Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

Abstract

The disciplinary backgrounds of leadership studies educators have considerable influence on the future of the field; however, disciplinary expertise and credentialing have yet to be examined thoroughly in the literature. Decisions pertaining to the preparation and credentialing of leadership educators, particularly among faculty, are a necessary supplement to existing discourse on the standardization of academic programs and the aim and scope of scholarship privileged within the field. While disciplinary boundaries are permeable and fluid, the organizational boundaries defined within institutions based on disciplinary affiliation impose specific expectations and limitations that may artificially constrain interdisciplinary pursuits, including those within leadership studies. The current article presents a conceptualization of how disciplinary expertise and faculty credentialing may shape the future of leadership studies. It is recommended that leadership studies faculty cultivate program‐level consensus, demonstrate the integrity of leadership studies curricula, enhance interdisciplinary legitimacy through boundary spanning, determine the future trajectory of leadership studies, and set the course accordingly.