Bio (Kathy Bishop)
Faculty and Program Head
Dr. Kathy Bishop is an associate professor in the School of Leadership Studies. She is passionate about teaching leadership and engaging in diverse approaches to research. Her work focusses on values-based leadership, organizational culture change and creativity. She utilizes a variety of creative, experiential, participatory, nature-based and transformative learning methods. Her research interests include leadership development, online education, action-oriented research and arts-based methodologies. She is the program head for the Master of Arts in Leadership (Executive Leadership specialization) and Graduate Certificate in Values-Based Leadership.
Bishop joined Royal Roads in 2013. She has more than 30 years of leadership experience spanning multi-disciplinary fields including counselling, social services, not-for-profit agencies, small business development and adult education. She is a scholar-practitioner with her own consulting business since 2000. Bishop has also been the executive director of the Parksville and District Chamber of Commerce and a not-for-profit agency serving at risk youth. She started her career as a registered social worker.
Bishop earned her PhD in Interdisciplinary Studies (Leadership and Applied Theatre) from the University of Victoria in 2015 and Bachelor of Social Work from the University of British Columbia in 1986. She received the UVic Interdisciplinary Graduate Fellowship award 2012-13 and in 2013-14.
- Bishop, K., Etmanski, C., & Page, B. (Eds.) (Spring 2019) Special edition on arts and engagement. Engaged Scholar Journal (VP Research Office, University of Saskatchewan).
- Etmanski, C., Bishop, K., & Page, B. (Eds.) (2017) Adult learning through collaborative leadership. New Directions in Adult and Continuing Education No. 156. Jossey-Bass Quarterly Sourcebooks.
Peer Reviewed Chapters
- Mitchell, D. & Bishop, K. (2020). Tales from the field: Call to action engage in critical Indigenous leadership activism and allyship. In J. Bruce & K. McKee (Eds.), Transformative leadership in action: Allyship, advocacy, and activism (pp. 129–138). Emerald.
- Bishop, K., Etmanski, C., & Page, M. B. (2019). Engagement in online learning: It’s not all about faculty! In A. Altmann, B. Ebersberger, C. Mössenlechner, & D. Wieser (Eds.), The disruptive power of online education: Challenges, opportunities, responses (pp. 83 - 98). Emerald.
- Bishop, K., Weigler, W., Lloyd, T., & Beare, D. (2017) Fostering collaborative leadership through playbuilding. In C. Etmanski, K. Bishop, & B. Page (Eds.), Adult learning through collaborative leadership. New Directions in Adult and Continuing Education No. 156 (pp. 65 - 76). Jossey-Bass Quarterly Sourcebooks.
- Etmanski, C., Bishop, K., & Page, B. (Eds.) (2017). Editors’ notes. In C. Etmanski, K. Bishop, & B. Page (Eds.), Adult learning through collaborative leadership. New Directions in Adult and Continuing Education No. 156 (pp. 5 - 8). Jossey-Bass Quarterly Sourcebooks.
- Etmanski, C., & Bishop, K. (2017). Creativity and action research. In Hilary Bradbury and Associates, Cooking with action research: Volume 2, Resources for self and community transformation (pp. 81 - 94). AR+.
- Leahy, M. J., Nicolaides, A., Etmanski, C., & Bishop, K. (2017). Educating the action research scholar-practitioner. In Hilary Bradbury and Associates, Cooking with action research: Stories and resources for self and community transformation (pp. 54 - 78). AR+
Peer Reviewed Journal Articles
- Fairbanks Taylor, V. & Bishop, K. (2019). Bringing mindfulness practice to leadership and business education. Journal of Leadership, Accountability and Ethics, 16(5) 103–115.
- Bishop K., Etmanski, C., Page, M.B., Dominguez, B., & Heykoop C. (2019 Spring). Narrative métissage as an innovative engagement practice. Engaged Scholar Journal, 5(2) 1–16.
- Bishop, K., Etmanski, C., & Page, B. (Eds.) (2019 Spring). From the guest editors. Engaged Scholar Journal, 5(2) i–viii.
- Bishop, K. (2014). Six perspectives in search of an ethical solution: Utilizing a moral imperative within a multiple ethics paradigm to guide research-based theatre/applied theatre work. Research in Drama Education: The Journal of Applied Theatre and Performance 19(1), 64-75.