This paper begins to formalize a conception of maturity and leadership in the planning academy. Building on a pair of seminal papers by Krueckeberg (1984, 1985) and recent literature on academic unit leadership, this paper presents a descriptive and analytic overview of the planning academy and compares and contrasts leadership in planning education units against a situational model of academic leadership. The paper concludes with an agenda of possible research and programmatic directions designed to advance the intellectual field of planning thereby enhancing its institutional maturity.
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