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Journal of College Student Development, Volume 56, Number 1, January

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DOI: 10.1353/csd.2015.0008

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Book Reviews

wide variety of readers who seek a foundational edition includes better charts and figures,
understanding of disability in higher education. which provide helpful visual representation
Those looking for specific strategies to create of key models, theories, and concepts. Of
either program-level or institutional-level particular interest are the new vignettes called
change in policies and procedures will gain “Student Essays,” where students share their
enough grounding from this monograph to thoughts and advice.
understand more detailed resources. With the accessible language and user-
friendly organization readers have come to
u
appreciate about previous editions, the revised
Exploring Leadership: For College edition of Exploring Leadership features a
Students Who Want to Make a more streamlined and condensed 12-chapter
Difference (3rd ed.) arrangement organized into 4 parts. The first
Susan R. Komives, Nance Lucas, and part of the book remains similar to previous
Timothy R. McMahon
editions. The authors discuss leadership as
San Francisco, CA: Jossey-Bass, 2013, a process and the importance of leadership
578 pages, $54.00 (softcover)
learning and development. The Changing
Reviewed by Melissa L. Rocco and Nature of Leadership chapter provides context,
Kimberly A. Griffin, University of Maryland
examining models and theories of leadership
The 2013 edition of Exploring Leadership historically, culminating in the modern
for College Students Who Want to Make a notion of relational leadership. The section
Difference features new material organized closes with an overview of the Relational
in a way that helps readers make meaning Leadership Model.
of the content and apply it to their own The most significant updates from previous
experiences. The text incorporates modern editions appear in the second part of the text,
notions of leadership as a relational process and which focuses on personal leadership potential.
introduces the Relational Leadership Model The authors introduce new frameworks in
(Komives, Lucas, & McMahon, 1998, 2006, the Understanding Yourself chapter, including
2013), explaining leadership as purposive, mindfulness, emotional intelligence, and
inclusive, empowering, ethical, and process- strengths philosophy. Gaining greater aware­
oriented. This model serves as a framework ness on these aspects of self inform modern
throughout the book, and is expanded upon leadership challenges. Mindfulness is intro­
with human and organizational development duced as “a holistic way of living and being
concepts to help students better understand in tune with yourself and what is happening
themselves, the diversity around them, and around you” (p. 160), which pairs nicely with
their engagement with their communities. the conversation on emotional intelligence.
As with previous editions, the text is Strengths philosophy is rooted in positive
designed for undergraduate and graduate psychology and encourages individuals to
students engaged in leadership development focus on developing areas of natural talent into
experiences on college campuses. The text unique areas of strength rather than dwelling
includes summary overviews, activities, on weakness (Buckingham & Clifton, 2001).
reflection questions, and additional reading When applied to leadership development, a
suggestions that help students apply concepts, strengths-based approach suggests all can lead
as well as assist faculty and staff with curriculum in any context, but engagement depends upon
planning and program development. This their unique strengths.

January 2015  ◆  vol 56 no 1 107

The authors have updated the chapter well-rounded teams. The final chapter of
on Understanding Others to highlight the part 3, Understanding and Renewing Complex
importance of diverse perspectives in the Organizations, focuses on the importance
leadership process. Recent research suggesting of modern organizations developing the
the importance of socio-cultural conversations capacity to adapt with an ever-changing and
in developing students’ self-efficacy for increasingly globalized world.
leadership (e.g., Dugan, Kodama, Correia, & The final section of the text, Making a
Associates, 2013; Dugan & Komives, 2010) Difference with Leadership, begins with Under­
supports this focus. An added discussion on standing Change. While the discussion on
inter­cultural sensitivity and microaggressions leader­ship identity development from the
helps students understand systemic aspects second edition is omitted from and missed
of discrimination and the nuance behind in this edition, two new topics are included,
language and behavior when engaging across understanding and working through immunity
difference. These sections are notable and to change and innovation. These topics high­
important revisions that provide a foundation light some of the more complex aspects of
for the next sections on communication, change in today’s world: the inability to
conflict resolution, decision-making, empathy, normalize new culture and process, and
difficult dialogues, and cultural influences on balancing financial profitability with social
leadership behavior. responsibility. The Social Change Model of
The authors close part 2 with Leading Leadership Development (Higher Education
with Integrity. Here, the authors address Research Institute, 1996) is introduced in
learning from responses to ethical dilemmas, Strategies for Change, and this model is con­
using more modern case studies to illustrate nected back to the Relational Leadership
the increasing complexity of morality in Model (Komives, Lucas, & McMahon,
society. From the child molestation case at 1998, 2006, 2013). The authors have more
Pennsylvania State University to praised appropriately placed in this chapter the dis­cus­
business models of employee assistance and sion on appreciative inquiry, or a focus on the
sustainability, the chapter highlights both possibilities rather than problems presented by
positive and negative decision making in times conflict, as it is a process that is widely used in
of tested integrity. change efforts. In the twelfth and final chapter,
Part 3 focuses on context for leadership the authors explicitly tie positive psychology
and begins with Being in Communities. This to leadership. Leader well-being and cycles of
chapter explains leadership as a process renewal are also included, and the reader is
and community effort that requires shared challenged to consider holistic development
goals, mutual assistance, and valuing diverse through leadership engagement.
perspectives. Next is Interacting in Teams Overall, the breadth of coverage in the
and Groups, which previously served as the third edition provides a comprehensive
introductory chapter to part 3. The swap is introduction to modern notions of relational
fitting, as team and group experiences are leadership. The third edition includes a code
ripe for creating and sustaining community. for the Clifton StrengthsQuest assessment and
Group roles, dynamics, and conflict still offers a student workbook and a more formal
serve as cornerstones of this chapter, with an instructor’s guide (for separate purchase).
added section on applying a strengths-based Along with these companion pieces, the text
approach for group leadership and creating provides students, staff, and faculty with

108 Journal of College Student Development

excellent resources for teaching, practicing, Leadership program delivery. College Park, MD: National
Clearinghouse for Leadership Programs.
and applying relational leadership. Overall, Dugan, J. P., & Komives, S. R. (2010). Influences on college
the third edition of Exploring Leadership for students’ capacities for socially responsible leadership. Journal
of College Student Development, 51, 525‑549.
College Students Who Want to Make a Difference
Higher Education Research Institute. (1996). A social change
broaches relevant and timely topics for today’s model of leadership development (Version III). Los Angeles,
leadership challenges. It once again earns its CA: UCLA Higher Education Research Institute.
Komives, S. R., Lucas, N., McMahon, T. R. (1998). Exploring
place as one of the most commonly used texts leadership: For college students who want to make a difference
in college student leadership education. (1st ed.). San Francisco, CA: Jossey-Bass.
Komives, S. R., Lucas, N., McMahon, T. R. (2006). Exploring
leadership: For college students who want to make a difference
References (2nd ed.). San Francisco, CA: Jossey-Bass.
Komives, S. R., Lucas, N., McMahon, T. R. (2013). Exploring
Buckingham, M., & Clifton, D. O. (2001). Now, discover your leadership: For college students who want to make a difference
strengths. New York, NY: Free Press. (3rd ed.). San Francisco, CA: Jossey-Bass.
Dugan, J. P., Kodama, C., Correia, B., & Associates.
(2013). Multi-institutional study of leadership insight report: u

January 2015  ◆  vol 56 no 1 109

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