ABSTRACT
Leadership education is a neglected goal of faculty development, even in the most enlightened of recent efforts to rethink the career and preparation of the future professoriate. For most academics, leadership is a tacit dimension of service, little noticed or valued as a situated responsibility of institutional life. Few graduate teachers think of leadership in that sense as a faculty competence to be cultivated in doctoral education. As for administration, it is stereotyped as the refuge of those less talented as scholars or past their prime. Narratives by faculty who have become administrators portray it as an accident that befalls an unsuspecting professor, drafted into reluctant duty and entirely naive about what it involves. Administration as intellectual leadership remains, for graduate students and young professors, almost unimaginable as a professional role they might aspire to as part of a faculty career. As a result, most faculty members are woefully unprepared for the complex challenges of program and departmental leadership that many will, sooner or later, take on.
