goethals began a collaborative relationship with Dr. James MacGregor Burns, whose book Leadership became a seminal text in leadership studies. Burns provided encouragement for Goethals to initiate the Leadership Studies Program at Williams. He also introduced Goethals to the Jepson School, which Burns helped shape during its formative years.
In addition to his collegiate appointments, Goethals has served as an editor or on the editorial board of the Personality and Social Psychology Bulletin, the Journal of Experimental Social Psychology, The Leadership Quarterly, and Rhetoric & Public Affairs.
His recent research has focused on heroism and presidential leadership. His courses explore theories of leadership, presidential leadership, and Civil War leadership.
Goethals has published numerous textbooks, scholarly books, chapters, and refereed articles in scholarly journals and has received four research grants from the National Institute of Mental Health for his work on the studies of attribution theory, social comparison theory, and responses to social support. He has also received support from the Mellon Foundation for his research on the economics of higher education.
Recent books include: The Heroic Leadership Imperative: How Leaders Inspire and Mobilize Change; Leadership, Populism, and Resistance; The Romance of Heroes and Heroic Leadership; Realignment, Region, and Race: Presidential Leadership and Social Identity; Politics, Ethics and Change: The Legacy of James MacGregor Burns; Presidential leadership and African Americans: An American dilemma from slavery to the White House; and Encyclopedia of leadership, vols. 1-4.
Goethals is a fellow of the American Psychological Association, the Society of Experimental Social Psychology, and the Association for Psychological Science. He is also a member of the Society of Personality and Social Psychology and the International Leadership Association.
Dr. Susan R. Komives is Professor Emerita in the Student Affairs Graduate Program at the University of Maryland. She is past president of the Council for the Advancement of Standards in Higher Education and of the American College Personnel Association. She served as Vice President of both Stephens College and the University of Tampa. She is the co-author or co-editor of 16 books or monographs including Exploring Leadership, Leadership for A Better World, Facilitating the Social Change Model, Handbook for Student Leadership Development, Management and Leadership Issues for a New Century, How Academic Disciplines Approach Leadership Development, Cross Border Enhancement for Student Learning and Development, and the forthcoming Research Agenda for Leadership Learning and Development Through Higher Education. Four of her books have been translated into Japanese and Chinese. She was a member of the teams that wrote Learning Reconsidered and the ensemble that developed the widely used Social Change Model of Leadership Development. In 2014, she became the founding executive editor of the New Directions for Student Leadership series, a quarterly monograph from Jossey-Bass/Wiley publishers. She was a founding co-principal investigator of the international Multi-institutional Study of Leadership, PI for the widely used Leadership Identity Development grounded theory, and co-founder of the National Clearinghouse for Leadership Programs. She was chair of the ACPA Senior Scholars, a senior scholar with the James MacGregor Burns Academy of Leadership, a NASPA Faculty Fellow, and a member of the Board of Directors of ILA. She has consulted in leadership or student affairs in Canada, China, Japan, South Korean, Taiwan, and Qatar. She is the 2011 recipient of the University of Maryland Board of Regent’s Award for Faculty Teaching and the NASPA Shaffer Award for Academic Excellence as a graduate faculty member. She is a recipient of both the ACPA and NASPA outstanding research and scholarship awards. She is the 2019 recipient of the NASPA John S. Blackburn Distinguished Pillar of the Profession Award, the 2013 Leadership and Service Award from the Association of Leadership Educators, and the 2012 recipient of the ACPA Lifetime Achievement Award.
Dr. Gama Perruci was Dean of the McDonough Center at Marietta College in Ohio and served as a leadership education consultant for The New York Times, a facilitator for the Young African Leaders Initiative, and a facilitator and the leadership programs at Dartmouth College’s Rockefeller Center. Gama was a frequent guest on the BBC and the Paris-based Radio France International broadcast to Brazil, his country of birth. He served as a member of the Ronald Reagan Presidential Library’s Academic Advisory Council and as the Board Chair of the International Leadership Association. Notably, he also served as a consultant for the review of the Department of Leadership, Ethics and Law at the United States Naval Academy and as an evaluator of Zayed University’s leadership program in Dubai, UAE. He is the author of several books including Global Leadership: A Transnational Perspective; Teaching Leadership: Bridging Theory and Practice with Sadhana Warty Hall; and Understanding Leadership: An Arts and Humanities Approach with Robert M. McManus.
2021 Distinguished Leadership Award
This award is presented to individuals whose contribution to the understanding of and/or practice of effective leadership are significant and have resulted in extraordinary impact which transcends national boundaries. Recipients bestowed the Distinguished Leadership Award serve as inspiring examples to all who labor to make positive change in this world.
Fredric M. Jablin Doctoral Dissertation Award
Now accepting submissions
Submission Deadline: 15 June 2023
The ILA is pleased to partner with the Jepson School of Leadership Studies at the University of Richmond on the Fredric M. Jablin Doctoral Dissertation Award. This award is given annually to a scholar whose doctoral dissertation research, while on any topic and from any discipline, demonstrates substantial insights and implications for the study of leadership. The award was established to honor and celebrate the life of Dr. Fredric M. Jablin (1952-2004). Recipients are honored during the conference and invited to give a talk on their work at ILA’s global conference. To view all of our Jablin Dissertation Award winners, visit ILA’s website.
Her award-winning doctoral dissertation is entitled, “The influence of mindfulness on ethical leadership: A study of Buddhist mindfulness practices among organizational leaders in Thailand,” in which she seeks for alternative approaches to develop ethical leaders, other than compliance-based approach. Her research explores how Buddhist mindfulness practices can influence ethical values and behavior by examining how executive leaders across various Thai organizations have applied and integrated Buddhist mindfulness practices into their leadership role.
The Kenneth E. Clark Student Research Award
Now accepting submissions
Submission Deadline: 5:00 p.m. EDT, on Monday, 15 May 2023
Shared leadership is believed to be beneficial for team effectiveness. Researchers, however, have not always found positive effects. We suggest that scholarly attention should not merely focus on optimizing team input for shared leadership, but also considers leaders’ coordination during shared leadership. The present research identifies expertise recognition accuracy and task-knowledge coordination as important leaders’ coordination contingencies that strengthen the effects of shared leadership on team performance. Our study helps resolve theoretical controversies about whether shared leadership influences team performance and provides empirical and practical insights into how leadership coordination can drive higher team performance during shared leadership.
Suyang Ye is a Ph.D. candidate majoring in Human Resources Management and Organizational Behavior at Zhejiang Gongshang University. She received her M.S. from University of Chinese Academy of Social Sciences, B.A. from Zhejiang Gongshang University. Her research interests include leadership, team behavior, and team micro knowledge management. Her papers have been published in Journals such as Management Decision, Journal of Management Sciences in China, and Psychology Research and Behavior Management.
Teng Zhao (co-author) is a Ph.D. student majoring in I/O psychology at Auburn university. She received her M.S. from University of Science and Technology of China in 2018, B.A. in Human Research Management and B.E. in Software Engineering from Shandong University in 2015. Her research interests resolve around the dynamics of newcomer socialization processes and utilization of team knowledge within knowledge-based teams. Her secondary interests include workplace gratitude, employee well-being, and career development.
SAGE Most Publishable Leadership Education Paper
2022 Award Winning Paper: Promoting Wisdom in Professional Graduate Leadership Students: A Book Evaluation Group Project
Every year, large volumes of new information offer to help leadership students become better leaders. As some information has little scholarly foundation, leadership educators face the challenge of pointing students toward well supported ideas and away from poorly supported ideas. During an intervention in an MBA leadership course, 116 student teams critically evaluated recent books on leadership. Results suggest acceptable interest in the assignment and numerous examples of insights where students integrated – or challenged – new content relative to research-based course concepts and personal experiences. With further development, the principles in this paper will contribute to developing wisdom through leadership education.
David A. Jarrett, Ed.D., is an Assistant Professor at the Henry W. Bloch School of Management, University of Missouri – Kansas City. His research focuses on how leaders and participants at all levels in organizations can contribute to strategic management in ways that benefit all stakeholders and operate consistently with democratic values. Dr. Jarrett teaches core leadership and strategy courses in the Bloch School’s MBA program, and has also taught international business, change management, and action learning courses to undergraduate and masters’ students at several other universities. He received his doctorate in Human and Organizational Learning from the George Washington University, and holds an MBA from the Darden School of Business, University of Virginia, and a BA in Journalism from the University of North Carolina at Chapel Hill. Previously he worked for more than 25 years in international organizations, most recently in senior HR roles for a Swiss multinational manufacturer and an international not-for-profit in the financial sector.
Larraine Matusak Courageous Leadership Award
In honor of Larraine’s life and work, the ILA is partnering with the The Alliance of Leadership Fellows to present the 2021 Larraine R. Matusak Courageous Leadership Award.
The Larraine R. Matusak Courageous Leadership Award was created in 2007 and is given biannually to recognize bold and courageous leadership in the face of social difficulty and injustice. In the words of Dr. Matusak . . . . . .
The purpose of this award is to recognize and reward those individuals who boldly take a risk to stand up for what is right and just; who work for the common good; who are willing to take an unpopular stand even if doing so may jeopardize their jobs, cast them in an unpopular light or even cause them to lose friends. They are willing to act authentically and speak up when silence would mean colluding with the problem, and they boldly take actions that tangibly improve the human condition.
Courageous Leadership is defined as the ability and passion to attain positive results by encouraging others and by working with and through others to achieve a common good. True leaders are courageous people. They are not afraid to take a risk and they don’t waste much time worrying about what other people might think of them; they are more concerned about doing what is right and effective. They make every attempt to weave a shared vision, to align others toward a goal, and then with enthusiasm, energy, and commitment they are willing to walk near the edge and even do things that raise the eyebrows of those around them in order to achieve a positive goal that effects the common good…. to do what is right! Their risk taking is creative, reinforced by sound judgment, common sense and a profound sense of responsibility, honesty and truth.
Eleanor Roosevelt said, “You must look fear in the face and do the thing you think you cannot do.” This Courageous Leadership Award is a call to courage that requires a belief in something much larger than the individual; the type of courage fueled by a passion for the common good and a commitment to principles greater than self-interest; the kind of courage that once exhibited galvanizes others.