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The purpose of this paper is to discuss the phenomenon of peace leadership, an emerging sub-area of leadership studies.

This literature review discusses peace leadership scholarly work specifically identified as such by its authors, and therefore does not include literature potentially viewed as informing the broader discussion of peace leadership.

The peace leadership specific scholarly literature discussed herein includes work on the traits, characteristics, and practices of peace leaders; peace leader role and responsibilities; and the connective and collective nature of peace leadership.

Discussion of the literature concludes a proposed definition of peace leadership and with three suggestions for ways to continue to build peace leadership scholarship including: empirical studies, theoretical and conceptual model creation, and ongoing informed discussions, and in itself contributes to the emerging conversation of peace leadership.

The purpose of this paper is to review current literature on peace leadership and youth leadership. It aims to shed a light on the extent to which peace leadership can afford youth leaders and youth peace activists to engage in peace processes and peacebuilding initiatives. By understanding how notions of peace leadership are realized in youth leadership practices, the paper hopes to contribute to the ongoing dialogue on advancing the practice of peace leadership for present and future young leaders.

The literature review explored peace leadership from the approaches of peacebuilding processes, nonviolence, and an integral perspective; expanded the current understanding of youth leadership by presenting the theoretical foundations and the role of youth in leadership that align with an advanced view of youth leadership; and described the intersection of peace leadership and youth leadership by identifying how youth leadership is related to peace leadership within three overarching contexts: political systems, schools, and communities.

The literature review highlights the reciprocity between peace leadership and youth leadership. It identifies nonviolence, communication, dialogue, conflict resolution, mediation, building social capital, and relationship building as practices in which youth leaders engage in to promote peaceful and sustainable change in varying contexts.

This review of the literature presents the need for further research on the intersection of peace leadership with youth leadership to help advance both areas within the field of leadership studies and understand how peace leadership for youth informs leadership theory and practice across contexts and areas of discipline.

The purpose of this paper is to explore the connections between the principles of a culture of peace and leadership education. It argues that leadership should be informed by the values of a culture of peace. This, in turn, compels leadership education to teach mindsets, values and competencies aligned with a culture of peace.

The paper explores the evolution of leadership theory within the context of an increasingly complex world. It then uses United Nations materials to identify principles for a culture of peace as it is now widely acknowledged by the world community. Identifying correspondence between both theoretical realms the paper identifies peace leadership education goals that are supported by established peace organizations and by philosophical and psychological scholarship.

The paper establishes a direct link between the values of a culture of peace and leadership that is adequate as well as successful to address the complexity of today’s world. It also identifies key principles that need to be adopted by leadership education to prepare students to become effective leaders. The paper also explores essential educational tools for leadership educators.

The theoretical framework presented in this paper can be used to adjust leadership education to give practical guidance for aspiring leaders. It is also useful for peace and conflict studies programmes interested in developing peace leaders.

The interrelationship between leadership studies and peace and conflict studies constitutes a new field of academic inquiry. The present paper is one of the first in the field and is intended to further establish this new disciplinary orientation.

In many countries over the world, women have waged peace to challenge systemic oppressions and build societies that are reflective of women’s voices, and in fact, all voices. Moved by the desire for change, and often even willing to put themselves at risk, these women have paved the way for societal change focused on peace, justice, and freedom. With the assistance of narratives from the Women’s PeaceMakers program at the University of San Diego (San Diego, California), we can come to know some of these women and understand their stories. This chapter shares the findings from a pilot study that helps to understand the work of these Women PeaceMakers through the lens of the Integral Perspective of Peace Leadership (McIntyre Miller & Green, 2015). It also offers recommendations for others engaging in the leadership and followership work of creating, sustaining, and actualizing a movement with particular attention paid to the modern United States-based Me Too and Time’s Up™ movements.

This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.

This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.

Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.

First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.

Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

The purpose of this paper is to describe what business leaders can do to promote peace. The paper begins by reviewing the salient literature on business and peace and adding to this discussion, leadership concepts that enrich an understanding of the role of business in promoting peace. Using a case example of a business leader committed to advancing peace, the paper introduces the concept of a theory of change to describe the process of transformation business leaders can take to promote peace.

This conceptual paper draws on literature from business and peace and adds literature from the field of leadership studies to enrich the discussion of business and peace.

This paper suggests business leaders promoting peace can take action using a theory of change that includes the application of participative and ethical leadership, strategy that embeds peace goals and the use of entrepreneurships in buffer conditions to mitigate identity-based conflict between opposing groups. By understanding a leader’s theory of change, insight is gained on transformational change in promoting peace.

This paper adds to the theoretical and practical discussion on business and peace by including leadership concepts and the concept of a theory of change as a way to describe business leadership for peace.

The purpose of this paper is to provide a viewpoint on leadership development in the conflict transformation and peacebuilding fields, highlighting a need for the inclusion of some new topics to address contemporary leadership concerns.

The author provides experiential reflections on developing global leaders in the peacebuilding field.

This paper illustrates the importance of developing peacebuilders, currently used methods, and describes prospective topics that may enhance learning and effectiveness.

This paper offers suggestions for academics and practitioners on new ways of teaching leadership development to those professionals in the field of peacebuilding.

The author describes challenges and opportunities in leadership development for peace professionals in a global context.

Intractable conflict is a long-time violent and self-perpetuating crisis. The peacemaking revolution has the potential to stop the destructive dynamic of the conflict. The purpose of this paper is to present a contractualist model of a peacemaking revolution and its theoretical foundations. It analyzes the revolutionary peacemaking process in Northern Ireland during the 1990s in light of the contractualist model.

The paper presents a contractualist model to describe the interplay between leaders (policymakers) and people (public opinion) and its impact on the strategy to cope with situations of intractable conflict. The paper includes theoretical background and a case study analysis.

The peacemaking revolution is a process of dynamic equilibrium between peacemaking policy and public expectations for change. It progresses from one point of equilibrium to the next.

The paper intends to add a fresh perspective to the study of the peacemaking revolution, in general, and the interplay between peacemaking policy and public support in particular. It points out that a consensus-building process, which combines political-elite diplomacy and public diplomacy, has the potential to create the conditions for a peacemaking revolution. Political-elite diplomacy offers diplomatic channels for leaders to begin a peace process, support it and conclude agreements. Public diplomacy offers instruments to involve the people in the peacemaking efforts, prepare them for a change and motivate the leaderships to conclude agreements.

Ian Henson was about to take the biggest financial risk of his life. He had just agreed to purchase three Booster Juice franchise stores in Kamloops, British Columbia, Canada. Henson knew that transitioning leadership at companies was a difficult task, and he was aware that he was replacing a popular leader: Natalie Peace. Compounding the challenge ahead of Henson were two major hurdles, the first was demographic in nature: Booster Juice’s employee group was young (on average below 20 years old) and many adored Peace, he was certain that whoever replaced her would have a difficult transition. The second challenge was managing change: Henson needed to cut costs. Peace had several generous policies that Henson needed to consider altering or removing, a potentially unpopular task. Initially, this case puts students in Henson’s shoes: How should he handle the specific aspects of this leadership transition? It allows professors to examine the broader issue of managing a change process.

Data for the case were collected from various sources. Public records, historical documents, and media reports were the main source for general background information and context. Primary data were collected through a series of interviews with the present and past owners of the Booster Juice franchises discussed.

This case was developed for use in an undergraduate management course or where change management and leadership are specific modules, an organization behavior class is a good example of where the case should fit. The objective of the case is to illustrate the challenges that resulted from a change in leadership and examine how to manage the change process. The thought-provoking element in this case is the leaders involved have very different leadership styles. The authors anticipate this case would be one used early in the course, as it is concise and straightforward to read, and clearly illustrates the issues to be examined. It provides an effective tool through which to introduce students to change management and styles of leadership. The added value is that the case is based on a company built by an undergraduate student and thus students tend to be very interested in the business itself.

The main theoretical base for the case is based on change management and exemplary leadership. To facilitate this the authors use Kurt Lewin’s models of change, Kotter’s eight step process, specifically referring to Kotter (1995). The authors then use Kouzes & Psoner five practices of exemplary leadership, referring to Kouzes, and Posner (2003). The authors specifically reference Northouse (2010).