ACCU Report of Small Research Grant
Toolkit for Assessing Servant Leadership: University of St. Francis (USF)
This project resulted in a toolkit for assessing servant leadership characteristics in college
students. Specific components of the toolkit include 1) a 24-item scale for assessing servant
leadership; 2) a rubric to use when scoring student products for servant leadership
characteristics along with tips for eliciting useful products; and 3) a bibliography of servant
leadership references.
Servant Leadership Scale
The Servant Leadership Scale was created by first identifying past scales developed to assess
servant leadership in the work place and aligning the servant leadership attributes identified by
the USF Charism Council with the attributes identified by past research. Based on a review of
this work, we created 88 new scale items to pilot test. All items were written in a way that could
be answered by college students. The 88 items encompassed 8 dimensions of servant
leadership:
Empowering /Developing Others toward Excellence (11 Items)
Humility (11 Items)
Desire to Serve/ Stewardship (11 Items)
Communication/Listening/Stillness (11 Items)
Social Justice (11 Items)
Cultural Leadership (11 Items)
Personal Integrity (11 Items)
Accountability (11 items)
All items were rated on a 5-point scale from strongly disagree to strongly agree. The questions
were randomized.
A total of 84 student respondents rated the scale items in an online pilot test using Survey
Monkey. The pilot test also included a scenario with a prompt for students in order to generate
essay responses that could be scored with the rubric. The majority of respondents also
completed this portion of the pilot. Based on the amount of time the respondent spent
answering the scale items and subsequent essay, responses taking less than 3 min.:36 sec.
minutes to complete (bottom 5 percentile) were excluded from further analysis (n=4).
We reduced the number of items using a Principal Component Analysis in SPSS v. 20, retaining
only components with an Eigenvalue greater than 2.0. Eleven components accounted for 56.2%
of the total variance. Examination of Eigenvalues and a Scree Plot showed that Component 1
could be a global factor, including 27 individual items loading >0.3, encompassing all 8
dimensions of Servant Leadership:
Dimension
Social Justice
Social Justice
Cultural Leadership
Empowering Others
Empowering Others
Empowering Others
Factor
Loadings
Item
I work hard to try to enrich the lives of those who are less fortunate than
me.
When I see people who are struggling, I feel compelled to reach out to
them.
I seek out interactions with people who are different from me so that I can
learn more about other people.
I often find myself thinking about how I can help people further their goals.
I can easily see the positive potential in others.
I get immense pleasure from seeing others grow and develop.
1
0.713
0.683
0.648
0.632
0.604
0.587
Humility
Social Justice
Stewardship
Empowering Others
Communication
Empowering Others
Empowering Others
Stewardship
Empowering Others
Cultural Leadership
Personal Integrity
Accountability
Communication
Accountability
Accountability
Stewardship
Cultural Leadership
Stewardship
I spend more time thinking about others’ needs than I do about my own
needs.
I have the ability to put myself in others’ shoes even when they are very
different from me.
I am always looking for new ways to serve others.
I am always looking for new ways to encourage others to take initiative.
I work to create an environment in which each person feels understood.
Some people have little potential for personal growth. (Reverse score)
It is not worth my time and energy to try to help others overcome their
weaknesses. (Reverse score)
My first priority in life is to serve.
I gain great satisfaction in knowing I have helped others strive for
excellence.
I try to communicate a welcoming attitude to everyone I meet.
People have commented on my strong integrity.
I encourage others to provide me with constructive criticism of my
performance so that I can improve.
When working as part of a group, I value the contributions of every
member.
I consistently meet or exceed what is expected of me.
I encourage others to always do their best work.
Serving others is the best way to further my own personal growth.
Good bosses make all employees feel important.
Whatever my role or position, it is important that I act from my heart to
serve others.
0.572
0.551
0.550
0.515
0.493
-0.478
-0.469
0.453
0.407
0.390
0.378
0.369
0.365
0.355
0.344
0.328
0.312
0.305
The resulting Servant Leadership Scale consists of these 24 items (see Appendix A). The scale
was tested on a new group of students in fall 2013. Students completed an online survey in
Survey Monkey that included a number of published scales related to servant leadership plus
the new Servant Leadership Scale. All current USF students were invited to participate and an
incentive was offered in the form of a drawing for 1 of 10 gift cards totaling $500. Posters were
put up around campus to encourage students to participate. The survey was approved by the
USF IRB and was titled USF Attribute Survey. The scales included in the survey measured the
following attributes.
Engaged Learning
 Academic Motivation (8 items)
 Deep Learning (14)
Student Mental Health and Well-being
 Self-Control (13 items)
 Perceived Stress (14 items)
 Flourishing Scale (8 items)
Civic Engagement
 Compassionate love scale (21 items)
 Servant Leadership (24 items)
Total = 102 items
All published scales used were publically available for research purposes although some
authors required that they were notified before using the scale, which was completed prior to
administration.
An inter-item analysis of the Servant Leadership Scale revealed that items within the scale were
highly related resulting in Cronbach’s Alpha = .93. Responses on the Servant Leadership Scale
were also found to be correlated with responses on all of the other published scales in the USF
Attribute Survey with the strongest correlation occurring between the Servant Leadership Scale
and the Compassionate Love Scale r (500) = .65, p< .001.
2
As we move forward we will complete further analyses looking at comparisons between
responses and other student characteristics.
Servant Leadership Rubric
Attributes identified in past research on servant leadership were aligned with the Servant
Leadership Attributes identified by the USF Charism Council and were evaluated in relationship
to student characteristics (see Appendix B). The final 10 dimensions that were included in the
rubric (see Appendix C) came out of a reiterative process of attempting to use the rubric to
score student products and discussions with the USF VP for Mission Integration, Sister Mary
Elizabeth Imler, who brought an expertise in the Franciscan Charism into the conversation.
Scoring of student work products were done by the Assessment Coordinator and four faculty
and professional staff who were members of the USF Experiential Learning Council. Three
sources of student work products were identified: 1) reflection papers upper division students
completed based on a mission trip to Bolivia; 2) Core I papers freshmen students completed
based on a service-learning experience; and 3) responses to the scenario and prompt that were
part of the summer 2013 pilot study (see Appendix D). The scorers met twice and scored
samples together and discussed changes to the rubric. After the rubric was thought to be near
final, the scorers each took samples of student work and scored them independently. The
group later met to reconcile the scoring.
As a result of this work, the prompt to the Core I reflection was revised and we will continue to
test the rubric on these new samples as well as samples from the Bolivia trip reflections and a
leadership course.
Bibliography
Starting with a bibliography created by the USF Charism Council, new sources were added and
others deleted to represent the research that was used to create the scale and the rubric. The
final list of research references provides researchers with a starting place as they continue work
on this important research topic (see Appendix E). As we continue to test the scale and the
rubric other references that are identified will be added to this list.
Dissemination Plan
We have submitted a proposal to present the toolkit at the Association of Franciscan Colleges
and Universities (AFCU) Symposium June 3-5, 2014. By the time of the symposium we will
have all toolkit components in final form for dissemination. We plan to follow up this
presentation up with a submission to the AFCU Journal: A Franciscan Perspective on Higher
Education. We will also ask to post the toolkit on the Catholic Higher Education Research
Cooperative (CHERC) and the Association of Franciscan Colleges and Universities (AFCU)
websites. The toolkit will be available for anyone to use for research purposes and
acknowledgment of funding will always be given to a 2013 Association of Catholic Colleges and
Universities (ACCU) Small Research Grant.
3
Appendix A
Servant Leadership Scale
(Rating: Strongly Disagree, Disagree, Neither Agree Nor Disagree, Agree, Strongly
Agree)
Please indicate your level of agreement or disagreement with the following statements.
1. I encourage others to always do their best work.
2. I consistently meet or exceed what is expected of me.
3. I encourage others to provide me with constructive criticism of my performance
so that I can improve.
4. Good bosses make all employees feel important.
5. I try to communicate a welcoming attitude to everyone I meet.
6. I seek out interactions with people who are different from me so that I can learn
more about other people.
7. Some people have little potential for personal growth. R
8. I work to create an environment in which each person feels understood.
9. When working as part of a group, I value the contributions of every member.
10. I am always looking for new ways to serve others.
11. My first priority in life is to serve.
12. Serving others is the best way to further my own personal growth.
13. It is not worth my time and energy to try to help others overcome their
weaknesses. R
14. I gain great satisfaction in knowing I have helped others strive for excellence.
15. I am always looking for new ways to encourage others to take initiative.
16. I can easily see the positive potential in others.
17. I get immense pleasure from seeing others grow and develop.
18. I often find myself thinking about how I can help people further their goals.
19. I spend more time thinking about others’ needs than I do about my own needs.
20. People have commented on my strong integrity.
21. I have the ability to put myself in others’ shoes even when they are very different
from me.
22. I work hard to try to enrich the lives of those who are less fortunate than me.
23. When I see people who are struggling, I feel compelled to reach out to them.
24. Whatever my role or position, it is important that I act from my heart to serve
others.
R
Reverse Scored
Cronbach’s Alpha = .93
Creation of this scale was funded by a 2013 Association of Catholic Colleges and
Universities (ACCU) Small Research Grant.
4
Appendix B
Hunter (1998)
Spears’ 10
Characteristics
(2000)
Barbuto & Wheeler Russell & Stone
11 Characteristics 9 Attributes
(2006)
(2002)
Patterson’s 7
Virtuous
Constructs
(2003)
Page & Wong’s
12 Attributes
(2000)
Linden, Wayne, Sendjaya, Sarros Van Dierendonck USF Charism
Zhao
& Santora 6
& Nuijten 8
Council 11
& Henderson 9 Dimensions (2008) Factors (2010)
Factors (2007)
Factors (2008)
USF 10
Dimensions
(2013)
Respect
Commitment to
Growth of People
Growth
Empowerment
Developing
Empowering
Others
Empowering
Helping
Subordinates
Grow and
Succeed
Empowering
Others Towards
Excellence
Humility
Humility
Putting
Subordinates
First
Agapao Love
Servanthood
Servanthood
Empowerment
Humility
Selflessness
Service and Sacrifice
Patience
Healing
Stewardship
Service
Stewardship
Calling
Listening
Listening
Building
Community
Community Building
Conceptualization
Foresight
Empathy
Awareness
Healing
Excellence
Teamwork/
Empowerment
Humility
Voluntary
Subordination
Humility
Stewardship
Desire to Serve
Stewardship
Appreciation of
Others
Vision
Modeling
Team Building
Shared decisionmaking
Vision
Altruism
Desire to Serve
Stewardship
Rooted in Respect
Creating Value
for the
Community
Standing Back
•
Communication
Interpersonal
Acceptance
Visioning
Goal Setting
Leading
Pioneering
Empathy
Empowerment
Service
Foresight
Kindness
Transforming
Influence
Communication
Based on the
Stillness of
Listening
Strategic
Leadership
Caring for Others Emotional •
Healing
•
Cultural
Leadership
Cultural
Competence
Social Justice
Social Justice
Awareness
Compassion
Honesty
•
•
Honesty
•
Integrity
Behaving
Ethically
Integrity
Authentic Self
Authenticity
Personal Integrity Personal Integrity
Responsible
Morality
Courage
Leadership
Integrity
Accountability
Accountability
•
•
Modeling
Persuasion
Persuasion
Trust
Trust
Relationships
•
Commitment
•
•
Conceptual Skills
•
Conceptualization
•
•
5
Covenantal
Relationships
•
Transcendental
•
Spirituality
•
Accountability
Appendix C: USF Servant Leadership Rubric*
USF Mission and
Values Base
Desire to Serve
Capstone
4
Exhibits strong desire to approach tasks and
decisions by putting service to others first and
has a comprehensive understanding of the
reciprocity inherent in service.
Stewardship Rooted in Respects all creation and the
interconnectedness of our shared environment
Respect
while acting in a way that ensures resources
are used for the common good.
Empowering Others
Toward Excellence
Proactively helps others to excel by reaching
out to diverse groups or individuals with
positive support.
Communication Based Communicates own vision/point of view that
reflects a deep understanding of others and
on the Stillness of
community as derived from respectful
Listening
listening.
Milestones
3
2
Benchmark
1
Exhibits clear desire to approach tasks
and decisions by putting service to others
first and has a basic understanding of the
reciprocity inherent in service.
Exhibits some desire to approach tasks
and decisions by putting service to
others first and is beginning to
understand the reciprocity inherent in
service.
Exhibits understanding of what
it might mean to approach tasks
and decisions by putting service
to others first
Respects all creation as one within our
shared environment while seeking out
ways to use resources for the common
good.
Values the importance of our shared
environment while sometimes using
resources for the common good.
Is aware of the importance of our
shared environment while
thinking about using resources
for the common good.
Offers encouragement and positive
support to all groups or individuals
encountered.
Offers encouraging feedback to many
groups or individuals.
Offers encouraging feedback to a
particular group or individual.
Is beginning to put together a vision/point Seeks out a vision/point of view that
of view that reflects an understanding of reflects an understanding of others and
others and community.
community.
Is open to a vision/point of view
that reflects an understanding of
others and community.
Social Justice
Actively advocates for peace and justice and
works to address root causes.
Seeks out ways to actively work for
peace and justice by addressing root
causes.
Supports others’ efforts to work for
peace and justice by addressing root
causes.
Can recognize how to work for
peace and justice by addressing
root causes.
Cultural Competence
Treats all people with dignity, and speaks out
for and celebrates the richness of diversity.
Treats all people with dignity and values
diversity.
Treats a variety of people with dignity.
Treats certain people with
dignity (e.g., similar
background, like-minded).
Personal Integrity
Demonstrates commitment to honesty,
excellence and high ethical standards in
authentic word and action.
Applies high ethical standards to own
words and actions.
Tries to apply high ethical standards to
own words and actions.
Exhibits awareness of the
importance of applying high
ethical standards to own words
and actions.
Humility
Habitually acts without pretense or arrogance
and intentionally works to compensate for
own flaws.
Seeks out situations to help strengthen
Tries to act without pretense or
the habit of acting without pretense or
arrogance and to admit and accept own
arrogance in admitting and accepting own flaws.
flaws.
Accountability
Completes all tasks thoroughly and within the Completes all tasks thoroughly and
accepted timeframe and proactively
within the accepted timeframe and
collaborates with others to complete tasks to a cooperates with others involved.
high level of performance.
Completes most tasks thoroughly and
within the accepted timeframe and
exhibits awareness of some others
involved.
Completes most tasks but often
not thoroughly or within the
accepted timeframe.
Compassion
Commits to treating others as themself
motivated by selfless compassion, empathy,
and forgiveness.
Tries to treat others as themself by
opening one’s heart to others.
Exhibits an awareness of the
importance of treating others as
themself.
Seeks out ways to strengthen one’s
commitment to treating others as
themself by fostering empathy.
6
Exhibits awareness of what it
means to act without pretense or
arrogance and to admit and
accept own flaws.
Additional Information for Servant Leadership Rubric
Definition and Background: Servant Leadership is a style of leadership in which leaders approach any task or responsibility with a primary motivation of service. The USF Charism
Council reviewed extensive literature on Servant Leadership and adapted the attributes discussed in that literature to fit with the USF mission and Franciscan core values (Respect,
Compassion, Service, Integrity). These attributes and the associated USF Discernment Tool for Decision Making and Servant Leadership Supervisory Behaviors were created for USF
administration. These documents were approved by Charism Council to submit to the President May 22, 2007 and were integrated into administrator evaluations. With support from
the Association of Catholic Colleges and Universities (ACCU) small grant program, in 2013 the USF Office of Institutional Effectiveness aligned the attributes of Servant Leadership
from 9 previously published works with those from the Charism Council and in consultation with the USF Vice President for Mission Integration further adapted them to fit student
characteristics and Franciscan values in order to create a toolkit for assessing the development of Servant Leadership attributes in students. This rubric is part of that toolkit. Creation
of the toolkit was funded by a 2013 Association of Catholic Colleges and Universities (ACCU) Small Research Grant.
Framing Language and Prompts: This rubric is intended to help faculty and professional staff evaluate student work samples and collections of work that demonstrate students’
development of servant leadership attributes. Work samples that are most appropriate for evaluation will ask students to discuss their role in relationship to furthering a goal that
involves work with and on behalf of others. Examples of work products may include extensive service-learning or internship learning journals or reflection papers, leadership projects
or papers, evaluations of key events in students’ lives, personal statements about future goals, students’ own and others’ evaluations of group project participation, ethics papers or
projects, or case studies.
Glossary:
Accountability: Being open and accountable to others, being on time, meeting deadlines, and taking responsibility for one’s actions.
Authentic: Being oneself with no attempt to project a false persona or to act in a way that is incongruent with one’s core sense of self.
Compassion: Living the call to love our neighbors as ourselves motivated by love, empathy, forgiveness and peace.
Communication: Listening in stillness to the needs of individual others and the community in order to develop a deep understanding of how to work together to
meet those needs.
Cultural Competence: Respecting, supporting, valuing, celebrating and advocating for diversity; treating all people with dignity and respect.
Dignity: Seeing the value in each person; treating all others as equals; not placing a value judgment on others.
Empowering: Looking for the potential in all people and seeking to encourage and support others’ positive growth.
Humility: Being without pretense or arrogance, admitting and accepting one’s flaws, and placing oneself above no one.
Integrity: Being consistent in word and action and maintaining high ethical standards in one’s life with a commitment to excellence.
Proactively: Seeking out ways of providing support and service before others have even identified a need, problem or solution.
Respect: Demonstrating a reverence for all life- human and nonhuman.
Service: Taking action motivated by a desire to serve all people especially those who are poor, powerless or have special needs.
Social Justice: Acting on behalf of the poor, sponsoring activities which support peace and justice, advocating for justice issues.
Stewardship: Seeking to create the greatest good for others and using resources for the greatest benefit of the community.
Other Studies (see Research Bibliography for complete references): Barbuto & Wheeler (2006); Hunter (1998); Linden, Wayne, Zhao & Henderson (2008); Page & Wong (2000);
Patterson (2003); Russell & Stone (2002); Sendjaya, Sarros, & Santora (2008); Spears (2000); Van Dierendonck & Nuijten (2010).
Work samples that do not meet the Benchmark (1) should be assigned a zero
*AAC&U VALUE Rubrics used as a guide in developing the structure of this rubric.
7
Appendix D
Scenario and prompt for Servant Leadership pilot test:
Imagine you are involved in the group project described below as part of your coursework. Put
yourself in this situation and write about 3 paragraphs on how you would most likely respond
and why.
Scenario
You have been assigned a group project in one of your classes and the entire project is worth
25% of your course grade. You are in a 4-person group with people you just met at the
beginning of the semester. Your instructor has stated that you must keep weekly email contact
with your group members and must “get together” (virtually or in-person) at least every other
week outside of class time. Your fellow group members start out being enthusiastic about the
project but as the semester continues you start to notice some issues in the amount and quality
of the work they are putting into the project. Specifically, you notice the following issues with
each of your group members:
Group member #1 is a traditional-aged male who rarely responds to email but is very pleasant
when he does respond. He has missed about half of the group meetings but he always claims
he is going to come and is very apologetic when asked about his absence. Because he rarely
responds, he has done very little of the work for the project.
Group member #2 is a nontraditional-aged single mother whose child is having health issues.
Her four-year-old has been hospitalized for asthma three times since the start of the semester.
In addition, she had to discontinue her internet service at home because of the cost so is now
having to rely on the University, the public library or her mother’s house for her internet
connection. Both of these issues have made it difficult to keep regular contact with her. When
contact is made, she makes sure she understands what she needs to do and does come
through on her part of the project.
Group member #3 is a female international student who consistently responds to emails and
shows up for meetings but says very little. You have tried to draw her out but have had little
success. As a result, you are uncertain what she is thinking about the project and are not sure
whether or not the direction the project is taking reflects her opinions.
You are really worried about the quality of the work product that your group will produce and you
don’t want it to ruin your grade. Your instructor has said that all participation will be equal and
that if there is disparity in the participation levels that it needs to be resolved before the final
product. You will have to provide a report of each member’s contributions to the project in order
to document how the workload was distributed equally. It has occurred to you that you could do
more of the work so that the project gets done but it would be hard to provide an honest
evaluation of your group members if you did so. You are considering reaching out to your group
members to discuss the issues but you are not sure of the best way of going about doing so.
Explain what you would do in this situation and why.
8
Appendix E
Research Bibliography
Alford, H., & Naughton, M. (2001). Managing as if faith mattered. Notre Dame: University of
Notre Dame Press.
Autry, A. (2001). The servant leader. New York: Three Rivers Press.
Autry, A. (2001). The servant leader: How to build a creative team, develop great morale, and
improve bottom-line performance. Prima Publishing.
Barbuto, J. E., & Wheeler, D. W. (2006). Scale development and construct clarification of
servant leadership. Group & Organization Management, 31(3), 300-326.
Blanchard, K., & Hodges, P. (2005). Lead like Jesus. Nashville: W Publishing Group.
Bolman, L., & Deal, T. (2001). Leading with soul. San Francisco: Jossey-Bass.
Brewer, C. (2010). Servant leadership: A review of literature. Online Journal for Workforce
Education and Development, 4(2), 3.
Brown, G. A. (2010). Teachers’ perceptions of the importance of identified leadership
characteristics for high school principals in two diverse communities, Doctoral
dissertation, Virginia Polytechnic Institute and State University.
Coelho, P. (1993). The alchemist. San Francisco: Harper Collins.
Davis, M. H. (1980). A multidimensional approach to individual differences in empathy. JSAS
Catalog of Selected Documents in Psychology, 10, 85.
Dennis, R. S., & Bocarnea, M. (2005). Development of the servant leadership assessment
instrument. Leadership & Organization Development Journal, 26(8), 600-615.
Dennis, R., & Winston, B. E. (2003). A factor analysis of Page and Wong’s servant leadership
instrument. Leadership & Organization Development Journal, 24(8), 455-459.
Drury, S. (2005). Teacher as servant leader: A faculty model for effectiveness with students.
Higher Education Abstracts, 40.
Elliott, J. C. (2010). Humility: Development and analysis of a scale. Doctoral dissertation,
University of Tennessee.
Freeman, G.T. (2011). Spirituality and servant leadership: A conceptual model and research
proposal. Emerging Leadership Journeys, 4(1), 120-140.
Greenleaf, R. (1997). Servant leadership. New York: Paulist Press.
Greenleaf, R. (2003). The servant leader within a transformative path. New Jersey: Paulist
Press.
Hannay, M. (2009). The cross-cultural leader: The application of servant leadership theory in the
international context. Journal of International Business and Cultural Studies, 1, 59-69.
Hannigan, J. B. (2007). Leadership in higher education: An investigation of servant leadership
as a predictor of college performance. Ann Arbor, MI: ProQuest LLC.
Hayden, R. W. (2011). Greenleaf's' best test of servant leadership: A multilevel analysis.
Doctoral dissertation, University of Nebraska.
Hunter, J. C. (2008). The servant: A simple story about the true essence of leadership. Random
House Digital.
Hwang, J. Y., Plante, T., & Lackey, K. (2008). The development of the Santa Clara brief
compassion scale: An abbreviation of Sprecher and Fehr’s compassionate love scale.
Pastoral Psychology, 56(4), 421-428.
Irving, J. A. (2005). Exploring the relationship between servant leadership and team
effectiveness. Doctoral dissertation, Regent University.
Kilroy, J. J. (2008). Development of seven leadership behavior scales based upon the seven
leadership values inspired by the beatitudes. Ann Arbor, MI: ProQuest LLC.
9
Laub, J. A. (1999). Assessing the servant organization: Development of the servant
organizational leadership assessment (SOLA) instrument. Doctoral dissertation, Florida
Atlantic University.
Liden, R. C., Wayne, S. J., Zhao, H., & Henderson, D. (2008). Servant leadership: Development
of a multidimensional measure and multi-level assessment. The Leadership Quarterly,
19(2), 161-177.
Melchar, D. E., & Bosco, S. M. (2010). Achieving high organization performance through
servant leadership. The Journal of Business, 9. 1.
Merideth, S. C. (2007). Servant leadership from the student officer perspective in phi theta
kappa. Doctoral dissertation, Capella University.
Miller, C. (1997). The empowered leader: 10 keys to servant leadership. Nashville: Broadman &
Holman Publishers.
Northouse, P. G. (2012). Leadership: Theory and practice. Sage Publications.
Page, D., & Wong, T. P. (2000). A conceptual framework for measuring servant-leadership. In
The human factor in shaping the course of history and development, University Press of
America.
Parolini, J. (2004). Effective servant leadership: A model incorporating servant leadership and
the competing values framework. In Proceedings of the Servant Leadership Research
Roundtable, Regent University.
Patterson, K. A. (2003). Servant leadership: A theoretical model. Doctoral dissertation, Regent
University.
Rennaker, M. (2005). Servant leadership. In Proceeding of the Servant Leadership Research
Roundtable, Regent University.
Russell, R., & Stone, A. (2002). A review of servant leadership attributes: Developing a practical
model. Leadership and Development, 23 (3), 145-157.
Sendjaya, S., Sarros, J. C., & Santora, J. C. (2008). Defining and measuring servant leadership
behaviour in organizations. Journal of Management Studies, 45(2), 402-424.
Short, W. (2004). A Franciscan language for the 21st century. Association of Franciscan
Colleges and Universities Journal: A Franciscan Perspective on Higher Education, 1, 19.
Spears, L. (1995). Reflections on leadership: How Robert K. Greenleaf's servant leadership
influenced today's top management thinkers. New York: Wiley Press.
Spears, L. (1998). Insights on leadership. New York: John Wiley & Sons, Inc.
Spears, L. (2000). On character and servant-leadership: Ten characteristics of effective, caring
leaders. Concepts and Connections, 8 (3).
Spears, L. (2005). The understanding and practice of servant leadership. International Journal
of Servant Leadership, 1(1), 29-46.
Sprecher, S., & Fehr, B. (2005). Compassionate love for close others and humanity. Journal of
Social and Personal Relationships, 22(5), 629-651.
Van Dierendonck, D., & Nuijten, I. (2010). The servant leadership survey: Development and
validation of a multidimensional measure. Journal of Business and Psychology, 26(3),
249-267.
Van Dierendonck, D. (2011) Servant leadership: A review and synthesis. Journal of
Management, 37(4),1228–1261.
Wong, P. T., & Page, D. (2003). Servant leadership: An opponent-process model and the
revised servant leadership profile. In Proceedings of the Servant Leadership Research
Roundtable, Regent University.
10