This paper adapts the Charting Pathways of Intellectual Leadership (CPIL) framework to staff roles in higher education to better understand and recognize the intellectual leadership already present in staff work. As staff roles have become more complex and knowledge-intensive, much of this work remains underrecognized and narrowly evaluated through task completion and operational efficiency. Using the interconnected components of Activities, Outcomes, and Values, the paper illustrates how staff contribute through knowledge sharing, expanding opportunity, mentorship and stewardship, and system improvement. The framework provides language and structure for making invisible labor more visible and for supporting the recognition and development of intellectual leadership across staff roles.
Melissa Staub (Wed,) studied this question.