The disciplinary backgrounds of leadership studies educators have considerable influence on the future of the field; however, disciplinary expertise and credentialing have yet to be examined thoroughly in the literature. Decisions pertaining to the preparation and credentialing of leadership educators, particularly among faculty, are a necessary supplement to existing discourse on the standardization of academic programs and the aim and scope of scholarship privileged within the field. While disciplinary boundaries are permeable and fluid, the organizational boundaries defined within institutions based on disciplinary affiliation impose specific expectations and limitations that may artificially constrain interdisciplinary pursuits, including those within leadership studies. The current article presents a conceptualization of how disciplinary expertise and faculty credentialing may shape the future of leadership studies. It is recommended that leadership studies faculty cultivate program-level consensus, demonstrate the integrity of leadership studies curricula, enhance interdisciplinary legitimacy through boundary spanning, determine the future trajectory of leadership studies, and set the course accordingly.

中文翻译：

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领导力研究中的学科专业知识和教师资格认证：推进必要的对话

领导力研究教育者的学科背景对该领域的未来具有相当大的影响；然而，学科专业知识和资格认证尚未在文献中得到彻底审查。有关领导力教育者（尤其是教师）的准备和认证的决定是对学术项目标准化以及该领域内特权奖学金的目标和范围的现有讨论的必要补充。虽然学科边界是可渗透和流动的，但机构内部根据学科隶属关系定义的组织边界施加了特定的期望和限制，可能人为地限制跨学科的追求，包括领导力研究中的跨学科追求。本文提出了学科专业知识和教师资格认证如何塑造领导力研究的未来的概念。建议领导力研究教师培养项目层面的共识，展示领导力研究课程的完整性，通过跨界增强跨学科的合法性，确定领导力研究的未来轨迹，并相应地设置课程。