bluuebunny/crossref_metadata_2025 huggingface dataset:
Identification of Relationships between Emotional Intelligence Skill & Critical Thinking Disposition in Undergraduate Leadership Students
Authors: Stedman Nicole L.P. , Andenoro Anthony C.
Published: July 2013

Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the relationship between the skill sets of emotional intelligence (Developing Your Emotional Intelligence) and the dispositions of critical thinking (EMI). The researchers identified positive relationships ranging in magnitude from low to substantial. The overall skills associated with emotional intelligence showed positive moderate relationships with cognitive maturity, engagement, and innovativeness. In considering EMI critical thinking disposition scores and emotional intelligence, the relationship was substantially positive. The conclusions and recommendations encourage educators to take advantage of this relationship by providing students with experiences which elicit their emotional intelligence. In so doing there is opportunity to strengthen their disposition toward critical thinking.
Student Project Teams: Understanding Team Process through an Examination of Leadership Practices and Team Culture
Authors: Weeks Penny Pennington , Kelsey Kathleen D.
Published: July 2013

Student-led project-based teams are widely used by faculty but do we really understand the process that students experience as a result of participating in a team? This study sought to understand the team process by examining leadership practices exhibited by assigned leaders and their team culture. Using a mixed-methods case study design it was found that students perceived team leaders to be strongest in the leadership practice-enable others to act described as fostering collaboration and sharing power and weakest in the leadership practice-encourage the heart described as recognizing individual contributions and celebrating team successes. Two of the teams were identified as a clan culture and the third team was determined to be a market culture. It was recommended that instructors who use teams to enrich learning examine the relationship between specific team cultures and enhanced team performance.
Evaluation of the National FFA Nominating Committee Training
Authors: Bruce Jacklyn , Ricketts Kristina
Published: July 2013

The purpose of this qualitative study was to evaluate if the environment of the National FFA Organization’s Nominating Committee training fosters transfer of training to the job they are required to perform, selecting National FFA Officers. Nominating Committee members, advisors, National FFA staff, and National Officer candidates participated in the study. The research methods included semi-structured focus group interviews, document analysis, and a short survey. Major findings of the study noted that most areas of the training environment encourage transfer; however, some facets of the environment could be improved to promote training transfer. Recommendations include offering pre-convention training materials in a variety of formats, widening the opportunities for pre-convention meetings to accommodate schedules, continuing to allow Nominating Committee members to set their own cultural norms, and clarifying the roles and responsibilities of the adult consultants with respect to the selection process.
Philanthropy: A Leader’s Role in Community
Authors: Cugliari Christine Wetherholt , Earnest Garee W.
Published: July 2013

This study of philanthropy donors in Appalachian Ohio was conducted with the purpose of understanding giving within a rural region. The research was initiated with an ultimate goal of increasing endowed assets in communities that are experiencing philanthropic poverty. The data collected from donors utilizing post-positivist qualitative research methods revealed not only donor giving rationale, but also steps community leaders can take to encourage giving communities and build philanthropic assets that will permit communities to help themselves.
Perceived Differences of Leadership Behaviors of Deans of Education: A Selected Study
Authors: Beck-Frazier Susan , White Larry Nash , McFadden Cheryl
Published: July 2013

The study design investigated the leadership behavior of deans of education that addresses an important aspect of leadership – leadership is created when there is alignment between the organizational leadership behaviors needed by the institution and the leadership behaviors provided by the organizational leader. A survey of a selected group of deans of education from 35 institutions addressed the questions: what do deans self-identify as their prominent leadership behavior and to what extent do deans use multiple leadership behaviors. The research of Bolman and Deal (1984) provided the frames for analysis: structural, human resource, political, and symbolic frames. The study response rate was 50%. The findings of the study indicated that the majority of respondents perceived their primary leadership behavior as most closely matching the human resource frame. Results also indicated that a majority of respondents did not perceive that they
The Constraining Effect of Pre-Training Leadership Self-Efficacy Beliefs on Change in Post-Training Leadership Self-Efficacy Beliefs
Authors: McCormick Michael J. , Tanguma Jesús
Published: July 2013

In a non-equivalent control group design 280 student volunteers participated in a an examination of the impact of a leadership training on the development of leadership self-efficacy perceptions among trainees. The training was designed to present multiple exposures to four kinds of efficacy information Bandura (1997) proposes influences the self-efficacy estimate. One-half of the group completed a 15-week undergraduate leadership class while the other half completed various undergraduate psychology classes. Pre- and post-training measures were collected. The results showed the training group perceived having experienced more leadership related efficacy information than the control group. A test for main effects of training indicated no significant change in LSE. Those participants’ low in initial LSE showed a significant increase in post-training LSE. The greater plasticity of individuals low in LSE suggests the practical utility of leadership training on trainees’ LSE is influenced by their pre-training LSE.
Youth Leadership Development: A National Analysis of FFA Member Role and Activity Context
Authors: Horstmeier Robin Peiter , Nall Martha A.
Published: July 2013

A purpose of youth organizations is to develop leadership skills among members through organizational structure and organization sponsored activities. But do they develop those skills? This national, multi-stage study examined the role of youth and the context of their activities in developing leadership in rural FFA chapters. FFA members had a higher level of agreement with statements indicating that activities focused on self-development and the lowest agreement with statements focused on the community. FFA members indicated that in their interactions with adults they were most likely to be treated as partners. It follows that in the role-context matrix, the strongest agreement with statements regarding their interaction with adults and the dimension of leadership development was in developing self in a partnership role with adults. Youth leadership activities should help youth gain skills that help them understand self, interact with others, function effectively in groups, and provide leadership within the community.
Community Leadership: What Does it Take to See Results?
Authors: Scheffert Donna Rae
Published: July 2013

If your community is looking for more committed and competent leaders, what type of educational intervention will get the best results? U-Lead, the University of Minnesota Extension’s community leadership program, engages with organizations and communities to strengthen leadership. As the educational provider of U-Lead, Extension has a responsibility to provide quality programs as well as honor time and resource constraints. The primary question of this study is: what impact, if any, does the program duration have on participant outcomes? Key Observations include (a) the longest duration programs consistently had the most improvements in skills and knowledge, (b) after completing programs, more people are committing to leadership positions. This does not appear to correlate to program duration, (c) using evaluation data for modifying programs and starting additional programs leads to more significant participant change, and (d) community leadership theory and measurement can lead to better programs with greater results.
A Case Study of a University Leadership Seminar
Authors: Arsenault Paul M.
Published: July 2013

This paper is a case study of a five year leadership seminar at a mid-sized university. The paper will discuss the progress of this seminar in meeting the goals set by the university’s leadership model. Discussed in detail will be the model and theories used in and the implementation of the seminar. The successes of the seminar to this point are meeting the organizational objective for leadership, having continuous executive support and a very integrated seminar that includes both formal and action learning. Further steps include a survey or graduates to determine a successful return on investment and add a coaching program that will provide more one-to-one learning for the seminar graduates to develop their leadership abilities more.
Developing Future Leaders: The Role of Reflection in the Classroom
Authors: Roberts Cynthia
Published: July 2013

Leadership development continues to be a topic of conversation, education, and research. Reflection has been named as one of the key competencies needed for effective leaders particularly as the workplace grows more complex and multicultural. But how does one develop reflective skill in college students, the leaders of the future? This paper reviews the concept of the “reflective leader,” the importance of reflection as a key component in the development of future leaders, and suggests strategies for incorporating reflection in leadership education as well as mechanisms for its assessment.
Simulations as a Source of Learning: Using StarPower to Teach Ethical Leadership and Management
Authors: Allen Scott J.
Published: July 2013

This research examines the use simulation, StarPower, as an instrument to teach students about ethics in management and leadership. The paper begins with an overview of sources of learning in leadership and management development and later focuses specifically on the use of simulations. This is followed by a brief explanation of the StarPower simulation and the results of an exploratory study conducted. It was determined that 100% of participants found the activity educational and would recommend using it again in the future. In addition, 96% of the participants responded that StarPower is an effective activity for teaching students about ethical behavior.
Leadership Development and Social Capital: Is There a Relationship?
Authors: Van De Valk Lawrence Jacob
Published: July 2013

Significant resources of time, money and expertise are invested in leadership development programs, and networking is often cited as a benefit of participation in these programs. Previous research has traditionally focused on leadership as an individual attribute, but researchers and practitioners are increasingly recognizing leadership as a social process. Social capital has emerged as an important theme in leadership research, and networking and relationship-building are important steps in enhancing social capital. Based on this review of recent literature, I conclude that the relationship between social capital and leadership is well documented, but we have an incomplete understanding of the dynamic nature of this relationship, and lack sufficient evidence to support a causal assertion that one leads to the other. Researchers and practitioners should develop new leadership development program evaluation methods and designs, in the context of social capital, to answer these questions.
How Today’s Undergraduate Students See Themselves as Tomorrow’s Socially Responsible Leaders
Authors: Ricketts Kristina G. , Bruce Jacklyn A. , Ewing John C.
Published: July 2013

A new generation of leaders is needed not only to build local partnerships in today’s communities, but to assume all positions of leadership. Undergraduate students within a College of Agricultural Sciences at a large land grant university were given the Socially Responsible Leadership Scale (SLRS) to determine their self-perception of leadership according to the eight SLRS constructs: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, citizenship and courage through change. Results indicated a strong alignment with constructs such as congruence, consciousness of self and commitment, with slightly less agreement in the other constructs. Two important issues were illustrated. First, today’s undergraduates appear to be much more comfortable with diversity and conflict than once was the norm. Secondly, the citizenship construct brought to light a lack of awareness and desire to contribute to their civic responsibility. Implications include changes in leadership curriculum and implementation of service learning experiences.
Echoes of Leadership Education: Reflections on Failure, Forgetting, and Our Future
Authors: DiPaolo Donald G.
Published: July 2013

Despite the popularity of leadership education on college campuses, little is known about what individual participants learn and remember. This longitudinal study examines the impact of a leadership education retreat through the eyes of six undergraduate college men. Entry and exit interviews, along with intensive one and two year follow-up interviews, were conducted. Cross case analysis reveals that leadership identity was reshaped by perceived personal failure during crisis. Longitudinal analysis suggests that students attribute improved leadership capabilities less to leadership education than to their own development and leadership experiences. This study questions the value of stand-alone or short-term leadership education models and suggests new curricular approaches to leadership education that incorporate potential future crucible experiences.
Developing Moral Imagination in Leadership Students
Authors: Enlow Barbra K. , Popa Adrian B.
Published: July 2013

Imagination is the exercise of generating new and novel mental images. Because of its utility for the arts, it is primarily thought of as a purely aesthetic tool. And yet, as a cognitive orientation to the world, imagination has much to offer business leaders. Imagination shifts leaders away from ingrained ways of thinking; it emphasizes reframing existing situations, moving beyond constraining mental models, and formulating innovative responses. In short, imagination is the critical cognitive link connection between what is and what might be. This application brief describes a module designed to develop moral imagination in leadership students in Gonzaga University’s Masters in Organizational Leadership Program. It outlines the use of popular film – in this case, the classic Woody Allen (1989) film, Crimes and Misdemeanors – to help students identify ethical events, assess various viewpoints concerning these events, and then practice reframing the events using moral imagination.
Transforming Leadership: Film as a Vehicle for Social Change
Authors: Hickam Becca , Meixner Cara
Published: July 2013

Leadership scholar Margaret Wheatley (2006) observed that “Each of us seeks to discover a meaning to our life that is wholly and uniquely our own. We experience a deepening confidence that purpose has shaped our lives even as it moved invisibly in us. Whether we believe that we create this meaning for ourselves in a senseless world, or that it is offered to us by a purposeful universe, it is, after all, only meaning that we seek” (p. 134). At a small, private liberal arts institution in the southeast, educators attempt to traverse the complexities of chaos and meaning by integrating film into many facets of the curricular and co-curricular leadership learning process. This article highlights the background, pedagogy, and impacts of this integration and the bridge thus created between the in- and out-of-class experiences for students.
The Sound of Leadership: Transformational Leadership in Music
Authors: Hall John L.
Published: July 2013

Leadership and music are two topics that are rarely mentioned together. However, their universal, intriguing, and complex nature allows a unique framework for helping individuals learn leadership concepts. In this paper several songs have been selected from various music genres. Each demonstrates elements of leadership. Aspects of popular culture such as music can create opportunities to learn about leadership and contribute to the development of one’s leadership style. General leadership concepts, along with the transformational approach and emotional intelligence, will be explained as we study each song. Additionally, the paper will discuss effective teaching methods and applications for using music to teach leadership.
Bringing the Emergency Room to the Classroom: Using Grey’s Anatomy to Simplify Situational Leadership
Authors: Torock Jodi L.
Published: July 2013

Situational leadership has been noted as one of the most recognizable leadership concepts (Northouse, 2007). Teaching the model to a college student audience may become more of monotony than a learning experience. Using popular media technology to teach situational leadership can appeal to more learning styles than the typical lecture, and make the study of leadership more exciting. Grey’s Anatomy (2007) is a popular drama television series that shows the directing, coaching, supporting, and delegating styles of situational leadership. Using media clips from this series, students can relate to the dramatic relationships and daily demands of the student intern characters. They also learn more about situational leadership through living in the “leadership moment” of the scenes.
Skills of the Spartans: Exploring Leadership in 300
Authors: Gray Tara D. , Callahan Jamie
Published: July 2013

Skills Approach leadership development suggests individuals can develop the skills, abilities, and behaviors needed to lead. However, it can be difficult to understand and apply these theoretical concepts. Movies provide a storytelling platform enabling learners to link theory to practice. This article uses 300 to explore skills-based leadership theories. 300 (2007) is an adaptation of Frank Miller’s novel depicting the Battle of Thermopylae (400 B.C.) between Greece and Persia. The movie tells the story of how King Leonidas led 300 Spartan warriors in battle against King Xerxes’ army in defense of Spartan land, values, and freedom. We provide background on Katz’s (1955) and Mumford, Zacaro, Harding, Jacobs, and Fleishman (2000) skills approaches. Then we describe how theoretical concepts associated with these approaches can be found in the movie. Finally, we provide suggestions for experiential learning activities which serve to help participants link and apply theory to practice.
Copyright Law and the Leadership Classroom: A Primer
Authors: Blackwell Cindy , Jones David
Published: July 2013

For many educators the fair use provision of the Copyright Act of 1976 and the subsequent Technology, Education, and Copyright Harmonization (TEACH) Act offer carte blanche use of various forms of media in the classroom. As Siva Vaidhyanathan (2001) notes, “Copyright myths have had as much power as copyright laws” (p. 5). The copyright carte blanche idea is undoubtedly not so. Copyright laws are filled with nuances that educators should respect in order to maintain both the scholarly and academic integrity of their classrooms. It is the responsibility of the educator to know and understand copyright laws as they apply to educational settings. “Lack of intent to infringe [on copyright law] is not a defense to copyright infringement – nor is ignorance of the copyright law” (Brigham Young University, 2005).
The Use of Portfolios in Leadership Education
Authors: Olsen Paul E.
Published: July 2013

This paper discusses the benefits of using student portfolios in undergraduate leadership education at Saint Michael’s College. There appears to be a natural link between the use of portfolios as a tool to facilitate and document leadership growth and development. The Business Administration and Accounting Department at Saint Michael’s College adopted the portfolio concept to provide students with a vehicle for introspection, self-reflection, and to learn from successes and failures as they provide evidence of satisfying the business department’s goals for graduating students and document their growth and development as leaders.
Empowering Community Members for Civic Leadership: The Institute for Community Leadership
Authors: Watt Willis M. , Ziegler Andrew H.
Published: July 2013

Leaders emerge from some very unlikely situations. They come in all ages, sizes, shapes, and from both genders. In this paper we discuss the relationship between the theoretic and practical applications evidenced by the Institute for Community Leadership’s (ICL) efforts to prepare people for civic leadership. We present background information about ICL including the Institute’s purposes and goals, an examination of its past achievements, current activities, and future projections, and we conclude with a discussion of “conditions for success in collaborative public ventures” (Hackman & Johnson, 2009, p. 293) as it relates to the Institute’s efforts to prepare people for community leadership.
College Student Leaders: Meet the Alpha Female
Authors: Ward Rose Marie , DiPaolo Donald G. , Popson Halle C.
Published: July 2013

With the emergence of a new generation of strong and empowered female student leaders on college campuses, a special type of female leader, the Alpha Female, has developed. This study examines the essence of having an Alpha Female identity for 13 undergraduate women at a Midwestern university. Extensive interviews were conducted; transcripts were generated; emergent themes were derived; horizonalization and cross-case analysis was conducted; and, constant comparative method among the researches was employed. Findings reveal that strong positive antecedent family variables are present. Each participant perceives strong advantages and a positive impact from being an Alpha Female in the collegiate environment. Suggestions for further rich, qualitative investigations and Possible educational interventions and institutional support are offered.
Effective Leadership Development for Undergraduates: How Important is Active Participation in Collegiate Organizations?
Authors: Ewing John C. , Bruce Jacklyn A. , Ricketts Kristina G.
Published: July 2013

Leaders are needed in all areas of life. A question arises, “Where do leaders come from and how do they develop the skills necessary to be effective?” Colleges and universities have been developing leadership skills since their inception (Astin, 1996). This study examined students in a college of agriculture to determine if students’ perceptions about leadership skills varied based on participation in collegiate organizations and whether a participant held a collegiate officer position. Results indicated 55% were active in collegiate organizations and 23% held an officer position. For the most part student perceptions related to the impact on leadership skill development did not vary between the groups and were “positive” in nature. It was noted that approximately 36% of all responses were “negative” toward the collegiate organizations’ ability to develop leadership skills. Therefore, recommendations include that individuals in leadership positions should examine their organizations’ ability to develop members’ leadership abilities.
Casting the Net of Critical Thinking: A Look into the Collegiate Leadership Classroom
Authors: Stedman Nicole LP
Published: July 2013

As the leadership classroom is becoming more diverse in the student demographic make-up it is important to establish what the impacts of those differences are on learning leadership. In this paper the essential element of leadership analyzed was critical thinking disposition. Participants were analyzed for differences in critical thinking disposition by the selected demographics of age, gender, GPA, honors enrollment, and major college classification. Using the EMI, it was found that there were no statistical differences in the total disposition constructs of innovativeness, cognitive maturity, or engagement. There were, however, differences in individual statements and mean scores. Considering the classroom landscape, an educator must often move beyond statistical significance to identify means which meet student needs. In essence, some of the most subtle differences in students create the biggest challenges. Research findings are used to make recommendations for increasing student capacity for critical thinking in the collegiate leadership classroom.
Experiential Workshop with Educational Leadership Doctoral Students: Managing Affective Reactions To Organizational Change
Authors: Falls Leigh , Jara Teresa , Sever Tim
Published: July 2013

Managing change processes, resistance to change, and organizational members’ emotional reactions to change are crucial skills for future educational leaders to learn. Our case study is based on a workshop conducted using two experiential exercises to facilitate current educational leadership doctoral students’ reflections on their own reactions to change and their emotional sources of their resistances to change. Two unique aspects of this workshop that drew feedback from participants indicating significant internalization of learning included an “in vivo” change experience and the timing of the workshop during the students’ writing and presenting of dissertation proposals. We document how this process facilitated their improved insight regarding the importance of engaging subordinates in change processes. Additionally, cultural differences between Persian, White, Black, and Latino participants as they may affect management of change are described. Participants’ reflections and insights are discussed and implications for future practice and research identified.
Studying Leadership within Successful Rural Communities in a Southeastern State: A Qualitative Analysis
Authors: Ricketts Kristina G.
Published: July 2013

Many rural communities are experiencing a diversity of issues, but what part does leadership play in these communities? This qualitative study describes the environment within two communities in the southeast focusing on community variables of psychological sense of community, community leadership, and social capital. Leaders were identified and a qualitative data analysis identified several themes within these variables. Leaders strongly felt “sense of community” was in the surrounding county and a strong moral compass was provided by schools and churches. Leaders showed a sense of service to their community stressing the importance of involvement in the community. Local community groups provide the greatest opportunity for community action. Finally, they relied strongly on relationships as the backbone to the community. Effective community leaders are important in developing important relationships, establishing communication, and providing the community with direction. Further research should be done with an emphasis on change and development.
Influences of Youth Leadership within a Community-Based Context
Authors: Jones Kenneth R.
Published: July 2013

This research project evaluated outcomes for a leadership development program utilizing adult volunteers who worked with youth to incorporate experiential learning and civic engagement opportunities. As a result, this experience exposed youth to practical skills as well as a chance to develop a sense of community connectedness. This was revealed through the youth developing more positive perceptions toward their role as decision makers in their communities, after participation in the program. Youth also developed more positive perceptions of their relationships with adults. Moreover, when comparing those youth who volunteer at least one hour per week to those who do not, those who had volunteered in the past had significantly more positive perceptions than those who had never volunteered in their community.
Using a Case Study to Develop the Transformational Teaching Theory
Authors: Boyd Barry L.
Published: July 2013

Leadership educators teach Transformational Leadership Theory in their classrooms, but could transformational theory be used as a pedagogical model to deepen students’ understanding of leadership? This article presents Erin Gruwell, a first-year teacher at Woodrow Wilson High School in Long Beach and subject of the 2006 movie The Freedom Writers, as a case study where an educator practiced the components of transformational leadership in the classroom to transform students’ lives. Gruwell used idealized influence, inspirational motivation, intellectual stimulation, and individual consideration to transform a classroom of gang members into a community of scholars and authors. Following the case examples, leadership educators are provided examples of how to incorporate the four components of transformational leadership in their instructional methods. The purpose is to not only demonstrate the theory in action, but to deepen students’ learning of leadership theory.
Reconceptualizing Academic Advising Using The Full Range Leadership Model
Authors: Barbuto John E. , Story Joana S. , Fritz Susan M. , Schinstock Jack L.
Published: July 2013

Developmental and prescriptive advising styles have been the focus of the academic advising literature for the past 35 years. Academic advising scholars have called for a new paradigm in the field. Drawing from leadership theory, a new model for academic advising is proposed. Full range advising encompasses laissez-faire, management-by-exception, contingent rewards, and transformational behaviors. The long-term impact of transformational advising is one that will likely take years to fully realize, however measures of transformational leadership are both reliable and valid. These measures can be used to determine whether advisors’ use of transformational advising behaviors is related to positive student outcomes.
Leadership in Intergenerational Practice: In Search of the Elusive “P” Factor — Passion
Authors: Kaplan Matthew , Larkin Elizabeth , Hatton-Yeo Alan
Published: July 2013

Intergenerational programs and practices refer to a wide range of initiatives which aim to bring people of different generations together to interact, educate, support, and provide care for one another. Insofar as there is such rapid growth in intergenerational program activity taking place at the national and international levels, it is pertinent to wonder how we can cultivate innovative, effective leaders in a variety of professional roles and settings. This article explores various conceptions about how to prepare and inspire intergenerational professionals. Beyond focusing on the set of skills and knowledge that practitioners need to function effectively, we argue that there are certain personal dispositions that are integral to leadership in this field. To illustrate how passion, what the authors call the p-factor, contributes to exemplary intergenerational practice, several examples are provided of intergenerational professionals who emanate this quality. Implications for preparing future intergenerational leaders are considered.
Situated Technology as Student Tool for Leadership Instruction
Authors: Guthrie Kathy L.
Published: July 2013

Technology is becoming a part of students’ lives more every day. How as educators can we use technology as a developmental tool instead of a distraction in the classroom? This paper frames technology in leadership instruction through situated learning, specifically how a video production course assignment provided a developmental opportunity for students in an introductory leadership course. The research reports students’ perception of using technology that extends beyond the specific objective of development of a personal definition of leadership and offers a new perspective for engaging other forms of technology.
The Challenge of Developing Faculty to Teach Leadership as a Secondary Discipline
Authors: Weeks Penny Pennington , Weeks William G. , Barbuto John E. , Langone Christine A.
Published: July 2013

In colleges of agriculture leadership education is one area of study where enrollment and demand are outstripping the capacity of institutions to deliver the coursework. However, few faculty members are prepared to teach leadership contextually based in agriculture. Responding to this challenge, the Leadership Education Institute (LEI) for faculty in colleges of agriculture was created. The primary goal of the project was to prepare agricultural faculty to teach leadership as a secondary discipline. This multi-year project, funded by a USDA Higher Education Challenge Grant, was a collaboration of faculty from Oklahoma State University, the University of Nebraska-Lincoln, and the University of Georgia. The project resulted in directly impacting food and agricultural sciences education at 10 institutions across the nation by improving teaching competency of leadership education faculty in colleges of agriculture.
Guiding Questions: Guidelines for Leadership Education Programs
Authors: Ritch Stephen W. , Mengel Thomas
Published: July 2013

Appropriate design and redesign of programs, responses to accreditation agencies, and internal academic legitimacy concerns are critical challenges in education in general and in leadership education in particular. Guiding Questions: Guidelines for Leadership Education Programs (Guiding Questions), a member initiated project sponsored by the International Leadership Association (ILA), provides a framework to address these challenges. In this paper, we first describe the background and context of this initiative. Second, we introduce the Overview of the five sections of Guiding Questions: Conceptual Framework, Context, Content, Teaching and Learning, and Outcomes and Assessment. Third, we present results of initial field tests of the Overview and its framework within three different North American universities. Finally, we discuss next steps and invite the reader to get involved in the further development of Guiding Questions.
Developing an International Agricultural Leadership Program to Meet the Needs of a Global Community
Authors: Moore Lori L. , Boyd Barry L. , Rosser Manda H. , Elbert Chanda
Published: July 2013

This paper advances the notion that global leadership is a necessary component of undergraduate agricultural leadership. Within an existing leadership curriculum, the development of at least three new courses with innovative approaches to such a globalized curriculum is justified and outlined. These three classes include a course designed to increase awareness of global leadership issues, a cultural assimilation course designed to prepare students for an international experience, and a capstone seminar course. The program will require students to take the three classes being developed in addition to at least three other classes with an international or cultural emphasis as well as participate in an international experience during their undergraduate career. Upon completing the global agricultural leadership curriculum, students will be awarded an academic certificate.
Assessment in Academic Based Leadership Education Programs
Authors: Goertzen Brent J.
Published: July 2013

The primary purpose of this paper is to call leadership educators to intentionally engage in a conversation regarding how we ensure participants of our programs are learning what we hope they learn. To achieve this principal aim, this paper will (a) briefly examine pressures compelling our discipline to engage in intentional conversations regarding assessment and (b) provide an overview of ways and means of assessment activities.
Effective Leadership Development in Higher Education: Individual and Group Level Approaches
Authors: Braun Susanne , Nazlic Tanja , Weisweiler Silke , Pawlowska Beata , Peus Claudia , Frey Dieter
Published: July 2013

Research in commercial organizations has provided a multitude of examples on how leadership development can effectively foster employees’ performance and work-related attitudes such as commitment or satisfaction. In contrast, to date systematic leadership development is largely lacking for employees in higher education. However, we suggest that the positive effects of leadership development in commercial organizations also apply to the academic context. Thus, the purpose of this applied article is to present two approaches to the development of leadership in higher education. More specifically, we provide a detailed description of two different programs offered to researchers at a large German university. The first program constitutes a leader development initiative for junior faculty on an individual level, whereas the second focuses on the development of leadership within university departments on a group level. We provide recommendations for establishing and evaluating effective leadership development in higher education.
Case Study: Student Perceptions of Groups & Teams in Leadership Education
Authors: Coers Natalie , Lorensen Marianne , Anderson James C.
Published: July 2013

Working in groups and teams is a common practice in today’s college classroom, partly in order to meet the growing demand by employers that students entering the workforce have leadership and group experience. This practice has many inherent benefits and challenges. The experiences created must meet the needs of both students and other stakeholders in the world of work. This qualitative case study includes 11 undergraduate student participants (8 female and 3 male) who were enrolled in Leadership in Groups and Teams, a course at a large Midwestern research university. Participant interviews pertaining to their experiences and perceptions of groups and teams in the educational setting emphasized the value of engaging in experiential learning as a complement to traditional scholarship. Beneficial insights are suggested for future changes in the course content and structure.
Leadership Identity Development: Challenges in Applying a Developmental Model
Authors: Komives Susan R. , Longerbeam Susan D. , Mainella Felicia , Osteen Laura , Owen Julie E. , Wagner Wendy
Published: July 2013

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.
The Undergraduate Leadership Mosaic: A Challenge of Shared Purpose
Authors: Scroggs Lori E. , Sattler Joan L. , McMillan Brad
Published: July 2013

Leadership educators must decide upon the theoretical paradigms and curricular approaches in which to locate their leadership programs and inform their practice. This application article features the mosaic approach adopted by Bradley University which places many and divergent pieces together to allow students to experience different conceptual frames and curricular or co-curricular elements. While this approach provides varied leadership opportunities for students to mix and match, the authors acknowledge the critical challenge which is to confirm whether they are indeed achieving a shared purpose.
The Social Construction of Leadership Education
Authors: Billsberry Jon
Published: July 2013

Most leadership theories assume that leadership is a quality of leaders (e.g., trait theory), or a response to environments (e.g., situational theory), or a combination of both (e.g., contingency theory). In all these approaches leadership is something knowable and definite. However, after years of research there is no agreed definition of what leadership is or any universal agreement about who might be regarded a leader. This paper outlines an alternative approach in which leadership is a contested construct and describes two engaging teaching techniques that align pedagogic approach with the underlying theory. In doing so this paper makes a case for the adoption of socially-constructed theories in leadership education.
Introducing Followership into the Leadership Classroom: An Integrative Approach
Authors: Johnson Craig E.
Published: July 2013

Developing followers is just as important as developing leaders. This brief outlines strategies for integrating material on followership into three leadership course units: introduction to leadership, leadership theories, and leadership ethics. Instructors can highlight the importance of followership by emphasizing that (a) leaders and followers have an interdependent relationship, (b) followers are essential to group success, (c) followers are an important component in many leadership theories, and (d) followers are responsible for their moral choices and face their own set of ethical challenges.
Leadership Education and Experience in the Classroom: A Case Study
Authors: Lindsay Douglas R. , Hassan Anthony M. , Day David V.
Published: July 2013

This paper examines the core academic leader development course at the United States Air Force Academy. The course serves as the foundation for individual leader development that is integrated across all four years of the student’s education. The basic approach uses a self-study where the student selects a current leadership role and that role serves as a common frame of reference for the entire course. Assessment strategies such as self-study, journaling, leadership application exercises are intentionally developed to integrate the classroom education into their leadership role. Through this integration the student is able to apply the leadership education real time as they have a current, relevant context in which to apply the material. Initial response to the course has been positive from both the students and the faculty. Future data collection is planned to determine the actual impact of the experience on relevant leadership outcomes.
What Would I Do Differently? Using First Person Voice to Develop Leadership Identity for Health Care Professionals
Authors: Ekmekci Ozgur
Published: July 2013

Can leadership be taught? Those of us who offer courses on leadership, as part of an academic program, face this question quite often. It is my belief that acquiring more knowledge on leadership does not readily translate into becoming a better leader – especially so at a time in history where leaders have to deal with more complexity and change than ever before (Snowden & Boone, 2007; Malloch & Porter-O’Grady, 2009). Leadership is a process of becoming rather than a process of acquiring. In this paper, I argue the need to ground our teaching practices in complex responsive processes (Stacey, 2003), share one such practice we employ in a graduate program for health care professionals, and discuss the implications.
Personality Type and Leadership Approach
Authors: Adams Dolly L.
Published: July 2013

Effective leadership in public schools includes, but is not limited to being able to communicate goals, set expectations, monitor instructional progress, coordinate the curriculum, and supervise and evaluate faculty (Snowden & Gorton, 2002). All of these leadership skills are driven by a need for leaders to build collaborative rapport and create a positive learning environment for both teachers and students. This study looked at the relationship between personality type as measured by the Keirsey Temperament Sorter (Keirsey & Bates, 1984) and leaders’ preferred leadership approaches as measured by the Instructional Leadership Beliefs Inventory (Glickman, 2002). Although this study found no significant correlations, the data provides insight to help determine how and to what extent personality type is related to a preferred leadership approach.
The Emotional Intelligence of Leaders as Antecedent to Leader-Member Exchanges: A Field Study
Authors: Barbuto John E. , Bugenhagen Marilyn J.
Published: July 2013

Eighty elected leaders and 388 followers were sampled to test the relationships between leaders’ emotional intelligence and the quality of leader-member exchange. Results of the field study found a significant relationship between leaders’ emotional intelligence (total) and leader-member exchange quality. Specific subscales of emotional intelligence were also predictive of leader-member exchange theory. Leaders’ empathetic response and interpersonal skills each correlated with leader-member exchange. Implications and directions for research are discussed.
Using Provocative Statement Assignments to Foster Critical Thinking in Leadership Education
Authors: Sherlock John , Morgan Grant
Published: July 2013

This paper advocates for and describes the use of provocative statements as a leadership assignment to foster critical thinking. Critical thinking is an essential competency for leaders who must analyze issues and convince others of their point of view as they compete for scarce internal resources. The provocative statement assignment incorporates common elements from long-established practices of Socratic questioning, debate, argumentation analysis, and rhetoric. It challenges students to develop and advocate their point of view on the controversial issues of their field. Preliminary findings of student perceptions of the assignment in a graduate leadership class are presented which suggest the assignment can be a powerful learning tool.
The Community Leadership Educator’s Perspective on Program Sustainability
Authors: Stoecker Randy , Willis Catherine , Lersch Art
Published: July 2013

Those who work to develop and manage community-based leadership programs have long been concerned with how to sustain them – to keep them healthy and useful. But focusing on how to sustain programs requires exploring what sustainability means. This paper reports on interviews with 41 community-based leadership education program coordinators. In contrast to their definitions of success, which emphasize impacting individuals and communities, interviewees defined program sustainability more as having enough participants, adequate funding, continuity, community support, and alumni involvement in program management. The paper explores the nuances of these definitions, including internal aspects of sustainability over which program managers had significant control, and external conditions over which they had less control. The paper also explores differences in perspectives between coordinators of programs sponsored by Chambers of Commerce and those sponsored by Cooperative Extension and universities or nonprofits.