Abstract
n higher education institutions, the position and merit of geography has been gradually declining. Geography programs have been reviewed regarding the value, nature, purpose, and utility of the discipline. Some geography departments have been terminated, such as the one at the University of Michigan (Kish & Ward, 1981). Skeptics of geography, moreover, point to the great range of problems, such as the identity of geography and the role it plays in education, which have plagued the discipline. Yet effective and efficient leadership have rarely been voiced as one means to enhance the status of geography. It is the intent of the author, therefore, to focus on effective leadership so as to provide helpful cues for improving geography at the university and/ or college levels. Indeed, geographers have seldom considered the role of leadership in formulating strategies that would lead to success (Khan & Vuicich, 1984a). Two major situational or contingency theories of leadership will be presented and their potential in formulating strategies for effective functioning of the geography chairs in education will be discussed.
Recommended Citation
Khan, Sharafat
(1986)
"Effective Leadership Theories for Geographers in Education,"
The Geographical Bulletin: Vol. 28:
Iss.
2, Article 4.
Available at:
https://digitalcommons.kennesaw.edu/thegeographicalbulletin/vol28/iss2/4
