Volume 16, Issue 3 -- 2017

Documenting student progress related to learning outcomes is quickly becoming standard practice in higher education. This application brief describes the Team Leadership Summit assignment used in a senior seminar course. Students are required to work in teams to identify a critical issue facing society today requiring leadership and work together to discover potential solutions to the issue. Completed assignments indicate the Team Leadership Summit assignment
is providing students with a project-based learning activity that gives them the opportunity to become more familiar with the role of leadership in managing, and even changing, complex organizational, community, and societal issues. The assignment is also effectively demonstrating student progress related to the seven Undergraduate Learning Outcomes identified by Texas A&M University.

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The United Future Leaders Ambassadors is a program developed out of the expressed desire of students to remain active in a youth leadership development program originally focusing on fifth and sixth grades. Our application brief discusses distinctions between youth development and youth leadership development, the evolutionary nature of our program and general/program specific lessons learned. Applying eight years of ongoing program evaluation and
adaptation, authors provide suggestions for other leadership educators to incorporate active community service components to engage and retain adolescents long-term. Programming concerns such as developing and maintaining youth interest in service leadership development, embracing technology for programming and research data, developing student and family “buy in,” and integrating new youth into service programming from a variety of backgrounds are

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This study investigates the extent to which leadership capacity gains differ between participants of a leader development session targeted towards Black men and (a) other Black men who participated in racially and gender-diverse sessions; and (b) a racially proportionate sample of other men in racially and gender-diverse sessions. We employed an anti-deficit achievement framework within this research. Findings suggested that Black men who attended an all-Black Male session made gains similar or greater than each comparison group, even considering elevated capacity levels prior to participating. This study addresses important implications for understanding how engaging with same-race, same-gendered peers in formal leadership programs can support Black men in continuing to develop leadership capacity.

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Taking a relational and experiential approach to leadership education, an innovative partnership was developed between an undergraduate global leadership course and an on-campus English Language Learning institute. Instructors conducted a co-curricular global leadership workshop to guide both American and international students’ (n=18) intercultural interactions into impactful experiences of self-awareness, understanding, and intercultural communication competence. Workshop surveys were distributed to more appropriately evaluate the objectives of the workshop, gain participant insights, and provide recommendations for future workshops. Participants left the workshop with an understanding and valuing of intercultural relationships, how to effectively communicate in intercultural teams, how to successfully adapt in global contexts, and an increased confidence to lead globally. Recommendations of this pilot study provide further insight for future global leadership workshop initiatives, partnerships, and curriculum.

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This paper contributes a new conceptual framework for understanding undergraduate student persistence. The social change model of leadership development (SCM), with its emphasis on helping students develop leadership capabilities and encouraging them to work for the common good, has been chosen for integration with Vincent Tinto’s 1975 model of student persistence, which is widely considered a landmark framework in retention and persistence scholarship. In consideration of the ways in which the SCM and the Tinto model have the potential to complement each other and address each other’s shortcomings, this paper proposes an incorporation of the frameworks toward the creation of a new structure for conceptualizing how institutions approach student persistence, and it is thus useful for a wide range of stakeholders in the field.

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Students register for leadership classes with a number of assumptions about leaders and their traits. These assumptions both explicitly and implicitly affect students’ self-selection for leadership studies courses. This study compared the personality types of first-year leadership students at a Research 1 public university to the Myers-Briggs Type Indicator (MBTI) types of the general population. In several introductory leadership courses, students were given access to a free, shortened version of the MBTI entitled the Jung Typology Test. The data showed highly significant differences between the sample group and the general population in relation to their four-letter typologies. A discussion of these differences, specifically in the ways that we talk about leadership and recruit students to our programs, is presented.

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The community is one of the foundations of our modern society. Community represents an important context that is unique from other leadership settings. Although there are an abundance of context agnostic theories and models within the leadership literature, a theoretically-based model specifically intended for community leadership remains notably absent. The purpose of this article was to address this gap by proposing a theoretically-based model of community leadership. The proposed model expands upon previous recommendations in the literature and specifically identifies 20 areas within five superordinate factors. The community leadership conceptual model should provide leadership educators with a robust framework for developing contextually appropriate leadership curriculum.

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As more citizens choose to volunteer in local and national groups, volunteer organizations and leadership educators have recognized a need to identify who has intentions to develop their leadership as a volunteer. By identifying these intentions, leadership educators may more accurately target those individuals who would like to develop their leadership in a particular organization. For this purpose, the Volunteer Leadership Development Questionnaire (VLDQ) was developed using the theory of planned behavior to guide the collection of qualitative and quantitative data. This pilot study provides evidence the VLDQ may accurately measure an individual’s intentions to develop their leadership as a volunteer.

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What makes a great leader? This age-old question has led to many discussions and debates among scholars and ultimately the development of many leadership theories. The requirements for leadership have vastly changed in a short amount of time due to globalization and technology. As leadership has evolved, a new set of competencies are now required by leaders who want to influence on a global scale. This article will explore leadership frameworks which have developed over the past few decades by thought-leaders to equip leaders for the modern age. The research being summarized is not original; however it is collected and presented in a cohesive way that is unique and timely. The authors will leave the readers with suggestions for future studies, and predictions about the future of global leadership competency.

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Leadership educators should strive to promote deeper learning within their students. Fink’s (2003, 2013) taxonomy of significant learning is a framework for intentionally grounding leadership curricula in the principles and practices of evidence-based learning. The purpose of this study was to measure undergraduate students’ significant learning after the completion of a PLTA in a personal leadership course and reflection about the experience. A content analysis of 24 student reflections was used to analyze the six domains of learning: foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Evidence of all six domains of learning were found within the student reflections and it was observed that students who had definite contexts in which to apply and well-defined goals for the assignment could better articulate their learning.

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