bluuebunny/crossref_metadata_2025 huggingface dataset:
Women and Negotiations: Unveiling Some Secrets to Success
Authors: Tack Martha W. , McNutt Mindy S.
Published: July 2013

Effective leaders are decision makers, strategic planners, calculated risk-takers, and highly skilled negotiators. Interestingly, the critical skill of negotiating is not one that most women naturally demonstrate. Because the majority of women in the workplace do not negotiate, they often do not advance as quickly as they should, nor do their salaries increase as rapidly as those of their male counterparts. In this article, the authors will talk about some of the “secrets of negotiating success” that have been used for decades by those who have reached the top of their career ladders. These “secrets” include three critical attitudes and 15 strategies that may help to position women for success in the bargaining arena. In addition, the authors challenge leadership educators to develop experiences, courses, and modules for women to enhance their negotiating skills.
Bringing “Worldmindedness” to Students of Leadership
Authors: Robinson Betty D.
Published: July 2013

The present commentary is a call for the inclusion of international education (IE) as part of any leadership studies degree program. A review of the reasons supporting this position is provided, along with a discussion of issues to consider in including IE in the curriculum, particularly as they impact adult students.
Advancing the Practice of Leadership: A Curriculum
Authors: Bridgeforth Brian W.
Published: July 2013

The history of academic inquiry into leadership as a discipline has yielded the unintended consequence of compounding confusion and perpetuating the myth of leadership as mystical. This paper takes that acknowledgement and inquires into the past and future of leadership theory development from a systemic perspective to define the concept, propose an initial framework in which literature and inquiry may be framed, and offer a curriculum for leader(ship) training and development. Three aspects are proposed – requisite, fantasy, and requisite fantasy. This paper suggests the latter is the most appropriate and defines leadership as a binding strange attractor to social patterns. Upon this definition, this paper proposes an initial framework of six elements and six relationships for assimilating and re-organizing the literature, prescriptions, and speculations surrounding the discipline. Lastly, this framework serves to propose a curriculum for advancing the practice of leadership through training, development, and education.
Role Playing as a Leadership Development Tool
Authors: Guenthner Joseph F. , Moore Lori L.
Published: July 2013

Agribusinesses seek university graduates who have leadership ability. Role playing, one method of teaching leadership skills, is used in a university agricultural policy course. It has been a fun and effective leadership learning tool. Students improve their communication skills, conduct in-depth research about a topic of their choice, and develop a better understanding of other sides of issues. Graduates who have gone into leadership positions cite role playing as an important part of their leadership development.
Agricultural Leadership Development: From Networking to Application
Authors: Kaufman Eric K. , Carter Hannah S.
Published: July 2013

Agricultural leadership programs have been widely supported by both the public and private sector and have been praised for the “networking” they provide. However, is there any community benefit? Could these programs be doing more? This paper provides some insight into these issues by looking at contributions of the related research. First, a connection is made between social capital theory and the value of networking. Then, agricultural leadership programs are discussed in terms of benefits they provide to participants and the communities that they serve. Finally, an application component is proposed for use in agricultural leadership programs as a way of improving the effectiveness for the communities that support them.
A Comparative Leadership Development Study within Student Collegiate Clubs and Organizations at an Agrarian University in Ukraine and a University within the United States
Authors: Kelling Erik , Hoover Tracy
Published: July 2013

This study was conducted to explore leadership development within student collegiate clubs and organizations at an agrarian university in Ukraine. The data were then compared to a College of Agricultural Sciences at a university within the United States. The information collected in the study will serve as a basis for understanding leadership development within student collegiate clubs and organizations. The findings indicated that leadership development within student collegiate clubs and organizations is occurring. The study found that leadership development is a product of the culture in which it functions. Students from the Ukrainian university are developing leadership skills through a highly socialized model. This results in the development of a collaborative leadership style, which reflects the philosophy of the former Soviet culture. In sharp contrast to the collaborative style, the United States group is developing more of an individualistic style, indicative of its culture.
The Relationship between Leadership Development and Critical Thinking Skills
Authors: Ricketts John C.
Published: July 2013

The primary purpose of this correlational study was to explain the relationship between discipline specific critical thinking skills and leadership training and experiences of selected FFA youth leaders. Researcher-developed measures of critical thinking skills and leadership were used to discover low, but positive relationships between critical thinking skills and each leadership variable of leadership training, leadership experience, and total leadership score. The relationship between leadership training and Evaluation and Total Critical Thinking Skill was significant. Similarly, the relationship between leadership experiences and Analysis and Total Critical Thinking Skill was significant. Finally, the relationship between combined leadership score and Analysis, Evaluation, and Total Critical Thinking Skill was also significant. Recommendations include more student exposure to formal teaching and training in leadership, more research to substantiate the connection between leadership and critical thinking, and more encouragement for students to be more active in non-formal activities.
Volunteer Administration Leadership Proficiency and Leadership Styles: Perceptions of Southern Region 4-H County Faculty
Authors: Stedman Nicole L. P. , Rudd Rick D.
Published: July 2013

Volunteers play an integral role in supporting the mission of 4-H programs in the southern region. For this reason their proficiency in volunteer administration competence and perceived leadership style is important. The researchers sought to examine both the perceived proficiency of 4-H faculty in the southern region in seven competencies associated with volunteer administration leadership (Stedman, 2004) and perceived leadership style based on Full Range Leadership (Avolio & Bass, 1991). Overall respondents’ scores indicated an average proficiency in volunteer administration leadership competence. Yet, their reported scores showed a higher proficiency in the individual competency areas of personal skill and organizational culture. Leadership style was measured based on behavior scores of transformational, transactional, and laissez faire leadership. The 4-H county faculty used transformational leadership most frequently, followed by transactional leadership, and then laissez faire. Implications are 4-H county faculty could use additional professional development opportunities which address accountability and management.
Understanding the Perceptions of Service Learning with Teen Leaders
Authors: Webster Nicole S. , Bruce Jacklyn A. , Hoover Tracy S.
Published: July 2013

This qualitative study was conducted to answer two questions concerning service learning in youth populations: Do teens understand their roles in the process of service learning? How do teens perceive service opportunities within their communities or organizations? The intent was to investigate these issues in order to provide depth to the research on youth voice and perceptions in service learning activities. Focus groups were conducted with teens involved in various organizations. Findings included that teens were able to articulate a strong definition of service learning as well as identify service activities. Most felt they had a voice in planning and implementation and saw adults as key to the evaluation of projects. Some teens felt, however, that adults often have too great a voice in the planning stages. Recommendations include professional development for adults on working with teens and evaluating current programs to make certain that youth voice is present.
Teaching Leadership to First-Year Students in a Learning Community
Authors: Nahavandi Afsaneh
Published: July 2013

This paper discusses a model for teaching leadership to first-year students as part of a learning community. It outlines the purpose and structure of the course and presents ideas for how different disciplines could be combined with leadership in learning communities. Teaching leadership to first-year students as part of a learning community instead of a stand-alone course has two distinct advantages. First, when leadership is taught at the freshman level, the early introduction of the topic allows for the possibility of repetition and reinforcements of the concepts, both of which are essential to learning. Second, by teaching leadership in a learning community, instructors and students are able to apply and integrate the concepts of leadership with other areas, thereby increasing learning and retention.
Team Building and Problem-Based Learning in the Leadership Classroom: Findings from a Two-Year Study
Authors: Barbour. JoAnn
Published: July 2013

Leader educators know that demands on leaders of organizations are increasing, requiring different strategies of leading, for example, working in diverse and global environments, using shared decision-making, and developing effective work teams. To educate future leaders in a postmodern era, instructors must attempt nontraditional teaching methods that combine theories and practices of team leadership. With a focus on team leadership, I conducted a classroom study to investigate how to design classroom teams and experiences that would help future leaders lead teams. Three discoveries were made from this study: (a) the importance of the instructor guiding students through the processes of teaming and leading teams as well as providing the content knowledge imbedded in the course, (b) the role shifts of the instructor and students throughout the semester, (c) and the use of problem-based learning as a promising pedagogical tool in the instruction of future leaders in global, diverse, team-based settings.
A Study of Founders of Community Based Nonprofit Organizations: Implications for Extension Leadership Educators
Authors: Bolton Elizabeth B. , Spence Lynda M.
Published: July 2013

This study was conducted to explore the motives and experiences of founders of community based nonprofit organizations. The information collected in this study will be useful to extension leadership educators as they work with the leaders in developing and sustaining these organizations that address needs unmet by government or other organizations. The results show these founders have strong motivation influenced by early experiences. They were confident and were able to handle both obstacles and opportunities. They clearly perceived themselves as leaders. The findings of this study will be used to develop a more comprehensive profile of community leaders that start community based nonprofit organizations. Extension leadership educators have an opportunity and a challenge to work with these emerging leaders.
Leadership Practices Employed by 4-H Youth Development Educators in a Northeast State
Authors: Bruce Jacklyn A. , Webster Nicole S. , Sinasky Megan E.
Published: July 2013

This quantitative study was completed in order to gather initial data on the leadership practices currently being employed by county level 4-H educators in a northeast state. A survey instrument including the Multifactor Leadership Questionnaire (MLQ), the Leadership Practices Inventory (LPI), and a demographics questionnaire, was sent to all extension 4-H educators. Findings had educators self reporting the use of transformational leadership skills fairly often while transactional skills only once in a while. Also, educators reported the moderate use of skills including role modeling and engaging others in activities; but low usage scores were reported in areas of visioning, bringing people on board, and rewarding people for successes. Recommendations include staff development opportunities that will specifically address the gaps in leadership skills.
Student Leadership Programming Model Revisited
Authors: Engbers Trent A.
Published: July 2013

Roberts and Ullom (1989) theorized that leadership programs should consist of training, education, and development programs. Their model has gained widespread acceptance since its inception, but has not evolved to reflect contemporary conceptualizations of leadership. This paper demonstrates a new conceptualization of the model updated for modern process-oriented leadership, the student leadership programming matrix. The new model casts program styles against individual and group functions, thereby creating a more holistic perspective of the leadership phenomenon. The model is also explored in relation to assessment, campus culture, and sample programs.
Assessing Perceived Student Leadership Skill Development in an Academic Leadership Development Program
Authors: Blackwell Cindy , Cummins Richard , Townsend Christine D. , Cummings Scott
Published: July 2013

This research evaluated learning outcomes of a leadership development program at a large, southern land grant institution. The program is an interdisciplinary, semester-long class where experience and theory are juxtaposed to offer leadership training and development. Through an intensive research project, the program exposes students to four practical skills and four adaptive skills related to leadership development. The research outcomes of this study found that students did perceive to have gained the intended leadership skills as related to the four practical and four adaptive skills set forth by the program curriculum. As leadership programs continue to grow, these programs must be assessed and evaluated to continue to garner merit within the academic community.
Rural FFA Leadership: Understanding Members’ Role and the Context of Chapter Activities
Authors: Horstmeier Robin Peiter , Nall Martha A.
Published: July 2013

This study sought to understand FFA leadership activities and member role in planning these activities. Qualitative research methods were used to gain insight into the perceptions of FFA members. Twelve chapters from 11 different states participated in four focus group sessions at the National FFA Convention. Youth participating in the focus group interviews provided less emphasis on youth as objects and more discussion of youth as resources and partners. More frequently youth described their roles as resources or partners. Participants could easily identify personal benefits from participation in FFA activities. As the dialogue moved to community it was more difficult for FFA members to describe benefits. Students easily described the activities which helped them develop leadership skills in the context of understanding self. The most difficult area was related to community.
Student Leadership Practices of Georgia FFA Success Conference Participants
Authors: Ricketts John C. , Priest Kerry , Lastly Ben
Published: July 2013

The purpose of this study was to assess the leadership practices or behaviors of FFA members participating in a leadership development workshop known as the Success Conference in Georgia. Leadership practices were determined using the Student Leadership Practices Inventory (LPI) (Kouzes & Posner, 1998). While success conference participants scored the highest on encouraging the heart (M = 23.77; SD = 4.18) and enabling others to act (M = 23.75; SD = 4.40), placing Georgia FFA members participating in the Success Conference at approximately the 45th and 35th percentile respectively for all Student LPI scores, this was slightly below Kouzes’ and Posner’s (1998) normative data for high school students. It is recommended that future leadership development opportunities focus on activities that foster collaboration, strengthen others, recognize the contributions of others, and celebrate team accomplishments.
Defining Moral Leadership in Graduate Schools of Education
Authors: Pijanowski John
Published: July 2013

This article explores how ethics education has evolved over the last 15 years in graduate schools of educational leadership. A review of previous studies showing an increased attention to ethics education is analyzed in the context of external pressures such as new NCATE standards, and the emerging role of moral psychology to inform how ethics is taught in other pre-professional college programs.
Leadership Prescription Paradigms
Authors: Stech Ernest L.
Published: July 2013

The three most common paradigms used to develop leadership prescriptions are the empirical, biographical, and ideological. The empirical paradigm is subdivided into quantitative and qualitative versions. Similarly, there are two forms of the biographical paradigm: historical and autobiographical. The ideological paradigm involves an appeal to religious, spiritual, or ethical principles sometimes contained in a revered text. Understanding leadership prescription paradigms is useful to instructors and trainers because it makes explicit the underlying assumptions and limitations on practical applications.
Nurturing Reflection and Connection through the Kiva
Authors: Middlebrooks Anthony
Published: July 2013

The Kiva, originating from Southwestern Native American governance processes, provides a structured group experience that encourages critical reflection and self-analysis through multiple, sequenced consideration of an issue by juxtaposing public and private self, and eliciting affective and reflective responses. As a sacred space and place of connection, the Kiva process accommodates personal and often emotional topics in leadership education.
Youth Leadership Development Self-Efficacy: An Exploratory Study Involving a New Construct
Authors: Greiman Bradley C. , Addington Leah S.
Published: July 2013

Supported by Bandura’s social cognitive theory, our study examined personal factors and environmental factors that impact adults’ ability to assist youth in developing leadership. We introduce youth leadership development self-efficacy (YLD-SE) as a new construct for use in leadership research. A 7-item scale to measure YLD-SE was developed and its psychometric properties were established through exploratory factor analysis. The study sought to investigate the YLD-SE of agricultural education teachers, determine the relationship that YLD-SE has with selected variables, and determine the predictors of YLD-SE. Participants were agricultural education teachers (N = 177) in [Midwestern state] who taught during the 2005-2006 school year. Results showed that teachers perceive they have a high level of YLD-SE, and hierarchical regression analysis revealed that transformational and laissez-faire leadership style were significant predictors of YLD-SE. The full model explained 25% of the variance in YLD-SE.
Where’s All the Teamwork Gone? A Qualitative Analysis of Cooperation between Members of Two Interdisciplinary Teams
Authors: Bruce Jacklyn A. , Ricketts Kristina G.
Published: July 2013

This study explored cooperation between members of two interdisciplinary teams of educators within the agricultural field in a northeastern state. A researcher-developed instrument was used to explore individual perceptions regarding interdisciplinary cooperation. Using qualitative methods, the researchers intended to bring to light the thoughts, feelings and perceptions of educators regarding both the benefits and successes they had encountered, as well as the barriers they had come across during their cooperative experiences. Results indicated several areas of overlap for the disciplines. Recognized advantages included programmatic improvement, time saved, workload reduction and an increase in available resources. Barriers mentioned include time constraints, lack of awareness combined with perceived programmatic differences, and the lack of relationships and networks across disciplines. Suggestions include further research on the subject of cooperation, as well as possible combined in-service training sessions, encouraging the development of relationships through pre-service means (i.e., a combined undergraduate course) and administrator education.
What Do They Need? Intrinsic Motivation and Online Leadership Learning
Authors: McCotter Suzanne Schwarz
Published: July 2013

Online and hybrid classes have become common in the fields of leadership education. The pressure to implement these delivery models comes from both students and institutions. It is essential to ensure that these models meet student learning needs as well as the increased demand. This action research study uses survey data from three sections of students (two hybrid, one face-to-face) in an educational leadership program to evaluate their levels of intrinsic motivation as it relates to the delivery model of classes. Key findings include the need to provide students with choice about the delivery model, the need to establish a sense of community within all delivery models, and the fact that instructors and administrators must acknowledge the increased pressure and tension that may be factors in the learning of students experiencing new paradigms of learning.
Killing Two Birds with One Stone: Using Book Reviews to Teach Leadership and Foster Community in an Online Class
Authors: Moore Lori L.
Published: July 2013

The academic community is more fully integrating technology into the business it conducts. Online courses are becoming more and more popular. Popular culture can be a source of commonality among students that can be used to more effectively teach leadership in an online environment. This manuscript outlines the use of a group book review assignment to teach leadership while simultaneously fostering a sense of community among students learning about leadership in a primarily asynchronous environment.
Unleashing Leadership through Artwork
Authors: Stedman Nicole LP
Published: July 2013

Howard Gardner (1993) continued endeavors to establish a way to account for differences in individuals beyond traditional intelligence measures. Pedagogical strategies to address “multiple intelligences” are a unique way to develop course material, whether the setting is secondary or post-secondary. While some students thrive in traditional course experiences others may be lost in the material, looking for something else to assist them with comprehension. As an instructor the use of alternative teaching methods to reach beyond the textbook, PowerPoint presentation, and lecture is essential in bringing the reality of leadership to all students. “Using artwork to communicate the role of leadership through history is a creative and engaging way to encourage students to see leadership beyond the text and beyond their [personal] experiences” (Stedman, 2007). The intent of this paper is to provide a theoretical foundation and examples for using contemporary artwork in leadership classrooms.
The Renaissance Art Academies: Implications for Leadership Education Practices and Research
Authors: McCormick Michael J.
Published: July 2013

Taking the perspective that leadership education is similar to art education created a bridge connecting the leadership education literature with the large and rich body of literature on art education and art history. A survey of the more prominent Renaissance art academies was employed to illuminate the education practices of that extraordinary time, and then consider whether these practices had application to modern day leadership education. Results directly challenged the efficacy of the skills approach to leadership education, affirmed the importance of the mentoring method, supported the communities of practice method as a powerful tool for leadership education, argued for the idea of a talent for leadership, proposed designing leadership games and simulations that included positive and negative consequences, and stressed the importance of creating college and university based leadership academies.
Kouzes and Posner's Transformational Leadership Model in Practice: The Case of Jordanian Schools
Authors: Abu-Tineh Abdullah M. , Khasawneh Samer A. , Omary Aieman A.
Published: July 2013

The purpose of this study was to determine the degree to which Kouzes and Posner’s Transformational Leadership Model is being practiced by school principals as perceived by their teachers in Jordanian schools. Means, standard deviations, t-tests, and one-way analysis of variance (ANOVA) were utilized in this study. Results indicated that transformational leadership is being moderately practiced and applied by Jordanian principals. Furthermore, statistical results indicated that gender and school type had an influence on teachers’ perceptions in favor of female teachers and basic schools respectively. Finally, there were no significant differences among the three experience level groups of teachers (new hiring, middle career, and long experience) in their perceptions of each dimension of Kouzes and Posner’s model.
Predicting the Individual Values of the Social Change Model of Leadership Development: The Role of College Students’ Leadership and Involvement Experiences
Authors: Haber Paige , Komives Susan R.
Published: July 2013

This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students’ capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development. An adapted version of Astin’s Input-Environment-Outcome Model was the conceptual framework and the Social Change Model individual values including consciousness of self, congruence, and commitment served as the theoretical framework. Data were collected from a random sample of 3,410 undergraduates at one institution through the Multi-Institutional Study of Leadership. Participants completed a web-based survey including the Socially Responsible Leadership Scale-Revised2. Data were analyzed using hierarchical multiple regression to identify the extent to which the environmental variables contributed to outcomes. Involvement in student organizations was the most significant environmental variable and community involvement emerged as significant for women. A discussion of findings and implications is presented.
Evaluating a College Leadership Course: What do Students Learn in a Leadership Course with a Service-Learning Component and How Deeply do They Learn It?
Authors: Sessa Valerie I. , Matos Cristina
Published: July 2013

The purpose of this study was to evaluate final projects in a freshman leadership course (combining grounding in leadership theories with a service-learning component) to determine what students learned about leadership, themselves as developing leaders, and leading in the civic community, and how deeply they learned these concepts. Students found situational leadership theories, team leadership theories, and leadership principles (Drath, 2001) most relevant to their experiences. Personally, students learned about themselves as individuals, leaders, team members, and community members. Civically, students learned how to apply leadership theories, work in teams, and about the community as a system. In terms of depth of learning, based on Bloom’s (1956) taxonomy, students were able to identify, describe, and apply concepts and to some extent analyze and synthesize them. These findings suggest that using service learning to help students learn about both the theory and practice of leadership is a viable alternative.
Form Follows Function: A Backward Design To Develop Leadership Ethics Curriculum
Authors: Popa Adrian B.
Published: July 2013

The purpose of this paper is to describe a backward design model implemented to develop a leadership ethics course taught in a graduate leadership program. Backward design was implemented to deeply embed the construct of applied ethics within the fabric of leadership curriculum while capturing intended course competencies. Course curriculum integrates a servant leadership theoretical framework and pedagogy that serves to shape and develop moral imagination in leadership students. Backwards design contributed to clarity, integrity, and alignment of course curriculum with program objectives and university mission.
Authentic Leadership Development in the Classroom: A Narrative Approach
Authors: Albert Joseph F. , Vadla Kaitlin
Published: July 2013

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic leadership. Next, we provide an account of a transformative class called Leadership and Storytelling. Following this is a response to the question that inspired our paper: What was it about the course that made it such a meaningful leadership experience for students? The authors offer three key ingredients to the nature of this powerful classroom experience: space, authorship, and taking students to the edge of knowing. We conclude with an exploration of how others can incorporate narrative into their own work to become better leadership educators.
Education at a Distance: Best Practices and Considerations for Leadership Educators
Authors: Saks Deborah L.
Published: July 2013

E-learning is an increasingly popular form of education for college students (Allen & Seaman, 2007). There are a number of best practices for teaching online courses (Lewis & Abdul-Hamid, 2006) which should be followed by leadership educators. In addition, for a wide variety of reasons, women comprise a significant portion of the distance education population. Because of their differing communication styles and needs (Tannen, 1989, 1991), women may have a harder time being perceived as valuable members of the virtual community. They may also find the experience less meaningful than their male counterparts (Harper, 2007). If leadership education is to be successful moving into the 21st century it must be welcoming to female students. Suggestions for improving online learning are provided, especially for female students.
Co-Curricular Leadership Education: Considering Critical Questions
Authors: Fincher Justin , Shalka Tricia R.
Published: July 2013

This article highlights the importance of examining the ways that leadership educators approach leadership education on college campuses. It also raises questions by which co-curricular leadership educators can re-evaluate how they prepare students for leadership that is relevant to meet the challenges of today’s world. Through these questions educators are encouraged to re-examine their practice and consider areas in which they can challenge the status quo to provide more mindful leadership education that prepares students for lifelong learning and the flexibility to tackle the challenges of an increasingly complex global society.
Leadership Education and Assessment: A Developmental Approach
Authors: Lindsay Douglas R. , Foster Craig A. , Jackson Robert J. , Hassan Anthony M.
Published: July 2013

The number of leadership education and development programs has increased substantially over the past few decades. However, deliberate assessment strategies aimed at understanding actual student development have not kept pace. The primary reason for this limitation likely involves the challenges that are associated with this type of assessment. When examining leadership one is not only interested in the mere acquisition and retention of knowledge, but the actual application and practice of such knowledge. There are a host of challenges that stand in the way of such assessment. In the present paper we call attention to several of these challenges in an effort to understand what effective leader education assessment could look like. Additionally, we offer two examples of how intentional assessment strategies can be implemented to evaluate the effectiveness of leader education and development.
Potential Issues and Pitfalls in Outcomes Assessment in Leadership Education
Authors: Rosch David M. , Schwartz Leslie M.
Published: July 2013

As more institutions of higher education engage in the practice of leadership education, the effective assessment of these efforts lags behind due to a variety of factors. Without an intentional assessment plan, leadership educators are liable to make one or more of several common errors in assessing their programs and activities. This article reviews some of the most common errors in assessing leadership programs, including failing to consider what the authors describe as the Honeymoon, Horizon, Hollywood, Halo, and Hallmark effects (otherwise known as recency, response-shift, socially desirable, and respondent biases). Suggestions for minimizing these potential issues in assessment are also included along with suggestions for practitioners and areas for future related research.
Creating a Culture of Candor in the Leadership Classroom
Authors: Galpin Timothy , Whittington J. Lee
Published: July 2013

A culture of candor can bring numerous benefits to any organization. Yet, candor is rare in most organizations. Despite the scarcity of its practice there is a need to develop leaders who value and use candor by demonstrating and practicing candor in the leadership classroom. A description of seven key actions that enable leadership instructors to build a culture of candor in the classroom is provided. Each of these actions is supported with prescriptive guidelines for implementing these practices in the classroom. The influence of the seven actions on the candid behavior of leadership students as well as leadership instructors is also discussed.
Research Themes, Authors, and Methodologies in theJournal of Leadership Education: A Five-Year Look
Authors: Edgar Leslie D. , Boyd Barry , Rutherford Tracy , Briers Gary E.
Published: July 2013

According to a survey of professionals in agricultural education,The Journal of Leadership Education (JOLE)is a new and primary outlet of leadership education research and professional scholarship. The purpose of this study was to assess five years of JOLE’s primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types using a mixed-methods design. A compilation of the research results is reported. Research themes appear cyclic and add little to improving an apparent lack of research continuity. Research must continue to determine cycle depth and the influence on research in leadership education as an integrated specialization area of agricultural education. This research may be used comparatively with the National Research Agenda to determine where future research should be focused.
Challenges Women Face in Leadership Positions and Organizational Effectiveness: An Investigation
Authors: Elmuti Dean , Jia Heather , Davis Henry H.
Published: July 2013

This study was undertaken to discover working public thoughts about roles of United States women in leadership positions and to test the relationship between managerial leadership styles and organizational effectiveness. A survey of perceptions of leadership roles and effectiveness distributed 700 randomly selected entities from industries in the United States. Findings suggest approximately 50% of women leaders perceive barriers that prevent women for entering management positions and lower advancement rates for women. This study shows that aspiration in women exists whether or not they take action and motivate themselves to advance for top management positions. However, barriers like discrimination, family-life demands, prejudice, and stereotyping result in fruitlessness in many cases. The majority of women and men felt education and training could increase the preparedness of women for leadership roles. Respondents expressed overwhelming support for a participative leadership style. A positive association existed between participative leadership style and organizational effectiveness.
Leadership Development through Sports Team Participation
Authors: Extejt Marian M. , Smith Jonathan E.
Published: July 2013

The question of whether leadership is teachable has received considerable attention in the academic and practitioner arenas. Organized athletic team participation offers students a different experiential venue that many argue develops leadership. The purpose of this study is to investigate the relationship between organized sports team participation and leadership skills. We employ a valid means of measuring several leadership dimensions using a validated assessment center method. Nine distinct leadership skill levels were measured for 141 MBA program students. Using ANOVA and correlation analysis we found no systematic association between the number of seasons of sports team participation and the level of any particular leadership skill. The findings caution recruiters and other persons making personnel decisions against using this past behavior as an indicator of these or any other leadership skills. By showing a preference for athletes, recruiters may bypass persons who would be a good fit for a position.
Facilitative Social Change Leadership Theory: 10 Recommendations toward Effective Leadership
Authors: Watt Willis M.
Published: July 2013

In the fast pace of the 21st century there is a demand for effective leaders capable of handling the internal and external changes occurring in our organizations. This paper seeks to inform the reader because change is natural; it is constant; it is inevitable. But, what constitutes effective leadership is the question? The main purpose of this paper is to offer 10 recommendations toward effective leadership that are outcomes of an eclectic leadership approach – Facilitative Social Change Leadership Theory (FSCL). The FSCL approach is a melding of Social Change Theory, Social Change Leadership Theory, and Transformational Leadership Theory as well as the work of Tichy and DeVanna.
Beowulf and the Teaching of Leadership
Authors: Loughman Tom , Finley John
Published: July 2013

Although it depicts a Germanic warrior culture of nearly 1,500 years ago, the Old English epic poem Beowulf contains timely insights into leadership and motivation, trust, respect, loyalty, and sacrifice that could inform current leadership practice and teaching. To help reveal some of these insights, this study has three main purposes: (a) examine the character of Beowulf as a leader of his warrior band and nation; (b) explain the ways in which the hero Beowulf fits into the Conger-Kanungo model of charismatic leadership; and, (c) explore how the epic poem dramatizes risks of an overreliance upon a charismatic leader. The results of this investigation attempt to provide meaningful insights for practitioners of management, researchers, and instructors of leadership with a special emphasis on the pedagogical value of artifacts of popular culture.
The Effects of Experiential Learning with an Emphasis on Reflective Writing on Deep-Level Processing of Leadership Students
Authors: Moore Copie , Boyd Barry L. , Dooley Kim E.
Published: July 2013

Experiential learning and reflective writing are important components of college instructors’ repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine undergraduate students’ perceptions of learning in a leadership course that emphasized experiential learning methods. The respondents included the students enrolled in a Professional Leadership Development course. Students were asked to keep a reflective journal and to prepare a reflective paper at course completion. Using content analysis of the students’ reflections, it was determined that the students benefited from receiving instruction associated with experiential learning. They recognized each of the teaching strategies associated with the four stages of the Experiential Learning Cycle and the importance of each in maximizing learning. Incorporation of teaching strategies associated with experiential learning within the collegiate leadership classroom did enhance student learning, whereby allowing students to approach learning in a deep manner.
Citation Structure: An Analysis of the Literature Cited in the Journal of Leadership Education from 2002 to 2006
Authors: Edgar Leslie D. , Cox Casandra
Published: July 2013

The Journal of Leadership Education (JOLE) has been a primary outlet of leadership education publishing and research dissemination since 2002. The purpose of this study was to assess the first five years of literature cited in JOLE. The study used a quantitative content analysis design. Analyzed in the study were 45 articles with research methodologies published in JOLE from 2002 through 2006. Seven hundred eighty-one cited literature works were identified in the journal. The average number of citations per article was approximately 17. The most frequently cited journal sources were from leadership, management, and psychology. Additional cited works are defined. Citation analysis indicates that JOLE relies heavily on books, journals, conference proceedings, and other literacy works outside leadership education. JOLE does not exhibit compactness, indicating that it reaches past its citation boundaries and into interrelated areas of other disciplines. However, it does exhibit extremely weak self-identity meaning it does little to build upon research previously cited in JOLE. Future research in JOLE should strive to cite articles from within its journal and determine what drives citations in leadership education.
Leadership Program Planning: Assessing the Needs and Interests of the Agricultural Community
Authors: Kaufman Eric K. , Rateau Richard J. , Ellis Keyana C. , Kasperbauer Holly Jo , Stacklin Laura R.
Published: July 2013

Needs assessment is the first step in developing a leadership education program. During the spring of 2008 researchers and program planners conducted focus groups sessions with representatives from Virginia’s agricultural community with the goal of assessing the leadership development interests and needs of that community. As one focus group participant shared, “I’ve had leadership programs all along… they didn’t use examples that were real in my world.” The findings of this qualitative study suggest that an agricultural leadership development program should focus on three areas: (a) knowledge of the changing industry; (b) relationship building across industry sectors; and, (c) practical, transferable skill development. The skill areas of interest include creative problem solving, political advocacy, and communication. These findings are similar to previous research on grassroots leadership development, yet they lead to important recommendations for further research and practice.
Interviews: Linking Leadership Theory to Practice
Authors: Smith Deborah N. , Roebuck Deborah B.
Published: July 2013

Leadership educators use various tools to enable their students to learn about leadership. This article describes the assignment Interview with a Leader which the authors have incorporated into several different leadership courses. Grounded in constructivist and social learning theories, the authors have found this assignment to be particularly effective as a strategy for helping students make meaning of the complexities and application of leadership. Furthermore, students found the assignment to be especially helpful for connecting leadership theory to practice.
Servant Leadership and Constructive Development Theory: How Servant Leaders Make Meaning of Service
Authors: Phipps Kelly A.
Published: July 2013

A connection between servant leadership and constructive developmental theory is proposed. A theoretical framework is offered that examines the subject and object relationship for servant leaders at progressive stages of meaning making, showing how the way leaders make meaning of service evolves with their constructive development. The framework also proposes a threshold on the ability to adopt servant leadership. This understanding suggests that leadership educators who wish to promote servant leadership should first focus their energies on helping younger students reach the developmental stage required for servant leadership.
A Dynamic Programming Heuristic for the Quadratic Knapsack Problem
Authors: Fomeni Franklin Djeumou , Letchford Adam N.
Published: July 2013

It is well known that the standard (linear) knapsack problem can be solved exactly by dynamic programming in 𝒪(nc) time, where n is the number of items and c is the capacity of the knapsack. The quadratic knapsack problem, on the other hand, is NP-hard in the strong sense, which makes it unlikely that it can be solved in pseudo-polynomial time. We show, however, that the dynamic programming approach to the linear knapsack problem can be modified to yield a highly effective constructive heuristic for the quadratic version. In our experiments, the lower bounds obtained by our heuristic were consistently within a fraction of a percent of optimal. Moreover, the addition of a simple local search step enabled us to obtain the optimal solution of all instances considered.
Selling American Beauty to Teen Girls: A Content Analysis of Female Celebrity Advertisements in Seventeen
Authors: Hsu Chung-kue Jennifer
Published: July 2013

This study explores how celebrity women's beauty images are constructed in regard to beauty ideal, body shape, and dress style, and how these beauty depictions are associated with product type in ads targeted towards female teens. This research is based on a content analysis of female celebrity ads in 31 issues of Seventeen published between 2007 and 2009 in the United States. Our results show that advertisers tend to select certain types of beauty portrayals in female celebrity ads. Also, a majority of these ads employ celebrity women to promote attractiveness-related consumption. Moreover, differential use of beauty portrayals emerges between attractiveness-related and non-attractiveness-related products. Additional analysis reveals that many beauty aspects of the female celebrities are not distributed uniformly across product types. Implications, limitations, and future directions of research are discussed.
From Poverty to Wretchedness: Albert Camus and the psychology of the pieds-noirs
Authors: Strachan John
Published: July 2013

This article uses the pieds-noirs (European settlers) of Algeria as a case study of how "poor whites" have been constructed, and have constructed themselves, in colonial historiography. Beginning with a reexamination of terminology, and of the socioeconomic status of the pieds-noirs , I argue that the poverty of this community is more often and more usefully understood as a form of psychological impoverishment. The work of Albert Camus represents a salient example of these discourses and offers the historian a productive means of rethinking the conceptually liminal space of "poor whites" between colony and metropole.