Taking a Relational Turn in Leadership Studies

Date01 July 2014
Published date01 July 2014
542 Public Administration Review • July | August 2014
Public Administration Review,
Vol. 74, Iss. 4, pp. 542–544. © 2014 by
The American Society for Public Administration.
DOI: 10.1111/puar.12251.
Kathryn S. Quick is assistant professor
in the Humphrey School of Public Affairs
and academic codirector of the Center for
Integrative Leadership at the University of
Minnesota. Her research and teaching focus
on organizing stakeholder engagement, col-
laborative public management, leadership
for collective impact, and building resilience
to address complex public policy challenges.
E-mail: ksquick@umn.edu
is that it elevates attention to processes and contexts
in leadership studies, which have been criticized for
overemphasizing individual leaders, their attributes,
and their impacts on followers (cf. Contractor et al.
2012; Denis, Langley, and Sergi 2012; Gronn 2009).
A second advantage is that it validates the importance
of leadership oriented to enhancing relationships
among individuals or organizations.  e latter is
particularly relevant to the growing body of public
administration scholars and practitioners interested
in practices for collaboration, network governance,
and management of potential boundaries among
perspectives, organizations, or disciplines (Quick and
Feldman 2014).
Mary Uhl-Bien and Sonia M. Ospina, eds., Ad-
vancing Relational Leadership Research: A
Dialogue among Perspectives (Charlotte, NC:
Information Age, 2012). 589 pp. $85.99 (cloth),
ISBN: 9781617359224; $45.99 (paper), ISBN:
In Advancing Relational Leadership Research, editors
Mary Uhl-Bien and Sonia M. Ospina seek to
catch leadership studies up to the “relational turn
in social sciences, the value of which was perhaps
most prominently articulated by Emirbayer (1997).
One benef‌i t of the relational view of leadership intro-
duced by Uhl-Bien (2006), she and Ospina assert,
Taking a Relational Turn in Leadership Studies
Sonia M. Ospina and Rogan Kersh, Editors
Kathryn S. Quick
University of Minnesota

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