SAGE Journal Articles
Click on the following links. Please note these will open in a new window.
Journal Article 1: Crossman, B., & Crossman, J. (2017). Conceptualising followership – a review of the literature. Leadership, 7, 481–497.
Abstract: Despite growing attention in professional and academic literature, a commonly accepted definition of followership does not seem to have emerged. The authors nevertheless explore some of the implications of followership definitions to date and build on these to offer one of their own. A review of the literature ensues, highlighting descriptive and prescriptive behavioural typologies, and situational theories. The paper argues that understanding the concept of followership better is likely to improve training and organizational performance and concludes with suggestions for future research and some implications for leadership/followership development.
Journal Article 2: Crippen, C. (2012). Enhancing authentic leadership−followership. Management in Education, 26, 192–198.
Abstract: Much has been written about leadership in schools, but little mention has been made of followership. The article provides an awareness and foundation for future discussions about school followership. In 1992, Robert Kelly wrote The Power of Followership, which explains and analyses the world of followers and their relationship to leaders. Kelly’s framework provides the groundwork for this article and the important authentic leader−follower relationships that drives the life of a school, with particular attention to the teacher. We move back and forth along this leadership and followership continuum during our lives. Research questions include: Why do people choose to follow? Are there different types of followers? How can the leadership−followership relationship be nurtured in a school? The development of relationships that contribute to leadership−followership will be examined through the application of practical in-school activities with students and staff. Recent teacher feedback from over 400 Canadian teachers suggests that an effective school has established a balanced authentic leadership−followership dynamic that provides opportunities for all members of the school community, regardless of role, to participate.
Journal Article 3: Carsten, M. K., Uhl-Bien, M., & Huang, L. (2017). Leader perceptions and motivation as outcomes of followership role orientation and behavior. Leadership, 6.
Abstract: Followership research posits that followers differ in the way they define and enact the followership role, which can have varying effects in relation to how leaders experience their own roles and responsibilities. Drawing from the role orientation literature and newly emerging research on followership, our study examines the indirect effects of followers’ co-production (co-producing leadership outcomes) and passive (deferring to leadership influence) role orientations on leader-rated outcomes of perceived follower support, leader motivation, and follower contribution to goal attainment via followers’ voice and upward delegation behaviors. Using data from 306 dyads in a Chinese organization, our results show that follower voice and upward delegation mediate the relationships linking followers’ co-production and passive role orientations with leader-rated outcomes. Our study provides evidence that followership role orientations and behaviors differentially influence leader perceptions regarding their followers’ support, contribution to goal attainment, and leader motivation. Implications are drawn for further research on followership and the importance of considering leader outcomes as critical variables in leadership and followership literatures.